1. Rail Industry use of Simulation, Organisational treatment of Driver Error & Managing errors occurring during the Simulator session Rail & Aviation Standing Group 21 st May 2009

2. Malcolm Cook Chairman of the UK Rail Industry Simulator User Group. Simulator Manager First ScotRail Glasgow Presenter introductions

3. 13 Years Armoured Vehicles Instructor and Troop Commander 15 Years Army Pilot 3 years TD Analyst HQ DAavn A view from both sides of the fence 1972 - 2000

4. A view from both sides of the fence 2000 -2009

5. An introduction to the scope of Rail Industry Simulator use Similarities with Aviation and the Military Differences and barriers Challenges to be managed in the introduction of “Just Culture” Initiatives and the development of usable tools Next steps? Presentation Outline

6. Who has Train Driving Simulators

7. How many Train Driving Simulators? Full Cab Simulators 26 Part Cab Simulators 19 45 simulators delivered Operational?

8. Simulator League Table Jan 2009 27 12 9 51 6 10 5 6 13 PI / Alion NIR/Eurostar/DB 3 5 5

9. Simulation for Similar Worlds? Aviation, Military, Railway Similar ?

10. Regulated environment Hierarchical Management Structure Continuous competency assessment Highly trained skilled individuals In the public eye Esprit de corps Which am I describing?

11. Ethos and Culture All are far from 9 to 5 but the workforce and management systems are developing at very different rates

12. Similar Solutions in Similar Worlds Systems Approach to Training (SAT) Training needs Analysis Task and Risk Analysis Recognise any of these terms?

13. Changes in management systems On major equipment change In response to procedural change Prior to the introduction of new training media

14. Summary of Similar Worlds Similar Management Systems Similar Competency Assessment needs Similar consequences

15. Expenditure, Military, Aviation, Rail Industry Time and Technology UK Rail Franchise system Traditional Workforce and Management Compliance or Competence Accountability, Corporate, Workforce and ROGS Significant differences / challenges

16. Justin Willett Head of Operational Training National Express East Anglia Presenter introductions

17. Some operators have chosen, or are not allowed (Trade Union objections) to use their simulators for assessment. Others simply assess minimum compliance against rule book standards Some allow serious errors to happen - This can be a powerful learning event - De-brief afterward, Ideally, but not always followed by a re run of the event. Others stop just prior to the serious error - Driver to explore their awareness of what is about to occur (SA) - Re run mandatory No Industry Standard or Consensus? “Questioning the individual should only be used to supplement other assessment methods, as knowledge alone cannot be assumed to infer competence. Therefore alternative techniques may need to be used including….. use of simulators” Ref: ORR RSP1 This (simulators) can give a more predictive assessment of the candidate’s behaviour because the same operating pressures can be placed upon them that they would undertake within the work place. RSSB: RS501 Good Practice Guide on Simulation

18. Before “I don’t see why I have to be assessed on a pretend train” “I have come for a play on your Playstation” “I’m not good on it because I don’t play computer games” “Its not real, so it doesn’t really matter” “It should be a training tool only” “If you want to test me, come out on my train” “I would not do that if it was a real train on my route” After “Best place to make mistake... I learnt a lot from that” “It’s not as bad as I thought it was going to be” “You deliberately tricked my Driver in to making an error” “My Driver would not have done that driving a real train” Challenges to the use of Simulators in a “Just Culture” Culture & Expectations “but It’s only a game” ScotRail Driver & NXEA Drivers ScotRail Diver Team Manager & NXEA Driver Manager

19. What encourages these errors? The situation, unpractised event - do we increase the opportunity The culture, it’s only a game The individual, lack of competence Simulator Driving False reading as modified behaviour for the simulator assessment only Assessment performance prejudiced by the anxiety levels Peer Group Information transfer The Simulator? “yeah it’s not bad” “When on your simulator assessment, don’t forget to……..” Expectation Challenges to “Just Culture”

20. Simulators are integrated into the assessment process Issues (1) Compliance based assessment process How a task is performed is also important Non-technical skills play key role in incidents and accidents How can this be measured in a meaningful and consistent way? Initiatives and Development NXEA

21. Issues (2) There can be an historical Punitive approach to error Errors can be a effective learning tool and/or a precursor to poor ‘real world’ performance? Note on record/ formal incident/ license suspension Driver anxiety “what happens to me if I make a mistake?” Initiatives and Development NXEA

22. Identify relevant non technical skills Develop behavioural markers Working with the HF team at RSSB Initiatives and Development NXEA

23. Skill 1Attitude to simulator experience 2Confidence 3Communication3.1Interpersonal style 3.2Clarity 3.3Sharing information 4Assertiveness 5Conscientiousness5.1Systematic, organised approach 5.2Attention to detail 5.3Rule compliance 6Workload management 6.1Prioritising 6.2Concentration/ managing distraction 6.3Calm under pressure 7Situational awareness/ hazard identification 7.1In-cab awareness 7.2Out-of-cab awareness 7.3Anticipation 7.4Checking behaviours 8Error/ hazard management (Assess during feedback session). 8.1Problem solving/ diagnosis 8.2Option generation 8.3Risk assessment/ option choice 8.4Outcome review Key Behavioural Markers

24. Identify relevant non technical skills Develop behavioural markers Non technical skills toolkit Working with the HF team at RSSB Initiatives and Development NXEA

25. Examples Examples of Performance Statements that satisfy the criteria And the behaviour observed that meets the performance 5.1 Systematic approach Positive IndicatorsNegative Indicators  Takes an organised systematic approach.  Unhurried, well timed actions, controlled movements (overlaps with calm under pressure)  Well organised e.g. all relevant paperwork to hand and a generally well managed cab environment  Unsystematic cab set-up  Rushed, less controlled movements  Disorganised e.g. papers covering in-cab displays Sets up cab in a systematic way. Controlled movements e.g. brake control. 5.2 Attention to detail Positive IndicatorsNegative Indicators  Where written material is used, reading carefully e.g. demonstrates understanding  Demonstrating that they are listening carefully e.g. where instructions are given, driver concentrates and repeats back correctly, notices mistakes  Accuracy in communication and writing, notices others mistakes where applicable  Balances appropriate attention to detail without losing sight of the overall perspective of tasks/situations  Where written material is used, does not read with care e.g. misunderstands, does not notice mistakes if they occur  Does not show signs of listening e.g. distracted, no eye contact, does not notice mistakes if they occur  Inaccuracies in communication and writing  Becomes overly absorbed in detail and misses the broader perspective, gets caught up in unnecessary detail Accurate completion of drivers’ reportMistakes on drivers’ report

26. Identify relevant non technical skills Develop behavioural markers Non technical skills toolkit Working with the HF team at RSSB Training the Sim Operators on observation & Feedback Initiatives and Development NXEA

27. Where did the error happen? Suggested areas for development Both Technical & Non Technical

28. Just Culture what would you do?

29. As Just Culture practitioners how, do you think the Rail Industry should deal with this Driver? A remove the driver from driving and investigate the incident pending discipline B debrief the driver and return him to normal operation C explore with the driver the lapse of competence, return him to normal operations and disseminate the outcomes to all D removed the driver and re-brief prior to returning to operations, then place him on a remedial action plan to additionally monitor their performance No Industry Standard or Consensus

30. Would your decision be different if………………. Incident was reported externally Incident is reported by Driver No Industry Standard or Consensus The consequence of passing that signal at danger would be a certain collision with a 100 + mph express train. Would your decision be different now if you are………………. The Managing or Safety Director of the franchise A passenger on the express train with your wife and children

31. A Just Culture is the aspiration of many of our colleagues and something we believe strongly, will bring a sea change in terms of Railway Safety. Summary The barriers can be overcome but… The structure of the franchise system Corporate and individual responsibility The culture of proportioning blame to show action has been taken These barriers present us with significant challenges to manage the change from a “Blame Culture” to a “Just Culture”

32. Our Industry's Strategic Weapon But its not a panacea for poorly managed training and assessment regimes We need an effective “Just Culture” to support these regimes The use of Simulation in Driver Development

33. Any Questions Please Rail & Aviation Standing Group 21 st May 2009