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between F COM A nd C ourseware/T raining) concept
implemented? What will be the gains and losses of an integrated
FCOM and courseware? Please describe the concept
according to its usability (i.e., how it should and/or
will be used). How will this new type of electronic FCOM
be created and revised? How do you see interactions between
actors in operations and training? How will its content
evolve? How will responsibilities be distributed?
The Group Elicitation Method (GEM) is a brainwriting
technique augmented by a decision support system for
constructing a shared memory. The brainwriting technique
was introduced more than three decades ago to facilitate
the generation of ideas or viewpoints by a group of people.
This method can be used to stimulate a group of experts
with the goal of silently expressing their expertise on a
precise issue (a q uestion ). It enables a group of experts to
construct a written shared memory. Each person takes a
sheet of paper and reads the issue to be investigated.
He/she then adds several viewpoints and puts it back on
the table, where the set of papers constitutes a shared
memory of the meeting. The process of choosing a piece
of paper, reading, writing viewpoints and replacing the
paper on the table, is continued until each person has seen
and filled in all the papers. Thus each person is continually
confronted with the viewpoints of the others and can react
by offering a critique or new viewpoints. Generally, a considerable
number of viewpoints can be amassed with this
procedure. A decision making procedure is implemented
to express consensus and divergences.
There are different opinions on whether or not content
and format of the FCOM and the courseware should differ
from one another. Distinctions between the FCOM and
courseware are noted: FCOM is customized, courseware is
generic; FCOM is a reference, courseware is an introduction;
FCOM answers a question, courseware is for acquiring
knowledge; FCOM is exhaustive, courseware not;
FCOM is becoming one “electronic document”, courseware
is distributed into several materials; the courseware
is linear in structure, ensuring that the trainee has seen all
the necessary information. These differences come from
the question of whether the objectives of operations and of
training can converge or not. As one person wrote: "I do
not operate in the same way as I learn how to operate".
The results of the GEM session and the interviews led to
the following attributes for articulation:
• Customization, i.e., the ability of a document to be
modified by a customer, e.g., an airline, to adjust corporate
culture or other specific requirements.
• Versioning, i.e., the development and maintenance of
different versions of the same document, or the development
of different documents on the same topic (e.g.,
a manufacturer document versus an airline document).
• Consistency, i.e., the commonality of schematics,
wording and references among documents and other
training means such as trainers and simulators.
• Paper-less cockpit and paper-less courseware, i.e., the
dependency of training on the way operations are being
implemented. It is hard to imagine having only electronic
training means and no paper support, but if
training takes place using the same means available in
the cockpit, paper should not be used as it will not be
available in the cockpit.
Operational and training documentation should be contextualized.
Context is used to denote both internal and
external events related to the use of the FCOM and
courseware. Internal events are mostly related to the onboard
ECAM system (Electronic Centralized Aircraft
Monitoring). External events are related to weather conditions
and air traffic control (ATC) for example. The main
question is how pilots will interact with the FCOM taking
into account the context, either by entering contextual information
by themselves or by an automated contextsensitive
FCOM. The FCOM will be improved by the use
of advanced media which enable the display of intelligent
graphics showing the actual context experienced in flight
or manually selected. Contextual access to FCOM in both
training and operations is seen as an important notion. The
relation to the context can change the way we learn
something (“what if” scenarios during basic system
learning activity).
The attributes that were found important in our study relate
to several aspects operators gave a high priority in the
NASA/FAA Operating Documents project (Seamster &
　
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