Søren S. Agner began his career in aviation in 1987 as a tour-guide/cabin crew for a charter operator in Denmark.
He worked as a cabin crew and a cabin chief for 10 years. During that time, he was also in charge of hiring cabin crew for the company.
In 1993 he obtained his Private Pilot Licence and flew small aircraft.
In 1995 he obtained his Commercial Pilot Licence.
He started in Danish Air Transport on the Short Skyvan in 1997 flying cargo.
In 1999 he came to Scandinavian Airlines and started flying the MD80.
He became a CRM instructor in 2004 and has also been an ATPL ground instructor since 2005, teaching different subjects such as Performance, Flight Planning and General Navigation.
In 2010 he was approved Training Manager for a Part 147 organisation in Denmark.
In 2011, he became a MCCI and could transfer the knowledge of CRM into the flight crew environment at a very early stage of the training for new pilots.
He started his own company, Aeroteam, in 2004 as an aviation consultant with a speciality in CRM training. During this time his focus has always been on making CRM training interesting and of high quality.
He is the developer of the MAYDAY CRM training concept and has been introducing the concept into CRM training at several airlines.
MAYDAY is a learning game which has the focus on enhancing the non-technical skills of the crew and at the same time being realistic and fun.
With this concept, training and assessment of the non-technical skills in the classroom is possible and the learning effect is very high, due to the very active participation of the crew.
Søren has been a member of the Danish Flight Safety Council since 2010, as a human factor specialist.
Benefits of Learning Games and Simulations in the Classroom Environment
How we learn and how we teach needs to be synchronized.
We need to teach so we obtain the greatest learning effect on our crew training.
By introducing active learning in the classroom, we create a link between classroom theoretical training and practical training in the operational environment.
Furthermore, we have the opportunity to evaluate and assess the Non-Technical Skills in the classroom and be able to give better feedback to the crew. This knowledge can then be transferred to the operational environment in the simulator, mock-up or to real world in the aircraft.
It is also of utmost importance that the assessment itself is valid and that the instructors have the same perception of the assessment, so there is a general line in the assessment within the company. Pilots have been used to assessments for many years and that is not new to them. However, when it comes to assessment of non-technical skills, there is still a challenge in evaluating the performance since we are looking at so many different parameters or behaviours.
Therefore, the assessment must focus on the behaviour and not the task and the training should contain an element of and a possibility to exercise self-assessment.
Introduction of learning games into the classroom training environment will facilitate that and is one way of obtaining a high level of learning and at the same time being able to assess performance of the crew and instructors.