6 References and Useful Additional Reading
Appendix 12 The "Short Guide"
This Appendix includes a copy of "The Short Guide to Performance Standards for CRM Instructors" - v.4 (Jan/03).
The purpose of this Short Guide is to establish industry standards for CRM Instructors (CRMIs). It gives guidance and information to operators, providers of CRM training and CRM Instructors, on the necessary standards of competence.
Further information is provided in the ‘Guide to Performance Standards for Instructors of Crew Resource Management Training in Commercial Aviation’ dated September 1998. However, the contexts in that document differ from those here, which are aligned with those in CAA Standards Document 29 Version 1 dated 18 September 2001.
This Short Guide is a significant revision of the 1998 Guide and should therefore be considered as the reference document for CRM instructor accreditation. In due course, the 1998 Guide will be revised to reflect industry experience of instructor accreditation, and the changes in this document.
This Short Guide details what instructors need to be considered competent in, in each of 3 different contexts: (a) Simulator and Base Training, (b) Line Training, (c) Ground School Training. Material in these 3 contexts is naturally similar, but is laid out separately to avoid the need to cross-refer between contexts.
In each of the contexts there are 4 main Areas of Competence:
a) Designs training;
b) Delivers training;
c) Assesses trainee progress;
d) Continuously improves the effectiveness of the training.
The Areas are subdivided into 12 Units of Competence, each of which contains a number of Performance Elements and Background Knowledge. Those elements marked in bold are essential and the rest are options. To meet the requirements of a CRMI, trainers must be able to demonstrate competence in all the essential elements plus 5 option elements.
Table 1 Simulator and Base Training
Builds in methods of evaluating training effectiveness
Ensures activities are practical and realistic Ensures facilities meet requirements
Assists in the preparation of briefing materials
Simulator procedures and resources Available equipment
B1
Integrates CRM training
Makes CRM links with technical training and Standard Operating Procedures (SOPs) where appropriate.
Makes links with flight safety, customer service, company policy.
Company technical and operational training procedures and
Establishes CRM credentials and rapport with trainees, and clarifies roles.
Clarifies training objectives and methods.
Ascertains and supports trainees’ needs.
Potential barriers to learning, including awareness of cross-cultural issues
How to put trainees at ease B3
Presents knowledge
Communicates clearly, accurately and adequately.
Creates and sustains realism in the detail.
Distinguish between process and content outcomes
Ways to elicit participation.
Methods of giving information/adult learning styles
Encourages trainees to get involved.
Focus is on trainees not themselves.
Overtly supportive of CRM principles in word and deed (i.e., role models good CRM).
Motivating, patient, confident and assertive manner.
Conducts one-to-one coaching/debrief of crew members as appropriate.
Encourages mutual support, teamwork and sharing of individual learning experiences.
Facilitation
How to give constructive debriefing and feedback
The difference between coaching and demonstration/instruction
Continuously monitors and responds flexibly to the training session
Ensures objectives are achieved Reviews progress with trainees.
Methods of tracking performance in the simulator
Methods of tracking performance Principles and purpose of reviews What constitutes valid and reliable information
C2 Assesses trainees performance
Assists trainees to assess own individual and team performance against CRM standards.
Sets new/additional learning objectives.
Observes CRM behaviours.
Uses of video playback and debriefing to facilitate learning
D1 Evaluates CRM training sessions
Elicits feedback from trainees.
Tracks training session processes against agreed criteria
Keeps appropriate records.
Methods of assessing and improving session effectiveness
D2
Evaluates and develops own practice
Regularly reviews own performance, strengths and development needs.
Collects feedback about performance from others.
Keeps abreast of developments from Regulator, trade press, etc.
Maintains a written development record against a development plan.
Methods of assessing own performance
Methods of improving own performance Selects CRM components of line check.
Provides opportunities for demonstrating CRM competency.
Makes CRM links with technical training and Standard Operating Procedures (SOPs) where appropriate.
Makes links with flight safety, customer service, company policy.
Company technical and operational training procedures and
Establishes CRM credentials and rapport with learners, and clarifies roles.
Clarifies training objectives and consequences.
Ascertains and supports trainees’ needs.
Potential barriers to learning, including awareness of cross-cultural issues
How to put trainees at ease Trainees experience level and expectations
Adult learning styles B3
Presents knowledge
Communicates clearly, accurately and adequately.
Looks for training opportunities.
Ways to elicit participation in debrief Methods of giving information
Encourages trainees to get involved.
Focus is on trainees not themselves.
Overtly supportive of CRM principles in word and deed (i.e., role models good CRM).
Motivating, patient, confident and assertive manner.
Conducts one-to-one coaching/debrief of crew members as appropriate.
Encourages mutual support, teamwork and sharing of individual learning experiences.
Debriefs on practical application of CRM skills.
Facilitation
How to give constructive debriefing and feedback
The difference between coaching and demonstration/instruction How to encourage trainees to ask questions and seek advice
Table 1 Simulator and Base Training
Unit Performance Element Knowledge
C1
Monitors and reviews progress
Continuously monitors and responds flexibly to the training session.
Ensures objectives are achieved Reviews progress with trainees.
Methods of tracking performance Principles and purpose of reviews What constitutes valid and reliable information
C2 Assesses trainees’
performance
Assists trainees to assess own individual and team performance against CRM standards.
Conducts formative assessments.
Makes assessment decision and provides clear feedback.
Tracks training session processes against agreed criteria
Keeps appropriate records.
Methods of assessing and improving session effectiveness
D2
Evaluates and develops own practice
Regularly reviews own performance, strengths and development needs.
Collects feedback about performance from others.
Keeps abreast of developments from Regulator, trade press, etc.
Maintains a written development record against a development plan
Methods of assessing own performance
Methods of improving own performance
Table 3 Ground School Training
Unit Performance Element Knowledge
A1
Designs CRM training sessions
Identifies training requirements and delivery resources.
Sets Objectives
Builds in methods of evaluating training effectiveness
Incorporates a variety of activities in design.
Understanding objectives
Ensures activities are practical and realistic Ensures facilities meet requirements
Assists in the preparation of briefing materials Ensures materials are adequate and clear
Existing materials
Makes CRM links with technical training and Standard Operating Procedures (SOPs) where appropriate.
Makes links with flight safety, customer service, company policy.
Company technical and operational training procedures and
Establishes CRM credentials and rapport with trainees, and clarifies roles and confidentiality.
Clarifies training objectives and methods.
Ascertains and supports trainees’ needs.
Potential barriers to learning, including awareness of cross-cultural issues
How to put trainees at ease Table 2 Line Training
Unit Performance Element Knowledge
B3 Presents knowledge
Communicates clearly, accurately and adequately.
Creates and sustains realism in the detail.
Maintains interest.
Distinguish between process and content outcomes
Ways to elicit participation.
Methods of giving information/adult learning styles
Presentation techniques and visual aids
Encourages trainees to get involved.
Focus is on trainees not themselves.
Overtly supportive of CRM principles in word and deed (ie, role models good CRM).
Motivating, patient, confident and assertive manner.
Uses exercises and activities to maximise learning.
Recognises and responds to individuals needs.
Encourages mutual support, teamwork and sharing of individual learning experiences.
Facilitation
How to give constructive debriefing and feedback
The difference between coaching and demonstration/instruction
Continuously monitors and responds to flexibly to the training session.
Ensures objectives are achieved
Reviews progress with trainees against formal benchmarks.
Methods of tracking performance
C2 Assesses trainees performance
Assists trainees to assess own individual and team performance against CRM standards.
Sets new/additional learning objectives.
Uses of video playback and debriefing to facilitate learning Methods of assessing knowledge and skills
Tracks training session processes against agreed criteria
Elicits formal course evaluation from trainees Keeps appropriate records.
Methods of assessing and improving session effectiveness
Regularly reviews own performance, strengths and development needs.
Collects feedback about performance from others.
Keeps abreast of developments from Regulator, trade press, etc.
Maintains a written development record against a development plan
Methods of assessing own performance
Methods of improving own performance
Table 3 Ground School Training
Unit Performance Element Knowledge