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4.9  Critique. Skills of critique generally refer to the ability to analyse a plan of action whether future, current, or past. Since techniques for accomplishing critique vary according to the availability of time, resources, and information, three basic types of critique are distinguished:
a) pre-mission analysis and planning;
b) on-going review as part of the in-flight problem-solving process; and
c) post-mission debriefing.
All three are of vital importance but are often overlooked both in operations and during instruction. Each type has two fundamental elements, i.e. remembering to perform the critique, and structuring of the critique itself.

 

5  Training Techniques
5.1  Introduction
The effectiveness of specific techniques varies with the training phase:
a)  Awareness. This phase is weighted toward individual instruction. The principal objective is to motivate the trainees and get them off to a good start, and to provide a conceptual framework for CRM.
b)  Practice and feedback. Here the objective is to achieve an understanding of the principles as defined in the syllabus. It is best accomplished in a group.
c)  Reinforcement. This is primarily a small group function. The final goal is to achieve lasting acquisition and enhancement of the required skills in all cockpit crew members.

5.2  Basic principles
The following basic principles are applicable to all training, regardless of the
characteristics and resources of the training organization:
a) Pilot-group participation is essential.
b) Instructors/co-ordinators must be credible.
c) It is important to establish and use terms and principles that are familiar to the

pilots and common in the organization.
d) Techniques that work well in one culture may not work at all in another. The availability of the personal skills and other resources required by some of the techniques is an obvious consideration.
NOTE:  The term culture is used here in its broadest sense and includes the norms of organizations and their management, ethnic origin, religion, etc.
e) Instructor training is critical. Instructors require special training to develop understanding and skills above and beyond the basic syllabus.
f) In virtually all instances more than one technique can be used effectively.
g) There is considerable confusion regarding the requirement for the optimum use of simulators. As a general guideline, high-fidelity simulators are not required in awareness training. They are, however, required for handling/skill training.
h) More than one type of medium (such as lectures, film strips, audio or video recordings, etc.) can be effectively used in several of the techniques, and equally important, several techniques can effectively utilize the same media.

Figure 3
NOTE: This model concerns several of the six areas taught.
　
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