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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 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 

Table 1 Simulator and Base Training

Unit  Performance Element  Knowledge 
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 

Table 2 Line Training

Unit  Performance Element  Knowledge 
A1 Designs CRM training sessions  Identifies training requirements Selects CRM components of line check. Provides opportunities for demonstrating CRM competency.  Company and industry requirements Training techniques Relevant regulatory requirements CRM standards 
A2 Prepares resources  Not applicable  Not applicable 
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 requirements Human Factors knowledge 
B2 Creates a climate conducive to learning  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 
B4 Facilitates learning and coaches individuals  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 
　
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