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2  LOFT/LOE briefings are an important part of the session, and instructor/ evaluators should brief crews to act as they would in line operations dealing with everyone, including the Flight Attendant, as if they were actually present throughout the LOFT/ LOE.
3  Event sets should be used in the development of LOFT/LOS scenarios under an ACRM program to help instructor/evaluators pinpoint key aspects of crew performance for each segment of the flight. Instructor/evaluators should be trained in the functions and use of event sets.

2.15.3  Guidelines for Establishing Assessment Standards
1  When an instructor/evaluator group shows low inter-rater reliability, in addition to more training, there may be a need for a better rating form or clearer rater standards to help the group work together on the basic parameters of the assessment process.
2  The instructor/evaluator group should establish specific standards for elements to be rated. This is especially true for elements that may cause problems or are new to the instructor/evaluators. In most cases the new CRM procedures should have explicit standards to reduce rating difficulties.
3  When making crew performance assessments there is a high probability of rater bias, and the common forms of bias that should be addressed through instructor/evaluator training include central tendency, halo error, and leniency error.
4  If the airline has not already implemented some form of IRR training, IRR should be presented as a group process beginning with an overview of IRR, followed by the critical nature of crew assessment, the IRR measures, the gradesheet, rating scales, and examples of the criteria for each point on the scale.

2.15.4  Guidelines for Developing Standardisation and Training Modules
1  Under ACRM, a substantial departure from a scripted and acted videotape is required. Consideration should be given to preparing standardisation tapes working with real crews flying the actual LOFT/LOE for that year in a representative simulator without the benefit of coaching or preparation.
2  Instructor/evaluators should be provided with accurate and immediate rating feedback from the start of their assessment training through standardisation sessions. The first rating sessions may take place in a larger group using spreadsheets and charts showing individual and group data along with appropriate benchmarks that the group is trying to meet.
3  After individual and group feedback is provided and explained, instructor/evaluators should be encouraged to develop new rating rules and strategies. This cycle of practice, feedback, and discussion allows the participants to improve their reliability, and should continue until group benchmarks have been met.
4  Under ACRM assessment there should be ongoing training and standardisation to establish confidence in the crew performance data, its indications about CRM procedures, and the procedures' effects on overall crew performance.
　
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