2.3  Body language
Reading body language and managing your own are essential when facilitating. A trainer should be able to know when a student is uncomfortable, confused, interested, distracted or bored. Furthermore it is important that a trainer is able to manage their own body language so that the messages they are giving are accurate and consistent.

2.4  Observation of behaviour
The ability to observe and discuss behaviour and attitudes rather than technical issues is an important skill that trainers need to develop to become effective at facilitation. Also trainers should have the ability to observe behaviour objectively against established standards.

2.5  Role modelling
As attitude is an imprecise part of competency, there is no better way of demonstrating appropriate behaviour than role modelling. This is because the student can observe at first hand what this behaviour is and experience the positive effects on themselves. Furthermore, in order to maintain credibility as a trainer in human factors, it is important that you behave to the highest level of CRM standards.

2.6  Giving and receiving criticism
A trainer should be able to receive criticism well in order to develop and be approachable. Furthermore, there may be occasions when it is appropriate and constructive to give students direct criticism and this must be carefully handled.

Continuous development
In order to ensure that you are able to continuously improve your facilitation skills, the recommended method is to seek feedback from those you are training. This must be done regularly and genuinely, otherwise you may not be given anything useful - and a measure of whether you are doing this well is whether you do in fact get any criticism. If you find that people are not giving you any criticism then the following may be occurring:
a) You are perfect;
b) You have developed a reputation as someone who has difficulty receiving criticism;
c) You are not respected enough to deserve being told.
Trainer Checklist for Facilitation Skills
Do: 
Give an introduction . Purpose - to encourage self analysis (research says that it is the best form of learning) . Participation from them is needed . Allow pilots to set the agenda order by asking: . Which bits of the session they want to discuss . What went well Use open questions (who, where, when, what, why, how) Deepen the discussion with supplementary questions - let them analyse. . What happened/ why it happened/ what could we improve on? Listen and encourage . use names, nod, smiles, eye contact . sit forward to show interest Use silence/ pauses (sit back and allow them time to think for several seconds) Mix instruction with facilitation for issues on which they don't have the knowledge themselves Summarise discussion to meet training aims 
　
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