Don't: 
Miss the introduction - it is the most common way to spoil facilitative training Lecture Use your chronological agenda Short change high performing crews with quick debrief Interrupt Don't train them not to discuss by: . Answering your own questions (better to reword the question) . Just use question and answer Do the thinking for them 

Self Check: 
. Who is talking most -you or them? . Have you used at least 2 questions per issue (to deepen discussion)? . Are the pilots doing the analysis themselves? . Are the training points being covered? . Have the pilots spoken to each other? . Has positive behaviour been reinforced? 

Appendix 10 Examination Skills
1 Introduction
Examining any person on any subject for any skill or level of knowledge is an extension of the basic Instructional and Teaching skills. There are really few new skills for the competent Instructor who has had the correct level of education and practise across the spectrum of teaching. Given this adequate Teaching background, the emphasis for the Examiner is to know how to behave appropriately, and is therefore a modification to the management of his or her appropriate teaching behaviour.
It is also necessary to understand the need for a good examining procedure to ensure consistency which helps to promote fairness and good control of minimum standards.
Simultaneously the Examiner must be proficient in teaching skills, be able to set a good example, but above all be able to employ a good facilitative style whever possible to set the highest example to candidate CRMI and the Trainees.
The purpose of this Appendix is to explore the CRMI test criteria, give guidance in the three areas of CRMI teaching, and to suggest a checklist for the conduct of a CRMI Accreditation Test.

2 CRM Instructor Performance Assessment
2.1 General considerations for all CRMI tests
Good administration is essential for the conduct of all Tests and Examinations to ensure that both the Examiner and the Candidate are perfectly clear as to what is required of each person.
Whereas it is the Candidate’s responsibility to ensure that he or she has the necessary knowledge and skill for instructing, teaching and facilitating, it is the Examiner’s duty to ensure that the Candidate is given every opportunity to demonstrate that skill and knowledge at the appropriate time without experiencing undue pressure.
If the Examiner is disorganised and unprepared in any way, it will have a negative effect upon the Candidate’s performance, detracting from the efficacy of the lesson which is being presented and thus disadvantaging the students. Therefore the test must be conducted in a calm, organised but professional manner.
It is essential that the Examiner is quite clear as to the purpose of the test, the context of the teaching lesson used during the assessment, the general background and experience of the CRMI under test, the general background and experience of the students, the precise criteria against which the candidate is being assessed, where the test is to be conducted and any associated operational constraints, such as time available, time of day and number of students and how the Examiner will conduct the test given dissemination of the above criteria and formulation of a plan.
　
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