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This Short Guide is a significant revision of the 1998 Guide and should therefore be considered as the reference document for CRM instructor accreditation. In due course, the 1998 Guide will be revised to reflect industry experience of instructor accreditation, and the changes in this document.
This Short Guide details what instructors need to be considered competent in, in each of 3 different contexts: (a) Simulator and Base Training, (b) Line Training, (c) Ground School Training. Material in these 3 contexts is naturally similar, but is laid out separately to avoid the need to cross-refer between contexts.
In each of the contexts there are 4 main Areas of Competence:
a) Designs training;
b) Delivers training;
c) Assesses trainee progress;
d) Continuously improves the effectiveness of the training.
The Areas are subdivided into 12 Units of Competence, each of which contains a number of Performance Elements and Background Knowledge. Those elements marked in bold are essential and the rest are options. To meet the requirements of a CRMI, trainers must be able to demonstrate competence in all the essential elements plus 5 option elements.
Table 1 Simulator and Base Training

CAP 737 Crew Resource Management (CRM) Training

Unit  Performance Element  Knowledge 
A1 Designs CRM training sessions  Identifies training requirements Selects CRM standards Builds in methods of evaluating training effectiveness  Understanding objectives Company and industry requirements Training techniques Relevant regulatory requirements CRM standards 
A2 Prepares resources  Ensures activities are practical and realistic Ensures facilities meet requirements Assists in the preparation of briefing materials  Simulator procedures and resources Available equipment 
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 trainees, and clarifies roles. Clarifies training objectives and methods. Ascertains and supports trainees needs.  Potential barriers to learning, including awareness of cross-cultural issues How to put trainees at ease 
B3  Communicates clearly, accurately and  Distinguish between process and 
Presents  adequately.  content outcomes 
knowledge  Creates and sustains realism in the detail.  Ways to elicit participation. Methods of giving information/adult learning styles 
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.  Facilitation How to give constructive debriefing and feedback The difference between coaching and demonstration/instruction Group dynamics 
　
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