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3/4  When instructing, the trainer knows the subject and has the experience, otherwise it would be a pointless exercise. When facilitating both parties know the subject and have the experience, particularly when discussing behaviour. In fact, very competent facilitators are quite capable of being effective without knowing the subject or having any experience of it. In many respects this can be a useful pointer to know when to change hats from being an instructor to a facilitator. If you are certain that only you have the relevant knowledge, and the student would find it difficult to work it out for themselves in the time available, then instructing is probably the most appropriate technique to employ. 
5  The relationship when instructing can be perceived as being top down in that the instructor knows more than the student, whereas when facilitating it must be apparently equal. A common mistake by inexperienced trainers when facilitating is to create the impression that they are in some way superior, by implying they know more or have a better attitude. 
6  The agenda when facilitating must be set by both parties if the process of buy-in is to get the right start. Agreeing what you are going to talk about and how you will go about it is an important first step. The trainer can greatly assist the learning of the session by summarising and giving meaning to the students’ discussions. It is still the trainer's responsibility to ensure that all the training requirements are included in the facilitative session. 
7  One of the best measures of identifying which technique you are using, whether it is instructing or facilitating, is to note who is doing most of the talking. When facilitating, students need to be clear in their own minds and be able to self assess what they are doing and the benefits of changing. It is difficult to do this whilst trying to listen to a trainer passing multiple messages. 
8  The time taken to cover a subject when instructing tends to be finite and consistent; whereas with facilitation the timescale is indefinite. This does not mean that it takes 
forever, but that the process of facilitation must be given sufficient time to achieve its aim. The CRMI should not be worried about longer debrief or exercise times, because the student’s concentration period is much longer when they are actively involved in the thinking and discussion rather than passively listening. In a limited time period 

CAP 737  Crew Resource Management (CRM) Training
such as a debrief, the process may need to continue afterwards, while students try out new options back at work. Conversely, if the aim is achieved in a few minutes, the job is done and there is no point dragging out the discussion. 
9  The focus when instructing is often on the task and the instructor – how well they are doing, did they get things in order, are they being clear, is the equipment working, are they on time. With facilitation the focus must be solely on the student, their attitudes and behaviour, and whether they are learning and are comfortable with the process that is being used. The focus should also be on the student demonstrating an understanding and willingness to change. 
　
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