Overviewof Instructor/Evaluator Training Development
. In planning, try to coordinate the training completion to coincide with scheduled instructor recurrent training.
Instructor/evaluator training development may start ahead of or in parallel with the development of crew training. Instructor training generally requires a lower investment in time and cost compared to crew training with its larger number of trainees, so it is a good idea to develop instructor training first and use the lessons learned from that process in the development of the crew training. In addition, developing and conducting instructor/evaluator training can be a source of instructor feedback that can help tailor ACRM crew training.
This part has been written for training developers and those managing the development of instructor/evaluator training. It emphasizes the development of the CRM procedures and their assessment, pointing to some of the issues about developing a standard and reliable assessment program. Developing reliable and valid CRM assessment is an essential part of a successful ACRM program, but it is beyond the scope of this Manual. Therefore, references and additional information about Inter-Rater Reliability (IRR) is provided, but not discussed in detail in this part (see Appendix D for information on facilitating an IRR training workshop). Those requiring detailed information about the IRR process are urged to use Improving Crew Assessment, a workshop manual developed by George Mason University and the FAA in 1996 and available from:
Deborah A. Boehm-Davis HFAC Program/ARCH Lab George Mason University MSN 2E5 Fairfax, VA 22030-4444
Planning Development Activities
When planning for the development of instructor/evaluator training, consider not only the development process but also the actual implementation of the training. Try to plan so that the ACRM training will be ready at the point when the instructors receive some part of their regular recurrent training. ACRM instructor training should be as integrated as possible with the rest of their training, and in many cases can be treated as a minor expansion of existing training rather than a substantial addition.
In planning activities, consider how much time it will take the new or existing development team to develop the range of instructor training modules. If an airline is already using LOFTs/LOEs based on event sets and/or some form of IRR, the instructor training process can concentrate on the CRM procedures and maintaining (rather than establishing and maintaining) reliable crew performance assessment (see Appendix C for a sample instructor/evaluator training outline).
Several additional considerations can help in planning the development of instructor training. This development process can be viewed as a preliminary to developing the ACRM crew training, and as such, the instructor training does not need to be as highly refined as the crew training. Thus, parts of instructor modules may have options that can be presented for instructor feedback and outlines for instructor activities that can be refined through instructor input during the process of the training. Further, if the instructors are brought in from the beginning and encouraged to be involved in this "work in progress," they will start to take ownership, not only in their own training but also in the ACRM crew training they will ultimately need to conduct. Finally, some of the modules for instructor/evaluator training can be conducted in parallel, an approach that can expedite the development process.
　
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