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2) One initial instructor/evaluator training module should explain that the procedure development process has translated CRM principles into operational procedures, providing the airline with an opportunity to emphasize important CRM actions that should be practiced by all crews.
3) When presenting CRM procedures to instructors it should be explained how each procedure was developed based on airline needs and incident data. The procedure, in its actual form, should then be presented, highlighting each of its main features. Finally, consider including a set of questions or other form of instructor activity to ensure that the instructors understand the main elements of the new CRM procedure.
4) Each new CRM procedure has implications for crew training because it places an emphasis on the crew’s development of specific CRM behaviors in the operational context. Because of this emphasis on CRM skills, instructor/evaluators should have an understanding of the nature of skill development and its implications for the training of these new CRM procedures.

Guidelines forDeveloping LOFT/LOE Modules
1) The effectiveness of LOFT/LOE sessions depends in good part on script detail and proper administration of that script during the simulator session. The scenario should be carefully scripted with ATC communications using correct terminology, timing, and routing. Precise ATC communication scripting will also enhance session realism.
2) LOFT/LOE briefings are an important part of the session, and instructor/ evaluators should brief crews to act as they would in line operations dealing with everyone, including the Flight Attendant, as if they were actually present throughout the LOFT/LOE.
3) Event sets should be used in the development of LOFT/LOS scenarios under an ACRM program to help instructor/evaluators pinpoint key aspects of crew performance for each segment of the flight. Instructor/evaluators should be trained in the functions and use of event sets.

Guidelines for Establishing Assessment Standards
1) When an instructor/evaluator group shows low inter-rater reliability, in addition to more training there may be a need for a better rating form or clearer rater standards to help the group work together on the basic parameters of the assessment process.
2) The instructor/evaluator group should establish specific standards for elements to be rated. This is especially true for elements that may cause problems or are new to the instructor/evaluators. In most cases the new CRM procedures should have explicit standards to reduce rating difficulties.
3) When making crew performance assessments there is a high probability of rater bias, and the common forms of bias that should be addressed through instructor/evaluator training include central tendency, halo error, and leniency error.
4) If the airline has not already implemented some form of IRR training, IRR should be presented as a group process beginning with an overview of IRR, followed by the critical nature of crew assessment, the IRR measures, the gradesheet, rating scales, and examples of the criteria for each point on the scale.
　
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