AMC1 ORO.FC.115 Crew resource management (CRM) training

• ED Decision 2022/014/R found in: Air Operations (No 965/2012) Part-ARO Part-ORO Part-CAT Part-SPA Part-NCC Part-NCO Part-SPO (Sep 2023)

AMC1 ORO.FC.115 Crew resource management (CRM) training ED Decision 2022/014/R CRM TRAINING — MULTI-PILOT OPERATIONS (a) General (1) Training environment CRM training should be conducted in the non-operational environment (classroom and computer-based) and in the operational environment (flight simulation training device (FSTD) including other training solutions described in CS-FSTD when available and aircraft. Tools such as group discussions, team task analysis, team task simulation and feedback should be used. (2) Classroom training Whenever possible, classroom training should be conducted in a group session away from the pressures of the usual working environment, so that the opportunity is provided for flight crew members to interact and communicate in an environment conducive to learning. (3) Computer-based training (CBT) Computer-based training should not be conducted as a stand-alone training method but may be conducted as a complementary training method. Complementary training method in the context of EBT: advanced CBT following the aviation blended learning environment, such as virtual reality, chatbots, interactive scenario trainers, etc. may serve as the principal method to deliver training in the non-operational environment. In such case, the classroom training may be the complementary method. (4) Flight simulation training devices (FSTDs) (i) Whenever practicable, parts of the CRM training should be conducted in FSTDs that reproduce a realistic operational environment and permit interaction. This includes but is not limited to line-oriented flight training (LOFT) scenarios. (ii) If the operator proficiency check is conducted in a FSTD, it should include a line‑oriented flight during which a complementary CRM assessment should take place, in conditions that reproduce a realistic operational environment. (5) Integration into flight crew training CRM principles should be integrated into relevant parts of flight crew training and operations including checklists, briefings, abnormal and emergency procedures. (6) Combined CRM training for flight crew, cabin crew and technical crew (i) Operators should provide combined training for flight crew, cabin crew and technical crew during recurrent CRM training. (ii) The combined training should address at least: (A) effective communication, coordination of tasks and functions of flight crew, cabin crew and technical crew; and (B) mixed multinational and cross-cultural flight crew, cabin crew and technical crew, and their interaction, if applicable. (iii) The combined training should be expanded to include medical passengers, if applicable to the operation. (iv) Combined CRM training should be conducted by flight crew CRM trainer or cabin crew CRM trainer. (v) There should be an effective liaison between flight crew, cabin crew and technical crew training departments. Provision should be made for transfer of relevant knowledge and skills between flight crew, cabin crew and technical crew CRM trainers. (7) Management system CRM training should address hazards and risks identified by the operator’s management system described in [ORO.GEN.200](#_DxCrossRefBm318085142). (8) Competency-based CRM training (i) Whenever practicable, the compliance-based approach concerning CRM training may be substituted by a competency-based approach such as evidence-based training. In this context, CRM training should be characterised by a performance orientation, with emphasis on standards of performance and their measurement, and the development of training to the specified performance standards. (ii) CRM training should be an essential element of the alternative training and qualification programme (ATQP) described in [ORO.FC.A.245](#_DxCrossRefBm318085583), when the operator applies ATQP. (9) Contracted CRM training If the operator chooses not to establish its own CRM training, another operator, a third party or a training organisation may be contracted to provide the training in accordance with [ORO.GEN.205](#_DxCrossRefBm318085433). In case of contracted CRM training, the operator should ensure that the content of the course covers the specific culture, the type of operations and the associated procedures of the operator. When crew members from different operators attend the same course, the CRM training should be specific to the relevant flight operations and to the trainees concerned. (b) Initial operator’s CRM training (1) The flight crew member should complete the initial operator’s CRM training once. When the type of operation of a new operator is not different, the new operator should not be required to provide the initial operator’s CRM training to this flight crew member a second time. (2) The initial training should cover all elements specified in Table 1 of (g). (c) Operator conversion course — CRM training When the flight crew member undertakes a conversion course with a change of aircraft type or when joining an operator, elements of CRM training should be integrated into all appropriate phases of the operator’s conversion course, as specified in Table 1 of (g). (d) Annual recurrent CRM training (1) Annual recurrent CRM training should be provided in such a way that all CRM training elements specified for the annual recurrent training in Table 1 of (g) are covered over a period not exceeding 3 years. (2) Operators should update their CRM recurrent training programme over a period not exceeding 3 years. The revision of the programme should take into account information from the operator’s management system including the results of the CRM assessment. (e) Command course — CRM training The operator should ensure that elements of CRM training are integrated into the command course, as specified in Table 1 of (g). (f) Training elements The CRM training elements to be covered are specified in Table 1 of (g). The operator should ensure that the following aspects are addressed: (1) Automation and philosophy on the use of automation (i) The CRM training should include training in the use and knowledge of automation, and in the recognition of systems and human limitations associated with the use of automation. The operator should, therefore, ensure that the flight crew member receives training on: (A) the application of the operations policy concerning the use of automation as stated in the operations manual; and (B) system and human limitations associated with the use of automation, giving special attention to issues of mode awareness, automation surprises and over-reliance including false sense of security and complacency. (ii) The objective of this training should be to provide appropriate knowledge, skills and attitudes for managing and operating automated systems. Special attention should be given to how automation increases the need for crews to have a common understanding of the way in which the system performs, and any features of automation that make this understanding difficult. (iii) If conducted in an FSTD, the training should include automation surprises of different origin (system- and pilot-induced). (2) Monitoring and intervention Flight crew should be trained in CRM-related aspects of operation monitoring before, during and after flight, together with any associated priorities. This CRM training should include guidance to the pilot monitoring on when it would be appropriate to intervene, if felt necessary, and how this should be done in a timely manner. Reference should be made to the operator procedures for structured intervention as specified in the operations manual. (3) Resilience development CRM training should address the main aspects of resilience development. The training should cover: (i) Mental flexibility Flight crew should be trained to: (A) understand that mental flexibility is necessary to recognise critical changes; (B) reflect on their judgement and adjust it to the unique situation; (C) avoid fixed prejudices and over-reliance on standard solutions; and (D) remain open to changing assumptions and perceptions. (ii) Performance adaptation Flight crew should be trained to: (A) mitigate frozen behaviours, overreactions and inappropriate hesitation; and (B) adjust actions to current conditions. (4) Surprise and startle effect CRM training should address unexpected, unusual and stressful situations. The training should cover: (i) surprises and startle effects; and (ii) management of abnormal and emergency situations, including: (A) the development and maintenance of the capacity to manage crew resources; (B) the acquisition and maintenance of adequate automatic behavioural responses; and (C) recognising the loss and re-building situation awareness and control. (5) Cultural differences CRM training should cover cultural differences of multinational and cross-cultural crews. This includes recognising that: (i) different cultures may have different communication specifics, ways of understanding and approaches to the same situation or problem; (ii) difficulties may arise when crew members with different mother tongue communicate in a common language which is not their mother tongue; and (iii) cultural differences may lead to different methods for identifying a situation and solving a problem. (6) Operator’s safety culture and company culture CRM training should cover the operator’s safety culture, its company culture, the type of operations and the associated procedures of the operator. This should include areas of operations that may lead to particular difficulties or involve unusual hazards. (7) Case studies (i) CRM training should cover aircraft type-specific case studies, based on the information available within the operator’s management system, including: (A) accident and serious incident reviews to analyse and identify any associated non-technical causal and contributory factors, and instances or examples of lack of CRM; and (B) analysis of occurrences that were well managed. (ii) If relevant aircraft type-specific or operator-specific case studies are not available, the operator should consider other case studies relevant to the scale and scope of its operations. (g) CRM training syllabus Table 1 below specifies which CRM training elements should be covered in each type of training. The levels of training in Table 1 can be described as follows: (1) ‘Required’ means training that should be instructional or interactive in style to meet the objectives specified in the CRM training programme or to refresh and strengthen knowledge gained in a previous training. (2) ‘In-depth’ means training that should be instructional or interactive in style taking full advantage of group discussions, team task analysis, team task simulation, etc., for the acquisition or consolidation of knowledge, skills and attitudes. The CRM training elements should be tailored to the specific needs of the training phase being undertaken. Table 1: Flight crew CRM training <table border="1" cellpadding="0" cellspacing="0" width="606"><tr><td width="215"><b><br clear="all"/></b><p><b>CRM training elements</b></p></td><td width="77"><p><b>Initial operator’s CRM training</b></p></td><td width="87"><p><b>Operator conversion course when changing aircraft type</b></p></td><td width="86"><p><b>Operator conversion course when joining an operator</b></p></td><td width="69"><p><b>Annual recurrent training</b></p></td><td width="73"><p><b>Command course</b></p></td></tr><tr><td colspan="6" valign="top" width="606"><p>General principles</p></td></tr><tr><td valign="top" width="215"><p>Human factors in aviation;</p><p>General instructions on CRM principles and objectives;</p><p>Human performance and limitations;</p><p>Threat and error management.</p></td><td valign="top" width="77"><p>In-depth</p></td><td valign="top" width="87"><p>Not required</p></td><td valign="top" width="86"><p>Required</p></td><td valign="top" width="69"><p>Required</p></td><td valign="top" width="73"><p>Required</p></td></tr><tr><td colspan="6" valign="top" width="606"><p>Relevant to the individual flight crew member</p></td></tr><tr><td valign="top" width="215"><p>Personality awareness, human error and reliability, attitudes and behaviours, self-assessment and self-critique;</p><p>Stress and stress management;</p><p>Fatigue and vigilance;</p><p>Assertiveness, situation awareness, information acquisition and processing.</p></td><td valign="top" width="77"><p>In-depth</p></td><td valign="top" width="87"><p>Not required</p></td><td valign="top" width="86"><p>Required</p></td><td valign="top" width="69"><p>Required</p></td><td valign="top" width="73"><p>In-depth</p></td></tr><tr><td colspan="6" valign="top" width="606"><p>Relevant to the flight crew</p></td></tr><tr><td valign="top" width="215"><p>Automation and philosophy on the use of automation</p></td><td valign="top" width="77"><p>Required</p></td><td valign="top" width="87"><p>In-depth</p></td><td valign="top" width="86"><p>In-depth</p></td><td valign="top" width="69"><p>In-depth</p></td><td valign="top" width="73"><p>In-depth</p></td></tr><tr><td valign="top" width="215"><p>Specific type-related differences</p></td><td valign="top" width="77"><p>Required</p></td><td valign="top" width="87"><p>In-depth</p></td><td valign="top" width="86"><p>Not required</p></td><td valign="top" width="69"><p>Required</p></td><td valign="top" width="73"><p>Required</p></td></tr><tr><td valign="top" width="215"><p>Monitoring and intervention</p></td><td valign="top" width="77"><p>Required</p></td><td valign="top" width="87"><p>In-depth</p></td><td valign="top" width="86"><p>In-depth</p></td><td valign="top" width="69"><p>Required</p></td><td valign="top" width="73"><p>Required</p></td></tr><tr><td colspan="6" valign="top" width="606"><p>Relevant to the entire aircraft crew</p></td></tr><tr><td valign="top" width="215"><p>Shared situation awareness, shared information acquisition and processing;</p><p>Workload management;</p><p>Effective communication and coordination inside and outside the flight crew compartment;</p><p>Leadership, cooperation, synergy, delegation, decision-making, actions;</p><p>Resilience development;</p><p>Surprise and startle effect;</p><p>Cultural differences.</p></td><td valign="top" width="77"><p>In-depth</p></td><td valign="top" width="87"><p>Required</p></td><td valign="top" width="86"><p>Required</p></td><td valign="top" width="69"><p>Required</p></td><td valign="top" width="73"><p>In-depth</p></td></tr><tr><td colspan="6" valign="top" width="606"><p>Relevant to the operator and the organisation</p></td></tr><tr><td valign="top" width="215"><p>Operator’s safety culture and company culture, standard operating procedures (SOPs), organisational factors, factors linked to the type of operations;</p><p>Effective communication and coordination with other operational personnel and ground services.</p></td><td valign="top" width="77"><p>In-depth</p></td><td valign="top" width="87"><p>Required</p></td><td valign="top" width="86"><p>In-depth</p></td><td valign="top" width="69"><p>Required</p></td><td valign="top" width="73"><p>In-depth</p></td></tr><tr><td valign="top" width="215"><p>Case studies</p></td><td valign="top" width="77"><p>In-depth</p></td><td valign="top" width="87"><p>In-depth</p></td><td valign="top" width="86"><p>In-depth</p></td><td valign="top" width="69"><p>In-depth</p></td><td valign="top" width="73"><p>In-depth</p></td></tr></table> (h) Assessment of CRM skills (1) Assessment of CRM skills is the process of observing, recording, interpreting and debriefing crews and crew member’s performance using an accepted methodology in the context of the overall performance. (2) The flight crew member’s CRM skills should be assessed in the operational environment, but not during CRM training in the non-operational environment. Nevertheless, during training in the non-operational environment, feedback from the flight crew CRM trainer or from trainees on individual and crew performance may be given to the crew members concerned. (3) The assessment of CRM skills should: (i) include debriefing the crew and the individual crew member; (ii) serve to identify additional training, where needed, for the crew or the individual crew member; and (iii) be used to improve the CRM training system by evaluating de-identified summaries of all CRM assessments. (4) Prior to the introduction of CRM skills assessment, a detailed description of the CRM methodology, including the required CRM standards and the terminology used for the assessment, should be published in the operations manual. (5) Methodology of CRM skills assessment The assessment should be based on the following principles: (i) only observable behaviours are assessed; (ii) the assessment should positively reflect any CRM skills that result in enhanced safety; and (iii) assessments should include behaviour that results in an unacceptable reduction in safety margin. (6) Operators should establish procedures, including additional training, to be applied in the event that flight crew members do not achieve or maintain the required CRM standards. AMC1 ORO.FC.115 Crew resource management (CRM) training ED Decision 2022/014/R CRM TRAINING — MULTI-PILOT OPERATIONS (a) General (1) Training environment CRM training should be conducted in the non-operational environment (classroom and computer-based) and in the operational environment (flight simulation training device (FSTD) including other training solutions described in CS-FSTD when available and aircraft. Tools such as group discussions, team task analysis, team task simulation and feedback should be used. (2) Classroom training Whenever possible, classroom training should be conducted in a group session away from the pressures of the usual working environment, so that the opportunity is provided for flight crew members to interact and communicate in an environment conducive to learning. (3) Computer-based training (CBT) Computer-based training should not be conducted as a stand-alone training method but may be conducted as a complementary training method. Complementary training method in the context of EBT: advanced CBT following the aviation blended learning environment, such as virtual reality, chatbots, interactive scenario trainers, etc. may serve as the principal method to deliver training in the non-operational environment. In such case, the classroom training may be the complementary method. (4) Flight simulation training devices (FSTDs) (i) Whenever practicable, parts of the CRM training should be conducted in FSTDs that reproduce a realistic operational environment and permit interaction. This includes but is not limited to line-oriented flight training (LOFT) scenarios. (ii) If the operator proficiency check is conducted in a FSTD, it should include a line‑oriented flight during which a complementary CRM assessment should take place, in conditions that reproduce a realistic operational environment. (5) Integration into flight crew training CRM principles should be integrated into relevant parts of flight crew training and operations including checklists, briefings, abnormal and emergency procedures. (6) Combined CRM training for flight crew, cabin crew and technical crew (i) Operators should provide combined training for flight crew, cabin crew and technical crew during recurrent CRM training. (ii) The combined training should address at least: (A) effective communication, coordination of tasks and functions of flight crew, cabin crew and technical crew; and (B) mixed multinational and cross-cultural flight crew, cabin crew and technical crew, and their interaction, if applicable. (iii) The combined training should be expanded to include medical passengers, if applicable to the operation. (iv) Combined CRM training should be conducted by flight crew CRM trainer or cabin crew CRM trainer. (v) There should be an effective liaison between flight crew, cabin crew and technical crew training departments. Provision should be made for transfer of relevant knowledge and skills between flight crew, cabin crew and technical crew CRM trainers. (7) Management system CRM training should address hazards and risks identified by the operator’s management system described in [ORO.GEN.200](#_DxCrossRefBm927677504). (8) Competency-based CRM training (i) Whenever practicable, the compliance-based approach concerning CRM training may be substituted by a competency-based approach such as evidence-based training. In this context, CRM training should be characterised by a performance orientation, with emphasis on standards of performance and their measurement, and the development of training to the specified performance standards. (ii) CRM training should be an essential element of the alternative training and qualification programme (ATQP) described in [ORO.FC.A.245](#_DxCrossRefBm927677955), when the operator applies ATQP. (9) Contracted CRM training If the operator chooses not to establish its own CRM training, another operator, a third party or a training organisation may be contracted to provide the training in accordance with [ORO.GEN.205](#_DxCrossRefBm927677803). In case of contracted CRM training, the operator should ensure that the content of the course covers the specific culture, the type of operations and the associated procedures of the operator. When crew members from different operators attend the same course, the CRM training should be specific to the relevant flight operations and to the trainees concerned. (b) Initial operator’s CRM training (1) The flight crew member should complete the initial operator’s CRM training once. When the type of operation of a new operator is not different, the new operator should not be required to provide the initial operator’s CRM training to this flight crew member a second time. (2) The initial training should cover all elements specified in Table 1 of (g). (c) Operator conversion course — CRM training When the flight crew member undertakes a conversion course with a change of aircraft type or when joining an operator, elements of CRM training should be integrated into all appropriate phases of the operator’s conversion course, as specified in Table 1 of (g). (d) Annual recurrent CRM training (1) Annual recurrent CRM training should be provided in such a way that all CRM training elements specified for the annual recurrent training in Table 1 of (g) are covered over a period not exceeding 3 years. (2) Operators should update their CRM recurrent training programme over a period not exceeding 3 years. The revision of the programme should take into account information from the operator’s management system including the results of the CRM assessment. (e) Command course — CRM training The operator should ensure that elements of CRM training are integrated into the command course, as specified in Table 1 of (g). (f) Training elements The CRM training elements to be covered are specified in Table 1 of (g). The operator should ensure that the following aspects are addressed: (1) Automation and philosophy on the use of automation (i) The CRM training should include training in the use and knowledge of automation, and in the recognition of systems and human limitations associated with the use of automation. The operator should, therefore, ensure that the flight crew member receives training on: (A) the application of the operations policy concerning the use of automation as stated in the operations manual; and (B) system and human limitations associated with the use of automation, giving special attention to issues of mode awareness, automation surprises and over-reliance including false sense of security and complacency. (ii) The objective of this training should be to provide appropriate knowledge, skills and attitudes for managing and operating automated systems. Special attention should be given to how automation increases the need for crews to have a common understanding of the way in which the system performs, and any features of automation that make this understanding difficult. (iii) If conducted in an FSTD, the training should include automation surprises of different origin (system- and pilot-induced). (2) Monitoring and intervention Flight crew should be trained in CRM-related aspects of operation monitoring before, during and after flight, together with any associated priorities. This CRM training should include guidance to the pilot monitoring on when it would be appropriate to intervene, if felt necessary, and how this should be done in a timely manner. Reference should be made to the operator procedures for structured intervention as specified in the operations manual. (3) Resilience development CRM training should address the main aspects of resilience development. The training should cover: (i) Mental flexibility Flight crew should be trained to: (A) understand that mental flexibility is necessary to recognise critical changes; (B) reflect on their judgement and adjust it to the unique situation; (C) avoid fixed prejudices and over-reliance on standard solutions; and (D) remain open to changing assumptions and perceptions. (ii) Performance adaptation Flight crew should be trained to: (A) mitigate frozen behaviours, overreactions and inappropriate hesitation; and (B) adjust actions to current conditions. (4) Surprise and startle effect CRM training should address unexpected, unusual and stressful situations. The training should cover: (i) surprises and startle effects; and (ii) management of abnormal and emergency situations, including: (A) the development and maintenance of the capacity to manage crew resources; (B) the acquisition and maintenance of adequate automatic behavioural responses; and (C) recognising the loss and re-building situation awareness and control. (5) Cultural differences CRM training should cover cultural differences of multinational and cross-cultural crews. This includes recognising that: (i) different cultures may have different communication specifics, ways of understanding and approaches to the same situation or problem; (ii) difficulties may arise when crew members with different mother tongue communicate in a common language which is not their mother tongue; and (iii) cultural differences may lead to different methods for identifying a situation and solving a problem. (6) Operator’s safety culture and company culture CRM training should cover the operator’s safety culture, its company culture, the type of operations and the associated procedures of the operator. This should include areas of operations that may lead to particular difficulties or involve unusual hazards. (7) Case studies (i) CRM training should cover aircraft type-specific case studies, based on the information available within the operator’s management system, including: (A) accident and serious incident reviews to analyse and identify any associated non-technical causal and contributory factors, and instances or examples of lack of CRM; and (B) analysis of occurrences that were well managed. (ii) If relevant aircraft type-specific or operator-specific case studies are not available, the operator should consider other case studies relevant to the scale and scope of its operations. (g) CRM training syllabus Table 1 below specifies which CRM training elements should be covered in each type of training. The levels of training in Table 1 can be described as follows: (1) ‘Required’ means training that should be instructional or interactive in style to meet the objectives specified in the CRM training programme or to refresh and strengthen knowledge gained in a previous training. (2) ‘In-depth’ means training that should be instructional or interactive in style taking full advantage of group discussions, team task analysis, team task simulation, etc., for the acquisition or consolidation of knowledge, skills and attitudes. The CRM training elements should be tailored to the specific needs of the training phase being undertaken. Table 1: Flight crew CRM training <table border="1" cellpadding="0" cellspacing="0" width="606"><tr><td width="215"><b><br clear="all"/></b><p><b>CRM training elements</b></p></td><td width="77"><p><b>Initial operator’s CRM training</b></p></td><td width="87"><p><b>Operator conversion course when changing aircraft type</b></p></td><td width="86"><p><b>Operator conversion course when joining an operator</b></p></td><td width="69"><p><b>Annual recurrent training</b></p></td><td width="73"><p><b>Command course</b></p></td></tr><tr><td colspan="6" valign="top" width="606"><p>General principles</p></td></tr><tr><td valign="top" width="215"><p>Human factors in aviation;</p><p>General instructions on CRM principles and objectives;</p><p>Human performance and limitations;</p><p>Threat and error management.</p></td><td valign="top" width="77"><p>In-depth</p></td><td valign="top" width="87"><p>Not required</p></td><td valign="top" width="86"><p>Required</p></td><td valign="top" width="69"><p>Required</p></td><td valign="top" width="73"><p>Required</p></td></tr><tr><td colspan="6" valign="top" width="606"><p>Relevant to the individual flight crew member</p></td></tr><tr><td valign="top" width="215"><p>Personality awareness, human error and reliability, attitudes and behaviours, self-assessment and self-critique;</p><p>Stress and stress management;</p><p>Fatigue and vigilance;</p><p>Assertiveness, situation awareness, information acquisition and processing.</p></td><td valign="top" width="77"><p>In-depth</p></td><td valign="top" width="87"><p>Not required</p></td><td valign="top" width="86"><p>Required</p></td><td valign="top" width="69"><p>Required</p></td><td valign="top" width="73"><p>In-depth</p></td></tr><tr><td colspan="6" valign="top" width="606"><p>Relevant to the flight crew</p></td></tr><tr><td valign="top" width="215"><p>Automation and philosophy on the use of automation</p></td><td valign="top" width="77"><p>Required</p></td><td valign="top" width="87"><p>In-depth</p></td><td valign="top" width="86"><p>In-depth</p></td><td valign="top" width="69"><p>In-depth</p></td><td valign="top" width="73"><p>In-depth</p></td></tr><tr><td valign="top" width="215"><p>Specific type-related differences</p></td><td valign="top" width="77"><p>Required</p></td><td valign="top" width="87"><p>In-depth</p></td><td valign="top" width="86"><p>Not required</p></td><td valign="top" width="69"><p>Required</p></td><td valign="top" width="73"><p>Required</p></td></tr><tr><td valign="top" width="215"><p>Monitoring and intervention</p></td><td valign="top" width="77"><p>Required</p></td><td valign="top" width="87"><p>In-depth</p></td><td valign="top" width="86"><p>In-depth</p></td><td valign="top" width="69"><p>Required</p></td><td valign="top" width="73"><p>Required</p></td></tr><tr><td colspan="6" valign="top" width="606"><p>Relevant to the entire aircraft crew</p></td></tr><tr><td valign="top" width="215"><p>Shared situation awareness, shared information acquisition and processing;</p><p>Workload management;</p><p>Effective communication and coordination inside and outside the flight crew compartment;</p><p>Leadership, cooperation, synergy, delegation, decision-making, actions;</p><p>Resilience development;</p><p>Surprise and startle effect;</p><p>Cultural differences.</p></td><td valign="top" width="77"><p>In-depth</p></td><td valign="top" width="87"><p>Required</p></td><td valign="top" width="86"><p>Required</p></td><td valign="top" width="69"><p>Required</p></td><td valign="top" width="73"><p>In-depth</p></td></tr><tr><td colspan="6" valign="top" width="606"><p>Relevant to the operator and the organisation</p></td></tr><tr><td valign="top" width="215"><p>Operator’s safety culture and company culture, standard operating procedures (SOPs), organisational factors, factors linked to the type of operations;</p><p>Effective communication and coordination with other operational personnel and ground services.</p></td><td valign="top" width="77"><p>In-depth</p></td><td valign="top" width="87"><p>Required</p></td><td valign="top" width="86"><p>In-depth</p></td><td valign="top" width="69"><p>Required</p></td><td valign="top" width="73"><p>In-depth</p></td></tr><tr><td valign="top" width="215"><p>Case studies</p></td><td valign="top" width="77"><p>In-depth</p></td><td valign="top" width="87"><p>In-depth</p></td><td valign="top" width="86"><p>In-depth</p></td><td valign="top" width="69"><p>In-depth</p></td><td valign="top" width="73"><p>In-depth</p></td></tr></table> (h) Assessment of CRM skills (1) Assessment of CRM skills is the process of observing, recording, interpreting and debriefing crews and crew member’s performance using an accepted methodology in the context of the overall performance. (2) The flight crew member’s CRM skills should be assessed in the operational environment, but not during CRM training in the non-operational environment. Nevertheless, during training in the non-operational environment, feedback from the flight crew CRM trainer or from trainees on individual and crew performance may be given to the crew members concerned. (3) The assessment of CRM skills should: (i) include debriefing the crew and the individual crew member; (ii) serve to identify additional training, where needed, for the crew or the individual crew member; and (iii) be used to improve the CRM training system by evaluating de-identified summaries of all CRM assessments. (4) Prior to the introduction of CRM skills assessment, a detailed description of the CRM methodology, including the required CRM standards and the terminology used for the assessment, should be published in the operations manual. (5) Methodology of CRM skills assessment The assessment should be based on the following principles: (i) only observable behaviours are assessed; (ii) the assessment should positively reflect any CRM skills that result in enhanced safety; and (iii) assessments should include behaviour that results in an unacceptable reduction in safety margin. (6) Operators should establish procedures, including additional training, to be applied in the event that flight crew members do not achieve or maintain the required CRM standards.