Fli
UK CAA Standards Document 29 Alignment — MaxFli TRI Course
Reference: UK CAA Standards Document No. 29, Version 9.1 (September 2025) — Guidance on the requirements for the training and assessment of Human Factors for Flight Crew under UK Part ORO and UK Part FCL.
Brand: MaxFli Aviation · British English
Companion: ICAO Doc 9995 alignment (ICAO Doc 9995 instructor / EBT conduct mapping)
Scope note (read first)
SD29 v9.1 is Human Factors / CRM training and assessment guidance for flight crew under UK Part FCL and Part ORO. It covers classroom CRM Trainers (CRMTs), Part FCL instructors teaching CRM/TEM in the operational environment (simulator briefing/debriefing and line), assessment of CRM skills (including NOTECHS-style behavioural markers), and links to competency-based / EBT approaches where permitted.
This MaxFli TRI course develops Part-FCL-style instructor competence to integrate, teach, and assess TEM and CRM in the operational (FSTD) environment, with facilitation and observable-behaviour assessment — consistent with SD29’s Part FCL instructor pathway (especially §8) and assessment themes (§10).
It is not, by itself:
- a full Flight Crew CRMT classroom trainer qualification or appointment process (§6);
- an operator’s approved CRM programme, Part D processes, or contracted-CRM oversight (§4.6);
- a substitute for Standards Doc 24A OPC/Line Check CRM assessment procedures;
- authority to modify operator NOTECHS / competency dictionaries.
All wording below is paraphrased MaxFli instructional design. Cite SD29 v9.1 by section; do not treat this as a quotation of CAA text.
Mapping matrix
| SD29 v9.1 reference (paraphrased intent) | Where covered in this course | Residual gap / ATO · Operator responsibility |
|---|---|---|
| §3 — Integrated technical and non-technical training; Part FCL MCC/TEM/CRM vs Part ORO CRM mapping | Modules 03, 08; overview regulatory framing |
Operator syllabus mapping in OM-D; MCC course elements outside TRI pack |
| §4.2 / §4.5 — Operational environment = FSTD (incl. brief/debrief) or line; instructors must integrate, train, and assess/evaluate CRM — discussing CRM only in a debrief is not enough | Modules 05, 08, 09; LP-04, LP-05 |
Operator LOFT/CRM continuity with classroom CRMT syllabus |
| §4.3 / §4.4 / §4.6 — Classroom CRM; CBT complementary only; contracted CRM under operator responsibility | Mentioned as out-of-scope in this alignment page | Full classroom CRMT pathway and contractor audit = Operator |
| §5 — Training design from management-system hazards/risks; effectiveness evaluation concepts | Module 04 / 06 design sheets (high level) |
Operator CRM content from SMS outputs; Kirkpatrick-style evaluation programme |
| §6 CRMT — Classroom CRM Trainer appointment, training, refresher (triennial), assessment, recency | Explicit gap — not a CRMT course | Operator Part D CRMT processes; third-party providers |
| §7 CRMTE — Assessor of CRMTs | Out of scope | Operator nomination / standardisation |
| §8 Part FCL instructors — TRI/SFI etc. need not complete full classroom CRMT if CRM teaching is only in operational environment; practical instructor training must develop skills to teach and assess TEM and CRM (AMC1 FCL.920); may be checked at initial/recurrent AoC; TEM/CRM “links” ≠ teaching CRM in isolation; operators must ensure sufficient depth | Core of Modules 02, 03, 05, 07, 08, 09; LP-03–LP-06; completion checklist |
Operator defines depth for organisation; AoC TEM/CRM items on official examiner forms; optional CRMT conversion (reduced classroom hours) if teaching classroom CRM |
| §9 — OCC / LIFUS / Line Check / Command Course CRM integration | High-level awareness in role/overview only | Operator Part D qualification of personnel for each phase |
| §10.1 — CRM skills assessed in operational environment (OPC / Line Check); methodology in OM | Module 07; LP-06 |
Standards Doc 24A detail; OM CRM assessment methodology |
| §10.2 NOTECHS — Behavioural marker categories (e.g. cooperation, leadership, SA, decision-making) for assessing CRM/NTS | Module 03 (competency observation craft); worksheets; LP-02 — instructional practice using observable behaviours |
Adopt operator’s official NOTECHS / marker set and grading; do not substitute MaxFli adaptations for OM forms |
| §10.3 CBTA / EBT — Under EBT/ATQP, technical and non-technical assessed in Evaluation (or LOE); robust instructor training for inter-rater reliability; avoid changing criteria solely by candidate experience; competencies as aim, tasks/manoeuvres as vehicles | Modules 04, 07; Doc 9995 alignment companion; LP-04 Evaluation; LP-06 calibration |
Operator EBT/ATQP approval, standardisation programme, Part D instructor validation |
| Appendix 5 FSTD specimen themes (paraphrased practice checklist) — objectives supported; role-model CRM; integrate CRM with technical training; identify behaviours for errors and good results; company CRM standards; facilitation for self-analysis; accurate NTS assessment; subject knowledge; instructional skill | Modules 05, 08; LP-03, LP-05; worksheets strengths columns; assessment checklist CRM/TEM items |
Official operator assessor forms for CRMT/FSTD CRM competence |
| §14 Debriefing (facilitation / review practice) | Module 05; LP-03 |
Local debrief media / recording rules |
Part FCL TRI pathway vs classroom CRMT (honest split)
| Pathway | This MaxFli TRI pack | Not covered here |
|---|---|---|
| Teach/assess TEM & CRM in sim / line (operational environment) | Yes — primary aim (§8) | — |
| Formal Flight Crew CRMT for dedicated classroom CRM | No | Operator §6 appointment, training, assessment, recency |
| Part FCL instructor → later classroom CRMT | Awareness only (course can be shortened for prior teaching/learning — Operator process) | Reduced-hour CRMT course delivery |
| OPC / Line Check CRM assessment methodology | Judgement skill + observable notes | Doc 24A / OM procedures |
| Approved EBT / ATQP programme | Instructor conduct aligned (with Doc 9995 companion) | Operator programme approval |
Practice checklist for TRI candidates (SD29-flavoured, paraphrased)
During FSTD instructional seats, tutors should see the TRI candidate:
- State CRM/TEM objectives alongside technical ones.
- Role-model CRM (communication climate, standards, teamwork).
- Integrate CRM/TEM during the detail, not only as a debrief add-on.
- Note observable behaviours for both strengths and errors.
- Use the company competency / marker language when provided.
- Facilitate self-analysis before lecturing.
- Assess non-technical performance with the same fairness as technical items.
- Show enough CRM subject knowledge for the operational-environment role.
Related files
- ICAO Doc 9995 alignment — EBT instructor competences (6.3) and three-phase conduct (Ch 7)
- TEM & facilitation — TEM teaching and facilitation vs instruction
- Pilot competencies for instructors — observable behaviour craft
- Briefing & debriefing — operational-environment brief/debrief
- Course completion checklist — MaxFli gate including TEM/CRM instructional items
© MaxFli Aviation — Captain Graham Croft. For contracted training use. British English.
SD29 v9.1 cited by section reference only; no verbatim reproduction.