Assessor Resource

AVIM0002
Plan and conduct multi-crew cooperation training

Assessment tool

Version 1.0
Issue Date: March 2024


This unit involves the skills and knowledge required to plan and conduct multi-crew cooperation (MCC) training, in compliance with relevant regulatory requirements of the Civil Aviation Safety Authority (CASA) and national operating standards.

It includes applying knowledge of competency-based multi-crew operations training, preparing to deliver training and preparing trainees for training sessions. It also includes conducting a multi-crew training session, conducting post-session assessment and conducting post-session administration.

This unit addresses aviation non-technical skill requirements (mental, social and personal-management abilities) related to training and assessment duties that complement the technical skills of flight instructors, and contributes to safe and effective performance in complex aviation operational environments.

Operations are conducted as part of commercial and military aircraft activities across a variety of operational contexts within the Australian aviation industry.

Work is performed independently or under limited supervision within a multi-crew environment.

Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Use for Defence Aviation is to be in accordance with relevant Defence Orders, Instructions, Publications and Regulations.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1

Apply knowledge of competency-based multi-crew operations training

1.1

Core philosophy of competency-based training is explained

1.2

Aviation training and assessment that is characterised by an emphasis on performance measured against identified competencies is conducted

1.3

Trainee is assessed on the basis of meeting prescribed competency standards

1.4

Competencies required by crew to operate effectively in a multi-crew operation are stated

2

Prepare to deliver training

2.1

Administrative tasks are completed in accordance with training organisation’s requirements

2.2

Training plan is prepared or provided that identifies each performance criteria required to achieve the standard specified for the issue of an endorsement

2.3

Trainee performance record is prepared or provided for recording trainee performance against all performance criteria and assessment requirements associated with the competency standard

2.4

Assessment guide is prepared or provided to assist with assessing trainee performance

2.5

Achievement record is prepared or provided to record the date a trainee is signed off as competent in a competency

2.6

Personal preparation to deliver training session as scheduled is completed

2.7

All supplied training material is checked for completeness and currency, and availability and serviceability of all equipment/classroom/simulator used to deliver training session is confirmed

2.8

Incomplete and/or out-of-date supplied training material is replaced with complete and up-to-date training material

2.9

Unavailable or faulty training equipment/classroom/simulator is reported as required and replacements are obtained or training is re-scheduled

2.10

Trainee records are reviewed prior to training session to understand their experience level and competency level

3

Prepare trainees for training session

3.1

Trainee fatigue is assessed prior to commencing training session

3.2

Trainees are set tasks to prepare for training session

3.3

Session objectives, unit of competency and its associated assessment requirements to meet the required level of competency are clearly communicated

4

Conduct a multi-crew training session

4.1

Learning process is confirmed as required and applied

4.2

Trainee performance is assessed against performance criteria and assessment requirements associated with the relevant competency standard/s

4.3

Role play by trainees is used to gain insight to cockpit crew roles

4.4

Training sessions are structured to have outcomes that emphasise the importance of working as a highly coordinated team and of applying problem solving to real world scenarios

4.5

Trainee use of all information available from a range of sources to assist with problem solving is ensured

4.6

Non-technical skills rather than flight control skills are emphasised during exercises

4.7

Scenarios are used to discuss how a breakdown in crew coordination may lead to an undesired aircraft state

4.8

Correct use of checklists and the following of standard operating procedures (SOPs) is strictly applied at all times, and a high level of cockpit discipline is maintained through training scenarios

4.9

Situational awareness and the importance of applying the threat and error management (TEM) model is emphasised

4.10

Effects of automation induced complacency are highlighted

4.11

Trainee continual awareness of automation mode and its correct use and limitations is ensured

4.12

Development of a compromised cockpit authority gradient is identified to trainee

4.13

During periods of potential high trainee workload, task distraction, and attention diversion, priority towards aircraft flight path control is emphasised

4.14

Trainees are monitored during session for signs of overload and breakdown in learning environment

4.15

Session structure and pace is matched to trainee skill levels

5

Conduct post-session assessment

5.1

Trainee performance against performance criteria and assessment requirements in the session is analysed

5.2

Trainees are debriefed as a crew and then individually as required

5.3

Trainees are debriefed from a macro to micro perspective, giving a general overview of performance then focusing on specific areas requiring attention to improve competence

5.4

Post-session plan of action for trainee to address areas requiring attention is provided

5.5

Debriefs are completed on a positive note highlighting areas of good performance

6

Conduct post-session administration

6.1

Trainee performance record is completed in a comprehensive and legible manner, as soon as practicable after session, and before commencement of subsequent training sessions

6.2

Trainee competence in a particular competency is determined

6.3

Achievement record is completed when competence in a particular competency has been achieved

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria on at least one occasion and include:

adapting to differences in equipment and operating environment in accordance with standard operating procedures

applying precautions and required action to minimise, control or eliminate identified multi-crew cooperation hazards

applying relevant aeronautical knowledge

applying relevant legislation and workplace procedures

communicating effectively with others

completing relevant documentation

identifying and correctly using relevant equipment

implementing contingency plans

implementing work health and safety (WHS)/occupational health and safety (OHS) procedures and relevant regulations

interpreting and following operational instructions and prioritising workload

maintaining compliance with regulatory requirements

modifying activities depending on workplace contingencies, situations and environments

monitoring and anticipating operational problems and hazards and taking appropriate action

monitoring work activities in terms of planned schedule

operating electronic communications equipment to required protocol

reading, interpreting and following relevant regulations, instructions, procedures, information and signs

reporting and/or rectifying problems, faults or malfunctions promptly, in accordance with workplace procedures

selecting and using relevant equipment during multi-crew cooperation (MCC) training

selecting and using required personal protective equipment.

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria and include knowledge of:

CASR Part 61 Manual of Standards aeronautical knowledge relevant to multi-crew operations and multi-crew coordination training

cultural factors related to multi-crew operations

principles and methods of instruction

principles of competencybased training in aviation

principles of effective interpersonal communication.

As a minimum, assessors must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations current at the time of assessment.

As a minimum, assessment must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations current at the time of assessment.

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Assessment must occur in workplace operational situations. Where this is not appropriate, assessment must occur in simulated workplace operational situations that reflect workplace conditions.

Resources for assessment must include access to:

a range of relevant exercises, case studies and/or simulations

acceptable means of simulation assessment

applicable documentation including workplace procedures, regulations, codes of practice and operation manuals

relevant materials, tools, equipment and personal protective equipment currently used in industry.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1

Apply knowledge of competency-based multi-crew operations training

1.1

Core philosophy of competency-based training is explained

1.2

Aviation training and assessment that is characterised by an emphasis on performance measured against identified competencies is conducted

1.3

Trainee is assessed on the basis of meeting prescribed competency standards

1.4

Competencies required by crew to operate effectively in a multi-crew operation are stated

2

Prepare to deliver training

2.1

Administrative tasks are completed in accordance with training organisation’s requirements

2.2

Training plan is prepared or provided that identifies each performance criteria required to achieve the standard specified for the issue of an endorsement

2.3

Trainee performance record is prepared or provided for recording trainee performance against all performance criteria and assessment requirements associated with the competency standard

2.4

Assessment guide is prepared or provided to assist with assessing trainee performance

2.5

Achievement record is prepared or provided to record the date a trainee is signed off as competent in a competency

2.6

Personal preparation to deliver training session as scheduled is completed

2.7

All supplied training material is checked for completeness and currency, and availability and serviceability of all equipment/classroom/simulator used to deliver training session is confirmed

2.8

Incomplete and/or out-of-date supplied training material is replaced with complete and up-to-date training material

2.9

Unavailable or faulty training equipment/classroom/simulator is reported as required and replacements are obtained or training is re-scheduled

2.10

Trainee records are reviewed prior to training session to understand their experience level and competency level

3

Prepare trainees for training session

3.1

Trainee fatigue is assessed prior to commencing training session

3.2

Trainees are set tasks to prepare for training session

3.3

Session objectives, unit of competency and its associated assessment requirements to meet the required level of competency are clearly communicated

4

Conduct a multi-crew training session

4.1

Learning process is confirmed as required and applied

4.2

Trainee performance is assessed against performance criteria and assessment requirements associated with the relevant competency standard/s

4.3

Role play by trainees is used to gain insight to cockpit crew roles

4.4

Training sessions are structured to have outcomes that emphasise the importance of working as a highly coordinated team and of applying problem solving to real world scenarios

4.5

Trainee use of all information available from a range of sources to assist with problem solving is ensured

4.6

Non-technical skills rather than flight control skills are emphasised during exercises

4.7

Scenarios are used to discuss how a breakdown in crew coordination may lead to an undesired aircraft state

4.8

Correct use of checklists and the following of standard operating procedures (SOPs) is strictly applied at all times, and a high level of cockpit discipline is maintained through training scenarios

4.9

Situational awareness and the importance of applying the threat and error management (TEM) model is emphasised

4.10

Effects of automation induced complacency are highlighted

4.11

Trainee continual awareness of automation mode and its correct use and limitations is ensured

4.12

Development of a compromised cockpit authority gradient is identified to trainee

4.13

During periods of potential high trainee workload, task distraction, and attention diversion, priority towards aircraft flight path control is emphasised

4.14

Trainees are monitored during session for signs of overload and breakdown in learning environment

4.15

Session structure and pace is matched to trainee skill levels

5

Conduct post-session assessment

5.1

Trainee performance against performance criteria and assessment requirements in the session is analysed

5.2

Trainees are debriefed as a crew and then individually as required

5.3

Trainees are debriefed from a macro to micro perspective, giving a general overview of performance then focusing on specific areas requiring attention to improve competence

5.4

Post-session plan of action for trainee to address areas requiring attention is provided

5.5

Debriefs are completed on a positive note highlighting areas of good performance

6

Conduct post-session administration

6.1

Trainee performance record is completed in a comprehensive and legible manner, as soon as practicable after session, and before commencement of subsequent training sessions

6.2

Trainee competence in a particular competency is determined

6.3

Achievement record is completed when competence in a particular competency has been achieved

Range is restricted to essential operating conditions and any other variables essential to the work environment.

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria on at least one occasion and include:

adapting to differences in equipment and operating environment in accordance with standard operating procedures

applying precautions and required action to minimise, control or eliminate identified multi-crew cooperation hazards

applying relevant aeronautical knowledge

applying relevant legislation and workplace procedures

communicating effectively with others

completing relevant documentation

identifying and correctly using relevant equipment

implementing contingency plans

implementing work health and safety (WHS)/occupational health and safety (OHS) procedures and relevant regulations

interpreting and following operational instructions and prioritising workload

maintaining compliance with regulatory requirements

modifying activities depending on workplace contingencies, situations and environments

monitoring and anticipating operational problems and hazards and taking appropriate action

monitoring work activities in terms of planned schedule

operating electronic communications equipment to required protocol

reading, interpreting and following relevant regulations, instructions, procedures, information and signs

reporting and/or rectifying problems, faults or malfunctions promptly, in accordance with workplace procedures

selecting and using relevant equipment during multi-crew cooperation (MCC) training

selecting and using required personal protective equipment.

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria and include knowledge of:

CASR Part 61 Manual of Standards aeronautical knowledge relevant to multi-crew operations and multi-crew coordination training

cultural factors related to multi-crew operations

principles and methods of instruction

principles of competencybased training in aviation

principles of effective interpersonal communication.

As a minimum, assessors must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations current at the time of assessment.

As a minimum, assessment must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations current at the time of assessment.

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Assessment must occur in workplace operational situations. Where this is not appropriate, assessment must occur in simulated workplace operational situations that reflect workplace conditions.

Resources for assessment must include access to:

a range of relevant exercises, case studies and/or simulations

acceptable means of simulation assessment

applicable documentation including workplace procedures, regulations, codes of practice and operation manuals

relevant materials, tools, equipment and personal protective equipment currently used in industry.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Core philosophy of competency-based training is explained 
Aviation training and assessment that is characterised by an emphasis on performance measured against identified competencies is conducted 
Trainee is assessed on the basis of meeting prescribed competency standards 
Competencies required by crew to operate effectively in a multi-crew operation are stated 
Administrative tasks are completed in accordance with training organisation’s requirements 
Training plan is prepared or provided that identifies each performance criteria required to achieve the standard specified for the issue of an endorsement 
Trainee performance record is prepared or provided for recording trainee performance against all performance criteria and assessment requirements associated with the competency standard 
Assessment guide is prepared or provided to assist with assessing trainee performance 
Achievement record is prepared or provided to record the date a trainee is signed off as competent in a competency 
Personal preparation to deliver training session as scheduled is completed 
All supplied training material is checked for completeness and currency, and availability and serviceability of all equipment/classroom/simulator used to deliver training session is confirmed 
Incomplete and/or out-of-date supplied training material is replaced with complete and up-to-date training material 
Unavailable or faulty training equipment/classroom/simulator is reported as required and replacements are obtained or training is re-scheduled 
Trainee records are reviewed prior to training session to understand their experience level and competency level 
Trainee fatigue is assessed prior to commencing training session 
Trainees are set tasks to prepare for training session 
Session objectives, unit of competency and its associated assessment requirements to meet the required level of competency are clearly communicated 
Learning process is confirmed as required and applied 
Trainee performance is assessed against performance criteria and assessment requirements associated with the relevant competency standard/s 
Role play by trainees is used to gain insight to cockpit crew roles 
Training sessions are structured to have outcomes that emphasise the importance of working as a highly coordinated team and of applying problem solving to real world scenarios 
Trainee use of all information available from a range of sources to assist with problem solving is ensured 
Non-technical skills rather than flight control skills are emphasised during exercises 
Scenarios are used to discuss how a breakdown in crew coordination may lead to an undesired aircraft state 
Correct use of checklists and the following of standard operating procedures (SOPs) is strictly applied at all times, and a high level of cockpit discipline is maintained through training scenarios 
Situational awareness and the importance of applying the threat and error management (TEM) model is emphasised 
Effects of automation induced complacency are highlighted 
Trainee continual awareness of automation mode and its correct use and limitations is ensured 
Development of a compromised cockpit authority gradient is identified to trainee 
During periods of potential high trainee workload, task distraction, and attention diversion, priority towards aircraft flight path control is emphasised 
Trainees are monitored during session for signs of overload and breakdown in learning environment 
Session structure and pace is matched to trainee skill levels 
Trainee performance against performance criteria and assessment requirements in the session is analysed 
Trainees are debriefed as a crew and then individually as required 
Trainees are debriefed from a macro to micro perspective, giving a general overview of performance then focusing on specific areas requiring attention to improve competence 
Post-session plan of action for trainee to address areas requiring attention is provided 
Debriefs are completed on a positive note highlighting areas of good performance 
Trainee performance record is completed in a comprehensive and legible manner, as soon as practicable after session, and before commencement of subsequent training sessions 
Trainee competence in a particular competency is determined 
Achievement record is completed when competence in a particular competency has been achieved 

Forms

Assessment Cover Sheet

AVIM0002 - Plan and conduct multi-crew cooperation training
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

AVIM0002 - Plan and conduct multi-crew cooperation training

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: