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2.8 | Incomplete and/or out-of-date supplied training material is replaced with complete and up-to-date training material |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