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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. |
Potential risks may include: | effects on what is learned and the relationship with the real worldnegative learning |
Limitations of the synthetic training device may include: | fidelitymovementinstrumentationresolution |
Synthetic training devices may include: | full motion simulatorflight training devicesynthetic training devicevirtual reality training systemsingle, multiple or team operator simulatorsimulatorpart-task simulatordesktop simulatoroperating systemassociated simulator computer hardware and software |
A delivery plan may include: | individual/group learning objectives or outcomes for the learning program or segment of the learning program to be addressednumber of trainees and their specific support requirementstiming, sequence and number of pre-planned sessionstypes of pre-planned sessions - synchronous (in real time using conferencing, chat, forum) or asynchronous (not in real time using email, offline forum, bulletin boards)topics to be addressed in learning sessionslearning/activities/events to be addressed in e-learning sessionsresources and/or tools to be useddetermination of learning management tools such as feedback systems and support mechanisms |
Synthetic training activities may include: | scenariospre-planned training sortiespre-planned training operations |
Safety and emergency procedures may include: | established proceduresindustry safe practice |
Workplace procedures may include: | company proceduresenterprise proceduresorganisational proceduresstandard operating proceduresmanufacturers guidelinesestablished proceduresworkplace instructionsin Defence context, relevant Defence Orders and Instructions |
Trainer/facilitator may include: | instructional staffcoaching staffexperienced personnelsubject matter experts (e.g. pilots, aircrew)technical staffsimulator operators |
Risk management issues may include: | threat and error managementsimulation/motion sicknessequipment malfunction/failuresmoke or overheat warningssimulator access/egressemergency communicationloading stopsmotion stopsnegative learningfidelity and resolution constraints/limitations |
Good practice in facilitating learning may include: | guiding learning activities through setting up questions, issues, scenarios to be addressedobserving trainee interaction and intervening when necessary to maintain focus/momentum/engagementknowing when to intervene/when to let trainees direct themselvesmoderating disruptive, abusive or dominant traineesfacilitating group workassisting trainees in locating, using and evaluating online informationmaintaining momentum and motivation of trainees through ongoing individual contact and feedback |
Abnormal/unusual conditions may include: | hardware malfunction/failuresoftware malfunction/failuresimulation sicknesspoor/unusual participant performancepersonnel equipment malfunction/failure |
Variations to activity conditions may include: | changes made in response to a training needchanges made in response to a strategic requirement |
Trainee's cognitive load may be affected by: | lack of preparationphysical discomfortanxietyfatigueunreasonable expectationsapathyimpatienceinadequate demonstrationtask complexityinadequate opportunity to practiceinadequate fault analysisinformation overloadoutside pressures |
Interventions may be made to: | maintain momentumengage traineeaddress safetyhighlight a key learning pointinitiate remedial actions |
Debrief may include: | providing feedback to relevant personnel on conclusion of simulator activityproviding feedback to relevant organisational authoritiesproviding feedback to manufacturers, contracted suppliers, and contracted maintainers |
Relevant stakeholders may include: | instructional staffcoaching staffexperienced personnelsubject matter experts (e.g. pilots, aircrew)technical stafftraineesother simulator operators |
Review may include: | feedback from trainees, colleagues, learning designers via survey or discussionidentification of issues in managing/monitoring e-learners and the need for changes to contact/monitoring processesidentification of issues in using the delivery plan and the need for changes/modifications to the planeffectiveness of learning protocols, their application and proposed changestechnology effectiveness |
Reflect on own performance may include: | asking critical questions about performance, problems, methods used and success of traineesseeking, listening to and acting on feedback from trainees and others |
Simulation sickness may include: | visuomotor dysfunctionsmental disorientationnausea including vomitingother symptoms such as drowsiness, fatigue, and headache |
Workplace communications may include: | interpersonal communicationsmessages received via simulator/simulated communicationson-screen messageswritten reportsphoneradioother information communication technology means (e.g. email, SMS, blogs, text message, facsimile) |