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Elements and Performance Criteria

  1. Plan a synthetic learning activity
  2. Prepare trainee for synthetic training activities
  3. Guide and facilitate learning in a synthetic environment
  4. Monitor learning in a synthetic environment
  5. Conduct post-training activities
  6. Review synthetic environment facilitation processes

Required Skills

REQUIRED KNOWLEDGE AND SKILLS

This describes the essential knowledge and skills and their level required for this unit

Required knowledge

Relevant sections of national and state or territory regulatory requirements and codes of practice

Relevant OHampS and environmental procedures and regulations applicable to simulation operations and personnel safety

Fundamentals of instructing questioning engaging and motivating trainees

Effective use of a course of training curriculasyllabus and lesson plans

Training and assessment standards

Debriefing and feedback techniques

Techniques for introducing tasks in manageable segments to avoid overloading a trainee

Common trainee errors and suggested suitable remedial instruction

Intervention strategies principles and implications for the synthetic environment

Sequencing and developing synthetic training activities and their relationship with real world training activities

The application of simulation and synthetic activities including live virtual and constructive LVC simulations

Advantages and limitations of synthetic training environments in facilitating learning

Information communication technology within the simulation and synthetic environment

Established procedures applicable to simulation operations

Abnormal conditions including hardware software and equipment malfunctionfailure and poorunusual trainee performance

Human factors implication and risks in the synthetic training environment

The effects of simulation sickness

Functions of singleuser multiuser and distributed user operating systems

Documentation production and safe storage

Technical knowledge sufficient to distinguish between a technical problem and a content problem and to respond accordingly

Relevant learning management systems

Structure and content of relevant training resources

Handovertakeover procedures for the control of synthetic devices

Required skills

Apply flexibility in facilitation skills using synthetic devices for example

knowing when to intervenewhen to let trainees direct themselves

being able to effectively use a variety of activities or provide directions for different trainee needs

interpreting trainee needs and directing them to new learning opportunities

Assess learning and performance

Apply intervention techniques

Evaluate instructional effectiveness

Manage an environment that fosters learning and performance

Demonstrate an ability to read comprehend and interpret written technical English

Demonstrate appropriate selection and employment of simulation equipment

Coordinate activities involving a range of complex tasks

Coordinate information communication technology related activities

Apply briefingdebriefing skills

Read and interpret instructions regulations procedures and other information relevant to flight training and facilitating training in a synthetic environment

Promptly report andor rectify any identified problems that may occur when facilitating training in a synthetic environment in accordance with regulatory requirements and workplace procedures

Work systematically with required attention to detail without injury to self others or damage to goods or equipment

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

Select and use required personal protective clothing and equipment conforming to industry and OHampS standards

Evidence Required

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria required knowledge and skills the range statement and the assessment guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of

applying the underpinning knowledge and skills

identifying potential risks including those associated with human factors aspects of synthetic training devices

developing a delivery plan that ensures logical progression of learning content trainee safety and continuity of trainee progress

confirming technical and human factors requirements for the synthetic environment including safety and emergency procedures

preparing the trainee for synthetic training activities including trainee preparedness instructional relationships risk management and trainee responsibility

monitoring and addressing abnormalunusual conditions

implementing handovertakeover procedures for control of synthetic device in accordance with workplace procedures

monitoring and documenting trainee progress in accordance with workplace procedures

debriefing significant details of trainees performance

maintaining trainee records in accordance with workplace procedures

recording andor rectifying synthetic device faults in accordance with workplace procedures

reviewing and reflecting on instructional performance

Context of and specific resources for assessment

Performance is demonstrated consistently over a period of time and in a suitable range of contexts

Resources for assessment include

a range of relevant exercises case studies andor other simulated practical and knowledge assessment andor

access to an appropriate range of relevant operational situations in the workplace

In both real and simulated environments access is required to

relevant and appropriate materials and equipment and

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

Method of assessment

Assessment of this unit must be undertaken by a registered training organisation

As a minimum assessment of knowledge must be conducted through appropriate writtenoral tests

Practical assessment must occur

through activities in an appropriately simulated environment at the registered training organisation andor

in an appropriate range of situations in the workplace


Range Statement

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 world

negative learning

Limitations of the synthetic training device may include:

fidelity

movement

instrumentation

resolution

Synthetic training devices may include:

full motion simulator

flight training device

synthetic training device

virtual reality training system

single, multiple or team operator simulator

simulator

part-task simulator

desktop simulator

operating system

associated 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 addressed

number of trainees and their specific support requirements

timing, sequence and number of pre-planned sessions

types 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 sessions

learning/activities/events to be addressed in e-learning sessions

resources and/or tools to be used

determination of learning management tools such as feedback systems and support mechanisms

Synthetic training activities may include:

scenarios

pre-planned training sorties

pre-planned training operations

Safety and emergency procedures may include:

established procedures

industry safe practice

Workplace procedures may include:

company procedures

enterprise procedures

organisational procedures

standard operating procedures

manufacturers guidelines

established procedures

workplace instructions

in Defence context, relevant Defence Orders and Instructions

Trainer/facilitator may include:

instructional staff

coaching staff

experienced personnel

subject matter experts (e.g. pilots, aircrew)

technical staff

simulator operators

Risk management issues may include:

threat and error management

simulation/motion sickness

equipment malfunction/failure

smoke or overheat warnings

simulator access/egress

emergency communication

loading stops

motion stops

negative learning

fidelity and resolution constraints/limitations

Good practice in facilitating learning may include:

guiding learning activities through setting up questions, issues, scenarios to be addressed

observing trainee interaction and intervening when necessary to maintain focus/momentum/engagement

knowing when to intervene/when to let trainees direct themselves

moderating disruptive, abusive or dominant trainees

facilitating group work

assisting trainees in locating, using and evaluating online information

maintaining momentum and motivation of trainees through ongoing individual contact and feedback

Abnormal/unusual conditions may include:

hardware malfunction/failure

software malfunction/failure

simulation sickness

poor/unusual participant performance

personnel equipment malfunction/failure

Variations to activity conditions may include:

changes made in response to a training need

changes made in response to a strategic requirement

Trainee's cognitive load may be affected by:

lack of preparation

physical discomfort

anxiety

fatigue

unreasonable expectations

apathy

impatience

inadequate demonstration

task complexity

inadequate opportunity to practice

inadequate fault analysis

information overload

outside pressures

Interventions may be made to:

maintain momentum

engage trainee

address safety

highlight a key learning point

initiate remedial actions

Debrief may include:

providing feedback to relevant personnel on conclusion of simulator activity

providing feedback to relevant organisational authorities

providing feedback to manufacturers, contracted suppliers, and contracted maintainers

Relevant stakeholders may include:

instructional staff

coaching staff

experienced personnel

subject matter experts (e.g. pilots, aircrew)

technical staff

trainees

other simulator operators

Review may include:

feedback from trainees, colleagues, learning designers via survey or discussion

identification of issues in managing/monitoring e-learners and the need for changes to contact/monitoring processes

identification of issues in using the delivery plan and the need for changes/modifications to the plan

effectiveness of learning protocols, their application and proposed changes

technology effectiveness

Reflect on own performance may include:

asking critical questions about performance, problems, methods used and success of trainees

seeking, listening to and acting on feedback from trainees and others

Simulation sickness may include:

visuomotor dysfunctions

mental disorientation

nausea including vomiting

other symptoms such as drowsiness, fatigue, and headache

Workplace communications may include:

interpersonal communications

messages received via simulator/simulated communications

on-screen messages

written reports

phone

radio

other information communication technology means (e.g. email, SMS, blogs, text message, facsimile)