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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 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) |