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Evidence Guide: AVIM0002 - Plan and conduct multi-crew cooperation training

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

AVIM0002 - Plan and conduct multi-crew cooperation training

What evidence can you provide to prove your understanding of each of the following citeria?

Apply knowledge of competency-based multi-crew operations training

  1. Core philosophy of competency-based training is explained
  2. Aviation training and assessment that is characterised by an emphasis on performance measured against identified competencies is conducted
  3. Trainee is assessed on the basis of meeting prescribed competency standards
  4. Competencies required by crew to operate effectively in a multi-crew operation are stated
Core philosophy of competency-based training is explained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Trainee is assessed on the basis of meeting prescribed competency standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare to deliver training

  1. Administrative tasks are completed in accordance with training organisation’s requirements
  2. Training plan is prepared or provided that identifies each performance criteria required to achieve the standard specified for the issue of an endorsement
  3. Trainee performance record is prepared or provided for recording trainee performance against all performance criteria and assessment requirements associated with the competency standard
  4. Assessment guide is prepared or provided to assist with assessing trainee performance
  5. Achievement record is prepared or provided to record the date a trainee is signed off as competent in a competency
  6. Personal preparation to deliver training session as scheduled is completed
  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
  8. Incomplete and/or out-of-date supplied training material is replaced with complete and up-to-date training material
  9. Unavailable or faulty training equipment/classroom/simulator is reported as required and replacements are obtained or training is re-scheduled
  10. Trainee records are reviewed prior to training session to understand their experience level and competency level
Administrative tasks are completed in accordance with training organisation’s requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal preparation to deliver training session as scheduled is completed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare trainees for training session

  1. Trainee fatigue is assessed prior to commencing training session
  2. Trainees are set tasks to prepare for training session
  3. Session objectives, unit of competency and its associated assessment requirements to meet the required level of competency are clearly communicated
Trainee fatigue is assessed prior to commencing training session

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Trainees are set tasks to prepare for training session

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct a multi-crew training session

  1. Learning process is confirmed as required and applied
  2. Trainee performance is assessed against performance criteria and assessment requirements associated with the relevant competency standard/s
  3. Role play by trainees is used to gain insight to cockpit crew roles
  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
  5. Trainee use of all information available from a range of sources to assist with problem solving is ensured
  6. Non-technical skills rather than flight control skills are emphasised during exercises
  7. Scenarios are used to discuss how a breakdown in crew coordination may lead to an undesired aircraft state
  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
  9. Situational awareness and the importance of applying the threat and error management (TEM) model is emphasised
  10. Effects of automation induced complacency are highlighted
  11. Trainee continual awareness of automation mode and its correct use and limitations is ensured
  12. Development of a compromised cockpit authority gradient is identified to trainee
  13. During periods of potential high trainee workload, task distraction, and attention diversion, priority towards aircraft flight path control is emphasised
  14. Trainees are monitored during session for signs of overload and breakdown in learning environment
  15. Session structure and pace is matched to trainee skill levels
Learning process is confirmed as required and applied

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effects of automation induced complacency are highlighted

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Development of a compromised cockpit authority gradient is identified to trainee

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Session structure and pace is matched to trainee skill levels

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct post-session assessment

  1. Trainee performance against performance criteria and assessment requirements in the session is analysed
  2. Trainees are debriefed as a crew and then individually as required
  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
  4. Post-session plan of action for trainee to address areas requiring attention is provided
  5. Debriefs are completed on a positive note highlighting areas of good performance
Trainee performance against performance criteria and assessment requirements in the session is analysed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Trainees are debriefed as a crew and then individually as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct post-session administration

  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
  2. Trainee competence in a particular competency is determined
  3. Achievement record is completed when competence in a particular competency has been achieved
Trainee performance record is completed in a comprehensive and legible manner, as soon as practicable after session, and before commencement of subsequent training sessions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Trainee competence in a particular competency is determined

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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.

Range Statement

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