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
What evidence can you provide to prove your understanding of each of the following citeria?
Apply knowledge of competency-based multi-crew operations training
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Core philosophy of competency-based training is explained Completed |
Evidence:
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Aviation training and assessment that is characterised by an emphasis on performance measured against identified competencies is conducted Completed |
Evidence:
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Trainee is assessed on the basis of meeting prescribed competency standards Completed |
Evidence:
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Competencies required by crew to operate effectively in a multi-crew operation are stated Completed |
Evidence:
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Prepare to deliver training
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Administrative tasks are completed in accordance with training organisation’s requirements Completed |
Evidence:
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Training plan is prepared or provided that identifies each performance criteria required to achieve the standard specified for the issue of an endorsement Completed |
Evidence:
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Trainee performance record is prepared or provided for recording trainee performance against all performance criteria and assessment requirements associated with the competency standard Completed |
Evidence:
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Assessment guide is prepared or provided to assist with assessing trainee performance Completed |
Evidence:
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Achievement record is prepared or provided to record the date a trainee is signed off as competent in a competency Completed |
Evidence:
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Personal preparation to deliver training session as scheduled is completed Completed |
Evidence:
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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 |
Evidence:
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Incomplete and/or out-of-date supplied training material is replaced with complete and up-to-date training material Completed |
Evidence:
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Unavailable or faulty training equipment/classroom/simulator is reported as required and replacements are obtained or training is re-scheduled Completed |
Evidence:
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Trainee records are reviewed prior to training session to understand their experience level and competency level Completed |
Evidence:
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Prepare trainees for training session
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Trainee fatigue is assessed prior to commencing training session Completed |
Evidence:
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Trainees are set tasks to prepare for training session Completed |
Evidence:
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Session objectives, unit of competency and its associated assessment requirements to meet the required level of competency are clearly communicated Completed |
Evidence:
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Conduct a multi-crew training session
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Learning process is confirmed as required and applied Completed |
Evidence:
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Trainee performance is assessed against performance criteria and assessment requirements associated with the relevant competency standard/s Completed |
Evidence:
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Role play by trainees is used to gain insight to cockpit crew roles Completed |
Evidence:
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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 |
Evidence:
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Trainee use of all information available from a range of sources to assist with problem solving is ensured Completed |
Evidence:
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Non-technical skills rather than flight control skills are emphasised during exercises Completed |
Evidence:
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Scenarios are used to discuss how a breakdown in crew coordination may lead to an undesired aircraft state Completed |
Evidence:
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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 |
Evidence:
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Situational awareness and the importance of applying the threat and error management (TEM) model is emphasised Completed |
Evidence:
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Effects of automation induced complacency are highlighted Completed |
Evidence:
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Trainee continual awareness of automation mode and its correct use and limitations is ensured Completed |
Evidence:
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Development of a compromised cockpit authority gradient is identified to trainee Completed |
Evidence:
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During periods of potential high trainee workload, task distraction, and attention diversion, priority towards aircraft flight path control is emphasised Completed |
Evidence:
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Trainees are monitored during session for signs of overload and breakdown in learning environment Completed |
Evidence:
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Session structure and pace is matched to trainee skill levels Completed |
Evidence:
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Conduct post-session assessment
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Trainee performance against performance criteria and assessment requirements in the session is analysed Completed |
Evidence:
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Trainees are debriefed as a crew and then individually as required Completed |
Evidence:
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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 |
Evidence:
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Post-session plan of action for trainee to address areas requiring attention is provided Completed |
Evidence:
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Debriefs are completed on a positive note highlighting areas of good performance Completed |
Evidence:
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Conduct post-session administration
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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 |
Evidence:
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Trainee competence in a particular competency is determined Completed |
Evidence:
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Achievement record is completed when competence in a particular competency has been achieved Completed |
Evidence:
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