Facilitate training in a synthetic environment Evidence Guide

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Evidence Guide: AVIM5004A - Facilitate training in a synthetic environment

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

AVIM5004A - Facilitate training in a synthetic environment

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

Plan a synthetic learning activity

The learning strategy and/or learning program is accessed, read and interpreted to determine learning outcomes or objectives to be met and relevant delivery requirements
Potential risks including those associated with human factors aspects of synthetic training devices are identified
Limitations of the synthetic training device are identified
A delivery plan is developed to plan, manage and sequence synthetic training activities and events to ensure logical progression of learning content, trainee safety and continuity of trainee progress
Technical and human factors requirements for the synthetic environment including safety and emergency procedures are confirmed

The learning strategy and/or learning program is accessed, read and interpreted to determine learning outcomes or objectives to be met and relevant delivery requirements

Completed
Date:

Teacher:

Evidence:

Potential risks including those associated with human factors aspects of synthetic training devices are identified

Completed
Date:

Teacher:

Evidence:

Limitations of the synthetic training device are identified

Completed
Date:

Teacher:

Evidence:

A delivery plan is developed to plan, manage and sequence synthetic training activities and events to ensure logical progression of learning content, trainee safety and continuity of trainee progress

Completed
Date:

Teacher:

Evidence:

Technical and human factors requirements for the synthetic environment including safety and emergency procedures are confirmed

Completed
Date:

Teacher:

Evidence:

Prepare trainee for synthetic training activities

Availability of suitable resources is confirmed
Mental and physical preparedness of the trainee to undertake training in the synthetic environment is confirmed
An introduction to the synthetic environment is provided including training objectives and relevant workplace procedures
Instructional relationships are established between trainer/facilitator and trainees using appropriate communication tools and skills
Trainee is briefed on how the synthetic training activity will be conducted to meet the training objectives
Risk management issues applicable to the synthetic training activity are discussed and the trainee's responsibility for managing relevant risks is confirmed
Trainee's ability to comprehend and/or recall the training objectives, underpinning knowledge, handling techniques and planned synthetic training activity/scenario are confirmed

Availability of suitable resources is confirmed

Completed
Date:

Teacher:

Evidence:

Mental and physical preparedness of the trainee to undertake training in the synthetic environment is confirmed

Completed
Date:

Teacher:

Evidence:

An introduction to the synthetic environment is provided including training objectives and relevant workplace procedures

Completed
Date:

Teacher:

Evidence:

Instructional relationships are established between trainer/facilitator and trainees using appropriate communication tools and skills

Completed
Date:

Teacher:

Evidence:

Trainee is briefed on how the synthetic training activity will be conducted to meet the training objectives

Completed
Date:

Teacher:

Evidence:

Risk management issues applicable to the synthetic training activity are discussed and the trainee's responsibility for managing relevant risks is confirmed

Completed
Date:

Teacher:

Evidence:

Trainee's ability to comprehend and/or recall the training objectives, underpinning knowledge, handling techniques and planned synthetic training activity/scenario are confirmed

Completed
Date:

Teacher:

Evidence:

Guide and facilitate learning in a synthetic environment

Liaison with relevant personnel is conducted to determine simulation activity requirements
Learning is facilitated in accordance with the delivery plan using relevant synthetic devices and facilitation skills
Good practice in facilitating learning in a synthetic environment is demonstrated to ensure an effective and safe transfer of learning to the real world
Technical issues are addressed where required using relevant technical support mechanisms and/or personnel
Opportunities for authentic learning, practice and formative assessment are built into the learning experience
Pre-loaded automatic demonstrations are employed where appropriate
Abnormal/unusual conditions are monitored and addressed
Variations to activity conditions are implemented where applicable
Hand-over/take-over procedures for control of the synthetic device are implemented in accordance with workplace procedures

Liaison with relevant personnel is conducted to determine simulation activity requirements

Completed
Date:

Teacher:

Evidence:

Learning is facilitated in accordance with the delivery plan using relevant synthetic devices and facilitation skills

Completed
Date:

Teacher:

Evidence:

Good practice in facilitating learning in a synthetic environment is demonstrated to ensure an effective and safe transfer of learning to the real world

Completed
Date:

Teacher:

Evidence:

Technical issues are addressed where required using relevant technical support mechanisms and/or personnel

Completed
Date:

Teacher:

Evidence:

Opportunities for authentic learning, practice and formative assessment are built into the learning experience

Completed
Date:

Teacher:

Evidence:

Pre-loaded automatic demonstrations are employed where appropriate

Completed
Date:

Teacher:

Evidence:

Abnormal/unusual conditions are monitored and addressed

Completed
Date:

Teacher:

Evidence:

Variations to activity conditions are implemented where applicable

Completed
Date:

Teacher:

Evidence:

Hand-over/take-over procedures for control of the synthetic device are implemented in accordance with workplace procedures

Completed
Date:

Teacher:

Evidence:

Monitor learning in a synthetic environment

Trainee progress is monitored and documented in accordance with workplace procedures
Trainee's cognitive load is assessed, monitored and managed
Support and guidance are provided within the synthetic environment as appropriate
Trainee is encouraged to develop self-assessment skills
Trainee interaction with others and participation in synthetic training activities is continuously monitored and interventions are made where appropriate
Opportunities are provided for trainees to reflect on their learning progress

Trainee progress is monitored and documented in accordance with workplace procedures

Completed
Date:

Teacher:

Evidence:

Trainee's cognitive load is assessed, monitored and managed

Completed
Date:

Teacher:

Evidence:

Support and guidance are provided within the synthetic environment as appropriate

Completed
Date:

Teacher:

Evidence:

Trainee is encouraged to develop self-assessment skills

Completed
Date:

Teacher:

Evidence:

Trainee interaction with others and participation in synthetic training activities is continuously monitored and interventions are made where appropriate

Completed
Date:

Teacher:

Evidence:

Opportunities are provided for trainees to reflect on their learning progress

Completed
Date:

Teacher:

Evidence:

Conduct post-training activities

Significant details of trainee's performance are clearly and accurately debriefed
Playback devices are employed during debriefing to illustrate key learning points when appropriate
Trainee is briefed on the details of the next training event as appropriate
Trainee records are maintained in accordance with workplace procedures
Relevant stakeholders are kept informed about trainee progress
Synthetic device faults are recorded and/or rectified in accordance with workplace procedures
Support and guidance are provided post synthetic environment activities as appropriate

Significant details of trainee's performance are clearly and accurately debriefed

Completed
Date:

Teacher:

Evidence:

Playback devices are employed during debriefing to illustrate key learning points when appropriate

Completed
Date:

Teacher:

Evidence:

Trainee is briefed on the details of the next training event as appropriate

Completed
Date:

Teacher:

Evidence:

Trainee records are maintained in accordance with workplace procedures

Completed
Date:

Teacher:

Evidence:

Relevant stakeholders are kept informed about trainee progress

Completed
Date:

Teacher:

Evidence:

Synthetic device faults are recorded and/or rectified in accordance with workplace procedures

Completed
Date:

Teacher:

Evidence:

Support and guidance are provided post synthetic environment activities as appropriate

Completed
Date:

Teacher:

Evidence:

Review synthetic environment facilitation processes

Synthetic training session outcomes are evaluated against desired session outcomes
A review is undertaken post-completion of the learning program/course/qualification
Time is taken to reflect on own performance as a trainer/facilitator, and ways to improve performance are explored
Recommendations for improvements in facilitating training and appropriateness of synthetic systems, tools and resources are identified and documented, and discussed with relevant personnel for future action

Synthetic training session outcomes are evaluated against desired session outcomes

Completed
Date:

Teacher:

Evidence:

A review is undertaken post-completion of the learning program/course/qualification

Completed
Date:

Teacher:

Evidence:

Time is taken to reflect on own performance as a trainer/facilitator, and ways to improve performance are explored

Completed
Date:

Teacher:

Evidence:

Recommendations for improvements in facilitating training and appropriateness of synthetic systems, tools and resources are identified and documented, and discussed with relevant personnel for future action

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide


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 abnormal/unusual conditions implementing hand-over/take-over 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 trainee's performance maintaining trainee records in accordance with workplace procedures recording and/or 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 and/or other simulated practical and knowledge assessment, and/or 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 written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

Required Skills and Knowledge

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 OH&S 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, curricula/syllabus 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 malfunction/failure and poor/unusual trainee performance

Human factors implication and risks in the synthetic training environment

The effects of simulation sickness

Functions of single-user, multi-user 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

Hand-over/take-over procedures for the control of synthetic device/s

Required skills:

Apply flexibility in facilitation skills using synthetic devices, for example:

knowing when to intervene/when 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 briefing/debriefing skills

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

Promptly report and/or 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 OH&S standards

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)

NTISthis.com

Evidence Guide: AVIM5004A - Facilitate training in a synthetic environment

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

AVIM5004A - Facilitate training in a synthetic environment

Plan a synthetic learning activity

Prepare trainee for synthetic training activities

Guide and facilitate learning in a synthetic environment

Monitor learning in a synthetic environment

Conduct post-training activities

Review synthetic environment facilitation processes

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _