Deliver operational flight management training Evidence Guide

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Evidence Guide: AVIM6006 - Deliver operational flight management 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

AVIM6006 - Deliver operational flight management training

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

Plan an operational flight management training scenario

Typical commercial or military flight operation conditions including normal and abnormal operations, are identified
Training scenarios that require management of planned and unplanned inflight situations are designed, including simulated abnormal and emergency operations
Training scenarios that involve knowledgebased solutions and flight management activities that assess and resolve less defined events, are designed
Sufficient timeframes and realistic workloads are allocated in the scenario design to enable trainee/s to meet objectives without being overloaded
Realistic scenario plan is developed with sufficient detail to ensure learning outcomes can be achieved without improvisation when airborne
Hazards are identified, risks are assessed and hazard management is implemented
Learning activities are designed that ensure components of competency are emphasised and reinforced

Typical commercial or military flight operation conditions including normal and abnormal operations, are identified

Completed
Date:

Teacher:

Evidence:

Training scenarios that require management of planned and unplanned inflight situations are designed, including simulated abnormal and emergency operations

Completed
Date:

Teacher:

Evidence:

Training scenarios that involve knowledgebased solutions and flight management activities that assess and resolve less defined events, are designed

Completed
Date:

Teacher:

Evidence:

Sufficient timeframes and realistic workloads are allocated in the scenario design to enable trainee/s to meet objectives without being overloaded

Completed
Date:

Teacher:

Evidence:

Realistic scenario plan is developed with sufficient detail to ensure learning outcomes can be achieved without improvisation when airborne

Completed
Date:

Teacher:

Evidence:

Hazards are identified, risks are assessed and hazard management is implemented

Completed
Date:

Teacher:

Evidence:

Learning activities are designed that ensure components of competency are emphasised and reinforced

Completed
Date:

Teacher:

Evidence:

Prepare trainee/s for scenariobased flight training

Trainee/s existing level of operational knowledge is identified and gaps in knowledge are rectified as required
Scenariobased session plan is discussed with trainee/s
Objectives and outcomes of session plan are explained to trainee/s
Application and context of session is explained to and confirmed with trainee/s
Trainee/s role with regard to command status, decision implementation and trainer assumption of control, is confirmed
Scenariobased learning including multiple solutions to problems and the session not being formally assessed, is explained to and confirmed with trainee/s

Trainee/s existing level of operational knowledge is identified and gaps in knowledge are rectified as required

Completed
Date:

Teacher:

Evidence:

Scenariobased session plan is discussed with trainee/s

Completed
Date:

Teacher:

Evidence:

Objectives and outcomes of session plan are explained to trainee/s

Completed
Date:

Teacher:

Evidence:

Application and context of session is explained to and confirmed with trainee/s

Completed
Date:

Teacher:

Evidence:

Trainee/s role with regard to command status, decision implementation and trainer assumption of control, is confirmed

Completed
Date:

Teacher:

Evidence:

Scenariobased learning including multiple solutions to problems and the session not being formally assessed, is explained to and confirmed with trainee/s

Completed
Date:

Teacher:

Evidence:

Deliver training

Presentation and delivery methods are adjusted to cater for trainee characteristics and to meet learning outcomes
Trainee responsibility for planning and conducting a flight is explained
Environment that simulates a typical civil or military air task is established as required
Dimensions of aviation competency are emphasised and reinforced during presentation of training sessions
Flight scenarios are logically sequenced with clear transition and linking of events that provide variety, encourage participation and reinforce dimensions of aviation competency
Verbal feedback and motivation are provided to assist trainee in achieving session outcome
Intervention and assumption of control is applied as required to ensure flight safety
Situational awareness is maintained to ensure situations that might jeopardise safety are not allowed to develop
Detailed record of flight events is maintained
Training sessions are reviewed and modified as required to meet trainee needs

Presentation and delivery methods are adjusted to cater for trainee characteristics and to meet learning outcomes

Completed
Date:

Teacher:

Evidence:

Trainee responsibility for planning and conducting a flight is explained

Completed
Date:

Teacher:

Evidence:

Environment that simulates a typical civil or military air task is established as required

Completed
Date:

Teacher:

Evidence:

Dimensions of aviation competency are emphasised and reinforced during presentation of training sessions

Completed
Date:

Teacher:

Evidence:

Flight scenarios are logically sequenced with clear transition and linking of events that provide variety, encourage participation and reinforce dimensions of aviation competency

Completed
Date:

Teacher:

Evidence:

Verbal feedback and motivation are provided to assist trainee in achieving session outcome

Completed
Date:

Teacher:

Evidence:

Intervention and assumption of control is applied as required to ensure flight safety

Completed
Date:

Teacher:

Evidence:

Situational awareness is maintained to ensure situations that might jeopardise safety are not allowed to develop

Completed
Date:

Teacher:

Evidence:

Detailed record of flight events is maintained

Completed
Date:

Teacher:

Evidence:

Training sessions are reviewed and modified as required to meet trainee needs

Completed
Date:

Teacher:

Evidence:

Conduct post-flight discussion

Process, rationale and benefits of post-flight discussion are explained to trainee
Trainees are encouraged to lead discussion including evaluation of their own performance and quality of self-assessment
Assistance in recalling sequence of events is provided as required
Flight events, actions and results of decisions are identified, analysed and feedback is provided to trainee
Trainee are encouraged to examine whether alternative actions may have resulted in better outcomes
Constructive feedback and reinforcement is provided to trainee

Process, rationale and benefits of post-flight discussion are explained to trainee

Completed
Date:

Teacher:

Evidence:

Trainees are encouraged to lead discussion including evaluation of their own performance and quality of self-assessment

Completed
Date:

Teacher:

Evidence:

Assistance in recalling sequence of events is provided as required

Completed
Date:

Teacher:

Evidence:

Flight events, actions and results of decisions are identified, analysed and feedback is provided to trainee

Completed
Date:

Teacher:

Evidence:

Trainee are encouraged to examine whether alternative actions may have resulted in better outcomes

Completed
Date:

Teacher:

Evidence:

Constructive feedback and reinforcement is provided to trainee

Completed
Date:

Teacher:

Evidence:

Review delivery of scenariobased flight training

Training delivery is assessed against program goals, session plans and training outcomes
Delivery and effectiveness of training session is discussed with appropriate personnel
Adjustment of scenarios and delivery are incorporated as required to improve learning outcomes

Training delivery is assessed against program goals, session plans and training outcomes

Completed
Date:

Teacher:

Evidence:

Delivery and effectiveness of training session is discussed with appropriate personnel

Completed
Date:

Teacher:

Evidence:

Adjustment of scenarios and delivery are incorporated as required to improve learning outcomes

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	Plan an operational flight management training scenario	1.1	Typical commercial or military flight operation conditions including normal and abnormal operations, are identified
		1.2	Training scenarios that require management of planned and unplanned inflight situations are designed, including simulated abnormal and emergency operations
		1.3	Training scenarios that involve knowledgebased solutions and flight management activities that assess and resolve less defined events, are designed
		1.4	Sufficient timeframes and realistic workloads are allocated in the scenario design to enable trainee/s to meet objectives without being overloaded
		1.5	Realistic scenario plan is developed with sufficient detail to ensure learning outcomes can be achieved without improvisation when airborne
		1.6	Hazards are identified, risks are assessed and hazard management is implemented
		1.7	Learning activities are designed that ensure components of competency are emphasised and reinforced
2	Prepare trainee/s for scenariobased flight training	2.1	Trainee/s existing level of operational knowledge is identified and gaps in knowledge are rectified as required
		2.2	Scenariobased session plan is discussed with trainee/s
		2.3	Objectives and outcomes of session plan are explained to trainee/s
		2.4	Application and context of session is explained to and confirmed with trainee/s
		2.5	Trainee/s role with regard to command status, decision implementation and trainer assumption of control, is confirmed
		2.6	Scenariobased learning including multiple solutions to problems and the session not being formally assessed, is explained to and confirmed with trainee/s
3	Deliver training	3.1	Presentation and delivery methods are adjusted to cater for trainee characteristics and to meet learning outcomes
		3.2	Trainee responsibility for planning and conducting a flight is explained
		3.3	Environment that simulates a typical civil or military air task is established as required
		3.4	Dimensions of aviation competency are emphasised and reinforced during presentation of training sessions
		3.5	Flight scenarios are logically sequenced with clear transition and linking of events that provide variety, encourage participation and reinforce dimensions of aviation competency
		3.6	Verbal feedback and motivation are provided to assist trainee in achieving session outcome
		3.7	Intervention and assumption of control is applied as required to ensure flight safety
		3.8	Situational awareness is maintained to ensure situations that might jeopardise safety are not allowed to develop
		3.9	Detailed record of flight events is maintained
		3.10	Training sessions are reviewed and modified as required to meet trainee needs
4	Conduct post-flight discussion	4.1	Process, rationale and benefits of post-flight discussion are explained to trainee
		4.2	Trainees are encouraged to lead discussion including evaluation of their own performance and quality of self-assessment
		4.3	Assistance in recalling sequence of events is provided as required
		4.4	Flight events, actions and results of decisions are identified, analysed and feedback is provided to trainee
		4.5	Trainee are encouraged to examine whether alternative actions may have resulted in better outcomes
		4.6	Constructive feedback and reinforcement is provided to trainee
5	Review delivery of scenariobased flight training	5.1	Training delivery is assessed against program goals, session plans and training outcomes
		5.2	Delivery and effectiveness of training session is discussed with appropriate personnel
		5.3	Adjustment of scenarios and delivery are incorporated as required to improve learning outcomes

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	Plan an operational flight management training scenario	1.1	Typical commercial or military flight operation conditions including normal and abnormal operations, are identified
		1.2	Training scenarios that require management of planned and unplanned inflight situations are designed, including simulated abnormal and emergency operations
		1.3	Training scenarios that involve knowledgebased solutions and flight management activities that assess and resolve less defined events, are designed
		1.4	Sufficient timeframes and realistic workloads are allocated in the scenario design to enable trainee/s to meet objectives without being overloaded
		1.5	Realistic scenario plan is developed with sufficient detail to ensure learning outcomes can be achieved without improvisation when airborne
		1.6	Hazards are identified, risks are assessed and hazard management is implemented
		1.7	Learning activities are designed that ensure components of competency are emphasised and reinforced
2	Prepare trainee/s for scenariobased flight training	2.1	Trainee/s existing level of operational knowledge is identified and gaps in knowledge are rectified as required
		2.2	Scenariobased session plan is discussed with trainee/s
		2.3	Objectives and outcomes of session plan are explained to trainee/s
		2.4	Application and context of session is explained to and confirmed with trainee/s
		2.5	Trainee/s role with regard to command status, decision implementation and trainer assumption of control, is confirmed
		2.6	Scenariobased learning including multiple solutions to problems and the session not being formally assessed, is explained to and confirmed with trainee/s
3	Deliver training	3.1	Presentation and delivery methods are adjusted to cater for trainee characteristics and to meet learning outcomes
		3.2	Trainee responsibility for planning and conducting a flight is explained
		3.3	Environment that simulates a typical civil or military air task is established as required
		3.4	Dimensions of aviation competency are emphasised and reinforced during presentation of training sessions
		3.5	Flight scenarios are logically sequenced with clear transition and linking of events that provide variety, encourage participation and reinforce dimensions of aviation competency
		3.6	Verbal feedback and motivation are provided to assist trainee in achieving session outcome
		3.7	Intervention and assumption of control is applied as required to ensure flight safety
		3.8	Situational awareness is maintained to ensure situations that might jeopardise safety are not allowed to develop
		3.9	Detailed record of flight events is maintained
		3.10	Training sessions are reviewed and modified as required to meet trainee needs
4	Conduct post-flight discussion	4.1	Process, rationale and benefits of post-flight discussion are explained to trainee
		4.2	Trainees are encouraged to lead discussion including evaluation of their own performance and quality of self-assessment
		4.3	Assistance in recalling sequence of events is provided as required
		4.4	Flight events, actions and results of decisions are identified, analysed and feedback is provided to trainee
		4.5	Trainee are encouraged to examine whether alternative actions may have resulted in better outcomes
		4.6	Constructive feedback and reinforcement is provided to trainee
5	Review delivery of scenariobased flight training	5.1	Training delivery is assessed against program goals, session plans and training outcomes
		5.2	Delivery and effectiveness of training session is discussed with appropriate personnel
		5.3	Adjustment of scenarios and delivery are incorporated as required to improve learning outcomes

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements, performance criteria and range of conditions 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 hazards

applying trainer intervention and assumption of control as required to ensure flight safety

assessing training delivery against program goals, session plans and training outcomes

communicating effectively with others

completing relevant documentation

confirming trainee role with regard to command status, decision implementation and trainer assumption of control

designing and delivering training scenarios that:

require management of planned and unplanned inflight situations

involve knowledgebased solutions

are flight management activities that assess and resolve less defined events and include simulated abnormal and emergency operations

developing a realistic scenario plan with sufficient detail to ensure training outcomes can be achieved without improvisation when airborne

discussing training session delivery with appropriate personnel to determine effectiveness

emphasising and reinforcing components of competency during presentation of training sessions

establishing an environment that simulates a typical civil or military air task/operation

explaining scenariobased learning to trainee/s

identifying and correctly using relevant equipment

identifying typical commercial or military flight operation conditions including normal and abnormal operations

implementing contingency plans

implementing work health and safety (WHS)/occupational health and safety (OHS) procedures and relevant regulations

interpreting and following operational instructions and prioritise work

maintaining situational awareness to ensure situations that might jeopardise safety are not allowed to develop

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

providing constructive feedback to trainee/s on each event that occurred during a flight including analysis of actions and results of decisions

providing leadership and working collaboratively with others when delivering operational flight management training

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

responding appropriately to cultural differences in the workplace

selecting and using required personal protective clothing and equipment conforming to industry and WHS /OHS standards

sequencing flight scenarios logically, including clear transition and linking of events that provide variety, encourage participation and reinforce competencies

working systematically with required attention to detail without injury to self or others, or damage to goods or equipment.

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements, performance criteria and range of conditions and include knowledge of:

appropriate methods of analysis and training planning

assessment of behaviour

common problems that may occur when delivering operational flight management training, and appropriate action that should be taken in each case

common risks that exist when delivering operational flight management training

human performance and limitations factors relevant to the training tasks

in an Australian Defence Force context, relevant Defence Orders and Instructions

lesson planning and development

opportunities a realistic scenario plan must provide for trainee, to:

conduct a flight without assistance

independently complete all associated tasks

preparation of training resources

principles of adult teaching and learning

principles of assessment

psychological factors affecting satisfaction of human needs, defence mechanisms and stress management

questioning techniques

relevant sections of Civil Aviation Safety Regulations (CASRs) and Civil Aviation Orders related to pilot competency standards

relevant sections of national and state/territory regulatory requirements and codes of practice

relevant WHS/OHS and environmental procedures and regulations applicable to operational flight management training

relevant workplace policies and procedures

self-assessment and evaluation

training and assessment competency standards

what trainee is required to do in abnormal and emergency operations:

assess situations and make decisions

maintain effective communication and interpersonal relationships

maintain situational awareness

manage threats and errors

set priorities and manage tasks.

Range Statement

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

Dimensions of aviation competency must include:

contingency management skills

job/role environment skills

task management skills

task skills

threat and error management skills

transfer and application of skills and knowledge to new contexts

NTISthis.com

Evidence Guide: AVIM6006 - Deliver operational flight management training

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

AVIM6006 - Deliver operational flight management training

Plan an operational flight management training scenario

Prepare trainee/s for scenariobased flight training

Deliver training

Conduct post-flight discussion

Review delivery of scenariobased flight training

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _