Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver AVIF0003, 'Manage human factors in flight dispatch operations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage human factors in flight dispatch operations' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENTS | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Manage personal performance | 1.1 | Pre- and post-operational personal condition is managed to ensure safe and effective performance |
1.2 | Individual performance when conducting flight dispatch operations is monitored against workplace standards, procedures and requirements | ||
1.3 | Degradation of physiological condition is recognised and appropriate strategies are implemented to ensure a safe outcome of flight dispatch operations | ||
1.4 | Degradation of psychological condition is recognised and appropriate strategies are implemented to ensure a safe outcome of flight dispatch operations | ||
1.5 | Sources of stress are identified and managed to maintain a safe aviation operating environment | ||
1.6 | Limitations to personal performance are communicated to team to maintain a safe flight dispatch operating environment | ||
2 | Maintain situational awareness | 2.1 | Flight dispatch support systems are monitored using a systematic scan technique |
2.2 | Information is collected to facilitate ongoing system management | ||
2.3 | Flight environment is monitored for deviations from planned operations | ||
2.4 | Hazards are identified, risks are assessed and hazard management is implemented | ||
2.5 | Flight environment information is collected to update flight support operating environment | ||
3 | Maintain effective communications and interpersonal relationships | 3.1 | Effective and efficient communications and interpersonal relationships are established and maintained with all stakeholders to ensure optimum outcome of a flight |
3.2 | Effective listening skills are applied | ||
3.3 | Questions are used to gain additional information and to clarify understanding | ||
3.4 | Responses are sought and provided to others in a timely manner | ||
3.5 | Information received is clarified as required, interpreted, and accurately communicated or reported with due observation of ethics and protocols required of the operational environment | ||
3.6 | Flight support objectives are defined and explained to stakeholders including other team members, flight operations supervisors and flight crew | ||
3.7 | Communication is undertaken in varying situations with culturally diverse, familiar and unfamiliar individuals, teams and crews | ||
3.8 | Appropriate protocols and procedures are followed when using communications systems during routine and contingency flight dispatch operations | ||
3.9 | Appropriate levels of assertiveness are applied that ensure optimum completion of a flight | ||
4 | Recognise and manage actual and potential threats | 4.1 | Potential environmental or operational threats that are likely to affect flight safety are identified |
4.2 | Actual environmental or operational threats that affect flight safety are identified | ||
4.3 | Competing operational priorities and task demands that may represent a threat to flight safety are identified | ||
4.4 | Countermeasures to manage threats are identified and implemented | ||
4.5 | Flight progress and effect of countermeasures are monitored and assessed to ensure a safe outcome | ||
4.6 | Alternative countermeasures are identified and implemented, and effectiveness of countermeasures are re-evaluated for effectiveness | ||
5 | Recognise and manage actual and potential errors | 5.1 | Checklists and standard operating procedures are implemented to prevent aircraft handling, procedural or communications errors |
5.2 | Committed errors are identified and responded to before aircraft enters an undesired state | ||
5.3 | Aircraft systems are monitored using a systematic scan technique to collect and analyse flight information for potential or actual error recognition purposes | ||
5.4 | Flight operating environment is monitored to collect and analyse flight information for potential or actual error recognition purposes | ||
5.5 | Individual or team performance is monitored to recognise potential or actual error occurrence | ||
5.6 | Countermeasure implementation and supervision are undertaken to prevent errors before aircraft enters an undesired state | ||
5.7 | Countermeasure implementation and supervision are undertaken to correct errors after aircraft enters an undesired state | ||
6 | Recognise and manage undesired aircraft states | 6.1 | Undesired aircraft states are recognised |
6.2 | Individual and team flight support tasks are prioritised to ensure an undesired aircraft state is managed effectively | ||
6.3 | Corrective actions to assist flight crew recover from an undesired aircraft state are applied in a safe and timely manner | ||
6.4 | Undesired aircraft states are reported and recorded as required in accordance with applicable workplace procedures | ||
7 | Assess situations and make decisions | 7.1 | Problems affecting flight performance are identified and analysed |
7.2 | Potential solutions to flight performance problems are identified | ||
7.3 | Potential solutions and risks are assessed | ||
7.4 | Course of action is determined and communicated to flight crew, passengers and/or other personnel, as required | ||
7.5 | Tasks are allocated and actioned to implement optimal course of action outcomes | ||
7.6 | Tasks are monitored for progress against determined course of action | ||
7.7 | Plan is re-evaluated as required to achieve optimal outcomes | ||