Plan and conduct multi-crew cooperation training

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 AVIM0002, 'Plan and conduct multi-crew cooperation training'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Plan and conduct multi-crew cooperation training' 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

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