Release 1. This is the first release of this unit of competency in the AVI Aviation Training Package.

This unit involves the skills and knowledge required to deliver operational flight management training in compliance with relevant regulatory requirements of the Civil Aviation Safety Authority (CASA) and national operating standards.

It includes planning an operational flight management training scenario, preparing trainee for scenario-based flight training, and delivering training. It also includes conducting post-flight discussions and reviewing delivery of scenario-based flight training.

This unit addresses aviation non-technical skill requirements (physical, mental and task-management abilities) related to training and assessment duties of flight instructors and contributes to safe and effective performance in complex aviation operational environments.

Operations are conducted as part of recreational, commercial and military aircraft activities across a variety of operational contexts within the Australian aviation industry.

Work is performed independently or under limited supervision as a single operator or within a team environment.

Work is performed independently or under limited supervision within a single-pilot or multi-crew environment.

Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Not applicable.

M – Training and Assessment

Not applicable.

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 in-flight situations are designed, including simulated abnormal and emergency operations

1.3 

Training scenarios that involve knowledge-based 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 implemented

1.7 

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

2 

Prepare trainee/s for scenario-based flight training 

2.1 

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

2.2 

Scenario-based 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 

Scenario-based 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/s characteristics and to meet learning outcomes

3.2 

Trainee/s 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/s 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/s

4.2 

Trainee/s is 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/s is encouraged to examine whether alternative actions may have resulted in better outcomes

4.6 

Constructive feedback and reinforcement are provided to trainee/s

5 

Review delivery of scenario-based 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

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

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

This unit replaces and is equivalent to AVIM6006 Deliver operational flight management training.

Release 1. This is the first release of this unit of competency in the AVI Aviation Training Package.

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 (SOPs)
• 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/s 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 knowledge-based 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 scenario-based 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) 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 equipment (PPE) conforming to industry and WHS 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
• a realistic scenario plan must provide opportunities for trainees, to:

• conduct a flight without assistance
• independently complete all associated tasks

• preparation of training resources
• dimensions of aviation competency, including:

• 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

• 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 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/s is required to do in abnormal and emergency operations, including:

• assess situations and make decisions
• maintain effective communication and interpersonal relationships
• maintain situational awareness
• manage threats and errors
• set priorities and manage tasks.

Assessors must hold credentials specified within the Standards for Registered Training Organisations current at the time of assessment.

Assessment must satisfy the Principles of Assessment and Rules of Evidence and all regulatory requirements included within the Standards for Registered Training Organisations current at the time of assessment.

Assessment must occur in workplace operational situations. Where this is not appropriate, assessment must occur in simulated workplace operational situations that reflect workplace conditions.

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Resources for assessment must include access to:

• a range of relevant exercises, case studies and/or simulations
• acceptable means of simulation assessment
• applicable documentation, including workplace procedures, regulations, codes of practice and operation manuals
• relevant materials, tools, equipment and PPE currently used in industry.