AVIM0003 — Conduct aeronautical knowledge training and flight training

Elements & performance criteria

Performance evidence

• achieving transfer of knowledge and training objectives
• adapting to differences in equipment and operating environment in accordance with standard operating procedures (SOPs)
• adhering to pilot in command (PIC) responsibilities
• anticipating the need for alternative actions
• applying appropriate level of responsibility for trainee progress and welfare
• applying crew resource management (CRM) principles applicable to flight training and the role of the instructor in assisting the trainee to develop these skills
• applying precautions and required action to minimise, control or eliminate identified training hazards
• applying relevant aeronautical knowledge
• applying situational awareness and methods of developing and monitoring trainee situational awareness skills in terms of: - monitoring current environmental factors - evaluating their possible effects on the flight - anticipating the need for alternative actions
• assessing learning and performance
• communicating effectively with others
• completing relevant documentation
• conducting briefings and debriefings with a representative range of trainees
• conducting timely assessment of learning and performance
• debriefing significant details of trainee performance including any threat and error management (TEM) issues encountered
• demonstrating flight instructor role modelling
• demonstrating procedures and manoeuvres to the required skill level while giving effective flight instruction
• developing an appropriate lesson plan based on performance/assessment of training objectives
• developing an appropriate training plan that includes threat and error management (TEM)
• evaluating instructional effectiveness and developing strategies for continuous improvement
• identifying and correctly using relevant equipment
• identifying errors in performance of flight manoeuvres readily, and suggesting a variety of effective strategies for improvement
• identifying potential threats and errors, including those associated with simulation of abnormal or emergency procedures or aircraft mishandling by trainee, and planning suitable countermeasures
• implementing CRM principles in flight training and instructor role when assisting trainee to develop skills
• implementing handover/takeover procedures for control of aircraft
• implementing work health and safety (WHS) procedures and relevant regulations
• interpreting and following operational instructions and prioritising work
• intervening as required to assist trainee progress or to maintain flight safety
• maintaining and reviewing assessment records and trainee progress
• maintaining levels of situational awareness and methods of developing and monitoring trainee situational awareness
• maintaining situational awareness while providing instruction
• managing an environment that fosters learning and performance
• modifying activities depending on workplace contingencies, situations and environments
• monitoring current environmental factors
• monitoring work activities in terms of planned schedule
• reading, interpreting and following relevant regulations, instructions, procedures, information and signs
• recording and debriefing training events
• recording results for flight and post-flight administration in accordance with workplace procedures
• reporting and/or rectifying problems, faults or malfunctions promptly in accordance with workplace procedures
• responding appropriately to cultural differences in the workplace
• reviewing and reflecting on instructional performance
• selecting and using required personal protective equipment (PPE) conforming to industry and WHS standards
• working systematically with required attention to detail without injury to self or others, or damage to goods or equipment.

Knowledge evidence

• adult learning principles
• adult learning issues
• application of instructional principles to airborne instruction
• appropriate use of scenario-based training in flight instruction
• application of risk management principles to emergency procedure simulations in flight
• attributes of effective learning outcomes: - achievable - observable - measurable
• advantages and disadvantages of guided discussion
• advantages and disadvantages of various teaching methods
• barriers to effective communication: - lack of common experience - confusion - abstractions
• behavioural (performance-based) outcomes and purpose in flight training
• communication process factors: - source - symbols - receiver - communication barriers - monitoring whether communication has been achieved
• CRM principles
• checklists for single pilot or multi-crew operations as required
• cognitive basis of airmanship, situational awareness, captaincy, prioritisation, load shedding and decision making
• common trainee errors and suggested suitable remedial instruction
• emergency procedures
• debriefing and feedback techniques
• effective use of a course of training, curricula/syllabus and lesson plans
• factors that hinder the learning process: - rationalisation - flight - aggression - resignation - stress levels and impact on learning - relationship between perception and understanding - positive and negative motivation - levels of learning - how rate of learning varies with practice - transfer and habit formation - reinforcement
• flight rules for flight instructor ratings: - legislation - privileges and limitations
• fundamentals of instructing, questioning, engaging and motivating learners
• how goal fixation affects good decision making
• how to develop the essential elements of behavioural outcomes: - performance (what has to be done) - performance criteria - conditions
• lesson planning and development: - aim/motivation/revision - outcomes - explanation of principles - explanation/demonstration of technique - TEM - practice - review
• learning domains: - cognitive (knowledge) - affective (attitudes, beliefs and values) - psychomotor (physical skills)
• levels of learning: - rote - understanding - application - correlation
• memory systems and information processing models: - sensory register - short-term memory - long-term memory
• operational concept of TEM in relation to flight training in terms of: - managing threats - managing errors - managing undesired aircraft state
• positive and negative learning transfer
• principles of flight
• principles of instruction: - role of the instructor - rote learning, understanding of knowledge and correlation, and application to flight training
• principles of learning: - adult learning process - learning as a behavioural change - sensory perception - factors affecting perception and understanding - motivation, positive and negative - attitudes, discipline and responsibility
• principles of questioning: - reasons for questioning - characteristics of effective or open questioning techniques - oral questions for mental stimulation - confirming answers - desired qualities of good oral questions - procedure to follow when asking - key points when handling learner answers and questions
• purpose and use of training aids
• reasons to limit the duration of lessons and desirable duration of a typical lesson
• role of instructor in steps towards skill practice
• role of the instructor for each phase of review and evaluation: - fault analysis (diagnosis) - competency assessment - trainee self-assessment - training effectiveness
• steps to the teaching process
• relevant WHS and environmental procedures and regulations
• relevant sections of national and state/territory regulatory requirements and codes of practice
• requirements for completing relevant documentation
• risk management principles applicable to emergency procedure simulations in flight
• role of psychology in flying instruction: - satisfaction of human needs - defence mechanisms - dealing with stress, abnormal reactions to airborne stress situations - psychological problems of trainee and experienced pilots
• role of instructor in providing skill practice to trainees: - explanation - demonstration - performance - supervision - evaluation
• scenario-based training and its advantages in aeronautical knowledge training
• suitable procedures for developing trainee TEM skills
• suitable procedures for making decisions in-flight and for developing trainee decision-making skills
• task prioritisation system to assist the development of trainee task management skills in terms of: - aircraft control - navigation - communication
• teaching methods, including advantages and disadvantages: - lecture, theory and skill lessons, guided discussion, briefing - behavioural objectives, their importance and formulation
• teaching process: - preparation - presentation - application - review and evaluation
• three types of stress likely to affect trainee performance and methods of assisting trainees to cope with stress: - physical - physiological - psychological
• training syllabus and competency-based standards
• use and abuse of teaching aids
• risk management principles to emergency procedure simulations in flight
• instruction, questioning, engaging and motivating learners
• instructor professionalism, including interpersonal skills, implications of being a role-model, self-reflection and self-managed professional development
• learning factors that will affect trainee cognitive load: - anxiety - apathy - fatigue - lack of preparation - impatience - inadequate demonstration - inadequate fault analysis - inadequate opportunity to practise - outside pressures - physical discomfort - task complexity - unreasonable expectations - information overload
• operational concept of TEM in relation to flight training in terms of: - managing errors - managing threats - managing undesired aircraft state
• performing and learning complex skills, including cognitive and developmental issues and observational learning
• principles of flight
• principles, purpose and location of controls, monitoring devices and systems
• procedures and strategies for developing trainee TEM skills
• rate of learning, enforced automaticity and the foundations of expertise
• relevant sections of Civil Aviation Safety Regulations (CASRs) and Civil Aviation Orders related to flight training
• relevant sections of national and state/territory regulatory requirements and codes of practice
• requirements for completing relevant documentation
• task prioritisation system to assist developing trainee task management skills in terms of: - aircraft control - navigation - communication
• techniques for introducing tasks in manageable segments to avoid overloading a trainee and principles for integrating task segments
• training and assessment competency standards
• transfer of control (handover and takeover or follow-through) drills and procedures
• principles and methods of instruction as prescribed in unit FIRC in Schedule 3 of the Manual of Standards (MOS)
• the process of making an objective assessment against a standard;
• provision of evidence of competency in performing as a flight crew member
• terms used in respect of the evidence used to determine an individual’s competency against a standard
• the different forms of assessment and application in flight training
• the requirements for assessing consistency of performance of flight crew standards
• the differences in standards for consistency of performance at different licence levels
• the application of the range of variables in making an assessment
• performing and learning complex skills, including cognitive and developmental issues and observational learning;
• the levels of situational awareness and methods of developing and monitoring trainees’ situation awareness skills
• rate of learning, enforced automaticity and the foundations of expertise
• instructor professionalism, including interpersonal skills, implications of being a role-model,
• training and assessment standards
• techniques for introducing tasks in manageable segments to avoid overloading a trainee and principles for integrating task segments
• obstacles to learning associated with flight training
• task prioritisation system to assist the development of trainee task management skills
• goal fixation effects on good decision making
• requirements for completing relevant documentation.

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Questions about assessing AVIM0003