Series 11 Teacher guide and template - Kanganlrd.kangan.edu.au/.../toolbox11_01/shared/guides/teache… · Web viewTeacher guide. Fit to Fly – a resource supporting the delivery

Teacher guide

Fit to Fly – a resource supporting the delivery ofMEA07 Aeroskills Training PackageSeries 11 Flexible Learning Toolbox

MEA50106 Diploma of Aeroskills (Avionics)MEA50206 Diploma of Aeroskills (Mechanical)

Australian Flexible Learning Framework

flexiblelearning.net.au/toolbox

© Commonwealth of Australia 2008

The views expressed herein do not necessarily represent the views of the Commonwealth of Australia. This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Commonwealth. Requests and enquiries concerning reproduction and rights should be addressed to Training Copyright, Department of Education, Employment and Workplace Relations, GPO Box 9880 Canberra City ACT 2601 or email [email protected].


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Table of Contents

Section 1: General overview of the product...........................................................................................................3RPL................................................................................................................................................. 6Teaching and learning strategy.......................................................................................................7Organising structure, context and key features...............................................................................7Resource files................................................................................................................................. 7

Section 2: Advice on getting started........................................................................................................................9Hardware and software requirements.............................................................................................9Customisation............................................................................................................................... 10Customising a Toolbox for single unit delivery..............................................................................10

Section 3: Online teaching strategies....................................................................................................................11Collaboration and interaction........................................................................................................11Social networking for collaboration and interaction.......................................................................11Communication activities..............................................................................................................12Preparing learners to use the materials........................................................................................13Opportunities for social networking...............................................................................................14

Section 4: Description of Jobs and Tasks............................................................................................................15Unit 1 MEA112B Plan and implement civil aircraft maintenance activities....................................15Unit MEA113B Supervise civil aircraft maintenance activities and manage human resources in the workplace...................................................................................................................................... 24


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IntroductionThe FIT to FLY Aviation Toolbox provides flexible resources to support the theory required for learners to gain certification as Licenced Aircraft Maintenance Engineers (LAMEs). It should be complemented by practical, work-based application to prepare learners for the final licensing assessment conducted by the Civil Aviation Safety Authority (CASA).

This Teacher Guide has been developed to support you in delivering the Diploma of Aeroskills (Avionics) and Diploma of Aeroskills (Mechanical). It explains each of the units, jobs and tasks the Toolbox contains and offers suggested customisation and delivery strategies that will provide you with the opportunity to maximise the learning experience for your group. It will assist you to take full advantage of the collaborative learning environment that can be achieved through facilitated discussions and information sharing amongst the group of learners.

This Teacher Guide is divided into four sections:

1. General overview of the product.

2. Advice on getting started - general information about using and customising the Toolbox to suit your target audience.

3. Online teaching strategies.

4. Description of Jobs and Tasks - overview of the materials provided to support each competency unit and a discussion of the potential use of each task or activity sequence.

Australian Flexible Learning Framework 2

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Section 1: General overview of the product The qualifications and competencies supported by the Fit to Fly Aeroskills Toolbox are from the MEA07 Aeroskills Training Package.

Qualifications:

MEA50104 Diploma of Aeroskills (Avionics)

MEA50204 Diploma of Aeroskills (Mechanical), from MEA07 Aeroskills Training Package.

Competencies; core competencies from the above qualifications:

MEA112B Plan and implement civil aircraft maintenance activities

MEA113B Supervise civil aircraft maintenance activities and manage human resources in the workplace.

Target audienceLearners will have completed Certificate IV Aeroskills (Avionics) or Aeroskills (Mechanical) and be working as Aircraft Maintenance Engineers (AMEs). They will need to complete the Diploma in order to prepare for and receive certification to become LAMEs. They will generally:

have completed Certificate IV (apprenticeship)

be working or have worked in the industry

be studying to gain skills and knowledge towards becoming a licenced aircraft maintenance engineer (LAME)

need to gain LAME certification via external examination, not achieved by completion of this Diploma.

Learners are highly motivated because gaining the licence:

greatly enhances the privileges and responsibilities of the maintenance professional

permits greater variety of maintenance than any other single maintenance entity

reflects the emphasis that is placed on the holder of the licence in perpetuating air safety.

The industry: Highly regulated industry - by Civil Aviation Safety Authority (CASA).

Australian regulations currently being aligned with world standards.

Constant and regular changes to standards and technical information.

Extensive documentation requirements.

Work focuses on integrity, airworthiness and safety of the aircraft.

Must use approved maintenance manuals, parts and the right tools.

Make sure maintenance, tests or inspections comply with approved data and that aircraft is airworthy and meets its type design standard.

Certification is required for each step of a complete maintenance operation – eg signing off that registration has been checked.

An aircraft cannot fly unless a complete maintenance activity has been signed off which in turn cannot be signed until each stage of the job has been certified.

Work to clear, procedural guidelines and manage data from a range of sources.


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Teachers/trainers/facilitators

This Toolbox may be useful for:

workplace trainers in one-on-one or group training situations

teachers and/or trainers in face-to-face learning environments

facilitators of online learning programs.

Toolbox structure and key features: The Toolbox is broken into learning objects at an element level and jobs are provided for

each learning object, reflecting the real life step by step approach of aircraft maintenance.

The Units page provides easy access to these jobs, as well as an overview of where they fit in the overall task of maintaining an aircraft. Brief previews of each job are provided to assist learners to easily locate the necessary information in a Toolbox which contains a great deal of content.

Once a job is selected, learners are given a Job preamble which details a task or problem to be solved. (Note that the terminology is consistent with industry.)

Learners have the choice of reading the Job preamble and attempting to compete the job immediately, by going straight to the Job sign off. Alternatively, they can gain the required skills and knowledge by working through a number of tasks.

Embedded in these tasks are activities, usually in the form of interactive multimedia applications, many of which work within the context of virtual maintenance organisation - AeroFix. Whilst these activities don’t always relate directly to the Job preamble, they allow learners to practice and develop the skills and knowledge necessary to complete the Job sign off and seek assessment. These activities will, as appropriate, allow for collaboration and communication between learners, as demonstrated in Task 1 – Plan maintenance in the Proof of Concept. These opportunities for collaboration and communication will be specifically addressed and supported in the Teacher Guide.

The AeroFix button links to the intranet of the virtual maintenance organisation - AeroFix. It contains the staff profiles, timetables, documents and manuals necessary to complete many of the activities in job tasks.

The Resources link contains industry “fact sheets”, web links and other related documentation to support learners as they complete jobs and tasks.

The glossary defines technical terms and acronyms commonly used in the industry and can be accessed via the global menu or on a just in time basis, as new terms and acronyms appear throughout the Toolbox.

The Job sign off provides the learner with evidence for assessment. In each job, learners will be required to record their Job sign off findings in the Job log book. This will accompany any preliminary work that learners may have completed and recorded in the Job log book, should they have completed the tasks.

The Skill check link guides the learner through an RPL pathway and is accessible on the interface so that learners can find out, up front, if they need to continue through parts of the Toolbox.


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The approach to competency assessmentWhilst this Toolbox does not contain assessment tools, since competency must be assessed in an on the job environment, many of the tasks allow learners to gather evidence towards assessment in a range of ways:

1. Through work completed in their Job Logbook. By completing the tasks within each job, learners will be required to record their findings, complete proformae and plan maintenance tasks. All of these activities can provide evidence they have understood and can apply learning in a set task. For assessment purposes, this may need to be supplemented by more practical tasks.

2. Through the Job preamble and accompanying Job sign off. Each job in the Toolbox is modelled to support an element or selection of elements from a unit. It begins with a Job preamble, where learners are given a scenario to work with. Learners can then work through the Tasks to gain the required skills and knowledge to complete the job. They can then progress to the Job sign off to complete the scenario. Teachers may choose to provide just the Job preamble and Job sign off so that learners can complete the job and provide evidence for assessment. Alternatively, teachers can allow learners to work through the initial job and then provide another Job preamble and job sign off for learners to complete as assessment.

3. Discussion topics. The Toolbox provides a range of discussion topics, where appropriate, given the anecdotal nature of much of this work. Learners enjoy discussing scenarios and applying their learning in hypothetical situations. They also enjoy analysing and citing actual incidents within both the Australians and international aviation industry. Learners at this stage are usually conversant with well publicised aircraft incidents and have easy access, through the media and internet, to this type of information. Their interaction with these discussion topics can also provide evidence for assessment.


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RPLAs well as the assessment options outlined above, a separate pathway for RPL has also been provided for learners who have, or believe they may have, some of the skills and knowledge already. This is available through the Skill check link in the global navigation menu.

Some learners, especially those who have been working in their particular industry for some time, may feel they already have the necessary skills for a unit of competency and so do not need to go through every task in the Toolbox. They can gather evidence by completing the summative assessment tasks, or by gathering workplace evidence for presentation to an assessor. Some learners may identify skill or knowledge gaps and choose to do relevant jobs of a unit before collecting evidence for assessment. Others may go straight to the collecting of evidence for assessment.

To guide the learner in collecting the required evidence to apply for Recognition of Prior Learning (RPL) or Recognition of Current Competency (RCC), the Skill check link allows learners to develop a learning plan or, if they have relevant workplace experience, they could do a ‘Test your knowledge’ pre-assessment which would identify the gaps and then generate a learning plan based on the answers given. The Skill check pathway is designed as below.

Aeroskills Toolbox Skill check pathway design


Skill check

RPL?

Units

Evidence?

Prepare evidence

Assessment checklist

Unit of competency

Interview questions

NoNo

Yes Yes

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Teaching and learning strategyThe Fit to Fly Aeroskills Toolbox is designed specifically for adult learners studying for a Diploma of Aeroskills in order to become a Licenced Aircraft Maintenance Engineer (LAME). It is organised around seven jobs to be completed in an aircraft maintenance organisation setting. This provides a relevant and authentic learning context.

The Toolbox includes learning activities that:

require learners to reflect on situations that they could face as LAMEs

provide prompts for collaboration between learners to help consolidate learning, share knowledge and build networks

require learners to actively research information independently or as part of a group.

Additional resources are provided in the Resources and AeroFix sections.

Organising structure, context and key featuresThe two units covered in this Toolbox are broken into jobs. Each job has a preamble, tasks and sign off. Tasks provide scenarios and activities that allow the learner to complete the job sign off. A fictitious aircraft maintenance organisation, AeroFix, is used throughout the scenarios and activities. The learner assumes the role that a supervising licenced aircraft maintenance engineer would perform. Learners can work through the jobs or choose the Skill recognition area if they have pre-existing skills and knowledge.

Aspects of the Toolbox are stand-alone and can be used in a variety of delivery modes. For example, the activities can be used with resources sourced from elsewhere, such as from a learner’s actual workplace. The resources in the Toolbox can also be used with other activities that the teacher already has. Learners could also be directed to more independent research by the teacher.

For each job, there is a corresponding job logbook which has provision for the learner to record findings and progress. This information could be used for formative assessment if required.

Resource filesA variety of resources are available within this Toolbox, they can be accessed from the AeroFix and Resources sections.

The AeroFix section is provided to simulate the staff intranet for the AeroFix aircraft maintenance organisation. It contains materials that support the learner when working through activities in the Toolbox. The AeroFix intranet is accessible at all times through the global navigation menu.

The pages in AeroFix are as follows.

Home – an about AeroFix page including a panorama floor plan of the organisation.

Staff profiles – details of position, qualifications and experience of the AeroFix employees.

Manuals – aircraft maintenance manuals and the policy and procedures manual for AeroFix.

Documents – place for specific AeroFix documents, staff weekly rosters.

Databases – place for specific AeroFix and aircraft databases, (partial) GA8 Airvan spare parts database.

Bulletins – place for Service Bulletins and Service Letters.

Forms – place for AeroFix, CASA and aircraft specific forms.


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The Resources section is provided to give access to additional materials that can help the learner when working through the Toolbox. The resources are accessible at all times through the global navigation menu.

The pages in Resources are as follows.

Job Logbook – used when working through jobs in the Toolbox. Learners can download the file and record responses and progress.

Web links – links to a range of aviation related websites.

Fact sheets – downloadable documents containing information on a range of aviation issues.

Communications – for suggested topics to be used in collaboration with colleagues. These topics are also embedded in the activities at the appropriate time and place.


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Section 2: Advice on getting started The home page of the Fit to Fly Aeroskill Toolbox gives a basic overview of what is contained in each section of the Toolbox.

For a learner to progress through the Toolbox they should go to the Units page, select a Job and then work their way through each of the tasks in a job. Tasks contain a variety of scenarios, activities and communication opportunities for the learner to work with. There is a job logbook for each of the jobs. This allows the learner to record findings and responses and track their progress.

The Resources and AeroFix sections contain supporting materials the learner may need when working through tasks and jobs. Resources contains fact sheets, web links, suggested communication topics, and links to all of the job logbooks. The AeroFix section contains a staff intranet for the fictitious maintenance organisation referred to throughout the scenarios and activities in the Toolbox.

Hardware and software requirements Following are some hardware and software requirements. Please refer to the Technical guide for detailed information.

HardwareTo use the learning material in this unit, learners will need a computer with the following features:

IBM® compatible with a 1000 MHz processor running Windows 2000, XP, Vista, or

Apple Macintosh® with a 500 MHz processor running OSX v10.3.0 with:

256 Mb of RAM

1024 x 768 pixel display

CD-ROM drive

Internet access

Sound card.

SoftwareLearners will also need the following software/plug-ins installed on their computer:

Internet Explorer 6.0 or above (http://www.microsoft.com/ )

OR

Firefox 2.0 or above (http://www.mozilla.com/ )

OR

Safari 1.3 or above (http://www.apple.com/ )

Microsoft® Word 97 or a similar word processing program to open and use downloadable forms, checklists and worksheets.

Adobe® Flash Player 9. If you haven’t got this plug-in, you can download and install the latest free version from: www.adobe.com

Adobe® PDF Reader 6.0 or above. If you haven’t got this plug-in, you can download and install the latest free version from: www.adobe.com

Incorrect versions of these applications could result in information being shown in an unreadable form or not shown at all.


http://www.adobe.com/

http://www.adobe.com/

http://www.apple.com/

http://www.mozilla.com/

http://www.microsoft.com/

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CustomisationTo customise resources in this Toolbox you will need software such as:

an HTML text editor such as Homesite®, BBEdit® or Adobe® Dreamweaver to edit web pages.

a word processor such as Microsoft® Word to edit documents.

If customisation of multimedia interactions is required, then the following applications may be necessary:

Flash CS3

XML SPY or equivalent XML editing tool

Photoshop/Fireworks (or equivalent) for editing still images

SoundEdit16 (or equivalent) for editing sound content

Premiere (or equivalent) for editing video content.

Refer to the Technical guide for further information.

Customising a Toolbox for single unit deliveryIf you only want to offer one of the two units from the Toolbox you can simply disable the links to the unit that you do not wish learners to access. To disable access, open the units.htm file in the root folder using Dreamweaver. Edit the link target for the unit you wish to disable to point to shared\disabled.htm. Now when users click these links they will receive a message saying that this content is not available at this time. You can modify this message by changing disabled.htm.

Refer to the Technical guide for further information.


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Section 3: Online teaching strategiesCollaboration and interactionTeaching in an online environment focuses on facilitating and guiding the learner’s progress. Learners have significant learning resources available to them in the Toolbox, in the workplace, and on the internet. Helping learners to navigate this information and pinpoint the relevant materials to meet performance criteria is the central role. It requires clear statement of learning objectives and regular feedback on learner progress. Email and a bulletin boards are powerful communication tools when applied in this context.

Toolboxes are designed to encourage learner collaboration through communication tools. It is the teacher’s decision as to how to get feedback about this collaboration. The activities are customisable depending on requirements. For example, a teacher might set up a bulletin board discussion around how a particular maintenance task was handled. A start and finish date might be set for the discussion, and a proportion of final assessment weighted to participation. Learners may be notified of these requirements by email, as well as through an initial posting on the bulletin board. The bulletin board (along with other tools) is a useful record of learner contributions for assessment purposes.

Collaboration is a particularly powerful tool in the Fit to Fly Toolbox for the following reasons.

Many of the tasks require learners to record their responses and, unless they can share their ideas, they are working in isolation. Comparison of ideas recorded in the Job logbook and discussion around that can give learners real feedback from peers and show them different approaches to the same situation.

Many of the discussion topics set do not have clear answers and interpretation and critical argument reinforces learning.

One way Aviation students like to learn is through storytelling, or reflecting on real and hypothetical emergencies and/or situations. This is often the way these units are taught in the classroom, so providing discussion topics that can be used in this traditional setting or online, using social networking tools, is vitally important in engaging the learners.

Social networking for collaboration and interactionEvery day, your learners communicate with each other in new and different ways, and emails and bulletin boards are not always the preferred options. Mobile phones, text messaging and creating and sharing media files (videos, graphics, podcasts) are other common forms of communication that people currently use. It stands to reason that if these tools can be used in every day communication, they can be used in education too.

Social networking tools allow you to assist learners to network with other learners as they complete Toolbox activities.

For example, you can ask learners to create networks by:

sharing their work in weblogs, for example writing in their own blog or sharing mobile phone photos in moblogs (mobile weblogs)

collaborating with others to develop documents, for example using wikis to put together a project report

creating and sharing photos of their work using photo sharing software, for example Flickr

creating and sharing bookmarks of sites they have found useful in research, for example, del.icio.us

creating and sharing media files capturing their work, for example MP3s or video files

sharing their evidence for assessment in social networking spaces on the internet.


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Communication activitiesThroughout the tasks in this Toolbox there are many opportunities for learners to communicate with their colleagues. These topics are also included in the Communication page from the Resources section of the Toolbox.

Following are some tips that could help you to set up and facilitate communication activities with the learners.

Starting together as a group – online icebreakers You can use an online icebreaker in a computer training room or with learners who are at

different locations.

If you intend for your learners to collaborate online (using email, a learning management system, or a web discussion board) it’s important to give them a chance to get familiar with each other by using the medium, before they get down to the serious part.

Go to www.thiagi.com for some ideas. Follow the link to Freebies, then to Training games.

Set group projects based on the topics in Communications or the task activities.

A group could:

o work together to identify a similar problem/issue/opportunity that they will base their task on, then work individually with their own work teams, and later report back to the group as part of their own review process, or

o work together if they are in the same organisation to identify a common problem/issue/opportunity, and then work on it as a team within their organisation.

There are advantages to this approach:

It can facilitate social learning, especially useful if students are geographically dispersed or isolated

Learners gain practice using online communication tools in a practical task-focused way

It can allow students to practise skills of planning, collaboration, consultation and networking required of a frontline manager

It can be integrated with assessment of underpinning skills such as communication skills, and of the key competencies.

Here are some practical suggestions for implementing group projects:

Limit teams to no more than three or four students.

Set a date for completion of the group project.

Consider asking students to write a self assessment and peer assessment of their contribution to the group process – this will encourage students to reflect on their collaborative skills, as well as providing you with more information if you are considering using the group work as an assessment item.

Provide guidelines as to how you expect your students to collaborate, eg entirely online, or through a mix of face-to-face meetings and online communication.

Here are some other types of group activity that you may like to create activities around. They are in a (very) rough order from easiest to hardest for students to do online:

At the coalface – focusing on a particular topic, students tell each other about their own experiences at work. It’s usually easy for most people to talk about their own experiences. The questions you set for the group should also encourage some critical reflection, eg ‘What would you do differently?’

WebQuest – students find good websites on a particular topic. The chief idea of a web quest is to search for answers to a problem or ‘quest’ on the net and then feed that back to


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the group either informally or in a report. This can be through discussion, contributions to a wiki or a group report assembled via instant messaging and emailing contributions in a text document. The facilitator can set different groups to research different aspects of a problem or workplace practice. WebQuests focus on using information rather than merely retrieving it. A typical WebQuest requires participants to analyse, synthesize, and evaluate the information from the Web and is a good way to develop web research skills and collaboration skills at the same time. Workplace research – use team research to get students to look at a particular issue/problem/process in their workplace(s). Put learners in 'mini-teams' then get them to report back to the larger group. to

Peer review – students team up with a study buddy and give structured feedback on each other’s work on the task. Useful to encourage group collaboration and support, and to practise the important skill of giving and receiving feedback. Use the process of Praise-Improvement-Praise to facilitate this:

Shows empathy with the speaker

Provides both praise and potential areas for improvements

Uses the sandwich technique – always wrap the feedback for improvement with praise for what has been done well.

Role play – use this where practising an interpersonal skill is relevant. Use role plays carefully – they require some skill on the part of the facilitator. The debriefing/reflection discussion time is actually the main learning time and needs as much if not more time allocated than the actual role play.

Preparing learners to use the materialsThe following tips for teachers and learners highlight important information you should consider when introducing the use of Toolboxes into your curriculum.

As a workplace trainer or supervisor, it is important to set aside adequate time to familiarise yourself with the Toolbox and its resources so you can properly support your learners. Teachers have reported the greatest successes when they first familiarised themselves with the Toolbox, integrating it with their course, developing student activities and additional material and thus guiding the learners through using the Toolbox.

It is also important to plan ahead and obtain management support, set realistic timeframes for implementation and gain support from the learner’s employer before introducing the Toolbox.

Make sure that you are aware of legislation which may impact on flexible delivery of the Toolbox. For example, learners working at home, traineeship agreements, apprenticeship agreements and enterprise-based arrangements.

In a 2003 evaluation of Toolboxes, the overall message from teachers that ‘structure means success’ reflects their recognition that effort is required to integrate the Toolbox into their teaching delivery, just as is building in any new teaching resource. Flexible delivery is not about leaving learners alone to learn for themselves, but about using a new medium as a part of an overall teaching delivery structure that is well defined.

Feedback from the same evaluation of Toolboxes suggested that orientation sessions appeared to be a feature of the more successful trials. Providing orientation to the Toolbox in a practical, face-to-face session with learners actually using the Toolbox is clearly a key to a successful use. It provides a mixture of technical and pedagogical assistance that aligns the Toolbox with the curriculum and the course.

If you choose to include discussion board exercises, you will need to set up discussion threads prior to commencing the activity. You will also need to advise learners of these requirements if you have not included instructions in the Toolbox content.


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You should also encourage learners to use the discussion board to ask for assistance if they are unsure of where to find a resource. You may need to provide instructions to the learners on how to use communication tools such as e-mail, discussion board or chat.

If you are delivering the program online, email will be the primary method of communication with your learners, so ensure that you have a clear system of email folders for managing the traffic.

Send a weekly email to all learners with reminders of the tasks that should be completed, the tasks in progress with reminders for times of chats or forums during that week. Alerting learners to activities for which they should be undertaking individual learning (eg in learning tasks and learning packs) prior to a group activity in the week to come can also be helpful. You might comment on the quality of work in the preceding week and provide tips and encouragement for the task at hand.

Be clear about timeframes by setting targets for learning. These can help you with your ‘online lesson’ planning. You will need to set frameworks so that learners know what to do, and when to do it.

If you manage a very large group of learners, create a sense of community online by setting up study groups of four to eight students, all of whom begin the Unit at more or less the same time. This makes it easier for learners to gain the benefits of social learning and to form networks as they study.

Once you have set up the study group, facilitate an online ‘icebreaker’ activity when learners start the Unit. You could include ideas for facilitating this activity within the Teacher guide.

Plan ahead and be clear to your learners about which group work activities you expect them to complete.

When learners are about to start an online group activity, send them an email with instructions on what teams they will be in or whose job it is to start a round robin activity. Do not presume learners will work it out.

Establish whether your learners have completed any previous units online. This way you can gauge how much support you will need to provide to coach learners in development of online learning skills, as well as the content in the units. You will probably find learners require different levels of support. In the first few weeks get a clear picture of how each learner is coping to enable early intervention.

Opportunities for social networkingIn Section 4 of this guide, you will find a list of topics for discussion already available in Fit to Fly, as well as tips and examples of how they can be implemented using social networking and other collaboration tools. You’ll notice that the topics have been structured so that they can be delivered in a range of ways, and no collaboration tools are prescribed within the Toolbox. This is done to maximise the use for all possible learning contexts. Learners may not have access to social networking tools or may be better suited to group discussion in a classroom.

Remember, discussion topics are not limited to those already provided and you may add to, replace or modify discussions to suit your target audience and the collaboration tools available to you.


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Section 4: Description of Jobs and TasksIn this section:

units are listed

jobs are described

activates are detailed

suggestions for alternative or extension activities are provided

facilitation tips are given

examples of implementation strategies for discussion topics are outlined

guidelines for answers are provided, where appropriate.

In the Fit to Fly Toolbox, learners are provided with a series of jobs to complete for each unit. These mirror maintenance tasks within a small to medium sized aircraft maintenance organisation. Each job is directly related to an element of the unit. The following table demonstrates this:

Unit 1 MEA112B Plan and implement civil aircraft maintenance activities

Job Element Performance criteria

Plan maintenance activities

1. Plan aircraft maintenance activities

1.1 Maintenance requirements are determined from applicable resources.

1.2 Maintenance tasks are analysed and prioritised.

1.3 Resource requirements are identified and allocated to ensure the timely and efficient completion of maintenance tasks.

1.4 Maintenance tasks to be performed are recorded in a maintenance schedule in accordance with enterprise policy and procedures.

Implement maintenance activities

2. Implement aircraft maintenance activities

2.1 Roles and responsibilities of maintenance personnel are communicated and agreed.

2.2 Resources and equipment required to perform maintenance tasks are identified and arranged.

2.3 Regular liaison with maintenance personnel is maintained.

2.4 Management/stakeholders are provided with regular updates on maintenance progress as required.

2.5 Maintenance activities are


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monitored to ensure compliance with prescribed instructions, policy, procedures and/or regulatory requirements.

2.6 Advice and assistance with maintenance activities is provided as required.

2.7 Maintenance problems are resolved in accordance with the approved maintenance data.

2.8 Proposed changes to the maintenance schedule are processed and negotiated with management/stakeholders.

Evaluate and report on outcomes

3. Evaluate and report on maintenance outcomes.

3.1 Final maintenance outcomes are evaluated against the schedule in accordance with enterprise policy and procedures.

3.2 Maintenance reports are collated, evaluated and forwarded to appropriate management personnel in accordance with enterprise policy and procedures.

Job descriptions

Job: Plan maintenance activitiesThis job provides a scenario in which learners must plan for the maintenance of an aircraft when it is booked in for a service but before it arrives in the hanger. It offers three tasks for learners to complete in order to sign off:

Identify tasks Decide priority Allocate resources

Learners will engage with a range of resources available to them in their maintenance organisation in order to plan for this maintenance job. They will then make planning decisions and evaluate the impact of their plans on other aircraft maintenance activates scheduled around this particular job, such as hanger space, staffing and equipment. They will also learn how to research, analyse and collate relevant information to prepare and present a property appraisal for a potential vendor.


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TasksElement 1 Plan maintenance

1 Identify tasks2 Decide priority3 Allocate resources

ActivitiesElement 1 Plan maintenance

1 Locate data sources2 Prioritise tasks3 What if4 Allocate resources

Reinforcement collaborationElement 1 Plan maintenance

1 Tour your own hanger2 Compare findings with colleagues

Support materialsElement 1 Plan maintenance

1 GA8 Airvan maintenance manual2 Gippsland Aeronautics website3 CASA website4 AeroFix forms, manuals and documents

Task 1: Identify tasksLearners are introduced to the range of data sources available to help in the planning of aircraft maintenance. They are provided with a tour of AeroFix to see how and where the various sources are stored. Learners are then encouraged to tour their own workplace and record an inventory of the types of data sources and their locations.

Alternative activity ideas:

If a learner does not have access to a workplace, a tour of another Maintenance Organisation (MO) could be arranged. Even if learners have this access, it can be a useful extension activity to tour another MO so that a range of settings are examined. Teachers could aim to provide a setting that is different to the learners’ working environment. For example, tour a large MO if your learners are mostly from smaller MOs.

Discussion topics:

When learners have completed their own tour, they are encouraged to share their findings:

Discussion guidelines:

This can be done in a range of ways. You could ask learners to present their findings to the class, using photographs if appropriate. Alternatively, learners could be asked to use a social networking tool such as a blog or Flikr to post their checklist and/or photos and view and comment on others’ work.


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Facilitation tips:

The format for recording data sources located in the job logbook may need to be modified to suit the audience. For example, if all learners are from one MO, ie QANTAS, a different approach may be required. In this case, learners may also be allocated, in groups, to identify the different data sources.

Related resources:

AeroFix home page

Job logbook.

Task 2: Decide priorityLearners are presented with a scenario where there is a new task identified that was not in the original maintenance plan. It requires careful thought because the task needs to be slotted in to the existing schedule without impacting too much on the timelines, costs, etc. The task is broken into stages and the learner is asked to determine the priority of each stage.


In this case, learners are provided with an extension activity where they apply their decision making process again to other scenarios.

Discussion topics:

Learners are asked to consolidate what they have learned by sharing similar examples with their colleagues.


Learners in this field revert often to anecdotal discussions and respond well to them. If learners don’t have relevant examples to share in this case, teachers could provide one from their own experience.

Facilitation tips:

Teachers could use the extension activities in this task as a discussion rather than have learners work through them alone. This could be done live, on an interactive whiteboard, or in a computer lab.

You may prefer to allocate different scenarios in the decision tree activity to groups and have them report back at the end.

Related resources:

None


Teacher guide title

Task 3: Allocate resourcesLearners are provided with a scenario for a job in the virtual MO AeroFix and must allocate resources to it. In order to do this, the learners will need to identify the work package needs, examine available resources and rostering and make resourcing decisions.


The scenario could be replaced in order to provide practice and repetition or to better suit the audience. However, new resources would need to be provided to support an alternative scenario.

Discussion topics:

None


None

Facilitation tips:

Although no discussion topic is provided, teachers could encourage collaboration by teaming learners up to complete the task. Decisions could then be shared and analysed and learners could predict the consequences of some of the resourcing decisions.

Related resources:

AeroFix staff week one roster

AeroFix staff profiles

AeroFix manuals.

Job: Implement maintenance activities

This job provides a scenario in which learners must supervise and organise the maintenance of an aircraft which has arrived in the hangar. It offers four tasks for learners to complete in order to sign off:

TasksElement 2 Implement aircraft maintenance activities.

1 Brief the team2 Review resources3 Communicate4 Monitor maintenance

ActivitiesElement 2 Implement aircraft maintenance activities.

1 Develop a communication plan2 Report irregularities3 Complete a CASA SDR4 Consult the client5 Determine resource implications6 Revise maintenance plan7 Communication consequences8 Liaise with team and stakeholders9 Monitor staff

Reinforcement collaborationElement 2 Implement aircraft maintenance activities.

1 Agree on roles2 Determine resource implications3 Revise maintenance plan4 Liaise with team and stakeholders5 Monitor staff


Teacher guide title

Support materialsElement 2 Implement aircraft maintenance activities.

1 GA8 Airvan maintenance manual2 Gippsland Aeronautics website3 CASA website4 AeroFix forms, manuals and documents

Task 1: Brief the teamThis task is split into three stages. The learner is provided with a scenario via a work package. First, the learner listens to a discussion between staff to hear how teams are briefed. Next, the learner listens to another briefing conversation and must analyse it to see if it was carried our effectively. Lastly, the learner is provided with another situation and must plan how they would brief the staff, by completing a communication planner in their Job logbook.


This activity could be extended or replaced by providing first hand experience at staff briefings. Learners could be asked to participate in a number of team briefings for maintenance tasks and evaluate them using the same communication planner.

Discussion topics:

None. However, learners could be asked to share their communication planners, post them on a bulletin board or blog about their analysis of the communications they witness.


As above

Facilitation tips:

The audio examples of team briefing could be performed via a role play. Learners could analyse the briefings and then perform their own, demonstrating how they would handle the situation.

Related resources:

Service bulletins

CASA website

Job logbook.

Task 2: Review resourcesLearners are provided with a scenario where an unscheduled maintenance task has been identified that causes a rethink of the plan. Learners will need to re-plan the job and allocate support resources to correct the problem. The task steps the learner through a series of things they will need to do and consider when re-planning the maintenance. They will need to allocate both more man-hours and more hangar time for the aircraft. They will also need to consider the consequences of the changes, including liaising with the aircraft operator.


A real or anecdotal scenario could replace or supplement this activity.

Discussion topics:

Whilst there are no specific discussion topics provided, learners could be asked to share their thought or decisions at any step in the process, particularly in the consequences sections of the task.


Teacher guide title


As above

Facilitation tips:

Learners could choose to allocate teams to the different aspects of the re-planning process. Alternatively, different groups could work through all of the stages but try different approaches and decisions in the re-planning of the schedule. These separate findings could then be shared and analysed.

Related resources:

Gantt chart

CASA website

AeroFix Policy and Procedure Manual (PPM)

Job logbook.

Task 3: CommunicateLearners are shown the importance of communication during a maintenance task via a scenario where things go wrong and consequences occur. Learners must make a range of decisions and view the consequences of them.


Other examples – real examples – of a similar problem with communication having dire consequences could replace or supplement this task.

Discussion topics:

None. However learners may have anecdotal experiences to share. Learners may also wish to discuss the consequences of their decisions from the task provided.


As above

Facilitation tips:

The class could be divided in half so that each works on a different situation in the task.

Related resources:

Job logbook.

Task 4: Monitor maintenanceThis task consists of two activities. The first has learners monitoring maintenance staff at work and determining whether or not the work is being done within regulations and efficiently. The second activity provides two situations in which a LAME is monitoring staff. Learners need to read the situations and decide if the LAME is doing an effective job at monitoring.


The situations in the second activity could be replaced or customised to suit the audience, ie smaller/larger MO, different sized teams, different tasks.

Discussion topics:

None, however learners may wish to discuss their answers to the questions in each activity.


Teacher guide title


In the above discussion idea, learners could share their thoughts via class discussion, a blog or similar chat tool. Alternatively, a Wiki could be set up by the teacher for each situation and answers and thoughts exchanged on the Wiki.

Facilitation tips:

Some of these situations could be re-enacted via role plays. Alternatively, new situations could be provided and acted out and a supervising LAME could be appointed to monitor the teams at work.

Related resources:

AeroFix PPM

Job logbook.

Job: Evaluate and report on outcomesThis job provides a scenario in which learners must evaluate and report on the maintenance activities for an aircraft for which a 200 hourly service has just been carried out. It offers two tasks for learners to complete in order to sign off:

TasksElement 3 Evaluate and report maintenance outcomes.

1 Evaluate outcomes2 Report outcomes

ActivitiesElement 3 Evaluate and report maintenance outcomes.

1 Summarise diary2 Evaluate email3 Minute meeting4 Review work package5 Produce report

Reinforcement collaborationElement 3 Evaluate and report maintenance outcomes.

1 Produce report

Support materialsElement 3 Evaluate and report maintenance outcomes.

1 GA8 Airvan Service Bulletin SB-GA8-2004-11 - Aileron Control System Inspection

Task 1: Evaluate outcomesLearners are provided with a scenario in which a maintenance operation took longer than was planned. Their task is to collect and analyse all of the data to see what caused the problem.


This scenario could be replaced by examining real workplace situations. This idea could also be used to extend this activity.

Discussion topics:

When combined with the task – Report outcomes, learners can share their findings.


Learners could be asked to post their reports on a bulletin board or use a social networking tool such as Flikr to display and view reports. A Wiki could be built in for all learners to use together so that a final report can be constructed, completed, edited and finalised collaboratively by learners.

Facilitation tips:


Teacher guide title

This task and the next task – Report outcomes, should be completed together for maximum benefit.

The following are guidelines for the sorts of answers you should be looking for from the learners about this activity.

Suggested answer relative to notes from the Chief Engineers diary relative to his meeting with the Operator:

AeroFix needs to identify solutions on how to meet the customers request and achieve any unscheduled repairs during the S.B. inspection within the scheduled service maintenance activity period.

Suggested answer relative to email from AeroFix's supply officer:

To: Ben Redman (Maintenance Controller)

CC: Ian Shearer (Chief Engineer)

From: Steve O'Rourke (Supply Officer)

Subject: Supply of control column bushes for GA8

Hi Ben,

I managed to locate spare bushes from one of the other maintenance organisations. I couldn't get them directly from our normal supplier. They advised the delivery time for replacement parts is normally seven days and although the parts can be rushed in sooner, there are extra freight charges to do so. It would still be more than one day for delivery.

I have not reordered any of these bushes to hold in stock for future requirements. Holding parts in stock on the basis that they are 'always on the shelf' means that AeroFix would have business capital locked up in what is an expensive spare and there is a risk that it may ultimately never be used. Maybe the operator of F2F would consider pre-buying and supplying the parts to Aerofix if they are required, since they have a fleet of Airvans.

At this point I'm not aware if the GA-8 Airvan manufacturer operates a parts pool, and if so, what the charges are to access any such pool. Also, I'm not aware if the manufacturer would accept unused part returns and for how long?

Cheers,

Steve O'Rourke

Supply Officer

AeroFix Aircraft Maintenance Organisation

Related resources:

Work package three

Job logbook.


Teacher guide title

Task 2: Report outcomesBased on the information gathered for the previous task - Evaluate outcomes, learners must produce a report for the Chief Engineer of AeroFix.


If the scenario is replaced in the previous activity, teachers will need to modify the reporting template provided, or replace it, to suit the new scenario.

Discussion topics: Learners should share their final reports as per the instructions in the previous task.


As per previous task.

Facilitation tips:

Reports could be made via a verbal presentation or in written format. A template is provided for the report but this may be modified or replaced. Learners could even decide on their own standard template as a team and this could be edited and finalised via a Wiki.

Related resources:

Job logbook.

Unit MEA113B Supervise civil aircraft maintenance activities and manage human resources in the workplace.


Teamwork 1. Plan maintenance for teams2. Implement maintenance for teams

1.1 Maintenance tasks are identified and interpreted from available maintenance data or schedules in accordance with enterprise procedures.1.2 Workload is organised in order of priority taking into consideration, where applicable, mandatory and optional maintenance tasks. Timeframes are taken into consideration when prioritising maintenance tasks.1.3 Required resources are obtained to facilitate planned maintenance tasks.

2.1 Maintenance tasks are allocated to appropriate team members with consideration of individual’s experience and qualifications.2.2 Personnel are clearly briefed on their responsibility and function in the team.2.3 Team members are correctly authorised to operate the required items of ground support equipment.2.4 Team members are instructed to observe occupational health and safety


Teacher guide title


requirements and all safety hazards are promptly identified and addressed.

Quality 4.Monitor maintenance quality

4.1 Activities are checked and personnel are guided to ensure that maintenance is performed in accordance with the applicable documentation, policies and procedures.4.2 Completed work including stages of maintenance are inspected for serviceability and prepared for certification on applicable documentation.

Human factors 5. Perform human resource management activities at the supervisor level

5.1 Human factors affecting job performance are identified and responded to.5.2 The possibility of maintenance errors is minimised.5.3 Sound teamwork is maintained through an awareness of contributing factors.5.4 Sound employment relations are maintained.

Job descriptions

Job: TeamworkThis job provides a scenario of an aircraft needing a service plus modifications. The learners must plan for and allocate staff to teams and develop and support those teams. It offers three tasks for learners to complete in order to sign off:

Building teams. Allocating staff. Working efficiently.

TasksElement 1 Plan maintenance for teamsElement 2 Implement maintenance for teams

1 Building teams.2 Allocating staff.3 Working efficiently.

ActivitiesElement 1 Plan maintenance for teamsElement 2 Implement maintenance for teams

1 Who's on your team?2 Research team breakdown.3 Assign teams to tasks 1, 2 and 3.3 Deferring optional maintenance.

Reinforcement collaborationElement 1 Plan maintenance for teams

1 Who's on your team?2 Research team breakdown.


Teacher guide title

Element 2 Implement maintenance for teams 3 Deferring optional maintenance.Support materialsElement 1 Plan maintenance for teamsElement 2 Implement maintenance for teams

1 AeroFix intranet for staff rosters and staff profiles.2 AeroFix forms, manuals and documents.3 Toolbox resources for fact sheets.

Task 1: Building teamsLearners are required to complete two activities in this task. First, they need to examine their own teams in their workplace and answer a range of questions to facilitate this. Next, learners are provided with a real life situation where failure of teamwork has a catastrophic impact.


The teamwork scenario could be replaced with another scenario more relevant to the learner audience. Learners may even have their own suggestions for situations to examine.

Discussion topics:

Learners are encouraged to share both their responses to the situation provided and the findings of their own research, as per the guidelines provided in the activity.


Sharing can take place via a class discussion, a blog, Skype messaging or even posting a summary of research findings on a bulletin board or a Flikr.

Facilitation tips:

Learners could be given examples to research, if necessary. Learners could also complete this research in pairs or small groups if appropriate..

Related resources:

AeroFix intranet

Job logbook

Helicopter crash doc.

Task 2: Allocating staffLearners are required to allocate staff to teams for three different maintenance tasks. When allocating staff to jobs, learners will need to consider experience, qualifications, licensing and workflow.


Other maintenance jobs could be provided to better suit the audience or to provide practice and repetition in this task.

Discussion topics:

None


None

Facilitation tips:

This task could completed in a group situation. An interactive whiteboard could be used to introduce each situation and learners could collaborate to allocate the teams. Alternatively, small groups could collaborate around one computer to have the same effect.


Teacher guide title

Related resources:

AeroFix Intranet

Job logbook.

Task 3: Working efficientlyLearners are presented with an example of an aircraft requiring optional maintenance during a scheduled maintenance lay-up. Learners must make a series of decisions about how, if and when to complete this optional maintenance task.


Learners would benefit from a range of different examples so that they could practice making these types of decisions and predicting the consequences. Learners could also be asked to apply these situations to their own workplace, perhaps discussing the decisions with their supervisor to see how they would be handled in the context of their MO.

Discussion topics:

None, however learners could discuss their decisions after they complete the activity to see how their responses varied to others’ and to justify their choices.


None

Facilitation tips:

This task completed in a group situation. An interactive whiteboard could be used to introduce each situation and learners could collaborate to make the decisions. Alternatively, small groups could collaborate around one computer to have the same effect.

Related resources:

Job logbook.

Job: QualityThis job asks the learner to conduct an internal audit of the policies and procedures used by their own workplace in relation to quality. In doing this they would need to consider:

procedures for checking maintenance activities

guidance given to personnel

inspection procedures

identifying any improvement opportunities.

It offers three tasks for learners to complete in order to sign off:

TasksElement 4 Monitor maintenance quality

1 Identifying issues2 Pinpointing causes3 Monitoring and reviewing

ActivitiesElement 4 Monitor maintenance quality

1 Research data sources2 Classifying problems3 Monitoring4 Investigating incidents5 Reviewing


Teacher guide title

Reinforcement collaborationElement 4 Monitor maintenance quality

1 Causes2 Monitoring3 Reviewing

Support materialsElement 4 Monitor maintenance quality

1 AeroFix Policy and Procedures Manual2 Ansett article3 CASA website4 AeroFix forms, manuals and documents5 CASA Form 281 (CAO200)

Task 1: Identifying issuesLearners are asked to consider the Ansett Airlines collapse and examine the role quality issues played in the airline’s downfall.


Teachers could drill down to more specific quality issues by providing an example or several examples of poor quality control at a more operational level, either as an extension activity or an alternative.

Discussion topics: None, however learners could share their research findings.


Research findings could be shared informally, in classroom discussion or via a more formal verbal presentation. Alternatively, each learner’s report could be posted on a bulletin board or hosted on a website for viewing and critical analysis by colleagues.

Facilitation tips:

Teachers may need to provide assistance in locating a range of information sources for this resource, depending on their learners’ skills. A brief introduction in class followed by some direction on where to find out more might be helpful. There are many resources, apart from the document provided, that learners could access for their research, such as internet articles, video documentaries, news archives.

Related resources:

Ansett doc.

Job logbook.

Task 2: Pinpointing causesLearners are presented with a range of situations where there is a problem completing a maintenance task effectively. They must determine the likely cause by selecting an option from the list of problems. Causes can be classified as:

human factors procedures

planning

resourcing.


Teacher guide title


Anecdotal evidence is a powerful learning tool in this situation. Most learners at this level will have stories they can relate which show how various factors can cause problems with quality of work. They will also offer stories about rules their workplaces have about human factors, such as drug and alcohol use etc.

Discussion topics:

Learners could discuss a range of things in this task.

Their response to each of the situations provided.

Their own stories.

Their research findings about other examples where a range of factors affect performance.


These discussions may take place in a range of formats, such as a blog, Skype messaging etc. However, face to face is often very powerful when sharing anecdotal evidence too.

Facilitation tips:

Learners could be divided into groups to research other examples. However, they may need to be guided towards examples you identify for them, in some cases.

Related resources:

Job logbooks.

Various sources for research.

Task 3: Monitoring and reviewingThere are three parts to this task. First, learners are asked to critically examine a situation relating to a lapse in quality which was detected through careful monitoring by the LAME. They must then answer some questions about the situation. Next, learners must investigate a similar incident, either their own example or the one provided, to see these principles applied again. Finally, learners need to review AeroFix’s PPM to make changes with a view to preventing similar situations occurring in future.


Teachers could choose to skip or replace the Aerofix example.

Discussion topics:

Learners are encouraged to share their findings on the PPM review portion of this task. However, they could also choose to share their thoughts on the “what if” questions about the AeroFix incident or their own research.


Learners could post their revised PPMs on a bulleting board or website. Alternatively, a Wiki could be set up which would allow learners to collaborate to edit the AeroFix PPM.

Facilitation tips:

Whilst an example is provided, learners could be asked to find their own situation that demonstrates the risk of poor or inadequate monitoring of maintenance work.

Related resources:

Job logbook

AeroFix PPM

fact sheets.


Teacher guide title

Job: Human factors

This job requires learners to examine their own Maintenance Organisation (MO), or an MO identified by the teacher, to determine how human and/or other factors could impact on the quality, effectiveness and efficiency of maintenance activities.

They must:

scrutinise the AMO, via a range of resources

report your findings

make recommendations for minimising the possible effects of human and other factors.

It offers three tasks for learners to complete in order to sign off:

TasksElement 5 Perform human resource management activities at the supervisor level

1 Identifying factors2 Minimising factors3 Employment relations

ActivitiesElement 5 Perform human resource management activities at the supervisor level

1 Responding to factors2 Additional measures3 Policies and procedures4 Workplace examples

Reinforcement collaborationElement 5 Perform human resource management activities at the supervisor level

1 Responding to factors2 Additional measures3 Workplace examples

Support materialsElement 5 Perform human resource management activities at the supervisor level

1 AeroFix policy and procedures manual2 AeroFix ‘Intranet’ for forms, manuals and documents3 CASA website4 Internet for research

Task 1: Identifying factorsIn this activity, learners are presented with a range of situations and need to decide if the performance of an employee represents a risk to the organisation. They then need to identify which factors have affected the employee's performance. Learners are then asked to research and identify other incidents that can be tracked back to human factors.


As an extension to this activity, learners could be asked to look at their own PPM and see how their MO has considered these risks and what policy and procedures have been implemented to minimise and/or avoid the risk.

Discussion topics:

Learners are encouraged to share their thoughts about the activity provided and/or their research findings.


Learners could use a range of forums for this discussion, including face to face, class discussion, role playing, bulletin boards.


http://www.kangan.edu.au/lrd/aviationtb08/toolbox11_01/shared/glossary.htm#amo

Teacher guide title

Facilitation tips:

Leaners may need some assistance researching incidents to trace back to human error/factors. They should be encouraged to seek examples in their own workplaces but some examples may need to be provided to kickstart discussion as there may be privacy issue around drug abuse etc.

Related resources:

Job logbook.

Task 2: Minimising factorsLearners are provided with a range of situations and are asked to set the level of supervision for each member of an AeroFix work team. Remember to consider their experience, qualifications and any other factors.


As an extension activity, learners could be asked to discuss strategies for managing AeroFix staff they have identified as needing help.

Discussion topics:

Learners are asked to discuss some other measures, apart from supervision, they could apply to minimise the risk of human factors for each of the AeroFix staff.


This discussion would be most effective with access to the visuals provided in this application. A high impact activity could be to collaborate on an interactive whiteboard, having learners first set the level of supervision and then justify it to the rest of the class via discussion to reach consensus.

Facilitation tips:

Teachers need to be aware that discussion about colleagues at risk to human factors needs to proceed with caution. Unfounded rumours and confidentiality could be a problem, especially when it comes to drug and alcohol abuse. Union issues may also arise around length and number of shifts.

Related resources:

Job logbook

AeroFix intranet.

Task 3: Employee relationsLearners are provided with an issue between staff that needs resolving and they must consider the problem carefully, weigh up the information and make a decision.


There may be a more relevant scenario you wish to use to replace the one provided, depending on your learners – particularly if they all come from the same MO.

Discussion topics:

Learners can share examples from their own workplace where issues had to be resolved by the supervising LAME.


Learners could be asked to apply the examples in some skills practices. That is, learners could work in threes – one playing the LAME, one the staff member/s, one playing the observer. The LAME could then practice their employee relation skills by working through one of their examples. The staff member could react and the observer could watch and report back on how the LAME


Teacher guide title

handled the situation. This could be repeated a number of times, using different examples. If learners were distant, email could be used to conduct the exchanges.

Facilitation tips:

The outcome of the activity could be role played a number of times to see what the consequences are and how the staff reacts.

Related resources:

AeroFix PPM

Job logbook.

Job: Training

This job asks learners to demonstrate their skills in performing workplace training tasks, by:

examining a current set of documents for training partially underway

examining a completed set of signed off documents

participating in the sign off process

delivering on the job training.

It offers one task for learners to complete in order to sign off:

TasksElement 3 Provide guidanceElement 6 Perform workplace training tasks

1 Training on the job

ActivitiesElement 3 Provide guidanceElement 6 Perform workplace training tasks

1 Signing Workplace history sheet2 Workplace assessment

Reinforcement collaborationElement 3 Provide guidanceElement 6 Perform workplace training tasks

1 Workplace assessment

Support materialsElement 3 Provide guidanceElement 6 Perform workplace training tasks

1 Training and evidence fact sheet2 Log of industrial experience and achievement fact sheet3 Sample Workplace history sheet4 Units of competency5 ATA cross reference chart

Task 1: Training on the jobLearners are presented with an AeroFix staff member’s records of training and must examine them to see if they can be signed off.


This could be replaced by a real life situation, although learners will be asked to do this in the job sign off and may need some practice here first.


Teacher guide title

Discussion topics:

Learners are asked to share their thoughts on their decision to sign off or not sign off the staff member’s training records.


This discussion could take place via a blog or Wiki or in a simulated moderation session in the classroom.

Facilitation tips:

If a moderation session is held, multiple copies of the documents will be needed and someone should be appointed to facilitate the moderation, preferably a learner.

Related resources:

Facts sheets

CASA website.

Job logbook.


Toolbox contact details:Flexible Learning Toolbox Help Desk

Phone: 1300 736 710Email: [email protected]

Website: flexiblelearning.net.au/toolbox

For more information contact:Australian Flexible Learning Framework

National CommunicationPhone: +61 7 3307 4700

Fax: +61 7 3259 4371Email: [email protected]

Website: flexiblelearning.net.auGPO Box 1326

Brisbane, Queensland 4001Australia


