Unit of competency Outline
Date retreived
22/07/2026 11:31 PM AWST
22/07/2026 11:31 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Facilitate training in a synthetic environment
Facilitate training in a synthetic environment
Unit of competency
National Code
AVIM5004A
AVIM5004A
State Code
WB804
WB804
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
08/07/2014
Field of Education
070109 - Teacher Education: Vocational Education And Training
Original Release Date
08/07/2014
Nominal Hours
30
Description
This unit involves the skills and knowledge required to facilitate training in a synthetic environment including planning a synthetic learning activity; preparing the trainee for these activities; guiding, facilitating and monitoring learning; conducting post-training activities and reviewing facilitation processes. Licensing, legislative, regulatory or certification requirements are applicable to this unit.
Notes
Elements and Performance Criteria
1Plan a synthetic learning activity
- 1.1 The learning strategy and/or learning program is accessed, read and interpreted to determine learning outcomes or objectives to be met and relevant delivery requirements
- 1.2 Potential risks including those associated with human factors aspects of synthetic training devices are identified
- 1.3 Limitations of the synthetic training device are identified
- 1.4 A delivery plan is developed to plan, manage and sequence synthetic training activities and events to ensure logical progression of learning content, trainee safety and continuity of trainee progress
- 1.5 Technical and human factors requirements for the synthetic environment including safety and emergency procedures are confirmed
2Prepare trainee for synthetic training activities
- 2.1 Availability of suitable resources is confirmed
- 2.2 Mental and physical preparedness of the trainee to undertake training in the synthetic environment is confirmed
- 2.3 An introduction to the synthetic environment is provided including training objectives and relevant workplace procedures
- 2.4 Instructional relationships are established between trainer/facilitator and trainees using appropriate communication tools and skills
- 2.5 Trainee is briefed on how the synthetic training activity will be conducted to meet the training objectives
- 2.6 Risk management issues applicable to the synthetic training activity are discussed and the trainee's responsibility for managing relevant risks is confirmed
- 2.7 Trainee's ability to comprehend and/or recall the training objectives, underpinning knowledge, handling techniques and planned synthetic training activity/scenario are confirmed
3Guide and facilitate learning in a synthetic environment
- 3.1 Liaison with relevant personnel is conducted to determine simulation activity requirements
- 3.2 Learning is facilitated in accordance with the delivery plan using relevant synthetic devices and facilitation skills
- 3.3 Good practice in facilitating learning in a synthetic environment is demonstrated to ensure an effective and safe transfer of learning to the real world
- 3.4 Technical issues are addressed where required using relevant technical support mechanisms and/or personnel
- 3.5 Opportunities for authentic learning, practice and formative assessment are built into the learning experience
- 3.6 Pre-loaded automatic demonstrations are employed where appropriate
- 3.7 Abnormal/unusual conditions are monitored and addressed
- 3.8 Variations to activity conditions are implemented where applicable
- 3.9 Hand-over/take-over procedures for control of the synthetic device are implemented in accordance with workplace procedures
4Monitor learning in a synthetic environment
- 4.1 Trainee progress is monitored and documented in accordance with workplace procedures
- 4.2 Trainee's cognitive load is assessed, monitored and managed
- 4.3 Support and guidance are provided within the synthetic environment as appropriate
- 4.4 Trainee is encouraged to develop self-assessment skills
- 4.5 Trainee interaction with others and participation in synthetic training activities is continuously monitored and interventions are made where appropriate
- 4.6 Opportunities are provided for trainees to reflect on their learning progress
5Conduct post-training activities
- 5.1 Significant details of trainee's performance are clearly and accurately debriefed
- 5.2 Playback devices are employed during debriefing to illustrate key learning points when appropriate
- 5.3 Trainee is briefed on the details of the next training event as appropriate
- 5.4 Trainee records are maintained in accordance with workplace procedures
- 5.5 Relevant stakeholders are kept informed about trainee progress
- 5.6 Synthetic device faults are recorded and/or rectified in accordance with workplace procedures
- 5.7 Support and guidance are provided post synthetic environment activities as appropriate
6Review synthetic environment facilitation processes
- 6.1 Synthetic training session outcomes are evaluated against desired session outcomes
- 6.2 A review is undertaken post-completion of the learning program/course/qualification
- 6.3 Time is taken to reflect on own performance as a trainer/facilitator, and ways to improve performance are explored
- 6.4 Recommendations for improvements in facilitating training and appropriateness of synthetic systems, tools and resources are identified and documented, and discussed with relevant personnel for future action
RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Potential risks may include:
effects on what is learned and the relationship with the real world
negative learning
Limitations of the synthetic training device may include:
fidelity
movement
instrumentation
resolution
Synthetic training devices may include:
full motion simulator
flight training device
synthetic training device
virtual reality training system
single, multiple or team operator simulator
simulator
part-task simulator
desktop simulator
operating system
associated simulator computer hardware and software
A delivery plan may include:
individual/group learning objectives or outcomes for the learning program or segment of the learning program to be addressed
number of trainees and their specific support requirements
timing, sequence and number of pre-planned sessions
types of pre-planned sessions - synchronous (in real time using conferencing, chat, forum) or asynchronous (not in real time using email, offline forum, bulletin boards)
topics to be addressed in learning sessions
learning/activities/events to be addressed in e-learning sessions
resources and/or tools to be used
determination of learning management tools such as feedback systems and support mechanisms
Synthetic training activities may include:
scenarios
pre-planned training sorties
pre-planned training operations
Safety and emergency procedures may include:
established procedures
industry safe practice
Workplace procedures may include:
company procedures
enterprise procedures
organisational procedures
standard operating procedures
manufacturers guidelines
established procedures
workplace instructions
in Defence context, relevant Defence Orders and Instructions
Trainer/facilitator may include:
instructional staff
coaching staff
experienced personnel
subject matter experts (e.g. pilots, aircrew)
technical staff
simulator operators
Risk management issues may include:
threat and error management
simulation/motion sickness
equipment malfunction/failure
smoke or overheat warnings
simulator access/egress
emergency communication
loading stops
motion stops
negative learning
fidelity and resolution constraints/limitations
Good practice in facilitating learning may include:
guiding learning activities through setting up questions, issues, scenarios to be addressed
observing trainee interaction and intervening when necessary to maintain focus/momentum/engagement
knowing when to intervene/when to let trainees direct themselves
moderating disruptive, abusive or dominant trainees
facilitating group work
assisting trainees in locating, using and evaluating online information
maintaining momentum and motivation of trainees through ongoing individual contact and feedback
Abnormal/unusual conditions may include:
hardware malfunction/failure
software malfunction/failure
simulation sickness
poor/unusual participant performance
personnel equipment malfunction/failure
Variations to activity conditions may include:
changes made in response to a training need
changes made in response to a strategic requirement
Trainee's cognitive load may be affected by:
lack of preparation
physical discomfort
anxiety
fatigue
unreasonable expectations
apathy
impatience
inadequate demonstration
task complexity
inadequate opportunity to practice
inadequate fault analysis
information overload
outside pressures
Interventions may be made to:
maintain momentum
engage trainee
address safety
highlight a key learning point
initiate remedial actions
Debrief may include:
providing feedback to relevant personnel on conclusion of simulator activity
providing feedback to relevant organisational authorities
providing feedback to manufacturers, contracted suppliers, and contracted maintainers
Relevant stakeholders may include:
instructional staff
coaching staff
experienced personnel
subject matter experts (e.g. pilots, aircrew)
technical staff
trainees
other simulator operators
Review may include:
feedback from trainees, colleagues, learning designers via survey or discussion
identification of issues in managing/monitoring e-learners and the need for changes to contact/monitoring processes
identification of issues in using the delivery plan and the need for changes/modifications to the plan
effectiveness of learning protocols, their application and proposed changes
technology effectiveness
Reflect on own performance may include:
asking critical questions about performance, problems, methods used and success of trainees
seeking, listening to and acting on feedback from trainees and others
Simulation sickness may include:
visuomotor dysfunctions
mental disorientation
nausea including vomiting
other symptoms such as drowsiness, fatigue, and headache
Workplace communications may include:
interpersonal communications
messages received via simulator/simulated communications
on-screen messages
written reports
phone
radio
other information communication technology means (e.g. email, SMS, blogs, text message, facsimile)
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Potential risks may include:
effects on what is learned and the relationship with the real world
negative learning
Limitations of the synthetic training device may include:
fidelity
movement
instrumentation
resolution
Synthetic training devices may include:
full motion simulator
flight training device
synthetic training device
virtual reality training system
single, multiple or team operator simulator
simulator
part-task simulator
desktop simulator
operating system
associated simulator computer hardware and software
A delivery plan may include:
individual/group learning objectives or outcomes for the learning program or segment of the learning program to be addressed
number of trainees and their specific support requirements
timing, sequence and number of pre-planned sessions
types of pre-planned sessions - synchronous (in real time using conferencing, chat, forum) or asynchronous (not in real time using email, offline forum, bulletin boards)
topics to be addressed in learning sessions
learning/activities/events to be addressed in e-learning sessions
resources and/or tools to be used
determination of learning management tools such as feedback systems and support mechanisms
Synthetic training activities may include:
scenarios
pre-planned training sorties
pre-planned training operations
Safety and emergency procedures may include:
established procedures
industry safe practice
Workplace procedures may include:
company procedures
enterprise procedures
organisational procedures
standard operating procedures
manufacturers guidelines
established procedures
workplace instructions
in Defence context, relevant Defence Orders and Instructions
Trainer/facilitator may include:
instructional staff
coaching staff
experienced personnel
subject matter experts (e.g. pilots, aircrew)
technical staff
simulator operators
Risk management issues may include:
threat and error management
simulation/motion sickness
equipment malfunction/failure
smoke or overheat warnings
simulator access/egress
emergency communication
loading stops
motion stops
negative learning
fidelity and resolution constraints/limitations
Good practice in facilitating learning may include:
guiding learning activities through setting up questions, issues, scenarios to be addressed
observing trainee interaction and intervening when necessary to maintain focus/momentum/engagement
knowing when to intervene/when to let trainees direct themselves
moderating disruptive, abusive or dominant trainees
facilitating group work
assisting trainees in locating, using and evaluating online information
maintaining momentum and motivation of trainees through ongoing individual contact and feedback
Abnormal/unusual conditions may include:
hardware malfunction/failure
software malfunction/failure
simulation sickness
poor/unusual participant performance
personnel equipment malfunction/failure
Variations to activity conditions may include:
changes made in response to a training need
changes made in response to a strategic requirement
Trainee's cognitive load may be affected by:
lack of preparation
physical discomfort
anxiety
fatigue
unreasonable expectations
apathy
impatience
inadequate demonstration
task complexity
inadequate opportunity to practice
inadequate fault analysis
information overload
outside pressures
Interventions may be made to:
maintain momentum
engage trainee
address safety
highlight a key learning point
initiate remedial actions
Debrief may include:
providing feedback to relevant personnel on conclusion of simulator activity
providing feedback to relevant organisational authorities
providing feedback to manufacturers, contracted suppliers, and contracted maintainers
Relevant stakeholders may include:
instructional staff
coaching staff
experienced personnel
subject matter experts (e.g. pilots, aircrew)
technical staff
trainees
other simulator operators
Review may include:
feedback from trainees, colleagues, learning designers via survey or discussion
identification of issues in managing/monitoring e-learners and the need for changes to contact/monitoring processes
identification of issues in using the delivery plan and the need for changes/modifications to the plan
effectiveness of learning protocols, their application and proposed changes
technology effectiveness
Reflect on own performance may include:
asking critical questions about performance, problems, methods used and success of trainees
seeking, listening to and acting on feedback from trainees and others
Simulation sickness may include:
visuomotor dysfunctions
mental disorientation
nausea including vomiting
other symptoms such as drowsiness, fatigue, and headache
Workplace communications may include:
interpersonal communications
messages received via simulator/simulated communications
on-screen messages
written reports
phone
radio
other information communication technology means (e.g. email, SMS, blogs, text message, facsimile)
EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of:
applying the underpinning knowledge and skills
identifying potential risks including those associated with human factors aspects of synthetic training devices
developing a delivery plan that ensures logical progression of learning content, trainee safety and continuity of trainee progress
confirming technical and human factors requirements for the synthetic environment including safety and emergency procedures
preparing the trainee for synthetic training activities including trainee preparedness, instructional relationships, risk management and trainee responsibility
monitoring and addressing abnormal/unusual conditions
implementing hand-over/take-over procedures for control of synthetic device in accordance with workplace procedures
monitoring and documenting trainee progress in accordance with workplace procedures
debriefing significant details of trainee's performance
maintaining trainee records in accordance with workplace procedures
recording and/or rectifying synthetic device faults in accordance with workplace procedures
reviewing and reflecting on instructional performance
Context of and specific resources for assessment
Performance is demonstrated consistently over a period of time and in a suitable range of contexts
Resources for assessment include:
a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or
access to an appropriate range of relevant operational situations in the workplace
In both real and simulated environments, access is required to:
relevant and appropriate materials and equipment, and
applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment
Assessment of this unit must be undertaken by a registered training organisation
As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests
Practical assessment must occur:
through activities in an appropriately simulated environment at the registered training organisation, and/or
in an appropriate range of situations in the workplace
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of:
applying the underpinning knowledge and skills
identifying potential risks including those associated with human factors aspects of synthetic training devices
developing a delivery plan that ensures logical progression of learning content, trainee safety and continuity of trainee progress
confirming technical and human factors requirements for the synthetic environment including safety and emergency procedures
preparing the trainee for synthetic training activities including trainee preparedness, instructional relationships, risk management and trainee responsibility
monitoring and addressing abnormal/unusual conditions
implementing hand-over/take-over procedures for control of synthetic device in accordance with workplace procedures
monitoring and documenting trainee progress in accordance with workplace procedures
debriefing significant details of trainee's performance
maintaining trainee records in accordance with workplace procedures
recording and/or rectifying synthetic device faults in accordance with workplace procedures
reviewing and reflecting on instructional performance
Context of and specific resources for assessment
Performance is demonstrated consistently over a period of time and in a suitable range of contexts
Resources for assessment include:
a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or
access to an appropriate range of relevant operational situations in the workplace
In both real and simulated environments, access is required to:
relevant and appropriate materials and equipment, and
applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment
Assessment of this unit must be undertaken by a registered training organisation
As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests
Practical assessment must occur:
through activities in an appropriately simulated environment at the registered training organisation, and/or
in an appropriate range of situations in the workplace
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWP37 | AVIM5004 | Facilitate training in a synthetic environment | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| W891 | AVI60110 | Advanced Diploma of Aviation (Flight Instruction) | Qualification |
| W890 | AVI50510 | Diploma of Aviation (Flight Instructor) | Qualification |