Apply knowledge of competency-based MCC training

1. Core philosophy of competency-based training is explained

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Aviation training and assessment that is characterised by an emphasis on performance measured against identified competencies is conducted

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Trainee is assessed on the basis of meeting prescribed competency standards

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Competencies required by crew to operate effectively in a MCC are stated

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Prepare to deliver training

1. Administrative tasks are completed in accordance with training organisation’s requirements

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Assessment requirements are prepared or provided to assist with assessing trainee performance

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Achievement record is prepared or provided to record the date a trainee is signed off as competent in a competency

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Personal preparation to deliver training session as scheduled is completed

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All supplied training material is checked for completeness and currency, and availability and serviceability of all equipment/classroom/simulator used to deliver training session is confirmed

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Incomplete and/or out-of-date supplied training material is replaced with complete and up-to-date training material

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Unavailable or faulty training equipment/classroom/simulator is reported as required and replacements obtained or training is re-scheduled

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Trainee records are reviewed prior to training session to understand their experience level and competency level

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Prepare trainees for training session

1. Trainee fatigue is assessed prior to commencing training session

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Trainees are set tasks to prepare for training session

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Session objectives, unit of competency and its associated assessment requirements to meet the required level of competency are clearly communicated

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Conduct a multi-crew training session

1. Learning process is confirmed as required and applied

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Role play by trainees is used to gain insight to cockpit crew roles

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Training sessions are structured to have outcomes that emphasise the importance of working as a highly coordinated team and of applying problem solving to real-world scenarios

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Trainee use of all information available from a range of sources to assist with problem solving is ensured

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Non-technical skills rather than flight control skills are emphasised during exercises

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Scenarios are used to discuss how a breakdown in crew coordination may lead to an undesired aircraft state

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Correct use of checklists and the following of standard operating procedures (SOPs) is strictly applied at all times, and a high level of cockpit discipline is maintained through training scenarios

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Situational awareness and the importance of applying the threat and error management (TEM) model is emphasised

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Effects of automation induced complacency are highlighted

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Trainee continual awareness of automation mode and its correct use and limitations is ensured

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Development of a compromised cockpit authority gradient is identified to trainee

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During periods of potential high trainee workload, task distraction and attention diversion, and priority towards aircraft flight path control is emphasised

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Trainees are monitored during session for signs of overload and breakdown in learning environment

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Session structure and pace is matched to trainee skill levels

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Conduct post-session assessment

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Trainees are debriefed as a crew and then individually as required

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Trainees are debriefed from a macro to micro perspective, giving a general overview of performance then focusing on specific areas requiring attention to improve competence

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Post-session plan of action for trainee to address areas requiring attention is provided

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Debriefs are completed on a positive note highlighting areas of good performance

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Conduct post-session administration

1. Trainee performance record is completed in a comprehensive and legible manner as soon as practicable after session, and before commencement of subsequent training sessions

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Trainee competence in a particular competency is determined

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Achievement record is completed when competence in a particular competency has been achieved

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