Teacher guide
Fit to Fly – a resource supporting the delivery of
MEA07 Aeroskills Training Package
Series 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
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copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process
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Australian Flexible Learning Framework
Table of Contents
Section 1: General overview of the product ......................................................................................................... 3
RPL .................................................................................................................................................. 6
Teaching and learning strategy........................................................................................................ 7
Organising structure, context and key features ............................................................................... 7
Resource files .................................................................................................................................. 7
Section 2: Advice on getting started ...................................................................................................................... 9
Hardware and software requirements .............................................................................................. 9
Customisation ................................................................................................................................ 10
Customising a Toolbox for single unit delivery .............................................................................. 10
Section 3: Online teaching strategies .................................................................................................................. 11
Collaboration and interaction ......................................................................................................... 11
Social networking for collaboration and interaction ....................................................................... 11
Communication activities ............................................................................................................... 12
Preparing learners to use the materials ......................................................................................... 13
Opportunities for social networking ................................................................................................ 14
Section 4: Description of Jobs and Tasks .......................................................................................................... 15
Unit 1 MEA112B Plan and implement civil aircraft maintenance activities .................................... 15
Unit MEA113B Supervise civil aircraft maintenance activities and manage human resources in the
workplace. ...................................................................................................................................... 24
Australian Flexible Learning Framework
Teacher guide title
Introduction
The 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.
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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 audience
Learners 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 assessment
Whilst 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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RPL
As 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.
Skill check
Yes
Yes
Evidence?
RPL?
No
Prepare evidence
No
Assessment
checklist
Units
Interview
questions
Unit of
competency
Aeroskills Toolbox Skill check pathway design
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Teaching and learning strategy
The 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 features
The 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 files
A 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.
Hardware
To 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.
Software
Learners will also need the following software/plug-ins installed on their computer:

Internet Explorer 6.0 or above (http://www.microsoft.com/ )

Firefox 2.0 or above (http://www.mozilla.com/ )

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
OR
OR
Incorrect versions of these applications could result in information being shown in an unreadable
form or not shown at all.
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Customisation
To 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 delivery
If 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 strategies
Collaboration and interaction
Teaching 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 interaction
Every 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 activities
Throughout 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 materials
The 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 networking
In 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 Tasks
In 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
Plan maintenance
activities
Element
1. Plan aircraft
maintenance activities
Performance criteria
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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Job
Element
Performance criteria
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 activities
This 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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Tasks
1 Identify tasks
Element 1 Plan maintenance
2 Decide priority
3 Allocate resources
Activities
1 Locate data sources
Element 1 Plan maintenance
2 Prioritise tasks
3 What if
4 Allocate resources
Reinforcement collaboration
1 Tour your own hanger
Element 1 Plan maintenance
2 Compare findings with colleagues
Support materials
1 GA8 Airvan maintenance manual
Element 1 Plan maintenance
2 Gippsland Aeronautics website
3 CASA website
4 AeroFix forms, manuals and documents
Task 1: Identify tasks
Learners 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 priority
Learners 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.
Alternative activity ideas:
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.
Discussion guidelines:
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
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Task 3: Allocate resources
Learners 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.
Alternative activity ideas:
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
Discussion guidelines:
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:
Tasks
1 Brief the team
Element 2 Implement aircraft maintenance
activities.
2 Review resources
3 Communicate
4 Monitor maintenance
Activities
1 Develop a communication plan
Element 2 Implement aircraft maintenance
activities.
2 Report irregularities
3 Complete a CASA SDR
4 Consult the client
5 Determine resource implications
6 Revise maintenance plan
7 Communication consequences
8 Liaise with team and stakeholders
9 Monitor staff
Reinforcement collaboration
1 Agree on roles
Element 2 Implement aircraft maintenance
activities.
2 Determine resource implications
3 Revise maintenance plan
4 Liaise with team and stakeholders
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5 Monitor staff
Support materials
1 GA8 Airvan maintenance manual
Element 2 Implement aircraft maintenance
activities.
2 Gippsland Aeronautics website
3 CASA website
4 AeroFix forms, manuals and documents
Task 1: Brief the team
This 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.
Alternative activity ideas:
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.
Discussion guidelines:
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 resources
Learners 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.
Alternative activity ideas:
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.
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Discussion guidelines:
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: Communicate
Learners 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.
Alternative activity ideas:
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.
Discussion guidelines:
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 maintenance
This 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.
Alternative activity ideas:
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.
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Discussion guidelines:
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 outcomes
This 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:
Tasks
1 Evaluate outcomes
Element 3 Evaluate and report maintenance
outcomes.
2 Report outcomes
Activities
1 Summarise diary
Element 3 Evaluate and report maintenance
outcomes.
2 Evaluate email
3 Minute meeting
4 Review work package
5 Produce report
Reinforcement collaboration
1 Produce report
Element 3 Evaluate and report maintenance
outcomes.
Support materials
Element 3 Evaluate and report maintenance
outcomes.
1 GA8 Airvan Service Bulletin SB-GA8-2004-11 Aileron Control System Inspection
Task 1: Evaluate outcomes
Learners 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.
Alternative activity ideas:
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.
Discussion guidelines:
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.
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Facilitation tips:
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.
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Task 2: Report outcomes
Based on the information gathered for the previous task - Evaluate outcomes, learners must
produce a report for the Chief Engineer of AeroFix.
Alternative activity ideas:
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.
Discussion guidelines:
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.
Job
Element
Performance criteria
Teamwork
1. Plan maintenance for
teams
1.1 Maintenance tasks are identified and
interpreted from available maintenance
data or schedules in accordance with
enterprise procedures.
2. Implement maintenance
for teams
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
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Job
Element
Performance criteria
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: Teamwork
This 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.
Tasks
1 Building teams.
Element 1 Plan maintenance for teams
2 Allocating staff.
Element 2 Implement maintenance for teams
3 Working efficiently.
Activities
1 Who's on your team?
Element 1 Plan maintenance for teams
2 Research team breakdown.
Element 2 Implement maintenance for teams
3 Assign teams to tasks 1, 2 and 3.
3 Deferring optional maintenance.
Reinforcement collaboration
1 Who's on your team?
Element 1 Plan maintenance for teams
2 Research team breakdown.
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Element 2 Implement maintenance for teams
3 Deferring optional maintenance.
Support materials
Element 1 Plan maintenance for teams
1 AeroFix intranet for staff rosters and staff
profiles.
Element 2 Implement maintenance for teams
2 AeroFix forms, manuals and documents.
3 Toolbox resources for fact sheets.
Task 1: Building teams
Learners 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.
Alternative activity ideas:
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.
Discussion guidelines:
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 staff
Learners 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.
Alternative activity ideas:
Other maintenance jobs could be provided to better suit the audience or to provide practice and
repetition in this task.
Discussion topics:
None
Discussion guidelines:
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.
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Related resources:

AeroFix Intranet

Job logbook.
Task 3: Working efficiently
Learners 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.
Alternative activity ideas:
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.
Discussion guidelines:
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: Quality
This 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:
Tasks
1 Identifying issues
Element 4 Monitor maintenance quality
2 Pinpointing causes
3 Monitoring and reviewing
Activities
1 Research data sources
Element 4 Monitor maintenance quality
2 Classifying problems
3 Monitoring
4 Investigating incidents
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5 Reviewing
Reinforcement collaboration
1 Causes
Element 4 Monitor maintenance quality
2 Monitoring
3 Reviewing
Support materials
1 AeroFix Policy and Procedures Manual
Element 4 Monitor maintenance quality
2 Ansett article
3 CASA website
4 AeroFix forms, manuals and documents
5 CASA Form 281 (CAO200)
Task 1: Identifying issues
Learners are asked to consider the Ansett Airlines collapse and examine the role quality issues
played in the airline’s downfall.
Alternative activity ideas:
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.
Discussion guidelines:
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 causes
Learners 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.
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Alternative activity ideas:
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.
Discussion guidelines:
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 reviewing
There 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.
Alternative activity ideas:
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.
Discussion guidelines:
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.
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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:
Tasks
1 Identifying factors
Element 5 Perform human resource management
activities at the supervisor level
2 Minimising factors
Activities
1 Responding to factors
Element 5 Perform human resource management
activities at the supervisor level
2 Additional measures
3 Employment relations
3 Policies and procedures
4 Workplace examples
Reinforcement collaboration
1 Responding to factors
Element 5 Perform human resource management
activities at the supervisor level
2 Additional measures
Support materials
1 AeroFix policy and procedures manual
Element 5 Perform human resource management
activities at the supervisor level
2 AeroFix ‘Intranet’ for forms, manuals and
documents
3 Workplace examples
3 CASA website
4 Internet for research
Task 1: Identifying factors
In 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.
Alternative activity ideas:
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.
Discussion guidelines:
Learners could use a range of forums for this discussion, including face to face, class discussion,
role playing, bulletin boards.
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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 factors
Learners 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.
Alternative activity ideas:
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.
Discussion guidelines:
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 relations
Learners 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.
Alternative activity ideas:
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.
Discussion guidelines:
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
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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:
Tasks
1 Training on the job
Element 3 Provide guidance
Element 6 Perform workplace training tasks
Activities
1 Signing Workplace history sheet
Element 3 Provide guidance
2 Workplace assessment
Element 6 Perform workplace training tasks
Reinforcement collaboration
1 Workplace assessment
Element 3 Provide guidance
Element 6 Perform workplace training tasks
Support materials
1 Training and evidence fact sheet
Element 3 Provide guidance
2 Log of industrial experience and achievement
fact sheet
Element 6 Perform workplace training tasks
3 Sample Workplace history sheet
4 Units of competency
5 ATA cross reference chart
Task 1: Training on the job
Learners are presented with an AeroFix staff member’s records of training and must examine
them to see if they can be signed off.
Alternative activity ideas:
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.
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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.
Discussion guidelines:
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.
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Toolbox contact details:
Flexible Learning Toolbox Help Desk
Phone: 1300 736 710
Email: toolboxhelp@flexiblelearning.net.au
Website: flexiblelearning.net.au/toolbox
For more information contact:
Australian Flexible Learning Framework
Phone: (07) 3307 4700
Fax: (07) 3259 4371
Email: enquiries@flexiblelearning.net.au
Website: flexiblelearning.net.au
GPO Box 1326
Brisbane QLD 4001
Australian Flexible Learning Framework