AVIM0009 — Facilitate training in a synthetic environment

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What an assessment for AVIM0009 must cover

176 assessable components: 6 elements (38 performance criteria), 35 performance evidence and 103 knowledge evidence requirements. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.

Elements & performance criteria

1 Plan a synthetic learning activity

1.1Learning strategy and/or learning program is accessed, read and interpreted to determine learning outcomes or objectives to be met and relevant delivery requirements
1.2Potential risks, including those associated with human factor aspects of synthetic training devices, are identified
1.3Limitations of synthetic training device are identified
1.4Delivery 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
1.5Technical and human factor requirements for synthetic environment, including safety and emergency procedures, are confirmed

2 Prepare trainee for synthetic training activities

2.1Availability of suitable resources is confirmed
2.2Mental and physical preparedness of trainee to undertake training in synthetic environment is confirmed
2.3Introduction to synthetic environment is provided, including training objectives and relevant workplace procedures
2.4Instructional relationships are established between trainer/facilitator and trainees using appropriate communication tools and skills
2.5Trainee is briefed on how synthetic training activity will be conducted to meet training objectives
2.6Risk management issues applicable to synthetic training activity are discussed with trainee and trainee responsibility for managing relevant risks is confirmed
2.7Trainee ability to comprehend and/or recall training objectives, knowledge, handling techniques and planned synthetic training activity/scenario is confirmed

3 Guide and facilitate learning in a synthetic environment

3.1Liaison with relevant personnel is conducted to determine simulation activity requirements
3.2Learning is facilitated in accordance with delivery plan using relevant synthetic devices and facilitation skills
3.3Good practice in facilitating learning in a synthetic environment is applied to ensure an effective and safe transfer of learning to the real world
3.4Technical issues are addressed as required using relevant technical support mechanisms and/or personnel
3.5Opportunities for authentic learning, practice and formative assessment are built into the learning experience
3.6Pre-loaded automatic demonstrations are employed as required
3.7Abnormal/unusual conditions are monitored and addressed
3.8Variations to activity conditions are implemented as required
3.9Handover/takeover procedures for control of synthetic device are implemented in accordance with workplace procedures

4 Monitor learning in a synthetic environment

4.1Trainee progress is monitored and documented in accordance with workplace procedures
4.2Trainee cognitive load is assessed, monitored and managed
4.3Support and guidance are provided within synthetic environment as appropriate
4.4Trainee is encouraged to develop self-assessment skills
4.5Trainee interaction with others and participation in synthetic training activities is continuously monitored, and interventions are made as required
4.6Opportunities are provided for trainees to reflect on their learning progress

5 Conduct post-training activities

5.1Significant details of trainee performance are clearly and accurately debriefed
5.2Playback devices are employed during debriefing to illustrate key learning points as required
5.3Trainee is briefed on details of next training event as required
5.4Trainee records are maintained in accordance with workplace procedures
5.5Relevant stakeholders are kept informed about trainee progress
5.6Synthetic device faults are recorded and/or rectified in accordance with workplace procedures
5.7Support and guidance are provided post-synthetic environment activities as required

6 Review synthetic environment facilitation processes

6.1Synthetic training session outcomes are evaluated against desired session outcomes
6.2Review is undertaken post-completion of learning program, course or qualification
6.3Time is taken to reflect on own performance as a trainer or facilitator, and ways to improve performance are explored
6.4Recommendations 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

Performance evidence

adapting to differences in equipment and operating environment in accordance with standard operating procedures (SOPs)
applying intervention techniques
assessing learning and performance
effectively using a variety of activities or providing directions for different trainee needs
conducting briefings and debriefings
confirming technical and human factor requirements for a synthetic environment
following safety and emergency procedures, including established procedures and industry safe practice
coordinating activities involving a range of complex tasks
coordinating information communications technology related activities
debriefing significant details of trainee performance
determination of learning management tools, such as feedback systems and support mechanisms
individual/group learning objectives or outcomes for learning program or segment of learning program to be addressed
learning/activities/events to be addressed in e-learning sessions
number of trainees and their specific support requirements
resources and/or tools to be used
timing, sequence and number of pre-planned sessions
types of pre-planned sessions – synchronous (in real time using conferencing, chats and forums) or asynchronous (not in real time using email, offline forums and bulletin boards)
topics to be addressed in learning sessions
evaluating instructional effectiveness
identifying potential risks, including those associated with human factor aspects of synthetic training devices
effects on what is learned and relationship with the real world
negative learning
implementing handover/takeover procedures for control of synthetic device in accordance with workplace procedures
implementing work health and safety (WHS) procedures and relevant regulations
interpreting trainee needs and directing them to new learning opportunities
maintaining trainee records in accordance with workplace procedures
managing an environment that fosters learning and performance
monitoring and addressing abnormal/unusual conditions
monitoring and documenting trainee progress in accordance with workplace procedures
reading, comprehending and interpreting written technical English
reading, interpreting and following relevant regulations, instructions, procedures, information and signs
reporting and/or rectifying problems, faults or malfunctions promptly in accordance with workplace procedures
selecting and employing appropriate simulation equipment
selecting and using required personal protective (PPE) equipment conforming to industry and WHS standards
working systematically with required attention to detail without injury to self or others, or damage to goods or equipment

Knowledge evidence

emergency communication
equipment malfunction/failure
hardware malfunction/failure
loading stops
motion stops
participant simulation sickness
personnel equipment malfunction/failure
poor/unusual participant performance
smoke or overheat warnings
software malfunction/failure
advantages of synthetic training environments in facilitating learning
fidelity
instrumentation
movement
resolution
assisting trainees in locating, using and evaluating online information
facilitating group work
guiding learning activities through setting up questions, issues, scenarios to be addressed
knowing when to intervene/when to let trainees direct themselves
maintaining momentum and motivation of trainees through ongoing individual contact and feedback
moderating disruptive, abusive or dominant trainees
observing trainee interaction and intervening as required to maintain focus/momentum/engagement
application of simulation and synthetic activities including live, virtual and constructive (LVC) simulations
common trainee errors and suggested suitable remedial instruction
emergency communication
equipment malfunction/failure
fidelity and resolution constraints/limitations smoke or overheat warnings
loading stops
motion stops
negative learning
simulator access/egress
simulation/motion sickness
threat and error management (TEM)
individual versus group debrief
review simulation event
recall what happened
clarify facts
correct misconceptions
reinforce specific learning outcomes
guided reflection of event
coaching methodology
transfer learning responsibility to participants
decision-making analysis
cost versus benefit/trade-offs
skill and knowledge technique enhancement
less guidance
using media/checklists/video
oral and written evaluation
part of group talks/part listens
varied perspective (observers)
developing and evaluating new concepts
developing self-evaluative learning in participants
feedback to manufacturer, contracted suppliers and contracted maintainers
feedback to relevant organisational authorities
feedback to relevant personnel on conclusion of simulator activity
documentation production and safe storage
effective use of a course of training, curricula/syllabus and lesson plans
nausea subscale: increased salivation, sweating, nausea, stomach awareness, burping
oculomotor subscale: fatigue, headache, eyestrain, difficulty focusing
disorientation subscale: vertigo, dizzy (eyes open), dizzy (eyes closed), blurred vision
established procedures applicable to simulation operations
changes made in response to a strategic requirement
changes made in response to a training need
functions of single-user, multi-user and distributed user operating systems
fundamentals of instructing, questioning, engaging and motivating trainees
handover/takeover procedures for controlling synthetic device/s
how to distinguish between a technical problem and a content problem, and how to respond accordingly
human factors implication and risks in a synthetic training environment
information communications technology in a simulation and synthetic environment
intervention strategies, principles and implications for a synthetic environment
relevant learning management systems
relevant WHS and environmental procedures and regulations applicable to simulation operations and personnel safety
relevant sections of national and state/territory regulatory requirements and codes of practice
sequencing and developing synthetic training activities and their relationship with real world training activities
structure and content of relevant training resources
techniques for introducing tasks in manageable segments to avoid overloading a trainee
training and assessment competency standards
anxiety
apathy
fatigue
impatience
inadequate demonstration
inadequate fault analysis
inadequate opportunity to practice
information overload
lack of preparation
outside pressures
physical discomfort
task complexity
unreasonable expectations
when to intervene and when to let trainees direct themselves
address safety
engage trainee
highlight a key learning point
initiate remedial actions
maintain momentum
effectiveness of learning protocols, their application and proposed changes
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 a delivery plan and the need for changes/modifications to the plan
technology effectiveness
asking critical questions about performance, problems, methods used and success of trainees
seeking, listening to and acting on feedback from trainees and others

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

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Questions about assessing AVIM0009

What does an assessment tool for AVIM0009 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for AVIM0009 needs to address all 176 unit components: 6 elements with 38 performance criteria, 35 performance evidence requirements, 103 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.

How does Auditori generate an assessment tool for AVIM0009?

Auditori pulls the current release of AVIM0009 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.

Is the first assessment tool really free?

Yes. Every new account includes one free credit — enough to generate the complete assessment tool for AVIM0009 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing AVIM0009 assessment instead of generating a new one?

Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of AVIM0009, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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