Manual of Ground Training

military and aviation environment which receives its support from both the community and the Commonwealth through the Air Force. 6. Background. Cadets of the AAFC organisation are valuable members of the community who make significant contributions to community life. Further, cadets’ participation in the activities and operation of their Squadron provides one of the more enduring environments for that development to occur in a tangible and practical sense. Cadets’ participation in decision making provides opportunities for them to influence or contribute towards issues of importance to them. Active involvement also means cadets will apply new organisational and leadership skills acquired on promotion courses and developed through their participation in AAFC activities. MANUAL OF GROUND TRAINING PART 1 CHAPTER 1 Version: 1 November 2009 1.1.4 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES 7. Actively engaging senior cadets in the design and delivery of approved training and services presented to more junior cadets within their Squadron environment is critical to their development both during their years in the AAFC, and later in life. 8. Philosophy. The AAFC, its Officers and Instructors are committed to the following principles in the conduct of AAFC activities: a. Involving ranking cadets in the planning and delivery of local services to their Squadrons and Wing activities, commensurate with their maturity and interest; b. Equipping cadets with the relevant skills so they can increasingly contribute to the decision-making in their Squadron and Wing; c. Creating opportunities for cadets to become more involved in their Squadron and Wing. d. Empowering cadets to participate through the provision of information, training and support, including clearly defining roles and responsibilities. e. Providing cadets with feedback on decision-making outcomes, and f. Always striving to do it better by ensuring systems and processes for reviewing and improving cadets’ active involvement in the AAFC. 9. Participation is beneficial to cadets and can be a positive, meaningful experience, which acknowledges cadets’ input and contributions. As such, all supervising and commanding personnel in the AAFC are to ensure that the principles espoused in this philosophy are followed consistently in the planning, organising and execution of their duties with the AAFC. This philosophy is central to the AAFC remaining the premier air minded youth development organisation in Australia. AAFC Training Philosophy 10. The philosophy of AAFC training is to focus on the development of the cadet within a safe and supportive environment, providing opportunities for cadets to learn and extend their capabilities beyond those experienced within their home and normal civilian life. 11. The key elements of this philosophy are: a. In conducting activities, the emphasis is on training and youth development. b. Unless annotated otherwise in the respective syllabi or training, all theory lessons are to be conducted with an emphasis on engagement with each MANUAL OF GROUND TRAINING PART 1 CHAPTER 1 Version: 1 November 2009 1.1.5 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES of the members under instruction. Lessons that are able to be delivered as full lectures (i.e. to classes greater than 30) are identified as such within the syllabi. c. The Directing and Instructional staff role is to provide training to all cadets and staff under instruction and to do everything they can within their best endeavours and resources available to ensure all cadets and staff under instruction meet or exceed the minimum standards. The role is not to break down a members confidence. d. Directing and Instructional Staff need to ensure standards are maintained and never compromised. e. Cadets and staff under training must be trained up to the standard. Standards are not lowered to achieve success. Lowering standards cheats everyone and ultimately favours no one. f. The role of Directing and Instructional Staff goes well beyond mere evaluation and assessment. g. Training does not finish when the assessments start. Training continues to those cadets and staff who need supplementary assessments to help them meet the minimum standard. h. This philosophy needs to be reinforced when Directing and Instructional Staff require members to perform particular activities such as 'stand by bed inspections', extra parades, extra inspections, extra drill periods, use of class time for pool etc. The maintenance of discipline needs to be balanced with the requirements of training. i. Directing and Instructional staff should be aware of cadets with learning difficulties and provide support and guidance during training. j. The personal needs and welfare of members must be accommodated for legitimate purposes; e.g. sleep and relaxation, personal time, study time, preparation of practical lessons/tasks, uniform maintenance, etc. k. The role of the CSECDR, TRGO and CI is to be reinforced at appropriate intervals, i.e. to supervise Directing staff under their command & ensure this philosophy is maintained, promoted and explained to lesser experienced instructing staff. l. Instructing staff are to fully understand that counselling is to be directed towards the training outcomes required by the (MoGT). 12. Any tasks assigned to (a) cadet/s should have a positive training benefit. Supervising instructors are accountable at all times to justify how the task assigned to (a) cadet/s achieves a training benefit or outcome. This includes any counselling, special parades or inspections of barracks. With this self-imposed discipline, MANUAL OF GROUND TRAINING PART 1 CHAPTER 1 Version: 1 November 2009 1.1.6 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES Directing staff should provide themselves with a reliable internal check on their performance at camp/Squadron and whether they are maintaining similar high standards of instruction and role modelling. Principles of Training 13. Education research shows that the best types of education and training actively engages the trainee in both the acquisition and practise of knowledge and skills required to complete the training being undertaken. Therefore, AAFC training should be : a. steadily progressive, b. interesting and purposeful, c. based on practical application of knowledge rather than purely theoretical, and d. actively participatory by those under instruction. Safety in Training 14. The safe conduct of AAFC training activities is to be given first priority. All AAFC training activities must comply with the relevant Air Force, AAFC or civilian regulations, orders and instructions. 15. When approving and conducting training activities, officers and instructors are to observe their duty of care towards cadets and other staff. In a practical sense, training activities must include: a. competent instructors/ Directing Staff b. the required materiel resources to conduct the activity safely c. detailed administration and organisation d. proper system of training, work or activity (training program and risk assessment); and e. effective supervision (see also Part 1, Chapter 2. Duty of Care). 16. If these criteria are not met at any time during the conduct of an approved activity, the member in command, or designated Safety Officer, is to immediately suspend the activity and inform the Officer in Charge of the reason for the suspension, and request corrective action. The activity may be resumed once appropriate corrective action is taken; otherwise the activity is to be terminated. An OH&S Incident Report may need to be lodged, and this is detailed at annex A. MANUAL OF GROUND TRAINING PART 1 CHAPTER 1 Version: 1 November 2009 1.1.7 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES 17. All AAFC members are to comply with the requirements in Part 1, Chapter 2, MoGT regarding duty of care. All AAFC activities conducted outside the regular parade times are to have a completed OA86 and other information as required by AAFC processes. Adherence to ADF, ADFC and AAFC Policies and Procedures 18. All Officers, Instructors and Cadets are subject to regulations and instruction contained in the AAFC Policy Manual, AAFC MoGT, other ADFC policies, Detachment Standing Instructions, RAAF Regulations and Base Standing Orders. Any person found to be contravening these regulations; instructions and orders may be subject to disciplinary action by authority of the Officer Commanding. Compliance with AAFC Syllabus of Training 19. Only subjects contained in syllabi outlined in the MoGT or approved by OC GTWAAFC may be instructed. Where a Squadron or member wishes to instruct a subject not contained in the MoGT, a detailed syllabus should be forwarded to SOTC or SOTS through SOGT for approval. To assist SOTC and SOTS reach a decision on such requests, the recommended qualifications of the instructor and/or training materials to be utilised in the instruction of the subject must also be forwarded. 20. Lecture notes will be issued by GTW to assist Squadrons in their training. These notes will help ensure a standardisation of training. They are to be used by all Squadrons unless the SQN develops a better standard. In this case, the standard should be submitted back to SOTC or SOTS through SOGT. Responsibility for the development of AAFC Ground Training Policy 21. Responsibility for the development of AAFC ground training policies and procedures is vested in the Officer Commanding Ground Training Wing. For detailed information regarding Ground Training Wing see Part 1, Chapter 4 MoGT. Amendments to Manual of Ground Training 22. Submissions from staff and cadets on the development or suggested amendment of training syllabi and instructional resources are welcome. These are to be forwarded to SOGT who will process them and send them to SOTS-AAFC/SOTC- AAFC (as appropriate) before recommendation by OC GTWAAFC. OCGTW will present the proposal to the Ground Training Conference for endorsement. After the proposal has been endorsed by the GTW Conference, OCGTW will make a recommendation to CDR-AAFC. Instructor/ Student Ratios 23. The preferred instructor to student ratio for all theory lessons is 1:24. Under no circumstances are lesson ratios to exceed 1:30 unless annotated as such in the respective syllabi. Lesson times and period allocation are based on 1:24. Where MANUAL OF GROUND TRAINING PART 1 CHAPTER 1 Version: 1 November 2009 1.1.8 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES practical demonstrations and practical evaluations are involved, the instructor to student ratio is to be appropriate to the size of the group and the instruction to be provided. Confidentiality and Privacy of Training Records 24. The AAFC privacy policy is outlined in the AAFC POLMAN. All staff are to adhere to the requirements of this policy regarding the training records of cadets and staff. 25. Directing and Instructional staff should be especially careful with the handling of assessment material both before and after it has been completed. Authorisation of AAFC Ground Training Activities 26. AAFC ground training activities are to be processed and authorised in accordance with the directive given by DGCADETS-AF. Prohibited Activities 27. In keeping with the requirement of providing activities for Cadets that are non- warlike in nature and Government direction, the following activities are prohibited as an AAFC activity. No CO or OC has any authority to introduce, exercise, train or prepare members in the following activities whether actual or simulated: a. Bayonet training; b. Hostage taking or hostage rescuing c. Ambush techniques, attacks and mock killing; d. Live firing of firearms in battle scenarios; e. Use of explosives or blank ammunition during, or in preparation for, any ADF Cadet activities; f. Computer based games depicting combat or combat related activities; g. Paintball games; h. Participation in opposed survival exercises; i. Unarmed combat; j. Live firing at targets that depict human or animal shapes; MANUAL OF GROUND TRAINING PART 1 CHAPTER 1 Version: 1 November 2009 1.1.9 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES k. Any activity that depicts or portrays violence towards an individual or group; and, l. Other activities already prohibited under Occupational, Health and Safety and other ADF Cadet policy guidelines. 28. WG organised courses with content that is not part of the Manual of Ground Training are prohibited. Exceptions to this are published though National AAFC RI. Participation in AAFC activities 29. Prior to undertaking activities of any nature, Cadets must have the prerequisite skills, the knowledge and attitudes and an understanding of their limitations prior to training in group or individual activities. Where there are external restrictions that limit Cadets as a result of parental concerns, religious beliefs, medical conditions or other any considerations, the requirements of the Cadet and/or the parents are to be respected. Authorisation of AAFC Air Training Activities 30. The authorisation requirements for parachuting, gliding and powered flying activities conducted in the AAFC are the responsibility of OC-ATW. All SQN based requests for aviation activities should be directed through the applicable ATW representative located in the operational Wing. Course and Subject Evaluation 31. Course or subject evaluation is an important component in training. Evaluation is about gathering information and feedback from everyone involved about the effectiveness of the program. It provides information which allows staff to either “fine tune’ or “carry out major repairs” to courses. 32. A progressive and positive attitude in curriculum and program development is required. 33. Evaluation is conducted as an ongoing and integral part of training. There are many reasons why we need to evaluate training programs. In general terms the following four reasons apply: a. Improvement b. Accountability c. Legitimacy, and d. Promotion Process Evaluation MANUAL OF GROUND TRAINING PART 1 CHAPTER 1 Version: 1 November 2009 1.1.10 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES 34. There are two types of evaluation which may be conducted. The first is a ‘process’ evaluation which is conducted at the immediate conclusion of the course of training. This will focus on the actual issues surrounding the running of the course and the content. Issues such as pre course joining instructions, module content, applicability of course content to the candidate’s current role are all examples of ‘process’ evaluation. This is the evaluation with which most AAFC members are most familiar. Course/Unit Evaluation sheets are conducted at the conclusion of all courses. Product Evaluation 35. The second type of evaluation is a ‘product’ evaluation and is normally conducted approximately six months after the training course has been completed. As the name implies, its focus is on the ‘product’ of the course, i.e, have we supplied the member with training that six months down the track has resulted in that member being more efficient for the AAFC in their trained role? This will normally be conducted on a ‘needs’ basis as directed by WG management and SOTS-AAFC or SOTC-AAFC as appropriate. 36. The Course/Subject Evaluation sheet are to be completed by all cadets and staff at all levels of training. Specific procedures for the completion of these evaluations are found in Part 2 for Squadron Training; Part 4 for Promotional Training and Part 6 for Staff Training. The form to be utilised is shown at Annex B. 37. For any VET training, evaluation sheets should be held with the candidate’s project records. 38. Moderation of all workplace assessment procedures should be ongoing, with opportunities to discuss moderation results and methods provided for by AAFC Headquarters and Wing Headquarters. The Annual Ground Training Wing Conference and Wing Training Officers Conference are ideal for this purpose. Confidentiality and Freedom of Information 39. The AAFC training program necessitates record keeping at all levels. The following guidelines apply to instructors, tutors, assessors and observers in the training system as well as others within the management structure. 40. Privacy and record keeping. The Commonwealth Privacy Act 1988 provides an effective model for responsible record keeping. Each member involved in staff training is to ensure that: a. information collected is necessary to, or related to, the function that has to be performed; b. information held is up to date and complete; c. information is protected against unauthorised access; MANUAL OF GROUND TRAINING PART 1 CHAPTER 1 Version: 1 November 2009 1.1.11 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES d. the candidate has access to information about themselves unless there is a legal reason for refusing it; e. limitations are applied on the uses of the information held; and f. VET information must be held for a period of 30 years. 41. Confidentiality. Confidentiality is essential due to the nature of the relationship between a candidate and those involved in the training of the candidate. The law prohibits the disclosure of information (with some exceptions), which a person should reasonably know to be confidential. Some exceptions to confidentiality include: a. where the candidate gives informed consent to the release of specific information to an identified person or persons for a clearly understood purpose; b. where a subpoena has been received; c. where disclosure is compulsory by statutory requirements, such as notification of child abuse; d. where a serious crime has been committed; and e. where there may be a duty to warn of danger to others. 42. Freedom of information. Candidates are entitled to access their training records. Where such records include references to other persons and access would breach confidentiality of those other persons, those references should be deleted or blacked out. Any disputes arising from freedom of information requests should be handled within published AAFC guidelines. Accident, Injury and Fatality Reporting 43. Procedures to utilise in the reporting of accidents, injuries and fatalities in the AAFC are available in the WHS Portal of the AAFC Intranet. Operative Words and Attainment Levels 44. Operative words refer to those performance words used as key words in syllabus or lesson objectives, in learning outcomes or in statements of competencies. 45. Operative words may describe areas of knowledge (cognitive skills), skills (performance) or attitudes. (For a fuller definition and description of the following refer to the Manual of Training Policy and Procedures DI(AF) AAP 2002.001) MANUAL OF GROUND TRAINING PART 1 CHAPTER 1 Version: 1 November 2009 1.1.12 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES Cognitive Skills Area Operative Word Definition and Example Knowledge Is able to recognise or recall the material taught, the emphasis is on the process of remembering State Express in speech or writing, largely but not necessarily in the format in which originally given Example: State the definition of First Aid List State the number of items or points, not necessarily in an ordered sequence. Example: List four different types of fire extinguishers Describe State the characteristics or features of an object, system or process Example: Describe the aircraft hydraulic system Comprehension Is able to grasp the meaning and intent of the material, to explain and summarise the facts in theirs own words, to see the implications and effects. Explain Describe cause and effect or account for some situation or requirement Example: Explain the operation of a four- stroke internal combustion engine Define State precisely the exact meaning or peculiar characteristics that identify a word or word usage, an object or process. Example: Define the phrase 'angle of attack'. Outline Determine then describe the more important features or points. Example: Outline the purpose of the ANZUS Treaty Note: For these objectives the student must use information remembered, by defining in own words, explaining, differentiating, to demonstrate correct interpretation of meaning and relationship Application Is the ability to apply the knowledge in the form of general ideas, principles or procedures to particular and concrete situations not previously encountered. Apply Make use of information or skills, put into effect or comply with procedures or instructions. MANUAL OF GROUND TRAINING PART 1 CHAPTER 1 Version: 1 November 2009 1.1.13 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES Example: Apply first aid in the treatment of heat stroke. Note: Application involves decision making in the selection of an appropriate procedure or criteria and then the implementation of a process to arrive at a product, solution or decision Practical Skills Operative words for practical skills are: Area Operative Word Definition and Example Communication Involves the imparting or receiving of any communication Maintain Keep a written record, update or amend a chart, display or information system Plan Make decisions regarding future actions Compile Collect information and/or material and organise or record in a structured or appropriate format Example: Compile a guide to cadets’ uniform issue and wear Prepare Assemble material and/or information in a format that will assist or facilitate communication Design Using recognised criteria or systematic processes develop a diagrammatic representation of a product or process. Operation Involves making and complying with instructions. Directions for completion. Operate Operate body mechanisms as in playing, swimming, or exercising. Operate a tool as in welding, soldering, grinding or painting. Operate equipment as in driving trucks or flying aircraft Prepare Make ready self or equipment for future action or operation Example: Prepare a video player for operation Use Operate equipment in the manner intended, effectively employ material or access information Example: Use Defence Instructions to answer queries on conditions of service Practice Exercise repetitively to improve the standard of performance Example: Practice recognition of military aircraft in use by other defence forces Observe Comply with instructions or directions MANUAL OF GROUND TRAINING PART 1 CHAPTER 1 Version: 1 November 2009 1.1.14 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES Example: Observe safety precautions Perform Complete or carry out an observable action in accordance with established procedures or techniques Example: Perform first aid on a simulated casualty Present Bring formally under notice for evaluation of effectiveness Example: Present a five minute micro presentation Participation Involves taking part in an activity Participate Example: Participate in a game of cricket Evaluation Involves the ability to make and justify judgements on the relative merit of material or methods Discuss Examine by argument or debate with the aim of deciding on a course of action Assess Analyse an item or process and allocate a value or indicate positive or negative aspects Validate Determine suitability, correctness or preferential order. Analysis Involves examining data and assigning to a predetermined category Analyse Examine data, a system or an item to determine organisation, components, purpose, meaning or operation. Classify Assign an object or process to a predetermined category by analysis of characteristics Attainment Levels Competencies in AAFC courses are assessed in accordance with Syllabus entries in the column headed 'Attainment Level' (AL). These entries are to be interpreted in accordance with the following codes: 1. Expert Needs no supervision, has reached a high level of performance skill; could cope with difficult and unusual problems; could apply knowledge or skill to new situations 2. Effective Needs occasional supervision; has reached an effective level of performance skill; could cope with common problems 3. Trained Has done the task in the training situation, but MANUAL OF GROUND TRAINING PART 1 CHAPTER 1 Version: 1 November 2009 1.1.15 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES needs careful supervision to do the task in the operational situation. Attainment in Cognitive Skills Attainment Description A Essential Theoretical knowledge or skills which must be known for safety or for effective practical performance. A very high level of test result is required B Important Theoretical knowledge or skill which is significant and is likely to affect practical performance. A reasonably high test result is required. C Background Theoretical knowledge or skill which is desirable, but is not likely to affect practical performance. Testing is at unit discretion ANNEX A TO PART 1 CHAPTER 1 MoGT 1 NOV 09 Pages removed from MoGT as at 15 Jul 14. Refer to “Notification and Reporting of WHS Incidents in the AAFC” page in the AAFC Intranet. ANNEX B TO PART 1 CHAPTER 1 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES AUSTRALIAN AIR FORCE CADETS COURSE/SUBJECT EVALUATION CANDIDATE NAME:(optional)………………………………………..RANK……………… SQUADRON ………………INSTRUCTOR (where applicable)………………………… NAME OF COURSE/UNIT……………………………………………………………. DATE OF COMPLETION ……………….. Please circle the appropriate number in each case COURSE CONTENT I learnt A great deal Very little 5 4 3 2 1 0 Subject Structure Clear Confused 5 4 3 2 1 0 Assessment Methods Appropriate Inappropriate 5 4 3 2 1 0 Satisfaction Enjoyed the subject Disappointed 5 4 3 2 1 0 Comments ANNEX B TO PART 1 CHAPTER 1 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES COURSE PRESENTATION (where applicable) Instructor’s Communication Skills Excellent Poor 5 4 3 2 1 0 Instructor Preparation Very Well Prepared Poor 5 4 3 2 1 0 Instructor Highly Knowledgeable Unsure of Material 5 4 3 2 1 0 Structure of Sessions Highly Appropriate Inappropriate 5 4 3 2 1 0 Class Size Ideal for Learning Poor for Learning 5 4 3 2 1 0 Comments: COURSE MATERIAL (Handouts, references, etc) Well Presented Poorly Presented 5 4 3 2 1 0 Highly relevant to objectives Irrelevant 5 4 3 2 1 0 Up to date Out of date 5 4 3 2 1 0 ANNEX B TO PART 1 CHAPTER 1 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES Comments: ASSESSMENTS Well Presented Poorly Presented 5 4 3 2 1 0 Highly relevant to objectives Irrelevant 5 4 3 2 1 0 Up to date Out of date 5 4 3 2 1 0 Comments: Any other remarks? Thank you for your input and time - it is much appreciated. MANUAL OF GROUND TRAINING PART 1 CHAPTER 2 Version: 1 November 2009 1.2.1 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES Manual of Ground Training Part 1 Chapter 2 DUTY OF CARE, EQUITY AND DIVERSITY Contents Duty of Care- Definition........................................................................................................2 Policy ...................................................................................................................................2 Background..........................................................................................................................2 Vicarious Liability .................................................................................................................3 General ................................................................................................................................4 Guidance and Advice...........................................................................................................4 Consumption of Alcohol by AAFC members........................................................................4 17. Prohibition Whilst On Duty in the Presence of Cadets. .............................................5 18. Formal Dinners/Mess Dinners...................................................................................5 19. AAFC Field Activities.................................................................................................5 20. AAFC Activities on ADF Establishments ...................................................................5 21. Safety and Emergency Response.............................................................................5 22. Alcohol Use By Cadets. ............................................................................................5 23. Senior Cadets In ADF Messes ..................................................................................5 Administrative action against AAFC Members found to have breached AAFC policy on the consumption of alcohol ........................................................................................................6 Equity, Diversity, and Duty of Care ......................................................................................6 MANUAL OF GROUND TRAINING PART 1 CHAPTER 2 Version: 1 November 2009 1.2.2 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES CHAPTER 2 DUTY OF CARE, EQUITY AND DIVERSITY Duty of Care Definition 1. Duty of Care is the legal responsibility for a person to exercise reasonable care towards another, to avoid some form of harm which is reasonably foreseeable. This is the law of negligence. Policy 2. The Officer in Charge (OC, Detachment Commander, Commanding Officer, Flight Commander, etc) of an activity and all staff owe a duty of care to their subordinates for the conduct of AAFC authorised activities. In the general sense, this overall responsibility cannot be delegated to parents, volunteers or other cadets. More specifically: a. the Officer in charge accepts responsibility for AAFC activities under his or her command. b. Instructors have primary responsibility for the supervision of cadets or providing for the supervision of cadets and this cannot be delegated to other cadets, parents or volunteers. Background 3. Staff have a duty to take reasonable care for the safety and welfare of cadets and subordinates while they are under the control and supervision of the Squadron and/or Wing. It is not a duty to ensure that no harm will ever occur but a duty to take reasonable care to avoid harm which is reasonably foreseeable being suffered. 4. The Commanding Officer and instructors of a Squadron or Detachment need to consider how to achieve a balance between the meticulous supervision of cadets and the desirable objective of encouraging independence. 5. The MoGT provides a generic set of procedures and guidelines for the guidance of AAFC activities. Operational Wings and Detachments may need to publish extra guidance to meet the specifics of a particular location and/or activity. These procedures will assist staff with support and advice to meet their duty of care responsibilities. 6. Each case of alleged breach of duty brought before a court is decided on the facts relevant to that case. In determining whether a breach of duty in a particular case has take place, a court will consider whether the CO or instructor should have foreseen that their MANUAL OF GROUND TRAINING PART 1 CHAPTER 2 Version: 1 November 2009 1.2.3 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES conduct or failure to act involved a risk of injury to the cadet or put the safety and welfare of the cadet at risk. A court may ask what steps a reasonable CO or instructor would have taken in response to that risk having regard to: a. the age, experience and capabilities of the cadet and/or staff member, b. the magnitude of the risk, c. the degree of probability of its occurrence, d. the difficulty and inconvenience of taking alleviating action, e. any other conflicting responsibilities which the Squadron or instructor may have, f. evidence of compliance with AAFC policies and procedures. 7. The question of breach of duty involves balancing these factors to determine whether the conduct of the person on the particular occasion was reasonable in the circumstances. Whilst the key word is reasonable, members involved in particular aspects of training should adhere to the general principles of the duty of care which include: a. assessing the likelihood and the extent of the foreseeable benefits from the training being undertaken; b. assess the likelihood and extent of foreseeable harm from the training being undertaken; c. looking for ways to minimise the risks without sacrificing the benefits; d. balancing the foreseeable harm against foreseeable benefit; and e. if in doubt, consulting with other staff, management or experts. 8. Staff who are found to be negligent may be sued personally under civil law and may be prosecuted criminally if sufficiently negligent or breaching OH&S or workcover legislation. Vicarious Liability 9. Vicarious Liability means if a person’s act or omission causes damage, and that person is an employee or agent of another; and the act or omission occurs as a consequence of the course of his employment and falls within the scope of his duties; then the employer will be vicariously liable for any resulting damage. 10. AAFC staff are at least agents of the Commonwealth. Given they are acting ‘on behalf of the Commonwealth’; the Commonwealth is generally likely to be held vicariously liable where staff are acting within the scope of their authority. In the event of an incident resulting in the injury to another under their supervision, AAFC staff must show they were MANUAL OF GROUND TRAINING PART 1 CHAPTER 2 Version: 1 November 2009 1.2.4 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES acting reasonably in the course of their duties. If the actions of the staff member show gross negligence or criminal behaviour (e.g. authorising an activity which was clearly unsuitable, or being under the influence of drugs or alcohol whilst being in control of cadets and instructors) then the Commonwealth is unlikely to indemnify, or take responsibility for the members’ actions. This could include situations where a member allows an activity to occur without Wing HQ approval. It should be noted that if a staff member is acting outside of the scope of their duties and/or authorisation then the employer may be able to take follow up action against the member for any liability held against the employer. General 11. Guidance is provided in each Part of the MoGT regarding the steps that staff must take to meet their duty of care obligations. 12. Each member involved in a candidate’s training and the AAFC organisation as a whole, owe a duty of care to the candidate. There is a clear requirement to take reasonable steps to prevent injury (physical or otherwise) to the candidate. 13. Risk of a breach of duty of care can be minimised through: a. ensuring that all relevant permissions for activities e.g. OA86 and Administrative Instructions are completed accurately, submitted on time and are given approval before the activity proceeds. b. ensuring that risk assessments are conducted for activities and that the training program reflects these assessments. c. ensuring that the Squadron/Detachment training program operates within the policies and procedures of the AAP 5110.001 AAFC Policy Manual, MoGT or and other published AAFC policies and procedures. d. ensuring that supervising staff for any risk activity are qualified to do so. e. not deviating from the approved training program. f. no alcohol policy when supervising cadets and staff. Guidance and Advice 14. If faced with an uncertain situation, cadets and staff members should always seek advice and direction from a superior. For COs, DETCDRs and others involved in the supervision of activities advice can be sought from WG Executive (OC, XO, SOGT, SOMS), HQ GTW, HQ ATW or HQAAFC. Consumption of Alcohol by AAFC members MANUAL OF GROUND TRAINING PART 1 CHAPTER 2 Version: 1 November 2009 1.2.5 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES 15. Consumption of alcohol compromises the ability of staff to respond effectively to their duty of care obligations. The following applies to the consumption of alcohol by AAFC members, ADF auxiliaries, civilian instructors and any other person actively participating in an AAFC activity. 16. Staff should be cognisant of the need to exercise constraint in the consumption of alcohol, particularly taking care to project a positive image to Cadets and the community at large. Reasonable consumption of alcohol by AAFC Staff is permitted only under the conditions outlined below. 17. Prohibition Whilst On Duty in the Presence of Cadets. AAFC Staff participating in any AAFC activity are prohibited from consuming alcohol, or being under the influence of alcohol, whilst on duty and especially in the presence of Cadets. This prohibition applies to all AAFC activities, regardless of their location, with the following exception outlined in paragraph 18. 18. Formal Dinners/Mess Dinners. AAFC Staff may consume alcohol in the contextual setting of a formal or mess dinner, for example, wine with the meal, Passing of the Port Ceremony. Care should be taken to consume in moderation and those staff detailed to act as supervisor/s of the function should refrain from consuming alcohol whilst acting in that capacity – see paragraph 21. 19. AAFC Field Activities. A total prohibition on alcohol consumption therefore applies to all AAFC field activities held in bush or remote locations. OCs, COs and OICs are not authorised to vary this prohibition. 20. AAFC Activities on ADF Establishments. When participating in AAFC activities on ADF establishments, AAFC Staff may avail themselves of ADF Mess facilities for alcohol consumption, provided they observe the rules, standards and protocols expected of their ADF counterparts when using Mess facilities and the remain cognisant of the requirements in 21. 21. Safety and Emergency Response. Consistent with the need to provide for safety and emergency response, AAFC Detachment Commanders at a camp located on an ADF facility are to ensure that sufficient staff who have not consumed alcohol are available throughout any 24 hour period. This may mean that DETCDRS invoke rosters of duty standby personnel who will not be permitted to consume alcohol during their rostered duty period. 22. Alcohol Use By Cadets. Cadets, regardless of age, are not permitted to consume alcohol whilst engaged on any AAFC activity, or whilst travelling to and from any AAFC activity, whether in uniform or not. Cadets attending AAFC activities under the influence of alcohol will be immediately suspended from the activity and returned home. This includes any time spent away from the detachment on a staff social occasion. 23. Senior Cadets In ADF Messes. CUOs and CWOFFs are permitted to use the relevant Mess facilities and are encouraged to socialise with AAFC Staff and ADF MANUAL OF GROUND TRAINING PART 1 CHAPTER 2 Version: 1 November 2009 1.2.6 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES members whilst using those facilities. They are not, however, permitted to purchase or consume alcohol, regardless of age. Administrative action against AAFC Members found to have breached AAFC policy on the consumption of alcohol 24. Any AAFC member found to have breached AAFC policy on the consumption of alcohol may have their appointment or enrolment terminated. Termination provisions in accordance with AAFC POLMAN are to apply to all such cases. Potential termination action applies equally to Cadets and AAFC Staff. Equity, Diversity, and Duty of Care 25. AAFC training courses have been developed with the recognition of equity and diversity as a major requirement. 26. The network of supervisors, assessors, tutors and mentors provides the best practical support for candidates available within the AAFC environment. Any candidate who feels that equity and diversity principles have been breached in their case should refer the matter to training management as soon as possible. MANUAL OF GROUND TRAINING PART 1 CHAPTER 3 Version: 1 November 2009 1.3.1 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES Australian Air Force Cadets Manual of Ground Training Part 1 Chapter 3 Assessment and Feedback- Common Principles Contents Page Purpose of Assessments ............................................................................................. 2 Maintenance of Standards........................................................................................... 2 Completion of Assessments ........................................................................................ 2 4. Theoretical Assessments. ................................................................................. 2 9. Practical Assessments...................................................................................... 3 Determination of the Pass/Fail Cut-Off ........................................................................ 3 Determination of Grade ............................................................................................... 3 Supplementary Assessments ...................................................................................... 4 19. Oral Examinations ......................................................................................... 4 Integration of Supplementary Examination Results ..................................................... 5 Deferred Assessments ................................................................................................ 5 Determining Order of Merit .......................................................................................... 6 Performance Feedback ............................................................................................... 6 Recognition of Prior Learning- General Principles ....................................................... 6 RPL for Cadet Promotion Training............................................................................... 9 RPL for Cadet Squadron Training................................................................................ 9 RPL for former ANC and AAC Cadets ......................................................................... 9 RPL for Staff Training .................................................................................................. 9 Guidelines for Submission of RPL ............................................................................. 10 Processing Requests for Recognition........................................................................ 10 National Exam Database ........................................................................................... 10 MANUAL OF GROUND TRAINING PART 1 CHAPTER 3 Version: 1 November 2009 1.3.2 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES Chapter 3 Assessment and Feedback- Common Principles Purpose of Assessments 1. The Australian Air Force Cadets (AAFC) conducts assessments for the purpose of obtaining a measure of candidate's performance during Squadron and continuous training. 2. In both Squadron training and continuous training (e.g.; promotion courses, GSTs, etc), course results are based on the marking and grading of the written examinations and demonstrations of practical ability (e.g. drill). The following outlines the procedure and methods adopted by the AAFC for graduation assessment. Maintenance of Standards 3. Directing staff at all levels have a clear obligation to ensure that standards are met and not compromised, and to ensure all members receive the opportunity to be trained so they can meet that standard with the resources available. CSECDRs, CIs and TRGOs are to supervise their staff and are responsible for the academic and personal welfare of each of their course candidates. Completion of Assessments 4. Theoretical Assessments. Where available, all final theoretical assessments are to be conducted utilising National examination papers. 5. Examination questions are based on the objectives in the syllabus, commensurate with the prescribed attainment level and instructors should in all cases cover this material. 6. The requirement for the use of the National examinations does not prevent instructors from preparing formative assessments for the development of knowledge and skills during a training course. It is only the final assessment that it is compulsory to use the National examinations. Any examinations that are found to be incorrect or any instructor that wishes to develop further examinations is encouraged to submit via email to the Staff Officer Training Cadets 1 for ratification and /or update to existing question library. 7. Staff are to be aware that all examination papers remain confidential, both during and after the course of instruction. Past examination papers are not be released for training aids or for pre-course training/selection. The purpose for all examination papers remaining confidential is that there are a limited number of quality questions, which can be constructed given the number of courses, conducted during continuous 1 SOTC email: sotc@aafc.org.au MANUAL OF GROUND TRAINING PART 1 CHAPTER 3 Version: 1 November 2009 1.3.3 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES and home training. Ease of access to a range of examination questions will eventually lead to a diminution in the quality of questions which can be given to cadets undertaking promotion courses and home training. 8. Instructors should be aware of any difficulties cadets have in completing examinations, e.g. dyslexia etc. and provide support to enable cadets to complete examinations. 9. Practical Assessments. Assessment of practical skills shall utilise the assessment tools attached to this Chapter or as annotated on each of the training syllabi. Determination of the Pass/Fail Cut-Off 10. As a training organisation, the AAFC adopts two general methods of assessment; a competency based method of evaluation and theoretical examinations. Nationally prepared theory examinations will be provided by Wings through SOGTs from a national database. The pass/fail cut off for theoretical examinations will be determined by norm referencing. The range of marks above the pass (competency) level will determine the award of distinction and/or credit grades. Competency assessments will be completed on forms annexed to relevant chapters. Some (assessment) annexes allow for an assessment of competency above the minimum criteria to allow a grading classification. 11. The pass/fail, competency displayed/not displayed grading classifications indicate the minimum level to be achieved by a cadet. Pass/competency displayed gradings are based on outcomes arising from subject objectives. Details of Attainment Levels and Code descriptions are listed in each course chapter. Determination of Grade 12. Cut-offs points for grades above pass (competency displayed) should be indicated by the relative merit of the group results as a whole, moderated by the results of parallel groups in current or previous courses. Allocation of graded results - for example, the 5%-10% for Distinction and Credit for the next 10%-30% of candidates - may be based on groupings or clusters of identical or similar marks in close proximity. It is possible that the exact distinction or credit cut-offs cannot be determined by groupings or clusters of marks, or may vary outside the percentages suggested. This may be because of higher or lower overall performance by particular groups or courses. In this case discretion should be exercised by the CSECDR/TRGO/CI to determine the cut off points in consultation with the relevant instructor. 13. Parallel or sequential groups sitting identical or equivalent examinations may be compared by scaling the mean scores above the pass (competency displayed) levels for groups of less than 30 students, or scaling to equate means and standard deviations for larger groups. This will assist quality assurance in the allocation of distinction and credit gradings. MANUAL OF GROUND TRAINING PART 1 CHAPTER 3 Version: 1 November 2009 1.3.4 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES 14. Each of the individual subject examinations or assessments will be granted in one of the following categories. Grade Rating Distinction D 4 Credit C 3 Pass P 2 Supplementary S 1 Fail F 0 Not Completed X 0 Withdrawn W 0 Supplementary Assessments 15. A pass is required in all subjects - other than those listed as not mandatory for course completion - in order to pass either the promotional course or SQN training course. AAFC policy is that, consistent with a cadet's genuine endeavours, all reasonable efforts are to be made to assist the cadet in achieving the required standards prescribed to pass the course undertaken. 16. Where a cadet is assessed by the instructor responsible for the subject in question as failing to meet the required standard, then the cadet is to be informed by the class instructor as soon as practicable following confirmation of the assessed failure by the Chief Instructor. The cadet is to be appraised, in a positive manner, of the deficiencies with their answers and appropriate remedial action taken with the view to allowing the cadet to attempt a supplementary examination. 17. The decision as to whether or not a supplementary examination may be attempted is to be made by the Chief Instructor in consultation with the relevant staff. The exact nature of the remedial instruction is at the discretion of the Chief Instructor. However, a balance must be determined between devoting additional resources to the needs of the individual cadet(s) and the needs of the remainder of the candidates. Any decision to provide remedial action should be reviewed by the Chief Instructor and other relevant staff (IE CSECDR) where the cadet begins to accumulate a significant number of failures in other subjects. 18. All supplementary exams are to cover the entire subject content, not just the areas where the cadet(s) showed weaknesses. 19. Oral Examinations. Occasionally, the reason a cadet performs poorly with the written examination is possibly due to an inability to express their thoughts, and therefore their answers, in the written form. In other words, the cadet may well be able to articulate the answers orally, but when confronted with relying on written expression, MANUAL OF GROUND TRAINING PART 1 CHAPTER 3 Version: 1 November 2009 1.3.5 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES he or she experiences great difficulty in communicating their answers effectively. Instructors should therefore take such a possibility into account when assessing examination papers. The initial examination is to be recorded as a fail. However, it could be well advised that the form of the supplementary examination be oral. In such cases the instructor will need to structure the questions very carefully, so as to maintain the test reliability and validity criteria. The test questions must also be recorded on paper, together with a written record of the cadet's oral answers, to accompany the other examination papers to HQ, as required. Two (2) instructors should conduct the supplementary examination session. Integration of Supplementary Examination Results 20. On ascertaining the raw score results of the supplementary examination, the mark is to be converted mathematically to the same denominator or total maximum mark used in the original examination paper on course for the subject in question. This "converted" mark is then integrated into the spread of initial marks achieved by the remainder of the class. Based on relative performance an assessment is then made as to whether the supplementary converted score achieves a 'pass' mark. It should be noted that, irrespective of the final supplementary score achieved by the candidate, a standard supplementary pass is all that can be awarded for that subject. Neither a 'credit', nor 'distinction' pass can be awarded to supplementary examinees. If the supplementary score is still below the relative performance of the group, then a 'fail' is to be recorded. Conversely, if the score reflects significant improvement so as to reach within both the standard deviation and grouping, then a supplementary pass can be awarded. 21. Following the successful completion of a supplementary examination, the cadet should be informed as soon as possible in appropriate time determined by the CI/CSECDR. Failure to pass a Supplementary Assessment 22. The procedures for managing cadets who fail a supplementary assessment differ depending on whether it is SQN training or promotional training. For detailed procedures on managing failed supplementary assessments see Part 2, Chapter 1 for SQN training. Where a cadet has failed the supplementary examination they are to be counselled in accordance with this policy If that cadet then fails a second subject (including supplementary assessment, if offered) then they should be considered to have failed the course as a whole and be withdrawn and no further supplementary examinations given. Deferred Assessments 23. The criteria that determines whether or not a deferred assessment will be appropriate differs from Squadron Training to that offered on Promotional courses. For definitive advice on the criteria for awarding a deferred assessment on promotional MANUAL OF GROUND TRAINING PART 1 CHAPTER 3 Version: 1 November 2009 1.3.6 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES courses, see Part 4, Chapter 2 of the MoGT. For definitive advice on the criteria for awarding a deferred assessment during Squadron Training, see Part 2, Chapter 1. Storage of Assessments 24. Completed assessments for SQN training will be held on the cadets’ personnel file. For completed assessments on promotion courses, see part 4, Chapter 1. Determining Order of Merit 25. The procedure for determining the order of merit for home training courses is as follows: a. Collate all 'D', 'C', 'P', 'S' , ‘W’ and 'F' ratings for each student. b. Convert the 'D', 'C', 'P' and 'S' rating to 4, 3, 2, 1 respectively. A result of ‘W’ or ‘F’ is converted to 0. A 'W' can also be used to indicate where a cadet did not complete the course. c. Add the points scored by each student to produce a total points score. Column 'C' of SR1-SR4 which is available on CadetOne. d. Award composite course results in terms of 'D', 'C' or 'P' to produce a Course Assessment. Column 'A'. 26. Determine the graduation ranking, consistent with sub-paragraph 'd' above, to produce the Graduation Order. Column 'B. 27. This procedure is automated within the computerized administration system. Performance Feedback 28. Feedback to cadets and staff members form an important part of AAFC training and development. Staff and cadets who find themselves in the position of providing feedback to other AAFC members are reminded of the respective youth development, cadet training and staff training philosophies. 29. Guidance on feedback is provided at Annex A. This guidance is to be followed unless the member can justify a more effective method. 30. Specific guidance on the provision of feedback to candidates on cadet promotion courses is shown in Part 4, Chapter 2 of the MoGT Recognition of Prior Learning- General Principles 31. Recognition of Prior Learning acknowledges the skills and competencies of members irrespective of how those competencies are gained. Many personnel will enter a course already possessing some of the competencies the course is designed to MANUAL OF GROUND TRAINING PART 1 CHAPTER 3 Version: 1 November 2009 1.3.7 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES develop. As a general rule, the AAFC will endeavour to acknowledge these skills with the granting of RPL for components that a member is able to demonstrate. 32. It is a requirement for AAFC management at all levels to ensure that all AAFC staff members and applicants for AAFC staff appointments are aware that there is an AAFC Staff training RPL policy, and how the RPL process may be initiated. 33. The AAFC POLMAN training section regarding Australian Air Force Cadets: Policy and Procedure Overview is to be brought to the attention of all members and applicants. 34. Due to the time requirement in both compiling the request and assessing it, a candidate seeking RPL must weigh up the time taken to compile the RPL request and the time requirement to complete the training and/or assessment. 35. All supporting documentation submitted with RPL applications must address the following criteria: a. Validity- addressing the competencies claimed for, b. Sufficiency- enough evidence to demonstrate the competency. Bear in mind that the type of evidence will dictate how much evidence will be required, (Primary – you as assessor saw the candidate complete the task; Secondary – 2 nd hand evidence (eg. Another person saw the candidate perform the task) (possibly need confirmation from another party as well); Tertiary – someone states that someone else told them that the candidate performed the task (this type of evidence should generally not be submitted)) c. Authenticity- evidence must be genuine, and d. Currency- must still be capable of demonstrating competency (normally three years). 36. Validity. A number of questions can be asked when assessing if a piece of evidence is ‘valid’. a. Is the evidence relevant to what is being assessed? Does it relate directly to the element or learning outcome? b. Does the evidence match what is being assessed? If you have to collect evidence about 'removing engine components' then direct observation of performance will generate valid evidence. c. If the learning outcome is 'identify the sequence for removing engine components' then a verbal or written test will provide valid evidence. MANUAL OF GROUND TRAINING PART 1 CHAPTER 3 Version: 1 November 2009 1.3.8 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES d. If the candidate must 'apply project management principles' then valid evidence may come from an indirect source as well as observation or questioning about case studies. e. In order to ensure validity, evidence should be gathered on a number of occasions and in a variety of situations. The evidence can then be established as typical of the candidate's performance. 37. Sufficiency. This relates to the amount of evidence. Have you collected enough evidence to satisfy yourself that the candidate is competent across all elements according to the performance criteria, taking into account the range of variables? 38. To ensure that you have enough evidence, it may be necessary or desirable to use a supplementary source such as oral or written testing, case studies or drawings. If you are assessing a team presentation or product, for example, you will need to develop ways to ensure that you have evidence of each member's contribution. The presentation or product alone may not be sufficient evidence for each member. 39. You might gain additional evidence through: a. observation of team meetings, b. records of team activity maintained by each member of the group, c. reports from group members on each other's performance, d. reports from individual members on their own performance. 40. Authenticity. You need to ensure that the evidence is genuine - that is, it actually relates to the candidate's performance and not that of another person. Evidence such as a workplace performance conducted without the presence of an assessor will need to be validated by a third party, such as a workmate. 41. Authenticity is also a problem when the candidate is working in a team. How do you know that the evidence produced represents the individual candidate's work? The strategies listed above for ensuring sufficiency also applies to Authenticity. 42. Currency. How recent is the evidence? Generally the focus is on what can be done now. In assessing for recognition of prior learning or job selection interviews this is of particular concern. What must be ascertained is whether the evidence (for example, two year old reports or references) reflects current skills. The assessor must be guided by the competency standards and where necessary use a supplementary source of evidence such as answers to questions. MANUAL OF GROUND TRAINING PART 1 CHAPTER 3 Version: 1 November 2009 1.3.9 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES RPL for Cadet Promotion Training 43. An inherent part of a promotional training is to participate in the entirety of the Detachment for the purposes of leadership, promotional attributes assessment, determination of merit and confirmation of currency of skills. Therefore, when a cadet is not able to successfully complete a promotion course, that cadet will not be granted RPL on a subsequent promotion course for those subjects completed successfully previously. RPL for Cadet Squadron Training 44. Cadets are eligible to seek RPL. The guidelines at paragraph 35 apply. RPL for former ANC and AAC Cadets 45. Former ANC and AAC cadets who enrol in the AAFC may seek RPL for aspects of Squadron and Promotional Training courses IAW the guidelines in this section and other general principles applying to RPL. Cadets who intend to seek enrolment at a rank other than CDT are counselled that it is highly unlikely that they will be enrolled at the same rank that they held in the AAC or ANC. 46. Requests for RPL for ANC and AAC cadets are to include the following information: a. Length of service and rank attained b. Certificates or other documentation showing subjects completed and grades (if applicable) c. AAFC Subjects that RPL is requested for d. Statement of support by CO that the member has been practically assessed on those subjects which the member is seeking RPL for so as to demonstrate currency, and e. a record of activities completed whilst in the other cadet service.. 47. Requests for RPL for promotion course content are to be forwarded to SOTC (through SOGT) for final determination and authorisation by OC GTWAAFC. 48. Determinations for Squadron Training content may be approved by the SOGT (through WG RPL Assessor). RPL for Staff Training 49. The AAFC policy in respect of RPL for Staff Members is found at Part 6 ch 7. MANUAL OF GROUND TRAINING PART 1 CHAPTER 3 Version: 1 November 2009 1.3.10 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES Guidelines for Submission of RPL 50. A sample format for RPL applications appears at Annex B. Note that the use of the pro forma attached is not mandatory however inclusion of the evidence is a requirement. 51. Applications for RPL. RPL applications are made to the appropriate Wing RPL Assessor. Where exemptions from entire AAFC training courses are claimed or where RPL is sought for external courses such as those available in the RAAF or tertiary institutions, all applications are to be made in writing to WG SOGT (through WG RPL Assessor). 52. Applications for RPL for elements within an AAFC course can be made to the Course Commander, who may have to refer the matter to the SOGT or WG RPL Assessor. All applications must be fully supported by documentation, which clearly identifies the competencies or course objectives contained in the RPL claim. The WG RPL assessor is to make a recommendation to SOTC or SOTS as applicable. The final authorisation for RPL to be granted is SOTC for Cadet Training and SOTS for Staff Training. Processing Requests for Recognition 53. Expanded information regarding these steps are contained at Part 6 ch 5 National Exam Database 54. When published, National Examinations (questions and answers) are to be used for all evaluations. 53. Examination questions are based on the objectives in the syllabus, commensurate with the prescribed attainment level. 54. TRGOs are required to maintain the confidentiality of examinations and not store papers for lengthy periods of time. The content of the examination changes over time to adapt to changing policy and subject matter, therefore it is imperative to get the latest version. ANNEX A TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES GUIDELINES ON FEEDBACK TO PERSONAL PERFORMANCE FOR OFFICERS, INSTRUCTORS AND CADETS Introduction 1. These Guidelines are intended to be used by all members of the Australian Air Force Cadets (AAFC) from the rank of Cadet Corporal and above. Whether in our daily school life, work life or participating in AAFC promotion courses or simply undertaking regular tasks at Squadron level, feedback on how well we are doing or not doing is very important to us all. How well others in command or positions of authority provide that feedback is usually influential on our performance, and how we perceive ourselves individually. 2. In the AAFC, feedback plays an important role in two main areas. a. The first is at the organisational level where each member from the Officer Commanding or Commanding Officer down needs to be clear on their respective performances of their assigned tasks and responsibilities, what is expected of them as officers, instructors or ranking cadets, and conversely what is expected of members holding positions of authority up the chain of command. b. Secondly, feedback is important in the developmental stages for cadets and junior members of the adult ranks, including officers. The developmental stage is particularly important with cadet training where many of the theories learned are put to practical effect. 3. These Guidelines are designed to be sufficiently broad to cover all aspects of personal performance feedback. This reinforces the position that providing and receiving feedback is the responsibility for all members who are placed in positions of authority and/ or command, irrespective of your rank, cadet or otherwise. The Guidelines are just that: guidelines. Each personal appraisal situation will be different from another. 4. However, the information and guidance contained in this publication should provide you with some assistance in dealing with likely reactions. It should also provide you with some pointers to how to make the best out of your appraisal. Essentials on feedback 5. Feedback refers to the process of giving someone accurate information about the impact of his or her behaviour on you, other people and/or the completion of a task. We give feedback all the time - as managers, as parents, as spouses, as friends, as members of the AAFC. Feedback is the method we use to change behaviour, improve performance or deal with stress. To be constructive, feedback should be intended to: a. motivate the receiver to continue effective behaviour, ANNEX A TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES b. supply information that will help solve a problem, or c. enable the member to become more productive. 6. Only when the intention is to be helpful and that intention is communicated will the recipient be likely to accept the information and use it in a positive manner. General Guidelines on Feedback 7. By following the seven (7) guidelines listed below, you can increase the probability that feedback will be constructive for the receiver. a. Present the information in terms which are relevant to the situation, the recipient's behaviour and the impact of the behaviour on you, others and/or the task. b. Present perceptions and reactions as such, not as facts. If possible, offer specific suggestions as to what the member might do differently. If established procedures are not being followed, clearly describe how these procedures can improve performance. c. Avoid loaded terms likely to produce emotional or defensive reactions. d. Avoid issues over which the member has little or no control. If, however, such issues must be addressed, give the information in a way that will help the member improve or plan alternative action. e. If the member becomes defensive or emotional, deal with those reactions rather than trying to convince, reason, or supply additional information. f. Give the information in a manner which communicates acceptance of the member and his or her right to be different. Activity and Instructional Review Process 8. The suggested 11 steps used in conducting a feedback session are: a. Conduct preliminaries, b. Put the candidate at ease, c. Ask for the candidate’s views, d. Ask for the candidate’s suggestion for self-improvement, e. Bring out points not raised, ANNEX A TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES f. Give practical advice, g. Emphasise good points, h. Ignore small, incidental points, i. Give a progress summary, j. Give a final summary; and k. Follow up. 9. Expanding on these points: a. Step 1. Preliminaries. The assessor should ensure that the critique is held as soon as possible after the period event. This will ensure that the conduct and performance of the candidate is fresh in the candidate and assessor's mind. b. Step 2. Put the candidate at ease. After the candidate arrives the assessor should put them at ease. It should be stated, or at least clearly understood, that the assessment is aimed at having the candidate identify their strengths and weaknesses and to work out a remedial plan to overcome weaknesses with the assessor's help. c. Step 3. Ask for the candidate’s views. The assessor should use leading questions to have the candidate describe what they believe went well or went poorly. If the candidate is particularly nervous, it may be better to chat or defer for a few minutes before addressing the assessment report. d. Step 4. Ask for the candidate’s suggestions. Often the candidate will have recognised problems and worked out solutions. This is good if it happens because the assessor does not have to take the role of critic and recommend solutions. Further, it demonstrates that the candidate has developed an ability to self-analyse and evaluate their performance. The assessor should guide the candidate, as required, to focus on good solutions. e. Step 5. Bring out points not raised. The assessor raises points which have not been identified by the candidate but which the assessor may have noted. a. Step 6. Give practical advice. The assessor should not generalise. Advice should be specific and deal directly with the candidate’s problems. b. Step 7. Emphasise good points. The assessor must be conscious of emphasising the correct use of skills as well as the incorrect use of skills. As a general guide, the good points should out weigh the bad points. It is very rare for a period of instruction to be a complete disaster. Where the candidate has been a complete disaster, extra care should be taken with the critique, perhaps in private. ANNEX A TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES c. Step 8. Ignore small, incidental points. All instructors make small errors. The assessor should concentrate on the important errors that affect the learning process, and not on incidental errors which are minor distractions. d. Step 9. Progress summary. It is important to summarise and consolidate each stage of the session before going on to another. The assessor should allow time for the candidate to take notes if this is helpful. e. Step 10. Final summary. The final summary consolidates all the major points raised in the session. A final summary should always conclude on a positive and encouraging note. f. Step 11. Follow up. All critique sessions are subject to follow up action in some form or another. Sometimes, an assessor may only need to remember to encourage the candidate more often. At other times, further remedial action and assessment may need to occur. 10. These 11 steps can be summarised into a few major points: a. Ask the candidate: (1) How did you rate your performance? (2) Did you notice any faults in your lesson? (3) How would you overcome these faults (if any) if required to conduct the lesson again? b. Confirm/comment on candidate’s suggestions. c. Bring out points not raised by the candidate and suggest methods of improvement. d. Summarise the candidate’s good and bad points. Receiving feedback 11. When you are the recipient of feedback, remember that the information offers the possibility of learning how to improve and grow in effectiveness. To tap the potential of any feedback you receive listen carefully and take note of the following: a. to be useful to you, feedback needs to provide: i. Description of specific, concrete, observable behaviour. ii. Perceived effects of this behaviour on people or events. iii. Statement of ideal behaviour. ANNEX A TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES b. to convert general comments into useful information you will have to ask some questions to draw out the other member who is giving the feedback, i.e. to give a description of the behaviour: i. What did you like about? ii. What did you see as lacking? iii. Where do you feel I fell short? iv. Could you please give me an example, so I'm sure you're talking about? c. perceived effects on others: i. How did that affect you? ii. How do you think others perceive this behaviour? d. stating the ideal: i. What do you want to see in the future? ii. What would improve my performance? Tips for making Negative Feedback useful 12. Negative feedback is not necessarily accurate or possible to implement, so don't make any immediate promises. Rather: a. ask for examples and specific descriptions. b. keep cool and try to understand the other member's point of view. c. ask yourself "is it true?" (remember your self-evaluation techniques). d. if you believe the feedback doesn't fit, still ask yourself "How did the person form this impression?" e. take action appropriate to your goals and interests and to the situation and possible consequences. f. inform your superior that you will consider carefully what has been said and let them know as soon as possible of your intentions. g. for positive feedback, make sure you ask for specifics. "What did you like about ...?" "What particularly was good.?" h. try not to become defensive but mentally note questions or disagreements. If the information is positive, there will probably be no need for change unless you decide to do more of whatever it is! i. ask questions for clarification and request examples if the information is unclear or if you disagree. Paraphrase the answer you receive and look for confirmation to ensure ANNEX A TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES you understand what is being said to you. Carefully evaluate the accuracy of the information and its potential value. j. gather additional information from other sources or by observing your behaviour and others' reactions to it. Do not overreact to feedback. If you wish to modify your behaviour in the suggested direction, make the changes and then evaluate the outcomes. Feedback for long term development 13. You can use a feedback process to help motivate members to achieve long term development goals. There are five (5) basic steps: a. Step 1 - Expectations. You first figure out what each member must do to achieve your Squadron / section's goals. You then agree on methods for measuring progress and on the most appropriate leadership style with the relevant member(s). b. Step 2 - Discussion with Members. Meet with each member under your immediate command and together establish standards for satisfactory accomplishment of each task. If there is disagreement which cannot be resolved (remember that there is a 30% discrepancy between what leaders expect and what members think they expect), it is the ranking or appointed member’s role to decide what is acceptable. Encourage the member to set goals which are above standard - challenging but achievable. Research indicates that the most motivating goals are those perceived by the people as having a 50% chance of attainment, and that good management and leadership can help people to achieve 80% of the goals they set at that level. c. Step 3 - Feedback. Monitor performance and provide feedback in accordance with the style agreed upon. Document all feedback with a short note in the member's file as these become the basis of performance appraisals (OIPARs) and can be especially helpful in adverse personnel actions. It is also useful to send a copy of the note to the member asking them to let you know if their perception of what was discussed is different than yours. d. Step 4 - Development. As a member gains experience, confidence and commitment in each task, adjust your supervision and support accordingly (refer to the Situational Styles of Leadership). Behaviour flexibility is essential on your part since few people are at the same development level. e. Step 5 - Inadequate Performance. If below standard outcomes occur, review them with the member, using all your knowledge about constructive feedback. In the event of a disagreement, as a leader, you have two obligations to pursue. Obligations of the Leader where Inadequate Performance occurs ANNEX A TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES 14. Leaders have two obligations especially if the member disagrees with your assessment. The two obligations are to find the cause of the problem and not to take any arbitrary action. 15. Determine the cause of the problem and respond appropriately. Through discussion with the member and other investigations, find out if the problem is one of the following: a. Lack of aptitude or ability. All the feedback and training in the world won't help. Reassignment of tasks, transfer, or termination of appointment should be discussed openly. b. Lack of relevant skills. Training can correct this problem and it is your role to supply it, if possible. c. Insufficient information to perform the task successfully. Again, it is your responsibility to find out what data is not being received and ensure that it is in the future. d. Poor job design. This can be reflected by work overload, conflicting demands, unrealistic time schedules or goals. The job should be redesigned. e. System problems. The appropriate response will necessarily be influenced by organisational structure, traditions, existing communication lines, and many other factors. In general, your obligation is to provide or facilitate whatever assistance the member needs to correct the situation. You should help members recognize their responsibility towards for helping other members become better at providing the needed support. f. Problem with motivation. Determine, if possible, why the member is motivated to behave differently than what was agreed upon or expected. Some common examples of competing motivations are family problems and/or emotional or physical illness. Encourage the member to do whatever is necessary to deal with the problem (e.g. consulting a doctor). Do not become involved in any long term counselling once you have suggested sources of help. g. No arbitrary actions. It is important that members under your command know you will never make any adverse appraisals, Officer/Instructor Performance Appraisal Report (OIPARs), or personnel decisions without checking to see if there has been any improvements or a least provide them with a right of reply. Keep them informed of the likely consequences (to the extent to which your authority allows and the system’s predictability). Avoid using negative consequences (low ratings, no promotion, change in appointment, reassignment, and termination of appointment) as threats. Rather you should make clear your honest desire to see them succeed, while at the same time ensuring that they understand the possible results if no improvement occurs. ANNEX A TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES 16. Whilst it is important to make every reasonable effort to assist the member to overcome the problem(s), any prerequisite standards cannot be compromised or lessened to achieve that aim. The member must meet the standards set. The standards cannot be lowered to meet the member. 17. If marginal or unsatisfactory performance continues and all reasonable efforts have failed, you must decide whether: 18. You are willing to live with that level of performance and the type of supervision necessary to maintain it; or 19. Whether a reassignment, termination of appointment or a ‘fail’ assessment (in context to a promotion course) is required. In any case, you must communicate the decision / recommendation and the reasons to the member affected and to the appropriate senior HQ or Detachment appointment. Why Members don't get the job done and causes of performance and attitude problems 20. Usually there are three (3) reasons why people do not get the job done regardless of what reasons people may give. The answer may be one of these: a. they don't know how - lack of instruction, orientation or training, intellectual inability, improper or lack of feedback, conflicting demands, or system or organisational problems b. something or someone keeps them from it - not enough time, wrong materials, resources or references, or undesirable disposition c. they don't want to - previous good work unrecognised, burn out, unhappy with manager / job, or poor attitude or lack of commitment Handling emotional reactions 21. There are some basic rules to follow if someone becomes defensive in response to your feedback or if you are verbally attacked by someone who is upset. a. A source of information. Whether you precipitated the outburst or not (and if you adhere to what has been discussed thus far, the former case is unlikely), recognise it as an opportunity to get uncensored feedback (a rare occurrence) which may be accurate and valuable. b. Your initial task is to let them explode. Help the member ventilate and verbally express their feelings. It will do you no good to ignore their reaction "we'll discuss this later after you've calmed down", be critical of it or try to reason it away. Remember, they probably won't hear you. ANNEX A TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES c. Understanding. Try to understand what the member is saying and why they feel as they do. The pay off is worth the effort required to remain calm and to sincerely try to understand what the member is feeling and why. Remember that he or she may have goals, values, information and feelings different from your own and from what you think theirs are. Encourage the member by showing concern through eye contact, nods of the head and leaning forward. d. Check your perception. Don't evaluate what is said. Rather, paraphrase in terms of your own experience of similar emotions (i.e. don't repeat verbatim). By hearing her or his words in a similar form, the member knows you are trying to understand and can clarify any misconceptions on your part. Also, this process can bring the situation into perspective; when a member can ventilate emotions and be heard in the process, the boiling pot begins to simmer down. If the member expresses a long string of different feelings, try to pick out a common thread running through the statements, or to reflect as many of the feelings as possible. Otherwise, focus on the last feeling expressed. When there is a period of silence, wait it out; though it may seem interminable, the member will probably begin speaking again after a minute or so. e. Move toward problem solving. Once they have begun to calm down, initiate a problem solving discussion, using the rules of constructive feedback as your major tool. At the close of a session, use your judgment in determining whether to give feedback about how it felt to be attacked; be careful not to discourage them from ever ventilating to you again. Giving feedback to Superiors 22. Most people underestimate their supervisor's desire and ability to accept feedback and while most would say that they would like feedback from their members, they do not give their supervisors the same credit. The following are some useful pointers for handling the opportunity that giving feedback to supervisor’s presents to us. a. Postpone emotion-laden feedback. As with any feedback, don't immediately give it to your boss if you are feeling irritated, angry, or superior about something he or she has said or done. b. Criteria for content. Significant but "safe" subjects. Pick a topic which is important and about which you feel certain of your ground, e.g. something which has made your job easier or more difficult. Avoid criticising something in which your supervisor takes special pride or has a great deal invested, especially if it is your first attempt at feedback. ANNEX A TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES c. Follow the rules. Present your views according to the rules of constructive feedback, concentrating on the goal of being helpful, e.g. "it may be a misunderstanding on my part, but ..." (explain the situation, behaviour and outcome). Eliciting more feedback 23. Feedback always offers the possibility of learning something valuable something that can broaden your perspective, enrich your understanding of events, or help improve your effectiveness. If you accept that premise, then it becomes worth the effort to seek out feedback. 24. How to get more feedback. If you are one of those rare individuals who already has a feedback-rich environment, then perhaps you have more feedback than you can handle. But for most of us, the best way to get more feedback is to give more ourselves, to ask for it and to receive it in a manner that shows appreciation and does not punish the giver. The word will get around that you know how to handle it. 25. Responding to the feedback. A few pointers: a. Evaluate the data. Examine the feedback for accuracy and potential value. Gather more information, if necessary. Check out the feedback with other people or observe your behaviour and others' reaction to it. Then, decide whether change is merited. b. Feedback to the giver. Once you have reached your decision, get back to the member and explain what you are going to do and why. Most people don't expect automatic change, just some feedback on their feedback. Feedback Summary 26. Clearly, it takes planning, patience and persistence to help people, particularly young people, to develop. Spending the time and energy is usually more effective and efficient than simply letting a problem continue. The more your senior members are functioning well at their tasks, the less you will be required to actively supervise them. Formal Counselling 27. Formal counselling may be required either for poor performance or due to a particular circumstance or incident. Whilst the above processes are suitable for use when conducting a formal counselling session, staff are reminded about their obligations under the principles of natural justice: a. Any person accused of wrong doing should be supplied with the details of the allegations made against him/her, b. A person should be given adequate opportunity to respond to those allegations, ANNEX A TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES c. The Officer/ Instructor dealing with the matter must act honestly, fairly and without bias in coming to their conclusions, d. The Officer/ Instructor dealing with the matter must act within the scope of their authority. 28. Directing Staff are also reminded of the requirements of the ADFC Behaviour policy and should ensure that their actions in counselling members of the opposite sex can not be misconstrued. A Directing or support staff member of the same sex of the member to be counselled should always be present. 29. Staff are to exercise extreme caution when providing informal feedback or formal counselling in a one to one situation with no other staff in close proximity. Questioning 30. Questioning staff and cadets should occur very infrequently. If it is required then contact should be made with a senior member to provide and assistance BEFORE the questioning. The following guidelines apply before questioning a staff member or cadet: a. State the case consistent with natural justice, b. State that the member need not answer questions, c. State that they need not answer immediately, d. State that they may have another person present, e. Ask questions clearly and directly, f. No attempt should be made to use trickery. Duress 31. Duress is a compulsion to answer due to a fear of force being used or fear of a threat. The threat may be real or implied. 32. Whilst staff and cadets are not to use duress when questioning, all members should be aware that their actions have consequences which may be independent of their decision to answer questions or not. ANNEX B TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES AAFC Recognition of Prior Learning Process Stage 1 The Initial Contact 1. Prior to requesting RPL, members are required to make contact with their WG RPL Assessor, TRGO(C) or TRGO(S) (as appropriate) to discuss the process and the types of evidence that will assist the member to submit a successful request. 2. The HQ member involved will provide the prospective applicant with an idea as to the evidence to be supplied, the supporting or secondary evidence that may be available and the likelihood of success of the request based on the initial information supplied by the applicant. Stage 2 The request 3. It is the responsibility of the individual member to collate the materials required to demonstrate RPL. Many members fail at this point believing that their word is sufficient to be granted RPL. Note that even if a member is able to show that they demonstrated something in the past, they may be required to demonstrate this activity now to show currency. 4. RPL application forms are provided in all staff training course materials. Whilst the submission of these forms is the beginning of the formal RPL assessment process, the consideration and preparation of such applications will usually need to be preceded by discussion and mentoring. 5. RPL applications should be sent to the WG SOGT (or Staff Training delegate) for initial assessment with all supporting evidence attached. Stage 3 Assessment of RPL Applications 6. Once an RPL application has been received, a qualified AAFC RPL assessor or assessment team will assess it. (An accrediation is respect of RPL Assessment is required to be held by the RPL Assessor) The RPL assessor will oversee the process, and involve specialists in the decision making process as required. 7. Because of the nature of AAFC training, RPL assessments will often be based on documentary evidence, which may be in portfolio form. It is expected, however, that all RPL applicants will also be interviewed – formally or informally – by RPL assessors in order to support or clarify applications. Such interviews may be by telephone, and may take place in any appropriate AAFC or informal environment. 8. Mentors who assist a member through the RPL process may support RPL applicants. ANNEX B TO PART 1 CHAPTER 3 MoGT 1 NOV 09 Australian Air Force Cadets EDUCATES ▪ CHALLENGES ▪ EXCITES 9. There are three possible assessment decisions. These are to grant the application, to deny the application, or to defer the decision to allow for further evidence or further assessment. 10. In all situations, applicants for RPL are to be fully advised of any decisions, and the implications of such decisions. Subject to AAFC policies, including those on confidentiality and freedom of information, all stakeholders are to be advised of RPL decisions and processing, and all appropriate records are to be maintained in the manner required. It is important that the records show that the RPL process was