BTEC

Edexcel Level 3 BTEC Nationals in Aviation Operations

To support the specification to be taught from September 2007

Edex

cel L

evel

3 B

TEC

Nat

ion

als

in

Avi

atio

n O

pera

tion

s

September 2007

Tutor support materials

Edexcel, a Pearson company, is the UK's largest awarding body offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning here and in over 100 countries worldwide. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees.

We deliver 9.4 million exam scripts each year, with over 3.8 million marked onscreen in 2006. As part of Pearson, Edexcel has been able to invest in cutting-edge technology that has revolutionised the examinations system, this includes the ability to provide detailed performance data to teachers.

References to third party material made in this document are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Authorised by Roger Beard Prepared by Lucy Stewart

All the material in this publication is copyright © Edexcel Limited 2007

Contents

Introduction 1

Unit 1: The Aviation Industry 3

Unit 2: Health, Safety and Security in the Aviation Industry 21

Unit 3: Meeting Customer Needs in the Aviation Industry 39

Unit 8: Handling Air Passengers 51

Unit 18: Team Leadership in the Aviation Industry 73

Unit 19: Conflict Management for Aviation 85

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

1

Introduction

This publication supports delivery of the Edexcel Level 3 BTEC National Award, Certificate and Diploma in Aviation Operations. It should be read in conjunction with the published specification (publication code BN018370) as this gives the content that must be covered in the unit, and the grading criteria to which learners must be assessed.

All BTEC National units include an Essential guidance for tutors section. This brings together the unit’s abstract, learning outcomes, content and grading grid, providing an overview of how the unit may be delivered and assessed.

The tutor support materials in this publication are designed to supplement the guidance given in the units. They provide a suggested programme of learning where the unit content has been divided into a number of manageable teaching sessions.

Also included for each unit are possible sample assessment activities drawn from the suggested programme of learning. These provide opportunities to cover all of the grading criteria, however the tutor may wish to write other assignments for the unit. All assignments, including those from this document, should be subjected to the centre’s normal quality assurance procedures.

These tutor support materials are not prescriptive. Tutors may feel that the unit can be delivered and assessed more effectively in a different way. This may be because of the way the qualification is organised within their centre or after taking into consideration their learners, their learning styles and their prior learning. These support materials should be used to provide guidance and ideas to tutors who can develop their own plans and ideas to engage their learners.

For further information please call Customer Services on 0870 240 9800 (calls may be recorded for training purposes) or visit our website (www.edexcel.org.uk).

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

2

UNIT 1: THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

3

Unit 1: The Aviation Industry

NQF Level 3: BTEC National

Guided learning hours: 60

Unit abstract

This unit gives a general overview of the aviation industry and will give learners an understanding of how the aviation industry has developed. It is part historical, which should allow learners to gain an understanding of how much development has occurred since 1945, whilst also looking at the future. This will allow learners to analyse how the growth of the aviation industry has impacted on the UK in general.

It is an in-depth unit which the tutor will need to lead in order to assist learners to prove their personal knowledge and understanding. Lecture style presentations would benefit learners as well as guide them towards the best research sites and books for their individual and group work. It is suggested that more time is allocated to Learning outcome 3 — as the areas covered by this learning outcome are difficult to understand, research and summarise.

Learners should develop appropriate skills in using reference materials such as web/ sites, books and journals. Tutors must ensure that the work submitted has been summarised and not directly downloaded.

These materials provide a suggested format for the delivery of this unit, which has been divided into a number of sections for teaching purposes. This is an illustration of how the unit can be divided into manageable learning blocks. It is not prescriptive. Tutors may find the learning outcomes can be delivered more effectively in a different order, based on the way the qualification is organised within the centre and the learning styles, ability levels and prior learning of the cohort.

The programme of learning indicates where assessment could take place. Three sample assignments that cover all of the grading criteria for the unit have been provided.

Learning outcomes

On completion of this unit a learner should:

1 Know the structure of the UK aviation industry and the role of the organisations involved

2 Understand the development of the UK aviation industry since 1945

3 Understand the effect of economic regulation, deregulation and liberalisation on the UK aviation industry

4 Know the scale and impact of the aviation industry on the UK.

UN

IT 1

: TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

4 Exem

plar

pro

gram

me

of le

arni

ng

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

1 St

ruct

ure

of U

K av

iati

on in

dust

ry —

re

gula

tory

and

tr

ade

bodi

es

Tuto

r-le

d le

ctur

e/

Pow

erPo

int

pres

ent

acti

on

Gro

up

pres

enta

tion

s us

ing

clas

s no

tes

and

pers

onal

res

earc

h fr

om

web

site

s/bo

oks

Aim

s of

the

ses

sion

: id

enti

fy t

he k

ey r

egul

ator

y bo

dies

; id

enti

fy t

he k

ey t

rade

bod

ies;

ex

plai

n th

e st

ruct

ure

of t

he U

K av

iati

on in

dust

ry.

It is

impo

rtan

t th

at le

arne

rs u

nder

stan

d th

e ke

y re

gula

tory

and

tra

de b

odie

s in

volv

ed

wit

h th

e av

iati

on in

dust

ry in

bot

h th

e U

K an

d in

tern

atio

nally

.

Tuto

rs m

ay f

ind

it b

enef

icia

l to

prep

are

a pr

esen

tati

on t

o in

trod

uce

lear

ners

to

the

follo

win

g ke

y ar

eas:

ICAO

, JA

A an

d it

s lin

ks w

ith

EASA

; ci

vil a

viat

ion

dire

ctor

ates

suc

h as

CA

A; g

over

nmen

t bo

dies

suc

h as

HM

Rev

enue

s an

d Cu

stom

s an

d U

K im

mig

rati

on S

ervi

ces;

Ai

rlin

e or

gani

sati

ons

such

as

BATA

and

IATA

; ai

rpor

t or

gani

sati

ons

such

as

ACI;

air

tra

ffic

or

gani

sati

ons

such

as

NAT

S an

d Eu

roco

ntro

l. T

utor

s sh

ould

als

o di

scus

s ho

w h

ealt

h au

thor

itie

s an

d th

e po

lice

serv

ice

wor

k cl

osel

y w

ith

airp

orts

to

ensu

re h

ealt

h, s

afet

y an

d se

curi

ty.

Lear

ners

sho

uld

be o

rgan

ised

into

sm

all g

roup

s to

con

duct

fur

ther

res

earc

h on

a s

peci

fic

area

. Th

is r

esea

rch

shou

ld b

e pr

esen

ted

to t

he r

est

of t

he g

roup

. Le

arne

rs s

houl

d th

en

crea

te a

cha

rt w

hich

iden

tifi

es t

he s

truc

ture

of

the

UK

avia

tion

indu

stry

, st

arti

ng f

rom

in

tern

atio

nal/

gove

rnm

ent

leve

l dow

n to

air

port

ope

rati

ons.

2 St

ruct

ure

of U

K av

iati

on in

dust

ry —

ty

pes

of a

irlin

es,

airp

ort

size

s,

defi

niti

ons

Tuto

r-le

d le

ctur

e/Po

wer

Poin

t pr

esen

tati

on

Inte

rnet

res

earc

h

Com

plet

ion

of m

aps

to lo

cate

air

port

s

Aim

s of

the

ses

sion

: ex

plai

n th

e di

ffer

ence

bet

wee

n ai

rlin

e ty

pes;

loca

te U

K ai

rpor

ts.

Tuto

rs s

houl

d ex

plai

n th

e di

ffer

ence

in a

irlin

e ty

pes,

eg

sche

dule

d, c

hart

er,

low

cos

t an

d th

e di

ffer

ent

type

s of

car

go a

irlin

es.

It m

ay b

e us

eful

to

link

the

airl

ine

type

s to

the

re

ason

s w

hy p

eopl

e ch

oose

dif

fere

nt a

irlin

es a

s th

is w

ill a

llow

lear

ners

to

gain

a d

eepe

r un

ders

tand

ing

of t

he d

iffe

rent

air

line

type

s an

d us

es.

Tuto

rs s

houl

d th

en g

uide

lear

ners

to

com

plet

e a

map

of

the

UK

listi

ng a

ll th

e ai

rpor

t lo

cati

ons.

Eac

h le

arne

r sh

ould

cho

ose

a m

ajor

air

port

, a

regi

onal

air

port

and

a s

mal

l ai

rpor

t on

whi

ch t

o co

nduc

t in

divi

dual

res

earc

h. T

his

shou

ld t

hen

be p

rese

nted

to

the

grou

p to

hig

hlig

ht t

he a

irlin

e ty

pes

usin

g th

e ai

rpor

ts,

the

faci

litie

s at

the

air

port

s an

d th

e lo

cati

on o

f th

e ai

rpor

ts.

UN

IT 1

: TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

5

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

3 G

ener

al a

viat

ion

and

anci

llary

or

gani

sati

ons

Tuto

r-le

d Po

wer

Poin

t pr

esen

tati

on

Aim

s of

the

ses

sion

: id

enti

fy t

he s

ervi

ces

an a

irlin

e w

ould

nee

d fr

om a

gro

und

hand

ling

com

pany

; id

enti

fy t

he s

ervi

ces

a cu

stom

er m

ight

req

uire

in a

n ai

rpor

t;

iden

tify

the

rol

e of

gen

eral

avi

atio

n; c

reat

e a

glos

sary

.

Tuto

rs s

houl

d le

ad a

dis

cuss

ion

on t

he s

ervi

ces

an a

irlin

e w

ould

nee

d (i

n-fl

ight

cat

erin

g,

depe

ndin

g on

air

line

type

, re

fuel

ling,

cle

anin

g, h

andl

ing

agen

ts s

uch

as S

wis

spor

t,

Pena

uille

Ser

visa

ir,

Avia

nce)

and

the

ser

vice

s th

e ai

rlin

e cu

stom

ers

wou

ld n

eed

such

as

duty

and

tax

fre

e sh

oppi

ng,

rest

aura

nts,

dut

y pa

id s

hops

and

con

cess

ion,

eg

NCP

, W

H S

mit

h, B

urge

r Ki

ng,

tour

ope

rato

rs (

link

to c

hart

er a

irlin

es),

tra

vel a

gent

s an

d fr

eigh

t fo

rwar

ders

(lin

k to

car

go).

Gen

eral

avi

atio

n sh

ould

be

intr

oduc

ed in

clud

ing

offi

cial

def

init

ions

of

airp

ort,

air

fiel

d,

and

aero

drom

e an

d ex

plai

ning

bus

ines

s av

iati

on t

erm

s su

ch a

s ai

r ta

xi,

corp

orat

e op

erat

ions

and

oth

er a

ctiv

itie

s w

ithi

n ge

nera

l avi

atio

n in

clud

ing

emer

genc

y se

rvic

es,

pilo

t tr

aini

ng a

nd r

ecre

atio

n.

Refe

renc

e sh

ould

be

mad

e to

all

type

s of

anc

illar

y or

gani

sati

ons

spec

ifie

d in

the

uni

t co

nten

t.

4 D

evel

opm

ent

of

avia

tion

pos

t 19

45

— a

ircr

aft

type

s

Inte

rnet

res

earc

h A

ims

of t

he s

essi

on:

iden

tify

dif

fere

nt a

ircr

aft

type

s po

st 1

945;

exp

lain

key

di

ffer

ence

s.

In t

his

sess

ion

it w

ould

be

usef

ul t

o lin

k ai

rcra

ft m

anuf

actu

rers

res

earc

h to

com

mer

cial

ai

rcra

ft t

ypes

to

help

lear

ners

gai

n a

grea

ter

unde

rsta

ndin

g of

the

dev

elop

men

ts in

ai

rfra

me,

des

ign

and

prop

ulsi

on.

Lear

ners

sho

uld

be g

uide

d to

cre

ate

a ‘s

crap

boo

k’ o

f ai

rcra

ft d

etai

ls,

for

exam

ple

the

DC3

and

the

B74

7, in

clud

ing

the

airc

raft

s’ s

peed

, si

ze a

nd w

hen

they

wer

e cr

eate

d, e

tc.

Lear

ners

cou

ld t

hen

look

at

how

air

craf

t ty

pes

have

dev

elop

ed a

nd f

ocus

on

pres

ent

day

airc

raft

typ

es.

UN

IT 1

: TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

6 Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

5 D

evel

opm

ent

of

avia

tion

pos

t 19

45

— a

irlin

e an

d ai

rpor

t de

velo

pmen

t

Inte

rnet

res

earc

h —

ti

mel

ine

deve

lopm

ent

Visi

t to

loca

l air

port

Aim

s of

the

ses

sion

: cr

eate

a t

imel

ine

for

the

deve

lopm

ent

of s

ched

ule,

cha

rter

and

lo

w c

ost

airl

ines

; re

sear

ch s

peci

fic

airp

ort

deve

lopm

ent;

res

earc

h th

e gr

owth

in

pass

enge

r fi

gure

s fo

r se

lect

ed a

irpo

rts

post

194

5.

Lear

ners

sho

uld

crea

te a

tim

elin

e sh

owin

g th

e de

velo

pmen

t of

sch

edul

ed a

irlin

es t

o in

clud

e ph

otog

raph

s an

d in

form

atio

n, f

or e

xam

ple

BEA

+ BO

AC =

BA

Lear

ners

sho

uld

then

look

at

the

deve

lopm

ent

of a

cha

rter

air

line

(suc

h as

Tho

mas

Coo

k),

a ca

rgo

airl

ine

(suc

h as

Atl

as A

ir)

and

a lo

w c

ost

airl

ine

(suc

h as

eas

yJet

).

Airp

ort

deve

lopm

ent

is in

tere

stin

g to

pic

and

shou

ld b

e lin

ked

to t

he s

cale

and

impa

ct o

f av

iati

on a

nd p

asse

nger

num

bers

. Th

e de

velo

pmen

t of

Lon

don

Hea

thro

w A

irpo

rt c

ould

be

used

to

high

light

how

muc

h av

iati

on h

as g

row

n w

ithi

n th

e U

K an

d th

is c

ould

be

linke

d w

ith

the

deve

lopm

ent

of lo

cal r

egio

nal a

irpo

rts.

Lea

rner

s co

uld

also

vis

it t

heir

loca

l ai

rpor

t an

d re

sear

ch t

he g

row

th in

pas

seng

er f

igur

es.

6 D

evel

opm

ent

of

avia

tion

pos

t 19

45

— k

ey la

ws

and

regu

lati

ons

Tuto

r-le

d Po

wer

Poin

t pr

esen

tati

on

Indi

vidu

al r

esea

rch

Aim

s of

the

ses

sion

: id

enti

fy k

ey p

ublic

atio

ns;

key

avia

tion

sec

urit

y ac

ts;

expl

ain

key

avia

tion

rel

ated

con

vent

ions

.

To in

trod

uce

lear

ners

to

this

are

a, t

utor

s sh

ould

cre

ate

a Po

wer

Poin

t pr

esen

tati

on w

ith

links

to

the

CAA

web

site

to

allo

w k

ey C

AA p

ublic

atio

ns t

o be

bro

ught

up

on s

cree

n w

ithi

n th

e se

ssio

n.

Area

s to

cov

er in

clud

e: C

AP 3

93 A

ir N

avig

atio

n O

rder

and

Reg

ulat

ions

; in

form

atio

n on

Av

iati

on S

ecur

ity

Acts

(eg

Ant

i-te

rror

ism

, Cr

ime

and

Secu

rity

Act

200

1, A

viat

ion

and

Mar

itim

e Se

curi

ty A

ct 1

990)

; ke

y in

tern

atio

nal c

onve

ntio

ns a

nd p

roto

cols

(su

ch a

s W

arsa

w C

onve

ntio

n an

d th

e Ch

icag

o Co

nven

tion

).

Lear

ners

cou

ld b

e gu

ided

to

com

plet

e re

sear

ch o

n on

e pa

rtic

ular

are

a an

d th

en f

eedb

ack

thei

r fi

ndin

gs t

o th

e gr

oup.

UN

IT 1

: TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

7

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

7 M

ajor

fac

tors

af

fect

ing

deve

lopm

ent

of

avia

tion

—

econ

omic

, te

chno

logi

cal,

po

litic

al,

soci

al,

envi

ronm

enta

l

Inte

rnet

res

earc

h

Tuto

r-le

d Po

wer

Poin

t pr

esen

tati

on

Aim

s of

the

ses

sion

s: id

enti

fy e

cono

mic

fac

tors

, te

chno

logi

cal f

acto

rs,

polit

ical

fa

ctor

s, s

ocia

l fac

tors

and

env

iron

men

tal f

acto

rs a

ffec

ting

the

dev

elop

men

t of

av

iati

on.

This

cou

ld b

e sp

lit in

to f

ive

smal

ler

sess

ions

wit

h ea

ch f

ocus

ing

on o

ne is

sue.

Econ

omic

issu

es —

dif

fere

nt a

irlin

es a

nd a

irpo

rts

shou

ld b

e re

sear

ched

to

look

at

how

m

uch

inve

stm

ent

has

been

mad

e to

dev

elop

the

ir p

rodu

cts,

ser

vice

s, f

acili

ties

, et

c. T

he

UK

econ

omy

coul

d al

so b

e re

sear

ched

and

the

impa

ct t

hat

rece

ssio

n ha

s on

pas

seng

er

figu

res.

Tech

nolo

gica

l dev

elop

men

ts c

ould

be

rese

arch

ed a

nd li

nked

to

airc

raft

dev

elop

men

t fo

r ex

ampl

e th

e de

velo

pmen

t of

the

jet

eng

ine

and

pres

suri

sed

cabi

ns.

Polit

ical

issu

es w

hich

aff

ect

and

have

aff

ecte

d th

e de

velo

pmen

t of

avi

atio

n ca

n be

ad

dres

sed

by r

esea

rchi

ng t

rade

agr

eem

ents

bet

wee

n co

untr

ies,

the

eff

ects

of

terr

oris

m

and

the

impa

ct t

his

has

on s

peci

fic

flig

ht r

oute

s, e

g po

st S

epte

mbe

r 11

, bi

late

ral

agre

emen

ts (

betw

een

two

coun

trie

s) a

nd p

riva

tisa

tion

.

Soci

al is

sues

can

be

disc

usse

d an

d re

sear

ched

incl

udin

g th

e gr

owth

in t

ouri

sm a

nd t

he

deve

lopm

ent

of n

ew r

oute

s, a

nd t

he c

hang

ing

need

s of

con

sum

ers,

eg

shor

t br

eaks

, lo

ng

haul

mar

kets

, gr

owth

in d

ispo

sabl

e in

com

e.

Envi

ronm

enta

l iss

ues

are

extr

emel

y im

port

ant

wit

hin

the

avia

tion

indu

stry

and

man

y ai

rlin

es h

ave

info

rmat

ion

on t

heir

web

site

s fo

r ex

ampl

e Br

itis

h Ai

rway

s an

d ea

syJe

t.

Envi

ronm

enta

l iss

ues

such

as

road

con

gest

ion,

car

bon

emis

sion

s, n

oise

pol

luti

on a

nd

term

inal

con

gest

ion

coul

d be

ope

ned

up a

s de

bate

on

the

‘pro

s an

d co

ns’

of a

viat

ion

deve

lopm

ent.

UN

IT 1

: TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

8 Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

8 Ec

onom

ic

regu

lati

on

Tuto

r-le

d Po

wer

Poin

t pr

esen

tati

on

Aim

s of

the

ses

sion

: un

ders

tand

the

rol

e of

the

Eco

nom

ic R

egul

atio

n G

roup

(ER

G);

un

ders

tand

a b

ilate

ral a

gree

men

t.

Tuto

rs s

houl

d ex

plai

n th

e Ec

onom

ic R

egul

atio

n G

roup

(ER

G)

and

its

key

role

to

lear

ners

, ex

plai

ning

its

rela

tion

ship

wit

h sa

fety

reg

ulat

ions

. Tu

tors

sho

uld

then

exp

lain

wha

t is

m

eant

by

a bi

late

ral a

gree

men

t, ie

bet

wee

n tw

o co

untr

ies.

A li

nk t

o a

hand

out

expl

aini

ng b

ilate

ral a

gree

men

ts is

giv

en in

the

res

ourc

e se

ctio

n. D

iscu

ss t

he h

isto

ry

behi

nd e

cono

mic

reg

ulat

ion

wit

h re

fere

nce

to P

aris

Con

vent

ion

1919

, Ch

icag

o Co

nven

tion

194

4 an

d th

e G

enev

a Co

nven

tion

and

the

rol

e of

IATA

, CA

A an

d IC

AO.

9 D

ereg

ulat

ion

and

Libe

ralis

atio

n Tu

tor-

led

Pow

erPo

int

pres

enta

tion

Dev

elop

men

t of

hu

b an

d sp

oke

oper

atio

n an

d bi

late

ral a

gree

men

t

Aim

s of

the

ses

sion

: un

ders

tand

the

key

poi

nts

rega

rdin

g th

e de

regu

lati

on o

f th

e U

S av

iati

on in

dust

ry;

unde

rsta

nd t

he k

ey p

oint

s re

gard

ing

the

liber

alis

atio

n of

the

EU

av

iati

on in

dust

ry.

Tuto

rs s

houl

d de

velo

p a

Pow

erPo

int

pres

enta

tion

cov

erin

g th

e ke

y po

ints

of

US

dere

gula

tion

. A

usef

ul b

ook

for

this

res

earc

h is

‘Ai

r Tr

ansp

orta

tion

; A

Man

agem

ent

Pers

pect

ive’

(se

e bo

ok li

st).

The

foc

us s

houl

d be

on

high

light

ing

why

the

US

avia

tion

in

dust

ry m

oved

fro

m b

eing

hig

hly

regu

late

d to

der

egul

atio

n. D

iscu

ss t

he C

ivil

Aero

naut

ics

Boar

d (C

AB)

and

legi

slat

ion

such

as

the

Civi

l Aer

onau

tics

Act

193

8, t

he F

eder

al A

viat

ion

Act

1958

and

the

Air

line

Der

egul

atio

n Ac

t 19

78.

The

impa

cts

of d

ereg

ulat

ion

shou

ld f

ocus

on

bot

h th

e ai

rlin

es a

nd t

he c

usto

mer

s. T

he lo

ng t

erm

eff

ects

of

dere

gula

tion

sho

uld

also

be

dis

cuss

ed w

ith

focu

s gi

ven

to n

ew g

ener

atio

n ai

rlin

es,

airc

raft

dev

elop

men

t, h

ub a

nd

spok

e op

erat

ions

, en

viro

nmen

tal,

soc

ial,

pol

itic

al im

pact

s, e

tc.

A lo

t of

info

rmat

ion

rega

rdin

g th

e lib

eral

isat

ion

of a

viat

ion

wit

hin

the

EU c

an b

e fo

und

usin

g in

tern

et r

esea

rch;

tut

ors

shou

ld g

uide

lear

ners

to

cond

uct

rese

arch

in g

roup

s an

d to

col

late

the

ir in

form

atio

n. S

ome

usef

ul s

ites

are

giv

en in

the

res

ourc

es s

ecti

on

incl

udin

g th

e ai

r tr

ansp

ort

port

al o

f th

e Eu

rope

an C

omm

issi

on,

Inte

rVIS

TAS

repo

rts

and

CAA

publ

icat

ions

. Im

pact

s, lo

ng-t

erm

eff

ects

and

fut

ure

deve

lopm

ents

sho

uld

be

disc

usse

d.

Tuto

rs s

houl

d gu

ide

lear

ners

to

crea

te a

hub

and

spo

ke o

pera

tion

for

a n

ew e

ntra

nt

airl

ine

or r

esea

rch

an e

stab

lishe

d in

tern

atio

nal a

irlin

e an

d id

enti

fy t

heir

hub

and

spo

ke

oper

atio

n. L

earn

ers

coul

d al

so d

evel

op a

bila

tera

l agr

eem

ent

betw

een

the

UK

and

a co

untr

y of

the

ir o

wn

choi

ce.

UN

IT 1

: TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

9

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

10

Scal

e an

d im

pact

of

the

avia

tion

in

dust

ry —

co

ntri

buti

on o

f av

iati

on t

o U

K ec

onom

y

Tuto

r-le

d Po

wer

Poin

t pr

esen

tati

on

Aim

s of

the

ses

sion

: un

ders

tand

how

the

avi

atio

n in

dust

ry c

ontr

ibut

es t

o th

e U

K ec

onom

y; e

xpla

in h

ow t

he a

viat

ion

indu

stry

cre

ates

dir

ect

and

indi

rect

em

ploy

men

t.

Tuto

rs s

houl

d as

k le

arne

rs t

o cr

eate

a g

loss

ary

expl

aini

ng t

he f

ollo

win

g te

rms:

Gro

ss

Dom

esti

c Pr

oduc

t (G

DP)

, in

vest

men

t, t

ax c

ontr

ibut

ion,

dir

ect

empl

oym

ent,

indi

rect

em

ploy

men

t an

d gr

owth

rat

es.

Tuto

rs s

houl

d th

en li

nk t

hem

to

the

deve

lopm

ent

of

avia

tion

. Th

is c

ould

als

o be

link

ed t

o tr

avel

and

tou

rism

as

avia

tion

has

had

a m

ajor

im

pact

on

both

the

dom

esti

c an

d in

boun

d in

tern

atio

nal t

ouri

sm m

arke

ts.

The

IATA

fac

t sh

eet

on e

cono

mic

and

soc

ial b

enef

its

of a

ir t

rans

port

(w

ww

.ata

g.or

g/fi

les/

Soce

cono

mic

-121

116A

.pdf

) m

ay b

e a

usef

ul r

esou

rce

for

the

sess

ion.

Lear

ners

cou

ld t

hen

cons

ider

the

dir

ect

and

indi

rect

em

ploy

men

t op

port

unit

ies

crea

ted

by b

oth

an a

irlin

e an

d an

air

port

.

11

Scal

e an

d im

pact

of

the

avia

tion

in

dust

ry —

pa

ssen

ger

num

bers

Inte

rnet

res

earc

h

Pres

enta

tion

of

stat

isti

cs

Aim

s of

the

ses

sion

: re

sear

ch t

he d

evel

opm

ent

of a

n ai

rpor

t; id

enti

fy k

ey g

row

th

area

s of

a s

elec

ted

airp

ort.

This

is a

n in

tere

stin

g se

ctio

n fo

r le

arne

rs t

o re

sear

ch a

nd p

rese

nt t

heir

fin

ding

s ba

ck t

o th

eir

peer

s. L

earn

ers

shou

ld w

ork

indi

vidu

ally

to

rese

arch

a s

peci

fic

airp

ort

and

then

fe

edba

ck t

heir

par

ticu

lar

find

ings

to

the

othe

r le

arne

rs.

Lear

ners

sho

uld

be g

uide

d to

en

sure

tha

t th

ey c

over

the

exp

ansi

on o

f th

eir

airp

ort,

whe

ther

it is

a n

ew a

irpo

rt,

the

incr

ease

in f

light

s ov

er a

cer

tain

per

iod

of t

ime

and

dest

inat

ions

ser

ved

by t

hat

airp

ort.

Th

e pr

esen

tati

on s

houl

d al

so c

over

the

air

lines

ope

rati

ng f

rom

tha

t ai

rpor

t, t

he f

light

fr

eque

ncie

s of

rou

tes,

new

des

tina

tion

s an

d ne

w a

irlin

es f

rom

tha

t ai

rpor

t. L

earn

ers

coul

d al

so id

enti

fy t

rend

s fo

r th

eir

chos

en a

irpo

rt,

freq

uenc

y of

tra

vel,

num

ber

of f

light

s in

the

sum

mer

and

win

ter

seas

ons.

UN

IT 1

: TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

10

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

12

Scal

e an

d im

pact

of

the

avia

tion

in

dust

ry —

key

in

dica

tors

Inte

rnet

res

earc

h

Pres

enta

tion

of

stat

isti

cs

Aim

s of

the

ses

sion

: sc

ale

and

impa

ct o

f th

e av

iati

on in

dust

ry o

ver

a 25

-yea

r pe

riod

; co

mpa

re k

ey in

dica

tors

.

This

is a

res

earc

h se

ssio

n w

here

tut

ors

shou

ld e

ithe

r pr

ovid

e le

arne

rs w

ith

info

rmat

ion

shee

ts o

r di

rect

the

m t

o re

leva

nt w

ebsi

tes,

to

give

the

m k

now

ledg

e re

lati

ng t

o ai

r tr

ansp

ort

mov

emen

ts,

grow

th le

vels

ove

r a

25-y

ear

peri

od o

f ai

rpor

ts a

nd a

irlin

es,

load

fa

ctor

s of

air

lines

and

car

go t

onne

s up

lifte

d. L

earn

ers

shou

ld u

se t

his

info

rmat

ion

and

inde

pend

ent

rese

arch

to

crea

te a

pre

sent

atio

n or

gra

phs

whi

ch r

elat

e th

e sc

ale

of t

he

avia

tion

indu

stry

tod

ay in

com

pari

son

to p

revi

ous

year

s.

Som

e us

eful

sit

es a

re:

ww

w.e

raa.

org/

fly-

euro

pe/s

tati

stic

s.ph

p

ww

w.i

ata.

org/

NR/

rdon

lyre

s/92

FC07

55-1

D63

-493

1-A9

83-

847C

C1EA

897A

/0/a

irtr

ansp

orts

ince

911.

pdf

ww

w.i

ata.

org/

pres

sroo

m/w

ats/

wat

s_fr

eigh

t_fl

own.

htm

ww

w.i

ata.

org/

pres

sroo

m/w

ats/

wat

s_pa

ssen

gers

_car

ried

.htm

UNIT 1: THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

11

Sample assessment activity 1

Scenario

You are working as an information assistant with the Civil Aviation Authority (CAA) and you have been asked to produce a student information file to support students studying the aviation industry.

In order not to infringe copyright, all information included in the packs must be in your own words and reference made to research materials used. Appendices may be included to support your information.

Task 1 (provides evidence for P1)

The first section in the information file will cover ‘The structure of the UK aviation industry’. You will find that there are many different types of organisation making up the structure of the UK aviation industry. These come under the following five main areas:

• airports

• airlines

• general aviation

• ancillary organisations

• regulatory and trade bodies.

You need to show that you understand where these organisational areas sit within the structure of the UK aviation industry and you can do this by producing an organisational chart.

Once this has been completed, produce five information leaflets to support your organisational chart by giving short descriptions that focus on the role of different types of organisations and their position within the structure of the aviation industry.

Your leaflets should include the following five areas.

Airports, making reference to the size, location and facilities of:

• major airports

• regional or feeder airports

• small airports

Airline types including:

• scheduled

• low-cost scheduled

• charter airlines

• scheduled, charter and integrated cargo airlines

• their operating characteristics, eg types of passengers, destinations, level of service

UNIT 1: THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

12

General aviation including:

• airports, airfields and aerodromes

• business aviation, eg air taxi, corporate operations

• other services eg emergency services, pilot training, recreational

Ancillary organisations including:

• aircraft manufacturers

• airline service companies, eg aircraft cleaning, refuelling, in-flight catering

• handling agents

• duty and tax-free shops

• restaurants

• duty paid shops and concession eg NCP, WH/Smith

• tour operators

• travel agents

• freight forwarders

Regulatory and trade bodies:

• ICAO

• JAA

• civil aviation directorates, eg CAA

• government bodies, eg HM Revenue and Customs, UK Immigration Service

• airline organisations, eg BATA, IATA

• airport organisations, eg ACI

• air traffic organisations, eg NATS

• Eurocontrol

• other organisations, eg police, health authorities.

Guidance: To achieve P1 you are describing the structure of the industry, not a general description of these organisations. Their roles need to be described in the context of how they fit into the structure of the aviation industry.

UNIT 1: THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

13

Task 2 (provides evidence for P2)

Produce a second section for the information file entitled ‘The development of the UK aviation industry since 1945’.

In this section you need to describe the key developments in the UK aviation industry since 1945 and within these descriptions you must also describe the significant factors that have affected these developments.

The significant factors that must be addressed within your descriptions overall are the economic, political, environmental, social or technological factors that have led to each development. For example, in your description of the development of charter airlines you could link these to the surplus of military aircraft after WW2 and their conversion (technology) to carry holiday makers due the expansion of the overseas package holiday market (social).

You must include the following.

Developments in airframe design and propulsion, including:

• aircraft speed

• aircraft size

• the development of significant commercial aircraft, eg DC3, B747, Concorde

• trends in aircraft development

(you could use diagrams and graphs to support this)

Developments in airlines, including:

• scheduled airlines, eg BEA and BOAC to BA

• charter

• cargo

• low-cost scheduled services

Development of airports, including:

• major airports

• regional airports

The salient points of key laws and regulations as they impact on the development of the aviation industry, including:

• CAA publications

• Aviation Security Acts

• key international conventions and protocols

UNIT 1: THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

14

Task 3 (provides evidence for M1)

Developing your findings from Task 2, explain the impacts of key developments on the structure of the aviation industry.

Task 4 (provides evidence for D1)

From your findings in Task 3, select one significant development that is likely to impact on the aviation industry in the future and make recommendations for how the aviation industry should respond to this.

UNIT 1: THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

15

Sample assessment activity 2

Scenario

You receive many requests for information on economic regulation, deregulation and liberalisation of the aviation industry, so it is decided that a separate section of the student information file should be devoted to these issues.

Task 1 (provides evidence for P3)

Carry out research and produce a reader-friendly section for the information file entitled ‘The effect of economic regulation, deregulation and liberalisation on the UK aviation industry’, with separate sub-sections devoted to:

• economic regulations — define safety regulation and economic regulation and explain the difference between them, explain how bilateral agreements evolved (including the Paris Convention 1919, Chicago Convention 1944, Geneva Convention 1947 and the reasons why nations failed to adopt a multilateral approach) describe the contents of a traditional bilateral agreement including freedoms of the air, explain the role of IATA, ICAO and CAA in economic regulation.

• deregulation — summarise the key steps, causes and legislation in the history of deregulation of the US aviation industry, its impacts and long-term effects.

• liberalisation — summarise the key steps, causes and legislation involved in the liberalisation of the EU aviation industry, its impacts, long-term effects and future developments.

Task 2 (provides evidence for M2)

Using the research from Task 2 explain how economic regulation, deregulation and liberalisation have impacted on the UK aviation industry giving specific examples where appropriate to show actual effects.

Task 3 (provides evidence for D2)

Evaluate the long-term impact of deregulation and liberalisation of the aviation industry within the US and the EU. To do this you will need to make judgements as to what extent deregulation has and will have positive or negative effects on the industry. Suggest aspects of the industry that could change in the future following on from deregulation.

UNIT 1: THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

16

Sample assessment activity 3

Scenario

In this section of the student information file you will provide information on ‘The scale and impact of the aviation industry on the UK’.

Task 1 (provides evidence for P4)

Use graphs and tables (where appropriate) to support a description of the scale of the UK aviation industry including the following.

Contribution of aviation to the UK economy in terms of:

• Gross Domestic Product

• investment

• tax contribution

• direct employment

• indirect employment

• growth rates

Passenger numbers over a period of time showing growth of UK airports in terms of:

• expansion

• new airports

• increase in flights

• destinations served

Airline growth in terms of:

• increased flight frequencies

• new destinations

• new airlines

Trends for passenger travel, for example:

• increased frequency of travel

• new destinations

• increased short break travel

(You can select from these or choose your own examples of trends.)

UNIT 1: THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

17

Other key indicators, for example:

• Air Transport Movements over a period of time

• growth levels, where possible over a 25-year period

• load factors on specific airlines over a period of time

• cargo tonnes uplifted.

(You can select from these or choose your own examples of key indicators.)

Task 2 (provides evidence for M3)

Analyse information relating to the scale of the aviation industry and the significant factors, major changes and trends that have become evident. Draw conclusions from your analysis. You might find it useful to discuss these with your tutor to develop your ideas.

UNIT 1: THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

18

Resource list

Books and publications

Doganis R — Flying Off Course: The Economics of International Airlines (Routledge, 2002) ISBN 041521324X

Doganis R —The Airline Business (Routledge, 2005) ISBN 0415346150

Wells A and Wensveen J — Air Transportation; A Management Perspective, 5th Edition (Thomson Learning, 2004) ISBN 0534393845

Journals and trade publications

Airline Business — Reed Business Publishing

Flight International — Reed Business Publishing

Journal of Air Transport Management — Elsevier Science

Websites

www.aea.be Association of European Airlines

www.aci-europe.org/ Airports Council International — Europe

www.airports.org Airports Council International

www.atag.org Air Transport Action Group

www.bata.uk.com British Air Transport Association (BATA)

www.britishairways.com/travel/crenvhome/public/en_gb

British Airways — Environmental Information

www.britishairways.com/travel/crhome/ public/en_gb

British Airways — Corporate Responsibility

www.caa.co.uk Civil Aviation Authority

www.caa.co.uk/docs/33/cap749.PDF CAA publication — The Effect of Liberalisation on Aviation Employment

www.caa.co.uk/default.aspx?catid=5 Economic Regulation Group (ERG)

www.dft.gov.uk Department for Transport

www.easa.eu.int European Aviation Safety Agency

www.easyjet.co.uk/EN/about/information/ infopack_environmentalpolicy.html

easyJet — Environmental Policy

www.eraa.org/ European Regions Airline Association

www.eurocontrol.int Eurocontrol

www.ec.europa.eu/transport/air_portal/ index_en.htm

Air Transport Portal of the European Commission

UNIT 1: THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

19

http://ec.europa.eu/transport/air_portal/ international/doc/brochures/air_int_ brochure_en.pdf

European Commission — bilateral agreements information/handout

www.hmrc.gov.uk HM Revenue and Customs

www.homeoffice.gov.uk UK Home Office

www.iata.org International Air Transport Association (IATA)

www.iata.org/pressroom/facts_figures/ fact_sheets/

IATA fact sheets

www.icao.int International Civil Aviation Organisation (ICAO)

www.ind.homeoffice.gov.uk Border and immigration Agency

www.intervistas.com/4/reports.asp InterVISTAS reports

www.jaa.nl Joint Aviation Authorities (JAA)

www.nats.co.uk National Air Traffic Services (NATS)

www.oag.com Official Airline Guide (OAG) Global Flight Information Company

http://en.wikipedia.org/wiki/Convention_ on_International_Civil_Aviation

Information on Chicago Convention

www.en.wikipedia.org/wiki/Warsaw_ Convention

Information on Warsaw Convention

Glossary of acronyms

ACI Airports Council International

AEA Association of European Airlines

ATAG Air Transport Action Group

BATA British Air Transport Association

CAA Civil Aviation Authority

EASA European Aviation Safety Agency

ERAA European Regions Airline Association

ERG Economic Regulation Group

IATA International Air Transport Association

ICAO International Civil Aviation Organisation

JAA Joint Aviation Authorities

NATS National Air Traffic Services

SRG Safety Regulation Group

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

20

UNIT 2: HEALTH, SAFETY AND SECURITY IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

21

Unit 2: Health, Safety and Security in the Aviation Industry

NQF Level 3: BTEC Nationals

Guided learning hours: 60

Unit abstract

Health, safety and security issues are given the highest priority by all aviation organisations. Customers need to have confidence to travel with an airline; when external factors arise which may cause unrest and worry, many will choose not to fly. This is obviously an issue that concerns the industry so regulations and legislation have been developed with co-operation from aviation organisations to ensure that airlines flying into and out of the UK comply with all health, safety and security recommendations.

This unit introduces learners to the significance of health, safety and security to the aviation industry. It encourages them to explore the reasons why they should, and how they can, ensure the health, safety and security of their customers, visitors, colleagues and them selves when working in the aviation industry. Learners need to understand the legislation relevant to the aviation industry and its impact on staff, visitors and customers. They will not need to study the legislation in depth, but they should understand the purpose of it and who to refer to for advice, information and help.

Learners will investigate the health, safety and security hazards of an organisation within the aviation working environment. They will look in detail at all the possible options to minimise risks, recommend solutions, and predict and evaluate possible outcomes of the measures they suggest. Finally, learners will investigate the kind of minor incidents they may encounter when working in the aviation industry, and will learn how the industry deals with them.

These materials provide a suggested format for the delivery of this unit, which has been divided into a number of sections for teaching purposes. This is an illustration of how the unit can be divided into manageable learning blocks. It is not prescriptive. Tutors may find the learning outcomes can be delivered more effectively in a different order, based on the way the qualification is organised within the centre and the learning styles, ability levels and prior learning of the cohort.

The programme of learning indicates where assessment could take place. Three sample assignments that cover all of the grading criteria for the unit have been provided.

UNIT 2: HEALTH, SAFETY AND SECURITY IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

22

Learning outcomes

On completion of this unit a learner should:

1 Understand the principles and associated legislation of maintaining health, safety and security in the aviation industry

2 Understand common health, safety and security hazards of an organisation in the aviation industry

3 Know the measures used to improve health, safety and security of an aviation environment

4 Know health, safety and security procedures for minor incidents in the aviation industry.

UN

IT 2

: H

EALT

H,

SAFE

TY A

ND

SEC

URI

TY IN

TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

23

Exem

plar

pro

gram

me

of le

arni

ng

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

1 Ke

y la

ws

and

regu

lati

ons

Tuto

r-le

d in

vest

igat

ion

Aim

s of

the

ses

sion

: id

enti

fy t

he k

ey la

ws

and

regu

lati

ons

rela

ting

to

avia

tion

.

Key

law

s an

d re

gula

tion

s ca

n be

ver

y ‘d

ry’

subj

ects

, th

eref

ore

it w

ould

be

bett

er t

o m

ake

this

ses

sion

as

inte

ract

ive

as p

ossi

ble.

Lea

rner

und

erst

andi

ng w

ould

be

enha

nced

if

tuto

rs c

reat

e w

ork

shee

ts a

nd a

ctiv

itie

s lin

ked

to t

he f

ollo

win

g in

form

atio

n:

• th

e ke

y po

ints

of

the

Hea

lth

and

Safe

ty a

t W

ork

Act

• th

e ke

y po

ints

of

legi

slat

ion

rela

ting

to

nois

e (i

mpo

rtan

t co

nsid

erat

ion

for

the

loca

l co

mm

unit

y ar

ound

the

air

port

)

• th

e re

gula

tion

s re

lati

ng t

o su

bsta

nces

haz

ardo

us t

o he

alth

• th

e ke

y po

ints

rel

atin

g to

the

Wor

king

Tim

e Re

gula

tion

s (i

mpo

rtan

t fo

r em

ploy

ing

staf

f fo

r sh

ift

wor

k)

• th

e ke

y po

ints

for

wor

king

wit

h co

mpu

ters

(es

peci

ally

rel

evan

t to

the

che

ck i

n de

sks)

• da

ta p

rote

ctio

n (r

elat

e to

che

ck-i

n/re

serv

atio

ns,

etc)

• li

ftin

g sa

fely

reg

ulat

ions

(es

peci

ally

im

port

ant

for

the

bagg

age

hand

lers

/loa

ders

)

• fi

re p

rote

ctio

n (w

ithi

n th

e ai

rpor

t, o

n bo

ard

an a

ircr

aft)

• pr

ovid

ing

the

corr

ect

wor

k eq

uipm

ent

(lin

k to

saf

ety

on t

he r

amp,

on

boar

d th

e ai

rcra

ft)

• pe

rson

al p

rote

ctiv

e eq

uipm

ent

(im

port

ance

of

wea

ring

the

cor

rect

pie

ces

airs

ide)

• re

port

ing

of a

ccid

ents

and

ser

ious

occ

urre

nces

at

wor

k or

inv

olvi

ng t

he p

ubli

c

• av

iati

on s

ecur

ity

(air

side

/lan

dsid

e).

UN

IT 2

: H

EALT

H,

SAFE

TY A

ND

SEC

URI

TY IN

TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

24

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

2 Ke

y la

ws

and

regu

lati

ons

Tuto

r-le

d sc

enar

io

base

d ac

tivi

ty

Gro

up r

esea

rch

linke

d to

sce

nari

o

Aim

s of

the

ses

sion

: re

late

key

law

s an

d re

gula

tion

s to

spe

cifi

c ex

ampl

es w

ithi

n th

e av

iati

on in

dust

ry.

Onc

e th

e m

ain

poin

ts o

f th

e ke

y le

gisl

atio

n an

d re

gula

tion

s ha

ve b

een

deliv

ered

and

un

ders

tood

it w

ould

dee

pen

know

ledg

e an

d un

ders

tand

ing

if le

arne

rs w

ere

give

n a

scen

ario

to

deve

lop

rela

ting

to

law

s an

d re

gula

tion

s. L

earn

ers

shou

ld b

e sp

lit in

to s

mal

l gr

oups

and

giv

en o

ne p

iece

of

info

rmat

ion

to r

esea

rch

furt

her;

the

y sh

ould

the

n w

ork

toge

ther

to

link

thei

r re

sear

ch.

For

exam

ple:

You

are

wor

king

for

a v

ery

smal

l ai

rpor

t, w

hich

at

pres

ent

is n

ot b

eing

use

d fo

r co

mm

erci

al f

ligh

ts.

Your

tas

k is

to

rese

arch

the

key

law

s an

d re

gula

tion

s th

at w

ill

affe

ct

the

deve

lopm

ent

of y

our

airp

ort.

You

mus

t pr

esen

t th

e re

leva

nt i

nfor

mat

ion

to y

our

regi

onal

dev

elop

men

t ag

ency

in

orde

r to

att

ract

sup

port

and

fin

anci

al a

ssis

tanc

e fo

r de

velo

pmen

t. T

he i

nfor

mat

ion

requ

ired

is:

• th

e ke

y po

ints

of

the

Hea

lth

and

Safe

ty a

t W

ork

Act

• th

e ke

y po

ints

of

legi

slat

ion

rela

ting

to

nois

e (i

mpo

rtan

t co

nsid

erat

ion

for

the

loca

l co

mm

unit

y ar

ound

the

air

port

)

• th

e re

gula

tion

s re

lati

ng t

o su

bsta

nces

haz

ardo

us t

o he

alth

• th

e ke

y po

ints

rel

atin

g to

the

Wor

king

Tim

e Re

gula

tion

s (i

mpo

rtan

t fo

r em

ploy

ing

staf

f fo

r sh

ift

wor

k)

• th

e ke

y po

ints

for

wor

king

wit

h co

mpu

ters

(es

peci

ally

rel

evan

t to

the

che

ck i

n de

sks)

• da

ta p

rote

ctio

n (r

elat

e to

che

ck i

n/re

serv

atio

ns e

tc)

• li

ftin

g sa

fely

reg

ulat

ions

(es

peci

ally

im

port

ant

for

the

bagg

age

hand

lers

/loa

ders

)

• fi

re p

rote

ctio

n (w

ithi

n th

e ai

rpor

t, o

n bo

ard

an a

ircr

aft)

• pr

ovid

ing

the

corr

ect

wor

k eq

uipm

ent

(lin

k to

saf

ety

on t

he r

amp,

on

boar

d th

e ai

rcra

ft)

• pe

rson

al p

rote

ctiv

e eq

uipm

ent

(im

port

ance

of

wea

ring

the

cor

rect

pie

ces

airs

ide)

UN

IT 2

: H

EALT

H,

SAFE

TY A

ND

SEC

URI

TY IN

TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

25

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

• re

port

ing

of a

ccid

ents

and

ser

ious

occ

urre

nces

at

wor

k or

inv

olvi

ng t

he p

ubli

c

• av

iati

on s

ecur

ity

(air

side

/lan

dsid

e).

3 Re

gula

tory

bod

ies

Tuto

r-le

d sc

enar

io

deve

lopm

ent

Gro

up a

ctiv

ity

Aim

s of

the

ses

sion

: id

enti

fy t

he k

ey r

egul

ator

y bo

dies

wit

hin

the

avia

tion

indu

stry

an

d ho

w t

hey

over

see

the

impl

emen

tati

on o

f le

gisl

atio

n re

lati

ng t

o he

alth

, sa

fety

and

se

curi

ty.

This

ses

sion

sho

uld

be li

nked

to

the

prev

ious

ses

sion

on

key

law

s an

d re

gula

tion

s an

d th

e sc

enar

io-b

ased

tas

k. L

earn

ers

shou

ld n

ow id

enti

fy t

he k

ey r

egul

ator

y bo

dies

, w

hat

thei

r ro

le is

and

how

the

y ov

erse

e th

e im

plem

enta

tion

of

legi

slat

ion

rela

ting

to

heal

th,

safe

ty

and

secu

rity

.

• Ci

vil A

viat

ion

Auth

orit

y (C

AA)

• In

tern

atio

nal A

ir T

rans

port

Ass

ocia

tion

• Jo

int

Avia

tion

Aut

hori

ty (

JAA)

• D

epar

tmen

t fo

r Tr

ansp

ort.

4 Tr

ade

bodi

es

Scen

ario

de

velo

pmen

t

Rese

arch

Aim

s of

the

ses

sion

: id

enti

fy t

he t

rade

bod

ies

invo

lved

wit

h th

e he

alth

, sa

fety

and

se

curi

ty o

f th

e av

iati

on in

dust

ry a

nd e

xpla

in t

heir

impo

rtan

ce.

Follo

win

g on

fro

m t

he d

evel

opm

ent

of t

he s

cena

rio,

it is

impo

rtan

t th

at le

arne

rs

unde

rsta

nd t

hat

trad

e bo

dies

will

be

invo

lved

in im

plem

enti

ng le

gisl

atio

n re

lati

ng t

o he

alth

, sa

fety

and

sec

urit

y. G

uide

lear

ners

in t

o th

ree

grou

ps,

each

to

rese

arch

one

tr

ade

body

and

fee

dbac

k to

the

gro

up a

s a

who

le.

Wor

kshe

ets

coul

d be

dev

elop

ed t

o as

sess

und

erst

andi

ng.

• Br

itis

h Ai

r Tr

ansp

ort

Asso

ciat

ion

(BAT

A)

• Br

itis

h Bu

sine

ss a

nd G

ener

al A

viat

ion

Asso

ciat

ion

• Br

itis

h Ai

rlin

e Pi

lots

Ass

ocia

tion

.

UN

IT 2

: H

EALT

H,

SAFE

TY A

ND

SEC

URI

TY IN

TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

26

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

5 Im

port

ance

of

heal

th,

safe

ty a

nd

secu

rity

Que

stio

n an

d an

swer

ses

sion

ba

sed

on r

esea

rch

find

ings

Aim

s of

the

ses

sion

: ex

plai

n th

e im

port

ance

of

ensu

ring

hea

lth,

saf

ety

and

secu

rity

fo

r th

e or

gani

sati

on,

staf

f an

d pa

ssen

gers

.

Tuto

rs s

houl

d op

en a

dis

cuss

ion

base

d on

the

res

earc

h of

the

key

law

s, r

egul

atio

ns,

regu

lato

ry a

nd t

rade

bod

ies.

The

info

rmat

ion

that

lear

ners

hav

e ga

ined

sho

uld

enab

le

them

to

have

a d

iscu

ssio

n ba

sed

on t

he im

port

ance

of

the

legi

slat

ion

and

regu

lati

ons

in

plac

e to

ens

ure

heal

th,

safe

ty a

nd s

ecur

ity

of t

he a

viat

ion

indu

stry

.

Gui

de le

arne

rs t

o di

scus

s:

• th

e im

port

ance

of

ensu

ring

hea

lth,

saf

ety

and

secu

rity

for

the

org

anis

atio

n, e

g ae

rodr

ome

licen

sing

— w

ww

.caa

.co.

uk/d

efau

lt.a

spx?

cate

gory

id=3

75&

pa

gety

pe=9

0&pa

geid

=136

5

• pu

blic

rel

atio

ns,

prot

ecti

on o

f th

e en

viro

nmen

t

• th

e im

port

ance

of

ensu

ring

hea

lth,

saf

ety

and

secu

rity

for

the

sta

ff —

to

redu

ce

acci

dent

s at

wor

k

• th

e im

port

ance

of

ensu

ring

hea

lth,

saf

ety

and

secu

rity

for

cus

tom

ers

and

pass

enge

rs.

6 U

nder

stan

ding

the

av

iati

on

envi

ronm

ent

Airp

ort

visi

t A

ims

of t

he s

essi

on:

iden

tify

land

side

and

air

side

dif

fere

nces

and

vis

it a

n ai

rsid

e vi

ewpo

int

to u

nder

stan

d th

e im

port

ance

of

heal

th,

safe

ty a

nd s

ecur

ity.

It w

ould

be

usef

ul f

or le

arne

rs t

o vi

sit

an a

irpo

rt t

o ex

peri

ence

the

avi

atio

n en

viro

nmen

t fi

rst

hand

.

Org

anis

e a

gues

t sp

eake

r fr

om a

n ai

rlin

e or

gro

und

hand

ling

com

pany

(if

pos

sibl

e) t

o di

scus

s th

e he

alth

, sa

fety

and

sec

urit

y co

nsid

erat

ions

bot

h ai

rsid

e an

d la

ndsi

de.

If n

o gu

est

spea

ker

avai

labl

e cr

eate

a t

ask

shee

t fo

r le

arne

rs w

hich

enc

oura

ges

them

to

iden

tify

pot

enti

al a

reas

of

heal

th,

safe

ty a

nd s

ecur

ity

conc

erns

land

side

and

air

side

, fo

r ex

ampl

e ba

gs le

ft u

natt

ende

d, c

hild

ren

ridi

ng o

n ba

ggag

e tr

olle

ys,

staf

f m

embe

rs

wit

hout

vis

ible

ID c

ards

, ai

rsid

e ve

hicl

es p

arke

d in

dan

gero

us p

osit

ions

air

side

.

UN

IT 2

: H

EALT

H,

SAFE

TY A

ND

SEC

URI

TY IN

TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

27

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

7 Av

iati

on

envi

ronm

ent

Top

tabl

e ex

erci

se

— t

utor

-led

A

ims

of t

he s

essi

on:

crea

te a

tab

le t

op d

iagr

am o

f an

air

port

and

iden

tify

key

are

as.

Crea

te a

top

tab

le d

iagr

am o

f an

air

port

layo

ut w

ith

key

wor

ds o

n se

para

te p

iece

s of

ca

rd,

eg A

IRSI

DE,

RAM

P, C

ARG

O,

LAN

DSI

DE,

BAG

GAG

E RE

CLAI

M.

Ask

lear

ners

to

iden

tify

th

e lo

cati

on o

f th

ese

on t

he d

iagr

am.

It m

ay b

e us

eful

to

have

oth

er a

reas

labe

lled

to

enha

nce

lear

ners

’ un

ders

tand

ing

of t

he a

irpo

rt,

eg a

ircr

aft

stan

ds,

airp

ort

road

s,

taxi

way

s an

d ru

nway

s.

8 H

ealt

h an

d sa

fety

ha

zard

s Po

wer

Poin

t pr

esen

tati

on

Tabl

e to

p ex

erci

se

— a

irpo

rt la

yout

Aim

s of

the

ses

sion

: un

ders

tand

the

typ

es o

f he

alth

and

saf

ety

haza

rds

at a

n ai

rpor

t an

d id

enti

fy p

oten

tial

hea

lth

and

safe

ty h

azar

ds o

n di

agra

m.

Tuto

rs t

o gi

ve in

form

atio

n an

d ex

plan

atio

n re

gard

ing

pote

ntia

l and

act

ual h

azar

ds in

an

airp

ort

envi

ronm

ent.

Gui

de le

arne

rs t

o w

rite

out

car

ds e

xpla

inin

g po

tent

ial h

ealt

h an

d sa

fety

haz

ards

and

the

n as

k th

em t

o pu

t th

e ca

rds

on t

he d

iagr

am (

as u

sed

in t

he p

revi

ous

sess

ion)

in t

he a

rea

they

are

mos

t lik

ely

to h

appe

n, f

or e

xam

ple

— p

oten

tial

haz

ard

— b

ag f

alls

off

a b

agga

ge

trol

ley

on t

he w

ay t

o th

e ai

rcra

ft —

car

d is

pla

ced

on t

he d

iagr

am a

irsi

de n

ear

to a

n ai

rcra

ft s

tand

. Ai

m t

o co

ver

the

who

le o

f th

e ra

nge

spec

ifie

d in

the

uni

t co

nten

t.

9 Se

curi

ty h

azar

ds

Dis

cuss

ion

Top

tabl

e ex

erci

se

— a

irpo

rt la

yout

Gue

st s

peak

er f

rom

in

dust

ry

Aim

s of

the

ses

sion

: un

ders

tand

the

typ

es o

f se

curi

ty h

azar

ds in

an

airp

ort

envi

ronm

ent

and

iden

tify

the

pot

enti

al s

ecur

ity

haza

rds

on d

iagr

am.

Dis

cuss

the

impo

rtan

ce o

f se

curi

ty w

ithi

n av

iati

on.

A se

curi

ty o

ffic

er f

rom

you

r lo

cal

airp

ort

wou

ld b

e a

very

use

ful g

uest

spe

aker

. It

wou

ld b

e us

eful

to

disc

uss

past

sec

urit

y is

sues

wit

hin

avia

tion

to

high

light

the

haz

ards

fac

ing

the

indu

stry

, eg

una

utho

rise

d pe

rson

nel o

ut o

n th

e ra

mp,

pas

seng

ers

trav

ellin

g w

ith

inva

lid/f

alse

doc

umen

tati

on,

thef

t of

info

rmat

ion,

the

ft o

f pr

oper

ty.

Gui

de le

arne

rs t

o w

rite

out

car

ds e

xpla

inin

g po

tent

ial s

ecur

ity

haza

rds

and

then

pla

ce

the

card

s on

to t

he d

iagr

am (

used

in t

he p

revi

ous

sess

ions

) in

the

are

as t

hey

are

mos

t lik

ely

to h

appe

n.

UN

IT 2

: H

EALT

H,

SAFE

TY A

ND

SEC

URI

TY IN

TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

28

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

10

Mea

sure

s to

im

prov

e he

alth

, sa

fety

and

sec

urit

y of

an

avia

tion

en

viro

nmen

t

Tuto

r-le

d pr

esen

tati

on

Indi

vidu

al r

isk

asse

ssm

ent

acti

vity

Aim

s of

the

ses

sion

: id

enti

fy m

easu

res

in p

lace

to

impr

ove

heal

th,

safe

ty a

nd s

ecur

ity

in a

n ai

rpor

t en

viro

nmen

t an

d cr

eate

a r

isk

asse

ssm

ent

for

one

pote

ntia

l hea

lth,

sa

fety

or

secu

rity

haz

ard

in a

n ai

rpor

t en

viro

nmen

t.

Tuto

rs s

houl

d cr

eate

a p

rese

ntat

ion

whi

ch d

iscu

sses

the

key

poi

nts

rela

ting

to:

• th

e ne

ed f

or a

n ai

rpor

t to

min

imis

e th

e ri

sks

as m

uch

as p

ossi

ble

for

the

bene

fit

of

the

cust

omer

s, p

asse

nger

s, s

taff

, pu

blic

pro

pert

y an

d in

form

atio

n

• th

e em

erge

ncy

proc

edur

es in

pla

ce t

o he

lp m

inim

ise

the

risk

s in

an

airp

ort

• th

e be

nefi

ts t

o th

e ai

rpor

t if

the

y co

nsta

ntly

see

k to

dev

elop

mea

sure

s to

impr

ove

heal

th,

safe

ty a

nd s

ecur

ity

• th

e co

st in

volv

ed a

nd t

he s

taff

and

phy

sica

l res

ourc

es r

equi

red

• w

hat

is r

isk

asse

ssm

ent

(ww

w.h

se.g

ov.u

k/ri

sk/f

ives

teps

.htm

).

Lear

ners

sho

uld

then

car

ry o

ut a

ris

k as

sess

men

t fo

r on

e po

tent

ial h

ealt

h, s

afet

y or

se

curi

ty h

azar

d in

an

airp

ort

envi

ronm

ent.

Eac

h le

arne

r sh

ould

iden

tify

a d

iffe

rent

ha

zard

whi

ch c

ould

the

n cr

eate

a b

road

er b

ase

of in

form

atio

n fo

r th

e gr

oup

as a

who

le.

UN

IT 2

: H

EALT

H,

SAFE

TY A

ND

SEC

URI

TY IN

TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

29

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

11

Min

or in

cide

nts

and

proc

edur

es

Furt

her

deve

lopm

ent

of

airp

ort

scen

ario

us

ing

ques

tion

and

an

swer

ses

sion

Gro

up a

ctiv

ity

Aim

s of

the

ses

sion

: id

enti

fy t

he p

roce

dure

s fo

r m

inor

inci

dent

s in

the

avi

atio

n in

dust

ry a

nd c

reat

e a

‘pro

cedu

res

leaf

let’

for

you

r ai

rpor

t de

velo

pmen

t sc

enar

io.

Tuto

r sh

ould

sta

rt a

cla

ss d

iscu

ssio

n ba

sed

on m

inor

inci

dent

s at

the

air

port

and

the

pr

oced

ures

to

follo

w t

o de

al e

ffec

tive

ly w

ith

the

situ

atio

n. Q

uest

ions

and

ans

wer

s co

uld

be b

ased

aro

und

the

follo

win

g su

gges

tion

s:

• W

hat

type

of

heal

th,

safe

ty a

nd s

ecur

ity

inci

dent

s do

you

thi

nk t

here

mig

ht b

e in

an

airp

ort

envi

ronm

ent?

Tut

or t

o di

scus

s m

edic

al in

cide

nts

(maj

or a

nd m

inor

), m

issi

ng

pass

enge

rs a

t th

e ga

te (

the

proc

edur

es t

o fo

llow

rel

atin

g to

tak

ing

bagg

age

off

the

airc

raft

if t

he p

asse

nger

fai

ls t

o fl

y),

vehi

cle

acci

dent

s on

the

ram

p, s

uspe

ct p

acka

ges

in t

he t

erm

inal

bui

ldin

g/on

boa

rd t

he a

ircr

aft,

the

ft f

rom

the

air

port

/air

craf

t,

viol

ence

at

the

airp

ort/

airc

raft

, pa

ssen

gers

cau

sing

dis

rupt

ion

• W

hat

proc

edur

es a

re in

pla

ce f

or h

andl

ing

min

or in

cide

nts?

Tut

or t

o di

scus

s pr

oced

ures

for

sta

ff,

pass

enge

rs,

publ

ic,

the

orga

nisa

tion

. H

ow c

omm

unic

atio

n w

ill

take

pla

ce,

wha

t do

cum

enta

tion

is n

eede

d, w

hen

it w

ould

be

nece

ssar

y to

invo

lve

thir

d pa

rtie

s su

ch a

s th

e em

erge

ncy

serv

ices

.

Lear

ners

sho

uld

be s

plit

into

gro

ups

to c

reat

e a

‘pro

cedu

res

leaf

let’

for

a d

evel

opin

g ai

rpor

t w

hich

giv

es c

lear

gui

danc

e fo

r al

l int

eres

ted

part

ies

rega

rdin

g a

rang

e of

fiv

e ex

ampl

es.

If e

ach

grou

p de

velo

ped

five

dif

fere

nt e

xam

ples

thi

s co

uld

then

be

colla

ted

into

one

larg

e pr

oced

ures

man

ual.

UN

IT 2

: H

EALT

H,

SAFE

TY A

ND

SEC

URI

TY IN

TH

E AV

IATI

ON

IND

UST

RY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

30

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

12

Sour

ces

of

info

rmat

ion

and

advi

ce

Gui

de le

arne

rs t

o co

mpl

ete

rese

arch

A

ims

of t

he s

essi

on:

desc

ribe

whe

re t

o fi

nd in

form

atio

n an

d ad

vice

reg

ardi

ng h

ealt

h,

safe

ty a

nd s

ecur

ity

proc

edur

es a

nd e

xpla

in t

his

supp

ort.

Gui

de le

arne

rs t

o im

agin

e th

at t

hey

are

mov

ing

forw

ard

wit

h th

e de

velo

pmen

t of

a

airp

ort

and

now

the

y ne

ed t

o fi

nd o

ut w

here

the

y m

ight

be

able

to

obta

in m

ore

info

rmat

ion

and

advi

ce t

o en

able

the

air

port

to

attr

act

com

mer

cial

air

lines

to

oper

ate

rout

es.

This

res

earc

h co

uld

be p

rese

nted

as

an in

form

atio

n le

afle

t, a

dvis

ing

othe

rs o

f th

e as

sist

ance

the

y m

ight

rec

eive

fro

m t

he f

ollo

win

g:

• H

ealt

h an

d Sa

fety

Exe

cuti

ve (

HSE

)

• lo

cal a

utho

riti

es

• sa

fety

com

mit

tees

• pr

ofes

sion

al b

odie

s

• go

vern

men

t de

part

men

ts

• co

mpa

nies

’ sa

fety

off

icer

s

• pu

blis

hed

sour

ces

• Ro

yal S

ocie

ty f

or t

he P

reve

ntio

n of

Acc

iden

ts (

RoSP

A).

UNIT 2: HEALTH, SAFETY AND SECURITY IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

31

Sample assessment activity 1

Scenario

You are working within the training and development team at your local airport and you have been given the task of developing a training programme for new employees. This will include an information pack to create awareness of the importance of maintaining health, safety and security in aviation, key laws and regulations, and the roles of regulatory and trade bodies involved with these issues.

Task 1 (provides evidence for P1)

The first section of your information pack will introduce the new employees to the importance of maintaining health, safety and security in aviation.

You must state the importance of maintaining health, safety and security in aviation in relation to:

• the organisation

• staff

• the customers

• passengers

• public relations

• the protection of the environment.

Provide examples in real aviation work contexts and the aviation environment to support your statements.

Task 2 (provides evidence for P2)

The second section must ensure that the new employees are aware of the key laws and regulations in place to ensure health, safety and security and the roles of regulatory bodies and trade bodies which oversee their implementation.

You have been asked to produce this section of the information pack in the form of A4 information sheets, producing a separate information sheet for each of the key laws and regulations including:

• the Health and Safety at Work Act.

plus current legislation in relation to:

• the control of noise • fire protection

• substances hazardous to health • data protection

• working time regulations • personal protective equipment

• working with computers • aviation security landside

UNIT 2: HEALTH, SAFETY AND SECURITY IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

32

• lifting safely • aviation security airside

• providing the correct work equipment • reporting of accidents and serious occurrences at work or involving the public.

You can use a simple template like the one below if you wish, expanding the boxes as required.

You will need to select the main law or regulation for each of the health, safety or security areas listed above. If you use more than one law or regulation within each of the specified areas, you should complete one sheet per regulation.

Health, safety or security area, eg THE CONTROL OF NOISE

Name of law or regulation:

Summarise in your own words the key points of this legislation in relation to aviation:

Name the regulatory or trade body that governs this legislation:

Describe in your own words how this regulatory or trade body oversees implementation:

Task 3 (provides evidence for M1)

Expand your information sheets to explain briefly how each of the health, safety and security laws and regulations have impacted on the operation of aviation organisations, giving specific examples where possible.

Task 4 (provides evidence for D1)

To conclude this section of the pack, produce a written assessment of the effectiveness of health, safety and security laws and regulations in relation to the aviation industry and make suggestions for improvements. You should be critical of the laws and regulations, suggesting ways in which they could be updated, clarified or overseen in a more effective way.

UNIT 2: HEALTH, SAFETY AND SECURITY IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

33

Sample assessment activity 2

Scenario

As part of the training programme you have been asked to prepare and give a presentation on common health, safety and security hazards in an aviation environment and the measures taken to improve health, safety and security.

Task 1 (provides evidence for P3)

In the first part of your presentation describe common existing and potential health and safety hazards in relation to:

the aviation working environment including:

• substances

• activities

• equipment

• foodstuffs

hazards specific to aviation, for example:

• aircraft noise

• bird strikes

• foreign object debris on the runway

• baggage

also describe common security hazards including:

• unauthorised personnel

• invalid documentation

• theft of information

• theft of property.

Your presentation should be supported by visual aids and handouts as appropriate and should include examples that are specific to the aviation environment, such as check-in, arrivals, etc.

Task 2 (provides evidence for P4)

Continue your presentation with a description, using specific aviation examples, of measures taken to improve health, safety and security both landside (for example baggage reclaim and check-in areas) and airside (for example on the ramp, for storage of cargo, staff moving from landside to airside and passengers moving from landside to airside).

UNIT 2: HEALTH, SAFETY AND SECURITY IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

34

The measures should include:

• risk reduction

• emergency action

• cost

• benefits

• staff resources required

• physical resources required

• risk assessment.

State clearly if the measures you have described relate to customers, passengers, staff, the public, property or information.

Task 3 (provides evidence for M2)

In order to ensure that your new employees have understood the importance of being aware of potential hazards, you will be asking them to recommend realistic measures that could be taken in response to a variety of situations.

You have been asked to provide written model answers, recommending realistic measures that could be taken, in response to the following scenarios.

• It has been brought to your attention that some passengers are leaving their baggage trolleys around the check in desks once they have completed their check-in. These are blocking the check in area and some children are using them to play with.

• It is winter and there is snow and ice on the apron areas. When passengers are being walked to the aircraft from Gate 6, they are complaining that it is dangerous due to the icy conditions.

• Whilst walking around the terminal building airside, the health and safety officer noticed that the security door from Gate 8 out onto the apron has been propped open with a fire extinguisher.

• Due to the cold weather, many of the staff airside are wearing heavy duty coats with their high visibility jackets over the top. The health and safety officer noticed that a number of these staff members did not have their identification passes clearly visible.

• The health and safety officer has been advised that some of the younger ramp operatives have been not been wearing their ear protectors appropriately and that many of the ear protectors are in a bad state of repair.

In order that the new recruits are fully informed, make sure your responses are suitably detailed.

UNIT 2: HEALTH, SAFETY AND SECURITY IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

35

Sample assessment activity 3

Scenario

Finally it is important that new staff are made aware of the procedures to be taken in the event of minor incidents. They must know where to find information and advice to deal effectively with these incidents. The procedures you describe should be actual procedures from one or more organisations and you should provide evidence along with a bibliography showing where information was obtained for each incident described.

Task 1 (provides evidence for P5)

Using the five incidents detailed below, prepare separate briefing sheets to describe the actual procedures they should follow to deal with each incident and the sources of information and advice, for example HSE, RoSPA, local authorities, company safety officer:

• missing passenger at the departure gate

• a suspect package

• a drunken and aggressive passenger at check-in

• evacuation of the terminal due to a fire alarm

• a child with suspected chicken pox at embarkation.

The procedures should include (as appropriate) those for:

• staff

• passengers

• the public

• the organisation

• communication of information

• documentation

• involvement of third parties.

At the bottom of each briefing sheet you should also state the source of your procedures, eg Servisair.

Task 2 (provides evidence for M3)

For the five incidents in Task 1 explain why these procedures are used.

Task 3 (provides evidence for D2)

Evaluate the effectiveness of measures and procedures in maintaining health, safety and security when dealing with minor incidents in an aviation environment.

UNIT 2: HEALTH, SAFETY AND SECURITY IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

36

Resource list

Books and publications

Harris D and Muir H — Contemporary Issues in Human Factors and Aviation Safety (Ashgate, 2005) ISBN 0754645495

Miyagi M — Serious Accidents and Human Factors: Aviation Safety Through Incident Reporting Analysis (Wiley and Sons, 2005) ISBN 186058473X

IATA — Airport Handling Manual, 27th Edition (IATA, 2006) ISBN 9291958379

Department for Communities and Local Government — Fire Safety — Risk Assessment — Transport premises and facilities (The Stationery Office, 2007) ISBN 1851128255

CAP 642 Airside Safety Management — CAA — available to download or as purchasable copy ISBN- 0117906468

Journals and trade publications

Airline Business — Reed Business Publishing

Flight International — Reed Business Publishing

Journal of Air Transport Management — Elsevier Science

Websites

www.aviationsecuritynews.com Aviation Security News

www.bbga.aero British Business and General Aviation Association

www.balpa.org.uk British Airline Pilots Association

www.bata.uk.com British Air Transport Association (BATA)

www.caa.co.uk Civil Aviation Authority

www.dft.gov.uk Department for Transport

www.dft.gov.uk/transportforyou/airtravel/ airportsecurity

Department for Transport — Airport Security

www.dti.gov.uk/employment/employment-legislation/working-time-regs/index.html

Working Time Regulations

http://ec.europa.eu/transport/air_portal/ Air Transport Portal of the European Commission

www.hse.gov.uk/airtransport/index.htm Health & Safety Executive — Air Transport

www.hse.gov.uk/corporateresponsibility/ index.htm

Health and Safety Executive -Corporate Responsibility

UNIT 2: HEALTH, SAFETY AND SECURITY IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

37

www.hse.gov.uk/coshh/index.htm Health & Safety Executive—Control of Substances Hazardous to Health

www.hse.gov.uk/equipment/legislation.htm Health & Safety Executive — Work Equipment Regulations

www.hse.gov.uk/lau/newsletter.htm Health & Safety Executive — Local Authority Unit newsletters

www.hse.gov.uk/noise/regulations.htm Health & Safety Executive — The Control of Noise at Work Regulations 2005

www.hse.gov.uk/pubns/indg174.pdf Health & Safety Executive — Personal Protective Equipment Leaflet

www.hse.gov.uk/pubns/indg290.pdf Health & Safety Executive — Lifting Equipment

www.hse.gov.uk/pubns/indg143.pdf Health & Safety Executive — Manual Handling

www.hse.gov.uk/pubns/hse31.pdf RIDDOR — Reporting of Injuries, Diseases and Dangerous Occurrences

www.hse.gov.uk/pubns/apis1.htm Health & Safety Executive — Personal Protective Equipment — Airport Workers

www.hse.gov.uk/risk/index.htm Health & Safety Executive — Risk Management

www.hse.gov.uk/pubns/indg36.pdf Health & Safety Executive — Working with VDUs

www.hse.gov.uk/pubns/hsc13.pdf Health and Safety Regulations Guide

www.hse.gov.uk/slips/index.htm Health & Safety Executive — Slips and Trips

www.hse.gov.uk/statistics/overpic.htm Health and Safety Statistics

www.iata.org International Air Transport Association

www.jaa.nl Joint Aviation Authorities (JAA) — from jan 07 ‘JAAT’ (Transition)

www.rospa.org.uk/ Royal Society for the Prevention of Accidents

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

38

UNIT 3: MEETING CUSTOMER NEEDS IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

39

Unit 3: Meeting Customer Needs in the Aviation Industry

NQF Level 3: BTEC National

Guided learning hours: 60

Unit abstract

This unit allows learners to expand their knowledge of customer service and provides opportunities to develop their own skills through role-play opportunities and, where applicable, their part-time jobs.

Visits to an airport to observe airline passengers (for example at check-in desk, information desks and retail outlets), watching airline and airport television programmes, and inviting guest speakers will bring this unit to ‘life’, giving learners a realistic insight into the complex customer service situations experienced in the aviation industry and the products and services provided by aviation organisations. From this learners should begin to build up a range of examples to use within their assessment evidence. Role-plays should be appropriately evidenced according to the assessment criteria.

These materials provide a suggested format for the delivery of this unit, which has been divided into a number of sections for teaching purposes. This is an illustration of how the unit can be divided into manageable learning blocks. It is not prescriptive. Tutors may find the learning outcomes can be delivered more effectively in a different order, based on the way the qualification is organised within the centre and the learning styles, ability levels and prior learning of the cohort.

The programme of learning indicates where assessment could take place. One sample assignment that covers all of the grading criteria has been provided.

Learning outcomes

On completion of this unit a learner should:

1 Understand the importance of meeting customer needs in aviation

2 Know the customer service skills required to meet customer needs

3 Know the products and services provided to meet the individual needs of customers in an aviation organisation

4 Be able to deal with customer service situations in the aviation industry.

UN

IT 3

: M

EETI

NG

CU

STO

MER

NEE

DS

IN T

HE

AVIA

TIO

N IN

DU

STRY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

40

Exem

plar

pro

gram

me

of le

arni

ng

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

1-2

Mee

ting

cus

tom

er

need

s in

avi

atio

n

Impo

rtan

ce t

o th

e or

gani

sati

on/

cust

omer

/ em

ploy

ee

Gro

up d

iscu

ssio

n

Gue

st s

peak

er

Aim

s of

the

ses

sion

: un

ders

tand

the

impo

rtan

ce o

f cu

stom

er s

ervi

ce.

Tuto

rs s

houl

d le

ad a

dis

cuss

ion

abou

t th

e im

port

ance

of

prov

idin

g ‘e

xcel

lent

’ se

rvic

e to

cu

stom

ers

usin

g ex

ampl

es f

rom

the

avi

atio

n in

dust

ry,

both

on

the

grou

nd a

nd in

the

air

. Le

arne

rs s

houl

d sh

are

expe

rien

ces

of g

ood

and

bad

cust

omer

ser

vice

the

y ha

ve

expe

rien

ced.

Tuto

rs s

houl

d en

sure

the

dis

cuss

ion

cove

rs w

hat

infl

uenc

es c

usto

mer

s’ c

hoic

e of

or

gani

sati

on a

nd w

hy p

oor

cust

omer

ser

vice

aff

ects

org

anis

atio

ns a

nd t

he p

eopl

e th

at

wor

k fo

r th

em.

A gu

est

spea

ker

from

a p

asse

nger

han

dlin

g ag

ent

or a

irlin

e em

ploy

ee,

eg c

abin

cre

w

shou

ld b

e in

vite

d to

adv

ise

lear

ners

of

the

skill

s ne

eded

to

wor

k in

the

avi

atio

n in

dust

ry

and

the

impo

rtan

ce o

f w

orki

ng in

a t

eam

. Le

arne

rs s

houl

d pr

epar

e qu

esti

ons

in a

dvan

ce

and

take

not

es,

whi

ch s

houl

d th

en b

e us

ed in

com

plet

ing

asse

ssm

ents

. En

gagi

ng a

sp

eake

r cu

rren

tly

resp

onsi

ble

for

the

man

agem

ent

of c

usto

mer

ser

vice

, eg

air

port

cu

stom

er s

ervi

ce m

anag

er w

ould

foc

us le

arne

rs t

owar

ds t

he m

ore

com

plex

stu

dy o

f ev

alua

ting

cus

tom

er s

ervi

ce a

nd r

ecom

men

ding

way

s of

impr

ovin

g se

rvic

e w

ithi

n an

av

iati

on e

nvir

onm

ent.

UN

IT 3

: M

EETI

NG

CU

STO

MER

NEE

DS

IN T

HE

AVIA

TIO

N IN

DU

STRY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

41

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

3 M

eeti

ng c

usto

mer

ne

eds

in a

viat

ion

Cust

omer

nee

ds —

pr

oduc

ts a

nd

serv

ices

/spe

cifi

c ne

eds

Gro

up w

ork

Visi

t to

an

airp

ort

Aim

s of

the

ses

sion

: un

ders

tand

the

dif

fere

nt n

eeds

of

avia

tion

cus

tom

ers.

Tuto

rs s

houl

d di

vide

the

lear

ners

into

sm

all g

roup

s to

obs

erve

dif

fere

nt a

reas

of

an

airp

ort,

eg

chec

k in

, in

form

atio

n de

sk a

nd s

peci

al a

ssis

tanc

e.

Prio

r to

the

vis

it,

lear

ners

sho

uld

prep

are

wor

kshe

et/o

bser

vati

on s

heet

s fo

r th

e ai

rpor

t vi

sit

mak

ing

sure

the

fol

low

ing

info

rmat

ion

is c

over

ed:

• de

taili

ng lo

cati

on

• pr

oduc

ts a

nd s

ervi

ces

prov

ided

• si

tuat

ions

obs

erve

d an

d ho

w c

usto

mer

s/av

iati

on e

mpl

oyee

s be

have

d

• pr

epar

ed q

uest

ions

sho

uld

the

oppo

rtun

ity

aris

e to

spe

ak t

o em

ploy

ees

of

orga

nisa

tion

s.

Lear

ners

may

cho

ose

to b

uild

up

a sm

all p

ortf

olio

of

diff

eren

t cu

stom

er s

ervi

ce s

itua

tion

s an

d ho

w t

hey

wer

e ha

ndle

d/re

solv

ed t

o us

e in

a r

ole-

play

sit

uati

on la

ter

in t

he u

nit

asse

ssm

ent.

Lear

ners

sho

uld

be e

ncou

rage

d to

mov

e ar

ound

the

air

port

as

a pa

ssen

ger

noti

ng a

reas

of

poor

pra

ctic

e (e

g lim

ited

ava

ilabi

lity

of s

cree

ns,

uncl

ear

sign

age)

and

are

as o

f go

od

prac

tice

(co

mfo

rtab

le s

eati

ng,

baby

cha

ngin

g fa

cilit

ies,

ava

ilabi

lity

of d

rink

ing

wat

er,

clea

r si

gnag

e).

This

exp

erie

nce

will

foc

us le

arne

rs o

n th

e m

anag

emen

t of

cus

tom

er

serv

ice,

how

it s

houl

d be

eva

luat

ed,

reco

mm

enda

tion

s fo

r im

prov

emen

t, a

nd h

ow t

hese

ca

n be

impl

emen

ted.

Afte

r th

e ai

rpor

t vi

sit

each

gro

up s

houl

d sh

are

thei

r ex

peri

ence

so

all i

nfor

mat

ion

is

diss

emin

ated

to

the

who

le g

roup

.

UN

IT 3

: M

EETI

NG

CU

STO

MER

NEE

DS

IN T

HE

AVIA

TIO

N IN

DU

STRY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

42

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

4-5

Skill

s re

quir

ed t

o m

eet

cust

omer

ne

eds

—

com

mun

icat

ion,

pr

esen

tati

on

Vide

os o

f av

iati

on

prog

ram

mes

Gro

up d

iscu

ssio

n

Acti

viti

es

Aim

s of

the

ses

sion

: un

ders

tand

why

ski

lls a

re n

eede

d to

dea

l eff

ecti

vely

wit

h cu

stom

ers.

Lear

ners

sho

uld

begi

n to

inve

stig

ate

the

skill

s ne

eded

to

mee

t cu

stom

er n

eeds

and

the

im

port

ance

of

pers

onal

pre

sent

atio

n. T

his

coul

d be

ach

ieve

d th

roug

h w

atch

ing

tele

visi

on

prog

ram

mes

suc

h as

Air

line

and

Airp

ort,

whi

ch s

how

the

impo

rtan

ce o

f pr

ovid

ing

the

high

est

serv

ice

poss

ible

to

ensu

re t

he s

moo

th t

rans

itio

n of

pas

seng

ers

thro

ugh

thei

r jo

urne

y.

As t

his

sess

ion

focu

ses

on c

omm

unic

atio

n an

d pe

rson

al p

rese

ntat

ion

lear

ners

sho

uld

init

ially

ref

er t

o in

form

atio

n ga

ther

ed o

n th

eir

visi

t —

dre

ss,

appe

aran

ce a

nd w

orki

ng

envi

ronm

ent.

Thi

s sh

ould

the

n be

exp

ande

d to

incl

ude

hygi

ene

and

alre

ady

liste

d. T

utor

s sh

ould

ens

ure

that

lear

ners

und

erst

and

the

impo

rtan

ce o

f go

od p

erso

nal p

rese

ntat

ion.

A se

lect

ion

of a

ctiv

itie

s sh

ould

be

used

to

deve

lop

com

mun

icat

ion

(ver

bal,

lang

uage

ba

rrie

rs)

skill

s (m

otiv

atio

n, b

enef

its)

, eg

lear

ners

cou

ld b

e pa

ired

off

, on

e le

arne

r is

the

n bl

indf

olde

d an

d th

e ot

her

is t

he le

ader

. Le

ader

s m

ust

guid

e th

eir

part

ners

aro

und

the

cent

re,

ensu

ring

tha

t th

ey g

ive

good

ver

bal

inst

ruct

ions

so

that

the

ir p

artn

ers

avoi

d w

alki

ng in

to a

nyth

ing.

6 Sk

ills

requ

ired

to

mee

t cu

stom

er

need

s —

tea

mw

ork

Gro

up d

iscu

ssio

n

Gro

up w

ork

Aim

s of

the

ses

sion

: un

ders

tand

the

nee

d fo

r ef

fect

ive

team

wor

k.

Tuto

rs s

houl

d le

ad a

nd in

put

into

a d

iscu

ssio

n on

wor

king

in a

tea

m,

incl

udin

g ro

les,

ch

arac

teri

stic

s, b

enef

its

and

team

con

flic

ts.

Emph

asis

sho

uld

be p

lace

d on

the

im

port

ance

of

wor

king

in t

eam

s an

d th

e lin

es o

f au

thor

ity

in a

viat

ion

orga

nisa

tion

s. T

his

shou

ld t

hen

lead

ont

o th

e be

nefi

ts o

f te

am w

orki

ng.

Lear

ners

sho

uld

then

be

divi

ded

into

gro

ups

to d

evel

op t

heir

ow

n sk

ills.

The

gro

ups

shou

ld w

ork

toge

ther

on

diff

eren

t ac

tivi

ties

to

build

up

team

wor

king

ski

lls,

eg t

he e

gg

para

chut

e ga

me,

sur

vivi

ng o

n an

isla

nd,

etc.

Tut

ors

shou

ld e

nsur

e th

at t

he a

ctiv

ity

chos

en is

suf

fici

entl

y co

mpl

ex t

o al

low

the

iden

tifi

cati

on o

f th

e di

ffer

ent

role

s in

a t

eam

an

d ho

w t

o de

al w

ith

conf

lict

and

dele

gati

on.

UN

IT 3

: M

EETI

NG

CU

STO

MER

NEE

DS

IN T

HE

AVIA

TIO

N IN

DU

STRY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

43

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

7-8

Prod

ucts

and

se

rvic

es p

rovi

ded

to

mee

t th

e in

divi

dual

ne

eds

of c

usto

mer

s

Gro

up d

iscu

ssio

n

Inde

pend

ent

rese

arch

thr

ough

w

ebsi

tes

Aim

s of

the

ses

sion

: un

ders

tand

pro

duct

s an

d se

rvic

es n

eede

d by

cus

tom

ers.

This

sec

tion

sho

uld

star

t w

ith

a di

scus

sion

iden

tify

ing

the

diff

eren

t ty

pes

of c

usto

mer

(i

nter

nal,

pas

seng

er a

nd n

on-p

asse

nger

) an

d th

e di

ffer

ent

prod

ucts

and

ser

vice

s pr

ovid

ed

to m

eet

indi

vidu

al n

eeds

. N

eeds

by

clas

s, f

requ

ent

flye

rs,

VIPs

, CI

Ps,

thos

e w

ith

med

ical

co

ndit

ions

, un

acco

mpa

nied

min

ors,

fam

ilies

wit

h yo

ung

child

ren,

tho

se w

ith

disa

bilit

ies,

ne

rvou

s pa

ssen

gers

, th

ose

requ

irin

g sp

ecia

l die

ts a

nd o

ther

spe

cial

req

uire

men

ts a

nd

airl

ine

empl

oyee

sta

nd-b

y pa

ssen

gers

. Le

arne

rs m

ay h

ave

expe

rien

ce o

f fl

ying

, th

is

toge

ther

wit

h in

form

atio

n ga

ther

ed f

rom

the

air

port

vis

it w

ill p

rovi

de t

he e

vide

nce

for

use

in a

sses

smen

t.

Lear

ners

sho

uld

be e

ncou

rage

d to

res

earc

h a

vari

ety

of a

viat

ion

orga

nisa

tion

s, f

rom

the

in

tern

et,

in-f

light

mag

azin

es a

nd t

heir

ow

n ex

peri

ence

s to

pro

duce

info

rmat

ion

to m

eet

P3.

9 D

ealin

g w

ith

cust

omer

ser

vice

si

tuat

ions

in t

he

avia

tion

indu

stry

—pr

ovid

ing

info

rmat

ion

and

advi

ce

Inve

stig

atio

n

Vide

o of

avi

atio

n pr

ogra

mm

e

Aim

s of

the

ses

sion

: un

ders

tand

impo

rtan

ce o

f gi

ving

cor

rect

adv

ice

to c

usto

mer

s.

Lear

ners

sho

uld

be m

ade

awar

e of

the

impo

rtan

ce o

f gi

ving

the

cor

rect

info

rmat

ion

and

advi

ce t

o av

iati

on c

usto

mer

s. L

earn

ers

shou

ld d

raw

on

thei

r ow

n ex

peri

ence

s an

d th

ose

show

n on

tel

evis

ion

prog

ram

mes

. Tu

tors

sho

uld

enco

urag

e a

disc

ussi

on w

hich

con

side

rs

the

way

s th

is is

don

e, t

he c

onse

quen

ces

of n

ot d

oing

it p

rope

rly,

etc

.

UN

IT 3

: M

EETI

NG

CU

STO

MER

NEE

DS

IN T

HE

AVIA

TIO

N IN

DU

STRY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

44

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

10

Dea

ling

wit

h cu

stom

er s

ervi

ce

situ

atio

ns in

the

av

iati

on in

dust

ry —

man

agin

g pa

ssen

ger

beha

viou

r

Gro

up d

iscu

ssio

n

Acti

vity

— r

ole-

play

pr

acti

se

Aim

s of

the

ses

sion

: un

ders

tand

dif

fere

nt p

asse

nger

beh

avio

ur.

Tuto

rs s

houl

d di

scus

s th

e ty

pes

of p

asse

nger

beh

avio

ur,

eg n

ervo

us p

asse

nger

s,

com

plai

nts,

etc

, en

suri

ng t

hat

all c

onte

nt is

cov

ered

. Le

arne

rs s

houl

d re

flec

t ba

ck t

o th

e be

havi

our

of c

usto

mer

s fr

om t

he t

elev

isio

n pr

ogra

mm

es a

nd t

heir

ow

n ex

peri

ence

s an

d sh

are

thes

e ex

peri

ence

s w

ith

the

clas

s. A

fter

the

dis

cuss

ion

lear

ners

sho

uld

wor

k in

pai

rs

or s

mal

l gro

ups

to p

ract

ise

way

s of

man

agin

g di

ffer

ent

pass

enge

r be

havi

ours

. Th

is s

houl

d be

ach

ieve

d th

roug

h ro

le-p

lay

sim

ulat

ions

. Fe

edba

ck s

houl

d be

ava

ilabl

e to

lear

ners

ah

ead

of a

sses

smen

t. B

ecau

se o

f th

e na

ture

of

the

trav

el a

nd t

ouri

sm in

dust

ry,

com

plai

nt s

itua

tion

s ar

ise

in m

ost

orga

nisa

tion

s, s

ome

on a

dai

ly b

asis

, so

me

less

fr

eque

nt.

It is

ess

enti

al t

hat

lear

ners

und

erst

and

the

tech

niqu

es o

f ef

fect

ive

com

plai

nt

hand

ling

and

are

prov

ided

wit

h a

num

ber

of o

ppor

tuni

ties

to

deal

wit

h si

mul

ated

co

mpl

aint

sit

uati

ons.

11-1

2 D

ealin

g w

ith

cust

omer

ser

vice

si

tuat

ions

in t

he

avia

tion

indu

stry

Role

pla

y

Self

-eva

luat

ion

and

feed

back

fro

m

peer

s an

d tu

tor

Aim

s of

the

ses

sion

: co

mpl

ete

role

pla

ys.

The

tuto

r sh

ould

tha

t si

mul

ated

sit

uati

ons

are

as r

ealis

tic

as p

ossi

ble.

Lea

rner

s sh

ould

co

mpl

ete

four

rol

e-pl

ay s

cena

rios

, cl

assr

oom

s sh

ould

be

laid

out

to

rese

mbl

e ai

rpor

t ch

eck-

in a

nd a

erop

lane

cab

in.

Lear

ners

sho

uld

mak

e an

eff

ort

to d

ress

app

ropr

iate

ly f

or

the

role

pla

ys.

Role

pla

ys s

houl

d be

des

igne

d so

tha

t le

arne

rs c

an a

chie

ve t

he h

ighe

r gr

ades

, fo

r ex

ampl

e, d

ealin

g w

ith

a si

mpl

e en

quir

y ab

out

a de

part

ure

for

a sp

ecif

ic f

light

will

not

pr

ovid

e su

ffic

ient

cha

lleng

e to

ach

ieve

a m

erit

. A

mer

it le

vel r

ole

play

cou

ld b

e w

ith

a de

laye

d de

part

ure

and

havi

ng t

o de

al w

ith

the

prob

lem

s as

soci

ated

wit

h th

is t

ype

of

situ

atio

n. B

efor

e at

tem

ptin

g as

sess

men

ts le

arne

rs s

houl

d ha

ve t

he o

ppor

tuni

ty t

o pr

acti

se s

itua

tion

s an

d sh

ould

giv

e an

d re

ceiv

e fe

edba

ck t

o ea

ch o

ther

.

Lear

ners

sho

uld

com

plet

e an

eva

luat

ion

of t

heir

ow

n pe

rfor

man

ce;

this

, to

geth

er w

ith

the

feed

back

fro

m t

heir

tut

or a

nd p

eers

, sh

ould

be

used

to

com

plet

e di

stin

ctio

n cr

iter

ia.

UNIT 3: MEETING CUSTOMER NEEDS IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

45

Sample assessment activity

Scenario

You are coming to the end of your course and have decided that you wish to work in the aviation industry; you have seen several different jobs advertised each asking for good customer service skills. Complete the following tasks in preparation for working in the industry.

Task 1 (provides evidence for P1)

There are many different companies in aviation competing for customers, and although you know you definitely want to work in aviation, you are not sure exactly the type of organisation in which you would like to be employed.

Produce a report describing the importance of meeting customer needs in the aviation industry; the report should include information on the following.

Customer needs

• products and services

• levels of service

• specific needs

Importance to the organisation

• keeping existing customers satisfied

• increasing customers’ loyalty

• ensuring repeat business

• enhancing an organisation’s image

• providing an edge over the competition

• increasing sales and usage by attracting new customers

• the consequences of poor customer service for the customer, the staff, the organisation

Importance to the customer

• meeting individual customers’ needs

• exceeding customers’ expectations

• safe and secure environment for internal and external customers

Importance to the employee

• a happier working environment

• job satisfaction

• higher self-esteem

• possibility of promotion.

UNIT 3: MEETING CUSTOMER NEEDS IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

46

You can use examples from aviation organisations to support your descriptions where appropriate.

Task 2a (provides evidence for P2)

You now need to think about the skills that will be required to work for one of the many organisations in the industry. To remind you of the skills that you will need, produce information sheets that can be used for reference when applying for jobs. These information sheets should include:

Communication skills

• verbal (one/way, two/way)

• non-verbal

• electronic

• listening skills

• barriers to communication

• problems resulting from communication barriers

• assessing the effectiveness of communication

Presentation

• of self

• of working environment (airport and on board aircraft)

Teamwork

• conflict within teams

• motivation

• team formation

• team roles

• characteristics of team members

• delegation of tasks

• relationships

• lines of authority

• role of mentor.

• benefits of teamwork to colleagues, customers and the organisation

You can use examples from aviation organisations to support your descriptions where appropriate.

Task 2b (provides evidence for M1)

Using the information from Tasks 1 and 2, explain how customer service skills can help to meet specific customer needs in aviation. You do not need to research a specific organisation although you may find it useful to use examples to support your explanation.

UNIT 3: MEETING CUSTOMER NEEDS IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

47

Task 3 (provides evidence for P3)

In preparation for applying for a job you need to produce information describing the products and services offered by different types of organisations at airports and with airlines and relate them to the needs of individual customers. This information should cover:

Different types of customer

• internal (staff, service providers, partner organisations)

• passengers (business and leisure)

• non-passengers

Products and services

• eg flights, food and beverages, children’s services, range of ticket types, special cargo services

Individual needs

• by class (first, business, economy)

• frequent flyers

• very important passengers

• commercially important passengers

• medical conditions

• unaccompanied minors

• families with young children

• disabilities

• nervous passengers

• special diets

• special requirements

• airline employee standby passengers.

Evidence should not be specific to any particular organisation, but should cover all types of aviation organisations in broad terms.

Task 4a (provides evidence for M2)

Having completed Task 3, you now need to select a specific organisation to investigate in more detail and produce a report.

The report should explain how the range of products and services offered by the organisation meets its customers’ needs. A typical example would be and explanation of how the on-line check-in procedure of a scheduled airline helps to meet the needs of business travellers.

UNIT 3: MEETING CUSTOMER NEEDS IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

48

Task 4b (provides evidence for Dl)

Having completed Task 4a, you should recommend ways in which the selected organisation can improve its performance in meeting its customers’ needs. Improvements could be in the form of changes to products and services or changes to customer service skills of its staff.

Task 5a (provides evidence for P4)

To prepare yourself for working in the industry, you need to participate in role play or real-life situations where you are handling customer service situations both at the airport and on board an aircraft. You should provide customer service in a total of four separate scenarios, each dealing with a different type of customer service as detailed below:

• providing information and advice

• providing assistance

• dealing with complaints

• managing passenger behaviour.

You must cover at least one situation at the airport, examples of which might be invalid travel documentation, excess baggage, problems at security or late passengers.

You must cover at least one situation on board the aircraft, examples of which might be double-booked seats, nervous passengers or problems with meals.

The total number of situations must be four (whether role play or real life) and all four types of customer service detailed above must be covered within at least one or more of them.

Task 5b (provides evidence for M3)

You will have the opportunity to achieve a merit whilst undertaking the situations in 5a by displaying a higher level of skill, or by showing initiative or independent skills to deal effectively with customers in aviation situations and demonstrate an ability to think quickly and with confidence.

Task 5c (provides evidence for D2)

Once you have completed all four scenarios you are required to evaluate your own performance and make recommendations as to how to improve your performance in the future. Your evaluations must be insightful and critical and be based on the feedback from observer(s). Recommendations can be short term, ie for your next role play, or longer term, with consideration for your chosen career, future training or a work placement.

UNIT 3: MEETING CUSTOMER NEEDS IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

49

Resource list

Books and publications

Calder S — No Frills — The Truth Behind the Low-Cost Revolution in the Skies (Virgin Books, 2006) ISBN 0753510448

Ivens J and Shaw C — Building Great Customer Experiences (Palgrave Macmillan, 2002) ISBN 0333990137

Gee J — Customer Service Training Tool Kit: 40 Training Activities for Customer Service Trainers (McGraw Hill Education 1999) ISBN 0079137733

Lashley C and Morrison A (editors) — In Search of Hospitality (Butterworth Heinemann, 2001) ISBN 0750654317

Martin W B — Quality Service: What Every Hospitality Manager Needs to Know (Prentice Hall, 2002) ISBN- 0130930180

Shaw S — Airline Marketing and Management, 5th Edition (Ashgate Publishing, 2004) ISBN 075463759X

Journals and trade publications

Travel Trade Gazette — CNP Information Ltd

Travel Weekly — Reed Business Information Ltd

CD ROM

Gillespie C — Customer Service Skills (Butterworth Heineman, 2001) ISBN 075065208x

Television programmes

Airline/Airport — ITV

Websites

www.baa.com BAA — British Airports Authority

www.ba.com British Airways

www.easyjet.com easyJet

www.virgin-airlines.co.uk Virgin Airlines

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

50

UNIT 8: HANDLING AIR PASSENGERS

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

51

Unit 8: Handling Air Passengers

NQF Level 3: BTEC National

Guided learning hours: 60

Unit abstract

Understanding the process that passengers go through when travelling by air is at the very centre of the aviation industry. Aviation workers need to have a good understanding of the passenger process, to ensure customer safety and wellbeing at all times. An understanding of the relevant health and safety issues and legal implications is crucial. This unit aims to develop knowledge and understanding in these key areas and underpins other units in the qualification. It is essential in preparation for work in the aviation industry.

This unit explores the different options available to passengers when arranging their journey, planning routes to and from the airports and using the facilities available around the airport perimeter for overnight stays and car parking. Learners will also gain an understanding of the facilities available to passengers and the staff involved in the embarkation process. Learners will also have the opportunity to develop an understanding of the safety procedures that have to be adhered to whilst passengers are on board the aircraft and focuses on the services available to meet passengers with specific needs, eg those passengers travelling with children. Learners will investigate the role that cabin crew play in ensuring passenger safety.

By looking at the process and facilities available for handling passengers at the disembarkation stage, learners will investigate the regulations surrounding passports and visas for visitors arriving from destinations around the world, and the process that passengers go through on arrival and when transiting through the airport.

These materials provide a suggested format for the delivery of this unit, which has been divided into a number of sections for teaching purposes. This is an illustration of how the unit can be divided into manageable learning blocks. It is not prescriptive. Tutors may find the learning outcomes can be delivered more effectively in a different order, based on the way the qualification is organised within the centre and the learning styles, ability levels and prior learning of the cohort.

The programme of learning indicates where assessment could take place. Three sample assignments that cover all of the grading criteria for the unit have been provided.

UNIT 8: HANDLING AIR PASSENGERS

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

52

Learning outcomes

On completion of this unit a learner should:

1 Know the options available to customers when travelling to and from airports

2 Understand the process of embarkation and the roles of airport and airline staff

3 Know the facilities and services available to passengers during the flight

4 Know the airport and airline services and facilities during the disembarkation process.

UN

IT 8

: H

AND

LIN

G A

IR P

ASSE

NG

ERS

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

53

Exem

plar

pro

gram

me

of le

arni

ng

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

1 Tr

ansp

ort

opti

ons

and

car

park

ing

Pr

acti

cal t

asks

us

ing

map

s, a

tlas

an

d co

mpu

ter

rese

arch

Aim

s of

the

ses

sion

: id

enti

fy t

he t

rans

port

opt

ions

for

tra

velli

ng t

o an

d fr

om t

he

airp

ort;

plo

t th

e m

ajor

roa

ds a

nd r

ail n

etw

orks

in t

he U

K on

to a

map

; in

vest

igat

e ca

r pa

rkin

g at

spe

cifi

c ai

rpor

ts.

Tuto

rs s

houl

d cr

eate

a s

cena

rio

whe

re le

arne

rs h

ave

fict

iona

l pas

seng

ers

wan

ting

to

trav

el f

rom

one

cit

y to

ano

ther

. G

uide

lear

ners

to

rese

arch

the

tra

nspo

rt o

ptio

ns

avai

labl

e, t

he t

ime

it w

ould

tak

e, t

he p

rice

and

sui

tabi

lity

for

the

need

s of

the

pa

ssen

gers

. Le

arne

rs s

houl

d th

en p

lot

the

mai

n ro

ads

and

rail

netw

orks

ont

o a

map

.

Tuto

rs s

houl

d th

en c

reat

e an

othe

r sc

enar

io w

here

by a

pas

seng

er h

as d

ecid

ed t

o fl

y fr

om

an a

irpo

rt w

hich

is n

ot lo

cal a

nd is

tra

velli

ng t

o th

e ai

rpor

t by

car

. Th

e pa

ssen

ger

need

s to

kno

w a

bout

the

par

king

opt

ions

, th

e pr

ice,

and

how

to

get

to t

he a

irpo

rt f

rom

the

car

pa

rk.

This

will

incl

ude

acco

mm

odat

ion

wit

h pa

rkin

g an

d co

urte

sy c

oach

es t

o an

d fr

om

the

airp

ort,

etc

.

The

scen

ario

s de

velo

ped

in s

essi

on 1

cou

ld b

ecom

e a

them

e ca

rrie

d on

thr

ough

out

the

unit

wit

h le

arne

rs d

evel

opin

g in

form

atio

n re

gard

ing

thei

r ch

osen

air

port

s. It

wou

ld b

e be

nefi

cial

if le

arne

rs c

hose

one

sm

all a

nd o

ne la

rger

air

port

. Le

arne

rs c

ould

be

guid

ed

tow

ards

res

earc

hing

dif

fere

nt a

irpo

rts

so t

hat

ther

e is

a b

road

er b

ase

for

com

pari

son.

It is

ess

enti

al f

or t

his

unit

tha

t le

arne

rs v

isit

an

inte

rnat

iona

l air

port

to

expl

ore

all

the

func

tion

al a

reas

. Th

is c

an b

e at

the

sta

rt o

f th

e un

it o

r m

idw

ay t

hrou

gh t

o en

able

le

arne

rs t

o de

velo

p th

eir

know

ledg

e ga

ined

thr

ough

oth

er a

venu

es o

f re

sear

ch,

eg

inte

rnet

, te

achi

ng s

essi

ons,

vis

itin

g sp

eake

rs.

UN

IT 8

: H

AND

LIN

G A

IR P

ASSE

NG

ERS

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

54

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

2 In

ter-

term

inal

tr

ansp

ort,

ac

com

mod

atio

n an

d ca

r re

ntal

Com

pute

r re

sear

ch

Pres

enta

tion

of

find

ings

Aim

s of

the

ses

sion

: in

vest

igat

e th

e in

ter-

term

inal

tra

nspo

rt m

etho

ds a

t la

rger

ai

rpor

ts;

desc

ribe

the

acc

omm

odat

ion

type

s av

aila

ble

to p

asse

nger

s ne

ar t

o ai

rpor

ts;

inve

stig

ate

car

rent

al o

ptio

ns a

t sp

ecif

ic a

irpo

rts.

Man

y pa

ssen

gers

arr

ive

into

air

port

s an

d ha

ve c

onne

ctin

g fl

ight

s to

the

ir o

nwar

d de

stin

atio

ns.

In s

ome

case

s pa

ssen

gers

nee

d to

boo

k ov

erni

ght

acco

mm

odat

ion

as t

here

ar

e no

flig

hts

to t

heir

des

tina

tion

tha

t da

y. A

t ot

her

tim

es,

flig

hts

are

dela

yed

and

pass

enge

rs m

iss

thei

r on

war

d co

nnec

tion

thr

ough

no

faul

t of

the

ir o

wn.

Acc

omm

odat

ion

at a

nd n

ear

to a

irpo

rts

is v

ital

as

a su

ppor

t ne

twor

k fo

r pa

ssen

gers

.

As s

ome

pass

enge

rs a

rriv

e at

air

port

s an

d ne

ed t

o ca

rry

on t

heir

jou

rney

usi

ng a

lter

nati

ve

met

hods

, it

is im

port

ant

that

the

re a

re o

ptio

ns a

vaila

ble

to t

hem

. Ca

r re

ntal

com

pani

es

have

ren

tal p

oint

s at

mos

t ai

rpor

ts a

nd a

re u

sual

ly lo

cate

d la

ndsi

de o

ppos

ite

the

chec

k-in

des

ks.

Tuto

rs s

houl

d se

t a

task

giv

ing

each

lear

ner

a di

ffer

ent

airp

ort

to r

esea

rch

(thi

s co

uld

be

wit

hin

the

UK

or a

n in

tern

atio

nal a

irpo

rt).

Tut

ors

shou

ld a

sk le

arne

rs t

o fi

nd o

ut w

hat

acco

mm

odat

ion

is a

vaila

ble

to p

asse

nger

s an

d w

hat

car

hire

com

pani

es o

pera

te a

t th

at

airp

ort.

Giv

ing

a sc

enar

io w

ith

date

s co

uld

then

enh

ance

thi

s ta

sk f

urth

er,

wit

h le

arne

rs

find

ing

out

the

avai

labi

lity

of a

ccom

mod

atio

n an

d ca

r hi

re a

nd t

he p

rice

s to

mee

t th

e gi

ven

pass

enge

r ne

eds.

Lea

rner

s sh

ould

the

n pr

esen

t th

eir

find

ings

to

the

grou

p.

UN

IT 8

: H

AND

LIN

G A

IR P

ASSE

NG

ERS

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

55

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

3 D

epar

ture

air

port

—

and

faci

litie

s fo

r pa

ssen

gers

wit

h a

rang

e of

nee

ds

Inve

stig

atio

n

Airp

ort

visi

t

Aim

s of

the

ses

sion

: co

mpa

re t

wo

airp

orts

wit

h re

gard

s to

dep

artu

re f

acili

ties

and

the

fa

cilit

ies

to m

eet

spec

ial n

eeds

.

Tuto

rs s

houl

d gu

ide

lear

ners

to

enha

nce

thei

r re

sear

ch f

rom

the

air

port

s th

ey h

ave

been

st

udyi

ng in

the

pre

viou

s tw

o se

ssio

ns.

Usi

ng t

wo

airp

orts

for

com

pari

son

lear

ners

sho

uld

rese

arch

the

dep

artu

re f

acili

ties

incl

udin

g th

ose

for

spec

ific

nee

ds.

Lear

ners

sho

uld

com

pare

the

fac

iliti

es a

t th

ese

airp

orts

and

com

men

t ab

out

the

reas

ons

why

the

re a

re

faci

litie

s, t

he a

mou

nt o

f fa

cilit

ies

at e

ach

airp

ort

and

wha

t fa

cilit

ies

coul

d be

add

ed t

o im

prov

e th

e ai

rpor

t fu

rthe

r.

A vi

sit

to a

n in

tern

atio

nal a

irpo

rt is

ess

enti

al,

to e

nhan

ce le

arne

rs’

unde

rsta

ndin

g of

the

de

part

ure

area

s la

ndsi

de.

4 Pe

rson

nel a

nd s

taff

ro

les

Inve

stig

atio

n

Pres

enta

tion

/qui

z

Aim

s of

the

ses

sion

: id

enti

fy t

he p

erso

nnel

invo

lved

wit

h th

e ha

ndlin

g of

air

pa

ssen

gers

and

des

crib

e th

eir

role

s.

Tuto

rs s

houl

d in

itia

te a

gro

up d

iscu

ssio

n to

iden

tify

the

per

sonn

el w

orki

ng a

t an

air

port

. Fo

llow

ing

this

, tu

tors

sho

uld

split

lear

ners

into

sm

all g

roup

s, w

ith

each

gro

up g

iven

one

sp

ecif

ic j

ob t

o re

sear

ch t

heir

rol

e. O

nly

that

gro

up s

houl

d kn

ow w

hich

rol

e th

ey a

re

rese

arch

ing.

Onc

e ea

ch g

roup

has

ful

ly r

esea

rche

d th

e ro

le o

f th

eir

pers

onne

l, t

hey

mus

t cr

eate

a p

rese

ntat

ion

whi

ch d

escr

ibes

the

rol

e bu

t do

es n

ot g

ive

the

job

titl

e aw

ay.

The

othe

r le

arne

rs s

houl

d gu

ess

from

the

pre

sent

atio

n of

info

rmat

ion

whi

ch j

ob r

ole

it is

.

UN

IT 8

: H

AND

LIN

G A

IR P

ASSE

NG

ERS

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

56

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

5 Ro

utin

e pr

oces

sing

fu

ncti

ons

and

lugg

age

proc

edur

es

Dis

cuss

ion

Inve

stig

atio

n

Role

pla

y

Aim

s of

the

ses

sion

: de

scri

be t

he d

iffe

rent

met

hods

of

chec

k-in

and

the

rou

tine

pr

oces

ses

invo

lved

wit

h ch

eck-

in f

or a

flig

ht —

incl

udin

g th

e lu

ggag

e pr

oced

ures

for

ho

ld a

nd c

abin

bag

gage

.

Wit

h th

e de

velo

pmen

t of

tec

hnol

ogy,

pas

seng

ers

now

hav

e a

vari

ety

of w

ays

to c

heck

in

for

thei

r fl

ight

. D

epen

ding

on

the

airl

ine,

the

y ca

n ch

eck

in v

ia t

he a

irlin

e’s

web

site

, us

e se

lf-s

ervi

ce c

heck

-in

mac

hine

s at

the

air

port

or

chec

k in

usi

ng t

he t

radi

tion

al m

etho

d of

a

pass

enge

r se

rvic

e ag

ent

at a

che

ck-i

n de

sk.

Usi

ng a

ll m

etho

ds,

secu

rity

is o

f pa

ram

ount

im

port

ance

. Th

e pa

ssen

ger

will

be

aske

d se

curi

ty q

uest

ions

usi

ng t

he s

yste

m s

cree

n or

by

the

pass

enge

r se

rvic

e ag

ent

face

to

face

. Im

mig

rati

on p

roce

dure

s ar

e fo

llow

ed in

the

sa

me

way

, as

the

pas

seng

er w

ill s

till

need

to

prod

uce

the

corr

ect

docu

men

tati

on t

o fl

y.

Tuto

rs s

houl

d de

velo

p a

wor

k sh

eet

that

req

uire

s le

arne

rs t

o de

scri

be t

he d

iffe

rent

m

etho

ds o

f ch

eck-

in f

or a

flig

ht.

Lear

ners

sho

uld

rese

arch

dif

fere

nt a

irlin

e ty

pes

so t

hat

they

can

the

n ex

plai

n th

e ro

utin

e pr

oces

ses

invo

lved

wit

h ch

eck

in f

or s

peci

fic

airl

ines

.

Lear

ners

sho

uld

part

icip

ate

in r

ole-

play

sce

nari

os,

sim

ulat

ing

pass

enge

r se

rvic

e ag

ents

ch

ecki

ng in

a f

light

. Th

ey s

houl

d de

al w

ith

the

rout

ine

chec

k in

, as

king

sec

urit

y qu

esti

ons

and

chec

king

doc

umen

tati

on.

They

sho

uld

be a

ble

to d

eal w

ith

issu

es s

uch

as g

ivin

g ou

t th

e bo

ardi

ng c

ard

and

expl

aini

ng t

he s

eat

and

gate

num

ber;

exp

lain

ing

the

proc

edur

es

for

stan

dby

pass

enge

rs;

desc

ribi

ng it

ems

not

acce

pted

in t

he c

abin

, lu

ggag

e al

low

ance

s an

d ex

cess

bag

gage

cha

rges

.

It is

impo

rtan

t th

at t

utor

s ar

e up

to

date

wit

h cu

rren

t ba

ggag

e ru

les

and

polic

ies

as t

hese

m

ay c

hang

e at

ver

y sh

ort

noti

ce d

epen

ding

on

secu

rity

thr

eats

at

the

tim

e.

UN

IT 8

: H

AND

LIN

G A

IR P

ASSE

NG

ERS

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

57

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

6 Bo

ardi

ng

Inve

stig

atio

n /d

iscu

ssio

n

Role

pla

y

Aim

s of

the

ses

sion

: de

scri

be t

he b

oard

ing

proc

edur

es f

or a

flig

ht a

nd r

ole-

play

sc

enar

ios

rela

ting

to

boar

ding

pro

cedu

res.

It is

impo

rtan

t th

at le

arne

rs u

nder

stan

d th

e pr

oced

ures

in p

lace

at

the

boar

ding

gat

e th

at e

nsur

e th

at t

he c

orre

ct p

asse

nger

s bo

ard

the

airc

raft

. Tu

tors

sho

uld

lead

a

disc

ussi

on r

egar

ding

sec

urit

y ch

ecks

mad

e at

the

gat

e, ie

boa

rdin

g ca

rds,

do

cum

enta

tion

, ca

bin

bagg

age.

Deb

ate

issu

es s

uch

as w

hy t

hese

che

cks

are

mad

e, a

re

they

a g

ood

thin

g?

Tuto

rs s

houl

d al

so g

ive

exam

ples

of

the

vari

ety

of d

iffe

rent

boa

rdin

g m

etho

ds,

for

exam

ple

boar

ding

by

seat

row

num

ber,

boa

rdin

g by

sec

urit

y nu

mbe

r fo

r fr

ee s

eati

ng,

boar

ding

ont

o th

e ai

rcra

ft u

sing

an

airb

ridg

e or

ste

ps,

how

and

whe

n to

boa

rd p

asse

nger

s w

ith

spec

ific

nee

ds o

r fa

mili

es w

ith

youn

g ch

ildre

n. D

iscu

ss w

hy d

iffe

rent

air

lines

hav

e di

ffer

ent

boar

ding

met

hods

.

Exam

ples

of

how

to

deal

wit

h pa

ssen

gers

dur

ing

boar

ding

cou

ld b

e ac

ted

out

in r

ole-

play

si

tuat

ions

.

UN

IT 8

: H

AND

LIN

G A

IR P

ASSE

NG

ERS

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

58

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

7 O

n-bo

ard

faci

litie

s In

vest

igat

ion

Dis

cuss

ion

Role

pla

y

Aim

s of

the

ses

sion

: co

mpa

re t

he o

n bo

ard

faci

litie

s fo

r a

low

cos

t, c

hart

er a

nd

sche

dule

d ai

rlin

e; id

enti

fy t

he in

form

atio

n an

d as

sist

ance

pas

seng

ers

may

req

uire

du

ring

the

flig

ht.

Tuto

rs s

houl

d gu

ide

lear

ners

to

rese

arch

one

low

cos

t, o

ne c

hart

er a

nd o

ne s

ched

uled

ai

rlin

e to

fin

d ou

t th

e fo

llow

ing

info

rmat

ion:

• cl

asse

s of

tra

vel

• fa

cilit

ies

on b

oard

• le

groo

m

• in

-flig

ht e

nter

tain

men

t

• fo

od a

nd b

ever

ages

ava

ilabl

e

• ta

x fr

ee g

oods

• te

leph

one

and

inte

rnet

acc

ess.

This

res

earc

h co

uld

be a

n in

divi

dual

or

grou

p ta

sk,

depe

ndin

g on

the

siz

e of

the

coh

ort.

Follo

win

g th

is,

tuto

rs s

houl

d op

en u

p a

grou

p di

scus

sion

reg

ardi

ng t

he in

form

atio

n pa

ssen

gers

mig

ht n

eed

duri

ng a

flig

ht,

for

exam

ple

the

dest

inat

ion

info

rmat

ion

(loc

al

tim

e, d

ista

nce

to r

esor

t fr

om t

he a

irpo

rt,

wea

ther

), a

ssis

tanc

e co

mpl

etin

g im

mig

rati

on

docu

men

tati

on (

land

ing

card

s) o

r m

edic

al a

ssis

tanc

e.

Tuto

rs s

houl

d th

en c

reat

e sh

ort

role

-pla

y sc

enar

ios

base

d on

dif

fere

nt d

esti

nati

ons

whe

re

pass

enge

rs a

sk c

rew

mem

bers

for

info

rmat

ion

rela

ting

to

the

area

s pr

evio

usly

dis

cuss

ed,

ie d

esti

nati

on in

form

atio

n, im

mig

rati

on in

form

atio

n or

for

med

ical

ass

ista

nce.

UN

IT 8

: H

AND

LIN

G A

IR P

ASSE

NG

ERS

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

59

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

8 O

n-bo

ard

faci

litie

s fo

r pa

ssen

gers

wit

h sp

ecia

l nee

ds a

nd

for

child

ren

Inve

stig

atio

n

Aim

s of

the

ses

sion

: id

enti

fy t

he f

acili

ties

ava

ilabl

e fo

r pa

ssen

gers

wit

h sp

ecia

l nee

ds

duri

ng a

flig

ht;

the

faci

litie

s av

aila

ble

for

child

ren

duri

ng t

he f

light

on

a lo

w c

ost,

ch

arte

r an

d sc

hedu

led

airl

ine.

Faci

litie

s fo

r pa

ssen

gers

wit

h sp

ecia

l nee

ds w

ill d

iffe

r de

pend

ing

on t

he a

irlin

e an

d ai

rcra

ft t

ype.

Tut

ors

shou

ld g

uide

lear

ners

to

inve

stig

ate

the

seat

ing

conf

igur

atio

ns o

n sp

ecif

ic a

ircr

aft

type

s an

d id

enti

fy t

he lo

cati

on o

f th

e to

ilets

. Le

arne

rs s

houl

d re

sear

ch

spec

ific

air

lines

to

find

out

wha

t m

edic

al a

ssis

tanc

e an

d co

mm

unic

atio

n as

sist

ance

the

y of

fer.

Faci

litie

s fo

r ch

ildre

n w

ill a

lso

vary

dep

endi

ng o

n th

e ai

rlin

e ty

pe.

Crea

te a

sce

nari

o fo

r le

arne

rs t

o re

sear

ch t

his

info

rmat

ion.

An

exam

ple

that

cou

ld b

e us

ed is

giv

en b

elow

:

Mr

and

Mrs

Jon

es a

re t

rave

lling

fro

m M

anch

este

r to

Mal

aga

in J

uly

wit

h tw

o ch

ildre

n,

Mol

ly a

ged

1 an

d Ch

arlie

age

d 5.

Bef

ore

they

boo

k th

eir

flig

ht t

hey

wan

t to

fin

d ou

t w

hich

air

line

offe

rs t

he b

est

faci

litie

s fo

r ch

ildre

n. In

vest

igat

e w

hich

air

lines

fly

fro

m

Man

ches

ter

to M

alag

a an

d re

sear

ch t

he f

acili

ties

on

a lo

w c

ost,

cha

rter

and

sch

edul

ed

airl

ine.

UN

IT 8

: H

AND

LIN

G A

IR P

ASSE

NG

ERS

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

60

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

9 Ro

les

and

resp

onsi

bilit

ies

of

pers

onne

l in

flig

ht

Inve

stig

atio

n/gu

est

spea

ker

‘Day

in t

he li

fe’

Aim

s of

the

ses

sion

: de

scri

be t

he r

oles

and

res

pons

ibili

ties

of

pers

onne

l dur

ing

a fl

ight

; cr

eate

a r

epor

t on

a ‘

day

in t

he li

fe’

of a

cab

in c

rew

mem

ber

for

a sh

ort

haul

an

d lo

ng-h

aul f

light

.

If p

ossi

ble

tuto

rs s

houl

d in

vite

a c

abin

cre

w m

embe

r as

a g

uest

spe

aker

to

talk

abo

ut

thei

r ro

les

and

resp

onsi

bilit

ies

for

thei

r ai

rlin

e. A

sk le

arne

rs t

o de

velo

p a

ques

tion

she

et

to u

se d

urin

g th

e gu

est

spea

ker

sess

ion.

Tuto

rs s

houl

d in

itia

te a

dis

cuss

ion

wit

h le

arne

rs o

n al

l the

rol

es a

nd r

espo

nsib

iliti

es o

f th

e in

-flig

ht p

erso

nnel

. Th

is in

form

atio

n sh

ould

be

linke

d to

spe

cifi

c pr

oces

ses

thro

ugho

ut t

he f

light

, fo

r ex

ampl

e, b

oard

ing

the

airc

raft

, eg

wha

t in

form

atio

n w

ill t

hey

give

to

the

pass

enge

rs;

carr

ying

out

the

saf

ety

dem

onst

rati

on,

eg h

ealt

h an

d sa

fety

, pa

ssen

ger

wel

fare

, ha

ndlin

g di

ffic

ult

situ

atio

ns e

g m

edic

al a

ssis

tanc

e, m

anag

ing

pass

enge

r be

havi

our,

ser

ving

foo

d an

d dr

inks

and

sel

ling

good

s.

Usi

ng t

he in

form

atio

n th

ey h

ave

gain

ed,

and

thro

ugh

addi

tion

al r

esea

rch,

lear

ners

sho

uld

crea

te a

n ar

ticl

e su

itab

le f

or a

car

eers

mag

azin

e on

a ‘

day

in t

he li

fe’

expl

aini

ng t

he

role

s an

d re

spon

sibi

litie

s of

a c

rew

mem

ber

on a

sho

rt-h

aul c

hart

er f

light

, eg

New

cast

le

— A

lican

te (

NCL

-ALC

) an

d a

long

-hau

l sch

edul

ed f

light

, eg

Lon

don

Hea

thro

w —

Hon

g Ko

ng

(LH

R-H

KG).

UN

IT 8

: H

AND

LIN

G A

IR P

ASSE

NG

ERS

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

61

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

10

Dis

emba

rkat

ion

—

pass

port

and

vis

a re

quir

emen

ts

Inve

stig

atio

n/

com

pute

r re

sear

ch

Aim

s of

the

ses

sion

: id

enti

fy p

roce

dure

s fo

r pa

ssen

gers

arr

ivin

g on

a d

omes

tic

flig

ht;

iden

tify

gen

eral

imm

igra

tion

pro

cedu

res

for

pass

enge

rs a

rriv

ing

into

the

UK

from

an

EU c

ount

ry a

nd f

rom

a n

on-E

U c

ount

ry.

Whe

n pa

ssen

gers

arr

ive

on a

flig

ht,

they

nee

d as

sist

ance

to

get

off

the

flig

ht a

nd r

ecla

im

thei

r ba

ggag

e. T

his

is k

now

n as

the

dis

emba

rkat

ion

proc

ess.

The

pas

seng

ers

will

und

ergo

di

ffer

ent

proc

esse

s fo

r di

sem

bark

atio

n de

pend

ing

on f

rom

whe

re t

he f

light

arr

ives

and

w

here

the

air

craf

t pa

rks.

It is

impo

rtan

t th

at le

arne

rs u

nder

stan

d th

e di

ffer

ent

arri

val

proc

edur

es f

or p

asse

nger

s ar

rivi

ng o

n a

dom

esti

c fl

ight

, a

flig

ht f

rom

wit

hin

the

EU a

nd a

no

n-EU

flig

ht.

Tuto

rs s

houl

d en

sure

tha

t le

arne

rs h

ave

an u

nder

stan

ding

of

the

proc

edur

es f

or a

rriv

ing

dom

esti

c fl

ight

s.

Tuto

rs s

houl

d th

en u

se a

wor

kshe

et w

hich

ask

s le

arne

rs t

o id

enti

fy t

he g

ener

al a

rriv

al

info

rmat

ion

for

a do

mes

tic

flig

ht a

nd t

he im

mig

rati

on p

roce

dure

s fo

r pa

ssen

gers

arr

ivin

g fr

om a

n EU

cou

ntry

into

the

UK

and

then

fro

m a

non

-EU

cou

ntry

into

the

UK.

Thi

s sh

ould

in

clud

e in

form

atio

n re

lati

ng t

o ge

nera

l im

mig

rati

on p

roce

dure

s, p

roce

dure

s fo

r ar

rivi

ng

asyl

um s

eeke

rs,

valid

ity

requ

irem

ents

for

EU

pas

spor

t ho

lder

s, v

isas

and

cus

tom

s.

UN

IT 8

: H

AND

LIN

G A

IR P

ASSE

NG

ERS

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

62

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

11

Dis

emba

rkat

ion

—

arri

val f

acili

ties

and

lu

ggag

e re

clai

m

Rese

arch

Ro

le p

lay

Aim

s of

the

ses

sion

: in

vest

igat

e th

e ar

riva

l fac

iliti

es a

t tw

o ai

rpor

ts;

iden

tify

whe

re

pass

enge

rs w

ould

rec

laim

the

ir lu

ggag

e fr

om a

dom

esti

c fl

ight

and

flig

hts

wit

hin

the

EU a

nd f

rom

out

side

the

EU

; ex

plai

n th

e pr

oced

ures

for

lost

and

dam

aged

lugg

age.

Whe

n pa

ssen

gers

arr

ive

on a

flig

ht t

hey

will

nee

d as

sist

ance

to

guid

e th

em t

hrou

gh t

he

arri

vals

pro

cess

. Th

e pa

ssen

ger

serv

ice

agen

t m

eeti

ng t

he f

light

gui

des

the

pass

enge

rs

from

the

air

craf

t to

the

bag

gage

rec

laim

are

a. If

the

re a

re a

ny p

robl

ems

wit

h pa

ssen

ger

bagg

age

such

as

dela

yed

(los

t) o

r da

mag

ed b

ags,

the

pas

seng

er s

ervi

ce a

gent

wou

ld

com

plet

e pa

perw

ork

for

the

bag

deta

ils (

pass

enge

r ir

regu

lari

ty r

epor

t) t

o be

ent

ered

on

to t

he W

orld

Tra

cer

Syst

em.

Usi

ng t

he t

wo

airp

orts

res

earc

hed

in p

revi

ous

sess

ions

, le

arne

rs s

houl

d re

sear

ch t

he

arri

vals

fac

iliti

es a

t bo

th.

They

sho

uld

iden

tify

fac

iliti

es f

or a

rriv

ing

pass

enge

rs,

eg c

ar

hire

, cu

rren

cy e

xcha

nge,

tra

nspo

rt a

nd f

acili

ties

for

air

port

cus

tom

ers

mee

ting

the

ar

rivi

ng p

asse

nger

s, e

g ar

riva

ls in

form

atio

n —

info

rmat

ion

desk

, fl

ight

info

rmat

ion

disp

lays

, sh

ort

stay

car

par

ks,

faci

litie

s fo

r un

acco

mpa

nied

min

ors.

Usi

ng a

ter

min

al la

yout

dia

gram

, le

arne

rs s

houl

d hi

ghlig

ht w

here

pas

seng

ers

wou

ld

recl

aim

the

ir b

agga

ge f

rom

dom

esti

c fl

ight

s an

d fr

om f

light

s or

igin

atin

g fr

om w

ithi

n th

e EU

and

non

-EU

cou

ntri

es.

Tuto

rs c

ould

cre

ate

role

-pla

y sc

enar

ios

wit

h a

pass

enge

r se

rvic

e ag

ent

deal

ing

wit

h cu

stom

er s

ervi

ce s

itua

tion

s su

ch a

s:

• M

r Br

own

has

arri

ved

off

a fl

ight

fro

m J

FK,

how

ever

his

bla

ck s

uitc

ase

has

not.

• M

rs B

lue

has

arri

ved

off

the

flig

ht f

rom

LA

X an

d he

r ye

llow

and

pin

k su

itca

se h

as a

cr

ack

in t

he s

ide

and

one

of t

he w

heel

s is

mis

sing

.

UN

IT 8

: H

AND

LIN

G A

IR P

ASSE

NG

ERS

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

63

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

Th

e ‘p

asse

nger

ser

vice

age

nt’

shou

ld e

xpla

in t

he p

roce

dure

s fo

r lo

st a

nd d

amag

ed

bagg

age,

com

plet

e th

e re

leva

nt p

aper

wor

k an

d lia

ise

wit

h th

e ba

ggag

e fa

cilit

ies

offi

ce

to e

nsur

e th

at t

he d

etai

ls a

re p

ut in

to t

he W

orld

Tra

cer

Syst

em,

to s

how

tha

t th

ey

unde

rsta

nd t

he p

roce

ss.

12

Tran

sit

pass

enge

rs

Rese

arch

Task

she

et

Role

-pla

y

Aim

s of

the

ses

sion

: ‘t

rans

it p

asse

nger

’; m

inim

um c

onne

ctio

n ti

mes

for

flig

hts

wit

hin

the

UK,

wit

hin

the

EU a

nd n

on-E

U;

proc

edur

es f

or m

isse

d co

nnec

tion

s.

Tuto

rs s

houl

d en

cour

age

the

grou

p to

dis

cuss

the

ter

m ‘

tran

sit

pass

enge

r’.

A go

od

star

ting

poi

nt c

ould

be

the

defi

niti

on a

ccor

ding

to

the

Dep

artm

ent

for

Tran

spor

t:

• ‘t

rans

it’

pass

enge

r: a

pas

seng

er p

assi

ng t

hrou

gh a

n ai

rpor

t fo

r th

e ex

pres

s pu

rpos

e of

con

nect

ing

wit

h an

othe

r fl

ight

’.

Som

e fl

ight

s ha

ve t

rans

it s

tops

in o

rder

to

dise

mba

rk p

asse

nger

s at

tha

t de

stin

atio

n be

fore

boa

rdin

g ex

tra

pass

enge

rs t

o ca

rry

on t

o th

eir

fina

l des

tina

tion

. O

ther

air

lines

ha

ve t

rans

it s

tops

to

refu

el a

nd c

hang

e cr

ew m

embe

rs d

ue t

o fl

ight

tim

e lim

itat

ions

. O

ther

air

lines

hav

e di

rect

flig

hts

if t

heir

air

craf

t ty

pe a

nd c

rew

can

ope

rate

wit

hin

thei

r fl

ight

tim

e lim

itat

ions

. Tu

tors

sho

uld

give

som

e ex

ampl

e jo

urne

ys s

how

ing

rout

es w

hich

w

ould

incl

ude

tran

sit

stop

s an

d tr

ansf

ers.

Som

e fl

ight

s ha

ve t

rans

it s

tops

whe

re

pass

enge

rs c

arry

ing

on w

ith

the

flig

ht c

an s

tay

on b

oard

, w

hils

t at

oth

er a

irpo

rts

the

pass

enge

rs n

eed

to d

isem

bark

and

wai

t in

a t

rans

it lo

unge

.

To c

onso

lidat

e le

arne

rs’

unde

rsta

ndin

g tu

tors

sho

uld

crea

te a

wor

kshe

et w

ith

exam

ple

rout

es,

eg d

omes

tic

to d

omes

tic,

dom

esti

c to

inte

rnat

iona

l (w

ithi

n th

e EU

and

non

-EU

) an

d as

k le

arne

rs t

o re

sear

ch t

he m

inim

um c

onne

ctio

n ti

mes

.

Ther

e is

als

o an

opp

ortu

nity

for

tut

ors

to d

evis

e ro

le-p

lay

scen

ario

s fo

r le

arne

rs t

o ex

plai

n th

e pr

oced

ures

to

a pa

ssen

ger

who

has

mis

sed

an o

nwar

d co

nnec

tion

.

UNIT 8: HANDLING AIR PASSENGERS

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

64

Sample assessment activity 1

Scenario

You have recently started work in Airport Information and to enable you to appreciate the many different options available to passengers when travelling to and from airports, you have been asked to investigate two airports, London Heathrow or London Gatwick plus an airport of your choice.

(Please note that learners living in and around the south east may select both LHR and LGW for their choice.)

Task 1 (provides evidence for P1)

In the format of a report describe the options available to passengers using the following headings and ensuring coverage of the range.

Transport options

• major road and rail networks

• coach operators

• taxi and private hire

Car parking

• on-airport parking, off-airport parking and private car park operators

• courtesy coach transfers

• VIP car parking

Inter-terminal transport

• monorails and light rail systems

• covered walkways and moving walkways

Car rental

• on airport and off airport

• private transfers

• limousines

Accommodation

• motels and hotels

• car park inclusive packages

• transit accommodation

Your description for each aspect can be based on one or other of your selected airports — you do not need, at this stage, to make comparisons. If any of the above aspects are not available at the two airports you are investigating, you can base your description on another airport.

UNIT 8: HANDLING AIR PASSENGERS

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

65

Task 2 (provides evidence for P2)

In a report describe all aspects of the embarkation process. This should include the passengers’ journey from arrival at the terminal (or remote check-in), through check-in and security and to the departure gate, including any facilities and services they may use between arrival and the gate. You must include the following.

Departure airport facilities

• airline facilities, ground handling facilities and off airport check-in

• retail outlets (tax-free and non-tax free)

• information services and financial services

• baggage trolleys

• private lounges

• other eg children’s play areas, chapels

Facilities for specific needs

• process for unaccompanied minors

• facilities for children and infants

• mobility assistance

• communication assistance, eg Braille and services for non-English speakers

Routine processing functions

• online check in, automated check-in desks, manual check-in desks

• security and immigration

• boarding cards and departure information

• changes to itinerary and standby passengers

Luggage procedures

• dangerous and restricted goods

• import and export regulations

• items not accepted in the cabin

• luggage allowances (according to class, airline, type of aircraft)

• excel baggage charges and outsize luggage

Personnel and their roles in relation to embarkation processes

• airline staff, ground handlers, customer services agents and baggage handling agents

• security staff, immigration officers, HM Revenue and customs officers

• retail staff

This list is not exhaustive but coverage of the above is essential to achieve this criterion.

UNIT 8: HANDLING AIR PASSENGERS

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

66

Task 3 (provides evidence for M1)

For the two airports selected in Task 1, compare the facilities available for passengers travelling to and from these airports and during the embarkation process. The comparison should include what is the same and what is different about each of the airports. It should also state why these differences exist.

Task 4 (provides evidence for D1)

For an airport of your choice make judgements about the effectiveness of procedures for handling passengers during embarkation and make realistic recommendations for improvements to at least two significant procedures. Justify why you are making these recommendations.

UNIT 8: HANDLING AIR PASSENGERS

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

67

Sample assessment activity 2

Scenario

Continuing from assessment activity 1, you have been asked to investigate boarding procedures at a specific airport and to describe the role of staff and the facilities available for customers during a flight.

Task 1 (provides evidence for P3)

Describe the boarding process including:

• security checks

• preferential seating

• provision of air-bridges or steps

• passengers with specific needs (physical disabilities, with children, those acting suspiciously, under the influence of alcohol, nervous flyers)

• cabin baggage.

Task 2 (provides evidence for P4)

Describe the role of staff and the facilities available for customers during a flight by:

a) describing the on-board facilities including:

• classes on scheduled flights

• facilities on charter airlines and low cost airlines

• extra leg room

• in-flight entertainment

• food and beverages

• tax-free goods

• telephones and internet

• destination information

• immigration documentation

• medical assistance

b) generally for all airlines, describing the facilities made available for passengers with special needs generally for all airlines including:

• seating arrangements

• toilet facilities

• medical assistance

• communication assistance

• special dietary meals

UNIT 8: HANDLING AIR PASSENGERS

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

68

c) generally for all airlines describing the facilities for children generally for all airlines including:

• infant seat belts

• cots

• activity packs

• in-flight entertainment channels

• children’s meals, bottle warming, nappy changing facilities

• unaccompanied minors

d) generally for all airlines describing the roles and responsibilities of personnel in- flight generally for all airlines including:

• giving information

• health and safety

• passenger welfare

• medical assistance

• managing passenger behaviour

• sale of goods

• food and beverage service.

Task 3 (provides evidence for M2)

In general terms explain the importance of providing facilities to meet specific passenger needs both on board and during the boarding process. You should say WHY airlines provide specific facilities for passengers on board the flight and this should cover a range of reasons including health, safety and security to comply with any legislation and commercial gain.

UNIT 8: HANDLING AIR PASSENGERS

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

69

Sample assessment activity 3

Scenario

Continuing from assessment activity 1, you have been asked to investigate disembarkation and transit processes at UK airports.

Task 1 (provides evidence for P5)

In general terms, describe the disembarkation and transit processes at UK airports. You should focus on the procedures that passengers go through from leaving the aircraft to leaving the terminal building. You should draw evidence from LHR or LGW or an alternative airport that provides you with the opportunity to cover the full range including:

Passport and visa requirements

• general immigration procedures (EU and non-EU passengers)

• procedures for asylum seekers

• validity requirements for EU passport holders

• visas

• customs

Luggage reclaim

• passenger assistance

• lost and damaged luggage procedures

• outsized luggage pick-up

Arrival facilities

• for passengers, eg car hire, currency exchange, transport

• for meeting air passengers, eg arrivals information, short-stay parking

• for unaccompanied minors

Transit passengers

• passenger transfer

• luggage procedures

• minimum connection times

• lounges

• missed connection procedures

UNIT 8: HANDLING AIR PASSENGERS

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

70

Task 2 (provides evidence for M3)

Explain the importance of effective disembarkation processes at UK airports. Consider the reasons for this importance such as security, passenger convenience and for airport efficiency. Illustrate your explanations with examples from one or more airports.

Task 3 (provides evidence for D2)

Focusing on an airport of your choice, analyse the effectiveness of disembarkation processes at a UK airport. Evidence can be from your own experiences or from information from airport employees.

UNIT 8: HANDLING AIR PASSENGERS

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

71

Resource list

Books and publications

Dale G, Oliver H — BTEC National Travel and Tourism: Student Book 1 (Heinemann, 2005) ISBN 0435446444

Graham A — Managing Airports (Elsevier, 2003) ISBN 0750659173

Porter A — So You Want to Be Cabin Crew?: The In-depth Guide on How to Become an Air Cabin Crew Member (Andrew Porter Publishing, 2000) ISBN 1898129584

Websites

www.airport-parking.co.uk Airport parking (quotes, bookings)

www.airport-parking-shop.co.uk/main/airport-parking.html

List of airport car parking

www.avis.co.uk Avis car hire

www.baa.com British Airports Authority

www.britishairways.com/travel/childinfo/ public/en_gb

British Airways — children travelling alone

www.cabincrew.com Cabin crew information site

www.dft.gov.uk Department for Transport

www.dft.gov.uk/pgr/aviation/glossaryofusefulterms

Glossary of aviation terminology

www.dptac.gov.uk/pubs/aviation/access/ 06.htm

Disabled Persons Transport Advisory Committee

www.easyjet.com/b2b/en/airport/online_checkin.html

EasyJet online check in

www.enterprise.co.uk Enterprise car and van hire

www.executivelounges.com1 Executive lounges

www.flypark.co.uk/airportinfo.html Airport facilities information

www.gatwick-airport-guide.co.uk/childrens-facilities.html

Gatwick Airport children’s facilities guide

www.gatwick-airport-guide.co.uk/disabled-facilities.html

Gatwick Airport facilities for specific needs guide

www.gatwick-airport-guide.co.uk/transport.html

Gatwick Airport rail, coach and Gatwick express guide

www.hertz.co.uk Hertz car hire

www.hmrc.gov.uk/ HM Revenue and Customs

UNIT 8: HANDLING AIR PASSENGERS

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

72

www.homeoffice.gov.uk UK Home Office

http://images.google.co.uk/images?svnum=10&hl=en&gbv=2&q=airports+with+monorail&btnG=Search

Images of airport monorail systems

www.leighfisher.com/trb/690-2-05-2801.pdf Report regarding the processing of passengers off airport

www.nationalrail.co.uk/tocs_maps/maps/ network_rail_maps.htm

National Rail network enquiries

www.newcastleairport.com/general/news/ cuss.htm

Newcastle Airport — self-service check-in

www.oag.com/oag/website/com/oag+data/ home/

OAG — global travel and transport information

www.parkbcp.co.uk BCP airport parking (quotes, bookings)

www.parkbcp.co.uk/content/airport`lounges.aspx?id1=WP01&id2=&id3=WEB

Airport private lounges (reservations, quotes)

www.parkbcp.co.uk/content/meet-and-greet-parking.aspx?id1=WP01&id2=&id3=WEB

Meet and greet valet airport parking (bookings, quotes)

www.passport.gov.uk/index.asp Home Office Identity and Passport service

www.servisair.com/Home.aspx Penauille Servisair (provider of handling services)

www.swissportuk.com/ Swissport UK (ground handling company)

www.thetransportal.co.uk/WEBPAGES/bus.htm UK bus and coach information

www.thomascookairlines.co.uk/restricted_articles.htm

Thomas Cook Airlines — dangerous goods and restricted articles guide

www.virginholidays.co.uk/brochures/ worldwide/info/vital/disabled_services/

Virgin Holidays — disabled services

UNIT 18: TEAM LEADERSHIP IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

73

Unit 18: Team Leadership in the Aviation Industry

NQF Level 3: BTEC National

Guided learning hours: 60

Unit abstract

This unit introduces learners to working and leading teams, giving them the opportunity to develop their own skills as they complete tasks throughout this unit. Learners should develop these skills through practical tasks rather than just reading about them.

Tutors could use television programmes, eg ‘The Office’ or ‘Airport’, throughout the unit allowing learners to watch and then discuss the different scenarios observed. Guest speakers from industry could give learners a valuable insight into the roles and skills used when leading a team. These examples could then be used in the assessment of the unit.

It is important to make links in the delivery of this unit to Unit 3: Meeting Customer Needs in the Aviation Industry as it is vital that learners understand that providing effective customer care is paramount not only to the customer but also to the company.

These materials provide a suggested format for the delivery of this unit, which has been divided into a number of sections for teaching purposes. This is an illustration of how the unit can be divided into manageable learning blocks. It is not prescriptive. Tutors may find the learning outcomes can be delivered more effectively in a different order, based on the way the qualification is organised within the centre and the learning styles, ability levels and prior learning of the cohort.

The programme of learning indicates where assessment could take place. One sample assignment that covers all of the grading criteria has been provided.

Learning outcomes

On completion of this unit a learner should:

1 Understand the styles of leadership and the role of a team leader

2 Be able to communicate effectively when leading a team

3 Be able to use appropriate skills and qualities to lead a team

4 Understand what makes an effective team leader.

UN

IT 1

8: T

EAM

LEA

DER

SHIP

IN T

HE

AVIA

TIO

N IN

DU

STRY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

74

Exem

plar

pro

gram

me

of le

arni

ng

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

1 Id

enti

fy t

he s

tyle

s of

lead

ersh

ip a

nd

the

role

of

a te

am

lead

er —

lead

ersh

ip

styl

es

Tuto

r in

put/

libra

ry

inve

stig

atio

n

Gro

up d

iscu

ssio

n

Tele

visi

on

prog

ram

me/

di

scus

sion

Aim

s of

the

ses

sion

: un

ders

tand

lead

ersh

ip s

tyle

s.

Lear

ners

may

not

hav

e he

ard

of t

he d

iffe

rent

lead

ersh

ip s

tyle

s —

aut

hori

tari

an,

dem

ocra

tic,

for

mal

and

info

rmal

. An

intr

oduc

tion

cou

ld b

e th

roug

h ei

ther

tut

or in

put

or

libra

ry in

vest

igat

ion.

Lea

rner

s ar

e no

t ex

pect

ed t

o ha

ve in

-dep

th k

now

ledg

e of

eac

h st

yle

alth

ough

the

y sh

ould

und

erst

and

the

basi

c el

emen

ts o

f ea

ch.

Tuto

rs c

ould

lead

a d

iscu

ssio

n on

whe

n an

d w

here

lear

ners

hav

e ex

peri

ence

d te

ams,

and

w

hy le

arne

rs t

hink

tha

t te

ams

are

impo

rtan

t. L

earn

ers

who

hav

e pa

rt-t

ime

jobs

or

play

fo

r sp

orts

tea

ms

shou

ld h

ave

a go

od k

now

ledg

e of

tea

mw

ork

and

this

can

be

brou

ght

into

th

e di

scus

sion

.

Wat

chin

g ep

isod

es o

f ‘A

irpo

rt’

or ‘

Airl

ine’

thr

ough

out

this

uni

t w

ill b

uild

lear

ners

’ kn

owle

dge

of w

orki

ng in

the

indu

stry

.

2 Id

enti

fy t

he s

tyle

s of

lead

ersh

ip a

nd

the

role

of

a te

am

lead

er —

rol

es o

f te

am le

ader

Dis

cuss

ion

Gue

st s

peak

er

Aim

s of

the

ses

sion

: un

ders

tand

tea

m le

ader

rol

e.

Tuto

rs s

houl

d gu

ide

lear

ners

thr

ough

a d

iscu

ssio

n on

the

rol

es o

f a

team

lead

er,

incl

udin

g th

eir

resp

onsi

bilit

ies

and

the

skill

s an

d qu

alit

ies

need

ed.

It w

ould

be

part

icul

arly

be

nefi

cial

to

disc

uss

this

in t

he c

onte

xt o

f di

ffer

ent

avia

tion

tea

m s

itua

tion

s. C

ase

stud

ies

shou

ld b

e pr

epar

ed t

o al

low

lear

ners

to

exam

ine

the

skill

s an

d qu

alit

ies

need

ed

for

effe

ctiv

e te

am le

ader

ship

.

A ta

lk f

rom

a g

uest

spe

aker

fro

m t

he in

dust

ry w

ould

be

bene

fici

al,

eg c

abin

cre

w,

pass

enge

r se

rvic

e ag

ent

or g

roun

d cr

ew,

who

cou

ld g

ive

lear

ners

impo

rtan

t in

form

atio

n on

bot

h th

e sk

ills

need

ed a

nd t

he b

enef

its

of w

orki

ng in

a t

eam

. Le

arne

rs s

houl

d pr

epar

e qu

esti

ons

in a

dvan

ce o

f a

visi

t fr

om a

gue

st s

peak

er.

UN

IT 1

8: T

EAM

LEA

DER

SHIP

IN T

HE

AVIA

TIO

N IN

DU

STRY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

75

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

3 Id

enti

fy t

he s

tyle

s of

lead

ersh

ip a

nd

the

role

of

a te

am

lead

er —

ben

efit

s

Gro

up d

iscu

ssio

n

Acti

vity

Aim

s of

the

ses

sion

: un

ders

tand

the

ben

efit

s of

wor

king

in a

tea

m.

Follo

win

g th

e vi

sit

from

the

gue

st s

peak

er ‘

lear

ners

cou

ld d

iscu

ss t

he b

enef

its

of

wor

king

’ in

a t

eam

and

hav

ing

an e

ffec

tive

lead

er a

nd w

hy t

his

is im

port

ant

in r

elat

ion

to

the

orga

nisa

tion

and

tea

m m

embe

rs.

Epis

odes

of

‘The

App

rent

ice’

can

pro

vide

an

exce

llent

insi

ght

into

wha

t ca

n go

wro

ng

whe

n a

team

lead

er is

inef

fect

ive

and

whe

n te

am m

embe

rs d

on’t

coo

pera

te w

ith

thei

r le

ader

and

one

ano

ther

. Th

ese

can

prov

ide

a us

eful

foc

us f

or d

iscu

ssio

n.

Thro

ugho

ut t

his

unit

a n

umbe

r of

dif

fere

nt t

eam

wor

k an

d te

ambu

ildin

g ac

tivi

ties

cou

ld

be u

sed

to s

how

lear

ners

the

ben

efit

s of

wor

king

in a

tea

m a

nd t

o pu

t in

to p

ract

ice

som

e of

the

ski

lls a

nd q

ualit

ies

need

ed a

s a

team

lead

er.

It is

impo

rtan

t th

at t

here

are

op

port

unit

ies

for

all l

earn

ers

to b

e gi

ven

the

oppo

rtun

ity

to a

ct a

s te

am le

ader

.

Effe

ctiv

e de

brie

fing

will

be

esse

ntia

l to

ensu

re t

hat

such

act

ivit

ies

have

som

e va

lue

and

cont

ribu

te t

o th

e le

arni

ng p

roce

ss.

4 Co

mm

unic

atio

n sk

ills

— n

on-v

erba

l In

vest

igat

ion

Acti

viti

es

Aim

s of

the

ses

sion

: un

ders

tand

non

-ver

bal c

omm

unic

atio

n sk

ills.

Lear

ners

sho

uld

be a

ble

to d

raw

on

know

ledg

e an

d ex

peri

ence

gai

ned

from

Uni

t 3:

M

eeti

ng C

usto

mer

Nee

ds i

n th

e A

viat

ion

Indu

stry

. U

sing

tel

evis

ion

prog

ram

mes

lear

ners

co

uld

obse

rve

body

lang

uage

, ge

stur

es,

expr

essi

ons

and

pers

onal

pre

sent

atio

n.

Know

ledg

e sh

ould

now

be

deve

lope

d fr

om t

he p

ersp

ecti

ve o

f th

e im

port

ance

of

effe

ctiv

e no

n-ve

rbal

com

mun

icat

ion

whe

n le

adin

g a

team

. Ro

le-p

lay

acti

viti

es c

an b

e de

velo

ped,

w

ith

lear

ners

tak

ing

it in

tur

n to

pla

y th

e ro

le o

f te

am le

ader

, te

am m

embe

r an

d ac

ting

as

obs

erve

r to

pro

vide

fee

dbac

k on

non

-ver

bal c

omm

unic

atio

n.

Ther

e ar

e m

any

acti

viti

es r

elat

ing

to n

on-v

erba

l com

mun

icat

ion

avai

labl

e on

the

in

tern

et.

UN

IT 1

8: T

EAM

LEA

DER

SHIP

IN T

HE

AVIA

TIO

N IN

DU

STRY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

76

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

5-6

Com

mun

icat

ion

skill

s —

ver

bal/

co

mm

unic

atio

n

Dis

cuss

ion

Inve

stig

atio

n

Acti

vity

Aim

s of

the

ses

sion

: un

ders

tand

com

mun

icat

ion

skill

s th

roug

h ve

rbal

com

mun

icat

ion.

Tuto

rs c

ould

org

anis

e le

arne

rs t

o w

atch

a t

elev

isio

n pr

ogra

mm

e, s

uch

as ‘

Airp

ort’

; le

arne

rs c

ould

obs

erve

dif

fere

nt s

cena

rios

, eg

a d

iffi

cult

cus

tom

er,

a dr

unk

or d

isor

derl

y cu

stom

er,

a pe

rson

who

spe

aks

limit

ed E

nglis

h. T

his

coul

d de

velo

p le

arne

rs’

know

ledg

e of

the

dif

fere

nces

in t

he u

se o

f th

e vo

ice.

Tut

ors

coul

d th

en s

tart

a d

iscu

ssio

n on

why

di

ffer

ent

tone

s ar

e us

ed b

y av

iati

on s

taff

and

how

the

y al

ter

thei

r to

ne d

epen

ding

on

the

cust

omer

s’ n

eeds

and

the

ir r

eact

ions

.

Lear

ners

cou

ld t

hen

inve

stig

ate

the

diff

eren

t w

ays

of c

omm

unic

atin

g w

ith

othe

rs.

Lear

ners

cou

ld b

e gi

ven

diff

eren

t sc

enar

ios

and

how

the

info

rmat

ion

coul

d be

co

mm

unic

ated

, eg

a c

ance

lled

flig

ht —

fac

e to

fac

e by

a p

asse

nger

ser

vice

age

nt,

by

noti

ce b

oard

or

a pr

esen

tati

on o

r an

noun

cem

ent

by a

n ai

rpor

t of

fici

al.

Lear

ners

cou

ld

then

ass

ess

the

use

and

effe

ctiv

enes

s of

eac

h ti

me

of c

omm

unic

atio

n. L

earn

ers

shou

ld

part

icip

ate

in r

ole-

play

sce

nari

os t

o fu

rthe

r en

hanc

e th

eir

unde

rsta

ndin

g an

d de

velo

p th

eir

com

mun

icat

ion

skill

s.

Lear

ners

cou

ld w

ork

in s

mal

l gro

ups

to r

esea

rch

avia

tion

ter

min

olog

y an

d bu

ild a

gl

ossa

ry.

7-8

Use

app

ropr

iate

sk

ills

and

qual

itie

s to

lead

a t

eam

—

team

goa

ls

Inve

stig

atio

n/

disc

ussi

on

Acti

vity

Aim

s of

the

ses

sion

: un

ders

tand

the

impo

rtan

ce o

f sk

ills,

qua

litie

s an

d te

am g

oals

w

hen

lead

ing

a te

am.

Lear

ners

sho

uld

inve

stig

ate

and

disc

uss

the

skill

s an

d qu

alit

ies

need

ed w

hen

wor

king

in a

te

am a

nd t

he n

eed

for

team

goa

ls.

Tuto

rs m

ay n

eed

to p

rom

pt t

he d

iscu

ssio

n to

cov

er

the

full

rang

e gi

ven

in t

he u

nit

cont

ent.

Par

ticu

lar

emph

asis

sho

uld

be o

n th

ose

skill

s an

d qu

alit

ies

requ

ired

whe

n le

adin

g a

team

.

A se

ssio

n on

str

ess

man

agem

ent

coul

d be

incl

uded

at

this

poi

nt,

as s

tres

s is

oft

en t

he

caus

e of

sta

ff a

bsen

ce,

whi

ch a

ffec

ts a

tea

ms’

abi

lity

to f

unct

ion

and

low

ers

mor

ale.

Tu

tors

cou

ld e

xpla

in t

he r

ole

of t

he t

eam

lead

er t

o no

tice

tho

se w

ho a

re s

uffe

ring

fro

m

stre

ss a

nd t

he s

teps

tha

t ca

n be

tak

en t

o he

lp.

UN

IT 1

8: T

EAM

LEA

DER

SHIP

IN T

HE

AVIA

TIO

N IN

DU

STRY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

77

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

9-10

U

se a

ppro

pria

te

skill

s an

d qu

alit

ies

to le

ad a

tea

m —

pr

oces

ses

Dis

cuss

ion/

acti

vity

A

ims

of t

he s

essi

on:

unde

rsta

nd t

he p

roce

sses

use

d in

tea

m le

adin

g.

A di

scus

sion

on

the

proc

esse

s us

ed t

o le

ad a

tea

m is

nee

ded.

Tut

ors

shou

ld g

ive

inpu

t in

to h

ow t

o pr

epar

e fo

r an

d le

ad a

tea

m m

eeti

ng,

allo

cati

ng r

oles

and

del

egat

ing

resp

onsi

bilit

ies.

Whe

n lo

okin

g at

dif

fere

nt t

eam

rol

es,

lear

ners

cou

ld e

xam

ine

Belb

in’s

te

am r

oles

and

dis

cuss

the

impo

rtan

ce o

f ha

ving

dif

fere

nt t

ypes

of

peop

le w

ithi

n a

team

.

Tuto

rs c

ould

pla

ce le

arne

rs in

to g

roup

s; t

he g

roup

s co

uld

then

hol

d a

team

mee

ting

to

agre

e on

the

typ

e of

act

ivit

y th

ey w

ould

like

to

do a

nd s

et t

eam

goa

ls.

Tuto

rs c

ould

arr

ange

an

acti

vity

wit

hin

thei

r ce

ntre

or

a vi

sit

to a

n ou

tdoo

r pu

rsui

ts

cent

re,

whi

ch w

ould

allo

w e

ach

lear

ner

shou

ld t

ake

a tu

rn a

t le

adin

g th

e te

am.

11

Inve

stig

ate

wha

t m

akes

an

effe

ctiv

e te

am le

ader

- ba

rrie

rs

Dis

cuss

ion/

in

divi

dual

not

es

Dis

cuss

ion/

in

vest

igat

ion

Aim

s of

the

ses

sion

: un

ders

tand

the

bar

rier

s in

tea

m le

adin

g.

Tuto

rs s

houl

d in

itia

te a

dis

cuss

ion

on t

he g

ener

al b

arri

ers

to e

ffec

tive

per

form

ance

w

ithi

n a

team

incl

udin

g la

ck o

f co

mm

itm

ent,

poo

r co

mm

unic

atio

n, la

ck o

f ap

prop

riat

e sk

ills,

res

ourc

e is

sues

, pe

rson

al f

acto

rs a

nd c

onfl

ict

betw

een

team

mem

bers

.

Lear

ners

sho

uld

unde

rsta

nd t

hat

som

e ba

rrie

rs c

anno

t be

ove

rcom

e an

d th

at t

hey

may

ha

ve t

o ad

apt

to d

eal w

ith

thes

e. C

ase

stud

ies

coul

d be

dev

ised

to

show

thi

s.

Addi

tion

al c

ase

stud

ies

may

be

nece

ssar

y to

ens

ure

all u

nit

cont

ent

is c

over

ed.

Tuto

rs c

ould

inst

igat

e ro

le p

lays

dea

ling

wit

h re

sist

ance

and

con

flic

t w

ithi

n a

team

and

th

e sk

ills

that

cou

ld b

e us

ed t

o de

al w

ith

diff

icul

t si

tuat

ions

and

bar

rier

s to

eff

ecti

ve

perf

orm

ance

.

Tuto

rs c

ould

lead

a d

ebri

ef o

n ac

tivi

ties

and

lear

ners

can

ref

lect

on

thei

r te

amw

ork

skill

s w

ithi

n th

at a

ctiv

ity.

Lea

rner

s sh

ould

evi

denc

e th

eir

own

perf

orm

ance

and

tha

t of

the

ir

team

wit

hin

the

asse

ssm

ent.

UN

IT 1

8: T

EAM

LEA

DER

SHIP

IN T

HE

AVIA

TIO

N IN

DU

STRY

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

78

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

12

Inve

stig

ate

wha

t m

akes

an

effe

ctiv

e te

am le

ader

—

eval

uati

on

Acti

vity

Inve

stig

atio

n/

asse

ssm

ent

Aim

s of

the

ses

sion

: un

ders

tand

the

eva

luat

ion

tech

niqu

es u

sed

in t

eam

lead

ing.

Met

hods

of

eval

uati

on s

houl

d be

dis

cuss

ed in

ter

ms

of m

easu

rem

ent

of g

oals

ach

ieve

d,

own

and

team

per

form

ance

, as

sess

men

t of

ski

lls d

evel

opm

ent

and

com

pilin

g re

com

men

dati

ons

for

the

futu

re.

Lear

ners

cou

ld r

esea

rch

the

way

s us

ed t

o ev

alua

te e

ffec

tive

per

form

ance

and

how

to

mak

e re

com

men

dati

ons

to im

prov

e th

eir

own

perf

orm

ance

and

tha

t of

the

ir t

eam

. Th

is

coul

d in

clud

e cr

eati

ng e

valu

atio

n do

cum

ents

for

bot

h se

lf-e

valu

atio

n an

d ev

alua

tion

of

thei

r pe

ers.

UNIT 18: TEAM LEADERSHIP IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

79

Sample assessment activity

Scenario

You work as a team leader for a major ground handler, who takes pride in their reputation in the industry. They emphasise that communication and working as part of a team are extremely important to working for the company.

They have asked you to put together a training package that could be used when training future team leaders. This will be in five parts:

• leadership styles and role of the leader

• communication skills for effective team leaders

• leading a team

• barriers to effective teamwork

• evaluating performance.

Task 1 (provides evidence for P1)

Before the candidates can start their training they need to understand the styles of leadership and the role of the team leader. Part one of the training package needs to describe:

• different styles of leadership, including authoritarian, democratic, formal and informal

• roles and responsibilities of the team leader, the qualities and skills they need and the benefits team leaders can bring to the organisation and team members

• benefits of teams to aviation organisations eg efficiency, commitment of staff and to team members themselves, eg shared expertise, personal development.

Task 2 (provides evidence for M1)

To build on the descriptions in Task 1, compare two different style of leadership in organisations in the aviation industry, identifying similarities and differences and noting any impacts that these styles may have on the roles they perform.

Task 3 (provides evidence for D1)

To summarise this part of the training package, evaluate the effectiveness of two different styles of leadership in organisations in the aviation industry, making suggestions for improvement.

UNIT 18: TEAM LEADERSHIP IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

80

Task 4 (provides evidence for P2)

Part two of the training package covers communication and specifically a description of the different ways communication is used to lead and motivate a team. You should describe, giving relevant aviation examples to support your description:

Non-verbal communication including:

• open and closed body language

• personal presentation

• gestures

• expressions

• listening skills

Verbal communication including:

• voice tone, pitch and pace

• clarity

• appropriateness to the task

• the use of relevant aviation terminology

Communications including:

• face-to-face

• written

• presentations

• using figures, eg in sales presentations

Task 5 (provides evidence for P3, M2 and part D2)

Part three of the training package requires learners to take part in team activities to show that they have the ability to take on a team leader role. You need to trial this part of the package to make sure that it works.

Along with others in your group arrange an activity; you may have to take a turn in leading the team depending on the type of activity arranged.

You will work in small groups (maximum of four) people for this assessment, but must complete all written work individually.

In your group arrange a team meeting where you will show that you can:

• lead team meetings

• decide on the type of activity/ies to take part in

• set team goals

• allocate team roles

• delegate responsibilities.

UNIT 18: TEAM LEADERSHIP IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

81

Take part in the team activity, providing evidence that you can:

• use appropriate skills and qualities needed to lead a team

• meet team goals

• monitor progress

• evaluate outcomes

• liaise with senior staff as appropriate.

If you demonstrate effective communication skills and qualities in leading a team you can achieve M2.

Your evidence could also contribute towards achievement of D2, which is detailed further in Task 9 over the page.

Task 6 (provides evidence for P4)

After the team activity it is important to assess its effectiveness and any possible barriers that may occur.

Part four of the training package should include a description of the barriers that may affect the way a team works including:

• lack of commitment, eg of the leader, of the team member

• poor communication

• lack of appropriate skills

• financial, physical and staff resource issues

• personal factors.

Task 7 (provides evidence for P5)

Part five of the training package will include a section on evaluation methods.

Describe, with relevant examples, methods used to evaluate effective team leadership, including:

• measurement of goals achieved

• measurement of your own and your team’s performance

• assessment of your own and your team’s skills development needs

• compiling recommendations for the future.

Task 8 (provides evidence for M3 )

Complete an evaluation of both your own and the team’s performance, in which you:

• analyse your own performance in leading a team

• suggest the barriers to effective teamwork and possible solutions.

UNIT 18: TEAM LEADERSHIP IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

82

Task 9 (provides evidence for D2 )

Demonstrate where you used high levels of effectiveness when leading a team — this should be supported by a witness testimony or observation sheet and evidence from Task 5.

Make critical judgements on the performance of yourself and the team, giving recommendations for improvement for both the team leader and the team.

UNIT 18: TEAM LEADERSHIP IN THE AVIATION INDUSTRY

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

83

Resource list

Books and publications

Belbin M — Team Roles at Work (Butterworth-Heinemann, 1996) ISBN 0750626755

Leigh A and Maynard M — Leading your Team: How to Involve and Inspire Teams (Nicholas Brealey Publishing Ltd, 2002) ISBN 1857883047

Yeung R — Leading Teams: Creating a Team, Resolving Conflicts, Delivering Results Through Teamworking (How to Books Ltd, 2000) ISBN 1857035666

Television programmes

Airline/Airport — ITV

Aviation programmes — Discovery Turbo (Satellite Television)

The Apprentice — BBC

Websites

www.ba.com British Airways

www.easyjet.com easyJet

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

84

UNIT 19: CONFLICT MANAGEMENT FOR AVIATION

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

85

Unit 19: Conflict Management for Aviation

NQF Level 3: BTEC National

Guided learning hours: 60

Unit abstract

This unit introduces learners to conflict management in aviation and the possible solutions that are used by aviation organisations to resolve the situation. Investigating how to recognise and deal with conflict will allow learners to develop their own skills over a period of time to take part in role-play situations.

Using television programmes, guest speakers and visits to an airport will give learners a good start in recognising the causes of conflict and the different behaviour shown by passengers. When completing the role plays, these should be appropriately evidenced according to the assessment criteria.

These materials provide a suggested format for the delivery of this unit, which has been divided into a number of sections for teaching purposes. This is an illustration of how the unit can be divided into manageable learning blocks. It is not prescriptive. Tutors may find the learning outcomes can be delivered more effectively in a different order, based on the way the qualification is organised within the centre and the learning styles, ability levels and prior learning of the cohort.

The programme of learning indicates where assessment could take place. One sample assignment that covers all of the grading criteria for the unit has been provided.

Learning outcomes

On completion of this unit a learner should:

1 Understand the types and causes of conflict situations in aviation

2 Know the early signs of conflict situations in aviation and common techniques for resolving them

3 Be able to communicate to resolve conflict situations in aviation

4 Understand immediate and long-term measures used to follow up conflict situations in aviation.

UN

IT 1

9: C

ON

FLIC

T M

ANAG

EMEN

T FO

R AV

IATI

ON

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

86

Exem

plar

pro

gram

me

of le

arni

ng

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

1 U

nder

stan

d th

e ty

pes

and

caus

es o

f co

nflic

t si

tuat

ions

in

avi

atio

n

Dis

cuss

ion

A

ims

of t

he s

essi

on:

unde

rsta

nd t

he t

ypes

of

conf

lict

situ

atio

ns in

avi

atio

n.

Gro

up d

iscu

ssio

n on

‘W

hat

is c

onfl

ict?

’ Le

arne

rs m

ay h

ave

expe

rien

ced

conf

lict

situ

atio

ns

wit

hout

rea

lisin

g it

. Tu

tors

sho

uld

also

add

exa

mpl

es t

hat

will

exp

and

lear

ners

’ ow

n kn

owle

dge

and

unde

rsta

ndin

g; t

hese

sho

uld

incl

ude

conf

lict

betw

een

staf

f an

d th

e ef

fect

on

the

cus

tom

er a

nd o

rgan

isat

ion.

The

se s

houl

d be

bas

ed o

n si

tuat

ions

exp

erie

nced

in

the

avia

tion

indu

stry

and

exa

mpl

es s

houl

d co

ver

each

of

the

type

s id

enti

fied

in t

he u

nit

cont

ent.

2 U

nder

stan

d th

e ty

pes

and

caus

es o

f co

nflic

t si

tuat

ions

in

avi

atio

n

Vide

o of

tel

evis

ion

prog

ram

me/

di

scus

sion

Acti

vity

Aim

s of

the

ses

sion

: un

ders

tand

the

cau

ses

of c

onfl

ict

situ

atio

ns in

avi

atio

n.

Wat

chin

g a

tele

visi

on p

rogr

amm

e w

here

con

flic

t ha

s oc

curr

ed e

g ai

rlin

e (e

asyJ

et)

will

he

lp le

arne

rs t

o un

ders

tand

cau

ses

of c

onfl

ict

eg A

irlin

e (e

asyJ

et).

Tut

ors

shou

ld f

ollo

w

up w

ith

a gr

oup

disc

ussi

on o

n th

e pr

ogra

mm

e an

d le

arne

rs’

opin

ions

of

how

eff

ecti

ve t

he

reso

luti

on o

f th

e si

tuat

ion

was

, eg

was

the

cus

tom

er s

atis

fied

wit

h th

e re

sult

? Le

arne

rs

shou

ld u

nder

stan

d fo

r ea

ch a

rea

of c

onte

nt id

enti

fied

why

thi

s ca

n be

a c

ause

of

conf

lict.

Tuto

rs s

houl

d he

lp le

arne

rs t

o ap

prec

iate

tha

t co

nflic

t si

tuat

ions

hap

pen

in o

ther

are

as

of a

viat

ion

such

as

imm

igra

tion

con

trol

, cu

stom

s an

d ex

cise

and

sec

urit

y as

wel

l as

thos

e ar

eas

in t

he m

edia

spo

tlig

ht s

uch

as c

heck

-in

and

on b

oard

an

airc

raft

.

Tuto

rs s

houl

d en

able

lear

ners

to

deve

lop

thei

r sk

ills

in h

andl

ing

conf

lict

situ

atio

ns b

y pr

oduc

ing

case

stu

dies

and

org

anis

ing

role

-pla

y si

tuat

ions

.

Lear

ners

sho

uld

star

t to

bui

ld u

p a

port

folio

of

info

rmat

ion

to u

se in

ass

essm

ent/

role

pl

ays.

Prep

are

ques

tion

s fo

r a

visi

ting

spe

aker

in w

eek

3.

UN

IT 1

9: C

ON

FLIC

T M

ANAG

EMEN

T FO

R AV

IATI

ON

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

87

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

3 Kn

ow t

he e

arly

si

gns

of c

onfl

ict

—

med

ical

, al

coho

l an

d su

bsta

nce

abus

e

Rese

arch

Gue

st s

peak

er

Aim

s of

the

ses

sion

: un

ders

tand

the

ear

ly s

igns

of

conf

lict.

Lear

ners

sho

uld

rese

arch

the

sym

ptom

s of

med

ical

, al

coho

l and

sub

stan

ce a

buse

; th

is

coul

d be

don

e in

pai

rs a

nd t

he in

form

atio

n di

ssem

inat

ed t

o th

e gr

oup.

A gu

est

spea

ker

from

the

avi

atio

n in

dust

ry c

ould

be

invi

ted

to g

ive

info

rmat

ion

on t

he

diff

eren

t ty

pes

and

caus

es o

f co

nflic

t, in

clud

ing

med

ical

con

diti

ons.

4 Kn

ow t

he e

arly

si

gns

of c

onfl

ict

—

conf

ront

atio

n

Acti

vity

/dis

cuss

ion

A

ims

of t

he s

essi

on:

unde

rsta

nd e

arly

sig

ns o

f co

nflic

t an

d co

nfro

ntat

ion.

Lear

ners

sho

uld

be p

ut in

to p

airs

and

be

give

n di

ffer

ent

exam

ples

of

conf

ront

atio

n; t

hey

shou

ld t

hen

act

them

out

to

the

rest

of

the

grou

p. T

his

coul

d th

en le

ad o

n to

a d

iscu

ssio

n on

rec

ogni

sing

the

ear

ly s

igns

of

conf

lict.

Tut

ors

shou

ld e

nsur

e al

l ele

men

ts a

re d

raw

n ou

t an

d di

scus

sed,

suc

h as

per

sona

l spa

ce a

nd in

appr

opri

ate

beha

viou

r, e

g se

xism

, la

ngua

ge.

Tuto

rs s

houl

d en

sure

tha

t th

e fu

ll ra

nge

wit

hin

the

spec

ific

atio

n ha

s be

en

cove

red.

Lear

ners

to

add

to in

form

atio

n st

arte

d in

wee

k 2.

5 Kn

ow t

he

tech

niqu

es u

sed

to

reso

lve

conf

lict

Dis

cuss

ion

Aim

s of

the

ses

sion

: un

ders

tand

res

olut

ion

tech

niqu

es.

Lear

ners

wou

ld b

enef

it f

rom

inpu

t on

res

olut

ion

tech

niqu

es,

both

in g

ener

al a

nd in

the

co

ntex

t of

the

avi

atio

n in

dust

ry.

Usi

ng t

he in

form

atio

n ga

ther

ed f

rom

the

gue

st s

peak

er,

lear

ners

sho

uld

disc

uss

the

tech

niqu

es d

escr

ibed

in t

he u

nit

cont

ent

and

the

appr

opri

ate

use

of t

hem

, eg

alc

ohol

— w

ithd

raw

alc

ohol

ser

vice

.

UN

IT 1

9: C

ON

FLIC

T M

ANAG

EMEN

T FO

R AV

IATI

ON

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

88

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

6-7

Com

mun

icat

ion

tech

niqu

es a

nd t

he

barr

iers

to

effe

ctiv

e co

mm

unic

atio

n

Visi

t to

air

port

Dis

cuss

ion

Acti

vity

Role

pla

ys

Aim

s of

the

ses

sion

: un

ders

tand

the

dif

fere

nt c

omm

unic

atio

n te

chni

ques

and

the

ba

rrie

rs t

o ef

fect

ive

com

mun

icat

ion.

Lear

ners

wou

ld b

enef

it f

rom

a v

isit

to

an a

irpo

rt,

if p

ossi

ble,

whe

re t

hey

coul

d ob

serv

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w o

rgan

isat

ions

dea

l wit

h di

ffer

ent

type

s of

con

flic

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pos

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arne

rs s

houl

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ke

the

oppo

rtun

ity

to s

peak

to

empl

oyee

s ab

out

how

the

y ar

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aine

d to

dea

l wit

h co

nflic

t si

tuat

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.

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cou

ld li

nk t

o U

nit

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eeti

ng C

usto

mer

Nee

ds i

n th

e A

viat

ion

Indu

stry

.

Conf

iden

ce b

uild

ing

— r

ole-

play

pra

ctis

e of

dif

fere

nt t

ypes

of

conf

lict,

eg

illne

ss,

alco

hol

or b

erea

vem

ent.

Lear

ners

wou

ld b

enef

it f

rom

inpu

t on

bar

rier

s to

eff

ecti

ve c

omm

unic

atio

n co

veri

ng

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tive

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ngua

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estu

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eign

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or li

sten

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skill

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o ey

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ntac

t. T

he in

put

shou

ld b

e fo

llow

ed b

y a

disc

ussi

on a

nd id

enti

fica

tion

of

the

key

barr

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in t

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viat

ion

cont

ext.

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tise

rol

e pl

ays

reso

lvin

g co

nflic

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ady

for

asse

ssm

ent;

lear

ners

sho

uld

wor

k in

pai

rs

or s

mal

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itua

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8-9

Reso

luti

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of

conf

lict

situ

atio

ns

Vide

o of

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s of

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olut

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tech

niqu

es u

sed

in c

onfl

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situ

atio

ns.

Lear

ners

sho

uld

wat

ch a

tel

evis

ion

prog

ram

me

such

as

Airp

ort

or A

irlin

e, a

nd

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entr

ate

on t

he r

esol

utio

n of

dif

ficu

lt s

itua

tion

s. T

utor

s ca

n th

en d

iscu

ss h

ow t

he

orga

nisa

tion

res

olve

d th

e co

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d ho

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it w

as.

Tuto

rs s

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spec

ific

atio

n: f

ollo

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mpa

ny p

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enge

rs in

form

ed;

isol

atin

g si

tuat

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dea

ling

wit

h m

edic

al e

mer

genc

ies;

mee

ting

in

divi

dual

cus

tom

er n

eeds

; ex

trem

e m

easu

res.

UN

IT 1

9: C

ON

FLIC

T M

ANAG

EMEN

T FO

R AV

IATI

ON

Tuto

r su

ppor

t m

ater

ials

— E

dexc

el L

evel

3 B

TEC

Nat

iona

ls in

Avi

atio

n O

pera

tion

s

— Is

sue

1 —

Sep

tem

ber

2007

© E

dexc

el L

imit

ed 2

007

89

Sess

ion

Teac

hing

top

ic

Del

iver

y m

etho

ds

Gui

danc

e

10

Imm

edia

te

mea

sure

s to

fol

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tuat

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ch

Acti

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s of

the

ses

sion

: un

ders

tand

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imm

edia

te m

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res

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in c

onfl

ict

situ

atio

ns.

Tuto

rs c

ould

inst

igat

e a

grou

p di

scus

sion

on

the

imm

edia

te m

easu

res

orga

nisa

tion

s us

e to

de

al w

ith

conf

lict.

Lear

ners

sho

uld

rese

arch

new

spap

er a

rtic

les

whe

re p

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nger

s ha

ve b

een

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lved

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r pr

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for

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nd t

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flic

t si

tuat

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.

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ners

can

dis

cuss

the

long

-ter

m m

easu

res

used

to

follo

w u

p co

nflic

t in

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ing:

sta

ff

deve

lopm

ent

and

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ning

; ch

ange

s to

com

pany

pol

icy;

pro

secu

tion

; ex

clud

ed

pass

enge

rs;

noti

fyin

g th

ird

part

ies.

Lea

rner

s sh

ould

be

give

n sc

enar

ios

whe

re t

hey

coul

d su

gges

t m

easu

res

that

the

y w

ould

use

.

UNIT 19: CONFLICT MANAGEMENT FOR AVIATION

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

90

Sample assessment activity

Scenario

You have wanted to work in the aviation industry since finishing your college course. You have just been recruited by easyJet, and are about to start your training. The training requires you to understand conflict situations in aviation, both on the ground and in the air; you must complete a series of tasks to be able to pass your training.

Task 1 (provides evidence for P1)

There are many different types of organisations in the aviation industry, and each one experiences conflict nearly every day. To understand the different conflict situations in aviation, you must investigate different organisations in the industry. You should then.

Describe the types and causes of conflict situations, making sure you include the following.

• types — physical attacks, verbal abuse, minor and major incidents on the ground and airborne

• causes — alcohol, lost baggage, lost passengers, cancelled and delayed flights, missed connections and departures, medical situations and poor communication (of staff, of organisation).

Task 2 (provides evidence for P2)

Describe the early signs of conflict situations and common resolution techniques for dealing with them including:

Medical: death; acute, eg heart attack, stroke, choking; known conditions, eg epilepsy, diabetes, asthma; mental, eg phobia, stress

You should summarise the medical symptoms that staff may encounter in aviation contexts but it is not necessary to describe the first aid techniques for dealing with them, only that first aid would be required and what to do in that situation.

Confrontation: raised voices; rudeness; negative body language; closed gestures; abusive language; invasion of personal space; threatening gestures

Alcohol and substance abuse: slurred speech; agitated behaviour; odour; raised voices; inappropriate behaviour; heavy alcohol consumption

Resolution techniques: physical, eg restraint, withdraw alcohol service, basic first aid; verbal, eg reasoning, reassurance, empathy; referral to third party, eg supervisor, police, airport security

UNIT 19: CONFLICT MANAGEMENT FOR AVIATION

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

91

Task 3 (provides evidence for M1)

Explain why different resolution techniques are adopted in dealing with different types of conflict situations.

You will be given three scenarios of conflict situations, one for each of the following areas of conflict:

• medical

• confrontation

• alcohol and substance abuse.

You should read the scenarios and then suggest and justify an appropriate technique that could be used to resolve the situation.

Task 4 (provides evidence for P3)

You are now half way through your training and have learned a lot about conflict situations through investigation and research. Your trainers have now told you that to pass the next part of your training you must take part in role-play to demonstrate your understanding and ability to deal with conflict.

Along with the rest of your group, you will undertake three different role play situations in which you must demonstrate competent communication skills in order to resolve situations.

The communication skills must include:

• vocal (tone, pitch, volume)

• non-verbal, eg open gestures, positive body language, facial expression

• verbal, eg use of language

• active listening.

Your resolutions must include:

• following company procedures, eg offloading baggage of missing passengers

• keeping passengers informed

• isolating situation

• dealing with medical emergencies, eg administering first aid

• meeting individual customer needs, eg reallocating seats

• extreme measures, eg reasonable methods of restraint.

Your tutor will need to provide a signed observation sheet that clearly indicates how you have met the P3 criterion.

UNIT 19: CONFLICT MANAGEMENT FOR AVIATION

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

92

Task 5 (provides evidence for M2)

If you demonstrate a high level of effectiveness in order to resolve the three conflict situations (in Task 3) such as:

• confidence

• diplomacy

• assertiveness

and this is supported by a detailed observation sheet, signed by your tutor, clearly explaining how and why you demonstrated a high level of effectiveness in resolving the conflict situations, you will achieve M2.

Task 6 (provides evidence for P4)

Now that you have completed your role plays you must also describe, in an aviation context, the barriers to effective communication, making sure you include:

• negative body language

• closed gestures

• language spoken

• poor listening skills

• no eye contact.

You should provide examples where appropriate.

Task 5 (provides evidence for D1)

Your trainer has asked you to look back at your role plays and evaluate your strengths and make realistic and considered recommendations for how you could improve your performance when dealing with conflict situations. You should record this in the format of a short report.

Task 6 (provides evidence for P5 and M3)

You are coming to the end of your training and the final stage is dealing with the measures used to follow up conflict situations in the aviation industry. Looking back at the scenarios and role plays used in tasks 3, 4, 5 and 6 as examples, you must:

a) describe three immediate measures used in aviation to follow up conflict situations, such as report to supervisor, contact emergency services, deal with other passengers, complete accident and incident form

b) describe all of the following long-term measures used in aviation to follow up conflict situations

• staff development and training

• changes to company policy

• prosecution

UNIT 19: CONFLICT MANAGEMENT FOR AVIATION

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

93

• excluded passengers

• notifying third parties.

Task 7 (provides evidence for M3)

Explain how three measures (either in general terms or using specific examples) are used to reduce future incidents of conflict.

An example could be that on some routes that are popular with groups of young people some scheduled airlines have introduced a ‘paying bar service’ to dissuade passengers from drinking to excess and this will reduce the incidents of drunk passengers on board these flights.

Task 7 (provides evidence for D2)

Finally, your trainers have asked you to expand on the evaluation of your performance in D1 and justify at least one immediate and one long-term measure for each situation. For each measure you should justify how this will reduce future occurrences of conflict.

UNIT 19: CONFLICT MANAGEMENT FOR AVIATION

Tutor support materials — Edexcel Level 3 BTEC Nationals in Aviation Operations — Issue 1 — September 2007 © Edexcel Limited 2007

94

Resource list

Books and publications

Doganis R — Flying off course: The Economics of International Airlines, 3rd Edition (Routledge, 2002) ISBN 041521324X

Doganis R -The Airline Business, 2nd Edition (Routledge, 2005) ISBN 0415346150

Travel Trade Gazette — CNP Information Ltd

Travel Weekly — Reed Business Information Ltd

Television programmes

Airport/Airline — ITV

Websites

www.easyjet.com easyJet airline

www.fco.gov.uk/travel Travel Foreign and Commonwealth Office

www.timesonline.co.uk The Times newspaper

1516sb130907S:\LT\PD\Support\NACD in Aviation Ops L3-TSM .doc.1-99/2

Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN

Telephone 01623 467467 Fax 01623 450481 Email: publications@linneydirect.com September 2007 For more information on Edexcel and BTEC qualifications please contact Customer Services on 0870 240 9800 or http://enquiries.edexcel.org.uk or visit our website: www.edexcel.org.uk BTEC is a registered trademark of Edexcel Limited Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH. VAT Reg No 780 0898 07