The Hash Academy

 Essays: Question 1: You are the Quality Manager of an ANO-145 organization that carries out Line Maintenance of Boeing B777 Aircrafts. What requirements will you check before issuing the Certification Authorization to the Aircraft Licensed Mechanic in Category B1.1.  Question 2: An ANO-145 organization has a maintenance facility located outside Pakistan. What are the conditions under which the organization can use a certifying staff qualified in accordance with the national aviation regulations of the State in which the organisation facility is registered. Question 3: An aircraft is grounded at a location other than the main base where no appropriate certifying staff is available, how will the aircraft be released for service in this case.  Also write additional requirements for the maintenance organization if any. Question 4:  As per ANO-145 , what are different categories under which the aircrafts components must be segregated? Also explain how the unsalvageable i...

FORMULATING COURSE OBJECTIVES WRITING THE LEARNING OBJECTIVES Because adult learners are task-centered, adult training should be task-centered. Consequently, adult learning should be based on measurable, task-centered learning objectives and outcomes. Inherent to good instructional design is the definition of clear learning outcomes. What Are Learning Objectives? Dr. Robert Mager, a well known-figure in Training Design, defines learning objectives in this way: “[Learning] Objectives are a little like blueprints. They provide the guides that will guarantee that you are teaching what needs to be taught. An objective is about end rather than means. It describes a product of instruction rather than the process of instruction. It describes what students will be able to do when they are competent, rather than describing how they will be made competent.” The Conscious Competence Matrix – The Learning Model for Formulating Training Objectives Conscious Competence refers to the level of ability...

 TRAINING NEED ANALYSIS & INSTRUCTIONAL DESIGN TRAINING NEED ANALYSIS: What Is Training Needs Assessment? A needs assessment is the process of identifying performance requirements and the "gap" between what performance is required and what presently exists.  Why Conduct TNA? Conducting a Needs Analysis is usually done to gauge what training is needed for new employees or to identify and find solutions to:  Problems with performance – Performance Analysis  New system, task or technology – Task/Competency Analysis  Identification of learner profile – Learner Analysis TOOLS FOR CONDUCTING TNA: There are many tools to gather information about employee performance, which work best in different circumstances:  Observation: First hand observation and analysis in a setting in which the observer is not interfering with normal productivity. Used to gather first hand data about an employee's strengths and weaknesses. Interviews: Using a series of predetermined que...

MIND MAP (FOR LESSON PLANNING) What is a Mind Map? At the centre of a mind map is a key concept, idea or question. This is then expanded into sub-concepts, which are grouped and connected through a system of branches. Often represented in circles or boxes, concepts and ideas are linked by words and phrases that explain the relationship between them. Used as a teaching and learning technique, a mind map provides a visual illustration of the connections between ideas, as perceived by individuals or a group of people. Because mind maps are ways of demonstrating understanding, they are likely to differ from one person to another. They may also evolve in line with incremental changes to that understanding. Mind maps can be helpful for: - Making sense of concepts and the ways in which they are connected integrating new concepts with existing knowledge - Planning, organizing and analyzing - Communicating ideas, thoughts and information concisely and clearly Making a lesson plan A lesson plan ...

 WRITING THE LEARNING OUTCOMES  While Objectives are broad (fuzzy) statements of intent; outcomes are measurable statements of intent. Why Write Learning Outcomes? Five valid reasons: 1. Outcomes give you a clear direction for training activities. As a trainer, you know where you are going and how will you reach there. Your time on designing a training programme is properly utilized. 2. Outcomes give direction to other co-trainers who focus on the same direction. Consequently, they bring about uniformity in the training programme. 3. Learning outcomes also motivate trainees to grow as they clearly see WIIFM (what’s in it for me) that keeps them interested, involved and motivated. 4. Outcomes serve as a yardstick and standards to evaluate training. At the end of the programme, participants give you their feedback on the character of the training: how many of learning objectives have been achieved met or exceeded expectations? This kind of feedback reflects the professionalism o...

THE LEARNING STYLES Most adult learners develop a preference for learning that is based on childhood learning patterns (Edmunds, Lowe, Murray, & Seymour, 1999). Several approaches to learning styles have been proposed, one being based on the senses that are involved in processing information. Three Learning Styles The three primary learning styles are: visual, auditory, and kinesthetic. Visual learners tend to learn by looking, seeing, viewing, and watching. The teacher needs to create a mental image for the visual learner as this will assist in the ease of holding onto the information. If a visual learner is to master a skill, written instructions must be provided. Visual learners will read and follow the directions as they work and will appreciate it even more when diagrams are included. During a lecture or discussion, they tend to take detailed notes to absorb information. Auditory learners tend to learn by listening, hearing, and speaking. Auditory learners learn best through...

 ADULT LEARNING PRINCIPLES Adult Learning As an instructor, you should have a basic understanding of how adults learn. Adult learners bring experiences and self-awareness to learning that younger learners do not. To understand adult learning, we should understand learning domains, learning styles, and how and why adults learn. The Adult Learning Theory Malcolm Knowles was the first to theorize how adults learn. A pioneer in the field of adult learning, he described adult learning as a process of self-directed inquiry. He advocated creating a climate of mutual trust and clarification of mutual expectations with the learner. In other words, a cooperative learning climate is fostered. The reasons most adults enter any learning experience is to create change. This could encompass a change in (a) their skills, (b) behavior, (c) knowledge level, or (d) even their attitudes about things (Adult Education Centre, 2005). Compared to school-age children, the major differences in adult learner...