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.
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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
) 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.
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
e ho
w o
rgan
isat
ions
dea
l wit
h di
ffer
ent
type
s of
con
flic
t. If
pos
sibl
e, le
arne
rs s
houl
d ta
ke
the
oppo
rtun
ity
to s
peak
to
empl
oyee
s ab
out
how
the
y ar
e tr
aine
d to
dea
l wit
h co
nflic
t si
tuat
ions
.
This
cou
ld li
nk t
o U
nit
3: M
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
nega
tive
bod
y la
ngua
ge,
clos
ed g
estu
res,
for
eign
lang
uage
, po
or li
sten
ing
skill
s, n
o ey
e co
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
iers
in t
he a
viat
ion
cont
ext.
Prac
tise
rol
e pl
ays
reso
lvin
g co
nflic
t re
ady
for
asse
ssm
ent;
lear
ners
sho
uld
wor
k in
pai
rs
or s
mal
l gro
ups
and
be g
iven
rol
e-pl
ay s
itua
tion
s.
8-9
Reso
luti
ons
of
conf
lict
situ
atio
ns
Vide
o of
tel
evis
ion
prog
ram
me/
di
scus
sion
Aim
s of
the
ses
sion
: un
ders
tand
res
olut
ion
tech
niqu
es u
sed
in c
onfl
ict
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
conc
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
nflic
t an
d ho
w e
ffec
tive
it w
as.
Tuto
rs s
houl
d en
sure
co
vera
ge o
f th
e ra
nge
wit
hin
the
spec
ific
atio
n: f
ollo
win
g co
mpa
ny p
roce
dure
s; k
eepi
ng
pass
enge
rs in
form
ed;
isol
atin
g si
tuat
ion;
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
low
up
con
flic
t si
tuat
ions
Dis
cuss
ion/
re
sear
ch
Acti
vity
Aim
s of
the
ses
sion
: un
ders
tand
the
imm
edia
te m
easu
res
used
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
asse
nger
s ha
ve b
een
invo
lved
in o
r pr
osec
uted
for
con
flic
t si
tuat
ions
.
Des
ign
and
com
plet
e ac
cide
nt a
nd in
cide
nt f
orm
s.
11-1
2 Lo
ng-t
erm
m
easu
res
to f
ollo
w
up c
onfl
ict
situ
atio
ns
Dis
cuss
ion/
acti
vity
A
ims
of t
he s
essi
on:
unde
rsta
nd t
he lo
ng-t
erm
mea
sure
s us
ed in
con
flic
t si
tuat
ions
.
Lear
ners
can
dis
cuss
the
long
-ter
m m
easu
res
used
to
follo
w u
p co
nflic
t in
clud
ing:
sta
ff
deve
lopm
ent
and
trai
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
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