Code of Conduct

Purpose

The purpose of the Code of Conduct is to ensure both staff and students have a common understanding of the standards of conduct expected.

The purpose of the Code of Conduct is to guide and enhance the conduct of staff and students in performing their duties in the training environment of the Schools.

Scope

The Code of Conduct applies to both students and staff.

Management support

Becker Helicopters Pilot Academy and its affiliates (BHS) recognises its staff and students as its greatest asset.

The Code of Conduct has the support of the Directors and applies to all officers and employees of the companies.

Misconduct

Staff and students should familiarize themselves with the Code of Conduct and endeavour to ensure that its principles are observed at all times. Significant departures from the standards of conduct outlined in the Code of Conduct may amount to misconduct on the part of the individual staff and students member.
  • Description

    Description

    2.1 The schools mission is to extend, evaluate, preserve and transmit ideas and knowledge through teaching and instruction of the highest international standards for the particular benefit of Queensland and the good of the wider national and international aviation community.
    2.2 In achieving this mission, the school recognises that its staff and students are its greatest asset. The purpose of the schools Code of Conduct is to guide and enhance the conduct of staff and students in performing their duties in pursuit of this mission.
    2.3 The schools community is complex, with a large and diverse population of staff and students and students. As an organisation, it plays an important role in society generally (by the provision of teaching, training and community service).
    2.4 The primary role of the school in advancing aviation knowledge and training requires that it safeguards its institutional autonomy and protects academic freedom. In advancing knowledge, instructional ethos encourages independence and innovation in ideas and methods. The school values this idealistic environment as the best means of fostering the advancement of aviation instruction, training and knowledge.
    2.5 These aspects of the schools character and status as an organisation, together with the ethics obligations outlined in sections 7 to 11 of the Queensland Public Sector Ethics Act 1994, are reflected in the standards for staff and students conduct outlined in the School’s Code of Conduct. 2.5 The Public Sector Ethics Act identifies five fundamental ethical values which should guide the behaviour of staff and students. These are:

    • respect for the law and system of government
    • respect for persons
    • integrity
    • diligence
    • economy and efficiency
    2.6 The Code applies to all officers and employees of the schools, whether full-time, part-time or casual appointees, and to Directors of the companies. Visiting and adjunct instructors, pilots; and others acting in a voluntary capacity, are also expected to act in a manner consistent with the ethical obligations, while participating in the life of the schools community. This Code of Conduct also applies to the students and trainee pilots.
    2.7 Traditionally, schools are places where instructors and pilots have been encouraged to observe and to comment upon or criticise aviation, training practices and try and uphold and improve upon the aviation community and its activities. We also encourage the development of new concepts through research and open discussion. The exploration of unconventional views is not merely tolerated but encouraged. The Code of Conduct is not intended to derogate from this traditional and independent right to comment on matters of public concern or to pursue aviation matters of public controversy.
    2.8 While the Code of Conduct expresses the professional commitment of staff in their service to the schools, the school as an institution also encourages its staff and students to aspire to the highest standards of conduct. The focus is therefore supportive and educative. Reference is made to specific schools policies which provide detailed guidance on particular points and which will assist staff members in carrying out their duties and responsibilities appropriately.
    2.9 However, the Code of Conduct does regulate staff and student behaviour. Thus, where conduct falls below the standards outlined in the Code of Conduct, staff and students may be counselled in accordance with normal performance management strategies. Significant departures may amount to misconduct on the part of the individual staff and student member or student.
    2.10 Staff or students having concerns regarding the application or contravention of the Code in a particular situation should be aware that grievance procedures exist in respect of many school policies. Where grievance procedures do exist, concerns should be raised with the staff member, CFI, Chief pilot or Office Manager.
    2.11 In other situations, staff and students or students should consult their instructor, Flight Program Director, Directors, CFI Chief Pilot or CEO.
  • Five Ethical Principles

    Five Ethical Principles

    There are five fundamental ethical principles enshrined in the Public Sector Ethics Act 1994, from which the ethical obligations contained in the school’s Code of Conduct are derived. The ethical obligations are summarised in this section. More detailed advice on these ethical obligations is contained in the descriptions outlined below and in schools policies and procedures.
    1.

    Respect for the law and system at BHS.

    Staff and students should observe the laws of the State and the Commonwealth, and the statutes and rules of the Schools, and the Operations Manual that is written in line with CASA rules and regulations.

    This obligation is not intended to detract from the concept and practice of academic freedom, which is essential to the proper conduct of teaching, & training.

    2.

    Integrity

    Staff and students should be honest in carrying out their duties, and avoid conflicts between their private interests and their schools responsibilities with respect to:

    • Personal relationships
    • Sexual relationships
    • Financial relationships
    • Receipt of gifts
    • Outside work
    • Use of confidential information obtained in the course of schools duties
    • External activities and public comment

    Staff and students are supported in innovative training and instructing, but in doing so, should adhere to principles for the ethical conduct of research.

    3.

    Respect for persons

    Staff and students should treat students, other staff and students and members of the community equitably and with respect. This involves:

    • Courtesy and responsiveness in dealing with others
    • A responsibility of fairness in supervising other staff and students
    • Making decisions that are procedurally fair to people
    • Avoiding unfair discrimination, for example, on grounds such as gender, race, religion
    • Engaging in rational debate and allowing alternative points of view to be expressed
    • Avoiding behaviour which might reasonably be perceived as harassing, bullying or intimidating
    • A responsibility of fairness and the encouragement of independent scholarly learning in the instructing role.
    4.

    Diligence

    Staff and students should carry out their duties in a professional and conscientious manner. This involves:

    • Carrying out official decisions and policies faithfully and impartially.
    • Seeking to attain the highest possible standards of performance.
    • Exercising care for others in employment-related activities.
    • Ensuring that personal use of alcohol does not interfere with the proper performance of schools activities.
    • Nil drug use will be adhered.
    • Adhering to professional codes of conduct where applicable.

    Staff and students are encouraged to report fraud or corrupt conduct to appropriate school or external authorities.

    5.

    Economy and Efficiency

    • Staff and students should use the schools material and financial resources only for legitimate BHS purposes.
    • Staff and students should avoid waste.
    • Staff and students should maintain adequate security over BHS property, facilities and resources.

  • Respect for the Law and School Governance

    Respect for the Law and System of the Schools Governance

    Obligation to Observe the Law

    BHG staff and students, in common with all citizens, have an obligation to observe the laws of the State and the Commonwealth. Staff and students should comply with the statutes and rules of the schools, CASA and Air services.

    Academic Freedom

    Academic freedom The obligation is not intended to detract from the concept and practice of academic freedom, which is regarded by the schools as fundamental to the proper conduct of teaching, instruction, and safety. Instructors and teachers and staff and students should be guided by a commitment to freedom of inquiry. This commitment is expressed in their teaching and instructional techniques. Their role is to advance the aviation community.  Instructors, staff and students should exercise their traditional rights to examine social values and to criticize and challenge the belief structures of society, aviation safety, aviation learning in the spirit of a responsible and honest search for knowledge and its dissemination. For example, instructional freedom entitles an instructor or teacher or staff and students members to challenge and criticise ideas and methods but not to defame others.

     

    Rights and Responsibilities

    Becker Helicopters

    Becker Helicopters [1] As a registered training organisation in Australia BHS are responsible for ensuring we provide quality training and assessment and that we fully comply with the Standards for Registered Training Organisations (RTOs) 2015 at all times.  These standards are enabled by the National Vocational Education and Training Regulator Act 2011.  For detailed information of the Standards please visit www.asqa.gov.au.

    As a registered training organisation we are also responsible for ensuring qualifications, statements of attainment and records of results are issued in compliance with the AQF Qualifications Issuance Policy.  For detailed information of the policy please visit www.aqf.edu.au.

    [2]If there are any changes to the agreed services we will advise you as soon as possible, including in relation to any new third party arrangements or a change in ownership or changes to existing third party arrangements.
    Abide by BHS Code of Conduct as outlined in this manual.

    Student Rights

    Student Rights [3]You have the right as a consumer to:

    • Protection from certain types of unfair treatment under the Anti-Discrimination Act 1991.[4]
    • Protection from reprisal for disclosing information in the public interest in Queensland (sometimes referred to as ‘whistleblowing’) under the Public Interest Disclosure Act 2010.
    • Protection of your Human Rights including but not limited to Rights to a Fair Hearing, Rights to Privacy, Rights to Education. For more information on your Human Rights visit http://www.adcq.qld.gov.au/human-rights/human-rights-in-focus
    Appeal or complain [5]You have the right to appeal or complain:

    Should a student be experiencing difficulties with staff, facilities or course material provided to them, they can utilise any one of the methods detailed in the Complaints / Appeals Policy chapter in the Student Handbook.

    Refund [6]You have the right to a refund for services not provided by BHS if:

    • The arrangement is terminated early, or
    • BHS fails to provide the agreed services.
    • Please refer to the Refund Policy chapter in Student Handbook for more detail.
    [7]If Becker Helicopters or a third party we engage closes or ceases to deliver any part of your training you have the right to a refund for any unused portion of fees paid, and for BHS to endeavour to find a placement where the student can complete the training.
    Consumer rights and cooling off period Becker Helicopters respects consumer rights.

    [8] Becker Helicopters endeavours to match you to the correct course.  However, you have the right to a cooling off period of 10 business days following enrolment.

    https://www.qld.gov.au/law/your-rights/consumer-rights-complaints-and-scams/buying-products-and-services/training-courses/

    Defer, suspend or cancel an enrolment [9]You have the right to defer, suspend or cancel an enrolment.  For details please see the Deferring, Suspending of Cancelling a Students Enrolment chapter in the Student Handbook.
    Student Obligations [10]Students are required to….

    • Abide by BHS Student Code of Conduct.
    • Familiarise yourself with the BHS Student Handbook.
  • Integrity

    Integrity

    5.1 Staff and students are placed in a position of trust: they manage the schools resources, have access to schools information and make decisions that affect the interests of others. Staff may be in a position of power over more junior staff or students.
    5.2

    Avoiding conflicts of interest

    The trust that is placed in schools staff and students requires that staff and students conduct themselves with honesty, fairness and propriety. This means that staff and students should avoid conflicts between their private interests and school responsibilities and should avoid situations where there is a reasonable basis for the perception of such a conflict. The obligations outlined in the following paragraphs detail specific occasions when conflicts of interest might occur.

    5.3

    Personal relationships

    A conflict of interest can arise where a staff member makes or participates in decisions affecting another person with whom the staff member has a personal relationship (such as near relative, spouse, close friend or personal associate). There are a number of situations in the course of a staff member’s duties in which a conflict may arise, for instance, in the marking of student assignments or examination papers, in appointment, supervision and promotion of staff and students.

    Where such a conflict arises in a clear case, a staff member shall withdraw himself or herself from the situation. Where the relationship is not so close, the staff member should discuss the issue with someone in authority.

    5.4

    Sexual relationships

    While it is recognised that staff and students may sometimes form consensual sexual relationships with other staff or, in some cases, with students, such relationships should not intrude or be seen to intrude on the teaching and research environment or on the workplace generally, since workplace practices may be compromised. Such relationships may also create difficulties in maintaining the boundaries between professional and personal life and may compromise the professional or personal standing of either one or both of the persons involved. Difficulties may also arise from the unequal power of the persons concerned. This is particularly acute in relationships between staff and students.

    Staff and students involved in a sexual relationship giving rise to a potential conflict of interest should discuss this with their manager or immediate supervisor. Alternatively, in personally delicate situations, the staff and students member should discuss the issue with an even more senior officer who may not be in daily contact with those involved. In every case, it is in the staff and students member’s best interests that a responsible school person knows of the situation in enough detail to provide advice if it becomes necessary.

    Staff and students who become involved in a situation where a sexual relationship is a source of conflict of interest must withdraw from the situation giving rise to the conflict.

    Staff and students in supervisory positions, in particular, must be alert to the conflicts which such a relationship may create in the workplace, and to the need to handle such situations in a sensitive manner.

    5.5

    Financial relationships

    Financial relationships (for instance, where a staff and students member has a pecuniary interest in a company from which equipment is purchased or services obtained) can also give rise to a conflict of interest. Such a relationship must be disclosed before any question of purchasing or other financial or contractual decisions or dealings may arise. In general, staff should avoid involvement in such transactions.

    5.6

    Receipt of gifts

    Staff and students should not ask for or encourage the giving of any form of gift or benefit in connection with the performance of their duties. Receipt of gifts can be perceived as an inducement to act in a particular way, thus creating a real or apparent conflict of interest.

    A staff member may, of course, give or accept an occasional gift of nominal value which is offered in accordance with social or cultural practice.

    5.7

    Appropriate use of BHS information

    Staff and students will gain access to information while engaged in teaching, training and learning, administrative, technical and support activities. Some information may be unavailable to the school community generally or the public.

    Staff and students should respect the privacy of others and ensure that information of a personal nature, for instance, is accessed and used only for schools purposes and is not disclosed except where School policy expressly permits this. Information of a commercial or strategic nature should also be handled with the utmost sensitivity, and should not be used for personal gain. For example, staff and students having computerised access to personal information about others should not access or use that information for private purposes, and where a student confides in a staff and students member, the information should not be discussed with or revealed to others, except where this is necessary to take action or decisions concerning the student who has provided the information.

    5.8

    External activities and public comment

    Staff and students are free to engage in party-political, professional, interest group and charitable activity, provided that participation does not give rise to a conflict of interest or impede the performance of a staff and students duties.

    Where a staff and students member comments publicly in connection with trade union, party-political or interest group activities, it should be made clear that such comment is made on behalf of the union, political party or association which they represent, and not in their capacity as members of staff and students of the school.

    Public comment by staff and students in their capacity as private citizens is certainly permitted. In making private comment (including via electronic means such as electronic mail and the Internet), every effort must be made to ensure that the opinions expressed are not represented as an official view of the BHS.

    Comment made by a staff and students member in a private capacity should not compromise or be perceived to compromise the staff and students member’s ability to carry out his or her duties or implement duly approved School policy.

  • Respect For Persons

    Respect For Persons

    6.1 The schools seeks to create an environment where all persons are treated equitably and with respect, where persons’ rights are respected and where staff and students and student efforts are encouraged and their achievements given due recognition.
    6.2 Respect for persons extends to the manner in which school staff and students deal with students, other staff and students and members of the community. The school regards a staff and students member’s personal behaviour towards and interaction with others as a vital part of the duties of their position. A mutually respectful working environment is particularly encouraged.
    6.3 This applies to the pilot houses, other accommodation, and home stay in the community in which a student resides and lives. The respect for others in our community is as important as during the school hours of teaching and training.
    6.4

    Courtesy and responsiveness

    Staff and students are expected to be responsive, courteous and prompt in dealing with others, whether students, other staff and students (irrespective of their position or seniority) or members of the community. For example, persistently rude or insulting behaviour towards other members of staff and students is unacceptable and can result in being asked to leave the school and, if an international student, your visa being cancelled.

    Part of being a CPL pilot is the conduct both in the helicopter and out of it. Professionalism is a good indication of airmanship, attitude and the general overall conduct of a pilot.

    6.5

    Obligations of staff supervising other staff and students

    Staff who supervise other staff and students have special responsibilities to treat their staff and students fairly and to afford staff and students equality of opportunity, to maintain open and honest communication with them and to ensure that their staff and students understand performance standards expected of them. Evaluations of staff and students performance should be undertaken against these standards objectively and without bias.For example, a supervisor should make available development and training opportunities without patronage or favouritism. Formal and informal mechanisms for consultation and communication with staff and students are encouraged.

    6.6

    Making fair decisions

    When making a decision, taking action of a discretionary nature or resolving a grievance which may adversely affect a person’s rights, liberties, interests or legitimate expectations, the principles of procedural fairness should be applied. This means that persons affected should have the opportunity to respond to allegations or assertions made and to have a decision made without bias. Decisions should be based on considerations relevant to the matter at hand. Decisions may be accepted more readily if reasons are given. For example, where an adverse report is received concerning a staff and students member’s performance or conduct, that staff and students member should be given the opportunity to respond.

    6.7

    Staff and students must not unfairly discriminate

    Staff and students should treat other persons equitably, irrespective of gender, sexual orientation, race, disability or medical condition, cultural background, religion, marital status, age or political conviction. For example, it is irrelevant to the determination of the grade to be awarded to a student to take into account factors such as gender.

    6.8

    Respect for the opinions of others

    At a school, different opinions and perspectives are accommodated and respected, and disagreements are dealt with by rational debate. Rational debate presupposes open communication and the freedom to voice alternative points of view. Staff and students should not cut off rational debate by verbal or physical violence or intimidation. For example, criticism of ideas should be distinguished from personal criticism; and staff and students should not verbally abuse, vilify or belittle students or other staff and students (including their supervisors) either personally or to others.

    6.9

    Harassment and bullying unacceptable

    Staff and students must not engage in conduct which amounts to or may be perceived as sexual, racial or gender-based harassment. Staff and students should not behave towards other persons in a manner which may reasonably be perceived as an intimidating, overbearing or bullying. For example, shouting at other staff and students or students is commonly perceived as intimidating or bullying, which is not acceptable; harassment of a person who has disclosed misconduct or impropriety is unacceptable.

    6.10

    Obligations of instructors and teachers

    Staff involved in teaching or training should encourage the pursuit of independent scholarly learning, critical judgment, academic integrity and ethical sensitivity in their students, and should themselves demonstrate these qualities in their interactions with students. Teaching staff and students should behave courteously towards students and should be sensitive to students’ need for feedback and consultation. The safety of students should be given primary consideration in the relationship of trust which exists between teaching staff and their students. Evaluations of students should reflect each student’s true merit. In respect of assessment criteria should be explained clearly and in a timely fashion; teaching staff and students should make themselves available for individual consultation by students for reasonable periods of time, whether in person or by other means.

  • Diligence

    Diligence

    7.1 The school aims to achieve the highest standards of excellence in teaching, instruction, safety and administration. All staff contribute to the achievement of this aim when they carry out their duties honestly and to the best of their ability.
    7.2

    Duties to be carried out in professional manner

    Staff are expected to carry out their duties in a professional, responsible and conscientious manner, and to be accountable for their official conduct and decisions.

    Students are expected to carry out their studies in a professional, responsible, and conscientious manner and to be accountable for their conduct and decisions.

    7.3

    Duty to carry out policies and decisions

    Generally, staff have an obligation to carry out decisions and policies faithfully and impartially. This obligation applies even though staff have the right to institute grievance procedures where they believe a decision is improper or they seek to have decisions or policy changed through appropriate channels.

    7.4

    Standards of performance

    Staff members should endeavour to maintain and enhance their skills and expertise and keep up-to-date the knowledge associated with their particular field or area of work. High standards of performance and a focus on client service (whether clients are students, other staff and students, members of the aviation or wider community) are expected. Staff should not allow outside work to interfere with the performance of their school duties.

    Students are to focus on not allowing work commitments to interfere with their performances and school studies.

    Staff and students should exercise due care in undertaking their activities, particularly where others will rely on advice or information offered. Staff and students have a duty to take reasonable care to avoid causing harm (including physical harm) to anyone. Thus, staff and students should actively promote safe working practices and environments for everyone using school facilities.

    7.5

    Substance abuse

    Staff and students should ensure that the personal use of alcohol does not affect work performance or the safety and well-being of others. The school provides services to help staff and students resolve problems which affect their performance, including alcohol or substance abuse. Drug use can result in instant dismissal from work or the flying course. Drug use will, be reported immediately to CASA Medical and noted in the file.

    7.6

    Professional ethical standards

    The standards of conduct outlined in the schools Code of Conduct are generally consistent with professional ethical standards. Staff and students subject to professional ethical standards should aim to act in a way which satisfies the ethical standards of the school and of their profession.

    7.7

    Disclosure of fraud or corrupt conduct

    Fraud, corrupt conduct or maladministration is contrary to law and is to the detriment of the school community generally. Staff and students are therefore encouraged to report genuinely suspected or known fraud or corrupt conduct to appropriate school or external authorities.

    Where a person discloses impropriety or corrupt conduct to appropriate authorities, this must not result in harassment or other reprisal action by staff and students.

  • Economy and Efficiency

    Economy and Efficiency

    8.1 The resources required for the provision of instructing, teaching and training are significant. Staff and students therefore have a responsibility to ensure that these resources are managed effectively and without harm to the community or the environment.
    8.2

    Use of property and resources for School purposes

    Material, financial and computerised resources should be used only for the legitimate school purposes for which they are provided. For example, electronic mail and access to the Internet and computerised information systems are provided to staff and students to support their employment activities and/or training, should be used for this purpose.  Staff and students should not remove School equipment from the campus, except where this is necessary for use by the staff and students member for School purposes and where they have appropriate permission.

    Staff and students members may occasionally need to use School resources, for instance, to use computerised systems such as the Internet to enhance their skills in respect of these technologies. Staff and students should be sensitive that in doing so they are using School resources and should endeavour to ensure that such use is kept to a minimum. Private phone calls are not to be made from the school. Use of their own private mobile is advised.

    8.3

    Avoidance of waste and security of School property and facilities

    Resources should be used economically and waste avoided. Equipment, materials and School facilities should be treated with appropriate care and secured against theft or misuse. This ensures that the maximum level of resources are available to discharge the School’s functions. For example, School meeting and lecture rooms and staff and students training rooms, offices, hangers store should be secured when unoccupied.

    The skill and time of School staff is the most significant School resource. Effective interpersonal and personnel management skills, and the provision of training and development opportunities, enhances this resource for the benefit of the individuals concerned, of the School generally and the wider community which the School serves.

    [1] Sections 7 to 11 of the Public Sector Ethics Act are can be obtained from the Senior Administrative Officer (Freedom of Information Office).

  • Students Code of Conduct

    Students Code of Conduct

    Responsibility

    During their Ground school and Flight Training:

    • attend all classes daily and are punctual in attendance.
    • are prepared to come to class with appropriate working materials.
    • are respectful to all individuals and of all property.
    • refrain from profane or inflammatory statements.
    • conduct themselves in a safe and responsible manner.
    • are clean, neat, and appropriately dressed.
    • are responsible for their own work, classroom, and school.
    • show a positive, cooperative attitude toward school.

    No violence

    Not Engage in conduct that is violent

    Examples of violent conduct include:

    • committing an act of violence (such as hitting, kicking, punching, and scratching) on a teacher, administrator or other school personnel, or threatening or attempting to do so;
    • committing an act of violence on another student or any other person lawfully on school property, or threatening or attempting  to do so;
    • possessing a weapon;
    • displaying what appears to be a weapon;
    • threatening to use any weapon;
    • intentionally damaging or destroying the personal property of a student, teacher, administrator, other school personnel or any  person lawfully on school property, or threatening or attempting to do so; and
    • intentionally damaging or destroying school property.

    Disorderly conduct

    Not Engage in conduct that is disorderly.

    Examples of disorderly conduct include:

    • using language or gestures that are profane, lewd, vulgar or abusive;
    • engaging in any wilful act which disrupts the normal operations of the school;
    • trespassing
    • computer/electronic communications misuse, including any unauthorized use of computers, software or internet/intranet  account, accessing inappropriate websites, or any other violation of schools rules relating to acceptable use.
    • lateness for, missing or leaving school without permission;
    • interfering with the teacher’s authority.

    Safety, morals, health or welfare

    Not Engage in any conduct that endangers the safety, morals, health or welfare of others.

    Examples of such conduct include:

    • stealing the property of other students, school personnel or any other person lawfully on school property or attending a school  function, or threatening or attempting to do so;
    • defamation, which includes making false or unprivileged statements or representations about an individual or identifiable group of individuals that harm the reputation of the person or the identifiable group, at minimum, by demeaning them;
    • discrimination, which includes the use of race, colour, creed, national origin, religion, gender, sexual orientation or disability as  a basis for treating another in a negative manner;
    • harassment, which includes a sufficiently severe action or a persistent, pervasive pattern of actions or statements directed at  an individual or identifiable group which are intended to be or which a reasonable person would perceive as ridiculing or  demeaning;
    • intimidation or bullying, which includes engaging in actions or statements that put an individual in fear of bodily harm;

    Academic misconduct

    Not engage in any form of academic misconduct.

    Examples of academic misconduct include:

    • plagiarism;
    • cheating;
    • copying;
    • altering records; and
    • assisting another student in any of the above actions.

[1] RTO 5.2c | [2] RTO 5.4 | [3] RTO 5.3b

[4] Source: http://www.adcq.qld.gov.au/complaints/discrimination

[5] RTO 5.2d Source: http://www.adcq.qld.gov.au/complaints/reprisals-for-pids

[6] RTO 5.3c | [7] RTO 5.2d | [8] RTO 5.3b | [9] RTO 5.3b | [10] RTO 5.2e