AC 120-111

U.

S. Department of Transportation Federal Aviation Administration Advisory Circular Subject: Upset Prevention and Recovery Training Date: 1/4/17 AC No: 120-111 Initiated by: AFS-200 Change: 1

1. P URPOSE OF THIS ADVISORY CIRCULAR (AC). This advisory circular (AC) describes the recommended training for airplane Upset Prevention and Recovery Training (UPRT). The goal of this AC is to provide recommended practices and guidance for academic and flight simulation training device (FSTD) training for pilots to prevent developing upset conditions and ensure correct recovery responses to upsets.

2. PRINCIPAL CHANGES. This change updates FSTD qualification information for UPRT tasks in Appendix 3 consistent with the amendments to Title 14 of the Code of Federal Regulations (14 CFR) part 60 in the Flight Simulation Training Device Qualification Standards for Extended Envelope and Adverse Weather Event Training Tasks final rule and updates references in Chapters 1 through 3. This change is also responsive to the FAA Extension, Safety, and Security Act of 2016, section 2102, item 4, which requires the FAA to issue guidance to air carriers by January 11, 2017, regarding standards for compliance with the requirements for enhanced pilot training contained in the Qualification, Service, and Use of Crewmembers and Aircraft Dispatchers final rule published on November 12, 2013.

PAGE CONTROL CHART Remove Pages Dated Insert Pages Dated Pages i thru iii (and iv) 4/14/15 Pages i thru iii (and iv) 1/4/17 Pages 4, 7, and 11 4/14/15 Pages 4, 7, and 11 1/4/17 Appendix 3, Pages 1 and 2 4/14/15 Appendix 3, Pages 1 and 2 1/4/17 John S. Dunca n Director, Flight Standards Service

U.

S. Department of Transportation Federal Aviation Administration Advisory Circular Subject: Upset Prevention and Recovery Training Date: 4/14/15 AC No: 120-111 Initiated by: AFS-200 Change: 1 This advisory circular (AC) describes the recommended training for airplane Upset Prevention and Recovery Training (UPRT). The goal of this AC is to provide recommended practices and guidance for academic and flight simulation training device (FSTD) training for pilots to prevent developing upset conditions and ensure correct recovery responses to upsets. The AC was created from recommended practices developed by major airplane manufacturers, labor organizations, air carriers, training organizations, simulator manufacturers, and industry representative organizations. This AC provides guidance to Title 14 of the Code of Federal Regulations (14 CFR) part 121 air carriers implementing the regulatory requirements of part 121, §§ 121.419, 121.420, 121.423, 121.424, 121.426, and 121.427. Although this AC is directed to air carriers to implement part 121 regulations, the Federal Aviation Administration (FAA) encourages all airplane operators, pilot schools, and training centers to implement UPRT and to use this guidance, as applicable to the type of airplane in which training is conducted. The contents of this document do not have the force and effect of law and are not meant to bind the public in any way, and the document is intended only to provide information to the public regarding existing requirements under the law or agency policies.

Although a stall is by definition an upset, stall prevention and recovery training is contained in the current edition of AC 120-109, Stall Prevention and Recovery Training.

Core principles of this AC include:

• Enhanced instructor training on the limitations of simulation.

• Comprehensive pilot academic training on aerodynamics.

• Early recognition of divergence from intended flightpath.

• Upset prevention through improvements in manual handling skills.

• Training that integrates Crew Resource Management (CRM) including progressive intervention strategies for the pilot monitoring.

CAUTION: Prior to commencing UPRT, air carriers should review 14 CFR part 60; FSTD Directive 2; and FAA National Simulator Program (NSP) FSTD Qualification Guidance Bulletin 11-05, FSTD Evaluation and Qualification for Upset Prevention and Recovery Training (UPRT) Tasks, to ensure FSTDs are specifically evaluated for UPRT maneuvers. Otherwise, negative transfer of training could occur.

Page iii (and iv)

CONTENTS Paragraph Page

CHAPTER 1. INTRODUCTION1

1-1. General1

1-2. Background1

1-3. Part 121 Requirements1

1-4. AQPs1

1-5. Air Carriers Conducting Training in Airplanes1

1-6. Definitions/Terms2

1-7. Related Regulations3

1-8. Related FAA Guidance (Current Editions)4

1-9. Related References4

1-10. AC Feedback Form4

CHAPTER 2. UPSET PREVENTION AND RECOVERY TRAINING (UPRT) PRINCIPLES ..5

2-1. General5

2-2. Training Philosophy5

2-3. Importance of the UPRT Instructor6

2-4. Instructor Requirements (§§ 121.412 and 121.414)6

2-5. Instructor Training6

2-6. Instructor Standardization9

CHAPTER 3. TRAINING METHODOLOGY11

3-1. General11

3-2. Comprehensive Air Carrier UPRT Program11

3-3. Key UPRT Considerations12

CHAPTER 4. UPSET RECOVERY TEMPLATE15

4-1. Methodology15

4-2. Upset Recovery Templates15

Table 1. Nose High Recovery Template16

Table 2. Nose Low Recovery Template17

Table 3. Nose High Recovery Template With Explanation18

Table 4. Nose Low Recovery Template With Explanation20

APPENDIX 1. TRAINING ELEMENTS AND EVENTS ( 10 pages)1

APPENDIX 2. SAMPLE TRAINING SCENARIOS AND MANEUVERS (8 pages)1

APPENDIX 3. FLIGHT SIMULATION TRAINING DEVICE (FSTD)

CONSIDERATIONS (4 pages)1

Par 1-1 Page 1 CHAPTER 1. INTRODUCTION

1-1. GENERAL. Operational data indicates that some pilots have failed to prevent airplanes from entering a fully developed upset and have not been able to properly recover from such events. In addition to stall training, Upset Prevention and Recovery Training (UPRT) is an essential training element to reduce loss of control events or, if they occur, enable recovery to normal flight.

1-2. BACKGROUND. Based on accident reviews, a concern exists within the Federal Aviation Administration (FAA) and industry regarding loss of control in-flight (LOC-I) accidents. As LOC-I is generally a consequence of an airplane upset, the FAA reconvened the Section 208 Aviation Rulemaking Committee (ARC) in 2011 to provide recommendations for UPRT. The FAA, International Civil Aviation Organization (ICAO), and the European Union Aviation Safety Agency (EASA) then decided to combine efforts to identify and establish an acceptable approach to reducing upsets. ICAO sponsored meetings in 2012 during which the 208 ARC, Civil Aviation Authorities, and subject matter experts participated in focused discussions on LOC-I accidents and upset recovery training. This combined effort was called the loss of control avoidance and recovery training (LOCART) initiative. Additionally, the Commercial Aviation Safety Team (CAST) studied 18 accidents and incidents resulting from a lack of awareness of either the airplane’s energy or attitude. One recommendation of the team was for air carriers to conduct upset training using realistic scenarios. This advisory circular (AC) is based upon the recommendations of both LOCART and CAST.

1-3. PART 121 REQUIREMENTS. All part 121 air carriers, including those who train under an Advanced Qualification Program (AQP), are required to conduct UPRT beginning March 12, 2019. The requirement for part 121 pilots to receive upset training is statutorily mandated in Public Law 111-216, Section 208, and the FAA does not have the authority to exempt any part 121 air carrier from this requirement. Air carriers must include UPRT for pilots during:

• Initial training,

• Transition training,

• Differences and related aircraft differences training (if differences exist),

• Conversion training,

• Upgrade training,

• Requalification training (if applicable), and

• Recurrent training.

1-4. AQPs. For simplicity, because the requirements for UPRT are contained in part 121 subpart N and appendix E, the terminology used in this AC is consistent with those regulations.

Air carriers with an AQP should use the content of this AC in conjunction with the current edition of AC 120-54, Advanced Qualification Program.

1-5. AIR CARRIERS CONDUCTING TRAINING IN AIRPLANES.

a. For part 121 air carriers, § 121.423 requires the following extended envelope training maneuvers discussed in this AC to be conducted in a Level C or higher full flight simulator

Par 1-5 Page 2 (FFS): manually controlled slow flight, manually controlled loss of reliable airspeed, manually controlled instrument departure and arrival, and upset recovery maneuvers. Air carriers are encouraged to use the highest fidelity level FFS available.

b. In accordance with § 121.423, part 121 air carriers may submit a request to the Administrator for approval of a deviation from the FFS requirements to conduct the extended envelope training using an alternative method to meet the learning objectives of § 121.423.

c. Although the training in this AC is designed to be conducted in an FSTD, those operators using airplanes for training can incorporate into their training programs all of the academic elements and some of the flight training elements. Operators should carefully select flight training maneuvers and employ risk mitigation strategies. Airplanes used for flight training elements should be those designed for the specific maneuvers being conducted, and training programs should use instructors specifically qualified to conduct UPRT in airplanes. The FAA recommends that any operator conducting UPRT in airplanes follow the guidance and associated risk mitigation strategies contained in ICAO Doc 10011, Manual on Aeroplane Upset Prevention and Recovery Training.

1-6. DEFINITIONS/TERMS. For the purpose of this AC, the following definitions and terms are provided:

a. Airplane Upset. An airplane in flight unintentionally exceeding the parameters normally experienced in line operations or training:

• Pitch attitude greater than 25 degrees nose up;

• Pitch attitude greater than 10 degrees nose down;

• Bank angle greater than 45 degrees; or

• Within the above parameters, but flying at airspeeds inappropriate for the conditions.

b. Angle of Attack (AOA). The angle between the oncoming air, or relative wind, and some reference line on the airplane or wing.

c. Awareness. Knowledge or perception of the situation.

d. Crew Resource Management (CRM). Effective use of all available resources: human resources, hardware, and information.

e. Developing Upset Condition. Any time the airplane is diverging from the intended flightpath and has not yet exceeded the parameters defining airplane upset.

f. Distraction. The diversion of attention away from the primary task of flying.

g. Extended Envelope Training. The flight training contained in § 121.423 consisting of:

• Manually controlled slow flight;

• Manually controlled loss of reliable airspeed;

• Manually controlled instrument departure and arrival;

Par 1-6 Page 3

• Upset recovery maneuvers;

• Recovery from bounced landing; and

• Instructor-guided hands-on experience of recovery from full stall and stick pusher activation.

h. Flight Simulation Training Device (FSTD). A full flight simulator (FFS) or a flight training device (FTD).

i. Flightpath Management. Active manipulation, using either onboard avionics systems or manual handling, to command the aircraft flight controls to direct the aircraft along a desired trajectory in the lateral and vertical planes.

j. Instructor Operating Station (IOS). The interface panel between the FSTD instructor and the FSTD.

k. Landing Configuration. Starts when the landing gear is down and a landing flap setting has been selected during an approach until executing a landing, go-around, or missed approach.

l. Loss of Control in Flight (LOC-I). A categorization of an accident or incident resulting from a deviation from the intended flightpath.

m. Maneuver-Based Training. Training that focuses on a single event or maneuver in isolation.

n. Prevention. Actions to avoid any divergence from a desired airplane state.

o. Scenario-Based Training (SBT). Training that incorporates maneuvers into real-world experiences to cultivate practical flying skills in an operational environment.

p. Startle. An uncontrollable, automatic muscle reflex, raised heart rate, blood pressure, etc., elicited by exposure to a sudden, intense event that violates a pilot’s expectations.

q. Surprise. An unexpected event that violates a pilot’s expectations and can affect the mental processes used to respond to the event.

r. Transfer of Training. The ability of a trainee to apply knowledge, skills, and behavior acquired in one learning environment (e.g., a classroom, an FSTD) to another environment

(e.g., flight). In this context, “negative transfer of training” refers to the inappropriate generalization of knowledge or skills learned in training to line operations.

s. Undesired Aircraft State. A position, velocity, or attitude of an aircraft that reduces or eliminates safety margins.

1-7. RELATED REGULATIONS. Title 14 of the Code of Federal Regulations (14 CFR) parts 61, 91 subpart K (part 91K), 121, 125, 135, and 142.

Par 1-8 Page 4

1-8. RELATED FAA GUIDANCE (current editions):

• Safety Alert for Operators (SAFO) 13002, Manual Flight Operations.

• Information for Operators (InFO) 10010, Enhanced Upset Recovery Training.

• Airline Transport Pilot and Type Rating for Airplane Airman Certification Standards (ACS).

• Commercial Pilot – Airplane ACS.

• FAA Order 8900.1, Volume 2, Air Operator and Air Agency Certification and Application Process.

• Order 8900.1, Volume 3, General Technical Administration.

• Order 8900.1, Volume 5, Airman Certification.

• AC 120-51, Crew Resource Management Training.

• AC 120-90, Line Operations Safety Audits.

• AC 120-109, Stall Prevention and Recovery Training.

• AC 120-114, Pilot Training and Checking (14 CFR Part 121 Subparts N and O, Including Appendices E and F).

• FAA Safety Brochure, Spatial Disorientation: Why You Shouldn’t Fly by the Seat of Your Pants.

1-9. RELATED REFERENCES:

• Airplane Upset Recovery Training Aid (AURTA) Revision 2:

https://www.faa.gov/sites/faa.gov/files/pilots/training/AP_UpsetRecovery_Book.pdf.

• Defensive Flying for Pilots: An Introduction to Threat and Error Management, Ashleigh Merritt, Ph.D. and James Klinect, Ph.D. (The University of Texas Human Factors Research Project – The LOSA Collaborative):

https://skybrary.aero/articles/threat-and-error-management-tem.

• Culture, Threat, and Error: Assessing System Safety, Robert L. Helmreich, University of Texas Human Factors Research Project, The University of Texas at Austin:

https://webhome.auburn.edu/~johnsrd/4050/Slides/latent.pdf.

• The Effectiveness of Airline Pilot Training for Abnormal Events, Stephen M. Casner, et al., Human Factors, Vol. 55, No. 3, June 2013, pp. 477-485.

• CAST Safety Enhancement 196, Airplane State Awareness – Effective Upset Prevention and Recovery Training: https://skybrary.aero/articles/se196-airplane-stateawareness-effective-upset-prevention-and-recovery-training.

• Operational Use of Flight Path Management Systems. Final Report of the Performance-Based Operations Aviation Rulemaking Committee/Commercial Aviation Safety Team Flight Deck Automation Working Group, September 5, 2013.

• ICAO Doc 10011, Manual on Aeroplane Upset Prevention and Recovery Training, 2014.

1-10. AC FEEDBACK FORM. For your convenience, the AC Feedback Form is the last page of this AC. Note any deficiencies found, clarifications needed, or suggested improvements regarding the contents of this AC on the Feedback Form.

Par 2-1 Page 5 CHAPTER 2. UPSET PREVENTION AND RECOVERY TRAINING (UPRT)

PRINCIPLES

2-1. GENERAL. An effective UPRT curriculum provides pilots with the knowledge and skills to prevent an upset, or if not prevented, to recover from an upset. Training should focus on preventing upsets rather than waiting to recover from one. The focus on prevention is a significant shift from previous upset or unusual attitude training, which primarily focused on recovering from a fully developed upset. Prevention training prepares pilots to avoid incidents, while recovery training intends to avoid an accident if an upset occurs.

2-2. TRAINING PHILOSOPHY. While basic aerodynamics and unusual attitude1 training are required elements for a pilot’s private, commercial, and airline transport pilot (ATP) certifications, it is important to reinforce and expand upon this certification training throughout a pilot’s career. This advisory circular (AC) describes the academic and flight training components of a comprehensive UPRT curriculum, requirements for UPRT instructors, flight simulation training device (FSTD) requirements, upset recovery procedures, and sample UPRT scenarios.

1 This training is incorporated into “Upset Recovery Techniques” in Appendix 1, Section 8.

a. Traini ng Goal. A pilot who has successfully completed UPRT will demonstrate knowledge and skill in preventing, recognizing, and, if necessary, recovering from an upset.

b. Training Methodology. UPRT is to be conducted as train-to-proficiency (i.e., training will continue until completion criteria are met).

NOTE: UPRT is not to be evaluated in proficiency checks, line-oriented evaluation (LOE), or by other jeopardy events.

c. Completion Criteria for Prevention. Prevention is the primary goal of UPRT, including timely action to avoid progression toward a potential upset.

• When acting as either pilot flying (PF) or pilot monitoring (PM), actively scans the internal and external environment and identifies and alerts the crew to factors that may lead to divergence from the desired flightpath.

• When acting as PM, creates, communicates, and manages alternative courses of action that reduce the likelihood of an upset.

d. Completion Criteria for Recognition. Timely action to recognize divergence from the intended flightpath and interrupt progression toward a potential upset.

• When acting as PF, prompt recognition of divergence from intended flightpath or uncommanded changes to the aircraft flightpath.

• When acting as PM, active monitoring of aircraft state and flight parameters and prompt callout of divergence from planned or briefed flightpath.

• Take prompt action (if PF or through callouts if PM) to correct a divergence from the intended flightpath and interrupt progression toward a potential upset.

Par 2-2 Page 6

e. Completion Criteria for Recovery. Timely action to recover from an upset in accordance with the air carrier’s procedures, or in the absence thereof, in accordance with recommendations provided in Chapter 4 of this AC.

• A PF will take action, or a PM will call out the need, for timely execution of recovery priorities: 1) manage the energy, 2) arrest flightpath divergence, 3) recover to stabilized flightpath.

• Apply (PF), or monitor (PM), appropriate control actions to recover the aircraft without exceeding aircraft limitations.

• When an upset is precipitated by stall, recover from the stall before initiating other recovery actions.

2-3. IMPORTANCE OF THE UPRT INSTRUCTOR. The key to effective UPRT is the instructor. The safety implications and consequences of applying poor instructional technique, or providing misleading information, are more significant in UPRT compared with some other areas of pilot training. Therefore, an essential component in the effective delivery of UPRT is a properly trained and qualified instructor who possesses sound academic and operational knowledge.

2-4. INSTRUCTOR REQUIREMENTS (§§ 121.412 and 121.414). UPRT instructors must meet the following requirements:

• Hold an ATP Certificate and airplane type rating2 in the airplane for which they are conducting training.

2 A second in command pilot type rating issued under part 61, § 61.55 does not meet this requirement.

• Successfully complete the certificate holder’s UPRT program as a student and the UPRT instructor training in paragraph 2-5 below.

• Be able to teach, assess, and debrief the elements included in the training programs they are conducting.

• Be trained and qualified to conduct training in the FSTD to be used for the training.

2-5. I NSTRUC TOR TRAINING. Instructor knowledge of the subject areas below ensures accurate UPRT and minimizes the risk of negative transfer of training. The focus of instructor training should be on the practical application of these principles and the evaluation of a pilot’s understanding of the airplane’s operating characteristics. Instructor training should include the following and if a regulation is cited, the training is required:

a. Limitations of the FSTD (§ 121.414).

(1) Instructors must complete training on the data and motion limitations for each specific FSTD used for UPRT with emphasis on areas that have the potential to introduce negative transfer of training. Training on the limitations of the specific FSTD will enable instructors to provide upset recovery training consistent with the capabilities and performance of the specific aircraft type. This comprehensive instructor training will not only increase instructor

Par 2-5 Page 7 standardization and the quality of upset recovery training, but it will also reduce the risk of negative training that could easily occur with an untrained instructor.

(2) Instructors should learn to brief and debrief pilots on these limitations.

(3) Negative transfer of training has previously occurred as a result of the instructor’s lack of knowledge of the limitations of the FSTD. FSTD instructors must be aware that valid training may be limited to the parameters to which the FSTD has been programmed and evaluated to conduct. Operating outside of these parameters may result in the FSTD responding differently than the airplane would to a pilot’s control inputs. Motion cueing information may not always accurately simulate the associated forces and rates that could be felt in an airplane.

(4) Instructors must have a clear understanding of the FSTD limitations that may influence UPRT, including:

• The FSTD’s acceptable training envelope;

• G loading awareness/accelerated stall—factors absent from the FSTD’s motion cueing that could be experienced in flight and the effect on airplane behavior and recovery considerations; and

• Significant deviations from the FSTD’s validation envelope could result in an inaccurate FSTD response. While minor excursions from the FSTD’s validation envelope may not necessarily invalidate the training, instructors should be aware that the airplane’s response in an actual upset condition may deviate from what is experienced in the FSTD. Particular upset scenarios should be selected and evaluated before training takes place to reduce the likelihood of significant excursions outside of the FSTD’s validation envelope.

(5) Refer to Appendix 3-D, Flight Simulator Information, of the Airplane Upset Recovery Training Aid (AURTA) Revision 2 for more information.

b. Instructor Operating Station (IOS) Use (§ 121.414). Instructors must complete training on the proper operation of the controls, systems, and environmental and fault panels for each specific FSTD used for UPRT. This includes the specific IOS indications and controls that will be used to provide training and feedback during UPRT events.

c. Minimum FSTD Equipment (§ 121.414). Instructors must complete training on the minimum FSTD equipment required by parts 60 and 121 for each UPRT event. Instructors must understand that UPRT must only be conducted if the minimum FSTD equipment is functional;

otherwise, negative transfer of training could occur.

d. Review of Loss of Control In-Flight (LOC-I) Events, Incidents, and Accidents.

Training and review of LOC-I events, incidents, and accidents increases knowledge and skill development to recognize and to recover from an airplane upset. A review of LOC-I events will provide pilots with a focus and a context for the consequences of allowing the airplane to develop into an upset.

Par 2-5 Page 8

e. Energy Management.

(1) It is important that instructors not only understand energy management but also be able to apply it as a means of upset prevention. UPRT instructors should be trained on specific techniques and maneuvers to demonstrate and train energy management principles effectively.

(2) An improper understanding of airplane energy state has contributed to a pilot’s poor understanding of airplane control. This poor understanding influenced the previous improper training of stall recovery. It is therefore important that instructors understand how energy management is a factor in all phases of flight, as well as in UPRT.

f. Spatial Disorientation. Instructors should be trained in a variety of causes of disorientation, prevention strategies, recognition cues, and recovery from disorientation, because spatial disorientation training may not be effectively represented in an FSTD.

g. Distraction. UPRT instructors should have an awareness of how distractions can lead to an airplane upset and how to effectively use distractions in training. Appropriate use of distractions can also assist the instructor in creating a situation to induce startle. UPRT instructors should learn about different distractions that can affect a flightcrew, such as:

• Communication,

• Heads-down work,

• Responding to abnormal/unexpected events,

• Searching for traffic,

• Flight deck ergonomics,

• Flight deck noise level,

• English language proficiency (from both the pilots and air traffic control (ATC)),

• Airport infrastructure, and

• Flightcrew fatigue.

h. Recognition and Recovery Strategies. Instructors should be able to convey how to recognize upset conditions and to apply appropriate recovery strategies. Training should include specific examples, in both academic discussion and practical demonstration.

i. Recognition and Correction of Pilot Errors. Errors may occur in flight operations if the errors are not identified and corrected during training. Instructors should be aware of the consequences of failing to recognize and correct pilot errors. Instructors should be familiar with common pilot errors, be able to identify the root cause, and provide training to avoid errors and incorrect inputs that can create undesired aircraft states (such as over controlling for Traffic Alert and Collision Avoidance System (TCAS) Resolution Advisories).

j. Type-Specific Characteristics. Original Equipment Manufacturers (OEM) have recognized that different airplanes have unique characteristics that may both assist in, or deter from, the recognition and recovery of an airplane upset. UPRT instructors should know specific unique characteristics regarding airplane handling and recognition, such as how the airplane responds while approaching stall buffet or the effects of envelope protection.

Par 2-5 Page 9

k. OEM-Specific Recommendations. Evidence indicates that training programs using operating procedures from one airplane type may have a detrimental effect if carried over to a different airplane type. This can lead to an upset. Training should use airplane-specific OEM recommendations and air carrier procedures developed from OEM recommendations for prevention and recovery from an upset.

l. Operating Environment. Current training does not always take into consideration the different handling characteristics in all areas of the operating envelope. Instructors should be trained in how to demonstrate the effects of the operating environment, as well as how these will affect the airplane handling characteristics and potentially lead to an airplane upset. This should include how changes in the environmental conditions will affect the airplane. An example is showing how thrust available varies significantly with altitude by timing how long it takes to change speed by 25 knots during level flight at low and high altitude.

m. Startle or Surprise. Because upsets that occur in normal flight operations are unplanned and inadvertent, pilots may be startled or surprised, adversely impacting recognition or recovery. Instructors need to plan scenarios to balance potential for startle or surprise while applying sound judgment with respect to realism and fidelity, and respecting the capabilities and limitations of the FSTD. It is crucial for the instructor to adopt and foster a spirit of collaborative learning when inducing startle or surprise so as not to inappropriately attempt to trap a pilot or destroy confidence in the training session.

n. Benefits of Demonstration in an FSTD. Some elements of UPRT may be more assessable, trainable, and effective when FSTD instructors demonstrate them from a pilot seat.

o. Assessing Pilot Performance to Completion Standards. Instructors should be able to assess when an appropriate level of proficiency is achieved. Instructors should be trained on how to judge pilot performance on the UPRT events and determine whether the required learning objectives have been met.

2-6. INSTRUCTOR STANDARDIZATION.

a. Initial Standardization Validation. Following completion of UPRT instructor training, and before providing unsupervised instruction, instructors should complete an Instructor Standardization validation to ensure readiness to provide accurate UPRT, to include evaluation of:

• UPRT knowledge and skills applicable to the UPRT for which they are being standardized.

• Ability to teach, brief, assess, and debrief the elements included in the UPRT for which they are being standardized.

• FSTD instructor ability to effectively operate the device and all of its available debriefing capabilities.

• Effective recognition of pilot errors, identification of root cause, and adjustments to training to correct errors and achieve the required level of proficiency.

• Assess the achievement of an appropriate level of proficiency in accordance with the completion criteria.