Figure 3-1. Sample Training Needs Assessment Documentation by Job Description and Task Mechanic/Inspector To Sign Training Required Experience Required Airworthiness release Maintenance initial training 90 days of aircraft type applicable to aircraft type; experience or 1 year OJT experience on air carrier, transport category jet aircraft Job procedure cards General familiarization course 90 days of aircraft type for aircraft type experience or 1 year experience on air carrier, transport category jet aircraft Servicing OJT familiarization course for 90 days of aircraft type aircraft type experience or 1 year experience on air carrier, transport category jet aircraft Personnel Assigned to B737 Task Minimum Training Required Course Receipt and dispatch Pushback procedures No. 123 B737 familiarization OJT No. 347 Sign maintenance B737 initial No. 476 checks CAT I/III Autoland B737 initial or recurrent No. 123 B737 OJT No. 173 B737 CAT /| initial/recurrent No. 456 B737 CAT OJT No. 217 Figure 3-2. Sample Training Needs Assessment Documentation by Type of Work Line Maintenance B737 Initial Qualification
• General Familiarization
• Avionics Systems
• Policies and Procedures
• System Review
• Cockpit Proficiency Requalification - Every 2 years
• Policies and Procedures System Review
• Cockpit Proficiency Engine Start/Run Up/Taxi
• Policies and Procedures
• Ground Handling Engine Operation
• Safe Aircraft Movement
• Qualification JT8 RII (Engine Shop Personnel Only) Initial Qualification JT8 General Familiarization
• Required Inspection Items Requalification - Every 2 years
• Required Inspection Items 3-7
Figure 3-3. Sample Training Needs Assessment Documentation by Job Description Mechanic General Work Scope
• Qualified to perform maintenance, preventive maintenance, alterations, inspections, and repairs in accordance with approved data on any fleet type aircraft under the supervision of a fleet-type qualified mechanic Requirements
• Maintenance Orientation Course
• GMM Familiarization Course
• General Safety Course
• Federal Regulations Course
• Human Factors in Maintenance Course Certifications
• FAA mechanic certificate with airframe and/or powerplant ratings B737 Mechanic Work Scope
• Qualified to perform B737 aircraft maintenance, preventive maintenance, alterations, inspections, and repairs in accordance with approved data.
Work limited to FAA mechanic certificate rating. Qualified to sign approval for return to service.
Requirements
• Mechanic General Qualification
• B737 Aircraft Familiarization Course Certifications
• FAA mechanic certificate with airframe and/or powerplant ratings Figure 3-4. Sample Training Needs Assessment Documentation by Job Description and Timeframe Line Mechanic Training Requirements Within the first 15 days of employment Paperwork Policies and Procedures
• Maintenance Basic Safety Awareness
• Computer Systems Annual required after first year
• Maintenance Basic Safety Recurrent Within 2 years of employment
• Aircraft-Specific Systems Every 3 years after the first year of employment Paperwork, Policies, and Procedures Within 15 days of assignment to ABC station
• Station Ramp Safety Procedures Annual for ABC station specific personnel only
• Deicing/Anti-Icing 3-8
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3.5 Course Development.
3.5.1 Develop the Course. O nce the CAMP organization identifies its training requirements for each job function from its needs assessment, it should have procedures to begin developing or defining the individual courses it needs to meet those requirements. The training program should have procedures to develop each course or course of study, regardless of whether the course will be taught in-house or by an outside vendor.
Consider the following as you develop a training course:
• Purpose of the training;
• Th e in-service experience of the personnel on the aircraft type or equipment, if applicable;
• Feedback from in-service difficulties/occurrence reporting;
• Significant Airworthiness Directives (AD) and/or Service Bulletins (SB); and
• Known human factors issues associated with the particular aircraft type.
Note: An outside vendor may be used to develop any part of a training course or develop and provide the entire training program. However, the CAMP organization is responsible for its performance and effectiveness.
3.5.2 Define the Course. Each course should define the following:
• Purpose,
• Applicability,
• Prerequisites,
• Detailed subject matter to be covered,
• Objective or desired outcome (gained technical knowledge or skill),
• Time requirements (if desired), and
• Course completion standards.
Note: Studies have shown that it may be better to train individuals to a competence-based standard rather than require a specific number of training hours to ensure employees have the competencies needed for their jobs. This type of training does not need to be done on a defined schedule or for a specific number of hours. Rather, CAMP organizations would test each individual to evaluate what training they need. Training to competence permits a CAMP organization to tailor its training programs to the specific requirements of its individual maintenance personnel and maintenance providers.
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3.5.3 Identify the Training Method. The training program will outline and describe the appropriate training method for each course. There are many training delivery methods available. Each training program may include some or all of the following training delivery methods, as applicable to a particular course or operation.
3.5.3.1 For mal Classroom Instruction. Training can be structured as a formal course delivered by an instructor in a classroom setting. The value of this delivery method depends on the objectives and subject matter of the training.
The interaction among students and between students and a knowledgeable instructor is very important for certain types of information to be transferred.
Consequently, classroom discussions are important. This type of training, which is typical in a formal school environment, depends heavily on the quality of the instructor. It also requires relatively long periods away from the normal workplace. However, it may be cost effective because a classroom setting can accommodate a number of students at once.
3.5.3.2 On-the-Job Training (OJT). OJT is a process of learning while watching another demonstrate a task, and then accomplishing the same task under that individual’s supervision. It is a very effective method of training for subject matter and tasks that are difficult to understand if described, but relatively easy to understand while observing the task being performed. Practical skills are best taught using OJT. OJT depends heavily on the capability of the instructor. Typically, OJT is given by an individual very experienced in the technical subject matter being taught. Even with a very capable instructor, the training organization should ensure all OJT is well structured to ensure all the key elements of the training are included and treated the same way from one instructional period to another. It is paramount that OJT be provided by maintenance production personnel and no other individuals, such as quality control inspectors. Having well-qualified OJT instructors is essential for OJT to be effective. The instructors should be thoroughly familiar with the knowledge, skills, and objectives of the training and should be capable instructors. It is not enough for an instructor to be technically qualified. An instructor also should be able to impart that knowledge and/or skill to another.
The training program should have a process to verify that its OJT instructors are qualified and the quality of the OJT instruction is acceptable. The FAA expects the CAMP organization to have a logical process for selecting and monitoring its instructors. OJT usually is most effective when:
1. The trainees already have prerequisite knowledge and skills and do not need detailed explanations or lengthy discussions.
2. The target skill or knowledge can be taught or is best learned only in an actual work environment.
3. The work environment cannot be reasonably simulated or replicated in the classroom or with computer-based training (CBT) devices.
4. The training process very closely matches the actual tasks that would be performed.
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5. OJT best matches the needs and constraints in terms of scheduling, costs, and human resources.
6. There are documented course outlines, measures of effectiveness, and training records.
7. There are qualified instructors readily available.
3.5.3.3 Computer-Based Training (CBT). Interactive CBT courses can be used to impart knowledge and teach practical skills at the correct pace for each employee and produce certificates of training at the completion of the course.
CBT can be accomplished at any location at times convenient for each employee. To ensure the effectiveness of this type of training, the training program, Continuing Analysis and Surveillance System (CASS), and Safety Management System (SMS) should evaluate the information provided against its particular needs.
3.5.3.4 Distance Learning. Distance learning applies to situations where the instructor and the employees are not in the same location. It can take the form of mail-based correspondence courses using written, videotaped, or CBT materials; videoconferencing, teleconferencing, or a combination of both, sometimes called “virtual” classrooms; or intranet-based instruction that allows employees to interact with an instructor or with courseware similar to CBT. The advantages of this training method are that the courses can be tailored to a specific need and an instructor can respond to individual questions. The disadvantages are that the communications can be misinterpreted because of technical difficulties, and the interaction of the employee and instructor may be inhibited.
3.5.3.5 Embedded Training. Some equipment, particularly those that use software for testing or to perform a maintenance function, have training embedded into the process. Incorporating a tutorial or “help” menu are simple examples of how a software program can provide instruction as the user performs a specific task. Embedded training is most useful when:
1. The employee already knows the underlying technical information related to the basic task and needs only to learn the details of the procedure;
2. The procedure is straightforward and can be easily understood with a written explanation;
3. The media and method in which training is embedded are part of the task or equipment to be learned; and
4. There is a method to assess the employee’s performance and a record that the training took place.
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3.5.3.6 Other Methods. Other methods include self-study, case study, video-recorded demonstrations, and seminars. These methods of training or acquiring knowledge may be appropriate provided the information gained applies to the job function and skills required to perform the work capably.
3.5.4 Identify the Training Sources. T he training program should describe procedures for selecting a particular training source. The CAMP organization may elect to provide training in-house using its own personnel or contract with an outside vendor. Some common vendor training sources include the following:
3.5.4.1 Orig inal Equipment Manufacturers (OEM). OEMs may deliver technical information regarding maintenance or alteration on its articles by formal classroom instruction, OJT, distance learning, embedded technology, or CBT material. OEM instructors may come to a CAMP facility to conduct training onsite or deliver the information during seminars, sessions, or extended study at other locations. When the organization chooses to use an OEM course, it should ensure its employees have the prerequisite training and/or experience for the course to be most effective. In addition, the organization should verify that the area of study, course objective, material, and any instructors assigned by the OEM meet the CAMP organization’s training standards.
3.5.4.2 Aviation Maintenance Technician Schools (AMTS). An AMTS approved under part 147 can be an effective source of training, particularly for basic knowledge and skills. A CAMP Training Program may need to supplement the training with information unique to its operations and equipment.
3.5.4.3 Repair Stations. Repair stations may provide specific employees with specialized training by contract.
3.5.4.4 Government Agencies. Government agencies provide training on Occupational Safety and Health Administration (OSHA) regulations, Environmental Protection Agency (EPA) regulations, and hazardous materials (HAZMAT) recognition and handling. They also may be a source of training related to maintenance human factors and general safety subjects.
3.5.4.5 Trade Associations. Entities that represent certain segments of the aviation or business community offer training classes on technical and regulatory subjects. Again, the training organization must ensure the individual attending the training completed the course and acquired the necessary knowledge required by the particular maintenance operations and that the course meets the CAMP requirements.
3.5.4.6 Other Sources. There are a variety of other training sources, including independent seminars, product demonstrations, computer-based instructions, and videos. Your CAMP Training Program should view all sources of information as potential training sources. The training program should have a
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Note: Regardless of the training source, the CAMP organization remains responsible for the administration, adequacy, and currency of its training program and for maintaining the training records.
3.5.5 Define Instructor Qualif ications and Classification.
3.5.5.1 During the development of the course, the CAMP Training Program should have procedures to define instructor qualifications and qualify instructors. The procedures will include employees, individuals hired temporarily, and vendor instructors. The CAMP organization must have controls that ensure the instructor has the technical background and teaching skills necessary to effectively communicate the course material. When developing instructor qualifications, the CAMP Training Program should:
1. Define the instructors’ experience requirements, including the minimum maintenance experience and/or certifications required.
2. Define any requirement to maintain appropriate other certifications, such as those related to the requirements of OSHA, the EPA, and the Department of Transportation (DOT).
3. Define the instructors’ duties and responsibilities.
4. Define instructor evaluation, qualification, and authorization, to include:
• Evaluate an instructor’s level of knowledge, experience, and background relevant to a course.
• Evaluate an instructor’s communication and teaching skills.
• Initially qualify an instructor to teach a particular course.
• Provide formal instructor training and professional development.
• Continually evaluate instructor proficiency.
• Document instructor qualifications and authorizations.
Note: The CAMP Training Program will define the qualifications of its instructors and describe the methods used to ensure any instructors it uses meet those qualifications.
3.5.5.2 Industry research has shown that instructors usually are classified by type, such as:
1. Maintenance Instructor. This is usually a full-time organizational employee who has met the qualifications for the position as described by the job description to teach and/or participate in the development of certain courses.
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2. Contracted Instructor. This is a third-party training vendor contracted and authorized by the maintenance department to teach. A CAMP organization may use contracted instructors to supplement its training program to develop and teach specialized courses or to train maintenance instructors.
However, contracted instructors must still follow the CAMP Training Program.
3. Assigned Maintenance Instructor. An assigned maintenance instructor provides instruction on an as-needed basis. These individuals usually teach specialized skills requiring expertise in a particular subject area, such as fueling, deicing, or taxi/engine run. These instructors should be fully versed and knowledgeable in their specialty.
4. Adjunct Instructor. This is an employee with great skill in a particular area with the authority to teach a course usually taught only by a maintenance instructor. Adjunct instructors differ from “assigned maintenance instructors” in that an adjunct instructor usually is, for practical purposes, a member of the training department, and their duty is to teach courses that “assigned maintenance instructors” are qualified to teach.
5. OJT Instructor. This is an employee and experienced subject matter expert who teaches task-specific skills and information to others on the job. This type of instructor should be able to perform the assigned tasks satisfactorily and should be able to transfer competency skills, knowledge, and techniques to students. This person will monitor the performance level of students and determine their competency skills, knowledge, and abilities.
6. Practical Examiner. The CAMP organization will designate these individuals. They can be either an organization’s employee or a third party. They administer practical tests, such as engine run and taxi practical tests.
3.5.6 Measur e Training Effectiveness. The CAMP Training Program will describe a process to evaluate training effectiveness from different perspectives. This process is distinct from your CASS and SMS reviews; however, the data your CAMP Training Program review produces will be assessed by CASS and SMS.
3.5.6.1 Do es the employee understand the material? The first measure of effective training is usually accomplished with oral or written tests. After each course, employees should be able to demonstrate (via an examination) an understanding of applicable systems and their operation. They should be allowed and encouraged to access maintenance manuals or instructions as the ultimate source for task performance. Regular use of approved manuals is essential to ensure safe and effective performance of maintenance and inspection tasks.
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3.5.6.2 Did the employee demonstrate the ability to perform the tasks for which the training was given? This normally consists of a practical demonstration of the task by the student. Individuals should be able to demonstrate their skill and ability to:
1. Work according to the maintenance manual and other relevant instructions appropriate for the type of aircraft and task at hand;
2. Correctly use technical literature and documentation associated with the performance tasks;
3. Correctly identify and use special tooling and test equipment; and
4. Competently perform removal and replacement of components and modules unique to the type, including any on-wing maintenance activity.
3.5.6.3 As a course concludes, training instructors should evaluate the effectiveness of that course as well as their own performance.
3.5.6.4 The CAMP Training Program should obtain feedback from employees and review subject areas that may have been commonly misunderstood.
Training instructors should be open minded and allow course critiques, self-evaluations, and information sharing to improve the overall effectiveness of the course.
3.5.7 Course Curriculum and Ou tline. At the completion of the course development phase, the CAMP Training Program will produce a course curriculum or equivalent that includes:
1. The course title.
2.
Applicability. Identify to whom the course applies.
3. Objective or desired outcome. A statement that clearly describes what employees will be able to do at the conclusion of the training. For example, successfully perform and document maintenance actions.
4. Prerequisites or minimum student qualifications prescribed by the regulations or required by the CAMP organization for enrollment in the course. For example, the type of airman certificate, aircraft, product and/or article qualifications, previous training, experience with other operators, and recent experience requirements.
5. Anticipated time of instruction for completion and/or the knowledge or skill requirements that must be demonstrated to obtain credit for the course/lesson.
6. Training methods. How the course will be taught, such as classroom or OJT.
7. Training sources. Identifies who teaches the course, and whether it is taught in-house or provided by a vendor.
8. Instructor qualifications. The qualifications an instructor needs to have to teach the course.
9. Qualified instructors. Identifies who is qualified and authorized to teach the course.
10. Method of evaluation/course completion standard. The method the instructor will use to validate the degree to which learning objectives have been met, including minimum test scores.
11. A course outline arranged by major topics and subtopics.
12. A lesson plan that includes teaching aids, major points, notes, and references for use by the instructor.
13. A study guide containing training data for the employee that supports the course presentation and allows the employee to take notes.
14. Training certificates, forms, and/or training records. These types of documents are used for recording student attendance, progress, and/or completion and to justify certain authorizations, such as airworthiness release, approval for return to service, RII, engine run, and aircraft taxi.
3.5.8 Documentation Examples. Figures 3-5 and 3-6 provide examples of course requirements documentation. The FAA is not prescribing these examples, but merely providing samples used by the industry.
Figure 3-5. Sample 1 of Course Requirements Documentation COURSE NO. 123 Recurrent Paperwork Class 4 HOURS Training Objective: To provide personnel with refresher training on common and new paperwork in daily use.
Performance Objective: Upon completion, the student will have demonstrated working knowledge of all covered maintenance paperwork.
Course Requirement: Student must participate in class.
Course Prerequisite: Open to anyone in the maintenance and engineering department.
Course Content:
I. Introduction II. Flight Log Book III. MEL/CDL IV. Deferred Maintenance V. Non-routine Card VI. RIs VII. Parts Tags VIII. Etc.
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Figure 3-6. Sample 2 of Course Requirements Documentation
1.1.0 Initial Maintenance Employee Recurrent Training A. Guidelines
1. Student: All Maintenance Department employees
2. Objective: To provide the training required to perform duties as outlined in the GMM.
3. Method: Classroom lecture
4. Course Time: 16 hours: Hangar/shop personnel 12 hours: Planning/records personnel 8 hours: Stores personnel
5. Necessary Equipment: Projector
6. Materials: Training handouts
7. References: GMM, FAA regulations
8. Recurrent training:
9. Course Completion Standards: 80% on written test B. Course Outline
1. Company History
2. Introduction to the Maintenance Department Organizational Chart Job Descriptions
• Key Personnel
3. Safety
• Policies and Procedures
• Fire Extinguisher Training
• Lockout/tag Procedures
• Eye Wash Stations
• First Aid Kits
4. Etc.
3.6 Training Completion Documentation.
3.6.1 A CAMP Training Program should provide a means to document employee training. The competency of each employee depends on acquired training, knowledge, and experience.
Consequently, an important source of information to determine employee competencies is the employee's training records.
3.6.2 A CAMP Training Program should provide a means to retain its training records electronically or as a hard copy. In either case, standardize the format and content of your training records according to your organizational, occupational, and individual training needs assessments. A review of industry practices suggests that each employee's record should contain at least the following information:
1. Name and job position.
2. Employment history or résumé.
3. Training requirements as determined by the employee's needs assessment, including requirements for indoctrination, initial and recurrent, and other training required by areas and course titles.
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4. FAA certificates applicable to the employee’s qualifications. For example, supervisors, RII personnel, and individuals approving articles for return to service must be appropriately certificated under 14 CFR part 65.
5. Other certifications, diplomas, and degrees.
6. Authorizations and qualifications (other than those listed in item 4).
7. Proof of training course completion, if determined applicable to capabilities. This includes training provided by other employers.
8. A list of accomplished training, to include enough information to determine whether it is applicable to the employee’s capability to perform assigned tasks. Such information may include:
• Course title or description,
• Course objective,
• Date completed,
• Test results,
• Total hours of training,
• Location of training,
• Name of instructor and instructor qualifications, and
• Signature of employee.
9. Any other relevant documentation determining the capability to perform tasks associated with assigned duties, such as past employment as well as written, oral, and practical test results.
3.6.3 The CAMP Training Program, CASS, and SMS should have procedures to regularly review all training records to ensure they comply with the requirements set forth in the training program manual.
3.7 Training Program Review and Evaluation.
3.7.1 The CAMP Training Program and your CASS should have documented schedules set to provide for periodic review of the training program. During this review, determine if any changes should be made to the program, including revising, adding, or deleting courses.
These periodic reviews should validate that your annual training plan is effective. The program should have a means to document this review.
3.7.2 A variety of sources will influence a CAMP Training Program evaluation:
1. Student course feedback through course evaluations and student course assessment results.
2. Negative trends in quality control inspection results for finished work.
3. Voluntary disclosures that have root causes of improper training or a lack of training.