LOFT SCENARIOS. LOFT scenarios should be constructed with the following guidelines in mind:
a. Objectives. The operator should assign specific training objectives to each scenario. These training objectives should be based on the particular needs of the operator. For example, if an operator is experiencing an unusual frequency of a specific operational problem, such as wet or icy runways, then the scenarios should be designed to include exposure to that particular operational problem. Training objectives may also be identified by the FAA based upon documented trends. Other specific objectives may include winter operations training, unusual airport or runway operations, alternate operation of automated systems, etc.
b. Constructing Scenarios. A variety of scenarios can be constructed by choosing different combinations of elements from the suggested categories listed below. Scenarios should normally be representative of the flight segment appropriate to the operations being conducted by the operator.
(1) Origin, routing, and destination (e.g., short vs. long routes).
(2) Revised arrival procedures (e.g., an unexpected runway change).
(3) Alternate operation of flight management systems.
(4) Abnormal and emergency conditions, including simple conditions
(e.g., a potential hot start) and complex conditions which continue for the entire flight (e.g., a failed essential A.c. bus).
(5) Adverse weather conditions.
(6) Partial or full loss of integrated flight management systems.
Timing. Scenarios should run in real time. This may include inactive time to realistically resemble actual operations.
d. Realism. Scenarios should contain realistic circumstances; e.g., messages from the ATC, or flight attendant interruptions.
Operators may use these elements to design full-length, real-time scenarios, as well as shorter scenarios which teach specific skills (e.g., windshear, special navigation equipment, TCAS, etc.). Scenarios should also be developed to observe checklist management procedures, standard callouts, leadership qualities, assertiveness, crew coordination, and communication. Scenarios should be updated periodically to ensure they continue to meet training objectives. Just as crewmembers could not anticipate all flight operational situations, operators should try to prevent crewmembers from anticipating the entire content of the scenarios.
APPROVAL OF SCENARIOS. Scenarios will be approved by the FAA.
submitting LOFT scenarios for approval, operators should state what training objectives are expected to be attained through completion of the LOFT.
Operators may elect to submit specific LOFT scenarios or a description of a Chap 3 Par 18 9
9/6/90 AC 120-35B system which uses a menu of different flight situations and environmental conditions which can be selected randomly to construct a variety of LOFT scenarios. In any case, scenarios which comply with the elements provided in this AC and meet the operator's stated training objectives may be approved.
Detailed scripts of the scenarios need not be considered for approval. When updated, scenarios should conform to the same guidelines that apply to original approval.
20. LOFT AND CRM. LOFT scenarios should contain CRM skills, whereby crewmembers utilize and reinforce various CRM concepts. CRM skills should be integrated into each operator's manuever/procedure learning objectives. In addition, focused CRM training could be provided independently during separate Special Purpose Operational Training. (For further information on CRM skills, see AC 120-51, Cockpit Resource Management Training.)
CRITIQUE OF CREWMEMBER PERFORMANCE. Critique of crewmembers should take place during the debriefing by the instructor. Critiques should include positive feedback regarding crew performance. Critiques should include discussion of individual and flightcrew performance by the instructor as well as assessment by the crewmembers of their own performance. The critique should consider the crewmember's judgment and the crew's interaction with all resources in handling problems. This includes interaction with ATC, company communications, software materials (e.g., company operations manuals and flight manuals), workload-reducing devices (e.g., autopilot and flight management systems), and other crewmembers.
22. USE OF AUDIOVISUAL EQUIPMENT. Recorded audiovisual feedback is very useful as a debriefing aid for most types of LOFT because it allows crewmembers to view themselves from a third person perspective. This feedback helps crewmembers to better understand their performance, identify and accept their weak areas, and build upon their strong areas, thereby encouraging positive changes in attitudes and behavior. Recorded audiovisual feedback should be destroyed at completion of the debriefing.
ADDITIONAL TRAINING/LOFT COMPLETION. Decisions which produce unwanted results do not indicate a training failure, but serve as a learning experience which may indicate need for additional instruction or modified training activities. The additional training could be any form, including additional LOFT. In any case, required additional training shall be provided and documented as satisfactorily complete prior to the crewmember's return to line operations. Although additional training for a particular individual may be necessary, each LOFT scenario will be recorded as "complete" at the end of the debriefing stage.
24. BASIC ELEMENTS OF LOFT: SUMMARY. LOFT is defined by the following basic concepts:
a. It takes place in a simulated line operational environment.
b. It uses a complete crew with total participation.
Chap 3 10 Par 19
c. It contains real-world incidents, unfolding in real time.
d. It is "no-jeopardy" training.
e. It contains scenarios and segments which run uninterrupted.
f. It contains scenarios tailored to the operator's learning objectives.
g . It incorporates CRM skills.
h. It provides critique of individual and crew performance.
25. FAA PHILOSOPHY REGARDING LOFT.
a. The FAA believes that the effectiveness of LOFT is dependent on four important aspects. First, the use of the highest fidelity simulator available. Second, ensuring that only line qualified crewmembers are scheduled to participate in Recurrent LOFT, and that only crewmembers who are in training for a particular duty position or line qualified crewmembers are scheduled to participate in Qualification LOFT. Third, that LOFT scenarios run their full, uninterrupted course. Fourth, that a variety of scenarios, fully compatible with training objectives, are available and periodically updated to ensure that the LOFT experience does not become repetitive or stale.
b. In keeping with this philosophy the FAA expects that an operator, who has available a range of flight simulators for a particular model aircraft, will conduct LOFT in the flight simulator with the most fidelity.
example, if the operator has both a Level A and a Level D B-737-300 simulator at its training facility, the FAA expects the operator will conduct LOFT in the Level D simulator.
The FAA believes that the training value of LOFT can be seriously diminished when inappropriate crew substitutions are made. Operators should not schedule any person other than "line qualified" crewmembers for Recurrent LOFT. For Qualification LOFT, operators should schedule only line qualified crewmembers or those crewmembers who are in training for a particular duty position. In both cases, the FAA expects operators to make every reasonable effort to meet these scheduling guidelines. when, due to reasons beyond the control of the operator, the need for substitution arises, the substitution tables in this AC may be used. However, these tables are intended to be used only after the operator has made all reasonable efforts to provide a substitute crewmember of equal status to the person originally scheduled. The FAA recommends that the operator have an identified pool of cockpit crewmembers available to serve as substitutes in LOFT. This pool might include reserve crewmembers and/or newly qualified crewmembers. (Newly qualified crewmembers could benefit from the additional experience they would receive by serving as substitutes.) In any case, the FAA would expect operators to use the contingency features of the substitution tables only to permit continuation of scheduled training for extraordinary and infrequent situations.
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AC 120- 35B 9/6/90
d. The FAA considers interruption of LOFT scenarios a determent to the learning qualities inherent in LOFT. Arbitrary interruption of LOFT is not acceptable. LOFT scenarios should be allowed to continue to their logical completion. In Qualification LOFT, if the instructor is certain that negative training is occurring, the scenario may be interrupted. The FAA believes that well-thought-out and properly developed scenarios will not lead often to situations which require interruption.
e. Proper planning and development of LOFT scenarios are essential to ensure that training objectives are met. This is a critical characteristic of any FAA approved LOFT program. Training value is diminished when students Therefore, a variety and a sufficient number of LOFT scenarios are required to guard against crewmembers experiencing repetitious situations. In addition, the FAA expects operators to regularly update LOFT scenarios, thereby ensuring that crewmembers are exposed to new technology, procedures, and current operational problems.
26.-30. RESERVED.
Chap 3 12 Par 25
CHAPTER 4. TYPES OF LOFT GENERAL. As discussed throughout this AC, there are two types of LOFT;
Recurrent LOFT and Qualification LOFT. Guidelines for designing and conducting these types of LOFT are presented below.
32. RECURRENT LOFT. Recurrent LOFT is designed to ensure that each crewmember maintains proficiency in the type of aircraft and crewmember duty position involved. (See §§ 121.409, 121.427, 121.433, and 121.441.)
Recurrent LOFT is intended for flight crewmembers who are presently qualified in a particular make model and series aircraft. Recurrent LOFT is best conducted with a complete line qualified crew. Interruption of Recurrent LOFT is not permitted. Recurrent LOFT may be substituted on an alternate basis for the proficiency check requirements of FAR § 121.441.
33. GUIDELINES FOR RECURRENT LOFT. Recurrent LOFT should meet the following guidelines:
a. No Direct Instruction or Scenario Interruption. Recurrent LOFT does not permit direct instruction and normally does not permit interruption of the scenario by the instructor.
b. Crew Composition. Recurrent LOFT requires scheduling of a complete crew which is line qualified.
Crew Substitutes. The use of substitutes is discouraged and substitution should be rare. When the composition of the scheduled line qualified crew cannot be maintained, the operator may use substitutions based on the guidelines in Table 4-1. However, the operator will attempt first to substitute with another line qualified crewmember. This table should be used only as a last resort to prevent interruption of scheduled training.
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Table 4-1. Recurrent LOFT Substitution Table Pilot-in-Command Second-in-Command Flight Engineer Position Position (FE) Position
1. Another person of the same status for that position.
2. PIC' SIC' FEl
3. Pilot Instructor? PIC' FE Instructor?
4 . Pilot Instructor?
- Includes those who are either line qualified or in training for the position.
2 - May act as a substitute when a line qualified crewmember is not available. The instructor should not have previous knowledge of the scenario; however, when this is unavoidable, the instructor should not use that knowledge to influence or direct the scenario.
NOTE: The instructor conducting the LOFT session may not act as a substitute crewmember.
d. Number and Type of Segments. A Recurrent LOFT scenario may include one or more flight segments, depending upon the training objectives.
e. Training Media. The highest fidelity flight simulator available should be scheduled for Recurrent LOFT. (See AC 120-40, Airplane Simulator Qualification, as amended.) Recurrent LOFT may be conducted in a Level A, B, C, or D flight simulator, however, the use of the highest level simulator (Level D) is encouraged and the use of Level A simulators is discouraged.
34. QUALIFICATION LOFT. Qualification LOFT is designed to prepare crewmembers, who are not yet fully qualified for line operations and whose training has been provided in accordance with an Advanced Simulation Plan, for actual flight operations. Qualification LOFT provides training that facilitates the transition from flight simulator training to operational flying. Scenarios are designed to represent typical flight segments.
Qualification LOFT is instructional in nature; therefore, when it is essential to do so, instructors may momentarily interrupt a scenario for instructional purposes. Qualification LOFT is best conducted when the student crewmember, who is not yet fully qualified, is scheduled with a crew complement whose other members are line qualified. For example, a PIC candidate would be scheduled with a line qualified SIC and FE.
Chap 4 14 Par 33
35. GUIDELINES FOR QUALIFICATION LOFT. Qualification LOFT should meet the following guidelines:
a. Direct Instruction and Scenario Interruption. Qualification LOFT permits minimal interruption of the scenario for the purpose of instruction.
Interruption is allowed only when the instructor is certain that negative learning is taking place.
Crew Composition. Qualification LOFT requires the scheduling of a complete crew complement. Ideally, the crewmember who is qualifying would be scheduled with other crewmembers who are fully line qualified. In any case, the crewmembers will be Task Familiar with their assigned duty position but need not be Line Familiar.
Crew Substitutes. The use of substitutes is highly discouraged and substitution should be implemented rarely. when the composition of the scheduled crew cannot be maintained, the operator may substitute crewmembers using Table 4-2. Operators should attempt first to substitute another person in the same status.
Table 4-2. Qualification LOFT Substitution Table Pilot-in-Command Second-in-Command Flight Engineer Position Position Position
1. Another person of the same status for that position.
2. PICI SIC' FEl
3. SIC' PIC' FE Instructor
4. Pilot Instructor Pilot Instructor Pilot Instructor 1 - Includes those who are either qualified or in training for the position and will be Task Familiar for the position in which they are substituting.
d. Number and Type of Segments. Qualification LOFT should consist of at least two flight segments, one containing normal line operations and one containing abnormal and emergency occurrences.
e. Training Media. Qualification LOFT will be conducted in flight simulators qualified at Levels C or D. (See AC 120-40, Airplane Simulator Qualification, as amended.)
36.-40. RESERVED.
Chap 4 Par 35 15 (and 16)
CHAPTER 5. SPECIAL PURPOSE OPERATIONAL TRAINING GENERAL. Special Purpose Operational Training is designed for training crewmembers in a flight simulator or flight training device. Special Purpose Operational Training is useful whenever coordinated crew performance is required. It may not be substituted for Recurrent LOFT or Qualification LOFT.
Examples of Special Purpose Operational Training may include training which:
a. Focuses on CRM skills.
b. Provides differences training on variant aircraft.
c. Provides windshear training.
d. Trains in special aircraft equipment, e.g., navigational equipment and flight management systems.
ELEMENTS RESEMBLING LOFT. Special Purpose Operational Training contains some elements which are similar to those found in LOFT, including line environment, scenarios which are real world and real time, no-jeopardy training, and the use of feedback and critique. Elements of Special Purpose Operational Training which may vary from LOFT are described below.
43. GUIDELINES FOR SPECIAL PURPOSE OPERATIONAL TRAINING. The components of Special Purpose Operational Training vary, depending on the purpose or objective of the training. Therefore, the following provides only general guidelines for Special Purpose Operational Training.
a. Direct Instruction and Scenario Interruption. Special Purpose Operational Training permits direct instruction and allows for interruption of the scenario by the instructor.
b. Crew Composition. Special Purpose Operational Training may include use of a complete or partial crew, depending upon the training objectives.
Crew Substitutes. The use of crew substitutes in Special Purpose Operational Training depends upon the type of training being provided.
d. Number and Type of Segments. Special Purpose Operational Training may contain any number of full or partial flight segments, depending upon the training objectives.
Training Media. Special Purpose Operational Training may use a wide range of flight simulators and flight training devices, depending upon the training objectives. (See AC 120-40, as amended, Airplane Simulator Qualification and AC 120-45, as amended, Airplane Flight Training Device Qualification.)
44. -50. RESERVED.
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9/6/90 AC 120-35B CHAPTER 6. LINE OPERATIONAL EVALUATION
51. GENERAL. Line Operational Evaluation is primarily designed for crewmember evaluation under an Advanced Qualification Program (AQP). Line Operational Evaluation is conducted in a flight simulator or flight training device and is designed to check for both individual and crew competence. Line Operational Evaluation may also be used to evaluate a specific training objective. Line Operational Evaluation includes the concepts listed below.
52. ELEMENTS RESEMBLING LOFT. Line Operational Evaluation contains elements similar to those in LOFT; i.e., line environment; complete crew; scenarios which are real world, real time; and may run uninterrupted. An inventory of operational problems and environmental conditions should be developed which allows scenarios to be selected on a random basis. This will ensure that flight crewmembers are not familiar with repetitive scenarios. An important factor is that every attempt be made to have a complete crew complement scheduled and maintained. Flight crewmember substitution is highly discouraged. If crew substitutions are necessary, the substitute crewmember will be either another qualified crewmember or a Task Familiar crewmember in a training status comparable to the person being evaluated. Instructors and evaluators may not serve as a substitute crewmember.
53. EVALUATION. Unlike LOFT, Line Operational Evaluation requires evaluation of both crewmember and crew competence and performance. Therefore, Line Operational Evaluation contains an element of "jeopardy," as opposed to the 'no-jeopardy" environment in LOFT.
54. EVALUATORS. The role of an evaluator (including check airmen) in Line Operational Evaluation is to observe and evaluate crewmember performance during the simulation. The evaluator must be qualified in accordance with the operator's approved training program. The evaluator is responsible for informing crewmembers, prior to the start of the exercise, that they will be evaluated.
55. FLIGHT SIMULATORS/FLIGHT TRAINING DEVICES. Operators conducting Line Operational Evaluation may be approved to use any level of flight simulator or flight training device, depending on the objective of the evaluation and the capability of the device. The level of the flight simulator or flight training device required to support evaluation in Line Operational Evaluation will depend upon the evaluation objectives and the device's capability to support the objectives.
56.-60. RESERVED.
Chap 6 Par 51 19 (and 20)