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.
Chap 4 Par 31 13
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.
Chap 5 Par 41 17 (and 18)
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)
CHAPTER 7. THE ROLE OF INSTRUCTORS MINIMUM QUALIFICATIONS. Instructors should be trained in the philosophy, skills, and conduct of Line Operational Simulations and CRM. They should be able to effectively observe and critique both individual and crew performance during the scenario. To do this, they should meet the minimum requirements discussed in the following paragraphs:
a. Line Familiar. Instructors should be Line Familiar, i.e., familiar with the operations for which they are providing training. This will ensure that instructors accurately perceive and evaluate situations as they arise.
In cases where instructors currently are not line qualified, an approved line observation program (see paragraph 9a, Line Qualified) should ensure that they are familiar with line operational procedures and problems. In this way, instructors will maintain an understanding of the operational demands confronting line crewmembers.
b. Qualified as Instructors. Instructors should be qualified as defined in FAR § 121.411(b) or § 135.337(b), or as otherwise approved. They are not required to hold current medical certificates to qualify and serve as instructors.
Trained in CRM Skills. Instructors will receive training in CRM skills in order to observe and critique these areas in Line Operational Simulations. (See AC 120-51, Cockpit Resource Management Training, for further information on the skills of CRM.)
d. Trained in Methods for Briefing, Debriefing, and Critique.
Instructors should be trained to conduct the briefing and debriefing/critique phases of Line Operational Simulations, including how to provide feedback in a non-threatening and sensitive manner.
62. INSTRUCTOR RESPONSIBILITIES AT EACH STAGE OF LINE OPERATIONAL SIMULATIONS. The following is a description of the roles and responsibilities expected of instructors:
a. Briefing and Preparation.
convey the purpose of the Line Operational Simulation and how it is representative of line operations. Instructors should also explain the instructor's role during the training; i.e., as an observer and not considered
b. Flight Segment. Instructors should be able to both observe and perform ancillary roles. They should be trained in observing both technical and CRM skills. The instructor should also be trained in proper pacing, proper introduction of abnormal/emergency procedures, and methods of handling unforeseen crew actions.
Debriefing and Critique. Instructors should provide both positive and negative feedback during critiques of individual and crew performance.
Prior to the instructor's critiques, crewmembers should be encouraged to Chap 7 Par 61 21
9/6/90 AC 120-35B critique themselves. Instructors will provide feedback to the crew to encourage the changes needed for improved performance. Instructors should also provide specific recommendations to improve individual crewmembers' performance.
63.-70. RESERVED.
Chap 7 22 Par 62