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)
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