AC 120- 35B 06/9/6 CHAPTER 6. LINE OPERATIONAL EVALUATION
51. General. 6I
52. Elements Resembling LOFT 6I
53. Evaluation. 19
54. Evaluators. 19
55. Flight Simulators/Flight Training Devices. 6I
56.-60. Reserved 6I CHAPTER 7. THE ROLE OF INSTRUCTORS
61. Minimum Qualifications. 21
62. Instructor Responsibilities at Each
Stage of Line Operational Simulations.21
63.-70. Reserved................... ... 22 iv
CHAPTER 1. INTRODUCTION
1. PURPOSE. The purpose of this advisory circular is to provide updated guidance in designing and implementing Line Operational Simulations, which includes: LOFT, Special Purpose Operational Training, and Line Operational Evaluation.
2. BACKGROUND.
a. The use of flight training devices and flight simulators has become increasingly important in training flight crewmembers. As the level of sophistication in simulators increased, air carriers have come to rely on simulators for part or all of their flight training programs. Since the mid-1970's, some FAR Part 121 and Part 135 operators have implemented alternative simulator training, which is now known as LOFT, to train crewmembers. LOFT is training in a simulator with a complete crew using representative flight segments which contain normal, abnormal, and emergency procedures that may be expected in line operations. FAR § 121.409(b) delineates the requirements of LOFT; FAR § 121.441 allows LOFT to substitute for alternate proficiency checks. In 1978 and 1981, AC's 120-35 and 120-35A, respectively, provided guidance for the use of LOFT in recurrent training programs and set forth guidelines for its design and implementation. This type of LOFT is now termed "Recurrent LOFT." In 1980, the FAA published the Advanced Simulation Plan in FAR Part 121, Appendix H. This plan provides the option of providing most or all crewmember flight training in flight simulators. Appendix H mandates LOFT to facilitate flight crewmember transition from training in advanced simulators to operational flying. This type of LOFT is now termed "Qualification LOFT.
b. LOFT is a useful training method because it gives crewmembers the opportunity to practice line operations (e.g., maneuvers, operating skills, systems operations, and the operator's procedures) with a full crew in a realistic environment. Crewmembers learn to handle a variety of scripted real-time scenarios which include routine, abnormal, and emergency situations.
They also learn and practice cockpit resource management skills, including crew coordination, judgment, decisionmaking, and communication skills. The overall objective of LOFT is to improve total flightcrew performance, thereby preventing incidents and accidents during operational flying. Since the early 1980's, new issues that are related to the requirements of FAR § 121.409, Part 121, Appendix H. and expanding opportunities for the use of LOFT or other Line Operational Simulations have emerged. Issues which require an updating of applicable guidelines are:
(1) Requirements of FAR § 121.409. Section 121.409(b) delineates the requirements of Recurrent LOFT, which may be substituted on an alternate basis for the proficiency check requirement as specified in FAR § 121.441.
Section 121.409(b) requires a complete crew to be utilized in Recurrent LOFT, but does not provide detail on what constitutes a complete crew. The guidance provided in this AC recognizes a complete crew as one which is Line Qualified.
(See definitions in Chapter 2.)
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Requirements of FAR Part 121, Appendix H. Part 121, Appendix H, contains guidelines for operators who choose to provide flight crewmember training under an Advanced Simulation Plan. While Appendix H provides a detailed description for implementing training, the specific LOFT components are not clearly described. This AC presents guidelines for implementing Qualification LOFT as required under Appendix H or as may be used within any other approved training program. This AC discusses how Qualification LOFT is designed to help flight crewmembers transition from a training environment to operational flying.
(3) Special Purpose Operational Training. New training concepts and training media have identified a need for other types of training in operational simulations called Special Purpose Operational Training. This type of operational simulation includes the concepts listed below. In addition, other types of Special Purpose Operational Training may evolve over
(i) Both the FAA and industry have recognized the importance of Cockpit Resource Management (CRM) in crewmember training. CRM training addresses human factors (e.g.. leadership, communication skills. time management, situational awareness, and attitudes in flight operations).
Training to improve performance in these areas has been identified as a factor in reducing the number of airline accidents and incidents. CRM training is designed for a complete crew environment. Application of CRM skills appears to be an integral part of safe and successful line operations. This AC addresses the relationship of CRM to Special Purpose Operational Training, as well as to LOFT.
Current regulations do not presently address the use of Special Purpose Operational Training for Differences Training. This AC presents guidelines in conducting Special Purpose Operational Training for Differences Training.
(4) Line Operational Evaluation. Recently, a new concept related to the training, qualification, and evaluation of flight crewmembers has emerged.
In February 1989, the FAA published a proposed Special Federal Aviation Regulation (SFAR) No. 58, which would authorize the establishment of an Advanced Qualification Program (AQP); i.e., a voluntary training and evaluation program as an alternative to meeting the training and qualification requirements of FAR Part 121 or Part 135. The proposed SFAR allows greater flexibility in designing training programs that reflect recent advancements in aircraft technology as well as the development of new training and evaluation techniques. Requirements of an AQP include training and evaluation in operationally accurate flight simulations using realistic line-oriented scenarios. Evaluation is a necessary element of this process to provide initial and subsequent assessments of flightcrew and individual flight crewmember competency. Simulations using realistic, line-oriented scenarios as a training and evaluation tool have been demonstrated to provide effective instruction. The element of evaluation in this new proposal is distinct from LOFT as a training vehicle because. unlike LOFT, the proposed simulations will now involve evaluation. Therefore, the term "Line Operational Evaluation" is used to describe operationally oriented simulations that involve evaluation.
(See chapter 6 for further detail.)
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3. SUMMARY. This AC identifies four types of Line Operational Simulations:
(1) Recurrent LOFT (in reference to FAR $§ 121.409, 121.427, 121.433, 121.441, and Part 121, Appendix F), (2) Qualification LOFT (in reference to FAR 2 рене (2, (2) 0.
Part 121, Appendix H), (3) Special Purpose Operational Training, which is training that may be used for various unique purposes such as aircraft differences or CRM training, and (4) Line Operational Evaluation, which is designed for persons participating in an AQP, or for persons who meet the general training requirements of FAR § 121.401 or § 135.323 and wish to conduct operational evaluations. It defines the terms used in describing Line Operational Simulations. It provides guidance for designing and conducting LOFT, Special Purpose Operational Training, and Line Operational Evaluation.
It defines the role of instructors and evaluators.
4.-8. RESERVED.
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CHAPTER 2. DEFINITIONS GENERAL. The following terms are used throughout this advisory circular and are defined as follows:
a. Line Qualified. Describes a flight crewmember or instructor who is current and qualified to conduct actual flight operations in an assigned aircraft and duty position.
Line Familiar. Describes a flight crewmember or instructor who is familiar with a certificate holder's line operations. This person is either line qualified or otherwise qualified by participation in an approved line observation program. (An acceptable line observation program would include observation from the cockpit jump seat of a line crew on at least two operational flight segments. This should be accomplished twice annually, and the line observation program should be included as a part of the approved training program.)
Task Familiar. Describes a flight crewmember who is familiar with and can satisfactorily accomplish the duties of a particular cockpit duty position though not qualified for that duty position. For example, a second-in-command (SIC) candidate who performs the duties of the pilot-in-command (PIC) during simulator training.
d. Qualification LOFT. An approved flight simulator course of LOFT to facilitate transition from training using flight simulation to operational flying. Qualification LOFT meets the requirements of FAR Part 121, Appendix H.
e. Recurrent LOFT. An approved flight simulator course of LOFT which may be used to meet recurrent flight training requirements and to substitute for alternate proficiency checks. Recurrent LOFT meets the requirements of FAR § 121.409 as allowed under FAR § 121.441(a).
Line Operational Evaluation. An evaluation of crewmembers and crews in a flight training device or flight simulator during real-time Line Operational Simulations.
g. Special Purpose Operational Training. An approved course of operationally oriented flight training, conducted in a flight simulator or flight training device, which may be used to learn, practice, and accomplish specific training objectives; e.g., training in variant aircraft or special aircraft equipment.
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CHAPTER 3. BASIC ELEMENTS OF LOFT GENERAL. Certain elements about LOFT must be understood to ensure that its primary objective, to provide realistic line-oriented training, is met.
These elements apply to both Recurrent and Qualification LOFT and are described in this chapter. (NOTE: Some or all of these elements may also apply to Special Purpose Operational Training and Line Operational Evaluation.
See chapters 5 and 6 for more information on how these concepts apply to these types of Line Operational Simulations.)
CREW COMPOSITION AND PARTICIPATION. LOFT should take place in a line operational environment with a complete crew. A complete crew will always be scheduled and every effort will be made to maintain crew integrity. During LOFT, each crewmember performs both as an individual and as a member of a team, as is expected during line operations.
REAL-WORLD SITUATIONS. LOFT should contain scenarios of real-world, line operational situations, which progress in real time. These scenarios should be representative of flight segments where an entire en route operation is completed. In cases of flights involving repetitive events, the en route segments may be compressed. However, enough time should be allotted to allow crewmembers to become sufficiently familiar with the scenario to ensure that if the scenario is compressed, crewmembers will be able to resume or restart the scenario without confusion.
13. NO-JEOPARDY TRAINING. LOFT is "no-jeopardy" training, i.e., the instructor does not issue a passing or failing grade to a participating crewmember. As a LOFT scenario progresses, it is allowed to continue without interruption so crewmembers may learn by experiencing the results of their decisions. Decisions which produce unwanted results do not indicate a training failure, but serve as a learning experience. If the LOFT instructor identifies crewmember performance deficiencies, additional training or instruction will be provided. This training or instruction may be in any form, including additional LOFT. Before the crewmember may return to line operations, the performance deficiencies will be corrected and the instructor will document the training as satisfactorily completed. The "no-jeopardy" concept allows crewmembers to use their full resources and creativity without instructor interference. At the end of a LOFT session and after debriefing,
14. UNINTERRUPTED TRAINING. LOFT scenarios run full-length, with no interruption by the instructor permitted. The effects of crewmember decisions are allowed to accrue and influence the rest of the flight. The concept is that crewmembers will learn more effectively if they are allowed to learn from their experiences, rather than being interrupted and corrected by an instructor. In rare cases, and only during Qualification LOFT, an instructor may choose to intervene if he determines negative learning is taking place.
15. FEEDBACK. LOFT includes feedback to crewmembers on their performance in the scenario. This takes place during the debriefing phase. (See the following paragraph for further detail on feedback and debriefing.)
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16- PHASES OF LOFT. LOFT scenarios should contain the following phases:
briefing, preflight planning documents and activities, flight time, and debriefing. These are described in the following paragraphs.
a. Briefing. Before the flight segment begins, the instructor should brief crewmembers on the LOFT scenario, including the training objectives, and the role of the instructor (i.e., the instructor is considered "not present," except as an Air Traffic Controller (ATC) or as another ground base entity).
The role of the flightcrew should be discussed in the briefing (i.e., flight crewmembers should perform their duties just as they would in line operations). Information about "the environmental setting of the scenario" should also be discussed.
b. Preflight Planning Documents and Activities. Preflight planning documents (e.g., weather reports and flight plans) should be prepared with the operator's particular training objectives in mind. For example, the operator may choose to have crewmembers learn how to handle unfavorable weather conditions or how to correct improper fuel loads. Preflight activities include cockpit setup, computation of takeoff data, etc.
c. Flight Segment. The flight segment includes taxiing, takeoff, flying, and landing. It should also include the time in which communication with ATC and other ground agencies takes place.
d. Debriefing. Debriefing should include feedback to crewmembers on Positive comments regarding crew performance should be emphasized in the debriefing as well as crew performance which needs improvement. The debriefing involves instructor critiques of individual crewmembers and of the crew as a team. Also, it is important that crewmembers be given the opportunity to critique and analyze their own performance and review key points of the video record, if used. (See paragraphs 21 and 22 for further discussion of critiques, debriefing, and use of video records.)
TRAINING HOURS, RECURRENT AND QUALIFICATION LOFT. Both recurrent and qualification LOFT sessions should be based on at least 4 hours of total crewmember training activity, which should include at least 2 1/2 hours of LOFT scenarios. Reasonable amounts of time should be allowed for problem solving (e.g., consulting minimum equipment lists and operations manuals, preparing takeoff data, as well as other crew actions which are occasioned by the training scenario). For qualification LOFT, the 4 hours of crewmember training should include cockpit preparation, preflight activities, crew briefings, and interactions with flight dispatch and other ground agencies.
For Recurrent LOFT, any additional hours of training, beyond the 2 1/2 hours of LOFT scenarios necessary to comply with FAR § 121.409(b) may, subject to the approval of the FAA, be utilized for other specific training requirements.
All crewmembers participating in a LOFT session are credited with 4 hours of training time.
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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.
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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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