(7) Ensures that all crewmembers participate in the discussion and effectively draws out quiet or hostile crewmembers.
(8) Provides a clear summary and recap of key learning points.
(9) Asks the crew, and individual members, for specific feedback on their performance.
(10) Is effective in both technical and CRM debriefing.
d. During debriefing, crew performance and individual performances should be openly discussed and assessed by the facilitator. Constructive assessment of an individual can be mentioned in the presence of the full crew.
e. One of the goals of LOS is to enable crewmembers to gain a greater understanding of their behaviors and their consequences, and be able to explore new behavioral strategies in an LOS training environment where formal, mandated evaluation is explicitly omitted. The debriefing should respect this goal and build on it to provide a positive learning experience.
f. At the appropriate time, the facilitator should summarize the debriefing. In the summary, every effort should be made to relate the training experience to line operations. It is most desirable if the crewmembers recognize, for themselves, behaviors used in the LOS that they can carry back to the line, as feedback or critique is seldom used on the line. The LOS debriefing can help reinforce the importance of feedback even on routine line flights. Just a few minutes are needed to reinforce what went well or to discuss ways to improve crew performance at appropriate times during or at the conclusion of the flight.
g. In summary, the effective LOS facilitator will lead the crewmembers through self-critique of their performance. The debriefing and crew analysis period will include both technical and CRM discussion items. Positive points of crew performance as well as areas for improvement will be discussed. At the conclusion of the session, key learning points will be summarized.
115. LOE. The LOS briefing/debriefing guide must be modified for the LOE administered under an approved AQP. In the LOE, the facilitator is now an evaluator and must perform a different role. This role is to evaluate the standard performance of the proficiency objectives assigned to the event sets. Although the briefing will set the stage for the LOE, most carriers use this period to perform an oral review of crew knowledge concerning the operational issues presented in the LOE. For example, issues such as takeoff visibility and required alternates based on operational specifications might be covered. The debriefing is used to review the event sets and compare the success criteria assigned to these sets versus actual crew performance.
However, in this review, there still will be many opportunities for crewmembers to discuss their CRM and technical performance.
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116. USE OF AUDIOVISUAL EQUIPMENT AND ANIMATION SOFTWARE. Recorded audiovisual/animation feedback is very useful as a debriefing aid for most types of LOS. 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. Failure of audiovisual equipment prior to, or during an LOS session, should not preclude the completion of that session.
117. ADDITIONAL TRAINING/LOFT COMPLETION. Decisions that produce unwanted results do not indicate a training failure, but serve as a learning experience that may indicate need for additional training. The additional training could come in many forms, including additional LOS. In any case, required additional training shall be provided and documented as satisfactorily completed prior to the crewmember’s return to line operations.
118. BASIC ELEMENTS OF LOS SUMMARIZED. LOS 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.
c. It contains real-world incidents, unfolding in real time.
d. LOFT and SPOT are used for “no-jeopardy” training, while LOE is used for evaluation.
e. LOFT and LOE contain scenarios and segments that run uninterrupted; SPOT can be interrupted and segments interactively accomplished.
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.
119. FAA PHILOSOPHY.
a. The effectiveness of LOS is dependent on four important aspects.
(1) Use of the most appropriate simulation device (i.e., FTD or simulator).
(2) Ensuring that training and evaluation are conducted to the maximum extent feasible using a full crew compliment, consisting of a captain, a first officer, and, where applicable, a second officer.
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(3) LOFT or LOE scenarios must run their full, uninterrupted course.
(4) A variety of scenarios, fully compatible with training objectives, are available and periodically updated to ensure that the LOS experience does not become repetitive or stale.
b. An operator who has an available range of training media will conduct LOS in the device that provides the appropriate simulation fidelity for the training/evaluation objectives. A major consideration for public safety is the maintenance of pilot skills, particularly for tasks that, due to the nature of a given fleet’s operations or to their low probability of occurrence, are rarely executed in normal flight operations. Providing interim practice on such skills using lower level devices may be one way to maintain these skills. Although the focus of LOS has been on the development of a methodology and tool set to generate valid and reliable LOS scenarios for training an evaluation in full-mission simulators, the methodology also has important capabilities for use in scenario-based training using equipment of lower physical fidelity.
c. The training value of LOS 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 linequalified crewmembers or those crewmembers that are in training for a particular duty position.
In both cases, operators should 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 should be used only after the operator has made all reasonable efforts to provide a substitute crewmember of equal status to the person originally scheduled. LOE substitution tables will be included in the approved AQP documentation.
d. Interruption of LOFT scenarios is detrimental to the learning experience. Arbitrary interruption of LOFT or LOE is not acceptable. LOFT and LOE scenarios should be allowed to continue to their logical conclusion. In qualification LOFT, if the instructor is certain that negative training is occurring, the scenario may be interrupted. The FAA believes that wellthought-out and properly developed scenarios will not often lead to situations that require interruption.
e. Proper planning and development of LOS scenarios are essential to ensure that training objectives are met. This is a critical characteristic of any LOS program. Training value is diminished when students become familiar with scenarios. Therefore, a variety and a sufficient number of LOS scenarios are required to guard against crewmembers experiencing repetitious situations. In addition, operators should regularly update, at least annually, all LOS scenarios, thereby ensuring that crewmembers are exposed to new technology, procedures, and current operational problems.
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CHAPTER 2. TYPES OF LINE-OPERATIONAL FLIGHT TRAINING
200. GENERAL. There are two types of line-operational flight training (LOFT): recurrent LOFT, and qualification LOFT. Guidelines for designing and conducting these types of LOFT are presented below.
201. RECURRENT LOFT. (See Title 14 of the Code of Federal Regulations (14 CFR) part 121, sections 121.409, 121.427, 121.433, and 121.441.) Recurrent LOFT is designed to ensure that each crewmember maintains proficiency in the type of aircraft and crewmember duty position involved. Recurrent LOFT is intended for flight crewmembers who are presently qualified in a particular make model and series aircraft. Interruption of recurrent LOFT is not permitted.
202. GUIDELINES FOR RECURRENT LOFT. Recurrent LOFT should meet the following guidelines:
a. Instruction or Interruption. Recurrent LOFT does not permit direct instruction and does not permit interruption of the scenario by the instructor.
b. Crew Substitutes. Recurrent LOFT stresses scheduling of a complete crew who should be line-qualified. 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 2-1. 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.
c. Number of Segments. A recurrent LOFT scenario may include one or more flight segments, depending upon the training objectives.
d. Training Media. The highest fidelity flight simulator available should be scheduled for recurrent LOFT.
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TABLE 2-1 Recurrent LOFT Substitution Table _____________________________________________________________________________ Pilot-in-Command Second-in-Com mand Flight Engineer Position Position (FE) Position _____________________________________________________________________________
1. PIC1 S IC1 F E1 _____________________________________________________________________________
2. SIC2 P IC1 FE Instructor3 _____________________________________________________________________________
3. Pilot Instructor3 Pilot Instructor3 _____________________________________________________________________________
1 Includes those who are either line-qualified, or in training, and are line and task familiar with the position in which they are substituting.
2 An SIC may be substituted for this position if the pilot has received a type certificate in the aircraft the simulator replicates.
3 An instructor (aircraft or simulator) as provided for under 14 CFR part 121, section 121.412 or part 135, section 135.338, as applicable. 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 LOS session will not act as a substitute crewmember.
203. QUALIFICATION LOFT (See part 121, appendix H.) Qualification LOFT is designed for crewmembers whose training has been provided in accordance with an Advanced Simulation Plan. Qualification LOFT provides training that facilitates the transition from flight simulator training to operational flying. Scenarios are designed to represent typical flight segments.
a. Crew Composition. Qualification LOFT requires a complete crew complement. It is preferable to schedule a crewmember, who is qualifying, with other crewmembers who are fully line-qualified. As a minimum, LOFT crewmembers will be task familiar with their assigned duty position. 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 2-2.
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TABLE 2-2 Qualification LOFT Substitution Table _____________________________________________________________________________ Pilot-in-Command Second-in-Command Flight Engineer Position Position (FE) Position _____________________________________________________________________________
1. PIC 1 SIC1 F E1 _____________________________________________________________________________
2. SIC 1 PIC1 FE Instructor2 _____________________________________________________________________________
3. Pilot Instructor2 Pilot Instructor2 _____________________________________________________________________________
1 Includes those who are either line-qualified, or in training, and are task familiar with the position in which they are substituting.
2 An instructor (aircraft or simulator) as provided for under sections 121.412 or 135.338, as applicable. 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 LOS session may not act as a substitute crewmember.
b. Number and Type of Segments. Qualification LOFT consists of at least two flight segments, one containing normal line operations and one containing abnormal and emergency occurrences.
c. Training Media. Qualification LOFT will be conducted in flight simulators qualified in Levels B, C, or D (See part 121, appendix H).
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CHAPTER 3. SPECIAL PURPOSE OPERATIONAL TRAINING
300. GENERAL. Special purpose operational training (SPOT) is designed for training crewmembers in a flight simulator or flight training device (FTD). SPOT is useful whenever coordinated crew performance is required. It may not be substituted for recurrent lineoperational flight training (LOFT) or qualification LOFT. SPOT may include training which:
a. Focuses on crew resource management skills.
b. Provides differences training on variant aircraft.
c. Provides specific phase of flight training.
d. Trains in special aircraft equipment (e.g., navigational equipment and flight management systems).
301. GUIDELINES FOR SPOT. The components of SPOT vary, depending on the purpose or objective of the training. Therefore, the following provides only general guidelines for SPOT.
a. Instruction and Interruption. SPOT permits direct instruction and allows for interruption of the scenario by the instructor.
b. Crew Composition. SPOT may include use of a complete or partial crew, depending upon the training objectives.
c. Crew Substitutes. The use of crew substitutes in SPOT depends upon the type of training being provided.
d. Number and Type of Segments. SPOT may contain any number of full or partial flight segments, depending upon the training objectives.
e. Training Media. SPOT may use a wide range of flight simulators and FTDs, depending upon the training objectives.
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CHAPTER 4. LINE OPERATIONAL EVALUATION
400. GENERAL. The line operational evaluation (LOE) is the primary means of proficiency evaluation in Advanced Qualification Program (AQP). This evaluation addresses the individual’s ability to demonstrate technical and crew resource management (CRM) skills appropriate to fulfilling job requirements in a full mission scenario environment. The intent of an LOE is to evaluate and verify that an individual’s job knowledge, technical skills, and CRM skills are commensurate with AQP qualification standards. The LOE is conducted in a simulation device approved for its intended use in the AQP. LOE development methodology, substitution tables, success criteria, and remediation strategy will be included in the carrier’s approved AQP documentation.
401. ELEMENTS RESEMBLING LINE OPERATIONAL FLIGHT TRAINING (LOFT).
LOE contains elements similar to those in LOFT (i.e., line environment, complete crew, real world scenarios, real time, and must run uninterrupted). A complete crew complement should be scheduled and maintained. Flight crewmember substitution is highly discouraged. If crew substitutions are necessary, the substitute crewmember will be either another line-qualified crewmember or a task familiar crewmember in a training status comparable to the person being evaluated. Evaluators conducting the LOE may not serve as a substitute crewmember. The LOE substitution table/matrix will be part of the carrier’s approved AQP documentation.
402. EVALUATION. The LOE addresses the individual’s ability to demonstrate technical and CRM skills appropriate to fulfilling job requirements in an operational environment. The intent of an LOE is to evaluate and verify that an individual’s job knowledge, technical skills, and CRM skills are commensurate with AQP qualification standards. The evaluation assesses both technical and CRM skills. One method of assessing an aircrew’s proficiency is to grade an aircrew’s observed skill at accomplishing delineated technical and CRM criteria of success.
Another accepted method is to grade the aircrew’s technical proficiency (maneuver-based method), but, where applicable, (i.e., a maneuver is graded less that satisfactory or graded outstanding) the maneuver’s grade is linked to a CRM behavior/skill (observable) that may have contributed to the maneuver grade. Either method is acceptable.
403. EVALUATOR. A person who assesses the performance of crewmembers, instructors, or other evaluators. An evaluator must have satisfactorily completed the certificate holder’s AQP evaluator training. The Administrator must approve all LOE evaluators. It is essential that LOE evaluator training include specific exercises to achieve and verify standardization among such personnel in grading performance.
404. LOE MEDIA. Operators conducting LOE may be approved to use any level of flight simulation, depending on the objective of the evaluation and the capability of the device.
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