Appendix 1 EVALUATOR. A person who assesses the performance of crewmembers, instructors, other evaluators, aircraft dispatchers, or other operations personnel. An evaluator must have satisfactorily completed the certificate holder’s AQP evaluator training. All evaluators must be approved by the Administrator.
EVENT SET. A relatively independent segment of a scenario made up of several events, including an event trigger, possible distracters, and supporting events.
FLIGHT TRAINING. Training given in the aircraft, flight simulator, FTD, or other cockpit environment. See ground training.
FLIGHT TRAINING EQUIPMENT. Aircraft, flight training devices, or flight simulators that are used for any of the following purposes: (1) Required evaluation of individual or crew proficiency; (2) Training activities that determine if an individual is ready for an evaluation;
(3) Activities used to meet recency of experience requirements; and (4) Line-Operational Simulations (LOS).
FORMATIVE EVALUATION. Process of reviewing courseware for technical accuracy, instructional soundness, and suitability for use by instructor, evaluator, and student. Dry run of the total curriculum with a small group of students to test the effectiveness and efficiency of the training (e.g., small group tryout).
FREQUENCY. Number of occurrences of a task/subtask in a specific period of duty (one flight, one trip, 1 month, 1 year, etc.) How often a task/subtask is performed. Frequency may be used to determine currency (see currency) by comparing the frequency with which activities occur on the line, with the frequency required to maintain proficiency without additional training.
GROUND TRAINING. Aviation/aircraft specific training provided in a classroom, learning center, lecture hall or other traditional educational setting that occurs outside the cockpit environment.
INSTRUCTIONAL ANALYSIS. A process conducted during the design of instruction to identify the presentational components, or learning events, necessary for the student to master the complete range of skills, knowledge, attitudes, abilities, and CRM factors required for proficient performance.
INSTRUCTIONAL SYSTEMS DEVELOPMENT. A systematic methodology for deriving and maintaining qualification standards and associated curriculum content based on a documented analysis of the job tasks, skills, and knowledge required for job proficiency.
JOB. A job is the summation of functions, identified as tasks and subtasks, performed by an individual at work.
KNOWLEDGE. Specific information required to enable a student to develop the skills and attitudes to effectively recall facts, identify concepts, apply rules or principles, solve problems, and think creatively. Because knowledge is covert, students must be assigned overt activities to demonstrate their knowledge base.
Appendix 1 LESSON. A meaningful division of learning consistent with the method of study, learning, or testing of performance (proficiency) objectives. The third level of curriculum definition (segment, module, lesson, lesson element). Lessons usually contain objectives, training events, student materials, instructor materials, and an evaluation scheme or form.
LESSON ELEMENT. A subgroup of activities within a lesson. It is the fourth level of curriculum detail (segment, module, lesson, and lesson element).
LINE OPERATIONAL EVALUATION (LOE). The LOE is the primary proficiency evaluation. This evaluation addresses the individual’s ability to demonstrate technical and 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. Under extenuating circumstances, the AQP proficiency evaluation may be accomplished in an aircraft, subject to FAA approval.
LINE OPERATIONAL SIMULATION (LOS). A simulator or FTD training session conducted in a “line environment” setting. LOS includes Line-Oriented Flight Training (LOFT), Line Operational Evaluation (LOE), Special Purpose Operational Training (SPOT). For additional information, refer to the current edition of AC 120-35, Flightcrew Member Line Operational Simulations: Line-Oriented Flight Training, Special Purpose Operational Training, Line Operational Evaluation.
LINE-ORIENTED FLIGHT TRAINING (LOFT). A LOS flight scenario designed for training purposes to provide practice in the integration of technical and CRM skills. LOFT is conducted using a complete cockpit flightcrew to the maximum extent feasible and is accomplished in an FAA-certified simulation device. For additional information, refer to AC 120-35.
MEDIA. Physical means for providing the instructional content and experience to the student.
Includes entire set of instructional presentation materials (e.g., workbook, videotape, overheads, computer-based training (CBT), mock-ups, FTDs, simulators, etc.).
MODULE. A group of subject matter under a specific curriculum segment. Second of four curriculum levels of detail (segment, module, lesson, and element). Often corresponds to a day of training or a device event, such as FTD #3 or flight simulator (SIM) #6).
MOTOR SKILL. Physical actions required to perform a specific task (subtask or element).
Students have acquired a motor skill not when they can simply perform a prescribed procedure, but when their movements are smooth, regular, and precisely timed. Those hands-on skills that are prerequisite to the performance of a task, subtask, element, or sub-element.
OBSERVABLE BEHAVIOR. A behavior whose occurrence during the performance of an event is an indicator that the crew is handling the event properly. Observable behaviors are one part of the performance standards identified for each event.
PLANNED HOURS. Planned hours represent the estimated amount of time (as specified in a curriculum outline) that it takes an average student to complete a segment of instruction (to
Appendix 1 include all instruction, demonstration, practice, and evaluation, as appropriate, to reach proficiency). Planned hours replace the programmed hours associated with traditional programs.
The sum of planned hours will not be used by the FAA as a basis for program approval, review, or compliance assessment.
PROTEUS. A software program containing formats, functionality, procedures, and sample documents designed to guide and automate portions of the development of AQPs.
RANDOM LINE CHECK. A no-notice (not scheduled and with no prior notification) proficiency assessment of an entire flightcrew’s operational proficiency conducted by an evaluator during part 121 or 135 revenue flight operations or during operationally oriented flight, such as ferry flights or proving flights.
SKILL. An ability to perform an activity or action. Often divided into motor/hands-on and cognitive categories.
SPECIAL PURPOSE OPERATIONAL TRAINING (SPOT). A portion of an LOS training scenario consisting of flight tasks selected from any phase or phases of flight to provide practice in the integration of technical and CRM skills appropriate to the selected flight tasks. SPOT is conducted using a complete cockpit flightcrew to the maximum extent feasible and is accomplished in a simulation device. For additional information, refer to AC 120-35, as amended.
SUBTASK. Specific separate step or activity required in the accomplishment of a task. May also refer to categories of a task (e.g., non-precision approach – VOR, NDB, LOC, etc.)
SUPPORTING PROFICIENCY OBJECTIVE (SPO). A proficiency objective created at the subtask level.
TASK. A task is a unit of work within a function having an identifiable beginning and ending point, which results in a measurable product. An example of a task applicable to AQP: perform a normal takeoff.
TECHNICAL SKILLS. Within an AQP, technical skills refer to those maneuvers, procedures and other behaviors that have a high psychomotor component, while CRM skills refer to those communication, decision-making and workload management behaviors that have a high cognitive component.
TERMINAL PROFICIENCY OBJECTIVE (TPO). A proficiency objective created at the task level.
TPO/SPO HIERARCHY. The hierarchy of all TPOs and SPOs organized by phase of flight in the Proteus database.
TRAINING SESSION. A contiguously scheduled period of time devoted to training activities at a facility acceptable to the Administrator for that purpose.
Appendix 1 TRAINING TO PROFICIENCY. Training to a performance level that meets or exceeds a qualification standard. This concept must include enough repetition and practice to ensure that each individual can perform at the qualification standard level over the entire evaluation period or continuing qualification cycle.
TRIGGERING CONDITIONS. The conditions whose occurrence defines the beginning of an event.
VALIDATION. Determination that required/desired results were produced. In training systems, the methods and procedures for development, implementation and maintenance as well as performance objectives and results will be validated.
VARIANT. A specifically configured aircraft for which the Administrator has identified training and qualification requirements that are significantly different from those applicable to other aircraft of the same make, model, and series.
Appendix 2 APPENDIX 2.
GENERIC AIRLINES ADVANCED QUALIFICATION PROGRAM
APPLICATION Date, 2005 Subject: Initial Application for Advanced Qualification Program Dear (insert name of the manager of the appropriate Safety Standards office):
The purpose of this letter is to inform you that Airline intends to develop, implement, and operate an Advanced Qualification Program (AQP) curriculum, beginning with our aircraft fleet. We have examined and understand the Advanced Qualification Program requirements, listed in 14 CFR part 121 subpart Y and FAA Advisory Circular 120-54A, Advanced Qualification Program. This letter serves as Airline’s formal application to engage in the five-phase development process of an AQP, which is an alternative regulatory method of training, evaluating and qualifying our flight (crewmembers) (dispatchers).
Our airline will develop its AQP training program in accordance with the performance-based methodology that is described in Advisory Circular 120-54A. The initial development process will include at least the following AQP documents: Initial Job Task Listing; Qualification Standards; Instructional Systems Development Methodology;
Curriculum Outlines, and an Implementation and Operations Plan. All AQP documentation will be submitted to the FAA Extended Review Team for its review and joint approval. It will also show how our proposed AQP curriculum provides an equivalent or enhanced level of safety for each traditional regulation requirement that is replaced by our AQP.
We see our voluntary commitment to AQP as an important safety goal. To achieve that goal, and to facilitate a safe and timely transition to AQP, Airline will commit the appropriate personnel and resources to complete the task, and to continuously maintain the program in the future. Accordingly, in support of this application, we submit the following attachments:
• AQP Organization and Database Management Plan, which describes the multiple resources that our airline plans to employ for its AQP development. This attachment identifies the airline’s leadership person for AQP implementation, and delineates the staff of key subject matter experts who will be tasked with Phase II document and curriculum development, including electronic database management and other computer- related issues. The detailed AQP organization plan reflects our commitment to the goal of achieving each requirement that is unique to a successful AQP implementation.
• A summary of demographic data of our crews, who will be trained under an AQP curriculum. This data includes the current ground and flight instructors and evaluators who are expected to continue these functions under AQP.
• An operating environment description that articulates our airline’s geographic areas of operation, general environmental factors, plus other operational factors which may be critical to development of meaningful proficiency objectives and Line—Operational Simulations (LOS).
• A description of our training equipment, its location, and the organization responsible for its security and maintenance. Also included: the FAA identification number assigned by the National Simulator Program Manager and the level of qualification identifying flight simulators and/or flight training devices.
• A description of our training facilities including the location, type of facility, classrooms, training aids, courseware, and other features that contributes to creating and maintaining a positive learning environment.
Appendix 2 The attached Master AQP Transition Schedule (MATS) describes our timeline for completion of the transition process from our current training program to an AQP. The MATS will be maintained as a current document.
We do/do not intend to apply for a Single Visit Exemption (SVE) to facilitate transition to AQP. The point of contact for our AQP development will be , and he/she may be contacted at , or through email .
Sincerely, VP of Fight Operations or Chief Operations Officer, Generic Airline Attachments: (1) Organization and Database Management Plan; (2) Airline Operational Environment;
(3) Demographic Data; (4) Training Equipment Description and Location; (5) Facilities Description; and (6) MATS.
Appendix 3 APPENDIX 3.
REGULATORY COMPARISON CHART/
PART OF THE QUALIFICATIONS STANDARDS DOCUMENT Regulatory Variances The Advanced Qualification Program (AQP) allows development of proficiency-based training programs that encourage innovation in the methods and technologies used during instruction and evaluation, as well as efficient management of the training systems. Since these innovations may require some deviations from the current regulations, the approved qualification standards replace the applicable portions of the existing Title 14 of the Code of Federal Regulations (14 CFR) part 121 regulations and other FAA training guidance as the definitive basis for the training program. This section describes the variance from current regulations approved for XYZ’s AQP qualification and continuing qualification curriculums.
Chapter 2 Regulatory Variations Title 14 CFR part 121, section 121.401(c) Requires instructor or evaluator verification of qualification. AQP allows completion of distributed training (e.g., home study) to be verified by an entry into XYZ’s flight operations computer system. Upon successful completion of a computer-generated, random question exam, completion of the exam is logged electronically to each pilot’s records. In this way, qualification on distributed training is verified automatically, rather than an instructor certifying crewmember completion of the training at the training center.
Part 121, section 121.419(d)(2) Specifies that initial ground training for pilots and Flight Engineers (FE) of Group II airplanes must be 120 programmed hours unless the FAA approves a reduction under section 121.405. XYZ’s AQP initial/transition curriculum includes all subjects listed in section 121.419(a), but for most airplanes is planned for less than 110 hours. Refer to the curriculum outlines in the appendix for the specific hours planned for each curriculum in each fleet. The days of training and classroom hours planned for AQP are approximately the same number of days/hours in the currently approved part 121 programs, with Principal Operations Inspector (POI) approval letter of hourly reduction under section 121.405.
Sections 121.424 and 121.441 Refers to part 121 appendix E, for the maneuvers and procedures to be included in flight training, and part 121 appendix F for the maneuvers and procedures to be included in the proficiency check. The maneuvers and procedures for training and checking in XYZ’s AQP curricula are tailored for each airplane type and crew position and comply with the guidance in 14 CFR part 121 subpart Y, Advisory Circular (AC) 120-54A, and as approved by FAA for training and checking under AQP. Refer to the paragraph below titled Section 121.441(b)(1) and Appendices E and F for an explanation of the maneuver variances.
Appendix 3 Section 121.427(c)(1)(iii) and (f)(2) Specifies that recurrent ground training for pilots on Group II airplanes must consist of at least 24.5 hours unless reduced under section 121.405. XYZ’s AQP continuing qualification (recurrent) ground training curriculum incorporates a total of 18.0 planned hours. This includes 5.0 hours of distributed training and 13.0 hours of self-study/classroom instruction in aircraft specific, human factors (HFS), general subjects, security, and emergency drill training. The enabling objectives (EO) to be trained and validated in the continuing qualification curriculum are presented in module format in accordance with FAA Order 8900.1, and described in the objectives section of this document. The days of training and classroom hours planned for AQP are approximately the same number of days/hours in the currently approved part 121 program, with POI approval letter of hourly reduction under section 121.405.
Section 121.433(a) Specifies the crewmember must complete a training program approved under subpart N for the type airplane and crew position. XYZ’s flightcrew members will complete the training program approved under part 121 subpart Y (AQP).
Section 121.433(c)(1)(iii) Specifies a 6-month pilot-in-command (PIC) recurrent training requirement. XYZ will conduct annual recurrent training and checking under part 121 subpart Y full crew concept guidelines. Refer to the recurrent training curriculum outline in the appendix.
Section 121.433(c)(2) Specifies that the proficiency check for pilots be as provided for under section 121.441. XYZ pilots in an AQP will complete the proficiency check as a Line Operational Evaluation (LOE) under part 121 subpart Y full crew concept guidelines.
Section 121.434(g)(2) References the section 121.441 proficiency check as the start of the 120 days for pilots to accomplish 100 hours of flight time for consolidation of knowledge and skills. In XYZ’s AQP, the start of the 120 days for completion of consolidation of knowledge and skills will be completion of the LOE.
Section 121.441(a)(1) Specifies that the PIC accomplish a proficiency check within the preceding 12 months and in addition, within the preceding 6 months, either a proficiency check or an approved FFS course of training under section 121.409. In XYZ’s AQP, PICs will be scheduled for an annual crew oriented training and check (LOE) within the required 12 months (plus or minus 1 month). However, the PIC requirement at 6 months for either a proficiency check or an FFS course of training will be eliminated. Exception: PICs in certain situations will be required training at the 6-month point (plus or minus 1 month).
Section 121.441(b)(1) and Appendices E and F Specifies that the proficiency check for pilots include at least the procedures and maneuvers in part 121 appendix F. All appendix F events are included in appendix E. In addition, appendix E includes additional events not listed for the proficiency check in appendix F:
Appendix 3 In accordance with part 121 subpart Y and AC 120-54A, the events to be trained and validated/evaluated in XYZ’s AQP are the Terminal Proficiency Objectives (TPO) and Supporting Proficiency Objectives (SPO) described in the Proficiency Objectives section of this document. While occasionally labeled differently, these TPOs and SPOs are very similar to the events listed in appendices E and F, and all appendix E and F events are included, except circling approaches.
Circling approaches are not authorized in XYZ’s operations and are not included in the curriculum. Refer to the Training & Evaluation Strategy section of this document for more information on training and evaluation procedures.
Part 121, Appendix H, Paragraph 6 Under Advanced Simulation Training Program Specifies that a special Line-Oriented Flight Training (LOFT) program is required, consisting of at least a 4-hour course of training for each flightcrew, including at least two flight segments of the operator’s route: one segment of normal operating procedures and another segment in appropriate abnormal and emergency flight operations. XYZ’s AQP is structured to comply with the guidance contained in part 121 subpart Y and AC 120-54A. As such, training, validation, and evaluation are conducted with a complete crew using the concepts of LOS. While XYZ’s AQP does not currently include a LOFT, it does include Special Purpose Operational Training (SPOT) sessions and incorporates an LOE as the final performance evaluation to confirm operational proficiency. In all respects, the LOE resembles the traditional LOFT scenarios currently used in the approved advanced simulation training program.
Appendix 3 P age 4 Maneuvers Part 121 Appendix E Flight Training Airline Transport Pilot and Type Rating for Airplane Airman Certification Standards Part 121 Appendix F Proficiency Check AQP Qualification Curriculum AQP Continuing Qualification Curriculum Preflight Equipment Examination N/A Required Required Written/ETS/Oral Written/ETS/Oral Interior Preflight Inspection Required Required Required MV/LOE Line check Exterior Preflight Inspection Required Required Required MV/LOE Line check Taxiing Required Required Required MV/LOE Line check Powerplant Checks Required Required Required MV/LOE Line check Takeoffs Normal Takeoffs Required Required Required MV/LOE Line check Instrument Takeoff Required Required Required MV/LOE MV/LOE Crosswind Takeoff with gusts Required Required Required MV/LOE Line check Takeoff with Powerplant Failure Required Required Required MV/LOE MV/LOE Rejected Takeoff Required Required Required MV/LOE MV/LOE Instrument Procedures Area Departure and Arrival Required Required Require [1 Waivable] MV/LOE Line check Holding Required Required Required [Waivable] MV/LOE Brief Normal ILS Required Required Required MV/LOE MV/LOE Autopilot Coupled ILS Not Required Not Required Not Required Train to Proficiency MV/LOE Manually Controlled ILS with Powerplant Failure Required Required Required MV/LOE MV/LOE Non-Precision Approach Required Required Required MV/LOE MV/LOE Second Non-precision Approach Required Required Required Train to Proficiency Train to Proficiency Circling Approach Not Required Required Required [Waivable] Train to Proficiency Brief Missed Approach from ILS Required Required Required MV/LOE MV/LOE Additional Missed Approach Required Required Required Train to Proficiency N/A
Appendix 3 P age 5 (and 6) Missed Approach with Powerplant Failure Required Required Examiner Discretion MV/LOE MV/LOE Inflight Maneuvers Steep Turns Required Required Required Train to Proficiency N/A Stall Prevention Required Required Required [2 Waivable] Train to Proficiency Train to Proficiency Specific Flight Characteristics As Necessary As Necessary As Necessary Train to Proficiency N/A Powerplant Failures Required Required Required MV/LOE MV/LOE Abnormal and Emergency Procedures will include all systems maneuvers and procedures as required by Airplane Flight Manual (AFM) Required Required Required A sampling of Abnormals and Emergencies will be trained in the simulator and evaluated during MV and LOE.
Abnormals and Emergencies will be evaluated during ground school, trained in the simulator and evaluated during MV and LOE.
Landings Normal Landings Required Required Required MV/LOE Line Check Landing from an ILS Required Required Required MV/LOE MV/LOE Crosswind Landing With Gusts Required Required Required MV/LOE MV/LOE Landing with Powerplant Failure Required Required Required MV/LOE MV/LOE Landing from a Circling Approach Required Required Required Train to Proficiency N/A Rejected Landing Required Required Required MV/LOE MV/LOE Zero Flap Landing Required Required Not Required N/A N/A Postflight After Landing Not Required Required Not Required Line Check Line Check Parking and Security Not Required Required Not Required Line Check Line Check Training Wind shear/Microburst Train to Proficiency Train to Proficiency GPWS Train to Proficiency Train to Proficiency Low Visibility Taxi Train to Proficiency Train to Proficiency Precision Runway Monitor (PRM) Train to Proficiency Train to Proficiency Upsets/Catastrophic Failures Train to Proficiency Train to Proficiency
Appendix 4 APPENDIX 4.
ADVANCED QUALIFICATION PROGRAM DOCUMENTATION
CHECKLIST AND REVIEW JOB AID This Advanced Qualification Program (AQP) tool contains seven job aids for both the Federal Aviation Administration (FAA) and the certificate holder to use as simplified checklists for the development and review of the documentation requirements of AQP. Other document configurations may be appropriate to a specific certificate holder. If a certificate holder adopts a different document configuration, other than the one suggested in Advisory Circular (AC) 120-54A, Advanced Qualification Program, then the applicant should provide clear and specific guidance as to the location of the information for each of these document topics. The comment section may be used to record any remarks relative to the review and approval of the document.
There are six document types and one annual report required for each AQP certificate holder. Each document will have its own job aid:
1. Application – One per AQP applicant.
2. Job Task Analysis – One for each trainee type and one for each trainee type’s Instructor/Evaluators.
3. Qualification Standards – One for each trainee type (e.g., pilot, flight attendant (F/A), and aircraft dispatcher) and one for each trainee type’s instructor/evaluators.
4. Instructional Systems Development Methodology – One per AQP applicant.
5. Curriculum Outline – One per curriculum/make, model, series, variant and instructor/evaluator.
6. Implementation and Operations Plan (I&O Plan) – One per AQP applicant.
Note: Each of the above documents must remain current throughout the life of the AQP.
Each of the documents must be on a revision control process.
Annual AQP Report – Certificate holders will monitor the status of all AQP curriculums and the performance/proficiency Database and will summarize their findings annually in a report to the FAA.
Although there is no established format for the report, the associated job aid can be used to highlight areas to be addressed in the report.
Application, Phase I – AC 120-54A. The purpose of the application is to establish the applicant’s methodology for developing an AQP for all of its fleets, instructors and evaluators, and for non-fleet specific curriculum (i.e., indoctrination). The application is submitted once and is updated as information in the application changes (e.g., a change in the transition schedule, adding new aircraft, initiating flight attendant (F/A) or dispatcher AQPs, etc.). In order to establish the applicant’s intent and approach for developing an AQP, the application should thoroughly discuss the following topics numbered 1–9 in this job aid.
NOTE: An application boilerplate is available from the Air Carrier Training Systems and Voluntary Safety Programs Branch.
1 Statement of Intent Y N Comments
a. Does the Statement of Intent specify the applicant’s intent to develop, implement, and operate an AQP?
b. Does the Statement of Intent address all fleets?