Appendix 4
c. Does the Statement of Intent address how and to what extent the AQP will be operated and maintained?
d. Does the Statement of Intent address how CRM will be integrated and measured?
e. Does the Statement of Intent include the use of the single visit exemption or that single visit will not be used?
2 The Applicant’s Staff Organization Y N Comments
a. AQP Coordination: Is a person identified that will be the focal point for the applicant’s AQP development and contact with the FAA?
b. Subject Matter Expertise (SME): Are current and qualified individuals identified by name or position, who have varying levels of expertise that fairly represent the population of professionals the AQP will address?
c. Document and Curriculum Development: Are individual(s) identified by name or position, who interface with the AQP coordinator and the SMEs to develop the requisite AQP process, curriculum, and instructor/evaluator documents?
d. Document Management: Is an individual identified, who ensures AQP document control and congruence with FAA approvals?
e. Computer Specialist/Database Management:
Is an individual identified who will develop and manage the performance/proficiency data acquisition and analysis system?
f. In addition, will the computer specialist/database manager be used for other computer-related issues related to the facilitation of an AQP, such as electronic document review?
Appendix 4
3 Data Collection, Submission and Analysis Reporting Y N Comments
a. Does the applicant acknowledge their understanding and acceptance of the AQP performance data requirements by stating the intended purpose for the collection, management, analysis, and reporting of AQP training/evaluation data for each curriculum?
b. Does the applicant defer to the I&O plan for describing the process and methodology for AQP data collection and analysis?
c. Does the applicant acknowledge that an electronic data management system will be developed prior to entering Phase III of any AQP curriculum?
d. Does the applicant acknowledge the requirement for collecting SVTP data?
e. Does the applicant acknowledge that requirement for submitting de-identified data to the FAA no later than 2 months after collecting the data?
f. Does the applicant acknowledge the requirement of a more stringent collection and analysis of the data than that submitted to the FAA?
g. Does the applicant describe the purpose of the data analysis and how it will be used?
h. Does the applicant acknowledge the requirement for submitting an annual AQP report summarizing their data analysis and any resulting changes that ensued in their AQP program?
4 Supporting Documents and Manuals Y N Comments
a. Do the supporting documents and manuals list each make, model, and series aircraft or variant?
b. Has the applicant provided the FAA with the following documents or manuals:
1. A current listing of company and manufacturers manuals that governs company operations?
2. General descriptive summary of each aircraft type, including aircraft configuration and the performance baseline?
3. Flight Operations Manual (FOM)?
4. General Operations Manual (GOM)?
5. Manufacturer’s Airplane Flight Manual (AFM)?
6. Master Equipment List (MEL/CDL)?
Appendix 4
c. Does the applicant have available the training and qualification recommendations in the Flight Standardization Board reports?
5 Operating Environment Description Y N Comments
a. Does the applicant describe the operating environment, including the general meteorological and geographic factors expected to be encountered during operations?
b. Does this description include the weather norms and extremes expected to be encountered in operations?
c. Does this description include normal, abnormal, and emergency equipment operation in geographic areas that require special procedures (e.g., engine failures in mountainous terrain)?
d. Does this description include terminal and en route operating areas such as controlled and uncontrolled airfields?
6 Trainee Demographics Y N Comments
a. Does the applicant provide a general summary of trainee experience and entry level by aircraft make, model, series or variant?
b. Does the applicant identify entry requirements for ground and flight instructors and evaluators?
c. Does the applicant group students in terms of previous experience (e.g. with high, low, and mean experience included)?
d. Does the applicant identify the current and anticipated need for replacement crewmembers by duty position? This information is necessary to determine priority on curriculum development?
7 FSTDs and Training Equipment – Description and Location Y N Comments
a. Does the applicant identify the FSTDs and training equipment to be used, its location, and identify the organization (vendor or applicant) responsible for its security and maintenance?
b. Does the applicant identify flight simulators and/or flight-training devices by make, model, serial number, and/or FAA identification number assigned?
Appendix 4 8 Facilities Description Y N Comments
a. Does the applicant describe the location, general type of facility, classrooms, training aids, course software, and other resources to be used to support AQP training?
9 Master AQP Transition Schedule (MATS) Y N Comments
a. Does the MATS include all aircraft, aircrew, instructors, evaluators, and other personnel that the applicant intends to transition to AQP?
b. Is the MATS complete? A partial MATS is not acceptable.
c. Does the MATS address how currently qualified personnel may transition between traditional recurrent training & continuing qualification curriculums or single visit training?
A simple spreadsheet, provided by the applicant, may be helpful to highlight the crew pairing requirements during the first year of AQP or Single Visit operations.
d. Does the MATS address how personnel who have completed initial, transition, conversion, or upgrade curricula may enter a continuing qualification curriculum?
e. Does the MATS address personnel who have completed a traditional basic indoctrination curriculum, but have not completed an initial, transition, conversion, or upgrade curriculum?
f. Does the MATS address personnel who are current instructors or evaluators and how they may transition to AQP via a differences course?
g. Does the MATS address the incremental implementation of the curriculums as opposed to all at once?
Job Task Analysis (JTA), Phase II – AC 120-54A. A JTA is the method or procedure used to reduce a unit of work to its base components. The JTA provides a detailed, sequential listing of tasks, subtasks, and elements with the knowledge, skill, and attitude characteristics (KSAs) that clearly define and completely describe the job. An applicant will provide a JTA for each make, model, and series aircraft (or variant). These may be submitted as individual listings, or a single-higher level listing with appendices for each aircraft, showing its unique lower-level features. As a complete document, the JTA has four components: a job task list, a learning analysis (KSA), identified crew positions, and references.
1 JTA Structure Y N Comments
a. Does the JTA provide a general introduction explaining the development of the task listing and the subsequent task analysis and how it is to be used to form the basis for the qualification standards, and the AQP curriculums upon which they are built?
b. Is the JTA organized using a hierarchical system with the flight phases at the top level, tasks at the next level, component subtasks at the next level, elements at the next level?
Appendix 4
c. Is the JTA complete with tasks, subtasks, elements, and crew positions?
d. Has the applicant completed full development of the JTA to the element level?
e. In the JTA applicable knowledge, skills, CRM markers, and (where desired) attitudes are applied at the element level?
2 Flightcrew Training Requirements Y N Comments Does the JTA incorporate all knowledge and skill requirements currently specified in the regulations?
a. Aircraft Systems’ Subjects Aircraft General Equipment and Furnishings Emergency Equipment Powerplants Electrical Pneumatic Air-conditioning and Pressurization APU Hydraulics Landing Gear and Brakes Flight Controls Fuel Communications Equipment Flight Instruments Navigation Equipment Autoflight Warning and Detection Systems (to include TCAS, GPWS, and WX Radar
Fire and Overheat Protection Oxygen Aircraft Performance & Limitations
MEL/CDL
b. System-Operations Integration Training Y N Comments Preflight Visual Inspection Prestart Checklist and Procedures Powerplant Start Taxi to include lowest visibility allowed by OpSpecs
Pre-Takeoff Checks and Procedures Normal Takeoff Crosswind Takeoff With Gusts Instrument Takeoff (Low Visibility) Powerplant Failure on Takeoff (at or near V1)
Appendix 4 Powerplant Failure After V2 Rejected Takeoff Area Departure Cruise Procedures Holding Area Arrival Normal ILS Engine-out ILS Autopilot-Coupled ILS Non-precision Approach ILS missed Approach Second Missed Approach Precision Radar Monitored Approaches/Missed Circling Approach No-flap Landing Crosswind Landing With Gusts Landing With Engine Failure Landing From Circling Approach Rejected Landing Landing With 50% Power Loss Stall Prevention (Approach to Stall) Steep Turns Powerplant Failure Wind shear Training Mis-Trim Situations Selected Events - Unusual Attitudes TCAS and GPWS - Escape Normal and Abnormal Procedures Emergency Procedures
c. Company Operations Manual Content Y N Comments Company Policy or Procedures (dispatch and flight release requirements)
Regulations, Operations Specifications, and Standards Operating Procedures (SOP)
Weather Requirements (seasonal changes, flight into various geographic locations and temperature-related requirements)
Hazardous Material Security Special Operations (special airports, special approaches and departures)
Emergency crew assigned duties and procedures Operation of emergency equipment/systems Operation of ditching/evacuation equipment/systems
Appendix 4
c. Company Operations Manual Content Y N Comments Crew Resource Management (CRM) Leadership and Command Mentoring Emergency Situation Training – Rapid Decompression, Fire (Flight/Surface), and smoke control procedures
Assistance of Persons to Exits during Emergency Illness, Injury, or Other Abnormal Situations Involving Passengers or Crew (use of medical kit)
Flight Physiology (i.e., Hypoxia, Respiration, etc.)
Use of Checklist (SOP) Flightdeck Familiarization Preflight Planning and FMS In-flight Planning L-Nav, V-Nav, R-Nav, and GPS Required Navigation Procedures Navigation Systems Integration Autoflight and Flight Director Integration Use of Radar/CRTs TCAS
GPWS/TAWS Communication Systems Integration (ACARS/FMS/CPDLC)
Surface Movement Guidance Systems (SMGS) Runway Incursion Prevention Strategy Stabilized Approach Strategy Precision Radar Monitoring (PRM) Procedures Land and Hold Short (LAHSO) Procedures
CAT II/III
Appendix 4 Qualification Standards (QS), Phase II – AC 120-54A. The qualification standards document has four parts, the prologue, a regulatory comparison, the evaluation/remediation methodology, and the specific Terminal Proficiency Objectives (TPO)/Supporting Proficiency Objectives (SPO) qualification standard.
1. Prologue: This is an introductory section that explains the methodology, format, and terminology of the document.
2. Regulatory Requirements Comparison: The qualification standards document must also include regulatory comparison information. The comparison must meet the requirement of AQP regulatory guidance, which states that the AQP program “...must indicate specifically the requirements of 14 CFR part 61, 63, 65, 121 or 135, as applicable, that would be replaced by an AQP curriculum.” The comparison should be comprehensive and understandable so that a reader can discern the scope and appropriateness of the training.
3. Testing/Validation/Evaluation and Remediation Methodology: This section is a detailed plan describing the point in the curriculum when a test, validation, or evaluation will be applied. It must identify what constitutes a failure and/or unsatisfactory performance. This section will also describe the remediation strategy to be used to correct unsatisfactory performance and special tracking provisions.
4. The Qualification Standard: The qualification standard is constructed by applying a performance statement, conditions, and standards to a task or subtask, thereby creating a TPO or an SPO.
1 Qualification Standards Prologue Y N Comments
a. Does the prologue discuss the methodology used to develop the qualification standards document?
b. Does the methodology explain how any aspect, from curriculum outline to lesson elements or grade sheet items, is be traceable to an item in the qualification standard?
c. Does the prologue discuss the format (structure) that used for the qualifications standards?
d. Does the prologue define terms used for the qualification standards?
2 Regulatory Comparison Y N Comments
a. Does the regulatory comparison specify the requirements of the applicable Airman Certification Standards or practical test standards and part 61, 63, 65, 121, or 135 that would be replaced by an AQP curriculum and how they will be addressed?
b. Are departures from those requirements identified and justified?
c. Are any standards specifications used that differ from Airman Certification Standards or practical test standards)?
Appendix 4 3 Testing/Validation/Evaluation & Remediation Methodology Y N Comments
a. Does the applicant describe where to ascertain how, when, where, and who will assess a student’s proficiency on each terminal and supporting objective?
b. Does this section identify the points in the curriculum where the testing, validation, or evaluation will be applied?
Systems Validation Procedures Validation Maneuvers Validation LOE Line Checks
c. Does the applicant clearly define the different strategies that will be used to test, validate, or evaluate performance?
First Look Train To Proficiency Systems/Knowledge Validation Procedures Validation Maneuvers Validation Line Operational Evaluation Initial line Check Line Check
d. Does this section describe how the criticality and currency ratings translate into testing strategies for TPOs and SPOs in the continuing qualification cycle?
e. Does this section describe how a TPO with several SPOs may be alternatively sampled over multiple evaluation periods or continuing qualification cycles? e.g., TPO (non-Precision Approaches) SPOs (NDB, VOR, BC, etc.)
f. Does the applicant specify and clearly describe the rating scale that will be used by instructors/evaluators to score performance?
g. Do the rating scale definitions clearly discriminate performance levels? Are they clear?
h. Does the applicant identify what constitutes a failure and/or unsatisfactory performance for each validation/evaluation point?
i. Does the applicant specify the strategy for remedying unsatisfactory performance?
j. Does this remediation strategy detail when and what may be repeated and whether or not additional training is warranted?
k. Does the applicant describe the methodology that will be used to remediate unsuccessful testing, validation, or evaluation sessions?
Appendix 4 Y N Comments
l. Does the applicant describe the level of training devices, simulators, or aircraft to be used to evaluate the proficiency objective at each point in the curriculum?
m. Does the remediation strategy specify when no more training will be offered to the individual and the resulting actions such as “Referred to Director of Training,” “returned to previous position,” etc.
n. Does the remediation strategy describe the criteria for placing an individual on special tracking?
o. Does the remediation strategy describe the strategy that will be used for an individual on special tracking?
p. Does the remediation strategy describe what must take place for an individual to be removed from special tracking?
4 Qualification Standards Y N Comments
a. Does each individual qualification standard contain the following:
A header identifying the airline and the document?
Page revision control dates and revision numbers?
Consecutive page numbers?
Phase of Operations: Number and title from task listing?
Qualification Standard Title: Either TPOs or SPOs?
Task or Subtask: Number and title from task listing?
Crew duty positions?
Criticality/Currency Rating: From the task factors analysis?
Curriculum: This field identifies the curriculum(s) in which the task will be trained and evaluated.
Evaluation Strategy: The evaluation point for this particular qualification standard:
e.g., train to proficiency, procedures validation, maneuvers validation, LOE, or line check?
Media: The specific media in which training and/or evaluation will be conducted. For qualification, the media is the lowest media used for final evaluation. For continuing qualification, the media is the range of media used for training.
Appendix 4 Y N Comments Performance Statement: An expanded statement of expected behavior, which, when executed, will complete the work required for a specific portion of a job?
Conditions operational and environmental?
Are the specific conditions to be used for the qualification curriculum specified?
Contingencies. Are the specific contingencies to be used for the qualification curriculum specified?
Maneuver Standards: Are they specific and do they correspond to the standards listed in the applicable Airman Certification Standards or practical test standards?
Procedural Standards: They may be specific or general. If they are specific, do they correspond to the standards listed in the manuals listed in the reference block? If general, do they reference information in a document or manual to chapter or section (page numbers are not required)?
References: Identify the primary references from which performance statements and associated standards were derived. Cite documents by title and where applicable, chapter or section. Page numbers are not required.
b. Are there any operations specifications requirements other than those listed above?
Appendix 4 The Instructional Systems Development Methodology document describes the approach to be used by applicant airlines to develop and maintain all Advanced Qualification Program (AQP) curriculums. This document is divided into two sections. The first section, Development Procedures, describes the applicant’s approach for using the Job Task Analyses and Qualification Standards as baseline documents to construct their general training curriculums across all AQP courses. The second section, Line Operational Simulation (LOS) Methodology, describes the approach for developing LOS scenarios.
1 Development Procedures Y N Comments
a. Is the procedure for allocating TPOs and SPOs to lessons, selecting media and methods, and developing the curriculums described?
b. Does the applicant describe how enabling objectives (EO) are developed to support their higher level objectives?
c. Does the applicant describe how learning and evaluation activities are developed to support these objectives?
d. Does the applicant describe how instructional media and methods to are assigned to objectives?
e. Does the applicant describe how objectives are clustered and sequenced into lessons, modules, segments, and curriculums?
f. Does the applicant describe how an audit trail will be maintained to link proficiency objectives, lesson activities/content, and test items?
2 Line Operational Simulation (LOS) Methodology Y N Comments
a. Does the applicant describe how the typical scenario is constructed?
b. Does the applicant describe how each event set relates to a phase of operation?
c. Does the applicant describe how each event set consists of a series of proficiency objectives that include both technical and CRM activities?
d. Does the applicant describe the use of event conditions, triggers, and distracters, as well as supporting events?
e. Does the applicant identify possible sources of incidents that will elicit the behavior required by the proficiency objectives selected for the i
f. Does the applicant define the basic success criteria for the LOS, and each event set within it?
g. Does the applicant describe the scenario development process?
Drafting – who will do the work?
Use of gradesheets?
Testing – who will be involved?
Training instructors/evaluators to administer LOS scenario?