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?
Appendix 4 The curriculum outline is a listing of course content. It should be arranged from curriculum into segments, segments into modules, modules into lessons, and lessons into elements. Each part of the curriculum outline must clearly indicate the subject matter to be taught and correspond directly to the hierarchical system of the task analysis. A curriculum outline provides the basis for the curriculum footprint, which is a high level graphical overview of the curriculum content depicting the training and evaluation activities and the proposed hours for each day of the curriculum.
1 Curriculum Outline Y N Comments
a. Does the certificate holder have indoctrination, qualification, and continuing qualification curriculums for each duty position in each make, model, and series/variant aircraft?
b. Does the certificate holder have separate indoctrination, qualification, and continuing qualification curriculums for the instructors and evaluators?
c. Does the certificate holder have any special curriculums (transition, conversion, upgrade, requalification or refresher)?
d. Is each curriculum constructed in the following order: curriculum, segment, module, lesson, and lesson element?
e. Does the curriculum outline provide a level of detail that will allow the AQP applicant to make changes to the syllabus without submitting a new document for each syllabus change?
f. Does the curriculum outline include:
Operator’s Name?
Type of Aircraft?
Duty Position(s)?
Title of curriculum and/or curriculum segment?
A listing of numbered (coded) objectives organized into lessons, modules, and segments?
Numbers (codes) must allow the FAA to track objectives back to qualification standards and Job Task Analysis An outline of each training module within each curriculum segment?
Each module should contain sufficient detail to ensure that the main features of the principal elements or events will be addressed during instruction.
The checking and qualification modules of the qualification curriculum segment used to determine successful course completion, including any regulation qualification requirements for crewmembers to serve in part 121 or part 135 operations (such as operations familiarization (pilots), operating experience, line checks, operating familiarization (aircraft dispatchers))?
g. Does the curriculum outline indicate that it is part of the revision control system by page format?
Appendix 4 Y N Comments
h. Do the curriculum outlines provide a hierarchical link (proficiency objectives) between the qualification standards and a curriculum?
i. Does each part of the curriculum outline clearly indicate the subject matter to be taught and correspond directly to the hierarchical numbering system of the task analysis?
2 Curriculum Footprint Y N Comments
a. Does the curriculum footprint describe the training and evaluation activities conducted each day of the curriculum?
b. Does the curriculum footprint include the planned hours?
Appendix 4 Implementation and Operations Plan (I&O Plan). This document is a milestone schedule detailing the transition to an AQP for crewmembers, aircraft dispatchers, instructors, evaluators, and other operations personnel and a blueprint describing provisions for maintenance, administration, data management, and continuing quality control of curriculums. The I&O Plan can be sectioned into two parts. The first part spells out how the certificate holder proposes to implement the AQP. Included in this proposal is the schedule for the Phase III training evaluation to include instructor/evaluator training and small group tryouts. It should also include provisos for evaluating the effectiveness of performance measurement tools, and provisions for evaluating facilities, courseware, and equipment before starting the plans for the small group tryouts. The second part explains how the certificate holder intends to operate the AQP in Phases IV and V. Included in this section are strategies for maintaining the program, crew pairing policy, first-look administration, and instructor/evaluator requirements. The operations plan should also describe in detail the data management plan. This plan includes a statement of understanding addressing the collection and analysis of performance/proficiency data and a description of the performance proficiency database (PPDB), the data management collection process, and the FAA data submission, analysis, and reporting requirements.
1 Implementation – Phase III Y N Comments
a. Does this section include schedules for the implementation of the each of the AQP curriculums?
b. Do the schedules correlate to the MATS?
c. Do the schedules include dates for training the instructor/evaluators?
d. Does the instructor/evaluator training include difference training for those previously qualified (if applicable)?
e. Does this section include provisions for evaluating facilities, courseware, FSTDs, and training equipment before starting the Phase III
f. Does this section describe a plan for evaluating and observing the instructors and evaluators during the Phase III small group t t? g. Does the instructor/evaluator training include provisions for evaluating the effectiveness performance measurements such as the application of the rating scale, use of grade sheets and student feedback?
h. Does this section indicate that the applicant will request no-jeopardy credit for the small group tryout course graduates in a separate letter addressed to the manager of the appropriate S afety Standards office and the POI?
2 Operations Phases IV and V – AQP Maintenance Y N Comments
a. Does this section describe the methodology for maintaining control of the AQP approval documents?
b. Does this methodology include a procedure for providing document copies to the POI and t he manager of the appropriate Safety Standards office after the receiving the approval stamp f rom the POI?
Appendix 4 Y N Comments
c. Does this section describe the strategy to be employed for curriculum maintenance and update?
d. Does the strategy for curriculum maintenance and update include plans for acquiring and measuring data for tracking curricula?
e. Does the strategy for curriculum maintenance and update identify the person(s) responsible making changes in the AQP?
f. Does this section describe the strategy for monitoring and responding to demographic changes?
g. Does this section describe using training and evaluation feedback to maintain and improve the A QP?
h. Does this section describe how student and instructor feedback will be obtained?
i. Does this section describe any plans to upgrade training equipment?
3 Operations Phases IV and V – First-Look Maneuvers
Y N Comments
a. Does the applicant define first-look maneuvers, their purpose, and the strategy that will be used to administer them?
b. Does this strategy indicate who will administer the first-look maneuvers and at what point in the curriculum?
c. Does this strategy state that first-look will not be briefed prior to the first execution of these items?
d. Does this section describe how first-look maneuvers are selected?
e. Does this section describe how the first-look maneuvers would be updated?
f. Does the applicant describe how first-look maneuvers will be analyzed to determine trends of degraded proficiency?
4 Operations Phases IV and V – LOFT/LOE Crew Scheduling and Pairing Policy Y N Comments
a. Does this section describe the circumstances that would require a seat substitute?
b. Does this section describe the decision rules that would apply in obtaining a seat substitute?
c. Does the decision rules that would apply in obtaining a seat substitute ensure that in all cases, the seat substitute must be task familiar with the duty position?