Par 2-1 Page 9 CHAPTER 2. AQP DEVELOPMENT PHASES SECTION 1. INTRODUCTION
2-1. PHASES. The development of an Advanced Qualification Program (AQP) is a five-phase process. This process provides a structured building-block approach to program development.
This approach results in a program with fully documented curriculums, supporting rationale, and development methodology. The use of this standardized AQP development process, along with its documentation requirements, allows an AQP applicant to develop training and evaluation programs based on analyzed and justifiable requirements. The documentation from this five-phase process will then serve as the regulatory basis for promulgating the AQP-developed training and evaluation programs. Each phase is approved sequentially. Each phase consists of specific activities, including the documentation of those activities. These documents must also be FAA-approved. An applicant cannot exercise any training and evaluation provisions permitted in Phases III, IV, or V, respectively, until each preceding phase is completed and approved by the FAA Extended Review Team (ERT) (see Figure 2-1).
2-2. INSTRUCTIONAL SYSTEMS DEVELOPMENT (ISD). The FAA has incorporated the use of the systematic methodology known as ISD into the AQP process. Applicants may employ any of a wide range of current ISD models or customize their own approaches to curriculum development. This chapter provides one acceptable methodology, but applicants are encouraged to be creative in tailoring their own ISD approach to their requirements, subject to FAA approval. Innovation and practical application may result in equally acceptable AQPs. Because some ISD models are far more complex than others, the FAA has found it useful to define its minimal ISD requirements. These are:
a. Develop a job task listing.
b. Analyze that listing to determine essential skill and knowledge requirements (either directly or by reference).
c. Determine which skill and knowledge requirements must be trained/tested.
d. Develop proficiency objectives that capture all training requirements.
e. Develop qualification standards that define acceptable operational performance levels.
f. Develop tests that measure proficiency in skill and knowledge areas.
g. Provide instructional programs that teach and test training requirements.
h. Establish and maintain an audit trail of explicit links between task requirements, training requirements, training and evaluation activities, and evaluation results.
i. Measure student performance against proficiency objectives and qualification standards for all curriculums.
j. Revise the training program based on student performance levels on an ongoing basis.
This de-identified data (stored in the Performance/Proficiency Database) will be collected and reported to the FAA on a regular basis.
2-3. TRAINING SYSTEMS. While all applicants must meet the minimum requirements of the ISD approach, the amount of effort each applicant should put into each step of their training analysis and development depends on a number of factors. Applicants may use the ISD process to build complete training systems from the ground up, to build a proficiency-based quality control shell around an existing training system, or to make minor modifications to existing proficiency-based curriculums. Building a training system from the ground up for a new aircraft will require far more depth of analysis and development than merely modifying a current curriculum for an existing aircraft.
FIGURE 2-1.
AQP PHASE DEVELOPMENT PROCESS Joint Airline & FAA AQP Meeting Phase I Develop/Update AQP Application AQP Development Apply For Single Visit Exemption Single Visit Exemption (optional) Develop Single Visit Training Plan (SVTP) Reviews & Approves FAA Job Task Analysis Phase II Qualification Standards AQP Document Development & ISD Methodology & Curriculums Implement the SVTP Implementation & Operations Plan Reviews & Approves FAA Train Instructor & Evaluators Small Group Tryout Phase III • Revise Training Program & AQP Documents Initiate Performance/Proficiency Data Process Reviews & Approves FAA Conduct Initial Training Program Evaluation Phase IV Submit Monthly Performance Data Initial Operations Begin Revise Training & AQP Documents Submit Annual Report Reviews & Approves FAA Conduct Initial Training Program Evaluation Phase V Submit Monthly Performance Data Continuing Operations Revise Training & AQP Documents Submit Annual Report SECTION 2. PHASE I: APPLICATION
2-4. JOINT MEETING. AQP begins with a letter from the applicant, to the Principal Operations Inspector (POI), a duplicate copy of which is forwarded to the FAA manager of the Par 2-2 Page 10
Par 2-4 Page 11 appropriate Safety Standards office stating their intent to develop an AQP. The appropriate Safety Standards office manager will discuss the applicant’s plans with the POI. The appropriate Safety Standards office manager will respond to the certificate holder, through the POI, with a Letter of Acknowledgment requesting a meeting with representatives of the certificate holder, the appropriate Safety Standards office manager, and the responsible Flight Standards office inspectors responsible for oversight. The inspectors should include the POI or the inspector assigned to be the point of contact for AQP development. If the applicant is a training center, a Training Center Program Manager (TCPM) would represent the responsible Flight Standards office. The focus of this meeting is to ensure that all parties understand AQP, specifically the responsibilities and the commitment needed to complete the project. Discussions will include the anticipated benefits of AQP, AQP entry and exit strategies, the development process requirements, possible problem areas, and available tools. Notification of entry into AQP Phase I, Application Development, will be by letter from the appropriate Safety Standards office manager to the applicant through the POI.
2-5. THE AQP APPLICATION. The purpose of the application is to provide an overview of the applicant’s plan 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 warrants changing (e.g., a change in the schedule, adding new aircraft, initiating flight attendant (F/A) or dispatcher AQP programs, etc.). To establish the applicant’s intent and approach for developing an AQP, the application should address thoroughly the following topics:
a. Letter of Application (See Appendix 2). The letter should clearly state the certificate holder’s intent to develop, implement, and operate an AQP.
b. Data Collection, Submission and Analysis Reporting. The AQP applicant must acknowledge their understanding and acceptance of the AQP Performance Data requirements as defined in Chapter 8 of this advisory circular (AC).
c. Operating Environment Description. Applicants should describe their operating environment, including the general physical environmental factors expected to be encountered in operations. Environmental factors are critical to development of Line-Operational Simulation (LOS) scenarios and meaningful proficiency objectives. Environmental factors include:
(1) Weather norms and extremes.
(2) Normal, abnormal, and emergency equipment operation.
(3) Geographic areas of operations.
d. Training Equipment Description and Location. The application should describe the training equipment, its location, and the organization responsible for its security and maintenance. If the type of training equipment for the AQP is not known at the time the application is submitted, the application will be updated when the training equipment requirements are identified. The FAA identification number assigned by the National Simulator Program manager and the level of qualification identifies flight simulators and/or flight training
Par 2-5 Page 12 devices. Other training devices will be listed and if qualification is required, the applicant should state when it intends to submit a test guide and a request for equipment qualification.
e. Facilities Description. Each AQP submission should describe the facilities the applicant intends to use. The description should include the location, type of facility, classrooms, training aids, courseware, and other features that contribute to creating and maintaining a positive learning environment.
f. Trainee Demographics. The application should provide a summary of demographic data on the experience level of the pilots, flight engineers (FE), F/As, and dispatchers that will be trained under AQP. This data includes the current ground and flight instructors and evaluators that are expected to continue these functions under AQP. For each fleet, this information would identify the:
(1) Entry requirements for ground and flight instructors and evaluators.
(2) Entry requirements for new hires.
(3) Students should be identified as a group in terms of previous experience.
(4) Current and anticipated need for replacement crewmembers by duty position.
g. AQP Organization. This section explains the organizational resources that the air carrier plans to employ for AQP development. Generally, an AQP applicant’s staff should support the following functions:
(1) AQP Coordination. The company focal point for the AQP development effort.
Responsible for AQP leadership and is the primary contact with the FAA and any other external organizations that may impact the applicant’s AQP. This position should be filled with an individual who understands job task analysis and the training requirements of Title 14 of the Code of Federal Regulations (14 CFR).
(2) Subject Matter Expertise. Crewmembers, dispatchers and other operations personnel who are current and qualified in company operations and represent the population of professionals the AQP will address. The individuals may be called upon to act as liaison with operational support personnel.
(3) Document and Curriculum Development. Interfaces with the AQP Coordinator and the subject matter experts (SME) to develop the requisite AQP process, curriculum, and instructor/evaluator documents.
(4) Document Management. Ensures AQP document control and congruence with FAA requirements.
(5) Computer Support/Database Management. Oversight of the development and management of the performance/proficiency data acquisition and analysis system. In addition, this individual could be used for other computer-related issues related to the facilitation of an AQP, such as electronic document review.
Par 2-5 Page 13
h. Master AQP Transition Schedule (MATS). The MATS will depict the projected transition/development schedule for all AQP curriculums. Since these schedules usually change, this section of the application must be updated accordingly. Transition from one type training program to another (traditional to Single Visit Training Program (SVTP) to AQP, or traditional to AQP) may include a period of overlap as one program is phased in and the other phased out.
The following guidelines for transition are applicable:
(1) Currently qualified personnel may transition between traditional recurrent training curriculums and continuing qualification curriculums.
(2) Personnel who have completed a traditional training program initial, transition or upgrade curriculums may enter a continuing qualification curriculum.
(3) Partial MATS (incomplete) are not acceptable.
(4) The MATS may provide for incremental implementation of indoctrination, qualification, and continuing qualification curriculums for each AQP.
(5) The MATS must provide the time frame necessary to withdraw from AQP if it becomes necessary to revert to the traditional 14 CFR part 121 or 135 training program.
2-6. APPROVAL. Approval of the application marks the end of Phase I and the beginning of Phase II.
SECTION 3. PHASE II: CURRICULUM DEVELOPMENT
2-7. OVERVIEW. Phase II is the development of the training curricula that apply to any of the duty positions addressed in the Phase I application (e.g., pilots, F/As, dispatchers, instructor, evaluators). There are five general stages in this developmental process, each represented by the required document listed below:
• Job Task Analysis (JTA).
• Qualification standards.
• Instructional Systems Development (ISD) methodology.
• Curriculum outlines.
• Implementation and Operations Plan (I&O Plan).
The task analysis is the basic document that supports the development and analysis of the qualification standards. The ISD methodology defines how the task analysis and qualifications standards will be used to support the development of the curriculums. The last document is the I&O Plan, which explains how the AQP will be put into practice. The applicant must establish, demonstrate, and maintain a clear linkage between each of these steps. This linkage is provided by a systematic approach to the development of a complete instructional system. This section recommends a systematic approach and a methodology that is acceptable to the FAA, but innovation and practical application may result in equally acceptable variations.
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a. Rationale. Under traditional training programs, the FAA evaluates finished training curriculums by comparing their contents, as described in a curriculum outline, to guidance in the regulations and FAA Order 8900.1. Under an AQP, the ERT evaluates these curriculums by monitoring their development and by approving a series of documents that are preliminary to the curriculum outline. These documents include the task analysis, the qualification standards, and the ISD Methodology. This continuing process allows the FAA greater insight into the rationale used by the applicant to develop each component of each curriculum.
b. Analysis-Based Approach. The analysis-based approach allows each applicant the opportunity to develop operator specific training programs. Consequently, AQP curriculums will be more sensitive to differences in aircraft, operating conditions, emergency and abnormal contingencies, student skill levels, and other operational variables, than are traditional programs.
Under an AQP, the FAA monitors the process as well as the product. Instead of basing curriculums on prescribed generic maneuvers, procedures and knowledge items, AQP curriculums are based on a detailed analysis of the requirements of each duty position in each organization. To obtain FAA approval, these new AQP curriculums must be judged to be equal to, or provide better training than, a traditional training program. AQP curricula do not need to duplicate traditional curricula in order to satisfy this criterion, provided that they otherwise incorporate an alternative approach that addresses the required skills and knowledge to perform the job tasks.
2-8. JTA. To understand task analysis as it applies to AQP, it is necessary to build upon the following definitions:
• Job: A job is the summation of functions, identified as tasks and subtasks, performed by an individual at work.
• Function: One of the major subdivisions of work activities performed by one individual. One or more functions constitute a job. Examples of functions applicable to AQP would be: phases of flight, such as takeoff, climb, cruise, etc.
• 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 would be: perform a normal takeoff.
• Subtask: Specific separate step or activity required in the accomplishment of a task. An example of a sub-task applicable to AQP would be: perform rotation and liftoff.
• Element: A component of training analysis or design. In the case of task analysis, the element may be used as a level of analysis: phase of flight, task, subtask, element, sub-element (a further component of training analysis necessary in the accomplishment of a subtask (e.g., rotate aircraft at VR to 12 degrees of pitch)). In the case of curriculum design, the element may be used as a level of curriculum organization: curriculum, segment, module, lesson, lesson element, etc.
JTA is the method or procedure used to reduce a unit of work to its base components. The JTA document consists of a detailed, sequential listing of tasks, subtasks, and elements (if required) with the knowledge and skills (technical and Crew Resource Management (CRM)) that clearly define and completely describe the job. The following is a description of the above components:
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a. Job Task List. The task analysis process begins with the development of a job task list that includes all of the major tasks performed by those who hold a particular duty or seat position. For example, a pilot-in-command (PIC) job task list includes all major activities involved in operating an aircraft, including conducting ground operations, performing takeoffs, etc. An F/A job task list includes all major activities involved in supporting passenger operations, such as performing check-in procedures, performing passenger boarding procedures, performing pre-takeoff cabin preparation procedures, etc. An instructor job task list includes all the major activities involved in teaching students, such as preparing training materials, managing the learning environment, operating training equipment, etc.
(1) Structure. For complex jobs, it is best to divide the job task into its subtasks and elements. Figure 2-2 illustrates how the pilot job task list can be divided, in this case, into 11 phases of operations. Each phase of operations can be then divided into job tasks, subtasks, elements, etc. For example, 2.0 Takeoff can be subdivided into 2.1 Perform Normal Takeoff,
2.2 Perform Instrument Takeoff, 2.3 Perform Engine Failure After V1 Takeoff, and 2.4 Perform Rejected Takeoff. Each of these job tasks can then be further divided into subtasks. For example
2.1 Perform Normal Takeoff, can be subdivided into 2.1.1 Assess Performance and Environmental Factors, 2.1.2 Perform Takeoff Roll, 2.1.3 Perform Rotation and Liftoff, and so on. Where necessary, these subtasks can be further subdivided into elements. For example,
2.1.3 Perform Rotation and Liftoff can be subdivided into 2.1.3.1 Rotate aircraft at VR to target pitch angle [PF], 2.1.3.2 Observe barometric/ADC altimeter increase [PF], 2.1.3.3 Call out positive rate [PM], etc.
(2) Hierarchy. By dividing tasks into subtasks, elements, and sub-elements, each job task listing produces a numbered hierarchy of job requirements for each duty position. These job requirements are essentially the graduation requirements for the courses from which they are developed. Through a series of additional analyses, these job requirements are translated into the training objectives of the various AQP curriculums: Indoctrination, Qualification, and Continuing Qualification. The tasks are translated into Terminal Proficiency Objectives (TPO) and the subtasks into Supporting Proficiency Objectives (SPO). Elements are translated into Enabling Objectives (EO). The hierarchical numbering system is retained as the basis of the audit trail that connects job requirements and performance with curriculum requirements and performance.
(3) Rationale. Proficiency-based training systems always begin with the development of a detailed task listing. This means that required job proficiency is the basis for designing, developing, operating and maintaining the training system. Task 1.1.1 will be taught in lesson 1.1.1, element 1.1.1, assessed using test item 1.1.1, and those test results used to validate that the individual/crew can perform task 1.1.1. This audit trail links job performance to training performance throughout every component of the training curriculum.
Par 2-8 Page 16 FIGURE 2-2.
SAMPLE PILOT JOB TASK LISTING
1. Ground Operations
2.0 Takeoff
2.1 Perform Normal Takeoff
2.1.1 Assess Performance and Environmental Factors
2.1.2 Perform Takeoff Roll
2.1.3 Perform Rotation and Liftoff
2.1.3.1 Rotate aircraft at VR to target pitch angle [PF]
2.1.3.2 Observe barometric/ADC altimeter increase [PF]
2.1.3.3 Call out positive rate [PM]
2.1.3.4 Retract Gear [PF, PM]
2.1.3.5 Establish Climb Speed [PF]
2.2 Perform Instrument Takeoff
2.3 Perform Engine Failure After V1 Takeoff
2.4 Perform Rejected Takeoff
3. Climb Operations
4. Cruise Operations
5. Descent Operations
6. Approach Operations
6.1 Perform Approach
6.1.1 Perform Visual Approach
6.1.2 Perform Non-Precision Approach Procedures (VOR, NDB, LOC, LOC/BC, LDA, SDF,
ASR, RNAV/FMS, GPS)
6.1.3 Perform CAT II ILS
6.1.4 Perform CAT IIIb ILS
6.1.5 Perform Coupled Autopilot Approach and Autoland Procedures
6.2 Perform One Engine Inoperative CAT I ILS Approach and Landing
6.3 Perform One Engine Inoperative Missed Approach
6.4 Perform Visual Approach and Rejected Landing
7. Landing Operations
7.1 Normal Configuration
7.2 Autoland
7.3 No-Flap
8. After Landing Operations
9. Aircraft Systems Operations
10. Abnormal and Emergency Procedures
11. Supplementary Procedures
Par 2-8 Page 17
b. Learning Analysis. The second part of the JTA is sometimes called competency analysis, skill analysis, knowledge skills and abilities (KSA) analysis, or hierarchical analysis.
Here, those tasks, subtasks or elements that were selected for training are further analyzed into their more basic knowledge and skill level (attitudes are optional). This learning analysis will determine, to a finer level of detail, exactly what should be learned and the best approaches for teaching and testing what is to be learned. While the JTA adds greater specificity to the performance and training requirements of the tasks, the learning analysis defines in greater detail what should be taught and tested, and how it should be taught and tested, to ensure that the students acquire those job performance requirements.
c. JTA Document. As discussed in Chapter 1, the JTA document is one of six documents unique to AQP that is maintained in a current status throughout the program’s lifetime and must have an acceptable revision control methodology.
2-9. QUALIFICATION STANDARDS. A qualification standard is a job task proficiency objective (TPO or SPO) linked to an evaluation strategy. A certificate holder’s qualification standards define the requirements of mastery for specific duty positions and replace the applicable Airman Certification Standards (ACS) or practical test standards (PTS) for certification under AQP. The qualification standards document is the single most important part of any AQP. It provides the complete proficiency baseline for all duty positions and serves as the basis for the curriculum development for both the Qualification Curriculum and Continuing Qualification Curriculum. The first step in the development of qualification standards requires the development of proficiency objectives from the JTA.
a. Proficiency Objectives. A proficiency objective is the result of applying a performance statement, condition(s), and proficiency standard(s) to a task or a subtask. For each duty position, there are two types of proficiency objectives, both developed from the task analysis: TPOs, which are developed from tasks; and SPOs, which are developed from subtasks.
• A performance statement specifies precisely what behavior must be exhibited.
• A condition statement identifies operational and equipment contingencies and environmental factors under which the behavior will be accomplished.
• A standard or criterion statement establishes the parameters and tolerances that define satisfactory performance.
NOTE: All document references used in defining the performance, conditions, and standards for each proficiency objective must be listed by title and chapter in the documentation of the proficiency objectives in the qualification standards document.
(1) TPOs. TPOs are statements of performance, conditions, and standards established at the task level. A complete set of TPOs will fully describe a particular job in the applicant’s flight operation. TPOs are classified as critical and/or currency based on an operational assessment in the analysis process. This classification determines the frequency with which these tasks are evaluated during the continuing qualification cycle. TPOs also include the range of flight training equipment and the abnormal and emergency contingencies to be considered for training and evaluation.
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(2) SPOs. SPOs are statements of performance, conditions, and standards established at the subtask level. SPOs are used to develop training and evaluation curriculum lessons, modules, and segments. SPOs include the range of flight training equipment and the abnormal and emergency contingencies to be considered for training and evaluation.
(3) Enabling (Learning) Objectives (EO). EOs are used to prepare individuals and crews for subsequent training in an operational cockpit environment. An applicant may identify a certain knowledge factor, cognitive skill, motor skill, or CRM factor as an enabling proficiency objective. These are not normally carried forward in the supporting performance objective statement and, therefore, are not normally found on the qualifications standards document.
However, performance of an SPO would depend on a student first acquiring the particular knowledge, skill, attitude, or CRM factor covered by an enabling objective.
NOTE: A learning objective (usually an enabling objective (EO)), which does not require operational conditions, can be demonstrated in a classroom or academic type setting. A performance objective (usually a TPO or SPO), which requires operational conditions, must be demonstrated in an environment equivalent to the operational environment.
(4) Task Factors Analysis. This process rates TPOs and SPOs using the following factors: criticality, currency, need for training, applicable conditions, and applicable standards.
The determination of criticality and currency guides when and how the objective is trained, validated, or evaluated (see Figure 2-3). To make this determination, the analyst answers a series of questions about each TPO and SPO to describe its performance requirements, both on the line and in the training setting. Criticality is a determination of the relative impact of substandard task performance on overall safety. It indicates an increased need for awareness, care, exactness, accuracy, or correctness during task performance. Critical tasks are proficiency objectives that are trained, validated, or evaluated more frequently during an AQP evaluation period. A currency task is a proficiency objective for which individuals and/or crews maintain proficiency by repeated performance of the item in normal line, duty or work operations. Most currency items are validated during line checks and may be sampled in the Continuing Qualification Cycle.
Tasks that are determined to be critical and not current are trained, validated, or evaluated each evaluation period. Tasks that are determined to be neither critical nor current are trained, validated, or evaluated each continuing qualification cycle.
NOTE: Many flightcrew job task SPOs do not fit the classic definition of a subtask; a specific separate step or activity required in the accomplishment of a task. In recognition, non-critical/non-current SPOs under a common TPO that differ only in knowledge requirements may be trained, validated, or evaluated in a Sim/flight training device (FTD), during line checks, using orals, written or electronic exams, classroom briefings or distributed material. However, it is recommended that these SPOs, as appropriate, be demonstrated in a Sim/FTD on a recurring cycle approved by the ERT.
Par 2-9 Page 19 The FAA recommends that the applicant examine each task, subtask, and element, as appropriate, for the following factors:
(a) Primary factors to be considered:
1. Statement of performance.
2. Environmental conditions affecting difficulty/success.
3. Performance standards (parameters with tolerances).
4. Abnormal and emergency procedure contingencies.
5. Document references (title and section) governing or specifying the operation.
6. Consequence of error to safety.
7. Relative difficulty.
(b) Additional factors:
1. Equipment and system operation dependencies (if used for establishing learning sequences for curriculum development).
2. Criterion for success upon which performance standards are based. If new performance standards are created, this criterion should be established for each task and subtasks
(e.g., the tracking standards for very high frequency (VHF) omni-directional radio (VOR) approaches are based on navigation requirements). The navigation requirements are the criteria for success. Success criteria are developed in those cases where current standards are missing or thought to be inadequate.
FIGURE 2-3.
AQP CONTINUING QUALIFICATION CRITICAL/CURRENCY CHART Training Priority Critical (Y/N) Currency (Y/N) Terminal Proficiency Objective/Supporting Proficiency Objective 1 YES NO Train, validate, or evaluate each evaluation period.
2 NO NO Train, validate, or evaluate each Continuing Qualification Cycle.
3 YES YES Sample at first look/MV/LOE and/or line checks each evaluation period.
4 NO YES Sample at first look/MV/LOE and/or line checks each Continuing Qualification Cycle
Par 2-9 Page 20 FIGURE 2-3.
AQP CONTINUING QUALIFICATION CRITICAL/CURRENCY CHART (CONTINUED) Training Priority Critical Current Month Sample 1 Yes No 12 No 2 No No 24 No 3 Yes Yes 12 Yes 4 No Yes 24 Yes NOTE: The sample size must be large enough to provide reasonable assurance that the population is remaining proficient.
NOTE: The qualification standards document for instructors/evaluators does not need to include conditions or a criticality/currency analysis.
b. Evaluation Strategy. The qualification standards document will identify the curriculum (indoctrination, qualification, and/or continuing qualification) in which specific proficiency objectives will be met. The applicant should consider student entry level in determining this allocation. All terminal proficiency objectives must be included in a qualification curriculum regardless of entry-level analysis. For SPOs, an entry-level analysis determines what objectives will be taught under each curriculum (see Section 3, subparagraph 2-11a of this chapter). All objectives should also be covered in continuing qualification test and evaluation strategies.
(1) Consolidation of Objectives. In the qualification standards document, qualification standards are developed at the task and subtask level only and at no lower level. Tasks become TPOs and subtasks become SPOs by combining performance statements, conditions and standards. TPOs and SPOs having common knowledge, skill, attitude, and/or CRM factors may be consolidated to avoid duplication. The consolidated tasks are translated into TPOs, and a terminal level qualification standard is developed for each one. The consolidated subtasks are translated into supporting proficiency objectives, and a supporting level qualification standard is developed for each one of those as well. An example of consolidation would be non-precision approaches. VOR and Non-Directional Beacon (NDB) approaches may be consolidated as a single proficiency objective if the performance statement and standards are the same.
(2) Conditions, Contingencies, and Media. The qualification standards will include a listing of relevant operational and environmental factors along with equipment contingencies to be addressed in training. They will also identify the media that will be employed to either test, validate, or evaluate the specific training objective. There is a difference between the qualification standard for a qualification curriculum and one for a continuing qualification curriculum. The TPOs and SPOs in a qualification standard for a qualification curriculum must identify the specific set of conditions and contingencies to be employed in training and evaluating a task (usually with an asterisk). In addition, the media description will describe the specific media in which the task will receive final evaluation. In contrast, in a continuing qualification curriculum, the TPOs and SPOs may identify a selectable menu of conditions and contingencies to be employed in training or evaluation, and a media range that will specify the minimum media level in which the task may be trained, validated, or evaluated.