Par 2-9 Page 25
(i) Curriculum. This field identifies the curriculum(s) in which the task will be trained and evaluated.
(j) Evaluation Strategy. The evaluation point for a particular qualification standard (e.g., (1) train to proficiency; (2) systems validation; (3) procedures validation; (4) maneuvers validation; (5) LOE; or (6) line check).
(k) 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 includes the range of media used for training, validation, and evaluation.
(l) Performance Statement. An expanded statement of expected behavior that, when executed, will complete the work required for a specific portion of a job. A performance statement specifies precisely what behavior must be exhibited, and may include the knowledge and skill issues that comprise the enabling objective supporting that performance.
(m) Operational and Environmental Conditions. Conditions describe the range of circumstances under which student performance will be measured and evaluated. Conditions include the operational environment (Navigational Aid (NAVAID) inoperable, different aircraft weight, passengers not seated, aircraft configuration, etc.), and natural environment (ceiling, visibility, wind, turbulence, etc.). The qualification standard should: (1) indicate those specific conditions to be trained and tested as part of the qualification curriculum; and (2) provide a more exhaustive listing of conditions over which crewmembers will be trained and tested during the course of successive continuing qualification cycles.
(n) Contingencies. Contingencies include abnormal situations, minimum equipment list (MEL)/Configuration Deviation List (CDL), and emergencies. The qualification standard should (1) indicate those specific contingencies to be trained and tested as part of the qualification curriculum; and (2) provide a more exhaustive listing of contingencies over which crewmembers will be trained and tested during the course of successive continuing qualification cycles.
(o) Maneuver Standards. Observable, measurable parameters of performance with tolerances (e.g., course deviation degrees (+ or -)). Standards include maneuvers, procedures, and CRM considerations.
(p) 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.
2-10. INSTRUCTIONAL SYSTEMS DEVELOPMENT METHODOLOGY DOCUMENT. This is another of the six documents unique to AQP and must have an acceptable revision control methodology. Applicants with established curriculum development guidelines may submit these for consideration. Others should describe a systematic approach for developing a proficiency-based training system that is organized around the teaching and testing of terminal, supporting, and enabling proficiency objectives. The methodology identifies the rationale, justification, and subsequent documentation to be used in the applicant’s curriculum
Par 2-10 Page 26 development process. The instructional systems development methodology document describes the approach to be used by applicant airlines to develop and maintain all AQP curriculums. The Instructional Systems Development Methodology document should be finalized before constructing curriculums for each duty position. It applies to pilot, instructor, and evaluator programs, and may be expanded to include other personnel, such as F/As and dispatchers. This document is divided into two sections. The first section, Curriculum Development Procedures, describes the applicant’s approach for using the JTAs 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.
a. Curriculum Development Process. Applicants should describe the process they will use to build their curriculums based on the JTA, qualification standards, and proficiency objectives they develop for each duty position. This document should discuss how:
• TPOs and SPOs are allocated to curriculums.
• Learning and evaluation activities are developed to support these objectives.
• Instructional media and methods are assigned to objectives.
• Objectives are clustered and sequenced into lessons, modules, segments, and curriculums (see Figure 2-5 for an example).
• An audit trail (hierarchical numbering or a matrix) will be maintained to link job tasks, proficiency objectives, lesson activities/content, and test items.
NOTE: The resulting curriculums are translated into a course footprint and are documented in the curriculum outline. These curriculums are expanded in more detail in the student and instructor syllabi and in individual lessons and tests.
FIGURE 2-5.
CURRICULUM DEVELOPMENT
Par 2-10 Page 27
b. LOS Methodology. While individual LOE scenario events are approved by the POI, the ERT must first approve the methodology that generates LOE scenarios. Unless the carrier has an alternative proposal, this methodology should follow the general guidelines for LOS development produced by the Airlines for America (A4A) AQP Working Group. This approach divides the typical scenario into a series of relatively independent segments, called event sets. A typical scenario might have six or eight event sets relating to the phases of operations (ground operations, takeoff, climb, cruise, descent, approach, landing, and after landing). Each event set consists of a series of training or evaluation events, which include both technical and CRM activities. This technique enables scenarios to be constructed in a building block approach, ensuring that each event set is carefully sequenced and considered in relation to the other event sets in the scenario.
2-11. CURRICULUM OUTLINE DOCUMENT. This is the fifth of the six documents unique to AQP that must have an acceptable revision control methodology. The curriculum outline is a listing of course material divided into segments, segments into modules, modules into lessons, and lessons into elements. Curriculum outlines are developed and submitted with the understanding that application of the course material may require some flexibility regarding the actual day on which each activity is accomplished. 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. While the curriculum outline document need only go down to the level of the element under each lesson title, the applicant will be required to show the objectives (terminal, supporting and enabling) associated with each lesson. See Figure 2-5 for an illustration of this association. This is part of the necessary audit trail that links the job requirements (JTA) to the training requirements (qualification standards) to the training activities (curriculum outline). 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 planned hours for each day of the curriculum (see Figure 3-4). The curriculum outline document should reference the results of the student entry analysis, if one was conducted, and will include a curriculum footprint. Figure 2-7 provides an example of a curriculum outline showing portions of ground training and flight training segments.
a. Entry-Level Analysis. The applicant should develop and document a student entry-level performance analysis for TPOs and SPOs. This analysis compares the KSAs of the student population against the TPOs and SPOs in the JTA in order to fit the instruction to the student. A four-point performance difference rating scale is suggested (see Figure 2-6). Highly skilled instructors familiar with the experience and background of the student population and knowledgeable with the terminal and supporting proficiency objectives should make the rating.
This analysis provides guidance to determine efficient teaching strategies for the indoctrination and qualification curriculums. This analysis can also identify where training is not needed, where basic “enabling” skills must be taught, and what number of trials is needed for an applicant to reach TPO standards. More than one population group may be used in conducting the student entry analysis for a single duty position. The results of such an analysis may be used, for example, to justify alternative curriculum tracks or modules targeted at expected differences in entry background, and in order to achieve the most efficient use of training resources. The initial justification for alternative curriculum tracks must be validated though subsequent data analysis.
Par 2-11 Page 28 FIGURE 2-6.
PERFORMANCE DIFFERENCE RATING SCALE Performance Difference Code Performance Difference Description 4 Meets or exceeds the required performance.
3 Can accomplish tasks with minor errors or omissions. May take longer than expected or allowed.
2 Cannot accomplish tasks. Does demonstrate basic background skills and knowledge.
1 Does not demonstrate basic background experience, skills, or knowledge. Unfamiliar with simplest elements of a task.
b. Trainee and Instructor/Evaluator’s Curriculums. The instructor and evaluator curriculums associated with each duty position must be developed in the same systematic manner as those developed for the duty positions themselves. This requires the development of separate JTA, qualification standards, curriculum outlines and other documents for these positions although they may share some common modules or lessons. Instructors and evaluators require an indoctrination curriculum that is separate from the duty position indoctrination curriculum, as well as a separate qualification and continuing qualification curriculum.
c. Link Qualification Standards to Curriculums. Both the qualification and continuing qualification curriculums for a given duty position are derived from the same set of qualification standards. The link between qualification standards and a curriculum is the proficiency objective.
As a rule of thumb, qualification standards developed from TPOs focus more on the higher-level evaluation activities than qualification standards developed from SPOs. Qualification standards developed from SPOs focus more on the lower level learning activities that may be validated and represent the components of those higher level standards. Therefore, a qualification curriculum will focus equally on qualification standards developed from TPOs and SPOs, while the continuing qualification curriculum will focus more heavily on the qualification standards developed from TPOs. Indoctrination curriculums may or may not have qualification standards of their own. In either case, they provide training on common knowledge items (enabling objectives) that will support the mastery of qualification standards in the qualification and continuing qualification curriculums.
Par 2-11 Page 29 FIGURE 2-7.
SAMPLE AQP CURRICULUM OUTLINE B737 Qualification Curriculum Outline Segment: Ground Training Module: Introduction to Aircraft Lesson #: Aircraft Overview 9.1.4 Element: Fuselage 9.1.4.1 Element: Wings 9.1.4.2 Element: Flight Controls 9.1.4.4, 9.1.4.5, 9.1.4.6 Element: Landing Gear 9.1.4.7 Element: Powerplant 9.1.4.3 Element: Fuel System 9.1.4.8 Element: Hydraulic System 9.1.4.9 Element: Electrical System 9.1.4.10, 9.1.4.10.1, 9.1.4.10.2, 9.1.4.10.3 Lesson #: Aircraft Lighting 9.1.9 Element: Exterior Lighting 9.1.9.1 Element: Cockpit Lighting 9.1.9.2 Element: Cabin Signs and Lights 9.1.9.9, 9.1.9.4, 9.1.9.6 Element: Lighting Power Sources 9.1.9.5 Element: Emergency Lighting 9.1.9.5, 9.1.9.5.1, 9.1.4.10.2 B737 Qualification Curriculum Outline Segment: Flight Training (FT) Module: Flight Training Device (FTD) Lesson: FTD #1 Pre-Flight Normal Checklists Element: Flight Compartment Safety Inspection 1.2.5.1 Element: Flows 1.2.7.1 Element: Acceptance Checklist 1.2.8.1 Element: Before Starting Engines Checklist 1.2.11.1 Element: Normal APU First Engine Start 1.9.1.1 Element: Normal APU Second Engine Start 1.9.1.4 Element: Pushback 1.9.6.1 Element: Before Taxi Checklist 1.4.1.1 Element: Normal Taxi 1.4.2.1 Element: Before Takeoff Checklist 1.4.9.1 Element: Line-Up Checklist 1.4.4.1
Par 2-12 Page 30
2-12. IMPLEMENTATION AND OPERATIONS PLAN (I&O PLAN) DOCUMENT. This document, like the other five unique AQP documents, must have an acceptable revision control methodology. It must be updated as necessary to accurately reflect the status of the AQP applicant’s plan for implementing and operating each of the AQP curriculums. This document is a milestone schedule detailing the transition to an AQP for crewmembers, instructors, and evaluators and a blueprint describing provisions for maintenance, administration, data management, and continuing quality control of curriculums. As a document, the I&O Plan can be sectioned into two parts. The first part spells out how the operator proposes to implement the AQP. Included in this proposal is the schedule for Phase III, training and evaluation to include I/E 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 I/E requirements. The operations plan should also include the data management plan, a statement of understanding addressing the collection and analysis of performance/proficiency data, a description of the Performance Proficiency Database (PPDB), the data management collection process, and the FAA data submission, analysis, and reporting requirements.
a. Implementation. This section provides the schedule for evaluating curricula in the small group tryout, as well as I/E training, and the strategies for evaluating facilities, courseware, and equipment. It also includes the proposal for evaluating instructors, evaluators, and performance measurement tools such as the rating scale and grade sheets. The schedule for initiating Phase III should correlate with the Master AQP Transition Schedule as submitted in the application. This part of the I&O Plan is updated each time a new curriculum is added to the AQP and a small group tryout is planned.
NOTE: If the certificate holder is requesting no-jeopardy credit for the students in the small group tryout, it must be indicated in the I&O Plan and requested in writing to the appropriate Safety Standards office manager and the POI.
b. Operations. This section of the I&O Plan describes the guidance and policies that will be used to provide for AQP maintenance, first-look administration, crew pairing policy, instructor/evaluator requirements and data management. Once established, the operations section remains reasonably stable and does not necessarily change with the addition of a new curriculum.
(1) AQP Maintenance Strategy for Phases IV and V. This section describes quality control procedures (i.e., plans for acquiring and measuring data for tracking curricula, students, instructors, and evaluator performance). It also includes the strategy employed for curriculum maintenance and update. Maintenance includes the methodology for maintaining control of the AQP. It includes approval documents, maintaining curriculum currency, upgrading equipment, monitoring and responding to demographic changes, and for using training/evaluation feedback from the PPDB and other forms of surveillance to maintain and improve the AQP.
Par 2-12 Page 31
(2) First-Look Activity Administration. First-look performance items are graded procedures/maneuvers performed for the first time since the previous training cycle. The “first-look” grades are analyzed to determine trends of degraded proficiency due to numerous factors, including the length of the training interval. To maintain the validity of the performance proficiency data obtained from the performance of the “first-look” activities, this section must describe the strategy employed for those activities. This strategy must state that information or techniques that would unduly interfere with the “first-look” performance validity will not be briefed before the first execution of these items. In addition, this strategy should discuss how first-look maneuvers are selected and how they will be administered.
(3) Identify LOS Crew Scheduling and Pairing Strategy. A basic requirement of AQP is to train and evaluate crewmembers in a crew configuration identical to line operations. In AQP, line crewmembers must be scheduled and paired together, as much as practical, in a standard crew configuration (e.g., line captain with line first officer). The FAA recognizes that circumstances will occur where the initial composition of the schedule cannot be maintained.
Hiring requirements, illness, high first officer to captain ratios, or failure of a crewmember to progress, are all situations that would necessitate providing a seat substitute to complete the training. This section must address the decision rules that will apply to the selection of seat substitutes for those circumstances. In all cases, the seat substitute must be task-familiar with the duty position.
(4) Instructor/Evaluator Requirements. This part will address the specific job functions, training, validation, or evaluation that instructors and evaluators are authorized to perform. It will identify the title of each position and describe the training that each receives in order to perform the job function associated with that event. The table in Chapter 5, Figure 5-1 illustrates the level of authorization needed for an individual to either train, validate, or evaluate an AQP event.
(5) Data Plan. Before an applicant can proceed with data collection and analysis, it must establish the intended purpose and method for the collection, entry, reporting, and analysis of AQP training/evaluation data for each curriculum. The plan must be thorough and accurately reflect the airline’s PPDB system. The AQP applicant must also acknowledge its responsibility to collect and analyze more data than required for submission to the FAA in order to adequately identify performance trends and requisite changes to factors that impact the performance. For example, the data that is submitted to the FAA is the result of the execution of TPOs and SPOs and is analyzed at that level by the FAA. See Chapter 8 for further explanation.
(a) Data Collection. Should address the methods used to collect performance/proficiency data for all curriculums. These methods will include the rationale for employing the method as well as providing the data input medium (e.g., grade sheets, computer-input screens, etc.) as examples that exemplify the data acquisition rationale. In addition, the data collection method should explain data input quality control, security, and usability.
(b) Data Management. Should explain the means and strategy the airline intends to employ to enter, access, and assimilate the AQP and the Single Visit Training Program (SVTP) performance/proficiency data that is collected. Included in this explanation should be:
Par 2-12 Page 32
1. The type of software data management system employed (e.g., relational database, spreadsheet etc.).
2. The organization of the information in the electronic medium (e.g., database definition, database table relationships, spreadsheet description, etc.).
3. A description of the user interface to this data management system.
(c) Data Analysis. Discuss the type of analysis that will be employed to facilitate the AQP performance information needs of the airline and the FAA. This discussion of the data analysis must address how each type of AQP data will be analyzed, including training and evaluation feedback as part of determining the effectiveness of the program. This discussion should be used as a prologue to the annual AQP report.
(d) Data Reporting. Discuss the FAA AQP data reporting requirements that must be met (to include format and frequency). In addition, discuss the internal quality assurance data reporting that will be employed, to include report types, frequency, and for which airline personnel the reports are intended.
2-13. APPROVAL. Approval of above documents marks the end of Phase II and the beginning of Phase III.
SECTION 4. PHASE III: SMALL GROUP TRYOUT (IMPLEMENTATION)
2-14. OVERVIEW. In Phase III, the AQP applicant will acquire and test the resources essential to support one or more of the indoctrination, qualification, or continuing qualification curriculums. These activities include developing courseware to implement the curriculum(s), training instructors and evaluators, conducting small group tryouts, making program revisions, and submitting data.
a. Resources. During this phase, the applicant will secure the training facility and equip classrooms with training aids, courseware, and other features that contribute to creating and maintaining a positive learning environment.
b. Train Instructors and Evaluators. The applicant must train, evaluate, qualify and provide an opportunity for the FAA to observe, if necessary, their instructors and evaluators before and during the small group tryouts (see Chapter 5 for more information on the training, observation, and quality control of instructors and evaluators).
c. Conduct the Approved Curriculum. This training and evaluation will consist of small group tryouts of all lessons using actual students and instructor/evaluators. The evaluation may involve no-jeopardy credit for students, since its primary purpose is to determine lesson suitability and effectiveness. The applicant may choose, however, to give student credit for part or all training and qualification achieved in this phase. The decision to give credit must be approved by the FAA before conducting the curriculum evaluation and the air carrier’s request to do so should be submitted by letter to the appropriate Safety Standards office manager and the POI.
Par 2-14 Page 33
d. Performance/Proficiency Data Submission. The applicant will submit to the appropriate Safety Standards office manager, on a monthly basis, the required performance and proficiency data. This data will be in electronic, digitized format. Any changes to format or procedures will be discussed with the appropriate Safety Standards office manager prior to submission. The monthly submission of this performance/proficiency data will continue for the life of the curriculum’s lifetime (i.e., through Phases III, IV, and V). See Chapter 8 for more information.
e. Program Revisions. Lessons learned as a result of this phase will be incorporated as changes to the approved AQP documents from Phase I and II and in curriculum maintenance reports submitted to the FAA on an annual basis. Improvements will be made to the courseware, hardware, software, personnel, organization, and data collection and reporting system of the AQP, based on system performance and the examination of performance and proficiency data.
These enhancements will be implemented using the processes and the procedures described in the applicant’s approved AQP maintenance strategy. This plan is part of the I&O Plan.
2-15. APPROVAL. Approval of the initial operations marks the end of Phase III and the beginning of Phase IV.
SECTION 5. PHASE IV: INITIAL OPERATIONS
2-16. OVERVIEW. In this phase, the applicant implements the indoctrination, qualification, or continuing qualification curriculum in accordance with the approved AQP documents. This phase for the continuing qualification curriculum calls for initial operation of the curriculum for a minimum of 2 years to complete the AQP training cycle. The 2-year Phase IV period may not necessarily be applicable to the indoctrination and qualification curriculums. Unlike the Continuing Qualification curriculums, these courses of training are not cycle-dependent.
Depending on the frequency that each curriculum is applied (new hires) and the successful results of each curriculum, Phase IV may be longer or shorter than 24 months.
2-17. PHASE IV ACTIVITIES. During Phase IV, the applicant will implement and complete a full evaluation, including collecting program audit data and individual performance/proficiency data, analyses, and reports. Collected data will be used by:
a. The applicant for its internal quality control program to maintain curriculum and courseware concurrence, suitability, and adequacy.
b. The applicant to analyze and validate crewmembers, dispatchers, and other operations personnel performance.
c. The applicant and the FAA to analyze and validate instructor/evaluators performance.
d. The applicant and the FAA to support analysis for special subjects, such as CRM performance factors.
Par 2-17 Page 34
e. The FAA to analyze and validate curriculum performance.
f. The FAA to analyze and validate program development, implementation, and maintenance procedures.
2-18. REVISIONS. The focus of this phase is the validation of the AQP curriculum by acquiring performance/proficiency data and lessons learned in the course of conducting the curriculum. Applicants will summarize the lessons learned and adjustments made to the curriculums in an annual report. In addition, adjustments made to the AQP will be reflected in revisions to the approved AQP documents. The successful completion of this phase, and approval of the commensurate revisions to the approved AQP documents and reports, will qualify an applicant for entry into the final phase of the AQP process: Phase V, Continuing Operations.
2-19. APPROVAL. Approval of the continuing operations marks the end of Phase IV and the entrance into Phase V.
SECTION 6. PHASE V: CONTINUING OPERATIONS
2-20. OVERVIEW. In this phase, the applicant continues operation of the AQP unless the FAA withdraws approval or unless the applicant withdraws or modifies the AQP. This phase requires the maintenance of the AQP-approved documentation and updated documentation of the data requirements for all curriculums.
2-21. DATA’S IMPACT ON CONTINUING OPERATIONS. Data will continue to be collected and analyzed by the applicant and the FAA as it was during Phase IV activities.
2-22. QUALITY ASSURANCE. Applicants must pay particular attention to overall program quality. The FAA expects an AQP quality assurance program to identify needed changes in curriculum, courseware, and equipment, and to make these changes before an unwanted trend in reduced proficiency manifests itself. Continued validation of performance/proficiency data as it pertains to individual and crew proficiency, as achieved and maintained by all personnel, is particularly important.
SECTION 7. DOCUMENT AND REPORTING REQUIREMENTS
2-23. OVERVIEW. The approved AQP documentation establishes the applicant’s regulatory requirements for the particular training program. This fact makes it imperative that the applicant develops a document structure that is organized and standardized. The structure must ensure that the information contained within the AQP documents will be used and translated down to the lowest level training guidance. It must allow the applicant’s entire organization to easily access and use the contents. It is important to draw a distinction between the AQP process and the required FAA documentation each applicant must provide to ensure regulatory compliance. The FAA has established a minimum listing of AQP documentation. The applicant will want to develop other more specific materials that ensure the approved AQP information distills to all training and evaluation guides.
Par 2-23 Page 35
a. FAA-Required Documentation. Each document contains unique information integral to the AQP that will be used when developing subsequent curriculums. The documents, once developed, will require periodic updates and, therefore, are subject to the revision control process discussed in Chapter 4. These documents should be submitted to the FAA in electronic format:
(1) The application.
(2) The task analysis.
(3) The qualification standards.
(4) The instructional systems development methodology.
(5) The curriculum outlines.
(6) The I&O Plan.
b. Document Structures. Figure 2-8 provides an example of an AQP document structure.
It is not required that an applicant follow this structure. However, the document structure that is adopted must easily identify the location of the AQP documents and more specifically, the required AQP information. If the AQP documentation is part of a subset of other manuals, a method should be developed to identify the manual and the specific AQP document that it contains.
c. Annual AQP Report. AQP requires that each AQP certificate holder prepare an annual report for the FAA (see Appendix 4 for specific requirements). This report is based on the certificate holder’s analysis of the data that is collected during training and at strategic points (validation/evaluation gates) in each curriculum and maintained in the PPDB. AQP requires data collection and analysis in order to establish and maintain quality control of curriculums for crewmembers, instructors, and evaluators. The annual AQP report should summarize the lessons learned and adjustments made to the curriculum(s) during the reporting period. The report should also include projected or proposed changes to the curriculum(s) based on the certificate holder’s current analysis. The actual adjustments made to the AQP are reflected in revisions to the approved AQP documents. The report should be submitted to the FAA no later than 60 days past the end of the report period. The reporting period is usually based on the approval date for a particular curriculum in either Phase IV or V. During AQP development, particularly for multiple fleet operators, with different approval dates for multiple curriculums, the reporting period may be modified (as agreed upon by the FAA and the certificate holder). Once the certificate holder has all its fleets and curriculums into Phase V, the reporting period can be fixed into a particular cycle. Copies of the report should be distributed to the POI and the appropriate Safety Standards office at least 2 weeks prior to the annual AQP review meeting.
d. Annual AQP Review—Phases IV and V. An annual AQP review meeting between the FAA and the certificate holder should be held to coincide with the submission of the annual AQP report in Phases IV and V. The purpose of the meeting is to formally discuss the results of the certificate holder’s data analysis, program revisions, future revisions and the analysis of the data that is submitted to the FAA. Below is a listing of suggested agenda items for a Phase IV and V review:
Par 2-23 Page 36
(1) Data Management.
(a) Collection problems and fixes.
(b) Analysis—data reliability/validity/sensitivity.
(c) Data usefulness.
(d) Problem areas investigated.
(2) Data Collection Method/Tools.
(3) Data Analysis Methods/Tools.
(a) Review of annual report.
1. Qualification.
2. Continuing qualification.
3. Line check.
(b) Identified trends (positive and negative).
(c) Corrective measures.
(4) Program Critique Summaries.
(5) Recordkeeping. Do records consistently demonstrate qualification of crews and instructor/evaluators?
(6) I&O Plan Adherence.
(7) Modifications to the Program.
(a) Due to PPDB input.
(b) Due to other input.
1. Demographics.
2. Operational.
(8) Validity and Usefulness of Qualification Standards.
(9) AQP Maintenance Strategy—Is the Described Process Working?
(a) Any changes to the maintenance strategy.
(b) Currency of PPDB.