Par 3-1 Page 39 CHAPTER 3. AQP CURRICULUMS AND CERTIFICATION SECTION 1. CURRICULUMS
3-1. BACKGROUND. The Advanced Qualification Program (AQP) requires three primary curriculums for each make, model, and series of aircraft (or variant), and each duty position.
These curriculums are indoctrination, qualification, and continuing qualification. Figure 3-5 illustrates how traditional curriculums correlate to the AQP primary curriculums. In addition to primary curriculums, operational necessities may require secondary curriculums to fulfill particular needs. Secondary curriculums are transition, conversion, upgrade, and requalification (see Figure 3-6).
3-2. INDOCTRINATION CURRICULUM. An indoctrination curriculum consists of all training elements that will be learned and evaluated before an individual may begin a qualification curriculum. Indoctrination curriculum segments typically consist of ground training and evaluation. Two distinct areas of indoctrination ground training are:
a. Certificate Holder-Specific Training. This training acquaints crewmembers, dispatchers, instructors, evaluators, and other operations personnel with company policies, practices, and general operational knowledge. The subject matter of indoctrination includes elements that pertain to the certificate holder’s methods of compliance with regulations and safe operating practices.
b. Duty Position-Specific Training. This training provides the basic aeronautical knowledge needed to enter the subsequent qualification curriculum. Weather, the regulations, security, some emergency, and hazardous material training (usually part of indoctrination) is partially certificate holder-specific and partially duty position-specific.
3-3. QUALIFICATION CURRICULUM. AQP requires a qualification curriculum for each duty position in each make, model, and series aircraft (or variant). Each Qualification Curriculum will include training, validation, and evaluation. The training activities include ground and flight training, operational experience, and may include special qualification.
Figure 3-1 illustrates the relationship between training activities and validation points. If the training is to result in airman certification or the addition of category, class, instrument, or type ratings, curriculum segments must explicitly identify the training and evaluation strategy to be used in place of the prescribed practical test requirements of Title 14 of the Code of Federal Regulations (14 CFR) part 61, 63, or 65. The applicant must show, to the FAA’s satisfaction, that the proposed AQP training and evaluation strategy will ensure individual competency that equals or exceeds the applicable Airman Certification Standards (ACS) or practical test standards (PTS) and that each person certificated through an AQP has demonstrated satisfactory proficiency in the integration of technical and Crew Resource Management (CRM) skills.
a. Training Activities.
(1) Ground Qualification Training Activities. To be qualified for a particular duty position, a person will receive job-specific ground training. This training typically includes general operational subjects, technical systems, system and procedures integration, and emergency-type training. Ground qualification culminates in a systems knowledge validation
Par 3-3 Page 40 session that may take the form of a traditional oral examination or may incorporate another means of systems knowledge validation (e.g., computer-based, written, etc.), as approved by the FAA.
(2) Simulation/Flight Qualification Training Activities. Each AQP includes curriculum segments for training, validation, or evaluations, as appropriate in flight training devices (FTD) and simulators. The use of FTDs for training and evaluation is encouraged.
However, the maneuvers validation must be accomplished in a full flight simulator that has been approved for its intended use. Training and evaluation in an aircraft is discouraged, but may be approved by the FAA on a case-by-case basis.
(3) Special Qualification Training. Curriculum segments may include special purpose training. These are portions of ground or flight training that has specific application to crewmembers who are in international operations or for introduction of new flight operations, such as Category III (CAT III) approaches. Special purpose training and validation may initially be a separate curriculum segment that is later integrated into ground and flight training segments.
b. Validation/Evaluation/Remediation. In AQP, validation is a determination that the training produces the required results as identified in the qualification standards and that the individual has met the performance objectives of the training module. Except for the Qualification Curriculum Maneuvers Validation session, additional training may occur during a validation session to ensure achieving the training-to-proficiency objectives. An evaluation is an appraisal of an individual to ascertain whether the standards required for a specified level of proficiency has been successfully demonstrated. Interrupting the evaluation session for training is not permitted. Both validation and evaluation are assessments that the proficiency objectives of the training module have been met and the individual can proceed to the next level of training or line operations. Figure 3-2 contains a table that summarizes the validation/evaluation gates and the associated remediation.
(1) Systems Knowledge Validation. This is an assessment of an individual’s technical systems knowledge. The intent of the systems knowledge validation session is to ensure an individual’s systems knowledge is at an appropriate level before progressing into the next training phase. Systems knowledge validation may be accomplished by a written, electronic or oral exam. If a written or electronic test system is used, an overall score of 80 percent or better, corrected to 100 percent, would be an acceptable validation. An overall score of less than 80 percent will require retraining and another complete test. A failure of an individual test module or subsection, with an 80 percent or better overall score, only requires retraining and retesting of the specific module. Consideration should be given to establishing a maximum number of modules or subsections that if failed constitute an overall failure of the validation.
(2) Procedures Validation. This is an assessment of an individual’s systems integration knowledge and skill. This validation addresses the individual’s ability to assimilate system and procedural knowledge into the appropriate execution of procedures. This validation session should take place in an FTD or a simulator. The intent of the procedures validation session is to ensure an individual’s systems and procedural knowledge and skill is at an appropriate level before progressing into the flight simulator training phase. There is no established requirement that the systems and procedures validation be accomplished
Par 3-3 Page 41 sequentially. It is the prerogative of each certificate holder to develop an evaluation system that works for them. For example, the systems validation could take place in two parts. The first part may be a written exam administered at the conclusion of ground school. The second stage could be an oral conducted at the conclusion of procedures training, before the maneuvers validation or before the Line Operational Evaluation (LOE). Validation is accomplished when it is verified that the individual is trained to proficiency.
(3) Maneuvers Validation. This validation addresses the individual’s proficiency in the execution of maneuvers. It must take place in a simulator. For a qualification curriculum, crewmembers are expected to have reached a satisfactory level of proficiency in the maneuvers prior to the validation event. Qualification maneuvers validation should not allow more than two repeats of any one maneuver or one repeat of any two maneuvers. A debriefing of why the maneuver(s) was unsatisfactory is allowed, but the repeats must occur with no training, practice, or coaching. If the crewmember fails to demonstrate proficiency in the time constraints of the simulator session, an additional training session is required. After additional training, the individual need only repeat the maneuvers that were unsatisfactory. Failure of the maneuvers validation or failure to complete the maneuvers validation during the scheduled simulator period does not result in the issuance of FAA Form 8060-5, Notice of Disapproval of Application.
(4) LOE. This evaluation addresses the individual’s ability to demonstrate technical and CRM skills appropriate to fulfilling job requirements in a full mission scenario environment.
The intent of an LOE is to evaluate and verify that an individual’s job knowledge, technical skills, and CRM skills are commensurate with AQP qualification standards and that the individual is qualified to begin the Operating Experience (OE) portion of the qualification curriculum. LOE is considered a jeopardy event and a failure is reported to the FAA. If the LOE is to result in certification, a failure will result in the issuance of FAA Form 8060-5. Grading of an LOE is at the event set level. LOE success criteria is listed below:
(a) An LOE with more than 25 percent of the event sets graded unsuccessful would constitute a failure of the LOE and will require remedial training and another LOE.
(b) For LOEs with 25 percent of the event sets or fewer graded unsuccessful, repeats may be permitted at the end of the LOE session, if time permits and if it is possible to recreate the conditions similar to the original event set for the repeat. For example, if an LOE has five, six, or seven event sets, only one set may be repeated. If an LOE has between 8 and 11 event sets, two may be repeated. No event set can be repeated more than once. A debriefing of why the event set(s) is unsatisfactory is allowed, but the repeat must occur with no training, practice, or coaching. If any repeated event is unsatisfactory, remedial training and another complete LOE evaluation is required.
NOTE: Regardless of number of events sets, unsafe individual or crew performance that would result in significant damage, hull loss, or loss of life
(e.g., crash) during an LOE constitutes a failure of the LOE.
NOTE: An aircrew program designee (APD) or FAA inspector must administer all flightcrew member qualification curriculum LOEs. A check airman can administer continuing qualification LOEs.
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(5) Operating Experience (OE). OE curriculum segments are integral to qualification curriculums. OE provides hands-on experience in performing the duties of a newly assigned position under the supervision of a current and qualified evaluator (check airman). OE is conducted during actual flight operations. Operating experience is complete when the individual is recommended for a line check.
(6) Line Check. Captains receiving this evaluation are assessed for their proficiency in the duty position. Successful completion of the line check verifies that the individual is adequately trained and is capable of performing the duties and responsibilities of pilot in command (PIC). If any task is unsatisfactory, the individual must receive remedial training on that task, additional operating experience if necessary, and possibly another line check. If a pilot receives an unsatisfactory overall performance rating on a line check, the pilot must be removed from continued line operations until the approved remediation has been successfully completed.
c. Planned Hours. All curriculums will include planned hours for ground training, flight training, evaluation, and operating experience. Planned hours represent the estimated amount of time (as specified in a curriculum outline) that it takes an average student to complete a segment of instruction (to include all instruction, demonstration, practice, and evaluation, as appropriate, to reach proficiency). Planned hours replace the programmed hours associated with traditional programs. Planned hours enable the FAA and the applicant to schedule their personnel resources more efficiently and provide a baseline for curriculum adjustments. The sum of planned hours is not used by the FAA as a basis for program approval, review, or compliance assessment. Planned hours can be shown on the course footprint that is part of the curriculum outline. Figure 3-3 provides an example of a course footprint with planned hours.
Par 3-3 Page 43 FIGURE 3-1.
FLIGHTCREW MEMBER AQP TRAINING, VALIDATION, AND EVALUATION Activity Device Purpose Can it be Interrupted? Training/ Validation or Evaluation Sequencing of Events Ground Training Classroom or Computer Based Instruction, and Training Devices Indoctrination and Systems Training Yes Training & Validation Syllabus Maneuvers and Procedures Training Flight Training Device & Simulator Aircraft Maneuvers and Operational Procedures Yes Training & Validation Isolated Maneuvers and Procedures.
Logical Specific Sequencing of Events Special Purpose Operational Training (SPOT) Flight Training Device & Simulator Focuses on CRM Skills, Differences Tng., Wind shear Tng., Special Qualification Yes Training Isolated Maneuvers and Procedures.
Logical Specific Sequencing of Events Line-Oriented Flight Training (LOFT) Flight Training Device & Simulator Crew-Oriented Training (CRM) in Preparation for LOE No Except To Begin Different Scenarios Training Logical Sequencing of Events Within Varying Length Scenarios Line Operational Evaluation (LOE) Flight Training Device & Simulator Evaluate the training and qualifications of the crewmembers May Be Segmented to Condense Distances as in International Scenarios Evaluation Specific Flight Scenario From Takeoff to Landing Operating Experience Aircraft Consolidation of knowledge & skills in a operational environment Yes Experience Routine Flight Operations Initial Line Check Aircraft To verify a crewmember’s ability to satisfactorily perform duties & responsibilities No Evaluation Routine Flight Operations CQ Line Check Aircraft To evaluate crew proficiency and their knowledge, skills, and ability to operate effectively as part of a crew.
No Evaluation Routine Flight Operations
Par 3-3 Page 44 FIGURE 3-2.
AQP VALIDATION/EVALUATION TABLE Gate Indoctrination Curriculum Qualification Curriculum Continuing Qualification Curriculum Evaluation Media System Knowledge Validation 80% or Greater corrected to 100%, < 80% retest 80% or Greater corrected to 100%, < 80% retest 80% or Greater corrected to 100%, < 80% retest Written, Oral, or Electronic Testing System (ETS) Procedures Validation Train to Proficiency As Approved Maneuvers Validation 2 Repeats of One Maneuver, or 1 Repeat Of Any 2 Maneuvers* Repeats Allowed Within Training Period Approved Simulation Device LOE Grading By Event Set 5, 6, or 7 Event Sets – Repeat 1 Event Set – 8 or more Event Sets Repeat - 2 Event Sets ** Grading By Event Set 5, 6, or 7 Event Sets – Repeat 1 Event Set – 8 or more Event Sets Repeat - 2 Event Sets ** Approved Simulation Device Operating Experience
Meets Approved Number of Supervised Cycles or Hours and Recommended for Initial Line Check Aircraft (Actual Line Operations) Line Check If Any Task Unsatisfactory, Remedial Training Needed, Additional Operating Experience if Needed, and Another Line Check as Recommended by the Evaluator If Any Task Unsatisfactory, Remedial Training Needed, Additional Operating Experience if Needed, and Another Line Check as Recommenced By the Evaluator Aircraft (Actual Line Operations) * For any repeat in a qualification maneuvers validation, qualification LOE or CQ LOE, no training, practice, or coaching is permitted. Training repeats are allowed in a continuing qualification maneuvers validation and are not counted as an evaluation repeat.
** Failure to meet the required level of proficiency during an LOE or line check will result in retraining, reevaluation, and will require special tracking. Regardless of number of events sets, unsafe individual or crew performance that would result in significant damage, hull loss or loss of life (e.g., crash) during an LOE constitutes a failure of the LOE.
Par 3-3 Page 45 FIGURE 3-3.
EXAMPLE OF AQP FLIGHTCREW QUALIFICATION CURRICULUM FOOTPRINT Day 1 Day 2 Day 3 Day 4 Day 5 Day Off Day Off Welcome :30 Intro :30 CBT 5:00 TT 6:00 CBT 5:00 Review 1.00 TT 6.00 CBT 5:00 Review 1.00 TT 6.00 CBT 5:00 Performance 1.00 TT 6.00 Evacuation 3:00 Ditching 3:00 TT 6:00 Day 6 Day 7 Day 8 Day 9 Day 10 Day Off Day Off CBT 5:00 Setup Lect. 1.00 TT 6.00 CBT 3:00 FTD Brief 1.00 FTD # 1 2.00 TT 6.00 CBT 5:00 Review 1.00 TT 6.00 CBT 3:00 FTD Brief 1.00 FTD # 2 2.00 TT 6.00
SYSTM VAL Testing 1:00 Flt Ops Brf. 4:00 Debrief :30 TT 6:30 Day 11 Day 12 Day 13 Day 14 Day 15 Day Off Day Off Sys Rev 1:00 FTD Brief 1.00 FTD # 4 4.00 TT 6.00 FTD Brief 1:30 FTD # 5 4.00 Debrief 1:00 TT 6.30 FTD Brief 1:30 FTD # 6 4.00 Debrief 1:00 TT 6.30 FTD Brief 1:30 FTD # 7 4.00 Debrief 1:00 TT 6.30
PROC VAL FTD Brief 1:30 FTD # 8 4.00 Debrief 1:00 TT 6.30 Day 16 Day 17 Day 18 Day 19 Day 20 Day Off Day Off Sim Brief 1:30 Sim # 1 4.00 Debrief 1:00 TT 6.30 Sim Brief 1:30 Sim # 2 4.00 Debrief 1:00 TT 6.30 Sim Brief 1:30 Sim # 3 4.00 Debrief 1:00 TT 6.30 Sim Brief 1:30 Sim # 4 4.00 Debrief 1:00 TT 6.30
MAN VAL Sim Brief 1:30 Sim # 5 4.00 Debrief 1:00 TT 6.30 Day 21 Day 22 Day 23 Day 24 Day 25 Day Off Day Off Loft Brief 1:30 Loft # 1/Spot 4.00 Debrief 1:00 TT 6.30 Loft Brief 1:30 Loft # 2/Spot 4.00 Debrief 1:00 TT 6.30 Loft Brief 1:30 Loft # 3/Spot 4.00 Debrief 1:00 TT 6.30 Loft Brief 1:30 Loft # 4/Spot 4.00 Debrief 1:00 TT 6.30 LOE Brief 1:30 LOE 4:00 Debrief 1:00 TT 6:30 Day 26 Day 27 Day 28 Day 29 Day 30
IOE IOE IOE IOE IOE Day 31 IOE Day 32 Line Check SYST VAL - Systems Validation PROC VAL - Procedures Validation MAN VAL - Maneuvers Validation LOE - Line Operational Evaluation Spot - Special Purpose Operations Training CBT – Computer-based training FTD - Flight training device Sim - Full flight simulator LOFT - Line-Oriented Flight Training IOE - Initial operations experience
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3-4. CONTINUING QUALIFICATION CURRICULUM. A continuing qualification curriculum provides the means for fully qualified individuals to maintain their proficiency in their duty positions and aircraft assignments. Continuing qualification applies to all persons subject to an AQP, including instructors and evaluators. AQP requires a continuing qualification curriculum for each duty position in each make, model, and series aircraft (or variant).
a. First-Look Maneuvers. For AQP, first-look maneuvers are applicable only to the continuing qualification curriculum and the Single Visit Training Program (SVTP). First-look maneuvers are those maneuvers that are identified as likely to be sensitive to loss of proficiency due to infrequent practice. The principal purpose of first-look maneuvers is to test the retention of proficiency of the flightcrews in performing these maneuvers over the evaluation cycle.
First-look maneuvers are an AQP requirement whenever the evaluation period exceeds the checking/training interval of a traditional training program. However, a first-look maneuver is a valuable tool and should be considered regardless of the length of the evaluation period. For example, first-look may be employed as a means of validating that currency items are performed in line-operations with sufficient frequency that proficiency is being maintained. First-look maneuver proficiency assessment is graded using the same measurement methodology and rating criteria used in maneuvers validation. An AQP-qualified pilot instructor may accomplish firstlook proficiency assessment. However, if an applicant proposes to request maneuvers validation credit for critical first-look maneuvers, the applicant must ensure that the first-look proficiency assessment is accomplished by an AQP-qualified evaluator, rather than by an instructor. There are four considerations for the first-look maneuver proficiency assessment: the composition of the maneuvers list, the strategy for testing the maneuvers, administering the test, and remediation.
(1) List of Maneuvers. The listing of first-look maneuvers is developed by the applicant and approved by the FAA Extended Review Team (ERT). First-look items are performed, graded and analyzed to validate that flightcrews can maintain proficiency in these items between training intervals. These may include certain items given a designation of “Currency” in the qualification standard, if any, in order to facilitate initial validation that these items are being performed outside of training with sufficient frequency that proficiency is being maintained.
(2) Testing Strategy. The testing strategy that the applicant develops for first-look is part of the Implementation and Operations Plan (I&O Plan). An ideal approach would be to have a listing of several objectives that will be sampled under a controlled sampling technique that will ensure that each of the items are assessed during the evaluation period. It is important to remember that first-look testing is not as much an assessment of an individual’s skills, as it is a measure of the collective retention of proficiency by flightcrews. Individual assessment occurs in maneuvers validation and LOE. The data that is collected from first-look testing is used for trend analysis and as a tool to validate the AQP program’s overall effectiveness.
(3) Administration. First-look items must not be briefed in advance of the first execution of such maneuvers. Proficiency data must be collected before the repeated execution of any such first-look item during training in a flight simulator. There are several options as to when the first-look maneuver testing should be conducted. For example, a first-look maneuver could be introduced as the first event of a simulator training session addressing maneuvers.
Par 3-4 Page 47 Another option would be to allow the flightcrew an opportunity to “warm up” to the simulator by doing other pre-briefed maneuvers prior to first-look. Other options would be to make it part of an event in a LOFT or SPOT. The common element in all such options is that proficiency is assessed the first time the first-look item occurs in training.
(4) Remediation. First-look maneuver proficiency assessment is considered a no-jeopardy event, subject to the requirement that any maneuvers unsuccessfully accomplished be trained to proficiency prior to the LOE.
b. Training Activity. Continuing qualification curriculums should have a proper balance of training and evaluation. For a national flightcrew member continuing qualification curriculum profile, see Figure 3-4. Continuing qualification curriculums should typically outline a uniform timetable of the following activities:
(1) Continuing Qualification Ground Training Activities. Continuing qualification training includes ground instruction and evaluation for crewmembers, dispatchers, instructors, evaluators, and other operations personnel. This training includes a review of the information covered in indoctrination and qualification training, updated as is appropriate.
(2) Continuing Qualification Flight Proficiency Training. Pilots, flight engineers (FE), and those instructors and evaluators who conduct flight training or flight evaluations will complete proficiency training designed for their respective duty position. This training may be conducted in an approved flight-training device or flight simulator. Training in an aircraft is discouraged, but may be approved by the FAA on a case-by-case basis. Flight proficiency training permits pilots and engineers to experience and practice the procedures and maneuvers that are not normally encountered in day-to-day flight operations, such as alternate, abnormal, and emergency flight events. The train-to-proficiency strategy must include enough practice to ensure that skills are maintained over the entire training interval.
(3) Special Qualification Training. These training segments are used for the same purposes as in qualification curriculums.
c. Validation/Evaluation/Remediation. Continuing qualification must include validation/evaluation in all events and major subjects required for original qualification. This requirement is met through proficiency evaluations and line checks.
(1) Maneuvers Validation. The maneuvers validation session in the continuing qualification curriculum allows assessment and attainment of technical proficiency in the training program prior to evaluation in the LOE. In continuing qualification curriculum training, repeats are allowed and are not counted as an evaluation repeat. In a continuing qualification curriculum, maneuvers validation must be successfully completed within the time limits of the standard company scheduled simulator session (national norm is 2 hours per crewmember) or an additional training period is required. If an individual requires additional training periods to be able to demonstrate proficiency, consideration should be given to placing the individual in special tracking.
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(2) LOE. The LOE is the primary proficiency evaluation. The LOE is conducted in a simulation device approved for its intended use in the AQP. Under extenuating circumstances, the AQP proficiency evaluation may be accomplished in an aircraft, subject to FAA approval.
The purpose, administration, and remediation strategy for the continuing qualification curriculum LOE is the same as for a qualification curriculum.
(3) Line Check. The PIC annual line check is considered a proficiency assessment, conducted by an evaluator, during actual 14 CFR part 121 or 135 revenue flight operations. It also may be conducted during an operationally oriented flight such as ferry flights or proving flights. During line checks, each person performing duties as a PIC, second in command (SIC), or FE must be individually evaluated as to:
• Proficiency in the particular aircraft, crew position, and type of operation.
• Skill and ability to operate effectively as part of a crew.
If a pilot receives an unsatisfactory overall performance rating on a line check, the pilot must be removed from continued line operations until the approved remediation has been successfully completed.
NOTE: To conduct a line check, the evaluator must hold the airman certificates and ratings equal to the PIC.
FIGURE 3-4.
EXAMPLE OF AN AQP FOUR-DAY FLIGHTCREW CONTINUING QUALIFICATION
CURRICULUM FOOTPRINT Begin Rotating System Topics 8 Hours CRM Refresher 1 and 2 Day(s) 8 Hours Ground School Hot Topics Emergency Equipment Training Home Study Testing Continuing Augmentation of 2 Hours Prebrief _Ground School, Technical Day First-Look Maneuvers 3 4 Hours Simulator < Maneuver/Procedural Training & Spot FTD Maneuvers Validation - Train To Proficiency 2 Hours Debrief - Establish Mindset For LOE Day 2 Hours Prebrief Training Period JItems Applicable to Evaluation and 4 Hours - Simulator Special Qualification Training LOE, Spot, Advance Maneuvers Finish 2 Hours - Debrief - Technical Proficiency & CRM
d. Flightcrew Member Recent Experience. The applicant's AQP documentation should show compliance with either the recent experience requirements in part 121, § 121.439 or alternative equivalent currency activities under AQP. The currency requirements, if not met during line operations, may be re-established through a flight currency module specified in the continuing qualification curriculum. Currency activities for instructors and evaluators will be specified in each AQP. These instructor and evaluator activities should enable each instructor or evaluator to maintain proficiency in teaching and evaluating the events he/she is authorized to perform.
e. Cycles and Evaluation Period. The time period during which all proficiency objectives are trained, validated, or evaluated for all crewmembers is called a "Continuing Qualification Cycle." Figure 3-5 illustrates a continuing qualification cycle. The initial approval for a continuing qualification cycle is no more than 24 months in duration, divided into two 12-month evaluation periods. All critical proficiency objectives are accomplished during each evaluation period, and all currency proficiency objectives are accomplished during each continuing qualification cycle. It is important to remember that criticality and currency do not pertain solely to Terminal Proficiency Objectives (TPO), but can also apply to Supporting Proficiency Objectives (SPO), dependent on the applicant's task factors analysis. Refer to the chart in Figure 2-3.
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(1) Schedule. The continuing qualification cycle footprint should provide sufficient detail. Elements of ground training activities, flight training activities, proficiency and line checks, and currency activities are specifically identified. The schedule for the cycle should specify the period between each type of activity. Developing a continuing qualification activity schedule involves selecting, revising, and arranging modules (with related proficiency objectives) from indoctrination and qualification curriculums. These modules are regularly revisited to maintain both individual and crew proficiency. Each continuing qualification curriculum will identify the frequency of training sessions for each person qualified under an AQP.
FIGURE 3-5.
CONTINUING QUALIFICATION CYCLE
(2) Tra ining Sessions. Each evaluation period must include at least one training session, but may include more. Initially, training sessions cannot be more than 12 months (plus or minus 1 month) apart.
(3) Line Check. For PICs, a line check must be scheduled in the calendar-month that includes the midpoint of the evaluation period. However, to allow flexibility, the line check may be completed during the month after or the month before the midpoint month.
(a) With the Administrator’s approval, a no-notice random line check strategy may be used in lieu of the line check required by § 121.915(b)(2)(i). The certificate holder who elects to exercise this option must ensure the random line checks are administered so the flightcrew members are not notified before the evaluation. In addition, the certificate holder must ensure that each PIC receives at least one random line check every 24 months. At a minimum, the number of random line checks administered each calendar year must equal at least 50 percent of the certificate holder’s PIC workforce in accordance with a strategy approved by the ERT for that purpose. In addition, the random line checks must be conducted over all geographic areas