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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
Par 3-4 Page 51 flown by the certificate holder in accordance with a sampling methodology approved by the ERT for that purpose.
(b) During the random line checks, each person performing duties as a PIC, SIC, or FE for that flight must be individually evaluated to determine whether the person remains adequately trained and currently proficient with respect to the particular aircraft, crew position, and type of operation in which he or she serves, and the person has sufficient knowledge and skills to operate effectively as part of a crew. The evaluator must be a check airman, an APD, or an FAA inspector and must hold the certificates and ratings required of the PIC.
(4) Proficiency Evaluations. For PICs, SICs, FEs, and other persons covered by an AQP, a proficiency evaluation must be completed during each evaluation period. Typically, the proficiency evaluation will occur during a required training session; however, if more than one training session is completed during an evaluation period, the proficiency evaluation may be divided among training sessions or otherwise allocated to one or more such sessions.
f. Extensions. The FAA will consider approving extensions to the duration of continuing qualification cycle and evaluation period if evidence substantiates that the extension will maintain or increase the level of safety for that carrier. To obtain approval, an applicant must be able to show that individuals subject to the AQP are able to maintain their knowledge and skills under the already approved schedules. In addition, it must show that a rational basis exists for believing that no loss of knowledge, skill, or ability, which could compromise safety, will result from an extension. An extension will be allowed to continue, or an additional extension will be granted, if an operator’s data analysis and an independent FAA evaluation verify that the extension is an appropriate means to maintain or increase an individual’s level of competency.
NOTE: A continuing qualification cycle may be extended up to a maximum of 36 months.
g. Validation. The continuing qualification cycle and evaluation period are subject to continued demonstration of overall effectiveness. The demonstration will be dependent on the data submitted to the FAA by the participant and additional analysis accomplished by the participant. To ensure adequate individual and crew qualification, the participant must demonstrate that its AQP has the capacity to monitor individual proficiency.
h. Dual Qualification. An individual is deemed “dual qualified” if, during the continuing qualification cycle following an AQP proficiency evaluation, the individual performs flightcrew duties in that aircraft type after becoming qualified and operating another aircraft type during that same continuing qualification period. If maintaining qualification in more than one aircraft type in accordance with the definition of “dual qualification” above, the individual will have one aircraft type designated as “primary” and other aircraft types designated as “secondary.”
(1) Training Cycle. A person, who is qualified on more than one aircraft type, or in more than one duty position on different aircraft types, should be simultaneously enrolled in a separate continuing qualification curriculum for each assigned aircraft and duty position. For each aircraft type or duty position in which he/she is maintaining qualification, the individual must accomplish the corresponding AQP continuing qualification curriculum. Those training
Par 3-4 Page 52 items that are not “fleet specific” in nature need only be addressed in the “primary” aircraft’s AQP continuing qualification program.
(2) Line Check. In addition, the individual must accomplish at least one line check during the continuing qualification cycle in the “primary” aircraft. The individual should receive a line check on a different aircraft type each successive year so he/she is given a line check on all aircraft types prior to re-accomplishing a line check on a given aircraft type.
(3) Multiple Duty Positions. A person assigned simultaneously as a flight crewmember, instructor, and/or evaluator on the same aircraft, may be enrolled in a continuing qualification curriculum, which combines the activities necessary to maintain skill and proficiency in all duty positions.
3-5. SECONDARY CURRICULUMS. Developing a secondary curriculum entails selecting, revising, and arranging modules (with related proficiency objectives) from all three primary curriculums. In all cases, the TPOs, SPOs, and EOs must include CRM principles and include the use of Line-Operational Simulation (LOS) for training and evaluation. Figure 3-6 shows the relationship of primary AQP curriculums to the secondary curriculums.
FIGURE 3-6.
AQP SECONDARY CURRICULUMS
a. T ransition Curriculum. This curriculum is applicable for an employee who has been previously trained and qualified in a specific duty position by the certificate holder and is being assigned the same duty position on a different aircraft. Under part 121, the new aircraft must be in the same aircraft group or the qualification curriculum must be used. In a transition curriculum, the same qualification standards apply as found in the qualification curriculum.
However, the training received may be abbreviated, based on an analysis of the training/validation/evaluation requirements of the qualification curriculum compared to an assessment of the currency, knowledge, skills, and qualifications of the individual. In most cases, the training received would be from modules extracted from the qualification curriculum for that
Par 3-5 Page 53 particular aircraft. For example, if both aircraft used the same flight management system (FMS), training may be tailored to be aircraft specific (weights, fuel burn, etc.) and proficiency validated through testing rather than requiring the student to sit through the entire FMS curriculum segment.
b. Conversion Curriculum. This curriculum is for an employee who has been previously trained and qualified as an FE for the certificate holder and is being assigned as an SIC for the same aircraft type in which he or she was previously trained and qualified. Elements or training modules for this curriculum may be found in all three primary curriculums. In conversion training, the same qualification standards apply as found in the qualification curriculum. The individual must meet at least the same validation and evaluation sessions as in the continuing qualification curriculum for the position that they are being assigned. However, the training received may be abbreviated, based on an analysis of the training/validation/evaluation requirements of the qualification and continuing qualification curriculums compared to an assessment of the currency, knowledge, skills, and qualifications of the individual. For example, if the individual is current in the aircraft as an FE, proficiency in training modules such as systems and emergency drills may be validated through testing.
c. Upgrade Curriculum. This curriculum is for an employee who has been previously trained and qualified as an SIC for the certificate holder and is being assigned as a PIC for the same aircraft type in which he or she was previously trained and qualified. Elements or training modules for this curriculum may be found in all three primary curriculums. In upgrade training, the same qualification standards apply as found in the qualification curriculum. However, the training received may be abbreviated, based on an analysis of the training/validation/evaluation requirements of the qualification and continuing qualification curriculums compared to an assessment of the currency, knowledge, skills, and qualifications of the individual. For example, if the individual is a current first officer instructor/evaluator already type-rated in the aircraft, the training/validation/evaluation requirements of continuing qualification followed by operating experience might be appropriate. Another example, if the individual is current in the aircraft as an SIC, proficiency in training modules such as systems, FMS, and emergency drills may be validated through testing. Other training such as seat dependent training, command authority, and CRM may be trained and evaluated using a combination of classroom and LOS methodology.
NOTE: Downgrade. Seat-dependent task training is required when a PIC is reassigned as an SIC on the same type aircraft. It may be appropriate to provide modules from several different secondary curriculums
(i.e., transition and requalification) if the flightcrew member has never served as an SIC on that type aircraft. The training required when the downgrade is from PIC to SIC from one type aircraft to another type aircraft will depend on whether the crewmember was previously qualified as an SIC in that type. If previously qualified in the duty position and type, a requalification curriculum based on time away is appropriate. If only previously qualified in the duty position, transition is appropriate.
d. Requalification Curriculum. This curriculum is for an individual who has not met the requirements of a continuing qualification curriculum, for whatever reason, and becomes
Par 3-5 Page 54 unqualified for the duty position. The individual must be requalified under a secondary curriculum to resume serving in that duty position. An AQP applicant should establish non-qualification duration limits based on a currency analysis beyond which an individual would be required to repeat some or all of the indoctrination and qualification curriculum in addition to the continuing qualification curriculum to requalify.
e. Refresher. This curriculum is for an individual who has not met the time requirements of consolidation. The individual must be requalified using this secondary curriculum to resume serving in that duty position.
SECTION 2. AIRMAN CERTIFICATION
3-6. GENERAL. AQP regulatory guidance provides an alternative practical means to certificate pilots, FEs, flight attendants (F/A), and aircraft dispatchers. AQP regulatory guidance also provides for the development of alternative training and evaluation for F/As and operations personnel.
3-7. AQP TRAINING AND EVALUATION FOR CERTIFICATION. An applicant for AQP certification must be eligible in accordance with the applicable requirements of part 61, 63, or 65, except that an operator may develop an alternative training and evaluation strategy, as specified in the qualification standards and approved by the FAA. AQP training and evaluation strategies are used in place of the prescribed practical test requirements of parts 61, 63, and 65.
The AQP training and evaluation proposed by the operator must be an equivalent or better measure of airman competence and operational proficiency than that provided by the practical tests prescribed in part 61, 63, or 65.
3-8. COMPLETION OF THE QUALIFICATION CURRICULUM. An applicant for FAA airman certification under an AQP must successfully complete the appropriate qualification curriculum and apply for certification on FAA Form 8710-1, Airman Certificate and/or Rating Application.
a. Application. There is a signature requirement for airman certification under AQP on the back of the application form. It is the block entitled “Evaluators Record for Airline Transport Certificate/Rating Only.” Signature in the AQP block constitutes verification, by a competent authority, that all of the requirements under the specific provisions of a certificate holder’s AQP qualification program have been satisfactorily accomplished. In this instance, the competent authority is an APD, Airline Transport Pilot Examiner (ATPE), Training Center Evaluator (TCE) authorized by the FAA, or a qualified FAA inspector.
b. Demonstration of Individual Skills. Applicants for certification and/or qualification, including dispatchers and F/As, must show competence in required technical proficiency objectives and CRM/DRM in actual or simulated operational scenarios that assess both types of skills together.
Par 4-1 Page 55 CHAPTER 4. AQP APPROVAL AND DOCUMENTATION SECTION 1. DOCUMENTATION REVIEW AND APPROVAL
4-1. OVERVIEW. This section establishes how the FAA reviews and grants approval, or withdraws approval, for all or part of an Advanced Qualification Program (AQP). Specific document content is discussed in Chapter 2.
a. Approval Authority. Except for the three items listed below, notification of approval for AQP documents and their revisions is a joint signature responsibility of the manager of appropriate Safety Standards office and the Principal Operations Inspector (POI), based on recommendations from the FAA Extended Review Team (ERT). The exceptions are:
(1) Application –manager of the appropriate Safety Standards office.
(2) Line Operational Simulation (LOS) scenario content – POI signature approval.
(3) Phase V curriculum outline revisions – POI signature approval.
b. Approval Process. All AQP documents and subsequent revisions are reviewed by the ERT. The ERT reports to the manager of the appropriate Safety Standards office and to the POI with its recommendations. Based on the acceptance of the ERT recommendations, the manager of the appropriate Safety Standards office will originate, sign, and forward electronically a response letter to the POI for signature and delivery to the operator. The operator will ensure that the manager of the appropriate Safety Standards office and the POI receive copies of the approved material.
4-2. REVIEW PROCESS. Chapter 1 of this advisory circular (AC) discusses the roles and responsibility of the ERT personnel involved with AQP. The ERT prefers to interact closely with applicants as AQP documentation is developed. Experience has shown that is more efficient for the ERT to discuss plans and review drafts of document sections early in the development process.
4-3. APPROVAL PROCESS. Applicants develop, implement, and operate the AQP in five sequential phases. FAA approval of each phase marks the completion of that phase and entry into the next. Developing and implementing an AQP requires a commitment of resources for both the FAA and a certificate holder. The FAA and the certificate holder must use their resources in an effective and efficient manner. The FAA has established a transition time criterion in order to provide a clear delineation of FAA expectations regarding reasonable progress towards AQP implementation. Accordingly, continuation in AQP for applicants who do not initiate Phase IV within the 30th month of Phase I approval, as indicated in Figure 4-1, will be subject to a review and analysis of their progression towards completing AQP. If circumstances do not warrant an extension, AQP and the Single Visit Training Program (SVTP) Plan approval (if applicable) may be withdrawn.
FIGURE 4-1.
FIVE PHASES OF AQP REVIEW AND APPROVAL Application Phase I + Application Approved Program Review Curriculum Job Task Analysis Development Qualification Standards Instructional Systems Phase II + Development 3 Program Review By ERI Curriculum Outline Methodology I&O Plan M All Are Approved Curriculum Implementation Phase III Program Review By Small Group Tryout Approved ERT Initial Operations Data Collection & Phase IV Curriculum Maintenance Program Review By Approved ERT Continung Annual AQP Report Phase V Operations Maintenance of AQP Documents
4-4. PHASE APPROVALS. After concluding a joint meeting with the potential applicant, the manager of the appropriate Safety Standards office and the POI/Training Center Program Manager (TCPM) will form the core ERT. The purpose of forming the ERT prior to accepting the Phase I application is to have FAA resources available to help the applicant during the development process. In reviewing all phases of AQP development, the ERT will:
• Evaluate documents based on the guidelines in Chapters 2 and 3 (see Appendix 3).
• Provide suggestions for improvement, if appropriate.
• Make recommendations to the manager of the appropriate Safety Standards office/POI/TCPM regarding approval.
a. Phase I - Initial Application. Approval of the initial application marks the certificate holder's formal entry into the AQP. The steps for the applicant are:
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• Simultaneously submit the application electronically to the POI/TCPM and to the manager of the appropriate Safety Standards office.
• Address comments and recommendations of the ERT.
After determining that the applicant’s submittal is satisfactory, the manager of the appropriate Safety Standards office, in collaboration with the POI/TCPM, will approve the application. This approval will permit the applicant to proceed to Phase II.
b. Phase II – Curriculum Development. Curriculum development follows a sequential order of program development and submission: job task analysis, qualification standards, instructional systems development methodology, curriculum outlines, and Implementation and Operations Plan (I&O Plan). After all Phase II-required documents have been reviewed by the ERT, the manager of the appropriate Safety Standards office and the POI/TCPM will issue a joint letter of approval to the applicant, with permission to begin Phase III development.
c. Phase III – Small Group Tryout. In this phase, the applicant will implement the AQP on a limited scale as defined in the I&O Plan. The applicant should provide the ERT a schedule of Phase III activities at least 30 days before starting the events.
(1) Review and Surveillance. ERT activities in this phase will consist of observing, monitoring and participating in the AQP training programs. Particular emphasis will be placed on:
(a) Instructor/evaluator training and observation.
(b) Training scenarios.
(c) Validation.
(d) Line Operational Evaluation (LOE).
(2) Program Operation. Proficiency data, maintenance plan, quality assurance, data collection, analysis, and reporting will be evaluated for consistency and accuracy.
(3) I&O Plan Review. Once Phase III is concluded, the applicant will provide the ERT with an updated I&O Plan. Based on the recommendations of the ERT, the manager of the appropriate Safety Standards office and the POI will approve the completion of Phase III. Initial approval permits the applicant to execute the updated I&O Plan through one complete cycle of the continuing qualification cycle (usually 24 months). See Chapter 2, Section 5, paragraph 2-16 for the qualification and indoctrination curriculums (Phase IV period).
NOTE: The POI and certificate holder must add an AQP entry (A034) into the automated operations specifications (OpSpecs).
d. Phase IV – Initial Operations. In this phase, the applicant will implement the AQP as defined in the updated I&O Plan through one complete cycle of the curriculum.