U.S. Depar tment of Transportation Federal Aviation Administration Advisory Circular Subject: Advanced Qualification Program Date: 1/31/17 AC No: 120-54A Initiated by: AFS-200 Change: 1
1. PURPOSE. This advisory circular (AC) provides the Federal Aviation Administration (FAA) guidance for approval of an Advanced Qualification Program (AQP) under AQP regulatory guidance. (AQP guidance is provided in Title 14 of the Code of Federal Regulations (14 CFR) part 121 subpart Y, or in a subsequent regulation that supersedes it.) AQP is a systematic methodology for developing the content of training programs for air carrier crewmembers and dispatchers. It replaces programmed hours with proficiency-based training and evaluation derived from a detailed job task analysis that includes Crew Resource Management (CRM). AQP incorporates data-driven quality control processes for validating and maintaining the effectiveness of curriculum content. AQP provides an alternate method of qualifying and certifying, if required, pilots, Flight Engineers (FE), flight attendants (F/A), aircraft dispatchers, instructors, evaluators, and other operations personnel subject to the training and evaluation requirements of 14 CFR parts 121 and 135. The AQP encourages innovation in the methods and technology that are used during instruction and evaluation, and efficient management of training systems. The goal of AQP is to achieve the highest possible standard of individual and crew performance. A leading objective of AQP is to provide effective training that will enhance professional qualifications to a level above the present standards that are provided in parts 121 and 135. The contents of this document do not have the force and effect of law and are not meant to bind the public in any way. This document is intended only to provide clarity to the public regarding existing requirements under the law or agency policies.
2. PRINCIPAL CHANGES. This change provides clarification to certificate holders using AQP and the responsible Flight Standards offices conducting oversight of those certificate holders. It also updates references and terminology where needed.
PAGE CONTROL CHART Remove Pages Dated Insert Pages Dated Page i thru iii 6/23/06 Pages i thru iii 1/31/17 Pages v thru ix (and x) 6/23/06 Pages v thru ix (and x) 1/31/17 Page 1 6/23/06 Page 1 1/31/17 Pages 4 thru 6 6/23/06 Pages 4 thru 6 1/31/17 Page 11 6/23/06 Page 11 1/31/17 Page 18 6/23/06 Page 18 1/31/17 Pages 26 and 27 6/23/06 Pages 26 and 27 1/31/17 Page 35 6/23/06 Page 35 1/31/17 Page 60 6/23/06 Page 60 1/31/17 Page 63 6/23/06 Page 63 1/31/17 Page 67 6/23/06 Page 66 1/31/17 Pages 68 and 69 6/23/06 Pages 68 and 69 1/31/17 Pages 75 and 76 6/23/06 Pages 76 and 77 1/31/17 Page 77 6/23/06 Page 79 1/31/17 Page 79 6/23/06 Page 81 1/31/17 Pages 82 and 83 6/23/06 Pages 84 and 85 1/31/17 Pages 87 and 88 6/23/06 Pages 87 and 88 1/31/17 Page 90 6/23/06 Page 90 1/31/17 Page 95 6/23/06 Page 95 1/31/17 Appendix 1, Page 4 6/23/06 Appendix 1, Page 4 1/31/17 Appendix 2, Page 1 6/23/06 Appendix 2, Page 1 1/31/17 Appendix 3, Pages 1 and 2 6/23/06 Appendix 3, Pages 1 and 2 1/31/17 Appendix 4, Pages 2, 14, and 20 6/23/06 Appendix 4, Pages 2, 14, and 20 1/31/17 John Bar bagallo Director, Flight Standards Service
U.S. D epartment of Transportation Federal Aviation Administration Advisory Circular Subject: Advanced Qualification Program Date: 6/23/06 AC No: 120-54A Initiated by: AFS-230 Change:
1. PURPOSE. This advisory circular (AC) provides the Federal Aviation Administration (FAA) guidance for approval of an Advanced Qualification Program (AQP) under AQP regulatory guidance (AQP guidance is provided in Title 14 of the Code of Federal Regulations (14 CFR) part 121 subpart Y, or in a subsequent regulation that supersedes it). AQP is a systematic methodology for developing the content of training programs for air carrier crewmembers and dispatchers. It replaces programmed hours with proficiency-based training and evaluation derived from a detailed job task analysis that includes Crew Resource Management (CRM). AQP incorporates data-driven quality control processes for validating and maintaining the effectiveness of curriculum content. AQP provides an alternate method of qualifying and certifying, if required, pilots, flight engineers (FE), flight attendants (F/A), aircraft dispatchers, instructors, evaluators, and other operations personnel subject to the training and evaluation requirements of 14 CFR parts 121 and 135. The AQP encourages innovation in the methods and technology that are used during instruction and evaluation, and efficient management of training systems. The goal of AQP is to achieve the highest possible standard of individual and crew performance. A leading objective of AQP is to provide effective training that will enhance professional qualifications to a level above the present standards that are provided in parts 121 and 135. The contents of this document do not have the force and effect of law and are not meant to bind the public in any way. This document is intended only to provide clarity to the public regarding existing requirements under the law or agency policies.
NOTE: The methods and procedures in this AC describe one acceptable means of compliance. Alternate means are encouraged and will be evaluated on their merit.
2. CANCELLATION. AC 120-54, Advanced Qualification Program, dated August 9, 1991, is canceled.
3. RELATED 14 CFR PARTS.
a. Part 119, Certification: Air Carriers and Commercial Operators.
b. Part 121, Operating Requirements: Domestic, Flag, and Supplemental Operations.
c. Part 121 Subpart Y, Advanced Qualification Program.
d. Part 135, Operating Requirements: Commuter and On Demand Operations and Rules Governing Persons on Board Such Aircraft.
e. Part 142, Training Centers.
4. BACKGROUND. The capabilities and use of simulators and other computer-based training devices in training and qualification activities have changed dramatically. AQP regulatory guidance and this AC allow certificate holders that are subject to the training and evaluation requirements of part 121 and part 135 to develop innovative training and qualification programs that incorporate the most recent advances in training methods and techniques. AQP regulatory guidance and this AC also apply to training centers under 14 CFR part 142 that intend to provide training for eligible certificate holders. AQP emphasizes crew-oriented training and evaluation.
These training and evaluation applications are now grouped under the general term of Line-Operational Simulations (LOS), including Line-Oriented Flight Training (LOFT), Special Purpose Operational Training (SPOT), and Line Operational Evaluation (LOE). Due to the role of CRM issues in fatal accidents, it has become evident that training curriculums should develop and evaluate both technical and CRM skills. In AQP, a structured LOS design process is employed to specify and integrate the required CRM and technical skills into LOS scenarios.
a. History. In 1975, the FAA began to deal with two issues: hardware requirements needed for total simulation, and the redesign of training programs to deal with increasingly complex human factors problems. At the urging of the air transportation industry, the FAA addressed the hardware issue first. This effort culminated in 1980 in the development of the Advanced Simulation Program. Since then, the FAA has continued to pursue approaches for the redesign of training programs to increase the benefits of Advanced Simulation and to deal with the increasing complexity of cockpit human factors.
b. Joint Government-Industry Task Force. On August 27, 1987, FAA Administrator T. Alan McArtor addressed representatives from major air carriers and air carrier associations, flightcrew member associations, commuter air carriers and regional airline associations, manufacturers, and government organizations. One of the issues discussed at the meeting focused on flightcrew member performance. This meeting led to the creation of the Joint Government-Industry Task Force on Flightcrew Performance. On September 10, 1987, the task force met at the Air Transport Association’s (ATA), currently known as Airlines for America (A4A), headquarters to identify and discuss flightcrew member performance issues. Working groups in three major areas were formed: (1) man/machine interface; (2) flightcrew member training; and (3) operating environment. Each working group submitted a report and recommendations to the joint task force. On June 8, 1988, the recommendations of the joint task force were presented to Administrator McArtor. The major substantive recommendations to the Administrator from the flightcrew member training group were the following:
(1) Require part 135 commuters (whose airplane operations require two pilots) to comply with part 121 training, evaluation, qualification, and recordkeeping requirements (part 119).
(2) Provide for an Special Federal Aviation Regulation (SFAR) and AC to permit development of innovative training programs (SFAR 58).
(3) Establish an FAA national air carrier training program office that provides training program oversight at the national level (Air Carrier Training Systems and Voluntary Safety Programs Branch).
(4) Require seconds in command (SIC) to satisfactorily perform their duties under the supervision of check airmen during operating experience (§ 121.434(c)(2)).
(5) Require all training to be accomplished through a certificate holder’s training program.
(6) Provide for approval of training programs based on course content and training aids rather than specified programmed hours (SFAR 58).
(7) Require Crew Resource Management (§ 121.404) (SFAR 58) training and encourage greater use of LOFT (§ 121.409) (SFAR 58).
c. National Transportation Safety Board (NTSB). In June of 1988, the NTSB issued a Safety Recommendation (A-88-071) on the subject of CRM training. The recommendation was that all part 121 carriers review initial and recurrent flightcrew training programs. The purpose of this review was to ensure that the training programs include simulator or aircraft training exercises that involve crew resource management and active coordination of all crewmember trainees, and which permits evaluation of crew performance and adherence to those crew coordination procedures.
d. Part 121 Subpart Y. In response to the recommendations from the joint task force and from the NTSB, the FAA, on October 2, 1990, published SFAR 58, which addresses the majority of the above recommendations. Part 121 subpart Y was released on September 16, 2005. AQP was also established to permit a greater degree of regulatory flexibility in the approval of innovative pilot training programs. Based on a documented analysis of operational requirements, a certificate-holder under AQP may propose to depart from traditional practices with respect to what, how, when, and where training and testing is conducted. This is subject to FAA approval of the specific content of each proposed program. Part 121 subpart Y requires that all departures from traditional regulatory requirements be documented and based upon an approved continuing data collection process sufficient to establish at least an equivalent level of safety. AQP provides a systematic basis for matching technology to training requirements and for approving a training program with content based on relevance to operational performance. An applicant may propose to replace certain requirements of 14 CFR part 61, 63, 65, 121, or 135, with an AQP curriculum, subject to FAA approval. An AQP may also employ substitutes for the practical test requirements. Each requirement of part 61, 63, 65, 121, 135 or the applicable Airman Certification Standards (ACS) or practical test standards (PTS) that is not specifically addressed in an approved AQP curriculum continues to apply to the certificate holder.
5. BENEFITS OF AQP. Although AQP is a voluntary program, the FAA Flight Standards Service (FS) encourages air carriers to participate. AQP provides for enhanced curriculum development and a data-driven approach to quality assurance along with the flexibility to target critical tasks during aircrew training. The AQP methodology directly supports the FAA’s goals for safety enhancement. The primary goal of AQP is to achieve the highest possible standard of individual and crew performance. In order to achieve this goal, AQP seeks to reduce the probability of crew-related errors by aligning training and evaluation requirements more closely with the known causes of human error. For example:
a. Crew Performance. Most accidents are attributed to crew error. Traditional training programs focus on individual training and evaluation. Under AQP, the focus is on crew and individual performance in both training and evaluation.
b. CRM. Most accidents are caused by errors of judgment, communication, and crew coordination. Traditional training programs focus primarily on flying skills and systems knowledge. Under AQP, competence in flying skills and systems knowledge are integrated with CRM skills in training and evaluation throughout the curriculum.
c. Scenario-Based Training and Evaluation. Most accidents are caused by a chain of errors that build up over the course of a flight and which, if undetected or unresolved, result in a final, fatal error. Traditional training programs, with their maneuver-based training and evaluation, artificially segment simulation events in such a way as to prevent the realistic buildup of the error chain. Under AQP, both training and evaluation are scenario-based, simulating more closely the actual flight conditions known to cause most fatal carrier accidents.
d. Additional Benefits. Added benefits that are expected for individual applicants will vary, but may include:
(1) The ability to modify training curricula, media, and intervals.
(2) Crew evaluation as well as individual assessment.
(3) Improved standardization across fleets and flight personnel.
(4) Shift from programmed hours to proficiency-based training.
(5) Access to innovative training ideas and research.
(6) Opportunity to achieve more efficient training.
CONTENTS Paragraph Page
CHAPTER 1. AQP OVERVIEW1
1-1. General1
1-2. AQP Objectives1
1-3. AQP Characteristics2
1-4. Equivalent Level of Safety and AQP Reqiurements2
1-5. Developmental Assistance and Support4
Figure 1-1. Other Resources6
CHAPTER 2. AQP DEVELOPMENT PHASES9
SECTION 1. INTRODUCTION9
2-1. Phases9
2-2. Instructional Systems Development (I SD)9
2-3. Training Systems10
Figure 2-1. AQP Phase Development Process10
SECTION 2. PHASE I: APPLICATION10
2-4. Joint Meeting10
2-5. The AQP Application11
2-6. Approval13
SECTION 3. PHASE II: CURRICULUM DEVELOPMENT13
2-7. Overview13
2-8. J TA14
Figure 2-2. Sample Pilot Job Task Listing16
2-9. Qualification Standards17
F
igure 2-3. AQP Continuing Qualification Critical/Currency Chart19
Figure 2-4. Rating Scale for Procedures Validation, First-Look, Maneuvers
Validation, LOE, or Line Check23
2-10. Instructional Systems Development Methodology Document25
Figure 2-5. Curriculum Development26
2-11. Curriculum Outline Document27
Figure 2-6. Performance Difference Rating Scale28
Figure 2-7. Sample AQP Curriculum Outline29
2-12. Implementation and Operations Plan (I&O Plan) Document30
2-13. Approval32
SECTION 4. PHASE III: SMALL GROUP TRYOUT (IMPLEMENTATION)32
2-14. Overview32
2-15. Approval33
SECTION 5. PHASE IV: INITIAL OPERATIONS33
2-16. Overview33
2-17. Phase IV Activities33
2-18. Revisions34
2-19. Approval34
SECTION 6. PHASE V: CONTINUING OPERATIONS34
2-20. Overview34
2-21. Data’s Impact on Continuing Operations34
2-22. Quality Assurance34
SECTION 7. DOCUMENT AND REPORTING REQUIREMENTS34
2-23. Overview34
Figure 2-8. Document Structures Chart37
CHAPTER 3. AQP CURRICULUMS AND CERTIFICATION39
SECTION 1. CURRICULUMS39
3-1. Background39
3-2. Indoctrination Curriculum39
3-3. Q ualification Curriculum39
Figure 3-1. Flightcrew Member AQP Training, Validation, and Evaluation43
Figure 3-2. AQP Validation/Evaluation Table44
Figure 3-3. Example of AQP Flightcrew Qualification Curriculum Footprint45
3-4. Continuing Qualification Curriculum46
Figure 3-4. Example of An AQP Four-Day Flightcrew Continuing Qualification
Curriculum Footprint49
Figure 3-5. Continuing Qualification Cycle50
3-5. Secondary Curriculums52
Figure 3-6. AQP Secondary Curriculums52
SECTION 2. AIRMAN CERTIFICATION54
3-6. G eneral54
3-7.
AQP Training and Evaluation for Certification54
3-8. Completion of the Qualificatioin Curriculum54
CHAPTER 4. AQP APPROVAL AND DOCUMENTATION55
SECTION 1. DOCUMENTATION REVIEW AND APPROVAL55
4-1. O veriew55
4-2. R eview Process55
4-3. Approva l Process55
Figure 4-1. Five Phases of AQP Review and Approval56
4-4. Phase Approvals56
4-5. Method of Granting Approval59
4-6. R evision Control Process60
SECTION 2. WITHDRAWAL OF APPROVAL61
4-7. G eneral61
4-8. I nitial or Provisional61
4-9. Final Approval61
4-10. Appeal Withdrawal of Final Approval61
CHAPTER 5. INSTRUCTORS AND EVALUATORS63
SECTION 1. INSTRUCTOR/EVALUATOR PROGRAMS63
5-1. G eneral63
5-2. I nstructor/Evaluator Curriculums63
5-3. Authorized Evaluation Personnel by AQP Event67
Figure 5-1. Authorized Evaluation Personnel by AQP Curriculum68
SECTION 2. CERTIFICATION PERSONNEL68
5-4. T raining68
5-5. A uthorized Certification Personnel69
SECTION 3. QUALITY ASSURANCE AND STANDARDIZATION69
5-6. Quality Assurance69
5-7. S tandardization69
CHAPTER 6. TRAINING CENTERS71
SECTION 1. INTRODUCTION71
6-1. Background71
6-2. Training Centers Offering an AQP71
SECTION 2. PROVISIONAL APPROVAL: APPLICATION AND DEVELOPMENT71
6-3. P rovisional AQP71
SECTION 3. REQUEST AND APPROVAL FOR USE OF TRAINING CENTERS72
6-4. R equest72
6-5. Development72
SECTION 4. TRAINING CENTER’S INSTRUCTORS AND EVALUATORS73
6-6. Q ualification73
6-7. I nstructor/Evaluator Curriculum Approval73
SECTION 5. DATA COLLECTION AND RECORDKEEPING73
6-8. D ata Collection73
6-
9. D ata Submission73
6-10. Recordkeeping73
CHAPTER 7. TRANSITION TO AQP75
SECTION 1. OVERVIEW75
7-1. G eneral75
7-2. Entering AQP from an Established Training Program75
7-3. Transitioning to AQP Using the SVE75
SECTION 2. THE PETITION FOR EXEMPTION81
7-4. G eneral81
Figure 7-1. Single Visit Exemption (SVE) Process81
7-5. T he Petition Process81
7-6. T he Petition82
7-7. G ranting of the Petition82
7-8. R enewal Requirements for the SVE83
SECTION 3. SVTP83
7-9. Overview83
7-10. Contents83
7-11. SVTP Proficiency Check83
7-12. Approval of the SVTP84
7-13. Revisions84
7-14. Implementation of the SVTP85
7-15. Data Submission and Reporting Requirements85
7-16. SVTP Review Meeting85
Figure 7-2. Sample of Proficiency Check Fixed and Variable Maneuvers86
CHAPTER 8. AQP DATA MANAGEMENT87
SECTION 1. INTRODUCTION87
8-1. Overview87
8-2. D efinitions87
SECTION 2. DATA MANAGEMENT88
8-3. Overview88
8-4. D ata Collection—SVTP and AQP88
8-5. D a ta Entry88
8-6. D ata Submission88
SECTION 3. DATA ANALYSIS AND REPORTS90
8-7. Overview90
Figure 8-1. Data Submission Requirements91
Figure 8-2. Performance Data Report Table (PDRT)93
Figure 8-3. Skill/Reason Table (SKLRSN)96
Figure 8-4. Training Objectives Report Table (TORT)97
CHAPTER 9. CREW RESOURCE MANAGEMENT99
SECTION 1. INTRODUCTION99
9-1. Overview99
SECTION 2. INTEGRATING CRM INTO AN AQP99
9-2. Scope of Integration99
9-3. CRM/AQP Task List100
9-4. CRM Knowledge and Skills100
9-5. CRM and Proficency Objectives100
Page ix (and x)
9-6. Training Events101
9-7. Event Sets101
9-8. Source101
9-9. C urriculum Design102
9-10. Indoctrination Curriculum102
9-11. Qualification Curriculum102
9-12. Continuing Qualification Curriculum102
9-13. Line Opeartions and Proceduralized CRM103
SECTION 3. EVALUATING CRM103
9-14. Overview103
9-15. Observable Behaiors103
Figure 9-1. Sample CRM Skills104
Figure 9-2. Sample Event Worksheet106
APPENDIX 1. DEFINITIONS (6 pages)1
APPENDIX 2. GENERIC AIRLINES ADVANCED QUALIFICATION PROGRAM APP
LICATION (2 pages)1
APPENDIX 3. REGULATORY COMPARISON CHART/PART OF THE QUALI
FICATIONS STANDARDS DOCUMENT (6 pages)1
APPENDIX 4. ADVANCED QUALIFICATION PROGRAM DOCUMENTATION CHECK
LIST AND REVIEW JOB AID (21 pages)1
APPENDIX 5. ADVANCED QUALIFICATION PROGRAM QUALIFICATION STAN
DARDS DOCUMENTATION (4 pages)1
Par 1-1 Page 1 CHAPTER 1. AQP OVERVIEW
1-1. GENERAL. The Advanced Qualification Program (AQP) integrates a number of training and evaluation features aimed at improving performance. AQPs are systematically developed, continuously maintained, and empirically validated proficiency-based training systems. They allow for the systematic analysis, design, development, implementation, evaluation, and maintenance of self-correcting training programs.
a. Phases of Development. There are five phases for developing, implementing, and maintaining an AQP. A description of each phase is located in Chapter 2. Each phase must be Federal Aviation Administration (FAA)-approved before the applicant may proceed to the next phase. Each phase consists of specific activities, including the documentation of those activities.
These documents must also be FAA-approved.
b. AQP Documentation. In addition to the supporting documents and manuals provided to the FAA in traditional training programs, there are six documents and an annual report requirement that is unique to AQP. The documents are instrumental in managing the AQP and must be maintained throughout the life of the program. The documents can be categorized in two groups, by their function and interrelationship: management and database. The documents, along with the annual report, comprise the Program Audit Database (PADB).
(1) Management Documents. These documents include the Application, Instructional Systems Development Methodology, and Implementation and Operations Plan. These documents are stand-alone in that a change in one will not necessitate a change in another.
(2) Database Documents. These documents include the Task Analysis, Qualification Standards, and Curriculum Outlines. Because a change to one often means a change to the others, it is recommended that they be maintained in an interactive database.
(3) Annual Report. The purpose of the report is to identify changes to the curriculums, training equipment upgrades, and the AQP Maintenance Strategy resulting from feedback and analysis of the information in the Performance/Proficiency Database (PPDB). Details of the report are found in Chapter 2, Section 7.
1-2. AQP OBJECTIVES.
a. Support safe operations by continuously improving training and evaluation.
b. Remain responsive to continuing changes in the industry, including new aircraft technology, changing operational environments, and new training methods and equipment.
c. Remain responsive to continuing changes and best practices relative to training and evaluation.