for AQP are approximately the same number of days/hours in the currently approved part 121 program, with POI approval letter of hourly reduction under part
121.405.
Section 121.433(a) Specifies the crewmember must complete a training program approved under subpart N for the type airplane and crew position. XYZ’ s flight crewmembers will complete the training program approved under part 121 subpart Y (AQP).
Section 121.433(c)(1)(iii) Specifies a 6-month pilot-in-command (PIC) recurrent training requirement. XYZ will conduct annual recurrent training and checking under part 121 subpart Y full crew concept guidelines. Refer to the recurrent training curriculum outline in the appendix.
Section 121.433(c)(2) Specifies that the proficiency check for pilots be as provided for under section 121.441. XYZ pilots in an AQP will complete the proficiency check as a line operational evaluation (LOE) under part 121 subpart Y full crew concept guidelines.
Section 121.434(g)(2) References the section 121.441 proficiency check as the start of the 120 days for pilots to accomplish 100 hours of flight time for consolidation of knowledge and skills. In XYZ’ s AQP, the start of the 120 days for completion of consolidation of knowledge and skills will be completion of the LOE.
Section 121.441(a)(1) Specifies that the PIC accomplish a proficiency check within the preceding 12 months and in addition, within the preceding 6 months, either a proficiency check or an approved simulator course of training under section 121.409. In XYZ’s AQP, PICs will be scheduled for an annual crew oriented training and check (LOE) within the required 12 months (plus or minus 1 month). However, the PIC requirement at 6 months for either a proficiency check or a simulator training session will be eliminated. Exception: PICs in certain situations will be required training at the 6-month point (plus or minus 1 month).
Section 121 Appendices E and F; and FAA Order 8400.10 Require an Air Transportation flight instructor to train pilots in the interior and exterior visual inspection. XYZ’ s AQP allows the interior and exterior inspection (SPO 1.1.6.2 Aircraft Inspection) to be trained and validated by a ground instructor during the ground training segment of the qualification curriculum using advanced pictorials.
Section 121.441(b)(1) and Appendices E and F Specifies that the proficiency check for pilots include at least the procedures and maneuvers in part 121 appendix F. All appendix E events are included in appendix F. In addition, appendix E includes the following six additional events not listed for the proficiency check in appendix F:
• Night takeoff and landings [II.(e) & IV.(i)];
• Zero flap approaches [III.(o), PIC only];
• Missed approaches that include a power plant failure [III.(p)(4)];
• Landing and go around with the horizontal stabilizer out of trim [IV.(b), PIC only];
• Zero flap landings if the Administrator finds that event appropriate [IV.(h), PIC only];
• Manual reversion (if appropriate) [IV(i)].
P a g e 2 AC 120-54A 6/23/06 A p p e n d i x 3
In accordance with part 121 subpart Y and AC 120-54A, the events to be trained and validated/evaluated in XYZ’s AQP are the terminal proficiency objectives (TPO) and supporting proficiency objectives (SPO) described in the Proficiency Objectives section of this document. While occasionally labeled differently, these TPOs and SPOs are very similar to the events listed in appendices E and F, and all appendix E and F events are included, except steep turns and circling approaches. Circling approaches are not authorized in XYZ’ s operations and are not included in the curriculum. Refer to the Training & Evaluation Strategy section of this document for more information on training and evaluation procedures.
Section 121, Appendix H, paragraph 6 under Advanced Simulation Training Program Specifies that a special line oriented flight training (LOFT) program is required, consisting of at least a 4-hour course of training for each flightcrew, including at least two flight segments of the operator’s route: one segment of normal operating procedures and another segment in appropriate abnormal and emergency flight operations. XYZ’ s AQP is structured to comply with the guidance contained in part 121 subpart Y and AC 120-54A. As such, training, validation, and evaluation are conducted with a complete crew using the concepts of LOS. While XYZ’ s AQP does not currently include a LOFT, it does include special purpose operational training (SPOT) sessions and incorporates an LOE as the final performance evaluation to confirm operational proficiency. In all respects, the LOE resembles the traditional LOFT scenarios currently used in the approved advanced simulation training program.
P a g e 3 6/23/06 AC 120-54A A p p e n d i x 3
Maneuvers Part 121 Appendix E Air Carrier Training Practical Test Standards FAA-S-8081-5C Part 121 Appendix F Proficiency Check AQP Qualification Curriculum AQP Continuing Qualification Curriculum Preflight Equipment Examination N/A Required (Page 1-1) Required Written/ETS/Oral Written/ETS/Oral Interior Preflight Inspection Required Required (Page 2-1) Required MV/LOE Line check Exterior Preflight Inspection Required Required (Page 2-1) Required MV/LOE Line check Taxiing Required Required (Page 2-3) Required MV/LOE Line check Powerplant Checks Required Required (Page 2-3) Required MV/LOE Line check Takeoffs Normal Takeoffs Required Required (Page 2-5) Required MV/LOE Line check Instrument Takeoff Required Required (Page 2-6) Required MV/LOE MV/LOE Crosswind Takeoff Required Required (Page 2-5) Required MV/LOE Line check Takeoff with Powerplant Failure Required Required (Page 2-7) Required MV/LOE MV/LOE Rejected Takeoff Required Required (Page 2-8) Required MV/LOE MV/LOE Instrument Procedures Area Departure and Arrival Required Required [Waivable] (Pages 2-9; 2-15) Required [1Waivable] MV/LOE Line check Holding Required Required [Waivable] (Page 2-16) Required [Waivable] MV/LOE Brief Normal ILS Required Required (Pages 2-16; 2-17) Required MV/LOE MV/LOE Autopilot Coupled ILS Required Not Required (Pages 2-16; 2-17) Required Train to Proficiency MV/LOE
Manually Controlled ILS with Powerplant Failure Required Required (Pages 2-16; 2-17) Required MV/LOE MV/LOE Non-Precision Approach Required Required (Pages 2-18; 2-20) Required MV/LOE MV/LOE Second Non-precision Approach Required Required [Waivable] (Pages 2-18; 2-20) Required Train to Proficiency Train to Proficiency Circling Approach Not Required Required [Waivable] (Page 2-20) Note 5 Required [Waivable] Train to Proficiency Brief
Missed Approach from ILS Required Required (Pages 2-21; 2-22) Required MV/LOE MV/LOE Additional Missed Approach Required Required (Pages 2-21; 2-22) Required Train to Proficiency N/A
Missed Approach with Powerplant Failure Required Required (Pages 2-21; 2-22) Examiner Discretion MV/LOE MV/LOE AC 120-54A 6/23/06 A p p e n d i x 3 P a g e 4
Inflight Maneuvers Steep Turns Not Required Required [Waivable] (Page 2-10) Required Train to Proficiency N/A
Approach to Stalls Not Required Required [2 of 3 Waivable] (Pages 2-10; 2-11) Required [2 Waivable] Train to Proficiency Train to Proficiency
Flight Characteristics As Necessary As Necessary As Necessary Train to Proficiency N/A Powerplant Failures Required Required (Page 2-12) Required MV/LOE MV/LOE Abnormal and Emergency Procedures will include all systems maneuvers and procedures as required by Aircraft Flight Manual Required Required (Pages 2-29; 2-30) Required A sampling of Abnormals and Emergencies will trained in the simulator and evaluated during MV and LOE.
Abnormals and Emergencies will be evaluated during ground school, trained in the simulator and evaluated during MV and LOE.
Landings Normal Landings Required Required (Page 2-23) Required MV/LOE Line Check Landing from an ILS Required Required (Page 2-24) Required MV/LOE MV/LOE Crosswind Landing Required Required (Page 2-23) Required MV/LOE MV/LOE Landing with Powerplant Failure Required Required (Page 2-25) Required MV/LOE MV/LOE Landing from a Circling Approach Required Required (Page 2-26) Required Train to Proficiency N/A Rejected Landing Required Required (Page 2-27) Required MV/LOE MV/LOE Zero Flap Landing Required Required (Page 2-28) Required N/A N/A Postflight After Landing Required Required (Page 2-31) Required Line Check Line Check Parking and Security Required Required (Page 2-31) Required Line Check Line Check Training Windshear/Microburst Train to Proficiency Train to Proficiency GPWS Train to Proficiency Train to Proficiency Low Vis Taxi Train to Proficiency Train to Proficiency PRM Train to Proficiency Train to Proficiency Upsets/Catastrophic Failures Train to Proficiency Train to Proficiency
6/23/06 AC 120-54AE A p p e n d i x 3 P a g e 5 ( a n d 6 )
Appendix 4 APPENDIX 4.
ADVANCED QUALIFICATION PROGRAM DOCUMENTATION
CHECKLIST AND REVIEW JOB AID
This Advanced Qualification Program (AQP) tool contains seven job aids for both the Federal Aviation Administration (FAA) and the certificate holder to use as simplified checklists for the development and review of the documentation requirements of AQP. Other document configurations may be appropriate to a specific certificate holder. If a certificate holder adopts a different document configuration, other than the one suggested in Advisory Circular (AC) 120-54A, Advanced Qualification Program, then the applicant should provide clear and specific guidance as to the location of the information for each of these document topics. The comment section may be used to record any remarks relative to the review and approval of the document.
There are six document types and one annual report required for each AQP certificate holder. Each document will have its own job aid:
1. Application -- One per AQP airline/training center
2. Job Task Analysis – One for each trainee type and one for each trainee type’s instructor/evaluators
3. Qualification Standards -- One for each trainee type (e.g., pilot, flight attendant, and dispatcher) and one for each trainee type’s instructor/evaluators
4. Instructional Systems Development Methodology -- One per AQP airline/training center
5. Curriculum Outline -- One per curriculum/make, model, series, variant and instructor/evaluator
6. Implementation and Operations Plan (I&O Plan) -- One per AQP airline/training center.
NOTE: Each of the above documents must remain current throughout the life of the AQP. Each of the documents must be on a revision control process.
Annual AQP Report – Certificate holders will monitor the status of all AQP curriculums and the performance/proficiency Database and will summarize their findings annually in a report to the FAA. Although there is no established format for the report, the associated job aid can be used to highlight areas to be addressed in the report.
Appendix 4
Application, Phase I -- AC 120-54A. The purpose of the application is to establish the applicant’s methodology for developing an AQP for all of its fleets, instructors and evaluators, and for non-fleet specific curriculum (i.e., indoctrination). The application is submitted once and is updated as information in the application changes (e.g., a change in the transition schedule, adding new aircraft, initiating flight attendant or dispatcher AQP programs, etc.). In order to establish the applicant’s intent and approach for developing an AQP, the application should thoroughly discuss the following topics numbered 1 – 9 in this job aid.
NOTE: An application boilerplate is available from AFS-230.
1 Statement of Intent. Y N Comments
a. Does the Statement of Intent specify the applicant’s intent to develop, implement, and operate an AQP?
b. Does the Statement of Intent address all fleets?
c. Does the Statement of Intent address how and to what extent the AQP will be operated and maintained?
d. Does the Statement of Intent address how CRM will be integrated and measured?
e. Does the Statement of Intent include the use of the single visit exemption or that single visit will not be used?
2 The Applicant’s Staff Organization. Y N Comments
a. AQP Coordination: Is a person identified that will be the focal point for the applicant’s AQP development and contact with the FAA?
b. Subject Matter Expertise (SME): Are current and qualified individuals identified by name or position, who have varying levels of expertise that fairly represent the population of professionals the AQP will address?
c. Document and Curriculum Development: Are individual(s) identified by name or position, who interface with the AQP coordinator and the SMEs to develop the requisite AQP process, curriculum, and instructor/evaluator documents?
d. Document Management: Is an individual identified, who ensures AQP document control and congruence with FAA approvals?
e. Computer Specialist/Database Management:
Is an individual identified who will develop and manage the performance/proficiency data acquisition and analysis system?
f. In addition, will the computer specialist/database manager be used for other computer-related issues related to the facilitation of an AQP, such as electronic document review?
Appendix 4
3 Data Collection, Submission and Analysis Reporting Y N Comments
a. Does the applicant acknowledge their understanding and acceptance of the AQP performance data requirements by stating the intended purpose for the collection, management, analysis, and reporting of AQP training/evaluation data for each curriculum?
b. Does the applicant defer to the I&O plan for describing the process and methodology for AQP data collection and analysis?
c. Does the applicant acknowledge that an electronic data management system will be developed prior to entering phase III of any AQP curriculum?
d. Does the applicant acknowledge the requirement for collecting SVTP data?
e. Does the applicant acknowledge that requirement for submitting de-identified data to the FAA no later than 2 months after collecting the data?
f. Does the applicant acknowledge the requirement of a more stringent collection and analysis of the data than that submitted to the FAA?
g. Does the applicant describe the purpose of the data analysis and how it will be used?
h. Does the applicant acknowledge the requirement for submitting an annual AQP report summarizing their data analysis and any resulting changes that ensued in their AQP program?
4 Supporting Documents and Manuals Y N Comments
a. Do the supporting documents and manuals list each make, model, and series aircraft or variant?
b. Has the applicant provided the FAA (CHDO) with the following documents or manuals:
1. A current listing of company and manufacturers manuals that governs company operations?
2. General descriptive summary of each aircraft type, including aircraft configuration and the performance baseline?
3. Flight Operations Manual (FOM)?
4. General Operations Manual (GOM)?
5. Manufacturer’s Aircraft Flight Manual (AFM)?
6. Master Equipment List (MEL/CDL)?
Appendix 4
Y N Comments
c. Does the applicant ha ve available the training and qualification recommendations in the Flight Standards Board reports?
5 Operating Environment Description Y N Comments
a. Does the applicant describe the operating environment, including the general meteorological and geographic factors expected to be encountered during operations?
b. Does this description include the weather norms and extremes expected to be encountered in operations?
c. Does this description include normal, abnormal, and emergency equipment operation in geographic areas that require special procedures (e.g., engine failures in mountainous terrain)?
d. Does this description include terminal and en route operating areas such as controlled and uncontrolled airfields?
6 Trainee Demographics Y N Comments
a. Does the applicant provide a general summary of trainee experience and entry level by aircraft make, model, series or variant?
b. Does the applicant identify entry requirements for ground and flight instructors and evaluators?
c. Does the applicant group students in terms of previous experience (e.g. with high, low, and mean experience included)?
d. Does the applicant identify the current and anticipated need for replacement crewmembers by duty position? This information is necessary to determine priority on curriculum development?
7 Training Equipment – Description and Location Y N Comments
a. Does the applicant identify the training equipment to be used, its location, and identify the organization (vendor or applicant) responsible for its security and maintenance?
b. Does the applicant identify flight simulators and/or flight-training devices by make, model, serial number, and/or FAA identification number assigned by the National Simulator Program Manager?
Appendix 4
8 Facilities Description Y N Comments
a. Does the applicant describe the location, general type of facility, classrooms, training aids, course software, and other resources to be used to support AQP training?
9 Master AQP Transition Schedule (MATS) Y N Comments
a. Does the MATS include all aircraft, aircrew, instructors, evaluators, and other personnel that the applicant intends to transition to AQP?
b. Is the MATS complete? A partial MATS is not acceptable.
c. Does the MATS address how currently qualified personnel may transition between traditional recurrent training & continuing qualification curriculums or single visit training?
A simple spreadsheet, provided by the applicant, may be helpful to highlight the crew pairing requirements during the first year of AQP or Single Visit operations.
d. Does the MATS address how personnel who have completed initial, transition or upgrade curricula may enter a continuing qualification curriculum?
e. Does the MATS address personnel who have completed a traditional basic indoctrination curriculum, but have not completed an initial, transition or upgrade curriculum?
f. Does the MATS address personnel who are current instructors or evaluators and how they may transition to AQP via a differences course?
g. Does the MATS address the incremental implementation of the curriculums as opposed to all at once?
Appendix 4 Job Task Analysis (JTA), Phase II -- AC 120-54A. A JTA is the method or procedure used to reduce a unit of work to its base components. The JTA provides a detailed, sequential listing of tasks, subtasks, and elements with the knowledge, skill, and attitude characteristics (KSAs) that clearly define and completely describe the job. An applicant will provide a JTA for each make, model, and series aircraft (or variant). These may be submitted as individual listings, or a single-higher level listing with appendices for each aircraft, showing its unique lower-level features. As a complete document, the JTA has four components: a job task list, a learning analysis (KSA), identified crew positions, and references.
1 JTA Structure Y N Comments
a. Does the JTA provide a general introduction explaining the development of the task listing and the subsequent task analysis and how it is to be used to form the basis for the qualification standards, and the AQP curriculums upon which they are built?
b. Is the JTA organized using a hierarchical system with the flight phases at the top level, tasks at the next level, component subtasks at the next level, elements at the next level?
c. Is the JTA complete with tasks, subtasks, elements, and crew positions?
d. Has the applicant completed full development of the JTA to the element level?
e. In the JTA applicable knowledge, skills, CRM markers, and (where desired) attitudes are applied at the element level?
2 Flightcrew Training Requirements Y N Comments Does the JTA incorporate all knowledge and skill requirements currently specified in the regulations?
a. Aircraft Systems’ Subjects Aircraft General Equipment and Furnishings Emergency Equipment Powerplants Electrical Pneumatic Air-conditioning and Pressurization APU Hydraulics Landing Gear and Brakes Flight Controls Fuel Communications Equipment Flight Instruments Navigation Equipment Autoflight Warning and Detection Systems (to include TCAS, GPWS, and WX Radar
Appendix 4
Y N Comments Fire and Overheat Protection Oxygen Aircraft Performance & Limitations
MEL/CDL
b. System-Operations Integration Training Y N Comments Preflight Visual Inspection Prestart Checklist and Procedures Powerplant Start Taxi to include lowest visibility allowed by
OPSPECS
Pre-Takeoff Checks and Procedures Normal Takeoff Crosswind Takeoff Instrument Takeoff (Low Visibility) Powerplant Failure on Takeoff (at or near V1) Powerplant Failure After V2 Rejected Takeoff Area Departure Cruise Procedures Holding Area Arrival Normal ILS Engine-out ILS Autopilot-Coupled ILS Non-precision Approach ILS missed Approach Second Missed Approach Precision Radar Monitore d Approaches/Missed Circling Approach No-flap Landing Crosswind Landing Landing With Engine Out Landing From Circling Approach Rejected Landing Landing With 50% Power Loss Approaches to Stalls Steep Turns Powerplant Failure Windshear Training Mis-Trim Situations Selected Events - Unusual Attitudes TCAS and GPWS -Escape Normal and Abnormal Procedures Emergency Procedures