Par 301 Page 6 CHAPTER 3. CATEGORIES OF TRAINING AND COURSES OF STUDY
300. GENERAL. As previously mentioned, a repair station may divide its initial and recurrent training into the following areas of study for each category of employee:
a. Initial, including:
• Indoctrination,
• Technical training, and
• Specialized technical training.
b. Recurrent.
c. Remedial, based on demonstrated need.
301. INDOCTRINATION (INITIAL AND RECURRENT) TRAINING.
a. This is core training for all repair station personnel. The scope and depth of indoctrination training may vary based on the individual’s assigned position. The repair station should determine the level of indoctrination training required for each job assignment, through its training needs assessment process described in paragraph 401.
b. The following subjects should be addressed in the training program, regardless of the repair station’s size or ratings:
(1) CFR requirements, particularly those associated with the repair station maintenance functions and authority as reflected on the certificate and operations specifications (OpSpecs).
(2) Company manuals, policies, procedures, and practices, including quality control (QC) processes, particularly those associated with ensuring compliance with maintenance (including inspection), preventative maintenance, and alteration procedures established to show compliance with 14 CFR part 145.
(3) Department of Transportation (DOT) hazardous material (HAZMAT) requirements, general Occupational Safety and Health Administration (OSHA), Environmental Protection Agency (EPA), and other local, State, and Federal laws requiring training for different categories of employees.
NOTE: Do not confuse employee HAZMAT familiarization and training with the regulatory requirement of DOT Title 49 of the Code of Federal Regulations (49 CFR) part 171, § 171.8 “HAZMAT employee/HAZMAT employer” training standards, which requires mandatory HAZMAT training for those personnel engaged in the shipping of hazardous materials.
(4) Maintenance human factors (if required). The FAA concurs with European authorities in that human factors training related to maintenance practices would provide an additional margin of safety to the repair industry. A human factors training program should be
Par 302 Page 7 related to maintenance practices where possible. The following are suggested human factors elements that may be included in a repair station training program:
• General/introduction to human factors,
• Statistics,
• Safety culture/organizational factors,
• Human error,
• Types of errors in maintenance task,
• Human reliability,
• Human performance and limitation,
• Vision,
• Hearing,
• Stress,
• Situational awareness (SA), and
• Workload management.
NOTE: Training in maintenance human factors may be required by a Bilateral Aviation Maintenance Agreement (BAMA). The repair station’s submitted training program and any revision thereto may include human factors elements. The human factors training procedures defined in the training program should be related to aviation maintenance, safety-related issues, existing legislation, where relevant, and/or some of the suggested elements below.
(5) Computer systems and software, as applicable to the repair station’s maintenance (including inspection), preventative maintenance, and alteration systems and procedures.
(6) Facility security.
NOTE: Some of the subjects listed above do not fall under the direct purview of the FAA or the Flight Standards Service (FS); however, the FAA recognizes that companies desire to have one training program for all employees. Repair stations are encouraged to distinguish between training required to comply with 14 CFR part 145 and other training that will be provided to employees in its training manual or program procedures.
302. TECHNICAL TRAINING.
a. The repair station’s technical training areas of study may be separate and distinct from indoctrination training and may apply to different categories of employees within a given job position. Technical training requirements should focus on providing employees with the appropriate skill or task training required to properly perform job position assignments.
b. The repair station should have procedures to determine the applicable scope and depth of initial and/or recurrent training based on each job assignment and each employee’s experience and capability established by the needs assessment (see paragraph 401). The needs
Par 302 Page 8 assessment is the basis for determining an individual’s initial and recurrent training requirements.
c. When developing the initial or recurrent training courses, the repair station may want to take into account that individuals will not have the same training, experience, and skill level.
For example, when developing its initial course of study for technicians, a repair station may want to have separate programs for:
(1) Individuals that hold an A&P certificate.
(2) Individuals with experience performing similar tasks at another repair station.
(3) Individuals with applicable military aviation maintenance experience.
(4) Individuals with no skills, experience, or knowledge.
d. A repair station may have more than one training course for its employees. For example, initial training for new repair station technicians with limited repair station experience may include the following in-depth courses:
(1) Maintenance human factors.
(2) Tools.
(3) Test equipment, including ground support equipment.
(4) Materials and parts.
(5) Records and recordkeeping.
(6) Specific HAZMAT, OSHA, and EPA requirements.
(7) Shop safety.
(8) Specific job or task training.
e. In contrast, initial training for new technicians with prior repair station experience may include a general review of the same subjects as necessary and detailed technical training only for specific job or task assignments. In all events, an individual’s specific training requirements should be established based on a needs assessment.
f. Additionally, whenever new information is introduced on the topics, the initial training requirements for new employees should be updated and existing employees should be provided abbreviated initial training on the new information. Alternatively, the additional information may be imparted to existing employees through the recurrent training requirements.
g. The time devoted to initial or recurrent training can vary depending on the level of experience of the individual and the skills and knowledge associated with the assigned job or tasks. However, the repair station should establish a basic minimum standard for all employees
Par 304 Page 9 in a specific job position, whether through training given by the repair station or knowledge acquired through other sources. For example, the repair station could establish minimum time requirements for training or alternatively could assess the need for training based upon skills and knowledge testing. In either event, the repair station training program must ensure that the employee is capable of properly performing assigned tasks.
303. RECURRENT TRAINING.
a. Recurrent maintenance training commonly includes training known as refresher training, to ensure that a repair station employee remains capable of properly performing the assigned job. The repair station’s program should define the terms initial and recurrent and identify the areas of study and/or courses/lessons that will be provided under the two definitions.
The definitions should be associated with either the person receiving the training, the training course, or the information being offered. The repair station should have procedures to determine the recurrent training requirements for each job assignment or employee. Not all job assignments will have the same recurrent training requirements. The repair station may also wish to provide a procedure for determining when training is not required to ensure an employee is capable of performing assigned tasks.
b. The repair station should have procedures to determine the type and frequency of recurrent training for each of its employees through the needs assessment. The repair station may define recurrent training that will be provided on a regular basis to address any subject provided in initial training. Alternatively, the repair station may provide new information on initial training requirements to existing employees under the recurrent training system. Its program procedures should set forth the two different types of recurrent training:
(1) That which updates the initial training requirements on a one-time basis.
(2) That conducted on a regular basis (refresher training).
c. Each repair station’s recurrent training program should differ since it should be based on the repair station’s needs assessment, which will take into account its size, employees, customers, and complexity of ratings and operations.
304. SPECIALIZED TRAINING. The repair station should have procedures to identify job assignments that will require special skills or have complexity that would require the development of specialized training to ensure capabilities. Some areas that may require specialized training include flame and/or plasma spray operations; special inspection or test techniques; special machining operations; complex welding operations; aircraft inspection techniques; or complex assembly operations. Individuals who attend specialized training and develop competency in a particular job assignment or task should be able to convey the information to other employees. The repair station’s training program should address the initial and recurrent training requirements for any task or assignment that it determines requires specialized training.
Par 305 Page 10
305. REMEDIAL TRAINING.
a. A repair station should have procedures to determine an individual’s training requirements, including when an employee will be provided remedial training. The repair station should use remedial training procedures to rectify an employee’s demonstrated lack of knowledge or skill by providing information as soon as possible. In some instances, remedial training may consist of an appropriately knowledgeable person reviewing procedures with an employee through on-the-job training (OJT). Remedial training should be designed to fix an immediate knowledge or skill deficiency, and may focus on one individual.
b. Successful remedial training should show an individual what happened, why it happened, and, in a positive manner, how to prevent it from happening again. Remedial training may be included in the repair station’s definitions of initial or recurrent training requirements.
Par 401 Page 11 CHAPTER 4. TRAINING PROGRAM BASIC COMPONENTS
400. GENERAL.
a. An effective training program should contain the following elements.
(1) Needs Assessments. The repair station should have defined processes for objectively identifying its training requirements and assessing each individual’s capabilities.
(2) Area of Study and Course Definition. The training program should include the procedures used to design each area of study, and/or individual classes or lessons. This includes defining the specific purpose and objectives of a given area, any prerequisites, any required lessons, any time requirements, and the desired outcome—gained technical skill or knowledge.
The individual courses associated with a particular area of study should include a detailed description of the technical information or skill that will be taught, along with the referenced material, tools, equipment, or procedures that will be used, the methods and sources of training available, instructor qualifications, and method of recording employee accomplishment.
(3) Identification of Training Sources and Methods. The repair station should have a method to identify and select the sources and methods of training that will meet the regulations and its training objectives.
(4) Measurement of Effectiveness. To avoid the potential of assigning an unqualified person to maintenance or alteration tasks, the training program may include a process to continually measure the effectiveness of the overall training program and individual training courses.
(5) Training Documentation. The repair station must have procedures to document each individual’s training to ensure compliance with 14 CFR part 145, § 145.163. This includes defining the extent of training records and establishing a system for creating, accessing, and retaining training records for 2 years after the training is provided.
(6) Interfaces. The repair station should include a description of how its training program interacts with other repair station functions, particularly how the capabilities of employees are assessed prior to being assigned maintenance (including inspection), preventative maintenance, and alteration tasks.
b. Each repair station’s procedures addressing the suggested elements will vary in terms of complexity and scope to fit the repair station’s requirements. Ultimately, the training program must ensure each employee performing maintenance (including inspection), preventative maintenance, or alteration duties is capable of performing assigned tasks.
401. NEEDS ASSESSMENTS. The repair station’s needs-assessment procedures enable the repair station to identify its training requirements based on job positions, duties, and tasks. It also establishes an objective method for determining training standards, assessing the capability of its employees, and establishing training programs for its employees to fill the gap between position/duty/skill/task requirements and employee capabilities. Procedures associated with the repair station’s needs assessment will be based on its size; employee hiring; assignment and
Par 401 Page 12 training practices; customer base; and the complexity of its ratings and scope of operations. The repair station should establish the basic standard that identifies the individual employee’s training needs by assessing the job function and duties against the employee’s specific skills and knowledge. Training areas, programs, and lessons can then be assigned to fill any gaps between the skills and knowledge needed for the job tasks and the employee’s capabilities.
a. Repair Station Needs Assessment.
(1) The program description should include the processes the repair station will use to identify its training requirements for ensuring each individual assigned to perform maintenance (including inspection), preventative maintenance, and alterations tasks is capable of performing the job properly. If you are a single employee repair station, you must evaluate your capabilities and determine that your current training is adequate or if additional training is necessary to perform the task for which you are rated. The training needs assessment is a method of analyzing the job tasks associated with repair station’s maintenance and alteration positions. This entails identifying the knowledge and skills required to successfully fill positions that perform maintenance and alteration tasks. In addition, when determining its training requirements, a repair station should analyze the nature of its business structure and its customers.
(2) When identifying overall training needs, the repair station should consider:
(a) The tasks associated with each position responsible for performing maintenance, preventative maintenance, or alteration.
(b) The skills, experience, and training of new and current employees.
(c) How assessments will be made of employees being assigned new tasks.
(d) The return of an employee to tasks after an extended period.
(e) The introduction of new regulations, procedures, equipment, or recordkeeping requirements.
(f) Preparing for a change in the nature of basic repair station capability.
(3) The needs assessment reviews the repair station’s training requirements in the context of its existing staff’s capability and tasks associated with specific work assignments.
Based on the outcome of its training needs assessment, the repair station can develop and revise its areas of study and/or courses. The training needs assessment should identify the requirements for initial and recurrent training. Based on its needs assessment, the repair station will determine the type and extent of training needs for the company and for individual employees.
b. Employee Needs Assessment.
(1) The repair station’s procedure should evaluate the current capability of its employees, technical and nontechnical. Only those performing maintenance, preventative maintenance, or alteration tasks must be trained under part 145; however, the repair station may wish to include employees that support or manage technical personnel. The training program
Par 401 Page 13 should differentiate between those employees required to be trained under the program and those that will be trained in accordance with the procedures at the repair station’s discretion. Once a technical employee’s capabilities have been assessed, employee specific training needs will be identified. If you are a single employee repair station, you must evaluate your capabilities and determine that your current training is adequate or if additional training is necessary to perform the task for which you are rated. Your training accomplishments or certifications should be contained in a training record. The basis of your program would show how you intend to remain current and how you will receive initial and recurrent training in accordance with part 145, § 145.163(a). These procedures should be documented and form the basis of your specific training program. The FAA recognizes that training programs may vary depending on the size of the repair station, its capabilities, and the experience of its employee(s). A portion or all of the training requirements of part 145, § 145.163 may be met by attending trade or technical society seminars and through OJT. Some of the methods available to evaluate employee capability are listed in the following table.
TABLE 4-1. CAPABILITIES EVALUATION Method for Evaluation Capability Usefulness of Method Formal examination This may include development of formal written test procedures with pass/fail criteria. While it is an effective method for assessing knowledge, it does not necessarily determine whether an individual can apply the knowledge to the assigned tasks.
Certificate Possessing a certificate may be a prerequisite for some specialized positions, the certification of qualifications or education from a credible source can measure an individual’s knowledge. However, it does not necessarily assess the individual’s ability to apply that knowledge to assigned tasks.
Completion of a training course A review of the documentation or instruction provided can be used to establish an individual’s knowledge of a subject. Completion of training courses is most useful when there is some verification, through testing or demonstration, that the individual absorbed the course objectives. However, successful completion of a training course does not necessarily translate into the ability to accomplish a task.
Practical evaluation A practical evaluation permits the employee to demonstrate skills in a controlled environment that is similar to a situation, or part of a situation, encountered in real life. For example, such an evaluation might allow the reviewer to focus on the critical steps in a time-consuming process without actually going through the entire process. This can be an effective way to determine an individual’s capability; however, the assessment can depend on the skills of the individual designing the practical evaluation mechanism.
Par 401 Page 14 Method for Evaluation Capability Usefulness of Method Group exercise A properly designed group exercise can help demonstrate the understanding of a group that must work together on a project.
Where an employee’s understanding of his or her role in a larger scheme is important, a group exercise that tests that knowledge in an appropriate context can illuminate who within the group needs assistance and can illuminate human factors elements of the training issue that might be otherwise misunderstood by the students. It can also do so in a manner that lends itself well to immediate remedial training as well as reinforcement of the training given the other members of the group, where properly administered.
On-the-job assessment These types of assessments should be objectively based and judged by successful accomplishment of specified tasks. This is an effective way to determine an individual’s capability; however, the assessment can depend on the skills of the individual accomplishing the assessment unless objective criteria are established.
Oral examination in the working environment These types of assessments should be objectively based and judged by the proper response to a consistent set of questions. This is an effective way to assess an individual’s knowledge and ability to apply that knowledge. It is also a valid method of determining whether an inspector or supervisor is capable of reading, writing, and understanding the English language. However, it can depend on the skills of the individual conducting the examination unless objective criteria are established.
NOTE: This is a sample list of tools for assessing training success and should not be considered exhaustive. Unique instructional and teaching methods, for example, often give rise to unique evaluation mechanisms. The FAA encourages the use of novel techniques for conducting effective evaluations.
(2) When carrying out any assessment of an individual’s capabilities, the repair station’s process should be as objective as possible and structured to produce consistent results.
The repair station should establish the basic skill level and qualifications for assigned tasks under the job function or position, and then establish objective methods for comparing an individual’s capability to those established skill standards. It may be necessary for the repair station to use more than one method to adequately assess an individual’s capability. The repair station should also have procedures to accept prior experience, training, or education to establish an individual’s capability. For example, a repair station may accept graduation certificates from a part 147 school and/or an A&P certification as acceptable evidence of a basic knowledge and
Par 403 Page 15 skill level in a particular area. A repair station could also have procedures for accepting certificates from previous training by manufacturers or associations, or documented by military records. The repair station should have procedures to:
• Ensure the assessments are objectively based and consistent;
• Ensure the assessment is documented in the individual’s training records;
• Ensure the individual conducting the assessment is qualified to evaluate the results of the assessment; and
• Monitor the individual to ensure capability of performing the tasks consistently at an acceptable level and assigning recurrent or remedial training as necessary.
402. AREA OF STUDY AND COURSE DEFINITION. Once the repair station identifies its training requirements, including the type of training each individual needs, it can define the areas of study it needs, what subjects should be included in each area or what individual course/lesson it is going to make available, and what level of treatment is appropriate, such as introductory or advanced, initial, or recurrent for each course. The development will take into account the needs assessment of the job tasks and the level of experience of the individuals to be trained.
a. The repair station can develop its own areas of study or provide acceptable courses or lessons to its employees. If the repair station chooses to develop areas of study, each area should include objectives, desired outcome, and a list of available courses/lessons.
b. Each course or lesson under an area of study should include, as appropriate, the following:
(1) The prerequisites or minimum student qualifications prescribed by the regulations or required by the repair station for enrollment in the course, for example, the type of airman certificate; aircraft; product and/or article qualifications; previous training; experience with other operators; and recency-of-experience requirements.
(2) Instructional aids and course materials such as manuals, tooling, and equipment.
(3) The training methods, sources, and qualified instructors.
(4) A course outline. The outline should identify any individual lesson or modules.
(5) Anticipated time of instruction for completion, and/or the knowledge or skill requirements that must be demonstrated to obtain credit for the course/lesson.
(6) Training forms and records to be used for recording student progress and/or completion.
(7) Supporting information such as courseware, lesson plans, and instructor guides.
403. IDENTIFYING THE TRAINING METHOD.
a. Once the repair station defines its areas of study and individual courses/lessons, it can identify the methods available to deliver the training. There are many methods available to repair
Par 403 Page 16 stations for the development and delivery of training. Most repair station training requirements may be accomplished through existing courses conducted in-house, offered by local schools and colleges, or provided by manufacturers or other organizations. To control costs, repair stations could share the costs of in-house training with other similarly situated repair stations. These repair stations may also want to function as a training entity or work with an AMTS to develop courses. AMTSs and repair stations may enter into reciprocal agreements.
b. The following is a brief overview of the different training delivery methods currently available:
(1) Formal Classroom Instruction. Training can be provided as a formal course delivered by an instructor in a classroom setting. To ensure the effectiveness of this method of training, the courses should include: an objective; a course outline defining the subjects, topics, and expected outcome; a list of reference and/or course material used; the qualifications of the instructor; and a summary of the knowledge or skill that is to be obtained and the method used to ensure it was absorbed by the employee. The interaction of employees with their instructor is important for the information to be successfully transferred.
(2) On-the-Job Training (OJT). OJT is knowledge obtained while participating in accomplishing the task under the direction of a qualified person or watching another demonstrate a task or activity and then accomplishing the same action under supervision until satisfactory results are obtained. It is an effective method of training for subject matter and tasks that are difficult to understand if described or for which demonstration of capability is essential to correct completion. Practical skills may also be taught using OJT. To make this method of training most effective, the process for providing the information should be standardized by using, for a particular task, the approved data from the article’s maintenance manual, and the referenced tools and/or equipment. The process should document that the employee demonstrated the ability to accomplish the skill or task properly on the requisite OJT record. The same process can then be used to train other employees to the same task, activity, or skill. Even with a very capable instructor, the repair station should ensure any OJT is well structured by establishing that the same key elements are included each time.
(3) Computer-Based Training (CBT). Interactive CBT courses can be used to impart knowledge and teach practical skills at the correct pace for each employee. CBT can be accomplished at any location, at times that are convenient for each employee. To ensure the effectiveness of this type of training, the repair station should evaluate the information provided against its particular needs.
(4) Distance Learning. Distance learning applies to situations where the instructor and the employees are not in the same location. It can take the form of mail-based correspondence courses using written, videotaped, or CBT materials; videoconferencing, teleconferencing, or a combination of both–sometimes called “virtual” classrooms; or Internet- or intranet-based instruction that allows employees to interact with an instructor or with courseware similar to CBT. The advantage of this training method is that the courses can be tailored to a specific repair station’s need and an instructor can respond to individual questions.
The disadvantages are that the communications can be misinterpreted because of technical difficulties, and the interaction of an employee may be inhibited.
Par 404 Page 17
(5) Embedded Training. Some equipment, particularly that which uses software for testing or to perform a maintenance function, has training embedded into the process.
Incorporating a tutorial or help menu are simple examples of how a software program can provide instruction as the user performs a specific task. Embedded training is most useful when:
• The employee already knows the underlying technical information related to the basic task and needs only to learn the details of the procedure.
• The procedure is straightforward and can be easily understood with a written explanation.
• The media and method in which training is embedded are part of the task or equipment to be learned.
• There is a method to assess the employee’s performance and to record that training has taken place.
(6) Other Methods Include Self-Study, Case Study, and Seminars. These methods of training or acquiring knowledge can be accepted by the repair station provided the information gained applies to the job function and skills required to perform the work capably. The repair station’s training program should ensure any processes used to impart information could be established by objective standards and requirements. Any class, course, or lesson should have a written objective, identified course material or tools/equipment, and an assessment of whether the knowledge was absorbed by the employee.
c. A repair station should pick the delivery method based on its assessment of the training needs. The repair station also should have a method to verify the training delivery technique it chooses is effective for the employee.
404. TRAINING SOURCES.
a. There are a number of different sources for training, and the repair station should have a process for selecting a source that will satisfy its training requirements.
b. Some common training sources are:
(1) Original Equipment Manufacturers (OEM). OEMs may deliver technical information regarding maintenance or alteration on its articles by formal classroom instruction, OJT, distance learning, embedded technology, or CBT material. OEM instructors may come to a repair station to conduct training onsite or deliver the information during seminars, sessions, or extended study at other locations. OEM training onsite gives the repair station the opportunity to share the costs of the training with other local repair stations. If the repair station selects an OEM course, the repair station should ensure its employees have the prerequisite training and/or experience for the course to be most effective. Also, the repair station should verify that the area of study, course objective, material, and any instructors assigned by the OEM meet the repair station’s standards.
(2) AMTS. An AMTS approved under part 147 can be an effective source of training for repair stations, particularly for basic knowledge and skills. The training may need to be supplemented by information unique to the repair station’s tasks and equipment.