U.S. Department of Transportation Federal Aviation Administration Advisory Circular Subject: Approval of Manufacturer’s Required Training Programs Date: 10/31/14 AC No: 61-137B Initiated by: AFS-800 Change:
1. PURPOSE. This advisory circular (AC) provides information to organizations providing training in aircraft that contain a training requirement in the limitations section of the Airplane Flight Manual (Aircraft Flight Manual (AFM), Rotorcraft Flight Manual (RFM), etc.).
2. CANCELLATION. AC 61-137A, Approval of Manufacturer’s Required Training Programs, dated September 15, 2011, is canceled.
3. RELATED FEDERAL AVIATION ADMINISTRATION (FAA) GUIDANCE.
• FAA Practical Test Standards (PTS).
• Flight Standardization Board (FSB) Report. The FSB report for the specific aircraft, if available, is at http://fsims.faa.gov/PublicationForm.aspx.
• Limitations Section of the AFM.
• FAA/Industry Training Standards (FITS). The FITS is available at http://www.faa.gov/training_testing/training/fits/.
4. AUDIENCE. The primary audience for this AC is training providers intending to offer training required by the specific AFM.
5. BACKGROUND.
a. Approval Process. This AC contains background information on the processes for granting approval, when required, of an aircraft training program in accordance with the limitations section of the AFM/RFM, except for the supervised operating experience requirements of Title 14 of the Code of Federal Regulations (14 CFR) part 61, § 61.64(f) and (g).
As noted in § 61.64(f) and (g), if a pilot is required to perform 25 hours of supervised operating experience as pilot in command (PIC) under the supervision of a qualified and current PIC, a restriction will be added to the individual’s certificate. The Administrator can remove this restriction if the individual provides adequate evidence of satisfying the requirements of the restriction. The appendix of this AC provides the technical training information that will meet the training requirements of specific aircraft.
b. Operating Limitations. Title 14 CFR part 91, § 91.9(a) states in part that no person may operate a civil aircraft without complying with the operating limitations specified in the approved AFM or RFM. Some aircraft manufacturers have begun requiring stringent training programs via an AFM limitation. For example, the limitation section of the Eclipse Aviation Corporation’s EA-500 AFM contains the following requirement: “All pilots operating the
Par 5 Page 2 Eclipse EA-500 or variant must be trained and qualified in accordance with the FAA-accepted/approved Eclipse Aviation Training Program or equivalent FAA-accepted/approved training program.” The Type Certificate Data Sheet (TCDS) contains a similar limitation in the notes. Coordination of this AFM limitation included the General Aviation and Commercial Division (AFS-800), the Kansas City Aircraft Evaluation Group (MKC-AEG), and the FSB. This AFM limitation requires that all pilots operating the EA-500 must complete training in accordance with an FAA-accepted/approved program. Other manufacturers may consider placing a similar training requirement in the limitations section of their AFM. Traditionally, the manufacturer provides training to the first purchaser of their aircraft. Pilots of resale aircraft and third party training providers may not fall under the manufacturer sales contract, and, therefore, the AFM limitation is a means by which all operators of these aircraft receive training at least equivalent to the manufacturer’s. Consequently, the FAA now approves part 61 training programs for aircraft that have this kind of limitation.
The FAA already approves training programs conducted under 14 CFR parts 121, 135, 141, 142, and part 91 subpart K (part 91K).
c. Approval Authority. An applicant should contact their local Flight Standards District Office (FSDO) to apply for approval.
6. APPROVAL PROCESS. The general process of approval is an orderly method used by Flight Standards Service (AFS) inspectors to ensure that the training program meets regulatory standards and provides for safe operating practices. It is a modular, generic process that applies to many types of approvals. The process consists of five distinct, yet related, phases and can result in approving or disapproving the training provider’s program. It is important to understand that the process described in this section may not be all inclusive, but rather a guide to make this process smooth and efficient. The five phases are:
• Initiation,
• Formal proposal/request,
• FAA detailed analysis,
• Training provider’s demonstration, and
• Approval.
a. Phase 1—Initiation. The training provider should contact the FAA office that has jurisdiction over their training program to inform them of his or her plan to provide required training. During initial inquiries, it is important for the FAA and the operator to become familiar with the subject matter. The inspector then takes the following actions:
(1) Becomes thoroughly familiar with existing FAA policy and approval requirements.
(2) Becomes familiar with the appropriate technical material.
(3) Accurately assesses the character and scope of the proposal.
(4) Determines if it requires a demonstration.
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(5) Determines the need for any coordination requirements.
(6) Ensures the operator has a clear understanding of the minimum requirements constituting an acceptable submission.
NOTE: It is essential in this phase for the operator to have a clear understanding that, although the inspector may provide advice and guidance to the training provider, the development of the final training program submitted to the FAA is solely the responsibility of the training provider.
b. Phase 2—Formal Proposal/Request. This phase begins when the training provider formally submits a proposal for FAA evaluation.
(1) In this phase, the inspector first reviews the proposal to ensure that it is clearly defined, and that the training provider provided the documentation specified in phase 1. The required information should be complete and detailed enough to permit a thorough evaluation of the operator’s capability and competence in providing the required equivalent level of training.
(2) This phase does not include a detailed and technical analysis of the training program.
However, in this phase the inspector examines the training program in sufficient detail to assess the completeness of the required information. If the operator’s proposal is not complete, or the quality is obviously unacceptable, the inspector immediately returns it, with an explanation of the deficiencies, before conducting any further review and evaluation.
(3) Normally, the inspector returns unacceptable submissions with a written explanation of the reasons for their return. In complex cases, the inspector may request a meeting with the training provider to resolve issues and agree on a mutually acceptable solution. If mutual agreements cannot be reached, the inspector terminates the meeting, informs the training provider that the submission is unacceptable, and returns the submission. If all parties are able to reach agreement on measures to correct omissions or deficiencies, the inspector will determine if the submission is acceptable. If it is deemed acceptable, the inspector informs the operator and phase 3 begins.
c. Phase 3—FAA Detailed Analysis.
(1) In this phase the inspector conducts a detailed analysis, review, and evaluation of the training program. The analysis may take place entirely at the FAA approving office, at the site of operations, or at both facilities. The detailed analysis focuses on the form, content, and technical quality of the training program to determine:
• It is not contrary to any applicable 14 CFR section,
• It is not contrary to the direction provided in this AC or other safety-related documents,
• It provides for safe operating practices,
• It will meet the required equivalent level of training,
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• The training provider has the capability and competence to safely conduct the training, and
• The training provider has the processes and procedures to oversee and manage the training.
(2) The FAA should address any deficiencies in the training program before proceeding to the next phase. A discussion with the training provider may adequately resolve certain discrepancies or questions, or assist in obtaining additional information. The FAA may need to return certain sections of the submission to the operator for specific changes. However, if the inspector determines that the material is grossly deficient or unacceptable, he or she will return the entire program to the training provider with an appropriate explanation and immediately terminate this phase. If the results of the evaluation are acceptable and a demonstration requirement exists, the inspector should issue the training provider provisional approval before continuing with the approval process.
d. Phase 4—Training Provider’s Demonstration. In this phase the inspector inspects the training provider’s facilities and equipment, and observes personnel in the performance of their duties. The observation includes factors such as participants (instructors and students), training criteria, effectiveness of training, and sequence of events.
(1) During these demonstrations, it is normal for minor discrepancies to occur. These discrepancies can often be resolved by obtaining commitments from the training provider to make appropriate changes.
(2) The inspector will stop the demonstration in this phase when gross deficiencies or unacceptable levels of performance are observed. The inspector will identify what is required of the training provider so that final approval can be issued.
(3) If the training provider is unwilling or unable to make the identified changes, the inspector will terminate the process entirely and cancel the provisional approval. If this happens and the training provider still wishes to seek approval, the training provider may need to reenter the approval process at phase 2 (that is, submit a new formal proposal/request).
e. Phase 5—Approval. An approval will be issued if the inspector finds the demonstration satisfactory. If the inspector does not approve it, notification is sent to the training provider in phase 3 or 4. The appropriate specifications (operations specifications (OpSpecs), management specifications (MSpecs), or training specifications (TSpecs)) paragraph normally issues the approval.
ORIGINAL SIGNED by /s/ John Barbagallo Acting Deputy Director, Flight Standards Service
Appendix 1 APPENDIX 1. TRAINING REQUIREMENTS FOR THE ECLIPSE AVIATION CORPORATION EA-500
1. TRAINING. Pilots operating the Eclipse Aviation Corporation EA-500 should complete the following training modules:
• Pre-type-rating training,
• Emergency situation training,
• Flight skills assessment,
• EA-500 type rating training,
• Mentorship,
• Recurrent training, and
• Differences Training.
a. Training Modules. Below are the training objectives for each of these modules. Some pilots may be exempted from some of these training requirements. Each module contains a note explaining the details and conditions for exemptions from that module (or portion thereof).
Exemptions are not automatic; the training provider will evaluate each individual on a case-by-case basis. Ultimate authority for allowing the exemption lies with the flight training manager or equivalent. Though the FAA does not require pilots to complete the pre-type-rating training, flight skills assessment, and emergency situation training in that order, the pilot should successfully complete these three modules prior to starting the type rating training module.
Mentorship and recurrent training will take place after successful completion of the type rating training module.
b. Training Equivalency. The FAA does not require that the training providers implement every particular aspect of the Eclipse Aviation Corporation training program. However, the training should meet an equivalency. For example, the Eclipse Aviation Corporation uses an aerobatic L-39 Albatross aircraft to conduct prerequisite upset recovery training. Though the FAA does not require a third party training provider to use an L-39, the training objectives, flight concepts, flight techniques, and demonstration of maneuvers/tasks should be trained and completed to equivalency.
c. Equipment. The EA-500’s equipment and capabilities continue to change. This appendix may not contain every system or piece of equipment installed. The training provider should develop training that matches the equipment and capabilities for the EA-500 the pilot will be operating.
2. ECLIPSE 500 TYPE RATING TRAINING PREREQUISITES. Prior to beginning the actual type rating training, the pilot should meet or complete certain prerequisites. Those prerequisites are as follows:
a. Certificate Requirements. The pilot should hold the following certificates and ratings:
(1) Private Pilot – Airplane Multiengine Land and Instrument Airplane. The pilot certificate should not contain a “Multiengine Limited to VFR Only” or similar limitation that would restrict instrument privileges in a multiengine airplane.
Appendix 1
(2) Medical Certificate. Current and valid third class medical certificate.
b. Currency. The pilot should be current under Title 14 of the Code of Federal Regulations (14 CFR) part 61, § 61.57(c) and (d).
c. Jet Basics Knowledge. Internet, CD, DVD, or other self-learning training on the following subjects should be completed prior to arriving for type rating training. When the pilot arrives for training, the training provider should conduct a knowledge test to ensure that the pilot has the requisite knowledge to begin type rating training in the EA-500. Ground school will address all deficiencies in knowledge. At a minimum, the following subjects should be taught in this phase:
• Jet engines,
• High altitude physiology,
• High altitude and high-speed aerodynamics,
• High altitude flight planning, and
• High altitude weather and weather radar.
NOTE: The pilot should complete this training within 6 months of starting type rating flight and ground training.
NOTE: The pilot may be exempt from Jet Basics if he or she already holds a turbojet type rating without a pilot-in-command (PIC) limitation and has logged at least 25 hours PIC time in a turbojet airplane.
3. EMERGENCY SITUATION TRAINING.
a. Ground Training.
(1) Aviation Physiology.
• Hypoxia,
• Hyperventilation,
• Decompression sickness,
• Gas expansion,
• Circadian rhythm,
• Fatigue and sleep,
• Self medication,
• Eating and hydration, and
• Night vision.
(2) Rollover Trainer.
• Exposure to negative g-forces,
• Pitch orientation and control, and
• Roll orientation and control.
Appendix 1
(3) Reduced Oxygen/Hypoxia Training.
b. Upset Recovery Flight Training.
(1) Flight Concepts.
• Orientation of lift vector through roll attitude,
• Earth centered attitude awareness,
• Distinction between aircraft attitude and angle of attack,
• Altitude required for vertical maneuvering,
• Recognition and control of cockpit g-forces, and
• Thrust control during pitch changes.
(2) Flight Techniques.
• Lift vector orientation and control past 90 degree of roll,
• Lift vector magnitude control,
• Use of more than 1g for flight path control,
• Use of less than 1g for flight path control,
• Ballistic (0g) flight, and
• Ability to maintain -1g (inverted) flight for flight path control.
(3) Demonstrations, Tasks, or Maneuvers. Note that 14 CFR part 91, §§ 91.303 and 91.307 may apply to upset recovery flight training.
• 60 degree banked turns,
• Wingover,
• 0g pushover,
• Aileron roll,
• Roll reversal,
• Barrel roll,
• Half Cuban 8,
• Inverted flight,
• Pitch mistrim,
• Mountain wave encounter,
• Wake vortex encounter, and
• Insidious upset encounter (replicates the situation resulting from inattention, distraction, a “soft,” unannunciated autopilot (AP) failure, or other subtle entries).
NOTE: The pilot may be exempt from either or both components (ground training and upset recovery training) of emergency situation training if the pilot presents evidence of recent completion of equivalent training. For the physiology module, equivalent training includes FAA, armed forces, air carrier, or other recognized programs with equivalent course content. For the upset recovery training, the pilot may be exempt if he or she holds a current FAA Aerobatic Competency authorization or is a
Appendix 1 current armed forces pilot rated in fighter type aircraft. The pilot should furnish documentation to be eligible for the exemption.
NOTE: Eclipse Aviation Corporation uses an L-39 Albatross for upset recovery training. Upset recovery training should be conducted in an aircraft certificated for all maneuvers required in the training (aerobatic).
4. FLIGHT SKILLS ASSESSMENT. Flight skills assessment is done to ensure that the pilot has the basic instrument flight skills to enter type rating training. The minimum requirement for the flight skills assessment is that the pilot should successfully complete the equivalent of an instrument proficiency check (IPC). If the pilot fails to meet this minimum during the flight skills assessment then the pilot should successfully complete supplementary training and meet the IPC standard before beginning type rating training.
NOTE: The pilot may be exempt from the flight skills assessment if he or she meets the aeronautical experience requirements for an Airline Transport Pilot (ATP) Certificate as specified by § 61.159(a) and meets the following instrument currency requirements: instrument flight time last 90 days-5 hours; instrument approaches last 90 days-10; and instrument evaluation (instrument proficiency check or instrument rating practical test) passed within the last 6 months prior to entering type rating course.
5. INITIAL TYPE RATING TRAINING CURRICULUM. The type rating training course is the core of the training program. The course should not only train the pilot to pass the Airline Transport Pilot and Aircraft Type Rating Practical Test Standards for Airplane (FAA-S-8081-5, current edition), but also to train the pilot (for single-pilot operations) in single-pilot resource management. This includes training in risk management (RM), automation management (AM), situational awareness (SA), and controlled flight into terrain (CFIT) awareness.
NOTE: For training efficiency the training provider can integrate ground training, systems integration training, and flight training.
a. Minimum Course Length-Flight. Flight time in this section includes FAA-approved simulator and approved flight training device (FTD) time.
(1) Sixteen hours of flight time.
(2) Seven lessons (each of which takes one or more flights to complete).
b. Minimum Course Length/Ground. There is no minimum number of ground training hours, since the amount of additional systems instruction required when the pilot arrives for type rating training will depend on how many hours the training provider credits for the pre-type-rating prerequisite systems training (Web-based, computer-based training (CBT), etc.).
The principal operations inspector (POI) will need to determine if the prerequisite training is comprehensive enough to eliminate any of the ground training areas listed below. The training provider should have a system in place that tests the pilot’s knowledge in the learning areas to ensure that the pilot has all the requisite knowledge. Finally, all special emphasis items should be taught in ground school, regardless of their coverage in the pre-type-rating training.
Appendix 1
c. Course Completion Standards.
• Provide the pilot with the knowledge and skills to successfully pass the FAA Type Rating Practical Test, and
• Provide the pilot with the higher order thinking skills (risk management (RM), task management (TM), AM, aeronautical decision making (ADM), SA, and CFIT awareness) needed to operate the EA-500 with the highest degree of safety in foreseeable operating environments.
d. Scenario Evaluation/Learner Centered Grading. The Eclipse Aviation Corporation designed their training program under the FAA/Industry Training Standards (FITS) methodology. This methodology uses scenario based training (SBT) and learner centered grading to train and enhance the high order thinking skills (Single Pilot Resource Management (SRM, RM, AM, CFIT awareness, and SA) needed to safely operate the EA-500 as a single-pilot. Although FITS acceptance is not required to obtain FAA approval to conduct EA-500 training, FITS methodology has been shown to be effective in the development of higher order thinking skills. If a training provider requests FITS acceptance along with FAA approval, the POI will evaluate the curriculum to insure that it meets the FITS acceptance requirements.
Detailed information on how to apply FITS methodology can be found on the FITS website at http://www.faa.gov/training_testing/training/fits/. Guidance on FITS acceptance can be found in FAA Order 8900.1, Volume 5, Airman Certification, Chapter 9, Other Airmen Authorizations, Section 5, Issue an FAA Industry Training Standards (FITS) Acceptance When Requested by a Flight School, Training Center, or Other Training Provider.
e. Course Content.
NOTE: The training provider should note special emphasis items (per the FSB report). Special emphasis training includes systems, procedures or other training elements that are unique to the aircraft and should be given a higher degree of emphasis than regular training.
(1) Ground Training Content. The training provider should include the following list of subjects in the ground training content of the initial type rating training curriculum.
(a) Single Pilot Resource Management (SRM) (special emphasis item). The first objective of this training section is to provide the pilot with knowledge of SRM basic elements and the understanding of the importance of SRM in single-pilot EA-500 operation. The second objective is to provide the EA-500 pilot with the knowledge, skills, procedures, and tools needed to identify single-pilot work load drivers and manage that workload within the resources available. The following are subelements of SRM:
1. Basic SRM elements:
• SRM definition and concepts, and
• Application of SRM.
Appendix 1
2. Single-pilot workload drivers:
• Key factors creating workload, and
• Managing workload.
3. Maintaining SA:
• Definition and concept of SA,
• AM, and
• Maintaining SA in the EA-500.
4. Using available resources:
• Resource categories for SRM,
• Managing resources, and
• Using SRM in the EA-500.
NOTE: If the training course is for pilot certification with a second in command (SIC) required, Crew Resource Management (CRM) training is to replace SRM training.
(b) RM (special emphasis item). The objective of this section is to (1) develop the pilot’s knowledge of the three elements of RM: risk identification, risk assessment, and risk mitigation and (2) to develop the pilot’s skill and ability to apply RM principles to the operation of the EA-500 in the high airspeed air traffic control (ATC) and high altitude physiological environments using simple risk assessment tools.
1. Overview:
• System safety principles,
• Hazards and risks,
• Risk severity and likelihood, and
• Risk principles.
2. Risk identification:
• Categories of risk, and
• Use of a risk identification model (PAVE, IM-SAFE, etc.).
3. Risk assessment:
• Assessment of hazards and risks, and
• Use of risk assessment matrix.
Appendix 1
4. Risk mitigation:
• Categories of mitigation, and
• Use of a risk mitigation model (TEAM, etc.).
(c) Personal minimums. The objective of this section is to provide the EA-500 pilot with (1) an understanding of the concept of personal minimums and how to use them following completion of supervised operating experience, and (2) familiarity with personal minima categories and how they are used during flight planning.
1. Basic elements of personal minimums:
• Need for personal minimums, and
• Personal minimums concepts.
2. Application of personal minimums:
• Categories of personal minimums, and
• Application of personal minimums during the preflight planning process.
(d) Aircraft Flight Manual (AFM) review.
(e) Aircraft limitations.
(f) Aircraft performance, performance airspeeds, and flight profiles (including performance characteristics with ice protection system on).
(g) Weight and Balance (W&B).
(h) Aircraft maintenance and use of minimum equipment list (MEL)/Master Minimum Equipment List (MMEL).
(i) Aircraft general description.
(j) Avio (Avio NG as appropriate) integrated avionics suite.
(k) Aircraft computer system.
(l) Air data system (ADS) and Attitude and Heading Reference System (AHRS) ADS.
• Aircraft Computer System (ACS) interfaces;
• System overview;
• System operation; and
• Normal, abnormal, and emergency operations.
(m) Aircraft engines, full-authority digital electronic control (FADEC) and Automatic Power Reserve (APR).
Appendix 1
(n) Electronic power distribution system.
1. Electrical power distribution system, interior and exterior lighting.
2. ACS interfaces.
3. System overview.
4. System operation.
• Electrical components,
• Electrical buses and structure, and
• Pilot controls for the electrical system.
5. Normal, abnormal, and emergency procedures focusing on avionics and electronic power distribution systems (special emphasis item).
6. Effect on engines with total loss of electrical power.
7. Relationship of Electronic Buses and Data Buses (special emphasis item).
(o) Relationship of the ACS, FADEC, Avionics System and Electronic Power Distribution System (special emphasis item).
(p) Primary flight displays (PFD) and controls. The objective is to provide a detailed description of the EA-500 PFD, including components, normal and abnormal operations as required by the Air Traffic Rules and Procedures Service (ATP) and Aircraft Type Rating Practical Test Standards (PTS).
1. PFD.
2. General.
3. ACS interfaces.
4. Flight Mode Annunciator (FMA).
5. Airspeed tape.
6. Attitude-Director Indicator (ADI).
7. Altitude tape.
8. Vertical speed tape.
9. Communication, Navigation, and Surveillance (CNS):
• Communication,
• Navigation,