Par 12 Page 11
• Briefings between flightcrew and cabin crew.
• Passenger briefings (Overview).
3. Clearance delivery including Pre-Departure Clearance (PDC), and Controller-Pilot Data Link Communications (CPDLC) (Overview).
(3) Checklist Philosophy.
(a) Learning Objective. Students should understand the different types of commonly used checklists and checklist philosophies and how to apply them in a multicrew environment.
(b) Training Topic Components.
1. Checklist philosophies (read/do, do/verify, memory items, and flows) manufacturer vs. operator developed checklist.
2. Use of normal checklists.
3. Use of quick reference handbook/emergency checklists.
(4) Operational Control (Overview).
(a) Learning Objective. Students should learn the concept and components of air carrier operational control, including the authority/responsibility and functional differences between a flight release and a dispatch release.
(b) Training Topic Components.
1. Air carrier operational control concept. (Refer to the current edition of AC 120-101, Part 121 Air Carrier Operational Control.)
2. Dispatch and flight following differences and responsibilities.
3. Emergencies and decisionmaking with joint pilot/dispatcher responsibilities.
(5) Minimum Equipment List (MEL) and Configuration Deviation List (CDL).
(a) Learning Objective. Students should understand the operation and use of an MEL and CDL in relation to inoperative equipment.
(b) Training Topic Components.
1. Introduction to MEL and CDL as dispatch documents (refer to FAA Order 8900.1, Volume 4, Chapter 4, Configuration Deviation List (CDL) and Minimum Equipment List (MEL)).
2. Repair intervals of deferred equipment—Categories A, B, C, D.
3. Maintenance and operations procedures, responsibilities, and cautions.
Par 12 Page 12
4. Additional air carrier maintenance procedures, operational procedures, and operational limitations (i.e., speed restrictions) required in order to dispatch with components or items of equipment deferred or removed in accordance with the MEL or CDL.
(6) Ground Operations.
(a) Learning Objective. Students should gain an understanding of elements associated with operating at complex and high density airports with emphasis on runway incursion prevention techniques.
(b) Training Topic Components.
1. Runway incursion prevention. (Refer to FAA Runway Safety–Resources.)
• Professionalism during taxi operations, including sterile flight deck and standard operating procedures (SOP). (Refer to the current edition of AC 120-74, Parts 91, 121, 125, and 135 Flightcrew Procedures During Taxi Operations.)
• Airport situational awareness.
• Taxi route planning and briefings including hot spot identification and runway crossings.
• Technology (electronic flight bag, moving maps).
2. Practical knowledge of airport surface operations, including:
• Airport movement areas.
• Ramp procedures and communications.
• Coded taxi routes and complex taxi procedures.
(7) Turbine Engines (Overview).
(a) Learning Objective. Students should gain an understanding of turbine engine operation and common malfunctions.
(b) Training Topic Components.
1. Turbine engine theory.
2. Differences in thrust application of a turbine engine vs. a reciprocating engine.
3. Turbine engine malfunctions (start malfunctions, surge, compressor stalls, roll-back).
4. Engine restart considerations, internal damage, starting altitude, and speed envelopes.
Par 12 Page 13
5. Knowledge of turbine-powered engine monitoring systems, including:
• Engine indication; and
• Crew alerting system (engine indicating and crew alerting system (EICAS) or electronic centralized aircraft monitor (ECAM)).
6. Engine pressure ratio (EPR), N1, N2, exhaust gas temperature (EGT) indications.
(8) Transport Airplane Performance.
(a) Learning Objective. The student should have an understanding of the many considerations and requirements for transport airplane performance and how these elements are applied to air carrier flight operations.
(b) Training Topic Components.
1. Weight, altitude, and V-speed relationship.
2. Flight operations performance considerations of minimum control speed with the critical engine inoperative during takeoff roll (VMCG), minimum control speed with the critical engine inoperative out of ground effect-red radial line (VMCA), V1 and V2.
3. Proper use of rudder in a transport category airplane and discuss the limitations associated with its use to include airplane certification standards.
4. Weight and Balance (W&B). Introduction to air carrier W&B systems (average weight program; indexing) (refer to the current edition of AC 120-27, Aircraft Weight and Balance Control) (Overview).
5. Performance calculations:
• Air carrier performance requirements including: balanced field length, accelerate-go, accelerate-stop, VMCG, and second segment climb performance.
• Performance calculations required for takeoff: effect of variable flap settings on runway distance used and second segment climb performance, packs on/off, engine anti-ice on/off. (Refer to the current edition of AC 120-91, Airport Obstacle Analysis.)
• Air carrier en route performance requirements and calculations (maximum altitude, step climb, crossing restrictions).
• Performance calculations required for landing.
• Contaminated runway considerations for takeoff and landing.
(9) Automation (Overview).
(a) Learning Objective. Students should gain an understanding of airplane automation components, the relationship of these components to each other, and how to manage
Par 12 Page 14 airplane automation. Students should also understand how to apply these principles to the various phases of flight in air carrier operations.
(b) Training Topic Components.
1. Introduction to computer-assisted piloting (pilot/system interface).
2. Automation philosophies/architecture and envelope protections.
3. Flight director/autopilot (FD/AP): modes of operation, properly interpreting mode annunciation, and recovery techniques from automation input errors.
4. Managing automation anomalies: mitigation strategies, including control inputs (e.g., managing the airplane with pitch and power with the loss of airspeed indications).
(10) Navigation and Flightpath Warning Systems (Overview).
(a) Learning Objective. Students should have an understanding of equipment and principles used in advanced navigation and how to apply these concepts to air carrier operations.
(b) Training Topic Components.
1. Airspace speed restrictions and altitude constraints (crossing altitudes).
2. Basic principles of flight management systems (FMS).
3. Introduction to the concepts of area navigation, Global Positioning System/Area Navigation (GPS/RNAV) capabilities, lateral navigation (LNAV), vertical navigation (VNAV), Required Navigation Performance (RNP), and required authorizations (operations specifications (OpSpecs)) and training.
4. Automatic Dependent Surveillance-Broadcast (ADS-B).
5. Traffic Alert and Collision Avoidance System (TCAS).
6. Terrain Awareness and Warning System (TAWS).
d. Leadership/Professional Development, Crew Resource Management (CRM), and Safety Culture (Minimum: 6 Hours).
(1) Leadership/Professional Development.
(a) Learning Objective. Students should demonstrate an understanding of the professional responsibilities associated with being an airline transport pilot and describe how to apply leadership skills in the position of PIC.
Par 12 Page 15
(b) Leadership Philosophy. “Leadership is not simply having responsibility for the outcome of the flight, but for taking the authority to make the difficult and final decisions, and when the situation requires, making a command decision.”1
1. Authority. The Captain is the final authority as to the operation of the airplane. Use that authority wisely and appropriately considering the situation.
2. Responsibility. The Captain is responsible for the tone, pace, and the outcome of decisions made and will be held accountable for all outcomes. Decisions produce actions and actions have consequences. The Captain is responsible for enforcing organizational, procedural, and FAA standards.
3. Sound Decisions. The Captain is not operating in a vacuum and should consider all available input, but is ultimately required and expected to make sound, safe decisions.
4. Awareness. The Captain is expected to be operating the airplane with the “big picture” in mind. Situational awareness is paramount when making decisions.
5. Mentoring. The Captain should always be preparing first officers for upgrade.
Explaining operational considerations, decisionmaking factors, and lessons learned is an essential function of a captain.
(c) Professional Development. Learning never stops: a responsible pilot will always seek more training, instruction, or professional development. Be honest with yourself and be ready to critique your performance. Know your strengths and weaknesses. First officers should always be preparing to upgrade.
1. It is important to be technically proficient. It is critical that each pilot be thoroughly knowledgeable about his/her responsibilities and the aircraft.
2. The pilots must have regard for the welfare of the crew and passengers. The passengers’ lives and well-being are in the hands of the crew.
3. It is critical that the crew’s actions communicate trust and professionalism.
Each action a crewmember takes is a reflection of yourself, your company, and the pilot profession.
(2) CRM.
(a) Learning Objective. Students should demonstrate knowledge of the basic principles of CRM and describe how to apply these principles to air carrier operations in a
1 Crew Resource Management, B. Kanki, R. Helmreich, J. Anca, 2010, p. 404
Par 12 Page 16 multicrew environment. Emphasis should be placed on effective intervention strategies for the pilot monitoring (PM).
(b) CRM Philosophy and PM Intervention Strategies.
1. CRM Philosophy. “The true definition of teamwork, or CRM, is its focus on the proper response to threats to safety and the proper management of crew error.”2
• Review the applicable Accident/Incident Reports and Animation.
• Review the elements of effective CRM. (Refer to the current edition of AC 120-51, Crew Resource Management Training.)
2. PM Intervention Strategies:
• Discuss the methods that can be used to enhance the monitoring and challenging functions of both captains and first officers. Appropriate questioning among pilots is a desirable CRM behavior and part of a healthy safety culture.
• The PM must establish a positive attitude toward monitoring and challenging errors made by the Pilot Flying (PF).
(3) Safety Culture/Voluntary Safety Programs (Overview).
(a) Learning Objective. Students should demonstrate knowledge of the basic principles of air carrier voluntary safety programs and how the information collected from these programs is used to enhance an air carrier’s safety culture.
(b) Voluntary Safety Programs. Airlines with positive safety cultures encourage all employees to communicate safety concerns to management in an atmosphere of mutual trust, focus on solving problems rather than punishing people, and effectively manage risk across their organization. The FAA voluntary safety programs represent major components of most air carrier safety programs. Voluntary Safety Programs include:
1. Aviation Safety Reporting System (ASRS). (Refer to ASRS Program Briefing.)
2. Aviation Safety Action Program (ASAP). (Refer to the current edition of AC 120-66, Aviation Safety Action Program (ASAP).)
3. Flight Operational Quality Assurance (FOQA). (Refer to the current edition of AC 120-82, Flight Operational Quality Assurance).
2 Crew Resource Management, B. Kanki, R. Helmreich, J. Anca, 2010, p. 61
Par 12 Page 17
4. Line Operations Safety Audits (LOSA). (Refer to the current edition of AC 120-90, Line Operations Safety Audits.)
5. Safety Management Systems (SMS). (Refer to the current edition of AC 120-92, Safety Management Systems for Aviation Service Providers.)
13. ACADEMIC EVALUATIONS. Training providers are required by §§ 121.410, 135.336,
142.54, and part 141 appendix K to conduct evaluations to ensure that the training techniques, procedures, and standards for the course are acceptable to the Administrator. A pilot should demonstrate through an academic evaluation an understanding of the academic areas covered in the ATP CTP. The following paragraphs contain direction and guidance for those academic evaluations, which should take place after each section of the academic portion of the course.
a. Evaluation Procedures. The training provider should provide a description of the evaluation procedure used to measure the attendee’s proficiency. This discussion should identify and describe the form of test (i.e., individual paper tests handed out, tests presented on a screen, etc.). For example, “The attendee will answer a series of multiple-choice questions related to this topic at the end of the day in which the topic was presented, and again in the final test at the end of the program. The test will be in printed form and handed to the applicant for completion.”
b. Written Test Questions. The training provider should provide a comprehensive written test or test question pool with an answer key in the submitted application for the course.
(1) The training provider should provide source materials (references) from which the answers to the questions were derived. References should be sufficiently detailed to enable FAA personnel to easily locate those references if FAA personnel feel it is necessary to verify or confirm specific information presented in the test. Inadequate references may result in denial of the approval. Test questions should be appropriate to the lesson plans and subject areas the sponsor will teach. It is also recommended the sponsor administer closed book exams.
(2) The sponsor should have each student answer at least 30 test questions. All 30 test questions do not have to be given at the same time; however, at least 15 of the questions should be given at the end of the ATP CTP covering the entire academic course material. A student’s successful completion of the ATP CTP is dependent upon a minimum score of 70 percent on each written test administered. Individual sponsors may set higher standards. Students who fail to achieve the minimum score should receive training and retake the exam on the topics failed.
14. FSTD TRAINING PHILOSOPHY. The intent of the FSTD training portion of the ATP CTP is to reinforce the air carrier concepts and principles taught in the academic portion of the course. Although somewhat different from typical FSTD training courses, the applicant will not be expected to perform maneuvers to proficiency with psychomotor skills. The objective is to demonstrate and allow the student to experience the high level concepts of larger, faster, and more complex transport category airplanes. Since the student is not being trained how to fly a specific aircraft type, the expectation is the applicant will learn the expected outcomes and understand concepts shown to be true to all transport category airplanes.
Par 14 Page 18
a. Briefings Before and After Each Session. In order to consolidate the academic and FSTD portions of the course, FSTD instructors are expected to conduct pre-briefings before each session. The pre-briefing should review the training topics to be covered in that session.
A briefing after each FSTD session should review those concepts presented and allow the students an opportunity for further questions.
b. FSTD Training Categories. ATP CTP FSTD training is divided into two categories:
demonstration-based training and experience-based training. In the FSTD Training Topics listed below, demonstration-based training items are identified by (D) and experience-based training items are identified by (E). Many training items fall into both categories.
(1) Demonstration-Based Training. The purpose of demonstration-based training is to develop the knowledge necessary to complete the desired outcome during the experience phase.
The demonstration phase should include an instructor-led demonstration of the entry/application of skills and desired outcome of a specific maneuver including an explanation on the limitations of the airframe and the simulator.
(2) Experience-Based Training. The purpose of experience-based training is to allow the student to reinforce the basic airplane characteristics witnessed in the demonstration phase.
Experience-based training allows the pilot to obtain repetitive handling experience and motion sensations when operating the airplane in both dynamic and difficult operating conditions.
Experience-based training maneuvers should be practiced to the point of conceptual proficiency.
For example, repetitive practice during the entire approach-to-stall regime in various airplane configurations and bank angles should be accomplished until the ATP applicant successfully achieves the conceptual knowledge or demonstrates competency in the maneuver.
15. FSTD TRAINING TOPICS. As stated in § 61.156(b), the ATP CTP must include at least 10 hours of training in an FSTD, qualified under 14 CFR part 60. Of the 10 required hours, at least 6 hours of training must be completed in a full flight simulator (FFS), Level C or higher.
Up to 4 hours of training may be accomplished in a Level 4 or higher FTD.
a. FTD Training (4 Hours). All training must be accomplished in a Level 4 or higher FTD.
An FFS (Level A, B, C, or D, motion on or off) may be used for the FTD training portion of the program provided it meets the minimum equipment requirements for the FTD defined in paragraph 19 of this AC. Use of an FTD for the automation/navigation section should be limited to operations on autoflight. The learning objectives for this section of the course can more effectively be met without students attempting to hand fly an FTD.
b. Training Topic Components. The aeronautical experience areas to be trained should include, but are not limited to, the following areas:
(1) Navigation.
(a) Learning Objective. Students should reinforce their understanding of the components of typical air carrier navigation equipment, and experience the navigation equipment’s interface with automation. Students should also understand and experience how to apply these principles to the various phases of flight in air carrier operations.
Par 15 Page 19
(b) Training Topic Components:
• Interpret navigation displays (ND), a primary flight display (PFD), and/or a multi-function display (D, E);
• Perform FMS route input and modifications (D, E);
• Receive and understand air traffic control (ATC) instructions (D, E); and
• Use of area navigation (RNAV) systems in flight (D, E).
(2) Automation.
(a) Learning Objective. Students should reinforce their understanding of the use of airplane automation, the relationship of these components with navigation and learn how to manage both to achieve the desired flightpath.
(b) Training Topic Components:
• Interact with the mode control panel; verify mode control panel inputs;
interpret flight mode annunciations (D, E);
• Use various levels of autopilot/auto-throttle automation applicable to pilot flying duties and pilot monitoring duties with and without the autopilot engaged (D, E);
• Use of FD/flight guidance systems (FGS) (D, E);
• Knowledge of an FMS for each phase of flight (D);
• Use of automation in climb, cruise, descent and approach modes (D, E); and
• Use of TCAS and TAWS (D, E).
c. FFS Training (6 Hours). All training must be accomplished in a Level C or higher FFS.
The aeronautical experience areas to be trained should include, but are not limited to, the following areas:
(1) Runway Safety and Adverse Weather (3 Hours).
(a) Learning Objective. Students should reinforce and apply their understanding of air carrier operations during the taxi, takeoff, and landing phases of flight including the effects of adverse weather on these operations.
(b) Training Topic Components.
1. Taxi:
• Adherence to SOPs and best practices used to maintain situational awareness with complex taxi instructions (D, E); and
• Recognition of hot spots, line up and wait terminology, runway incursion prevention techniques, procedures for ensuring correct departure runway (D, E).
Par 15 Page 20
2. Takeoff:
• Normal takeoff, PF (outside scan) and PM (engine monitoring) duties and responsibilities (D, E);
• VMCG demonstration to show the effects of differential power with limited rudder aerodynamic authority (D);
• V1: Application of V1 decision speed concepts and how they relate to accelerate-go and accelerate stop distances with and without the effects of a contaminated runway (D, E);
• Rejected takeoffs with aircraft weight, runway length, and contamination considerations (D, E); and
• Ability to apply appropriate precautions for adverse weather during takeoff to include: windshear, contaminated runway surfaces, and crosswinds with gusts (D, E).
3. V2 Climb Performance:
• Climb at V2(D, E);
• Effects of speeds less than V2 and greater than V2 (D); and
• Automation during departure (D, E).
4. Approach/Landing:
• Icing conditions in flight and its effects on performance and decisionmaking (D, E);
• Achieve a stabilized approach using energy management concepts (D);
• Landing in crosswinds with and without gusts with emphasis on airplane performance limitations in crosswinds (D, E);
• Landing technique and stopping distances on contaminated runways (D, E); and
• Operations in low visibility conditions: taxi, takeoff, and landing (D).
(2) High-Altitude Operations, Stall and Upset Prevention and Recovery (3 Hours).
(a) Learning Objective. Students should reinforce their understanding of low energy states, stalls, upset and high-altitude aerodynamics through demonstration and experience based training.
1. High-Altitude Operations:
• Speed/mach changeover (D);
• Effects of weight on maximum altitude (high and low speed convergence) (D);
• Effects of high altitude turbulence with limited performance margins (D); and
• Relationship between weight, thrust, and altitude (D, E).
Par 15 Page 21
2. Low Energy States/Stall Prevention Training:
• High altitude/low energy recovery demonstrating limited thrust capability and necessity to exchange altitude for airspeed (D);
• Acceleration performance from second regime (back side of power curve) at low altitude and high altitude (D);
• Demonstration of stall recovery without application of thrust (D); and
• Stall prevention training (E). Emphasis on reduction of AOA for recovery (refer to AC 120-109).
Takeoff or maneuvering configuration approach-to-stalls, Clean configuration approach-to-stalls (high altitude), and Landing configuration approach-to-stalls.
NOTE: For each student one of the three tasks above should be experienced using a realistic scenario and autoflight (samples of the training scenarios can be found in Appendix 2 of AC 120-109).
3. Stick Pusher (if installed). Refer to AC 120-109 for proper recovery from stick pusher activation (D, E).
(b) Upset Prevention and Recovery Training (UPRT).
1. Considerations for UPRT.
(i) CRM. Techniques for working as a crew to return the aircraft to normal flight and communicating airplane state between pilots, including CRM callouts to improve situational awareness should be integrated into FSTD training.
(ii) Availability of Visual References. A Commercial Aviation Safety Team (CAST) study of 18 accidents and incidents resulting from a pilot loss of airplane state awareness determined that many accidents and incidents occurred when pilots did not have visual references available (i.e., instrument meteorological conditions (IMC) or night). In the past, unusual attitude training was commonly conducted in visual meteorological conditions (VMC), giving the pilot considerable advantage in determining the appropriate recovery. UPRT should include scenarios where visual references are not available.
(iii) PM. Evidence shows in many loss of control incidents and accidents, the PM may have been more aware of the aircraft state than the PF. Training should emphasize crew interaction to vocalize the divergence conditions, use CRM to stop the divergence, and return the aircraft to stabilized flight.
(iv) Startle. Startle has been a factor in upset incidents and accidents. Although it may be difficult to create the physiological response of startle in the training environment, if achieved, startle events may provide a powerful lesson for the crew. The goal of using startle in training is to provide the crew with a startle experience which allows for the effective recovery of the airplane. Considerable care should be used in startle training to avoid negative learning.
Par 15 Page 22
2. UPRT Elements.
(i) Manual Handling. Flying the aircraft, with sole reference to pitch and power emphasizing core handling skills in the event of system failure (e.g., loss of airspeed or unreliable airspeed indications) (refer to the current edition of AC 120-111, Appendix 2) (D, E).
(ii) Upset Recovery Techniques. To mitigate loss of control in flight, each of these maneuvers has the following objective: manage the energy, arrest the flightpath divergence, and recover to a stabilized flightpath (refer to AC 120-111) (D, E).
3. Refer to Appendix 1 of this AC for sample training scenarios and an original equipment manufacturer (OEM) approved upset recovery template on:
(i) Nose-High/Wings-level recovery.
(ii) Nose-Low/Wings-level recovery.
NOTE: All instructors must be knowledgeable of the limitations of both the simulator motion and approved flight envelope. Particular care should be used when conducting these maneuvers to stay within both envelopes.
Excursions outside of either must include an instructor debrief emphasizing that the flight handling characteristics in that region may not be representative of the actual aircraft.
16. ATP CTP GRADUATION CERTIFICATE.
a. Academic Evaluation. Applicants who successfully pass the academic evaluations and complete the ATP CTP must be issued a graduation certificate by the training provider. The applicant must present an ATP CTP graduation certificate when he or she applies to take the ATP knowledge test. Applicants who do not pass the academic evaluation will be required to obtain remedial training from the training provider on those subject areas until the academic evaluation is successfully completed.
b. Graduation Certificate. A graduation certificate must contain the following information in order to be considered valid:
(1) The full name, address, and FAA certificate number of the training provider authorized to conduct the course;
(2) The full name, FAA pilot certificate number, and address of the graduate;
(3) The following statement: “The applicant named above has successfully completed the Airline Transport Pilot Certification Training Program as required by § 61.156, and therefore has met the prerequisite required by § 61.35(a)(2) for the Airline Transport Pilot Airplane Knowledge Test.”;
(4) The date of issuance;