• Environmental: including clear air turbulence, mountain wave, windshear, thunderstorms, microbursts, wake turbulence, and airplane icing.
• System malfunctions or failures: including flight instrument, autoflight, flight control, and other system anomalies which could contribute to upsets. (Refer to the Bureau d’Enquêtes et d’Analyses (BEA) Report of Air France 447.)
• Pilot-induced: including misinterpretation or slow instrument cross check, improper adjustment of attitude and power, improper pilot input, inattention, distractions, spatial disorientation, pilot incapacitation, and improper use of airplane automation. (Refer to the NTSB report of Midwest Airlines 490.)
• Avoiding cyclical or oscillatory control inputs to prevent exceeding the structural limits of the airplane. (Refer to the NTSB Animation of American Airlines 587.)
2. Overview of accidents or incidents involving aircraft upset in transport category airplanes.
3. The FAA recommends the use of AURTA Revision 2, sections 2.6.3.2 through 2.6.3.5, for expanded guidance in order to train the academic portion of the following recovery techniques:
• Nose-high/wings-level recovery,
• Nose-low/wings-level recovery,
• High-bank-angle recovery techniques, and
• Consolidated summary of airplane recovery techniques.
14.1.3.3 Recognition and Prevention Techniques and Philosophy. Students should understand that any time the airplane begins to diverge from the intended flightpath or speed, they must identify what, if any, action must be taken.
14.1.3.3.1 Timely and Appropriate Intervention. It should be emphasized that recovery to a stabilized flightpath should be initiated as soon as a developing upset condition is recognized. The amount and rate of control input to counter a developing upset must be proportional to the amount and rate of pitch, roll, and/or yaw experienced. This action may prevent what might become a more serious event.
14.1.3.3.2 Examples of Instrumentation During Developing and Developed Upset. A key aspect to upset awareness, prevention, and recovery training is for students to recognize and prevent developing upsets and recover from developed upsets.
14.1.3.3.3 Effective Scanning. An effective scan is essential for pilots to identify the precursors and the initial development of the upset and, using that recognition,
13 make timely and appropriate responses to return the aircraft back to the desired path.
14.1.3.3.4 Pitch/Power/Roll/Yaw. Students should understand how to recognize developing and developed upset conditions so they can make control inputs based on desired aircraft reaction. Control deflections at one point in the flight envelope might not be appropriate in another part of the flight envelope. Pilots should have a fundamental understanding of instrumentation and flight dynamics in pitch/power/roll/yaw in order to recognize the current state of the airplane and make the correct control inputs to arrest the divergence or recovery from the upset. The Air Data Instrument (ADI) is the primary control instrument for recovery from an upset. Due to varying visibility conditions, one cannot depend on having adequate outside visual references.
14.1.3.3.5 Recovery. An overview of actions to take to recover from an upset encompasses three basic activities, which should be part of every upset recovery:
• Manage the energy;
• Arrest the flightpath divergence; and
• Recover to a stabilized flightpath.
14.2 Meteorology (Minimum: 2 Hours).
14.2.1 Airplane Weather Detection Systems.
14.2.1.1 Learning Objective. Students should gain an understanding of adverse weather conditions, weather conditions encountered at high altitude, available weather resources, and understand how to apply these principles in their decision making in air carrier operations.
14.2.1.2 Training Topic Components.
1. Equipment limitations.
2. Use of weather detection systems to navigate around hazardous weather.
3. Windshear detection systems (predictive and reactive) and avoidance strategies.
4. Turbulence avoidance, considerations, and mitigation strategies.
5. In-flight icing detection, avoidance, considerations, and mitigation strategies.
6. Ground deicing/anti- icing: airplane deice/anti-ice procedures, use of holdover tables, calculating holdover times, and pretakeoff contamination checks. (Refer to AC 120-58, Pilot Guide Large Aircraft Ground Deicing.)
7. Mountain wave activity and its potential effect on safe operating margins.
8. Crosswind operating techniques and cautions and limitations.
9. Air carrier meteorology products which assist in the avoidance of adverse weather.
10. Braking action/friction reports, limitations, and best practices.
11. Air carrier low-visibility operations, including low-visibility surface movement and Category (CAT) II and CAT III approaches (Overview).
14.3 Air Carrier Operations (Minimum: 14 Hours).
14.3.1 Physiology/Fitness for Duty (Overview).
14.3.1.1 Learning Objective. Students should have an understanding of the effects of altitude on human physiology and crewmember responsibilities to remain fit for duty.
14.3.1.2 Training Topic Components.
1. Hypoxia: signs, symptoms, and effects; times of useful consciousness.
2. Aircraft decompression—causes and recognition of cabin pressure loss.
3. Altitudes/conditions which require the use of oxygen masks.
4. Effects of fatigue on performance, including mitigation strategies. (Refer to AC 120-100, Basics of Aviation Fatigue.)
14.3.2 Communications.
14.3.2.1 Learning Objective. Students should gain an understanding of advanced aircraft communication systems, regulations pertaining to communications in air carrier operations, and understand how to communicate and apply these principles in a high-workload environment.
14.3.2.2 Training Topic Components.
1. Sterile flight deck rules.
• Briefings: Discuss advantages of proper briefings and how to properly accomplish professional briefings for all phases of ground and flight operations.
• Briefings between flightcrew and cabin crew.
• Passenger briefings (Overview).
2. Clearance delivery including Pre-Departure Clearance (PDC), and Controller-Pilot Data Link Communications (CPDLC) (Overview).
14.3.3 Checklist Philosophy.
14.3.3.1 Learning Objective. Students should understand the different types of commonly used checklists and checklist philosophies and how to apply them in a multicrew environment.
14.3.3.2 Training Topic Components.
1. Checklist philosophies (read/do, do/verify, memory items, and flows);
manufacturer- versus operator-developed checklist.
2. Use of normal checklists.
3. Use of quick reference handbook (QRH)/emergency checklists.
14.3.4 Operational Control (Overview).
14.3.4.1 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.
14.3.4.2 Training Topic Components.
1. Air carrier operational control concept. (Refer to AC 120-101, Part 121 Air Carrier Operational Control.)
2. Dispatch and flight following differences and responsibilities.
3. Emergencies and decision making with joint pilot/dispatcher responsibilities.
14.3.5 Minimum Equipment List (MEL) and Configuration Deviation List (CDL).
14.3.5.1 Learning Objective. Students should understand the operation and use of an MEL and CDL in relation to inoperative equipment.
14.3.5.2 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.
4. Additional air carrier maintenance procedures, operational procedures, and operational limitations (e.g., speed restrictions) required in order to dispatch with components or items of equipment deferred or removed in accordance with the MEL or CDL.
14.3.6 Ground Operations.
14.3.6.1 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.
14.3.6.2 Training Topic Components.
1. Runway incursion prevention. (Refer to FAA Runway Safety—Resources, which can be found at https://www.faa.gov/airports/runway_safety/resourc es.)
• Professionalism during taxi operations, including sterile flight deck and standard operating procedures (SOP). (Refer to AC 120-74, Parts 91, 121, 125, and 135 Flightcrew Procedures During Taxi Operations.)
• Airport SA.
• Taxi route planning and briefings including hot spot identification and runway crossings.
• Technology (Electronic Flight Bag (EFB), moving maps).
2. Practical knowledge of airport surface operations, including:
• Airport movement areas.
• Ramp procedures and communications.
• Coded taxi routes and complex taxi procedures.
14.3.7 Turbine Engines (Overview).
14.3.7.1 Learning Objective. Students should gain an understanding of turbine engine operation and common malfunctions.
14.3.7.2 Training Topic Components.
1. Turbine engine theory.
2. Differences in thrust application of a turbine engine versus 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.
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 monitoring (ECAM)).
6. Engine Pressure Ratio (EPR), N1, N2, exhaust gas temperature (EGT) indications.
14.3.8 Transport Category Aircraft Performance.
14.3.8.1 Learning Objective. The student should have an understanding of the many considerations and requirements for transport category aircraft performance and how these elements are applied to air carrier flight operations.
14.3.8.2 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), takeoff decision speed (V1), and takeoff safety speed (V2).
3. Proper use of rudder in a transport category aircraft 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 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 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.
14.3.9 Automation (Overview).
14.3.9.1 Learning Objective. Students should gain an understanding of airplane automation components, the relationship of these components to each other, and how to manage airplane automation. Students should also understand how to apply these principles to the various phases of flight in air carrier operations. (Refer to AC 120-123, Flightpath Management.)
14.3.9.2 Training Topic Components.
1. Introduction to computer-assisted piloting (pilot/system interface).
2. Automation philosophies/architecture and envelope protections.
3. Flight director (FD)/autopilot (AP): automation monitoring, 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).
5. Automation dependency: phases of flight and situations where automation is (or is not) appropriate.
14.3.10 Navigation and Flightpath Warning Systems (Overview).
14.3.10.1 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.
14.3.10.2 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 (GPS)/Area Navigation (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).
14.4 Leadership/Professional Development, Crew Resource Management (CRM), and Safety Culture (Minimum: 6 Hours).
14.4.1 Leadership/Professional Development.
14.4.1.1 Learning Objective. Students should demonstrate an understanding of the professional responsibilities associated with being an ATP and describe how to apply leadership skills in the position of PIC. (Refer to AC 121-42, Leadership and Command Training for Pilots in Command.)
14.4.1.2 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 Crew Resource Management, B. Kanki, R. Helmreich, J. Anca, 2010, p. 404.
14.4.1.2.1 Authority. The Captain is the final authority as to the operation of the airplane. Use that authority wisely and appropriately considering the situation.
14.4.1.2.2 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.
14.4.1.2.3 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.
14.4.1.2.4 Awareness. The Captain is expected to be operating the airplane with the “big picture” in mind. SA is paramount when making decisions.
14.4.1.2.5 Mentoring. The Captain should always be preparing first officers for upgrade.
Explaining operational considerations, decision-making factors, and lessons learned is an essential function of a captain.
14.4.1.3 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 their 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.
14.4.2 CRM.
14.4.2.1 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 multicrew environment. Emphasis should be placed on effective intervention strategies for the pilot monitoring (PM).
14.4.2.2 CRM Philosophy and PM Intervention Strategies.
14.4.2.2.1 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 2 Crew Resource Management, B. Kanki, R. Helmreich, J. Anca, 2010, p. 61.
• R eview of applicable accident/incident reports and animations.
• Review of elements of effective CRM. (Refer to AC 120-51, Crew Resource Management Training.)
14.4.2.2.2 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).
14.4.3 Safety Culture/Voluntary Safety Programs (Overview).
14.4.3.1 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.
14.4.3.2 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 AC 120-66, Aviation Safety Action Program.)
3. Flight operations quality assurance (FOQA). (Refer to AC 120-82, Flight Operational Quality Assurance.)
4. Line Operations Safety Audits (LOSA). (Refer to AC 120-90, Line Operations Safety Audits.)
14.4.3.3 Safety Management Systems (SMS). An SMS is an organization-wide comprehensive and preventive approach to managing safety. An SMS includes a safety policy, formal methods for identifying hazards and mitigating risk, and the promotion of a positive safety culture. (Refer to AC 120-92, Safety Management Systems for Aviation Service Providers.)
15 ACADEMIC EVALUATIONS. Training providers are required by §§ 121.410(d),
135.336(d), and 142.54(d), and part 141 appendix K to conduct evaluations to ensure that the pilot understands the requisite academic areas and that the training techniques, procedures, and standards for the course are acceptable to the Administrator. 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.
15.1 Evaluation Procedures. During the approval process, the training provider should provide a description to the Administrator detailing the evaluation procedure used to measure the attendee’s proficiency. This description should identify and describe the form of test (e.g., individual paper tests, 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 through a final test at the end of the program. The test will be in printed form and handed to the applicant for completion.”
15.2 Written Test Questions. The training provider should provide a comprehensive written test or test question pool with an answer key to be submitted along with the application for the course as well as 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 taught. It is also recommended that the training provider administer closed book exams.
15.2.1 The student should answer at least 30 test questions throughout the academic training portion of the ATP CTP. 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 entirety of the academic course material.
15.2.2 A student’s successful completion of the ATP CTP should be dependent upon the student demonstrating, through academic testing as described above, that they have met the objectives of the training and received adequate knowledge. To validate student knowledge, a minimum score of 70 percent is recommended on each test administered, as 70 percent is consistent with the minimum satisfactory score required for all FAA knowledge tests. The FAA recommends using a minimum passing score of at least 70 percent because this test is similar to the aeronautical knowledge tests administered under part 61, for which the FAA has specified a minimum passing score of 70 percent.
Individual training providers may set higher standards. At the conclusion of the written test, the instructor should review all incorrect answers with the enrollee.
16 FSTD TRAINING PHILOSOPHY. An ATP CTP must include certain FSTD training.
The intent of the FSTD training portion of the ATP CTP is to more directly reinforce the air carrier concepts and principles taught in the academic portion of the course in a hands-on manner. 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 initial familiarity and 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 shared amongst transport category airplanes.
16.1 Briefings Before and After Each Session. In order to consolidate the academic and FSTD portions of the course, FSTD instructors should conduct prebriefings before each session. The prebriefing 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.
16.2 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.
16.2.1 Demonstration-Based Training. The purpose of demonstration-based training is intended 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.
16.2.2 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
23 accomplished until the ATP applicant successfully achieves the conceptual knowledge or demonstrates competency in the maneuver.
17 FSTD TRAINING TOPICS. Pursuant to § 61.156(b), the ATP CTP must include at least 10 hours of training in an FSTD, qualified under part 60 that represents a multiengine turbine airplane. At least 6 hours of training must be completed in a Level C or higher FFS with a maximum takeoff weight (MTOW) of 40,000 pounds or greater.
This training must include: low-energy states/stalls, upset recovery techniques, and adverse weather conditions (including icing, thunderstorms, and crosswinds with gusts).
The remaining 4 hours of training may be accomplished in a Level 4 or higher FTD. This training must include navigation (including FMSs) and automation (including autoflight).
17.1 FFS Training (6 hours). A minimum of 6 hours of training must be accomplished in a Level C or higher FFS. Pursuant to § 61.156(b)(1), the aeronautical experience areas to be trained must include low-energy states/stalls, upset recovery techniques, and adverse weather conditions (including icing, thunderstorms, and crosswinds with gusts). This paragraph provides a recommended structure of training for each required area, similar to the format of a curriculum or syllabus. Additionally, while the entirety of the training must equal at least 6 hours, a recommended 1-hour minimum is provided for each broken-down training topic.
17.1.1 Runway Safety and Adverse Weather (Recommended: 3 hours).
17.1.1.1 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.
17.1.1.2 Training Topic Components.
17.1.1.2.1 Taxi:
1. Adherence to SOPs and best practices used to maintain SA with complex taxi instructions (D, E); and
2. Recognition of hot spots, Line Up and Wait (LUAW) terminology, runway incursion prevention techniques, and procedures for ensuring correct departure runway (D, E).
17.1.1.2.2 Takeoff:
1. Normal takeoff, PF (outside scan) and PM (engine monitoring) duties and responsibilities (D, E);
2. VMCG demonstration to show the effects of differential power with limited rudder aerodynamic authority (D);
3. 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);