Advanced Qualification Program (AQP)

Advisory
Circular
Subject: ADVANCED QUALIFICATION

PROGRAM

Date: 6/23/06
Initiated by: AFS-230

AC No: 120-54A

1. PURPOSE. This advisory circular (AC) provides the Federal Aviation Administration (FAA)
guidance for approval of an Advanced Qualification Program (AQP) under AQP regulatory
guidance (AQP guidance is provided in Title 14 of the Code of Federal Regulations (14 CFR)
part 121, subpart Y, or in a subsequent regulation that supersedes it). AQP is a systematic
methodology for developing the content of training programs for air carrier crewmembers and
dispatchers. It replaces programmed hours with proficiency-based training and evaluation
derived from a detailed job task analysis that includes crew resource management (CRM). AQP
incorporates data-driven quality control processes for validating and maintaining the
effectiveness of curriculum content. AQP provides an alternate method of qualifying and
certifying, if required, pilots, flight engineers, flight attendants, aircraft dispatchers, instructors,
evaluators, and other operations personnel subject to the training and evaluation requirements of
14 CFR parts 121 and 135. The AQP encourages innovation in the methods and technology that
are used during instruction and evaluation, and efficient management of training systems. The
goal of AQP is to achieve the highest possible standard of individual and crew performance. A
leading objective of AQP is to provide effective training that will enhance professional
qualifications to a level above the present standards that are provided in parts 121 and 135.
NOTE: The methods and procedures in this AC describe one acceptable
means of compliance. Alternate means are encouraged and will be evaluated
on their merit.
2. CANCELLATION. AC 120-54, Advanced Qualification Program, dated August 9, 1991, is
canceled.
3. RELATED 14 CFR PARTS.
a. Part 121, Operating Requirements: Domestic, Flag, and Supplemental Operations.
b. Part 135, Operating Requirements: Commuter and On Demand Operations and Rules
Governing Persons on Board Such Aircraft.
c. SFAR 58, Advanced Qualification Program.
d. Part 142, Training Centers.

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e. Part 119, Certification: Air Carriers and Commercial Operators.
4. BACKGROUND. The capabilities and use of simulators and other computer-based training
devices in training and qualification activities have changed dramatically. AQP regulatory
guidance and this AC allow certificate holders that are subject to the training and evaluation
requirements of part 121 and part 135 to develop innovative training and qualification programs
that incorporate the most recent advances in training methods and techniques. AQP regulatory
guidance and this AC also apply to training centers under 14 CFR part 142 that intend to provide
training for eligible certificate holders. AQP emphasizes crew-oriented training and evaluation.
These training and evaluation applications are now grouped under the general term of line
operational simulations (LOS), including line oriented flight training (LOFT), special purpose
operational training (SPOT), and line operational evaluation (LOE). Due to the role of CRM
issues in fatal accidents, it has become evident that training curriculums should develop and
evaluate both technical and CRM skills. In AQP, a structured LOS design process is employed
to specify and integrate the required CRM and technical skills into LOS scenarios.
a. History. In 1975, the FAA began to deal with two issues: hardware requirements needed
for total simulation, and the redesign of training programs to deal with increasingly complex
human factors problems. At the urging of the air transportation industry, the FAA addressed the
hardware issue first. This effort culminated in 1980 in the development of the Advanced
Simulation Program. Since then, the FAA has continued to pursue approaches for the redesign
of training programs to increase the benefits of Advanced Simulation and to deal with the
increasing complexity of cockpit human factors.
b. Joint Government-Industry Task Force. On August 27, 1987, FAA Administrator
T. Alan McArtor addressed representatives from major air carriers and air carrier associations,
flight crewmember associations, commuter air carriers and regional airline associations,
manufacturers, and government organizations. One of the issues discussed at the meeting
focused on flight crewmember performance. This meeting led to the creation of the Joint
Government-Industry Task Force on Flightcrew Performance. On September 10, 1987, the task
force met at the Air Transport Association’s (ATA) headquarters to identify and discuss flight
crewmember performance issues. Working groups in three major areas were formed:
(1) man/machine interface; (2) flight crewmember training; and (3) operating environment. Each
working group submitted a report and recommendations to the joint task force. On June 8, 1988,
the recommendations of the joint task force were presented to Administrator McArtor. The
major substantive recommendations to the Administrator from the flight crewmember training
group were the following:
(1) Require part 135 commuters (whose airplane operations require two pilots) to
comply with part 121 training, evaluation, qualification, and recordkeeping requirements
(14 CFR part 119).
(2) Provide for an SFAR and AC to permit development of innovative training programs
(SFAR 58).

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(3) Establish an FAA national air carrier training program office that provides training
program oversight at the national level (Air Carrier Training Branch, AFS-210, Voluntary Safety
Programs Branch, AFS-230).
(4) Require seconds-in-command (SIC) to satisfactorily perform their duties under the
supervision of check airmen during operating experience (part 121, section 121.434(c)(2)).
(5) Require all training to be accomplished through a certificate holder’s training
program.
(6) Provide for approval of training programs based on course content and training aids
rather than specified programmed hours (SFAR 58).
(7) Require Cockpit Resource Management (section 121.404)(SFAR 58) training and
encourage greater use of LOFT (section 121.409) (SFAR 58).
c. National Transportation Safety Board (NTSB). In June of 1988, the NTSB issued a
Safety Recommendation (A-88-71) on the subject of CRM training. The recommendation was
that all part 121 carriers review initial and recurrent flightcrew training programs. The purpose
of this review was to ensure that the training programs include simulator or aircraft training
exercises that involve cockpit resource management and active coordination of all crewmember
trainees, and which permits evaluation of crew performance and adherence to those crew
coordination procedures.
d. Part 121 subpart Y. In response to the recommendations from the joint task force and
from the NTSB, the FAA, on October 2, 1990, published SFAR 58, which addresses the majority
of the above recommendations. Part 121 subpart Y was released on October 1, 2005. AQP was
also established to permit a greater degree of regulatory flexibility in the approval of innovative
pilot training programs. Based on a documented analysis of operational requirements, a
certificate-holder under AQP may propose to depart from traditional practices with respect to
what, how, when, and where training and testing is conducted. This is subject to FAA approval
of the specific content of each proposed program. Part 121 subpart Y requires that all departures
from traditional regulatory requirements be documented and based upon an approved continuing
data collection process sufficient to establish at least an equivalent level of safety. AQP provides
a systematic basis for matching technology to training requirements and for approving a training
program with content based on relevance to operational performance. An applicant may propose
to replace certain requirements of 14 CFR parts 61, 63, 65, 121, or 135, with an AQP curriculum,
subject to FAA approval. An AQP may also employ substitutes for the practical test
requirements. Each requirement of parts 61, 63, 65, 121, 135 or the practical test standards
(PTS) that is not specifically addressed in an approved AQP curriculum continues to apply to the
certificate holder.
5. BENEFITS OF AQP. Although AQP is a voluntary program, the FAA Flight Standards
Service encourages air carriers to participate. AQP provides for enhanced curriculum
development and a data-driven approach to quality assurance along with the flexibility to target
critical tasks during aircrew training. The AQP methodology directly supports the FAA’s goals
for safety enhancement. The primary goal of AQP is to achieve the highest possible standard of

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individual and crew performance. In order to achieve this goal, AQP seeks to reduce the
probability of crew-related errors by aligning training and evaluation requirements more closely
with the known causes of human error. For example:
a. Crew Performance. Most accidents are attributed to crew error. Traditional training
programs focus on individual training and evaluation. Under AQP, the focus is on crew and
individual performance in both training and evaluation.
b. CRM. Most accidents are caused by errors of judgment, communication, and crew
coordination. Traditional training programs focus primarily on flying skills and systems
knowledge. Under AQP, competence in flying skills and systems knowledge are integrated with
CRM skills in training and evaluation throughout the curriculum.
c. Scenario-Based Training and Evaluation. Most accidents are caused by a chain of
errors that build up over the course of a flight and which, if undetected or unresolved, result in a
final, fatal error. Traditional training programs, with their maneuver-based training and
evaluation, artificially segment simulation events in such a way as to prevent the realistic buildup of the error chain. Under AQP, both training and evaluation are scenario-based, simulating
more closely the actual flight conditions known to cause most fatal carrier accidents.
d. Additional Benefits. Added benefits that are expected for individual applicants will
vary, but may include:
(1) The ability to modify training curricula, media, and intervals.
(2) Crew evaluation as well as individual assessment.
(3) Improved standardization across fleets and flight personnel.
(4) Shift from programmed hours to proficiency-based training.
(5) Access to innovative training ideas and research.
(6) Opportunity to achieve more efficient training.

ORIGINAL SIGNED BY
JOHN M. ALLEN

James J. Ballough
Director, Flight Standards Service

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CONTENTS
Page
CHAPTER 1. AQP OVERVIEW
1-1. General...............................................................................................................1
1-2. AQP Objectives .................................................................................................1
1-3. AQP Characteristics ..........................................................................................2
1-4. Equivalent Level of Safety and AQP Requirements .........................................2
1-5. Developmental Assistance and Support ............................................................4
Figure 1-1. Other Resources .....................................................................................6
CHAPTER 2. AQP DEVELOPMENT PHASES
SECTION 1. INTRODUCTION
2-1. Phases ................................................................................................................9
2-2. Instructional Systems Development (ISD) ........................................................9
2-3. Training Systems ...............................................................................................10
Figure 2-1. AQP Phase Development Process..........................................................10
SECTION 2. PHASE I: APPLICATION
2-4. Joint Meeting .....................................................................................................10
2-5. The AQP Application ........................................................................................11
2-6. Approval ............................................................................................................13
SECTION 3. PHASE II: CURRICULUM DEVELOPMENT
2-7. Overview ...........................................................................................................13
2-8. Job Task Analysis (JTA) ...................................................................................14
Figure 2-2. Sample Pilot Job Task Listing................................................................16
2-9. Qualification Standards .....................................................................................17
Figure 2-3. AQP Continuing Qualification Critical/Currency Chart........................19
Figure 2-4. Rating Scale for Procedures Validation, First-Look, Maneuvers Validation,
LOE, or Line Check...................................................................................................23
2-10. Instructional Systems Development Methodology Document........................25
Figure 2-5. Curriculum Development.......................................................................26
2-11. Curriculum Outline Document ........................................................................27
Figure 2-6. Performance Difference Rating Scale....................................................28
Figure 2-7. Sample AQP Curriculum Outline ..........................................................29
2-12. Implementation and Operations Plan (I&O Plan) Document..........................30
2-13. Approval ..........................................................................................................32
SECTION 4. PHASE III: SMALL GROUP TRYOUT (IMPLEMENTATION)
2-14. Overview .........................................................................................................32
2-15. Approval ..........................................................................................................33
SECTION 5. PHASE IV: INITIAL OPERATIONS
2-16. Overview .........................................................................................................33
2-17. Phase IV Activities ..........................................................................................33
2-18. Revisions .........................................................................................................34
2-19. Approval ..........................................................................................................34
SECTION 6. PHASE V: CONTINUING OPERATIONS

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2-20. Overview .........................................................................................................34
2-21. Data’s Impact on Continuing Operations ........................................................34
2-22. Quality Assurance............................................................................................34
SECTION 7. DOCUMENT AND REPORTING REQUIREMENTS
2-23. Overview .........................................................................................................34
Figure 2-8. Document Structures Chart ....................................................................38
CHAPTER 3. AQP CURRICULUMS AND CERTIFICATION
SECTION 1. CURRICULUMS
3-1. Background........................................................................................................39
3-2. Indoctrination Curriculum .................................................................................39
3-3. Qualification Curriculum...................................................................................39
Figure 3-1. AQP Training, Validation & Evaluation................................................43
Figure 3-2. AQP Validation/Evaluation Table .........................................................44
Figure 3-3. Example of Qualification Curriculum Footprint....................................45
3-4. Continuing Qualification Curriculum................................................................46
Figure 3-4. Example of an AQP Four-Day Continuing Qualification Curriculum
Footprint.....................................................................................................................49
Figure 3-5. Continuing Qualification Cycle .............................................................50
3-5. Secondary Curriculums .....................................................................................52
Figure 3-6. AQP Secondary Curriculums.................................................................52
SECTION 2. AIRMAN CERTIFICATION
3-6. General...............................................................................................................53
3-7. AQP Training and Evaluation for Certification ................................................54
3-8. Completion of the Qualification Curriculum.....................................................54
CHAPTER 4. AQP APPROVAL AND DOCUMENTATION
SECTION 1. DOCUMENTATION REVIEW AND APPROVAL.
4-1. Overview ...........................................................................................................55
4-2. Review Process..................................................................................................55
4-3. Approval Process...............................................................................................55
Figure 4-1. Five Phases of AQP Review and Approval ...........................................56
4-4. Phase Approvals ................................................................................................56
4-5. Method of Granting Approval ...........................................................................59
4-6. Revision Control Process...................................................................................60
SECTION 2. WITHDRAWAL OF APPROVAL
4-7. General...............................................................................................................61
4-8. Initial or Provisional ..........................................................................................61
4-9. Final Approval...................................................................................................61
4-10. Appeal Withdrawal of Final Approval ............................................................61

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CHAPTER 5. INSTRUCTORS AND EVALUATORS
SECTION 1. INSTRUCTOR/EVALUATOR PROGRAMS
5-1. General...............................................................................................................63
5-2. Instructor/Evaluator Curriculums ......................................................................63
5-3. Authorized Evaluation Personnel by AQP Event..............................................67
Figure 5-1. Authorized Evaluation Personnel by AQP Curriculum .........................68
SECTION 2. CERTIFICATION PERSONNEL
5-4. Training .............................................................................................................68
5-5. Authorized Certification Personnel ...................................................................68
SECTION 3. QUALITY ASSURANCE AND STANDARDIZATION
5-6. Quality Assurance..............................................................................................69
5-7. Standardization ..................................................................................................69
CHAPTER 6. TRAINING CENTERS
SECTION 1. INTRODUCTION
6-1. Background........................................................................................................71
6-2. Training Centers Offering an AQP....................................................................71
SECTION 2. PROVISIONAL APPROVAL: APPLICATION AND DEVELOPMENT
6-3. Provisional AQP ................................................................................................71
SECTION 3. REQUEST AND APPROVAL FOR USE OF TRAINING CENTERS
6-4. Request ..............................................................................................................72
6-5. Development......................................................................................................72
SECTION 4. TRAINING CENTER’S INSTRUCTORS AND EVALUATORS
6-6. Qualification ......................................................................................................73
6-7. Instructor/Evaluator Curriculum Approval .......................................................73
SECTION 5. DATA COLLECTION AND RECORDKEEPING
6-8. Data Collection ..................................................................................................73
6-9. Data Submission ................................................................................................73
6-10. Recordkeeping .................................................................................................73
CHAPTER 7. TRANSITION TO AQP
SECTION 1. OVERVIEW
7-1. General...............................................................................................................75
7-2. Entering AQP From an Established Training Program .....................................75
7-3. Transitioning to AQP Using the SVE................................................................75
SECTION 2. THE PETITION FOR EXEMPTION
7-4. General...............................................................................................................81
Figure 7-1. Single Visit Exemption Process (SVE)..................................................81
7-5. The Petition Process ..........................................................................................81
7-6. The Petition........................................................................................................82
7-7. Granting of the Petition .....................................................................................82
7-8. Renewal Requirements for the SVE..................................................................83

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SECTION 3. SVTP
7-9. Overview ...........................................................................................................83
7-10. Contents ...........................................................................................................83
7-11. SVTP Proficiency Check.................................................................................83
7-12. Approval of the SVTP .....................................................................................84
7-13. Revisions .........................................................................................................84
7-14. Implementation of the SVTP...........................................................................85
7-15. Data Submission and Reporting Requirements ...............................................85
7-16. SVTP Review Meeting....................................................................................85
Figure 7-2. Sample of Proficiency Check Fixed and Variable Maneuvers ..............87
CHAPTER 8. AQP DATA MANAGEMENT
SECTION 1. INTRODUCTION
8-1. Overview ...........................................................................................................89
8-2. Definitions .........................................................................................................89
SECTION 2. DATA MANAGEMENT
8-3. Overview. ..........................................................................................................90
8-4. Data Collection – SVTP & AQP .......................................................................90
8-5. Data Entry..........................................................................................................90
8-6. Data Submission ................................................................................................91
SECTION 3. DATA ANALYSIS AND REPORTS
8-7. Overview ...........................................................................................................92
Figure 8-1. Data Submission Requirements .............................................................93
Figure 8-2. Performance Data Report Table (PDRT)...............................................95
Figure 8-3. Skill/Reason Table (SklRsn) ..................................................................98
Figure 8-4. Training Objectives Report Table (TORT)............................................99
CHAPTER 9. CREW RESOURCE MANAGEMENT
SECTION 1. INTRODUCTION
9-1. Overview ...........................................................................................................101
SECTION 2. INTEGRATING CRM INTO AN AQP
9-2. Scope of Integration...........................................................................................101
9-3. CR/AQP Task List.............................................................................................102
9-4. CRM Knowledge and Skills ..............................................................................102
9-5. CRM and Proficiency Objectives ......................................................................102
9-6. Training Events..................................................................................................103
9-7. Event Sets ..........................................................................................................103
9-8. Source ................................................................................................................103
9-9. Curriculum Design ............................................................................................104
9-10. Indoctrination Curriculum ...............................................................................104
9-11. Qualification Curriculum.................................................................................104
9-12. Continuing Qualification Curriculum..............................................................104
9-13. Line Operations and Proceduralized CRM......................................................105

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SECTION 3. EVALUATING CRM
9-14. Overview .........................................................................................................105
9-15. Observable Behaviors......................................................................................105
Figure 9-1. Sample CRM Skills................................................................................106
Figure 9-2. Sample Event Set Worksheet .................................................................108
APPENDIX 1. DEFINITIONS (6 pages) ..........................................................................1
APPENDIX 2. GENERIC AIRLINES ADVANCED QUALIFICATION PROGRAM
APPLICATION (2 pages) ...................................................................................................1
APPENDIX 3. REGULATORY COMPARISON CHART/PART OF THE
QUALIFICATION STANDARDS DOCUMENT (5 pages) ............................................1
APPENDIX 4. ADVANCED QUALIFICATION PROGRAM DOCUMENTATION
CHECKLIST AND REVIEW JOB AID (21 pages) .........................................................1
APPENDIX 5. ADVANCED QUALIFICATION PROGRAM QUALIFICATION
STANDARDS DOCUMENTATION (6 pages) .................................................................1

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CHAPTER 1. AQP OVERVIEW
1-1. GENERAL. The Advanced Qualification program (AQP) integrates a number of training
and evaluation features aimed at improving performance. AQPs are systematically developed,
continuously maintained, and empirically validated proficiency-based training systems. They
allow for the systematic analysis, design, development, implementation, evaluation, and
maintenance of self-correcting training programs.
a. Phases of Development. There are five phases for developing, implementing, and
maintaining an AQP. A description of each phase is located in Chapter 2. Each phase must be
Federal Aviation Administration (FAA)-approved before the applicant may proceed to the next
phase. Each phase consists of specific activities, including the documentation of those activities.
These documents must also be FAA-approved.
b. AQP Documentation. In addition to the supporting documents and manuals provided to
the FAA in traditional training programs, there are six documents and an annual report
requirement that is unique to AQP. The documents are instrumental in managing the AQP and
must be maintained throughout the life of the program. The documents can be categorized in
two groups, by their function and interrelationship: management and database. The documents,
along with the annual report, comprise the Program Audit Database (PADB).
(1) Management Documents. These documents include the Application, Instructional
Systems Development Methodology, and Implementation and Operations Plan. These
documents are stand-alone in that a change in one will not necessitate a change in another.
(2) Database Documents. These documents include the Task Analysis, Qualification
Standards, and Curriculum Outlines. Because a change to one often means a change to the
others, it is recommended that they be maintained in an interactive database.
(3) Annual Report. The purpose of the report is to identify changes to the curriculums,
training equipment upgrades, and the AQP Maintenance Strategy resulting from feedback and
analysis of the information in the Performance/Proficiency Database (PPDB). Details of the
report are found in Chapter 2, section 6, phase V: Continuing Operations.
1-2. AQP OBJECTIVES.
a. Support safe operations by continuously improving training and evaluation.
b. Remain responsive to continuing changes in the industry, including new aircraft
technology, changing operational environments, and new training methods and equipment.
c. Remain responsive to continuing changes and best practices relative to training and
evaluation.

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1-3. AQP CHARACTERISTICS.
a. Participation is voluntary.
b. Employs innovative training and qualification concepts with the regulatory flexibility to
tailor training to individual company circumstances.
c. Uses performance data to drive curriculum changes.
d. Qualification is based on individual and team performance, using progressive evaluations
of proficiency objectives, and the structure and maintenance of all elements (curriculum,
facilities, training equipment, instructors, evaluators, courseware, and quality assurance) of the
program.
e. Data collection and analysis to empirically validate individual and team proficiency, and
the AQP itself.
f. Training is systematically developed with an audit trail for all training and data
requirements.
1-4. EQUIVALENT LEVEL OF SAFETY AND AQP REQUIREMENTS.
NOTE: AQP is a voluntary program that entails a strong commitment from
the air carrier to exceed minimum training standards in the greater interest
of safety. To determine an equivalent level of safety of an airline’s AQP, the
entire training system must be examined as a comprehensive whole rather
than considering any one component in isolation. To ensure that the AQP
does establish an initial justification and a continuing process to show an
equivalent level of safety, mandatory requirements have been established.
Under an AQP, the FAA monitors the process as well as the product. Instead
of basing curriculums on prescribed generic maneuvers, procedures and
knowledge items, AQP curriculums are based on a detailed analysis of the
specific job tasks, knowledge, and skill requirements of each duty position
for the individual airline. Compared to traditional training programs, the
AQP process provides a systematic basis for establishing an audit trail
between training requirements and training methodologies.
AQPs are systematically developed, continuously maintained, and
empirically validated, proficiency-based training systems. They allow for the
systematic analysis, design, development, implementation, progressive
evaluation, and maintenance of self-correcting training programs that
include integrated CRM, improved instructor/evaluator standardization,
scenario-based evaluation, and a comprehensive data-driven quality
assurance system.

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a. Comply with all aspects of the approved AQP.
b. The processes used for development, implementation and maintenance of program
operations will be continued throughout the life of the program.
c. Accommodate make, model, and series aircraft (or variant).
d. May build upon an existing training program or be completely new.
e. Provide three basic types of curriculums for every duty position; indoctrination (for new
hires, new instructors, and new evaluators); qualification; and continuing qualification
(see Figure 3-6). Specialty curriculums (transition, upgrade, requalification, refresher, etc.) will
be derivatives from these basic types.
f. Duty positions to be covered must include all flight crewmember positions, instructors,
and evaluators, and may include other positions, such as flight attendants, aircraft dispatchers,
and other operations personnel.
g. Provide satisfactory justification to the FAA that the proficiency-based qualification of
personnel under AQP meets or exceeds existing part 121 and/or part 135 standards.
h. Each applicable requirement of the PTS and part 61, 63, 65, 121, or 135 that is not
specifically addressed in the AQP continues to apply to the certificate holder.
i. Document the requirements of the PTS and part 61, 63, 65, 121, or 135, as applicable,
which would be replaced by an AQP curriculum.
j. The certificate holder must establish an initial justification and a continuing process to
show how the AQP curriculum provides an equivalent level of safety for each requirement to be
replaced.
k. Any training or evaluation that is satisfactorily completed in the calendar-month before or
the calendar-month after the calendar-month in which it is due is considered to have been
completed in the calendar-month it was due.
l. Curriculums must be based on an instructional systems development methodology. This
methodology must incorporate a thorough analysis of the certificate holder’s operations, aircraft,
line environment and job functions.
m. A list of, and text describing, the knowledge requirements, subject materials, job skills,
and qualification standards of each task to be trained and evaluated.
n. A list of, and text describing, supervised operating experience, evaluation/remediation
strategies, provisions for special tracking, and how recency of experience requirements will be
accomplished.

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o. All curriculums will include planned (not programmed) hours for ground training, flight
training, evaluation, and operating experience.
p. Qualification and continuing qualification curriculums must integrate the training and
evaluation of CRM/DRM and technical skills and knowledge.
q. Include line operational training (e.g., full crew LOS).
r. Use LOE or an equivalent evaluation under an AQP acceptable to the FAA for proficiency
evaluations.
NOTE: Regardless of number of events sets, a crash (i.e., unsafe individual
or crew performance that would result in significant damage, hull loss, or
loss of life) during an LOE constitutes a failure of the LOE.
s. Integrate appropriate advanced flight training equipment. Flight-training devices and
simulators will be used to support scenario-based training as appropriate.
t. Develop data collection and analysis processes in order to obtain performance information
on crewmembers, dispatchers, instructors, evaluators, and other operations personnel that will
enable the certificate holder and the FAA to determine whether the form and content of training
and evaluation activities are satisfactorily accomplishing the overall objectives of the curriculum.
NOTE: The Voluntary Safety Programs (VSP) Branch, AFS-230, uses deidentified data for program monitoring not to monitor individual
crewmember, dispatcher or other operations personnel.
u. Provide a Master AQP Transition Schedule (MATS) that provides a plan to transition
from a traditional program to an AQP. In addition, the MATS should include a plan on how the
applicant would return to a traditional program if that becomes necessary or desirable at some
later date. This is not to imply that the traditional program must be kept current once AQP is
entered, but only how the applicant would update the program and the timeframe needed for
implementation.
1-5. DEVELOPMENTAL ASSISTANCE AND SUPPORT. Applicants may avail
themselves of a wide range of support organizations, documents and services in the development
of their AQPs. There is considerable support available from government and non-government
sources. The total inventory of such support is constantly increasing, and the latest versions of
all such support resources are always available by contacting AFS-230. The following is
available directly from the FAA:
a. Flight Standards. AFS-230 is the primary support available to all AQP applicants and
participants. This office includes a manager, aviation safety inspectors (ASI), instructional
systems development specialists, and data management specialists dedicated to the support of
AQP programs. This office works in conjunction with the principal operations inspector (POI)

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and other FAA personnel to transition applicants into AQP and to maintain the quality of those
programs following full implementation.
(1) Role of The FAA VSP Manager. The FAA VSP manager (AFS-230) is the person
responsible for ensuring that the regulatory requirements for AQP are met and approved AQP
standards are maintained. In this capacity, the FAA VSP manager provides oversight of the
AQP process and documentation through all phases. The manager will also chair the AQP
Extended Review Team (ERT). The manager will retain a quality assurance role and coordinate
with the POI any modifications and subsequent approvals throughout the AQP’s lifetime.
(2) Role of the POI. The POI is responsible for ensuring that AQP regulatory
requirements are met and, that through surveillance, the AQP provides a satisfactory level of
safety and airman competence. The POI will provide oversight of the Instructor/Evaluator
program and adherence to approved documentation for all AQP curricula. The POI will
coordinate with the Manager of Voluntary Safety Programs any modifications and subsequent
approvals throughout the AQP’s lifetime.
(3) ERT. The review and surveillance of an AQP prior to final approval is equivalent to
a recertification of the applicants’ entire training program. To ensure maintaining an effective
and standardized process, the FAA AQP Manager will lead a team to conduct the review and
certification of the AQP. The ERT will also include (but not necessarily be limited to) the
following:
(a) The POI (or a designated representative).
(b) Training Center Program manager (TCPM, if applicable).
(c) The assigned aircrew program manager (APM) (if any).
(d) An AFS-230 ASI staff specialist.
(e) A cabin safety inspector (if required).
(f) A dispatcher (if required).
(g) An instructional system design specialist.
(h) A data management specialist.
NOTE: Additional technical personnel can be added to the ERT as required
in specific areas of expertise. These would include the focal point, a member
of the Flight Standards Board (FSB) or Flight Operations Evaluation Board
(FOEB), as appropriate.

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b. Technology Support. AFS-230 includes a technology staff assigned to enhance the
effectiveness of the program through the development of Web sites, databases, collaboration
techniques, software training and installation, and other support.
c. Other Resources. The following list (Figure 1-1) provides samples of the types of
resources available:
FIGURE 1-1.
OTHER RESOURCES
AQP Web sites:
http://www.faa.gov/education_research/training/aqp/ (public access)
FAA Resources:
• Title 14 CFR part 121,subpart Y: Advanced Qualification Program
FAA Advisory Circulars:
AC 120-35, Line Operational Simulations (as amended)
AC 120-40, Airplane Simulator Qualification (as amended)
AC 120-45, Airplane Flight Training Device Qualification (as amended)
AC 120-46, Use of Airplane Flight Training Devices (as amended)
AC 120-51, Crew Resource Management Training (as amended)
ATA AQP Working Group: Focus Group Reports:
• Line Operational Simulations: LOFT Scenario Design, Conduct and Validation
• Advanced Qualification Program Instructor/Evaluator Task Analysis
• Applied ISD in AQP Development: Front End Analysis
• Advanced Qualification Program Data Management Guide, Second Release
AQP Software Tools:
• RRLOE: Rapidly Reconfigurable Even Set-Based Line Operational Evaluation Software [LOS Scenariobuilding software toolkit]
• Proteus Database [AQP curriculum & documentation-building software toolkit: AQP in a box]
• Rater Calibration Software Tools [Measures and assesses reliability across evaluators]
• Inter Rater Reliability Assessment Toolkit (workbook & diskette)
• Instructor Evaluator Training & Calibration (IETC) Toolkit
AQP Research Products:
• Developing Advanced Crew Resource Management (ACRM) Training: A Training manual
• Developing Operating Documents: A Manual of Guidelines (on CD)
• Facilitating LOS Debriefings: A Training Manual
AFS-230 Products:
• Advanced Qualification Program Overview, powerpoint briefing (as amended)
• Advanced Qualification Program (AQP) Inspector Training (Student Guide, Leader Guide, Reference Book,
Lab Book, Slides)
• Overview of the Advanced Qualification Program (by T. Longridge)
• Data Analysis and Reporting Tool (DART)
• Data Cleaner (used in conjunction with DART)
Generic Documents:
• Generic AQP Application
• Generic Single Visit Training Program Application
• Generic Single Visit Training Plan
• Generic Pilot Job Task List
• Generic Pilot Job Task Analysis
• Generic Flight Attendant Job Task List
• Generic Curriculum Development Methodology Document

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FIGURE 1-1.
OTHER RESOURCES (Continued)

Research Papers:
• Scientific Evaluation of Aircrew Performance
• Application of Psychometrics to the Calibration of Air Carrier Evaluators [with UNM]
• Data Warehousing for AQP Databases
• Prototype AQP Data Analysis Process
• Training for Inter-Rater Reliability: Baselines & Benchmarks
• Line Operational Evaluation (LOE) Air Carrier Scenario Based Evaluation
• Performance Measurement Issues and the AQP Database Design
• Skills Development and Assessment in the AQP Environment
• The Importance of Quality Data In Evaluating Aircrew Performance
• Questions Your Database Should Address
• A Guide to the Evaluation Aspects of Entering AQP
• Predicting Behavioral Grades from Physical Flight Data for Rejected Takeoff
• Inferential Statistics and Sample Size: Applications to Air Carrier Training and Assessment
• Initiatives Towards More Affordable Flight Simulators for U.S. Commuter Airline Training
• Simulator Fidelity Requirements: The Case of Platform Motion
• Simulator Platform Motion -- The Need Revisited
• Simulator Fidelity: The Effect of Platform Motion
• Relationship Between Objective Measures of Pilot Performance/Behavior and Instructor Grades
• The Effect of Simulator Motion on Pilot Training and Evaluation
• Realistic Radio communications in Pilot Simulator Training
• Air Traffic Control in Airline Pilot Simulator
• Rapidly Reconfigurable Event Set-Based Line Operational Evaluation Scenarios
• Do Three Easy Tasks Make One Difficult One? Studying the Perceived Difficulty of Simulator Scenarios
• Differences in General and Commercial Aviation Automation
• An Information-Processing Model Approach to Identifying Training Issues for Advanced Aviation Automation
• Do Pilots Know How They Manually Control the Vertical Flight Path?
• CRM in the Model AQP: A Preview
• The Use of ASRS Incident Reports in AQP CRM Training
• The Model AQP Database Process: Challenges in Process and Design
• AQPing CRM
• Implementing the Model AQP Database: Lessons Learned
• Data Collection and Analysis: The Next AQP Frontier
• Reconceptualizing Leadership and Followership for Event-Based Training
Research Integrations:
• Training Approaches and Considerations For Automated Aircraft: A Summary of Training Development
Experiences

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CHAPTER 2. AQP DEVELOPMENT PHASES
SECTION 1. INTRODUCTION
2-1. PHASES. The development of an Advanced Qualification Program (AQP) is a five-phase
process. This process provides a structured building-block approach to program development.
This approach results in a program with fully documented curriculums, supporting rationale, and
development methodology. The use of this standardized AQP development process, along with
its documentation requirements, allows an AQP applicant to develop training and evaluation
programs based on analyzed and justifiable requirements. The documentation from this fivephase process will then serve as the regulatory basis for promulgating the AQP-developed
training and evaluation programs. Each phase is approved sequentially. Each phase consists of
specific activities, including the documentation of those activities. These documents must also
be FAA-approved. An applicant cannot exercise any training and evaluation provisions
permitted in phases III, IV, or V, respectively, until each preceding phase is completed and
approved by the FAA Extended Review Team (ERT) (see Figure 2-1).
2-2. INSTRUCTIONAL SYSTEMS DEVELOPMENT (ISD). The FAA has incorporated the
use of the systematic methodology known as ISD into the AQP process. Applicants may employ
any of a wide range of current ISD models or customize their own approaches to curriculum
development. This chapter provides one acceptable methodology, but applicants are encouraged
to be creative in tailoring their own ISD approach to their requirements, subject to FAA
approval. Innovation and practical application may result in equally acceptable AQPs. Because
some ISD models are far more complex than others, the FAA has found it useful to define its
minimal ISD requirements. These are:
a. Develop a job task listing.
b. Analyze that listing to determine essential skill and knowledge requirements (either
directly or by reference).
c. Determine which skill and knowledge requirements must be trained/tested.
d. Develop proficiency objectives that capture all training requirements.
e. Develop qualification standards that define acceptable operational performance levels.
f. Develop tests that measure proficiency in skill and knowledge areas.
g. Provide instructional programs that teach and test training requirements.
h. Establish and maintain an audit trail of explicit links between task requirements, training
requirements, training and evaluation activities, and evaluation results.
i. Measure student performance against proficiency objectives and qualification standards
for all curriculums.

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j. Revise the training program based on student performance levels on an ongoing basis.
This de-identified data (stored in the Performance/Proficiency Database) will be collected and
reported to the FAA on a regular basis.
2-3. TRAINING SYSTEMS. While all applicants must meet the minimum requirements of the
ISD approach, the amount of effort each applicant should put into each step of their training
analysis and development depends on a number of factors. Applicants may use the ISD process
to build complete training systems from the ground up, to build a proficiency-based quality
control shell around an existing training system, or to make minor modifications to existing
proficiency-based curriculums. Building a training system from the ground up for a new aircraft
will require far more depth of analysis and development than merely modifying a current
curriculum for an existing aircraft.
FIGURE 2-1.
AQP PHASE DEVELOPMENT PROCESS
Phase I
AQP Development
Single Visit Exemption (optional)

Phase II
AQP Document Development &
Implement the SVTP

Phase III
Small Group Tryout

Phase IV
Initial Operations Begin

Phase V
Continuing Operations

Joint Airline & FAA AQP Meeting
Develop/Update AQP Application
Apply For Single Visit Exemption
Develop Single Visit Training Plan (SVTP)

Job Task Analysis
Qualification Standards
ISD Methodology & Curriculums
Implementation & Operations Plan

Train Instructor & Evaluators
Initiate Performance/Proficiency Data Process
Revise Training Program & AQP Documents

Conduct Initial Training Program Evaluation
Submit Monthly Performance Data
Revise Training & AQP Documents
Submit Annual Report

Conduct Initial Training Program Evaluation
Submit Monthly Performance Data
Revise Training & AQP Documents
Submit Annual Report

SECTION 2. PHASE I: APPLICATION
2-4. JOINT MEETING. AQP begins with a letter from the applicant, to the principal
operations inspector (POI), a duplicate copy of which is forwarded to the FAA manager of the

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Voluntary Safety Programs (VSP) Branch, AFS-230, stating their intent to develop an AQP. The
FAA VSP manager will discuss the applicant’s plans with the POI. The FAA VSP manager will
respond to the certificate holder, through the POI, with a Letter of Acknowledgment requesting a
meeting with representatives of the certificate holder, the FAA VSP manager, and the certificate
holding district office’s (CHDO) inspectors responsible for oversight. The CHDO inspectors
should include the POI or the inspector assigned to be the point of contact for AQP development.
If the applicant is a training center, a Training Center Program Manager (TCPM) would
represent the CHDO. The focus of this meeting is to ensure that all parties understand AQP,
specifically the responsibilities and the commitment needed to complete the project. Discussions
will include the anticipated benefits of AQP, AQP entry and exit strategies, the development
process requirements, possible problem areas, and available tools. Notification of entry into
AQP Phase I, Application Development, will be by letter from the FAA VSP manager to the
applicant through the POI.
2-5. THE AQP APPLICATION. The purpose of the application is to provide an overview of
the applicant’s plan for developing an AQP for all of its fleets, instructors and evaluators, and for
non-fleet specific curriculum (i.e., indoctrination). The application is submitted once and is
updated as information in the application warrants changing (e.g., a change in the schedule,
adding new aircraft, initiating flight attendant or dispatcher AQP programs, etc.). To establish
the applicant’s intent and approach for developing an AQP, the application should address
thoroughly the following topics:
a. Letter of Application (See Appendix 2). The letter should clearly state the certificate
holder’s intent to develop, implement, and operate an AQP.
b. Data Collection, Submission and Analysis Reporting. The AQP applicant must
acknowledge their understanding and acceptance of the AQP Performance Data requirements as
defined in Chapter 8 of this advisory circular (AC).
c. Operating Environment Description. Applicants should describe their operating
environment, including the general physical environmental factors expected to be encountered in
operations. Environmental factors are critical to development of line operational simulation
(LOS) scenarios and meaningful proficiency objectives. Environmental factors include:
(1) Weather norms and extremes.
(2) Normal, abnormal and emergency equipment operation.
(3) Geographic areas of operations.
d. Training Equipment Description and Location. The application should describe the
training equipment, its location, and the organization responsible for its security and
maintenance. If the type of training equipment for the AQP is not known at the time the
application is submitted, the application will be updated when the training equipment
requirements are identified. The FAA identification number assigned by the National Simulator
Program manager and the level of qualification identifies flight simulators and/or flight training

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devices. Other training devices will be listed and if qualification is required, the applicant should
state when it intends to submit a test guide and a request for equipment qualification.
e. Facilities Description. Each AQP submission should describe the facilities the applicant
intends to use. The description should include the location, type of facility, classrooms, training
aids, courseware, and other features that contribute to creating and maintaining a positive
learning environment.
f. Trainee Demographics. The application should provide a summary of demographic data
on the experience level of the pilots, flight engineers, flight attendants, and dispatchers that will
be trained under AQP. This data includes the current ground and flight instructors and
evaluators that are expected to continue these functions under AQP. For each fleet, this
information would identify the:
(1) Entry requirements for ground and flight instructors and evaluators.
(2) Entry requirements for new hires.
(3) Students should be identified as a group in terms of previous experience.
(4) Current and anticipated need for replacement crewmembers by duty position.
g. AQP Organization. This section explains the organizational resources that the air carrier
plans to employ for AQP development. Generally, an AQP applicant’s staff should support the
following functions:
(1) AQP Coordination. The company focal point for the AQP development effort.
Responsible for AQP leadership and is the primary contact with the FAA and any other external
organizations that may impact the applicant’s AQP. This position should be filled with an
individual who understands job task analysis and the training requirements of Title 14 of the
Code of Federal Regulations (14 CFR).
(2) Subject Matter Expertise. Crewmembers, dispatchers and other operations
personnel who are current and qualified in company operations and represent the population of
professionals the AQP will address. The individuals may be called upon to act as liaison with
operational support personnel.
(3) Document and Curriculum Development. Interfaces with the AQP Coordinator
and the Subject Matter Experts (SME) to develop the requisite AQP process, curriculum, and
instructor/evaluator documents.
(4) Document Management. Ensures AQP document control and congruence with
FAA requirements.
(5) Computer Support/Database Management. Oversight of the development and
management of the performance/proficiency data acquisition and analysis system. In addition,

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this individual could be used for other computer-related issues related to the facilitation of an
AQP, such as electronic document review.
h. Master AQP Transition Schedule (MATS). The MATS will depict the projected
transition/development schedule for all AQP curriculums. Since these schedules usually change,
this section of the application must be updated accordingly. Transition from one type training
program to another (traditional to Single Visit Training Plan (SVTP) to AQP, or traditional to
AQP) may include a period of overlap as one program is phased in and the other phased out.
The following guidelines for transition are applicable:
(1) Currently qualified personnel may transition between traditional recurrent training
curriculums and continuing qualification curriculums.
(2) Personnel who have completed a traditional training program initial, transition or
upgrade curriculums may enter a continuing qualification curriculum.
(3) Partial MATS (incomplete) are not acceptable.
(4) The MATS may provide for incremental implementation of indoctrination,
qualification, and continuing qualification curriculums for each AQP.
(5) The MATS must provide the time frame necessary to withdraw from AQP if it
becomes necessary to revert to the traditional 14 CFR part 121 or 135 training program.
2-6. APPROVAL. Approval of the application marks the end of phase I and the beginning of
phase II.

SECTION 3. PHASE II: CURRICULUM DEVELOPMENT
2-7. OVERVIEW. Phase II is the development of the training curricula that apply to any of the
duty positions addressed in the Phase I application (e.g., pilots, flight attendants, dispatchers,
instructor, evaluators). There are five general stages in this developmental process, each
represented by the required document listed below:
•
•
•
•
•

Job Task Analysis (JTA)
Qualification standards
Instructional Systems Development (ISD) methodology
Curriculum outlines
Implementation and Operations Plan (I&O Plan)

The task analysis is the basic document that supports the development and analysis of the
qualification standards. The ISD methodology defines how the task analysis and qualifications
standards will be used to support the development of the curriculums. The last document is the
I&O Plan, which explains how the AQP will be put into practice. The applicant must establish,
demonstrate, and maintain a clear linkage between each of these steps. This linkage is provided

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by a systematic approach to the development of a complete instructional system. This section
recommends a systematic approach and a methodology that is acceptable to the FAA, but
innovation and practical application may result in equally acceptable variations.
a. Rationale. Under traditional training programs, the FAA evaluates finished training
curriculums by comparing their contents, as described in a curriculum outline, to guidance in the
regulations and the Aviation Safety Inspector’s Handbook. Under an AQP, the ERT evaluates
these curriculums by monitoring their development and by approving a series of documents that
are preliminary to the curriculum outline. These documents include the task analysis, the
qualification standards, and the ISD Methodology. This continuing process allows the FAA
greater insight into the rationale used by the applicant to develop each component of each
curriculum.
b. Analysis-Based Approach. The analysis-based approach allows each applicant the
opportunity to develop operator specific training programs. Consequently, AQP curriculums will
be more sensitive to differences in aircraft, operating conditions, emergency and abnormal
contingencies, student skill levels, and other operational variables, than are traditional programs.
Under an AQP, the FAA monitors the process as well as the product. Instead of basing
curriculums on prescribed generic maneuvers, procedures and knowledge items, AQP
curriculums are based on a detailed analysis of the requirements of each duty position in each
organization. To obtain FAA approval, these new AQP curriculums must be judged to be equal
to, or provide better training than, a traditional training program. AQP curricula do not need to
duplicate traditional curricula in order to satisfy this criterion, provided that they otherwise
incorporate an alternative approach that addresses the required skills and knowledge to perform
the job tasks.
2-8. JTA. To understand task analysis as it applies to AQP, it is necessary to build upon the
following definitions:
•
•

•

•
•

Job: A job is the summation of functions, identified as tasks and subtasks, performed by
an individual at work.
Function: One of the major subdivisions of work activities performed by one individual.
One or more functions constitute a job. Examples of functions applicable to AQP would
be: phases of flight, such as takeoff, climb, cruise, etc.
Task: A task is a unit of work within a function having an identifiable beginning and
ending point, which results in a measurable product. An example of a task applicable to
AQP would be: perform a normal takeoff.
Subtask: Specific separate step or activity required in the accomplishment of a task. An
example of a sub-task applicable to AQP would be: perform rotation and liftoff.
Element: A component of training analysis or design. In the case of task analysis, the
element may be used as a level of analysis: phase of flight, task, subtask, element, subelement (a further component of training analysis necessary in the accomplishment of a
subtask (e.g., rotate aircraft at Vr to 12 degrees of pitch)). In the case of curriculum
design, the element may be used as a level of curriculum organization: curriculum,
segment, module, lesson, lesson element, etc.

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JTA is the method or procedure used to reduce a unit of work to its base components. The JTA
document consists of a detailed, sequential listing of tasks, subtasks, and elements (if required)
with the knowledge and skills (technical and crew resource management (CRM)) that clearly
define and completely describe the job. The following is a description of the above components:
a. Job Task List. The task analysis process begins with the development of a job task list
that includes all of the major tasks performed by those who hold a particular duty or seat
position. For example, a pilot-in-command (PIC) job task list includes all major activities
involved in operating an aircraft, including conducting ground operations, performing takeoffs,
etc. A flight attendant job task list includes all major activities involved in supporting passenger
operations, such as performing check-in procedures, performing passenger boarding procedures,
performing pre-takeoff cabin preparation procedures, etc. An instructor job task list includes all
the major activities involved in teaching students, such as preparing training materials, managing
the learning environment, operating training equipment, etc.
(1) Structure. For complex jobs, it is best to divide the job task into its subtasks and
elements. Figure 2-2 illustrates how the pilot job task list can be divided, in this case, into
11 phases of operations. Each phase of operations can be then divided into job tasks, subtasks,
elements, etc. For example, 2.0 Takeoff can be subdivided into 2.1 Perform Normal Takeoff,
2.2 Perform Instrument Takeoff, 2.3 Perform Engine Failure after V1 Takeoff, and 2.4 Perform
Rejected Takeoff. Each of these job tasks can then be further divided into subtasks. For
example 2.1 Perform Normal Takeoff, can be subdivided into 2.1.1 Assess Performance and
Environmental Factors, 2.1.2 Perform Takeoff Roll, 2.1.3 Perform Rotation and Liftoff, and so
on. Where necessary, these subtasks can be further subdivided into elements. For example,
2.1.3 Perform Rotation and Liftoff can be subdivided into 2.1.3.1 Rotate aircraft at VR to target
pitch angle, 2.1.3.2 Observe barometric/ADC altimeter increase [PF], 2.1.3.3 Call out positive
rate [PM], etc.
(2) Hierarchy. By dividing tasks into subtasks, elements, and sub-elements, each job
task listing produces a numbered hierarchy of job requirements for each duty position. These job
requirements are essentially the graduation requirements for the courses from which they are
developed. Through a series of additional analyses, these job requirements are translated into the
training objectives of the various AQP curriculums: Indoctrination, Qualification, and
Continuing Qualification. The tasks are translated into terminal proficiency objectives (TPO)
and the subtasks into supporting proficiency objectives (SPO). Elements are translated into
Enabling Objectives (EO). The hierarchical numbering system is retained as the basis of the
audit trail that connects job requirements and performance with curriculum requirements and
performance.
(3) Rationale. Proficiency-based training systems always begin with the development
of a detailed task listing. This means that required job proficiency is the basis for designing,
developing, operating and maintaining the training system. Task 1.1.1 will be taught in
lesson 1.1.1, element 1.1.1, assessed using test item 1.1.1, and those test results used to validate
that the individual/crew can perform task 1.1.1. This audit trail links job performance to training
performance throughout every component of the training curriculum.

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FIGURE 2-2.
SAMPLE PILOT JOB TASK LISTING
1. Ground Operations
2.0 Takeoff
2.1 Perform Normal Takeoff
2.1.1 Assess Performance and Environmental Factors
2.1.2 Perform Takeoff Roll
2.1.3 Perform Rotation and Liftoff
2.1.3.1 Rotate aircraft at VR to target pitch angle [PF]
2.1.3.2 Observe barometric/ADC altimeter increase [PF]
2.1.3.3 Call out positive rate [PM]
2.1.3.4 Retract Gear [PF, PM]
2.1.3.5 Establish Climb Speed [PF]
2.2 Perform Instrument Takeoff
2.3 Perform Engine Failure after V1 Takeoff
2.4 Perform Rejected Takeoff
3. Climb Operations
4. Cruise Operations
5. Descent Operations
6. Approach Operations
6.1 Perform Approach
6.1.1 Perform Visual Approach
6.1.2 Perform Non-Precision Approach Procedures (VOR, NDB, LOC, LOC/BC, LDA, SDF, ASR,
RNav/FMS, GPS)
6.1.3 Perform Cat II ILS
6.1.4 Perform Cat IIIb ILS
6.1.5 Perform Coupled Autopilot Approach and Autoland Procedures
6.2 Perform One Engine Inoperative Cat I ILS Approach and Landing
6.3 Perform One Engine Inoperative Missed Approach
6.4 Perform Visual Approach and Rejected landing
7. Landing Operations
7.1 Normal Configuration
7.2 Auto Land
7.3 No-flap
8. After Landing Operations
9. Aircraft Systems Operations
10. Abnormals and Emergency Procedures
11. Supplementary Procedures

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b. Learning Analysis. The second part of the JTA is sometimes called competency
analysis, skill analysis, knowledge skills and abilities (KSA) analysis, or hierarchical analysis.
Here, those tasks, subtasks or elements that were selected for training are further analyzed into
their more basic knowledge and skill level (attitudes are optional). This learning analysis will
determine, to a finer level of detail, exactly what should be learned and the best approaches for
teaching and testing what is to be learned. While the JTA adds greater specificity to the
performance and training requirements of the tasks, the learning analysis defines in greater detail
what should be taught and tested, and how it should be taught and tested, to ensure that the
students acquire those job performance requirements.
c. JTA Document. As discussed in Chapter 1, the JTA document is one of six documents
unique to AQP that is maintained in a current status throughout the program’s lifetime and must
have an acceptable revision control methodology.
2-9. QUALIFICATION STANDARDS. A qualification standard is a job task proficiency
objective (TPO or SPO) linked to an evaluation strategy. A certificate holder’s qualification
standards define the requirements of mastery for specific duty positions and replace the practical
test standards (PTS) for certification under AQP. The qualification standards document is the
single most important part of any AQP. It provides the complete proficiency baseline for all
duty positions and serves as the basis for the curriculum development for both the Qualification
Curriculum and Continuing Qualification Curriculum. The first step in the development of
qualification standards requires the development of proficiency objectives from the JTA.
a. Proficiency Objectives. A proficiency objective is the result of applying a performance
statement, condition(s), and proficiency standard(s) to a task or a subtask. For each duty
position, there are two types of proficiency objectives, both developed from the task analysis:
TPOs, which are developed from tasks; and SPOs, which are developed from subtasks.
•
•
•

A performance statement specifies precisely what behavior must be exhibited
A condition statement identifies operational and equipment contingencies and
environmental factors under which the behavior will be accomplished
A standard or criterion statement establishes the parameters and tolerances that define
satisfactory performance.

NOTE: All document references used in defining the performance,
conditions, and standards for each proficiency objective must be listed by
title and chapter in the documentation of the proficiency objectives in the
qualification standards document.
(1) TPOs. TPOs are statements of performance, conditions, and standards established at
the task level. A complete set of TPOs will fully describe a particular job in the applicant’s
flight operation. TPOs are classified as critical and/or currency based on an operational
assessment in the analysis process. This classification determines the frequency with which
these tasks are evaluated during the continuing qualification cycle. TPOs also include the range
of flight training equipment and the abnormal and emergency contingencies to be considered for
training and evaluation.

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(2) SPOs. SPOs are statements of performance, conditions, and standards established at
the subtask level. SPOs are used to develop training and evaluation curriculum lessons,
modules, and segments. SPOs include the range of flight training equipment and the abnormal
and emergency contingencies to be considered for training and evaluation.
(3) Enabling (Learning) Objectives (EO). EOs are used to prepare individuals and
crews for subsequent training in an operational cockpit environment. An applicant may identify
a certain knowledge factor, cognitive skill, motor skill, or CRM factor as an enabling proficiency
objective. These are not normally carried forward in the supporting performance objective
statement and, therefore, are not normally found on the qualifications standards document.
However, performance of an SPO would depend on a student first acquiring the particular
knowledge, skill, attitude, or CRM factor covered by an enabling objective.
NOTE: A learning objective (usually an EPO), which does not require
operational conditions, can be demonstrated in a classroom or academic type
setting. A performance objective (usually a TPO or SPO), which requires
operational conditions, must be demonstrated in an environment equivalent
to the operational environment.
(4) Task Factors Analysis. This process rates TPOs and SPOs using the following
factors: criticality, currency, need for training, applicable conditions, and applicable standards.
The determination of criticality and currency guides when and how the objective is trained,
validated, or evaluated (see Figure 2-3). To make this determination, the analyst answers a series
of questions about each TPO and SPO to describe its performance requirements, both on the line
and in the training setting. Criticality is a determination of the relative impact of substandard
task performance on overall safety. It indicates an increased need for awareness, care, exactness,
accuracy, or correctness during task performance. Critical tasks are proficiency objectives that
are trained, validated, or evaluated more frequently during an AQP evaluation period. A
currency task is a proficiency objective for which individuals and/or crews maintain proficiency
by repeated performance of the item in normal line, duty or work operations. Most currency
items are validated during line checks and may be sampled in the Continuing Qualification
Cycle. Tasks that are determined to be critical and not current are trained, validated, or
evaluated each evaluation period. Tasks that are determined to be neither critical nor current are
trained, validated, or evaluated each continuing qualification cycle.
NOTE: Many flightcrew job task SPOs do not fit the classic definition of a
subtask; a specific separate step or activity required in the accomplishment
of a task. In recognition, non-critical/non-current SPOs under a common
TPO that differ only in knowledge requirements may be trained, validated,
or evaluated in a Sim/Flight Training Device (FTD), during line checks, using
orals, written or electronic exams, classroom briefings or distributed
material. However, it is recommended that these SPOs, as appropriate, be
demonstrated in a Sim/FTD on a recurring cycle approved by the ERT.

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The FAA recommends that the applicant examine each task, subtask, and element, as
appropriate, for the following factors:
(a) Primary factors to be considered:
1 Statement of performance.
2 Environmental conditions affecting difficulty/success.
3 Performance standards (parameters with tolerances).
4 Abnormal and emergency procedure contingencies.
5 Document references (title and section) governing or specifying the operation.
6 Consequence of error to safety.
7 Relative difficulty.
(b) Additional factors:
1 Equipment and system operation dependencies (if used for establishing
learning sequences for curriculum development).
2 Criterion for success upon which performance standards are based. If new
performance standards are created, this criterion should be established for each task and subtasks
(e.g., the tracking standards for very high frequency (VHF) omni-directional radio (VOR)
approaches are based on navigation requirements). The navigation requirements are the criteria
for success. Success criteria are developed in those cases where current standards are missing or
thought to be inadequate.
FIGURE 2-3.
AQP CONTINUING QUALIFICATION CRITICAL/CURRENCY CHART
Training
Priority
1
2
3
4

Par 2-9

Critical
(Y/N)
YES
NO
YES
NO

Currency
(Y/N)
NO
NO
YES
YES

Terminal Proficiency Objective/Supporting Proficiency Objective
Train, validate, or evaluate each evaluation period.
Train, validate, or evaluate each Continuing Qualification Cycle.
Sample at first look/MV/LOE and/or line checks each evaluation period.
Sample at first look/MV/LOE and/or line checks each Continuing
Qualification Cycle

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FIGURE 2-3.
AQP CONTINUING QUALIFICATION CRITICAL/CURRENCY CHART (Continued)
Training
Priority
1
2
3
4

Critical

Current

Month

Sample

Yes
No
Yes
No

No
No
Yes
Yes

12
24
12
24

No
No
Yes
Yes

NOTE: The sample size must be large enough to provide reasonable
assurance that the population is remaining proficient.
NOTE: The qualification standards document for instructors/evaluators
does not need to include conditions or a criticality/currency analysis.
b. Evaluation Strategy. The qualification standards document will identify the curriculum
(indoctrination, qualification, and/or continuing qualification) in which specific proficiency
objectives will be met. The applicant should consider student entry level in determining this
allocation. All terminal proficiency objectives must be included in a qualification curriculum
regardless of entry-level analysis. For SPOs, an entry-level analysis determines what objectives
will be taught under each curriculum (see section 3, paragraph 2-11a of this chapter). All
objectives should also be covered in continuing qualification test and evaluation strategies.
(1) Consolidation of Objectives. In the qualification standards document, qualification
standards are developed at the task and subtask level only and at no lower level. Tasks become
TPOs and subtasks become SPOs by combining performance statements, conditions and
standards. TPOs and SPOs having common knowledge, skill, attitude, and/or CRM factors may
be consolidated to avoid duplication. The consolidated tasks are translated into TPOs, and a
terminal level qualification standard is developed for each one. The consolidated subtasks are
translated into supporting proficiency objectives, and a supporting level qualification standard is
developed for each one of those as well. An example of consolidation would be non-precision
approaches. VOR and nondirectional beacon (NDB) approaches may be consolidated as a single
proficiency objective if the performance statement and standards are the same.
(2) Conditions, Contingencies, and Media. The qualification standards will include a
listing of relevant operational and environmental factors along with equipment contingencies to
be addressed in training. They will also identify the media that will be employed to either test,
validate, or evaluate the specific training objective. There is a difference between the
qualification standard for a qualification curriculum and one for a continuing qualification
curriculum. The TPOs and SPOs in a qualification standard for a qualification curriculum must
identify the specific set of conditions and contingencies to be employed in training and
evaluating a task (usually with an asterisk). In addition, the media description will describe the
specific media in which the task will receive final evaluation. In contrast, in a continuing
qualification curriculum, the TPOs and SPOs may identify a selectable menu of conditions and
contingencies to be employed in training or evaluation, and a media range that will specify the
minimum media level in which the task may be trained, validated, or evaluated.

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(3) Qualification and Continuing Qualification Curriculums. The qualification
standards for both qualification and continuing qualification curricula can be combined into one
document as long as the differences in conditions and media are addressed, and the tasks are
annotated for applicable curriculums. However, if applicants find it more convenient to submit
separate qualification standards documents for these curriculums (e.g., because of differences in
conditions, contingencies, and media between the qualification and continuing qualification
curricula), they may do so. In addition, some qualification standards may be “aircraft generic” in
that they may apply to more than one aircraft type. For ease of use and definition of “fleet
common” curricula, applicants may also find it convenient to specify these qualification
standards separately from those qualification standards that apply to only one aircraft fleet type.
c. Qualification Standards Document. The qualification standards document is the third
of the six documents unique to AQP that is maintained in a current status throughout the life of
the program and must have a revision control methodology. It is the central AQP document
because it provides the regulatory basis for all deviations from current regulations, and identifies
the basic training and evaluation requirements. The qualification standards document has four
parts: the prologue, a regulatory comparison, the evaluation/remediation methodology, and the
specific TPO or SPO qualification standard.
(1) Prologue. The qualification standards document requires an introductory section
that explains the methodology, format, and terminology of the standards to the broad range of
company and FAA personnel who will need an in-depth understanding of the document to
perform their job functions.
(2) Regulatory Requirements Comparison. The qualification standards document
must also include regulatory comparison information. The comparison must meet the
requirement of AQP regulatory guidance, which states that the AQP program “...must indicate
specifically the requirements of parts 61, 63, 65, 121 or 135, as applicable, that would be
replaced by an AQP curriculum.” (see Appendix 3 for an example of a regulatory comparison
chart).
NOTE: The purpose of these charts is not to justify differences from current
traditional practices, but merely to document them once they have been
justified. It is the quality control processes of AQP that form the basis for
establishing an equivalent level of safety.
(3) Testing/Validation/Evaluation and Remediation Methodology. Before
implementing an AQP curriculum, the applicant must decide how, when, where, and who will
assess a student’s proficiency on each terminal and supporting objective. The guidelines in
Figure 2-3 may be used to translate TPOs’ and SPOs’ criticality and currency ratings into testing
strategies for the continuing qualification cycle. This testing strategy may include a discussion
describing how similar SPOs will be addressed. For example, the TPO non-precision approach
may have many SPOs, such as VOR, NDB, localizer (LOC), etc. Depending on the
criticality/currency rating, all of these approaches do not have to be evaluated each evaluation
period. This section of the document is where the applicant can describe how these approaches

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will be alternated/sampled over multiple evaluation periods or continuing qualification cycles.
The testing/validation/evaluation methodology also addresses the applicant’s approach to
documenting the different qualifications of the instructor/evaluator, in terms of who will conduct
the testing, validation, LOE, and line checks. In this section, the applicant can describe the level
of device appropriate for conducting the evaluation. It also identifies the point in the curriculum
when the testing/validation/evaluation methodology will be applied, and identifies what
constitutes a failure and/or unsatisfactory performance. In addition, the applicant must specify
the strategy for remedying unsatisfactory performance.
(a) General. For each terminal and supporting proficiency objective, the applicant
will designate the testing/validation/evaluation strategy. These strategies could include, and are
not limited to:
(1) Train to proficiency.
(2) Systems/knowledge validation.
(3) Procedures validation.
(4) Maneuvers validation.
(5) LOE.
(6) Operating experience.
(7) Line check.
(b) Training Media. The applicant also will designate the level of training devices,
simulators, or aircraft to be used to evaluate the proficiency objective.
(c) Rating Scale/Scoring. The applicant will identify the rating methodology that
will be used to grade the performance of the proficiency objectives against the qualification
standards. Typically, the measurement codes associated with performance events are ratings and
reason codes or skill categories. Ratings are used to define different quality levels of
performance. Rating codes usually are carrier specific and the FAA requires that something more
sensitive to performance differences than a binary code is used (i.e., some rating method that
provides more performance differentiation than pass/fail for individual items being evaluated.
Results of an evaluation event, such as an LOE, are still recorded on a pass/fail basis). Each
carrier should ensure that the grades established on the rating scale are clearly defined,
meaningful to the instructor/evaluator (I/E), and easily used for performance assessment.
Although consistency among fleets and across different types of evaluations (line check,
maneuvers validation, and LOE) is important and generally desirable, rating scales may be
slightly different when used for different purposes such as training vs. evaluation. Figure 2-4
provides an example of a rating scale that discriminates among performance levels:

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FIGURE 2-4
RATING SCALE FOR PROCEDURES VALIDATION, FIRST-LOOK, MANEUVERS
VALIDATION, LOE, OR LINE CHECK
GRADE
1

Unsatisfactory

2

Below Standard

3

Standard with Debrief

4

Standard

5

Excellent

CRITERIA
Major deviations from the prescribed qualification standards
occur that are not recognized or corrected. Individual or crew
performance could result in hull loss or loss of life. CRM/DRM
skills are not effective.
Deviations from the prescribed qualification standards occur that
are not recognized or corrected. Individual or crew performance
is safe but would be unsatisfactory if diminished by any amount.
CRM/DRM skills are not completely effective.
Deviations occur from the prescribed qualification standards that
are recognized and most corrected. Individual or crew
performance meets expectations. CRM/DRM skills are effective.
Minor deviations occur from the prescribed qualification
standards that are recognized and corrected in a timely manner.
Individual or crew performance meets expectations. CRM/DRM
skills are clearly effective.
Performance remains well within the prescribed qualification
standards. Individual or crew performance, management and
CRM/DRM skills are exemplary.

NOTE: This example should not be taken as limiting possible intervals to a
five-point scale.
With appropriate scale construction and
instructor/evaluator training, carriers may elect to define other scales that
maximize the quality (sensitivity, reliability, validity) of the collected data.
(d) Remediation Strategy. This section of the qualification standards document
should describe the methodology that will be used to remediate unsuccessful testing, validation,
or evaluation sessions. This remediation strategy must detail when and what may be repeated
and whether or not additional training is warranted. Remediation strategy must also specify
when no more training will be offered to the individual and the resulting actions such as
“Referred to Committee,” returned to previous position, etc. Chapter 3, paragraph 3-4c has
expanded discussions on validation, evaluation, and remediation in the qualification and
continuing qualification curriculums. This strategy may be presented in narrative text or
flowchart format.
(e) Special Tracking. Special tracking is the assignment of an individual trainee to
an augmented training or evaluation schedule, or both. It should be applied to individuals who
have failed to demonstrate proficiency during an evaluation event (e.g., LOE). There may be
other criteria that the certificate holder may use to place an individual on special tracking.
Special tracking triggers could include failure to maintain proficiency, an extended absence from
duty, for new PICs, or at the request of the individual trainee. However, the AQP participant
may implement an AQP strategy such as reduced training intervals that would offset the need for
a special tracking strategy. This section should discuss the following:
1 The situation(s) that requires an individual to be placed in special tracking.

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2 The strategy to be used.
3 When special tracking is no longer required.

(4) The Qualification Standard. The information contained in the specific
qualification standard is the basis for determining proficiency and evaluation criteria. The
qualification standard is constructed by applying a performance statement, conditions, and
standards to a task or subtask, thereby creating a TPO or an SPO. Although each operator will
determine the format and content of its qualification standards, component fields have developed
out of practice and are illustrated in Appendix 5. In this example, the phase of operations is 6.0
Approach Operations and Landing. The TPO is 6.1 Perform an Instrument Approach. The SPOs
are 6.1.1 Perform a 2 Engine Precision Approach Cat I ILS (instrument landing system)
Approach and 6.1.2 Perform a 1 Engine Inoperative Cat I ILS Approach.
NOTE: Variation in the format of a given air carrier’s qualification
standards is permissible if all of the categories of information in the
example are addressed.
(a) Header. A header identifies the airline and the document.
(b) Revision Control. Page revision control dates and revision numbers.
(c) Page Numbers. Consecutive page numbers.
(d) Phase of Operations. Number and title from task listing.
(e) Qualification Standard Title. Either TPO(s) or SPO(s).
(f) Hierarchical Task or Subtask. Identifier and title from task listing.
(g) Crew Duty Position(s). This identifies which crewmember(s) will be evaluated
performing the task.
1 Pilot-in-command = PIC.
2 Second-in-command = SIC.
3 Flight engineer = FE.
4 Capt., First Officer, Second Officer.
(h) Criticality/Currency Rating. This may be the first place that the task factors
analysis is tied to the tasks.
NOTE: The qualification standards document for instructor/evaluators does
not need to include conditions or a criticality/currency analysis.

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(i) Curriculum. This field identifies the curriculum(s) in which the task will be
trained and evaluated.
(j) Evaluation Strategy. The evaluation point for a particular qualification standard
(e.g., (1) train to proficiency; (2) systems validation; (3) procedures validation; (4) maneuvers
validation; (5) LOE; or (6) line check).
(k) Media. The specific media in which training and/or evaluation will be
conducted. For qualification, the media is the lowest media used for final evaluation. For
continuing qualification, the media includes the range of media used for training, validation, and
evaluation.
(l) Performance Statement. An expanded statement of expected behavior that,
when executed, will complete the work required for a specific portion of a job. A performance
statement specifies precisely what behavior must be exhibited, and may include the knowledge
and skill issues that comprise the enabling objective supporting that performance.
(m) Operational and Environmental Conditions. Conditions describe the range of
circumstances under which student performance will be measured and evaluated. Conditions
include the operational environment (navigational aid (NAVAID) inoperable, different aircraft
weight, passengers not seated, aircraft configuration, etc.), and natural environment (ceiling,
visibility, wind, turbulence, etc.). The qualification standard should: (1) indicate those specific
conditions to be trained and tested as part of the qualification curriculum; and (2) provide a more
exhaustive listing of conditions over which crewmembers will be trained and tested during the
course of successive continuing qualification cycles.
(n) Contingencies. Contingencies include abnormal situations, minimum equipment
list (MEL)/configuration deviation list (CDL), and emergencies. The qualification standard
should (1) indicate those specific contingencies to be trained and tested as part of the
qualification curriculum; and (2) provide a more exhaustive listing of contingencies over which
crewmembers will be trained and tested during the course of successive continuing qualification
cycles.
(o) Maneuver Standards. Observable, measurable parameters of performance with
tolerances (e.g., course deviation degrees (+ or -)). Standards include maneuvers, procedures,
and CRM considerations.
(p) References. Identify the primary references from which performance statements
and associated standards were derived. Cite documents by title and where applicable, chapter or
section. Page numbers are not required.
2-10. INSTRUCTIONAL SYSTEMS DEVELOPMENT METHODOLOGY
DOCUMENT. This is another of the six documents unique to AQP and must have an
acceptable revision control methodology. Applicants with established curriculum development
guidelines may submit these for consideration. Others should describe a systematic approach for
developing a proficiency-based training system that is organized around the teaching and testing

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of terminal, supporting, and enabling proficiency objectives. The methodology identifies the
rationale, justification, and subsequent documentation to be used in the applicant’s curriculum
development process. The instructional systems development methodology document describes
the approach to be used by applicant airlines to develop and maintain all AQP curriculums. The
Instructional Systems Development Methodology document should be finalized before
constructing curriculums for each duty position. It applies to pilot, instructor, and evaluator
programs, and may be expanded to include other personnel, such as flight attendants and
dispatchers. This document is divided into two sections. The first section, Curriculum
Development Procedures, describes the applicant’s approach for using the JTAs and qualification
standards as baseline documents to construct their general training curriculums across all AQP
courses. The second section, Line Operational Simulation Methodology, describes the approach
for developing LOS scenarios.
a. Curriculum Development Process. Applicants should describe the process they will use
to build their curriculums based on the JTA, qualification standards, and proficiency objectives
they develop for each duty position. This document should discuss how:
•
•
•
•
•

TPOs and SPOs are allocated to curriculums
Learning and evaluation activities are developed to support these objectives
Instructional media and methods are assigned to objectives
Objectives are clustered and sequenced into lessons, modules, segments, and
curriculums (see Figure 2-5 and Figure 2-6 for examples)
An audit trail (hierarchical numbering or a matrix) will be maintained to link job
tasks, proficiency objectives, lesson activities/content, and test items

NOTE: The resulting curriculums are translated into a course footprint and
are documented in the curriculum outline. These curriculums are expanded
in more detail in the student and instructor syllabi and in individual lessons
and tests.
FIGURE 2-5.
CURRICULUM DEVELOPMENT
Curriculums
Segments
Modules
Lessons
TPO

SPO

EO

Page 26

TPO

SPO

EO

TPO

SPO

EO

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b. LOS Methodology. While individual LOE scenario events are approved by the POI, the
ERT must first approve the methodology that generates LOE scenarios. Unless the carrier has an
alternative proposal, this methodology should follow the general guidelines for LOS
development produced by the ATA (Air Transport Association of America) AQP Working
Group. This approach divides the typical scenario into a series of relatively independent
segments, called event sets. A typical scenario might have six or eight event sets relating to the
phases of operations (ground operations, takeoff, climb, cruise, descent, approach, landing, and
after landing). Each event set consists of a series of training or evaluation events, which include
both technical and CRM activities. This technique enables scenarios to be constructed in a
building block approach, ensuring that each event set is carefully sequenced and considered in
relation to the other event sets in the scenario.
2-11. CURRICULUM OUTLINE DOCUMENT. This is the fifth of the six documents unique
to AQP that must have an acceptable revision control methodology. The curriculum outline is a
listing of course material divided into segments, segments into modules, modules into lessons,
and lessons into elements. Curriculum outlines are developed and submitted with the
understanding that application of the course material may require some flexibility regarding the
actual day on which each activity is accomplished. Each part of the curriculum outline must
clearly indicate the subject matter to be taught and correspond directly to the hierarchical system
of the task analysis. While the curriculum outline document need only go down to the level of
the element under each lesson title, the applicant will be required to show the objectives
(terminal, supporting and enabling) associated with each lesson. Refer to Figure 2-5 for an
illustration of this association. This is part of the necessary audit trail that links the job
requirements (JTA) to the training requirements (qualification standards) to the training activities
(curriculum outline). A curriculum outline provides the basis for the curriculum footprint, which
is a high level graphical overview of the curriculum content depicting the training and evaluation
activities and the planned hours for each day of the curriculum (see Figure 3-4). The curriculum
outline document should reference the results of the student entry analysis, if one was conducted,
and will include a curriculum footprint. Figure 2-7 provides an example of a curriculum outline
showing portions of ground training and flight training segments.
a. Entry Level Analysis. The applicant should develop and document a student entry-level
performance analysis for TPOs and SPOs. This analysis compares the KSAs of the student
population against the TPOs and SPOs in the JTA in order to fit the instruction to the student. A
four-point performance difference rating scale is suggested (Figure 2-6). Highly skilled
instructors familiar with the experience and background of the student population and
knowledgeable with the terminal and supporting proficiency objectives should make the rating.
This analysis provides guidance to determine efficient teaching strategies for the indoctrination
and qualification curriculums. This analysis can also identify where training is not needed,
where basic “enabling” skills must be taught, and what number of trials is needed for an
applicant to reach TPO standards. More than one population group may be used in conducting
the student entry analysis for a single duty position. The results of such an analysis may be used,
for example, to justify alternative curriculum tracks or modules targeted at expected differences
in entry background, and in order to achieve the most efficient use of training resources. The

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initial justification for alternative curriculum tracks must be validated though subsequent data
analysis.
FIGURE 2-6.
PERFORMANCE DIFFERENCE RATING SCALE
Performance
Difference
Code
4
3
2
1

Performance Difference Description
Meets or exceeds the required performance.
Can accomplish tasks with minor errors or omissions. May take longer than expected or allowed.
Cannot accomplish tasks. Does demonstrate basic background skills and knowledge.
Does not demonstrate basic background experience, skills, or knowledge. Unfamiliar with
simplest elements of a task.

b. Trainee and Instructor/Evaluator’s Curriculums. The instructor and evaluator
curriculums associated with each duty position must be developed in the same systematic
manner as those developed for the duty positions themselves. This requires the development of
separate JTA, qualification standards, curriculum outlines and other documents for these
positions although they may share some common modules or lessons. Instructors and evaluators
require an indoctrination curriculum that is separate from the duty position indoctrination
curriculum, as well as a separate qualification and continuing qualification curriculum.
c. Link Qualification Standards to Curriculums. Both the qualification and continuing
qualification curriculums for a given duty position are derived from the same set of qualification
standards. The link between qualification standards and a curriculum is the proficiency
objective. As a rule of thumb, qualification standards developed from TPOs focus more on the
higher-level evaluation activities than qualification standards developed from SPOs.
Qualification standards developed from SPOs focus more on the lower level learning activities
that may be validated and represent the components of those higher level standards. Therefore, a
qualification curriculum will focus equally on qualification standards developed from TPOs and
SPOs, while the continuing qualification curriculum will focus more heavily on the qualification
standards developed from TPOs. Indoctrination curriculums may or may not have qualification
standards of their own. In either case, they provide training on common knowledge items
(enabling objectives) that will support the mastery of qualification standards in the qualification
and continuing qualification curriculums.

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FIGURE 2-7.
SAMPLE AQP CURRICULUM OUTLINE

B 737 Qualification Curriculum Outline

Segment: Ground Training
Module: Introduction to Aircraft
Lesson #: Aircraft Overview 9.1.4
Element:
Element:
Element:
Element:
Element:
Element:
Element:
Element:

Fuselage 9.1.4.1
Wings 9.1.4.2
Flight Controls 9.1.4.4, 9.1.4.5, 9.1.4.6
Landing Gear 9.1.4.7
Powerplant 9.1.4.3
Fuel System 9.1.4.8
Hydraulic System 9.1.4.9
Electrical System 9.1.4.10, 9.1.4.10.1, 9.1.4.10.2, 9.1.4.10.3

Lesson #: Aircraft Lighting 9.1.9
Element:
Element:
Element:
Element:
Element:

Exterior Lighting 9.1.9.1
Cockpit Lighting 9.1.9.2
Cabin Signs and Lights 9.1.9.9, 9.1.9.4, 9.1.9.6
Lighting Power Sources 9.1.9.5
Emergency Lighting 9.1.9.5, 9.1.9.5.1, 9.1.4.10.2

B 737 Qualification Curriculum Outline

Segment: Flight Training (FT)
Module: Flight Training Device (FTD)
Lesson: FTD #1 Pre-Flight Normal Checklists
Element: Flight Compartment Safety Inspection 1.2.5.1
Element: Flows 1.2.7.1
Element: Acceptance Checklist 1.2.8.1
Element: Before Starting Engines Checklist 1.2.11.1
Element: Normal APU First Engine Start 1.9.1.1
Element: Normal APU Second Engine Start 1.9.1.4
Element: Pushback 1.9.6.1
Element: Before Taxi Checklist 1.4.1.1
Element: Normal Taxi 1.4.2.1
Element: Before Takeoff Checklist 1.4.9.1
Element: Line-Up Checklist 1.4.4.1

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2-12. IMPLEMENTATION AND OPERATIONS PLAN (I&O PLAN) DOCUMENT.
This document, like the other five unique AQP documents, must have an acceptable revision
control methodology. It must be updated as necessary to accurately reflect the status of the AQP
applicant’s plan for implementing and operating each of the AQP curriculums. This document is
a milestone schedule detailing the transition to an AQP for crewmembers, instructors, and
evaluators and a blueprint describing provisions for maintenance, administration, data
management, and continuing quality control of curriculums. As a document, the I&O Plan can
be sectioned into two parts. The first part spells out how the operator proposes to implement the
AQP. Included in this proposal is the schedule for phase III, training and evaluation to include
I/E training, and small group tryouts. It should also include provisos for evaluating the
effectiveness of performance measurement tools, and provisions for evaluating facilities,
courseware, and equipment before starting the plans for the small group tryouts. The second part
explains how the certificate holder intends to operate the AQP in phases IV and V. Included in
this section are strategies for maintaining the program, crew pairing policy, first-look
administration, and I/E requirements. The operations plan should also include the data
management plan, a statement of understanding addressing the collection and analysis of
performance/proficiency data, a description of the Performance Proficiency Database (PPDB),
the data management collection process, and the FAA data submission, analysis, and reporting
requirements.
a. Implementation. This section provides the schedule for evaluating curricula in the small
group tryout, as well as I/E training, and the strategies for evaluating facilities, courseware, and
equipment. It also includes the proposal for evaluating instructors, evaluators, and performance
measurement tools such as the rating scale and grade sheets. The schedule for initiating phase III
should correlate with the Master AQP Transition Schedule as submitted in the application. This
part of the I&O Plan is updated each time a new curriculum is added to the AQP and a small
group tryout is planned.
NOTE: If the certificate holder is requesting no-jeopardy credit for the
students in the small group tryout, it must be indicated in the I&O Plan and
requested in writing to the FAA VSP Manager and the POI.
b. Operations. This section of the I&O plan describes the guidance and policies that will be
used to provide for AQP maintenance, first-look administration, crew pairing policy,
instructor/evaluator requirements and data management. Once established, the operations
section remains reasonably stable and does not necessarily change with the addition of a new
curriculum.
(1) AQP Maintenance Strategy for Phases IV and V. This section describes quality
control procedures (i.e., plans for acquiring and measuring data for tracking curricula, students,
instructors, and evaluator performance). It also includes the strategy employed for curriculum
maintenance and update. Maintenance includes the methodology for maintaining control of the
AQP. It includes approval documents, maintaining curriculum currency, upgrading equipment,
monitoring and responding to demographic changes, and for using training/evaluation feedback
from the PPDB and other forms of surveillance to maintain and improve the AQP.

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(2) First-Look Activity Administration. First-look performance items are graded
procedures/maneuvers performed for the first time since the previous training cycle. The “firstlook” grades are analyzed to determine trends of degraded proficiency due to numerous factors,
including the length of the training interval. To maintain the validity of the performance
proficiency data obtained from the performance of the “first-look” activities, this section must
describe the strategy employed for those activities. This strategy must state that information or
techniques that would unduly interfere with the “first-look” performance validity will not be
briefed before the first execution of these items. In addition, this strategy should discuss how
first-look maneuvers are selected and how they will be administered.
(3) Identify LOS Crew Scheduling and Pairing Strategy. A basic requirement of
AQP is to train and evaluate crewmembers in a crew configuration identical to line operations.
In AQP, line crewmembers must be scheduled and paired together, as much as practical, in a
standard crew configuration (e.g., line captain with line first officer). The FAA recognizes that
circumstances will occur where the initial composition of the schedule cannot be maintained.
Hiring requirements, illness, high first officer to captain ratios, or failure of a crewmember to
progress, are all situations that would necessitate providing a seat substitute to complete the
training. This section must address the decision rules that will apply to the selection of seat
substitutes for those circumstances. In all cases, the seat substitute must be task-familiar with the
duty position.
(4) Instructor/Evaluator Requirements. This part will address the specific job
functions, training, validation, or evaluation that instructors and evaluators are authorized to
perform. It will identify the title of each position and describe the training that each receives in
order to perform the job function associated with that event. The table in Figure 5-1 illustrates
the level of authorization needed for an individual to either train, validate, or evaluate an AQP
event.
(5) Data Plan. Before an applicant can proceed with data collection and analysis, it
must establish the intended purpose and method for the collection, entry, reporting, and analysis
of AQP training/evaluation data for each curriculum. The plan must be thorough and accurately
reflect the airline’s PPDB system. The AQP applicant must also acknowledge its responsibility
to collect and analyze more data than required for submission to the FAA in order to adequately
identify performance trends and requisite changes to factors that impact the performance. For
example, the data that is submitted to the FAA is the result of the execution of TPOs and SPOs
and is analyzed at that level by the FAA. Refer to Chapter 8 of this AC for further explanation.
(a) Data Collection. Should address the methods used to collect
performance/proficiency data for all curriculums. These methods will include the rationale for
employing the method as well as providing the data input medium (e.g., grade sheets, computerinput screens, etc.) as examples that exemplify the data acquisition rationale. In addition, the
data collection method should explain data input quality control, security, and usability.
(b) Data Management. Should explain the means and strategy the airline intends to
employ to enter, access, and assimilate the AQP and the single visit training program (SVTP)
performance/proficiency data that is collected. Included in this explanation should be:

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1 The type of software data management system employed (e.g., relational
database, spreadsheet etc.).
2 The organization of the information in the electronic medium (e.g., database
definition, database table relationships, spreadsheet description, etc.).
3 A description of the user interface to this data management system.
(c) Data Analysis. Discuss the type of analysis that will be employed to facilitate
the AQP performance information needs of the airline and the FAA. This discussion of the data
analysis must address how each type of AQP data will be analyzed, including training and
evaluation feedback as part of determining the effectiveness of the program. This discussion
should be used as a prologue to the annual AQP report.
(d) Data Reporting. Discuss the FAA AQP data reporting requirements that must
be met (to include format and frequency). In addition, discuss the internal quality assurance data
reporting that will be employed, to include report types, frequency, and for which airline
personnel the reports are intended.
2-13. APPROVAL. Approval of above documents marks the end of phase II and the beginning
of phase III.

SECTION 4. PHASE III: SMALL GROUP TRYOUT (IMPLEMENTATION)
2-14. OVERVIEW. In phase III, the AQP applicant will acquire and test the resources
essential to support one or more of the indoctrination, qualification, or continuing qualification
curriculums. These activities include developing courseware to implement the curriculum(s),
training instructors and evaluators, conducting small group tryouts, making program revisions,
and submitting data.
a. Resources. During this phase, the applicant will secure the training facility and equip
classrooms with training aids, courseware, and other features that contribute to creating and
maintaining a positive learning environment.
b. Train Instructors and Evaluators. The applicant must train, evaluate, qualify and
provide an opportunity for the FAA to observe, if necessary, their instructors and evaluators
before and during the small group tryouts (refer to Chapter 5 for more information on the
training, observation, and quality control of instructors and evaluators).
c. Conduct the Approved Curriculum. This training and evaluation will consist of small
group tryouts of all lessons using actual students and instructor/evaluators. The evaluation may
involve no-jeopardy credit for students, since its primary purpose is to determine lesson
suitability and effectiveness. The applicant may choose, however, to give student credit for part
or all training and qualification achieved in this phase. The decision to give credit must be

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approved by the FAA before conducting the curriculum evaluation and the air carrier’s request to
do so should be submitted by letter to the FAA VSP manager and the POI.
d. Performance/Proficiency Data Submission. The applicant will submit to the FAA VSP
manager, on a monthly basis, the required performance and proficiency data. This data will be in
electronic, digitized format. Any changes to format or procedures will be discussed with the
FAA VSP manager prior to submission. The monthly submission of this
performance/proficiency data will continue for the life of the curriculum’s lifetime (i.e., through
phases III, IV, and V). See Chapter 8 for more information.
e. Program Revisions. Lessons learned as a result of this phase will be incorporated as
changes to the approved AQP documents from phase I and II and in curriculum maintenance
reports submitted to the FAA on an annual basis. Improvements will be made to the courseware,
hardware, software, personnel, organization, and data collection and reporting system of the
AQP, based on system performance and the examination of performance and proficiency data.
These enhancements will be implemented using the processes and the procedures described in
the applicant’s approved AQP maintenance strategy. This plan is part of the I&O Plan.
2-15. APPROVAL. Approval of the initial operations marks the end of phase III and the
beginning of phase IV.

SECTION 5. PHASE IV: INITIAL OPERATIONS
2-16. OVERVIEW. In this phase, the applicant implements the indoctrination, qualification, or
continuing qualification curriculum in accordance with the approved AQP documents. This
phase for the continuing qualification curriculum calls for initial operation of the curriculum for
a minimum of 2 years to complete the AQP training cycle. The 2-year phase IV period may not
necessarily be applicable to the indoctrination and qualification curriculums. Unlike the
Continuing Qualification curriculums, these courses of training are not cycle-dependent.
Depending on the frequency that each curriculum is applied (new hires) and the successful
results of each curriculum, phase IV may be longer or shorter than 24 months.
2-17. PHASE IV ACTIVITIES. During phase IV, the applicant will implement and complete
a full evaluation, including collecting program audit data and individual performance/proficiency
data, analyses, and reports. Collected data will be used by:
a. The applicant for its internal quality control program to maintain curriculum and
courseware concurrence, suitability, and adequacy.
b. The applicant to analyze and validate crewmembers, dispatchers, and other operations
personnel performance.
c. The applicant and the FAA to analyze and validate instructor/evaluators performance.

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d. The applicant and the FAA to support analysis for special subjects, such as CRM
performance factors.
e. The FAA to analyze and validate curriculum performance.
f. The FAA to analyze and validate program development, implementation, and maintenance
procedures.
2-18. REVISIONS. The focus of this phase is the validation of the AQP curriculum by
acquiring performance/proficiency data and lessons learned in the course of conducting the
curriculum. Applicants will summarize the lessons learned and adjustments made to the
curriculums in an annual report. In addition, adjustments made to the AQP will be reflected in
revisions to the approved AQP documents. The successful completion of this phase, and
approval of the commensurate revisions to the approved AQP documents and reports, will
qualify an applicant for entry into the final phase of the AQP process: Phase V, Continuing
Operations.
2-19. APPROVAL. Approval of the continuing operations marks the end of phase IV and the
entrance into phase V.

SECTION 6. PHASE V: CONTINUING OPERATIONS
2-20. OVERVIEW. In this phase, the applicant continues operation of the AQP unless the
FAA withdraws approval or unless the applicant withdraws or modifies the AQP. This phase
requires the maintenance of the AQP-approved documentation and updated documentation of the
data requirements for all curriculums.
2-21. DATA’S IMPACT ON CONTINUING OPERATIONS. Data will continue to be
collected and analyzed by the applicant and the FAA as it was during phase IV activities.
2-22. QUALITY ASSURANCE. Applicants must pay particular attention to overall program
quality. The FAA expects an AQP quality assurance program to identify needed changes in
curriculum, courseware, and equipment, and to make these changes before an unwanted trend in
reduced proficiency manifests itself. Continued validation of performance/proficiency data as it
pertains to individual and crew proficiency, as achieved and maintained by all personnel, is
particularly important.

SECTION 7. DOCUMENT AND REPORTING REQUIREMENTS
2-23. OVERVIEW. The approved AQP documentation establishes the applicant’s regulatory
requirements for the particular training program. This fact makes it imperative that the applicant
develops a document structure that is organized and standardized. The structure must ensure that
the information contained within the AQP documents will be used and translated down to the
lowest level training guidance. It must allow the applicant’s entire organization to easily access

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and use the contents. It is important to draw a distinction between the AQP process and the
required FAA documentation each applicant must provide to ensure regulatory compliance. The
FAA has established a minimum listing of AQP documentation. The applicant will want to
develop other more specific materials that ensure the approved AQP information distills to all
training and evaluation guides.
a. FAA-Required Documentation. Each document contains unique information integral to
the AQP that will be used when developing subsequent curriculums. The documents, once
developed, will require periodic updates and, therefore, are subject to the revision control process
discussed in Chapter 4. These documents should be submitted to the FAA in electronic format:
(1) The application.
(2) The task analysis.
(3) The qualification standards.
(4) The instructional systems development methodology.
(5) The curriculum outlines.
(6) The I&O Plan.
b. Document Structures. Figure 2-8 provides an example of an AQP document structure.
It is not required that an applicant follow this structure. However, the document structure that is
adopted must easily identify the location of the AQP documents and more specifically, the
required AQP information. If the AQP documentation is part of a subset of other manuals, a
method should be developed to identify the manual and the specific AQP document that it
contains.
c. Annual AQP Report. AQP requires that each AQP certificate holder prepare an annual
report for the FAA (see Appendix C for specific requirements). This report is based on the
certificate holder’s analysis of the data that is collected during training and at strategic points
(validation/evaluation gates) in each curriculum and maintained in the PPDB. AQP requires data
collection and analysis in order to establish and maintain quality control of curriculums for
crewmembers, instructors, and evaluators. The annual AQP report should summarize the lessons
learned and adjustments made to the curriculum(s) during the reporting period. The report
should also include projected or proposed changes to the curriculum(s) based on the certificate
holder’s current analysis. The actual adjustments made to the AQP are reflected in revisions to
the approved AQP documents. The report should be submitted to the FAA no later than 60 days
past the end of the report period. The reporting period is usually based on the approval date for a
particular curriculum in either phase IV or V. During AQP development, particularly for
multiple fleet operators, with different approval dates for multiple curriculums, the reporting
period may be modified (as agreed upon by the FAA and the certificate holder). Once the
certificate holder has all its fleets and curriculums into phase V, the reporting period can be fixed

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into a particular cycle. Copies of the report should be distributed to the POI and AFS-230 at
least 2 weeks prior to the annual AQP review meeting.
d. Annual AQP Review - Phases IV and V. An annual AQP review meeting between the
FAA and the certificate holder should be held to coincide with the submission of the annual AQP
report in phases IV and V. The purpose of the meeting is to formally discuss the results of the
certificate holder’s data analysis, program revisions, future revisions and the analysis of the data
that is submitted to the FAA. Below is a listing of suggested agenda items for a Phase IV and V
review:
(1) Data Management.
(a) Collection problems and fixes.
(b) Analysis - data reliability/validity/sensitivity.
(c) Data usefulness.
(d) Problem areas investigated.
(2) Data Collection Method/Tools.
(3) Data Analysis Methods/Tools.
(a) Review of annual report.
1 Qualification.
2 Continuing qualification.
3 Line check.
(b) Identified trends (positive and negative).
(c) Corrective measures.
(4) Program Critique Summaries.
(5) Recordkeeping. Do records consistently demonstrate qualification of crews and
instructor/evaluators?
(6) I&O Plan Adherence.
(7) Modifications to the Program.
(a) Due to PPDB input.

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(b) Due to other input.
1 Demographics.
2 Operational.
(8) Validity and Usefulness of Qualification Standards.
(9) AQP Maintenance Strategy - Is the Described Process Working?
(a) Any changes to the maintenance strategy.
(b) Currency of PPDB.
(10) Instructor Evaluator Programs.
(a) Inter/Referent rater reliability data.
(b) Question and answer observations summarized.
(c) Methods to maintain I/E Standardization.
(11) FAA Surveillance Findings.
(12) AQP Challenges and Difficulties.
(a) Progress towards phase III, IV, and V in other fleets.
(b) Special tracking.
(c) Seat substitution.
(d) Line oriented flight training (LOFT)/LOS scenarios for crewmembers.
(13) Use of Information from Related Programs, If Any (e.g., Flight Operational
Quality Assurance (FOQA), Aviation Safety Action Prevention (ASAP), etc).

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FIGURE 2-8.
DOCUMENT STRUCTURES CHART
Title
List of Effective Pages

Section I - All Organizational Standardized Area’s
Application
Instructional Systems Development
Methodology
Implementation and Operations Plan

Section II - Indoctrination Training Curriculums
Curriculum Outline

Section III - Qualification Training Curriculums
Task Analysis
Qualification Standards
Curriculum Outline
Data Acquisition/Grading Forms

Section IV - Continuing Qualification Training
Curriculums
Curriculum Outline
Data Acquisition/Grading Forms

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CHAPTER 3. AQP CURRICULUMS AND CERTIFICATION
SECTION 1. CURRICULUMS
3-1. BACKGROUND. The Advanced Qualification Program (AQP) requires three primary
curriculums for each make, model, and series of aircraft (or variant), and each duty position.
These curriculums are indoctrination, qualification, and continuing qualification. Figure 3-5
illustrates how traditional curriculums correlate to the AQP primary curriculums. In addition to
primary curriculums, operational necessities may require secondary curriculums to fulfill
particular needs. Secondary curriculums are transition, upgrade, and requalification (see
Figure 3-6).
3-2. INDOCTRINATION CURRICULUM. An indoctrination curriculum consists of all
training elements that will be learned and evaluated before an individual may begin a
qualification curriculum. Indoctrination curriculum segments typically consist of ground
training and evaluation. Two distinct areas of indoctrination ground training are:
a. Certificate Holder-Specific Training. This training acquaints crewmembers,
dispatchers, instructors, evaluators, and other operations personnel with company policies,
practices, and general operational knowledge. The subject matter of indoctrination includes
elements that pertain to the certificate holder’s methods of compliance with regulations and safe
operating practices.
b. Duty Position-Specific Training. This training provides the basic aeronautical
knowledge needed to enter the subsequent qualification curriculum. Weather, the regulations,
security, some emergency, and hazardous material training (usually part of indoctrination) is
partially certificate holder-specific and partially duty position-specific.
3-3. QUALIFICATION CURRICULUM. AQP requires a qualification curriculum for each
duty position in each make, model, and series aircraft (or variant). Each Qualification
Curriculum will include training, validation, and evaluation. The training activities include
ground and flight training, operational experience, and may include special qualification.
Figure 3-1 illustrates the relationship between training activities and validation points. If the
training is to result in airman certification or the addition of category, class, instrument, or type
ratings, curriculum segments must explicitly identify the training and evaluation strategy to be
used in place of the prescribed practical test requirements of Title 14 of the Code of Federal
Regulations (14 CFR) parts 61, 63, or 65. The applicant must show, to the FAA’s satisfaction,
that the proposed AQP training and evaluation strategy will ensure individual competency that
equals or exceeds the practical test standards (PTS) and that each person certificated through an
AQP has demonstrated satisfactory proficiency in the integration of technical and crew resource
management (CRM) skills.
a. Training Activities.
(1) Ground Qualification Training Activities. To be qualified for a particular duty
position, a person will receive job-specific ground training. This training typically includes

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general operational subjects, technical systems, system and procedures integration, and
emergency-type training. Ground qualification culminates in a systems knowledge validation
session that may take the form of a traditional oral examination or may incorporate another
means of systems knowledge validation (e.g., computer-based, written, etc), as approved by the
FAA.
(2) Simulation/Flight Qualification Training Activities. Each AQP includes
curriculum segments for training, validation, or evaluations, as appropriate in Flight Training
Devices (FTD) and simulators. The use of FTDs for training and evaluation is encouraged.
However, the maneuvers validation must be accomplished in a full flight simulator that has been
approved for its intended use. Training and evaluation in an aircraft is discouraged, but may be
approved by the FAA on a case-by-case basis.
(3) Special Qualification Training. Curriculum segments may include special purpose
training. These are portions of ground or flight training that has specific application to
crewmembers who are in international operations or for introduction of new flight operations,
such as Category III (CAT III) approaches. Special purpose training and validation may initially
be a separate curriculum segment that is later integrated into ground and flight training segments.
b. Validation/Evaluation/Remediation. In AQP, validation is a determination that the
training produces the required results as identified in the qualification standards and that the
individual has met the performance objectives of the training module. Except for the
Qualification Curriculum Maneuvers Validation session, additional training may occur during a
validation session to ensure achieving the training-to-proficiency objectives. An evaluation is an
appraisal of an individual to ascertain whether the standards required for a specified level of
proficiency has been successfully demonstrated. Interrupting the evaluation session for training
is not permitted. Both validation and evaluation are assessments that the proficiency objectives
of the training module have been met and the individual can proceed to the next level of training
or line operations. Figure 3-2 contains a table that summarizes the validation/evaluation gates
and the associated remediation.
(1) Systems Knowledge Validation. This is an assessment of an individual’s technical
systems knowledge. The intent of the systems knowledge validation session is to ensure an
individual’s systems knowledge is at an appropriate level before progressing into the next
training phase. Systems knowledge validation may be accomplished by a written, electronic or
oral exam. If a written or electronic test system is used, an overall score of 80 percent or better,
corrected to 100 percent, would be an acceptable validation. An overall score of less than
80 percent will require retraining and another complete test. A failure of an individual test
module or sub-section, with an 80 percent or better overall score, only requires retraining and
retesting of the specific module. Consideration should be given to establishing a maximum
number of modules or sub-sections that if failed constitute an overall failure of the validation.
(2) Procedures Validation. This is an assessment of an individual’s systems integration
knowledge and skill. This validation addresses the individual’s ability to assimilate system and
procedural knowledge into the appropriate execution of procedures. This validation session
should take place in an FTD or a simulator. The intent of the procedures validation session is to

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ensure an individual’s systems and procedural knowledge and skill is at an appropriate level
before progressing into the flight simulator training phase. There is no established requirement
that the systems and procedures validation be accomplished sequentially. It is the prerogative of
each certificate holder to develop an evaluation system that works for them. For example, the
systems validation could take place in two parts. The first part may be a written exam
administered at the conclusion of ground school. The second stage could be an oral conducted at
the conclusion of procedures training, before the maneuvers validation or before the line
operational evaluation (LOE). Validation is accomplished when it is verified that the individual
is trained to proficiency.
(3) Maneuvers Validation. This validation addresses the individual’s proficiency in the
execution of maneuvers. It must take place in a simulator. For a qualification curriculum,
crewmembers are expected to have reached a satisfactory level of proficiency in the maneuvers
prior to the validation event. Qualification maneuvers validation should not allow more than two
repeats of any one maneuver or one repeat of any two maneuvers. A debriefing of why the
maneuver(s) was unsatisfactory is allowed, but the repeats must occur with no training, practice,
or coaching. If the crewmember fails to demonstrate proficiency in the time constraints of the
simulator session, an additional training session is required. After additional training, the
individual need only repeat the maneuvers that were unsatisfactory. Failure of the maneuvers
validation or failure to complete the maneuvers validation during the scheduled simulator period
does not result in the issuance of FAA Form 8060-5, Notice of Disapproval of Application.
(4) LOE. This evaluation addresses the individual’s ability to demonstrate technical and
CRM skills appropriate to fulfilling job requirements in a full mission scenario environment. The
intent of an LOE is to evaluate and verify that an individual’s job knowledge, technical skills,
and CRM skills are commensurate with AQP qualification standards and that the individual is
qualified to begin the Operating Experience (OE) portion of the qualification curriculum. LOE is
considered a jeopardy event and a failure is reported to the FAA. If the LOE is to result in
certification, a failure will result in the issuance of FAA Form 8060-5. Grading of an LOE is at
the event set level. LOE success criteria is listed below:
(a) An LOE with more than 25 percent of the event sets graded unsuccessful would
constitute a failure of the LOE and will require remedial training and another LOE.
(b) For LOEs with 25 percent of the event sets or fewer graded unsuccessful, repeats
may be permitted at the end of the LOE session, if time permits and if it is possible to recreate
the conditions similar to the original event set for the repeat. For example, if an LOE has five,
six, or seven event sets, only one set may be repeated. If an LOE has between 8 and 11 event
sets, two may be repeated. No event set can be repeated more than once. A debriefing of why
the event set(s) is unsatisfactory is allowed, but the repeat must occur with no training, practice,
or coaching. If any repeated event is unsatisfactory, remedial training and another complete
LOE evaluation is required.
NOTE: Regardless of number of events sets, unsafe individual or crew
performance that would result in significant damage, hull loss, or loss of life
(e.g., crash) during an LOE constitutes a failure of the LOE.

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NOTE: An aircrew program designee (APD) or FAA inspector must
administer all flight crewmember qualification curriculum LOEs. A check
airman can administer continuing qualification LOEs.
(5) Operating Experience (OE). OE curriculum segments are integral to qualification
curriculums. OE provides hands-on experience in performing the duties of a newly assigned
position under the supervision of a current and qualified evaluator (check airman). OE is
conducted during actual flight operations. Operating experience is complete when the individual
is recommended for a line check.
(6) Line Check. Captains receiving this evaluation are assessed for their proficiency in
the duty position. Successful completion of the line check verifies that the individual is
adequately trained and is capable of performing the duties and responsibilities of pilot-incommand (PIC). If any task is unsatisfactory, the individual must receive remedial training on
that task, additional operating experience if necessary, and possibly another line check. If a pilot
receives an unsatisfactory overall performance rating on a line check, the pilot must be removed
from continued line operations until the approved remediation has been successfully completed.
c. Planned Hours. All curriculums will include planned hours for ground training, flight
training, evaluation, and operating experience. Planned hours represent the estimated amount of
time (as specified in a curriculum outline) that it takes an average student to complete a segment
of instruction (to include all instruction, demonstration, practice, and evaluation, as appropriate,
to reach proficiency). Planned hours replace the programmed hours associated with traditional
programs. Planned hours enable the FAA and the applicant to schedule their personnel resources
more efficiently and provide a baseline for curriculum adjustments. The sum of planned hours is
not used by the FAA as a basis for program approval, review, or compliance assessment.
Planned hours can be shown on the course footprint that is part of the curriculum outline.
Figure 3-3 provides an example of a course footprint with planned hours.

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AC 120-54A

FIGURE 3-1.
FLIGHT CREWMEMBER AQP TRAINING, VALIDATION, AND EVALUATION
Activity

Device

Purpose

Ground
Training

Classroom or
Computer Based
Instruction, and
Training Devices

Indoctrination and
Systems Training

Flight Training
Device &
Simulator

Flight Training
Device &
Simulator

Maneuvers
and
Procedures
Training
Special Purpose
Operational
Training
(SPOT)
Line Oriented
Flight
Training
(LOFT)
Line
Operational
Evaluation
(LOE)

Training/
Validation or
Evaluation

Yes

Training
&
Validation

Aircraft Maneuvers
and Operational
Procedures

Yes

Training
&
Validation

Focuses on CRM
Skills, Differences
Tng., Windshear
Tng., Special
Qualification

Yes

Training

No
Flight Training
Device &
Simulator

Crew Oriented
Training (CRM) in
Preparation for
LOE

Except To Begin
Different Scenarios

Flight Training
Device &
Simulator

Evaluate the
training and
qualifications of the
crewmembers

May Be
Segmented to
Condense
Distances as in
International
Scenarios

Operating
Experience

Aircraft

Initial
Line
Check

Aircraft

CQ Line
Check

Aircraft

Par 3-3

Can it be
Interrupted?

Consolidation of
knowledge & skills
in a operational
environment
To verify a
crewmember’s
ability to
satisfactorily
perform duties &
responsibilities
To evaluate crew
proficiency and
their knowledge,
skills, and ability to
operate effectively
as part of a crew.

Training

Evaluation

Sequencing of
Events

Syllabus

Isolated Maneuvers
and Procedures.
Logical Specific
Sequencing of
Events
Isolated Maneuvers
and Procedures.
Logical Specific
Sequencing of
Events
Logical Sequencing
of Events Within
Varying Length
Scenarios

Specific Flight
Scenario From
Takeoff to Landing

Yes

Experience

Routine Flight
Operations

No

Evaluation

Routine Flight
Operations

No

Evaluation

Routine Flight
Operations

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FIGURE 3-2.
AQP VALIDATION/EVALUATION TABLE

Gate

System
Knowledge
Validation

Indoctrination
Curriculum

Qualification
Curriculum

Continuing
Qualification
Curriculum

Evaluation
Media

80% or Greater
corrected to 100%,

80% or Greater
corrected to 100%,

80% or Greater
corrected to 100%,

< 80% retest

< 80% retest

< 80% retest

Written, Oral, or
Electronic
Testing System
(ETS)

Procedures
Validation

Train to
Proficiency

Maneuvers
Validation

2 Repeats of One
Maneuver, or
1 Repeat Of Any 2
Maneuvers*

Repeats Allowed
Within Training
Period

Grading By Event Set
5, 6 Or 7 Event Sets Repeat 1 Event Set

Grading By Event Set
5, 6 or 7 Event Sets Repeat 1 Event Set

–8 or more Event Sets
Repeat - 2 Event Sets **

8 –or more Event Sets
Repeat - 2 Event Sets **

LOE

Operating
Experience

Line
Check

As Approved

Meets Approved Number
of Supervised Cycles or
Hours and
Recommended for Initial
Line Check

If Any Task
Unsatisfactory, Remedial
Training Needed,
Additional Operating
Experience if Needed,
and Another Line Check
as Recommended by the
Evaluator

Approved
Simulation
Device

Approved
Simulation
Device

Aircraft
(Actual Line
Operations)

If Any Task
Unsatisfactory, Remedial
Training Needed,
Additional Operating
Experience if Needed,
and Another Line Check
as Recommenced By the
Evaluator

Aircraft
(Actual Line
Operations)

* For any repeat in a qualification maneuvers validation, qualification LOE or CQ LOE, no training, practice, or
coaching is permitted. Training repeats are allowed in a continuing qualification maneuvers validation and are not
counted as an evaluation repeat.
** Failure to meet the required level of proficiency during an LOE or line check will result in retraining,
reevaluation, and will require special tracking. Regardless of number of events sets, unsafe individual or crew
performance that would result in significant damage, hull loss or loss of life (e.g., crash) during an LOE constitutes a
failure of the LOE.

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FIGURE 3-3.
EXAMPLE OF AQP FLIGHTCREW QUALIFICATION CURRICULUM FOOTPRINT
Day 1

Day 2

Day 3

Day 4

Day 5

Welcome
Intro
CBT

:30 CBT
:30 Review
5:00

5:00 CBT
1.00 Review

5:00 CBT
5:00 Evacuation 3:00
1.00 Performance 1.00 Ditching 3:00

TT

6:00 TT

6.00 TT

6.00 TT

Day 6

Day 7

Day 8

CBT
5:00 CBT
3:00 CBT
Setup Lect. 1.00 FTD Brief 1.00 Review
FTD # 1
2.00
TT

6.00 TT

Day 11

6.00 TT

Day 12

6.00 TT

Day 9

6.00 TT

Day 16

6.30 TT

Day 17

6.30

Day 14

TT

Day 18

6.30 TT

Day 21

6.30 TT

Day 22

6.30 TT

Day 23

Day Off

Day Off

Day Off

Day Off

Day Off

Day Off

Day Off

Day 15

6.30

TT

Day 19

6.30

Day 20

Sim Brief 1:30 Sim Brief 1:30 Sim Brief 1:30 Sim Brief 1:30
MAN VAL
Sim # 1
4.00 Sim # 2
4.00 Sim # 3
4.00 Sim # 4
4.00 Sim Brief 1:30
Debrief
1:00 Debrief
1:00 Debrief
1:00 Debrief
1:00 Sim # 5
4.00
Debrief
1:00
TT

Day Off

6:00

Sys Rev
1:00 FTD Brief 1:30 FTD Brief 1:30 FTD Brief 1:30
Proc Val
4.00 FTD # 7
4.00 FTD Brief 1:30
FTD Brief 1.00 FTD # 5
4.00 FTD # 6
FTD # 4
4.00 Debrief
1:00 Debrief
1:00 Debrief
1:00 FTD # 8
4.00
Debrief
1:00
TT

Day Off

Day 10

5:00 CBT
3:00
SYSTM VAL
1:00
1.00 FTD Brief 1.00 Testing
FTD # 2
2.00 Flt Ops Brf. 4:00
Debrief
:30
6.00 TT
6.00
TT
6:30

Day 13

Day Off

6.30 TT

Day 24

6.30

Day 25

1:30 Loft Brief 1:30 Loft Brief 1:30 Loft Brief 1:30
LOE
Loft # 1/Spot 4.00 Loft # 2/Spot 4.00 Loft # 3/Spot 4.00 Loft # 4/Spot 4.00 Brief
1:30
4:00
Debrief
1:00 Debrief
1:00 Debrief
1:00 Debrief
1:00 LOE
Debrief
1:00
Loft Brief

TT

6.30 TT

6.30 TT

Day 26

Day 27

IOE
Day 31

IOE
Day 32

IOE

Line Check

6.30 TT

Day 28

6.30 TT

Day 29

6:30

Day 30

IOE
IOE
IOE
SYST VAL - Systems Validation
PROC VAL - Procedures Validation
MAN VAL - Maneuvers Validation
LOE - Line Operational Evaluation
Spot - Special Purpose Operations Training

CBT – Computer-based training
FTD - Flight training device
Sim - Full flight simulator
LOFT - Line oriented flight training
IOE - Initial operations experience

3-4. CONTINUING QUALIFICATION CURRICULUM. A continuing qualification
curriculum provides the means for fully qualified individuals to maintain their proficiency in
their duty positions and aircraft assignments. Continuing qualification applies to all persons
subject to an AQP, including instructors and evaluators. AQP requires a continuing qualification
curriculum for each duty position in each make, model, and series aircraft (or variant).
a. First-Look Maneuvers. For AQP, first-look maneuvers are applicable only to the
continuing qualification curriculum and the single visit training program (SVTP). First-look

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maneuvers are those maneuvers that are identified as likely to be sensitive to loss of proficiency
due to infrequent practice. The principal purpose of first-look maneuvers is to test the retention
of proficiency of the flightcrews in performing these maneuvers over the evaluation cycle. Firstlook maneuvers are an AQP requirement whenever the evaluation period exceeds the
checking/training interval of a traditional training program. However, a first-look maneuver is a
valuable tool and should be considered regardless of the length of the evaluation period. For
example, first-look may be employed as a means of validating that currency items are performed
in line-operations with sufficient frequency that proficiency is being maintained. First-look
maneuver proficiency assessment is graded using the same measurement methodology and rating
criteria used in maneuvers validation. An AQP-qualified pilot instructor may accomplish firstlook proficiency assessment. However, if an applicant proposes to request maneuvers validation
credit for critical first-look maneuvers, the applicant must ensure that the first-look proficiency
assessment is accomplished by an AQP-qualified evaluator, rather than by an instructor. There
are four considerations for the first-look maneuver proficiency assessment: the composition of
the maneuvers list, the strategy for testing the maneuvers, administering the test, and
remediation.
(1) List of Maneuvers. The listing of first-look maneuvers is developed by the
applicant and approved by the FAA Extended Review Team (ERT). First-look items are
performed, graded and analyzed to validate that flightcrews can maintain proficiency in these
items between training intervals. These may include certain items given a designation of
“Currency” in the qualification standard, if any, in order to facilitate initial validation that these
items are being performed outside of training with sufficient frequency that proficiency is being
maintained.
(2) Testing Strategy. The testing strategy that the applicant develops for first-look is
part of the Implementation and Operations Plan (I&O Plan). An ideal approach would be to
have a listing of several objectives that will be sampled under a controlled sampling technique
that will ensure that each of the items are assessed during the evaluation period. It is important
to remember that first-look testing is not as much an assessment of an individual’s skills, as it is
a measure of the collective retention of proficiency by flightcrews. Individual assessment occurs
in maneuvers validation and LOE. The data that is collected from first-look testing is used for
trend analysis and as a tool to validate the AQP program’s overall effectiveness.
(3) Administration. First-look items must not be briefed in advance of the first
execution of such maneuvers. Proficiency data must be collected before the repeated execution
of any such first-look item during training in a flight simulator. There are several options as to
when the first-look maneuver testing should be conducted. For example, a first-look maneuver
could be introduced as the first event of a simulator training session addressing maneuvers.
Another option would be to allow the flightcrew an opportunity to “warm up” to the simulator by
doing other pre-briefed maneuvers prior to first-look. Other options would be to make it part of
an event in a LOFT or SPOT. The common element in all such options is that proficiency is
assessed the first time the first-look item occurs in training.

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(4) Remediation. First-look maneuver proficiency assessment is considered a nojeopardy event, subject to the requirement that any maneuvers unsuccessfully accomplished be
trained to proficiency prior to the LOE.
b. Training Activity. Continuing qualification curriculums should have a proper balance of
training and evaluation. For a national flight crewmember continuing qualification curriculum
profile, see Figure 3-4. Continuing qualification curriculums should typically outline a uniform
timetable of the following activities:
(1) Continuing Qualification Ground Training Activities. Continuing qualification
training includes ground instruction and evaluation for crewmembers, dispatchers, instructors,
evaluators, and other operations personnel. This training includes a review of the information
covered in indoctrination and qualification training, updated as is appropriate.
(2) Continuing Qualification Flight Proficiency Training. Pilots, flight engineers, and
those instructors and evaluators who conduct flight training or flight evaluations will complete
proficiency training designed for their respective duty position. This training may be conducted
in an approved flight-training device or flight simulator. Training in an aircraft is discouraged,
but may be approved by the FAA on a case-by-case basis. Flight proficiency training permits
pilots and engineers to experience and practice the procedures and maneuvers that are not
normally encountered in day-to-day flight operations, such as alternate, abnormal, and
emergency flight events. The train-to-proficiency strategy must include enough practice to
ensure that skills are maintained over the entire training interval.
(3) Special Qualification Training. These training segments are used for the same
purposes as in qualification curriculums.
c. Validation/Evaluation/Remediation. Continuing qualification must include
validation/evaluation in all events and major subjects required for original qualification. This
requirement is met through proficiency evaluations and line checks.
(1) Maneuvers Validation. The maneuvers validation session in the continuing
qualification curriculum allows assessment and attainment of technical proficiency in the
training program prior to evaluation in the LOE. In continuing qualification curriculum training,
repeats are allowed and are not counted as an evaluation repeat. In a continuing qualification
curriculum, maneuvers validation must be successfully completed within the time limits of the
standard company scheduled simulator session (national norm is 2 hours per crewmember) or an
additional training period is required. If an individual requires additional training periods to be
able to demonstrate proficiency, consideration should be given to placing the individual in
special tracking.
(2) LOE. The LOE is the primary proficiency evaluation. The LOE is conducted in a
simulation device approved for its intended use in the AQP. Under extenuating circumstances,
the AQP proficiency evaluation may be accomplished in an aircraft, subject to FAA approval.
The purpose, administration, and remediation strategy for the continuing qualification curriculum
LOE is the same as for a qualification curriculum.

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(3) Line Check. The PIC annual line check is considered a proficiency assessment,
conducted by an evaluator, during actual 14 CFR part 121 or 135 revenue flight operations. It
also may be conducted during an operationally oriented flight such as ferry flights or proving
flights. During line checks, each person performing duties as a PIC, second-in-command (SIC),
or flight engineer must be individually evaluated as to:
•
•

Proficiency in the particular aircraft, crew position, and type of operation
Skill and ability to operate effectively as part of a crew

If a pilot receives an unsatisfactory overall performance rating on a line check, the pilot must be
removed from continued line operations until the approved remediation has been successfully
completed.
NOTE: To conduct a line check, the evaluator must hold the airman
certificates and ratings equal to the PIC.

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AC 120-54A
FIGURE 3-4.
EXAMPLE OF AN AQP FOUR-DAY FLIGHTCREW CONTINUING
QUALIFICATION CURRICULUM FOOTPRINT
Begin
8 Hours
Day(s)
1 and 2

Day
3

School
8 Hours

2 Hours

Prebrief

4 Hours

Simulator
FTD

2 Hours

Day
4

Finish

Ground

2 Hours

Rotating System Topics
CRM Refresher
Emergency Equipment Training
Hot Topics
Home Study Testing
Continuing Augmentation of
Ground School, Technical
First-Look Maneuvers
Maneuver/Procedural Training & Spot
Maneuvers Validation - Train To Proficiency

Debrief

Establish Mindset For LOE

Prebrief

Items Applicable to Evaluation and
Training Period

4 Hours

Simulator LOE, Spot, Advance Maneuvers
Special Qualification Training

2 Hours

Debrief

Technical Proficiency & CRM

d. Flight Crewmember Recent Experience. The applicant’s AQP documentation should
show compliance with either the recent experience requirements in part 121, section 121.439 or
alternative equivalent currency activities under AQP. The currency requirements, if not met
during line operations, may be re-established through a flight currency module specified in the
continuing qualification curriculum. Currency activities for instructors and evaluators will be
specified in each AQP. These instructor and evaluator activities should enable each instructor or
evaluator to maintain proficiency in teaching and evaluating the events he/she is authorized to
perform.
e. Cycles and Evaluation Period. The time period during which all proficiency objectives
are trained, validated, or evaluated for all crewmembers is called a “Continuing Qualification
Cycle.” Figure 3-5 illustrates a continuing qualification cycle. The initial approval for a
continuing qualification cycle is no more than 24 months in duration, divided into two 12-month
evaluation periods. All critical proficiency objectives are accomplished during each evaluation
period, and all currency proficiency objectives are accomplished during each continuing
qualification cycle. It is important to remember that criticality and currency do not pertain solely

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to terminal proficiency objectives (TPO), but can also apply to supporting proficiency objectives
(SPO), dependent on the applicant’s task factors analysis. Refer to the chart in Figure 2-3.
(1) Schedule. The continuing qualification cycle footprint should provide sufficient
detail. Elements of ground training activities, flight training activities, proficiency and line
checks, and currency activities are specifically identified. The schedule for the cycle should
specify the period between each type of activity. Developing a continuing qualification activity
schedule involves selecting, revising, and arranging modules (with related proficiency
objectives) from indoctrination and qualification curriculums. These modules are regularly
revisited to maintain both individual and crew proficiency. Each continuing qualification
curriculum will identify the frequency of training sessions for each person qualified under an
AQP.
FIGURE 3-5.
CONTINUING QUALIFICATION CYCLE

Q ualification

6 M onths

Line
Check

12 M onths

T raining &
Evaluation

Evaluation Period

18 M onths

Line
Check

24 M onths

T raining &
Evaluation

Evaluation Period

(2) Training Sessions. Each evaluation period must include at least one training
session, but may include more. Initially, training sessions cannot be more than 12 months (plus
or minus 1 month) apart.
(3) Line Check. For PICs, a line check must be scheduled in the calendar-month that
includes the midpoint of the evaluation period. However, to allow flexibility, the line check may
be completed during the month after or the month before the midpoint month.
(a) With the Administrator’s approval, a no-notice random line check strategy may
be used in lieu of the line check required by part 121, section 121.915(b)(2)(i). The certificate
holder who elects to exercise this option must ensure the random line checks are administered so
the flight crewmembers are not notified before the evaluation. In addition, the certificate holder
must ensure that each PIC receives at least one random line check every 24 months. At a
minimum, the number of random line checks administered each calendar year must equal at least
50 percent of the certificate holder’s PIC workforce in accordance with a strategy approved by
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AC 120-54A

the ERT for that purpose. In addition, the random line checks must be conducted over all
geographic areas flown by the certificate holder in accordance with a sampling methodology
approved by the ERT for that purpose.
(b) During the random line checks, each person performing duties as a PIC, SIC, or
flight engineer for that flight must be individually evaluated to determine whether the person
remains adequately trained and currently proficient with respect to the particular aircraft, crew
position, and type of operation in which he or she serves, and the person has sufficient
knowledge and skills to operate effectively as part of a crew. The evaluator must be a check
airman, an APD, or an FAA inspector and must hold the certificates and ratings required of the
PIC.
(4) Proficiency Evaluations. For PICs, SICs, flight engineers, and other persons
covered by an AQP, a proficiency evaluation must be completed during each evaluation period.
Typically, the proficiency evaluation will occur during a required training session; however, if
more than one training session is completed during an evaluation period, the proficiency
evaluation may be divided among training sessions or otherwise allocated to one or more such
sessions.
f. Extensions. The FAA will consider approving extensions to the duration of continuing
qualification cycle and evaluation period if evidence substantiates that the extension will
maintain or increase the level of safety for that carrier. To obtain approval, an applicant must be
able to show that individuals subject to the AQP are able to maintain their knowledge and skills
under the already approved schedules. In addition, it must show that a rational basis exists for
believing that no loss of knowledge, skill, or ability, which could compromise safety, will result
from an extension. An extension will be allowed to continue, or an additional extension will be
granted, if an operator’s data analysis and an independent FAA evaluation verify that the
extension is an appropriate means to maintain or increase an individual’s level of competency.
NOTE: A continuing qualification cycle may be extended up to a maximum
of 36 months.
g. Validation. The continuing qualification cycle and evaluation period are subject to
continued demonstration of overall effectiveness. The demonstration will be dependent on the
data submitted to the FAA by the participant and additional analysis accomplished by the
participant. To ensure adequate individual and crew qualification, the participant must
demonstrate that its AQP has the capacity to monitor individual proficiency.
h. Dual Qualification. An individual is deemed “dual qualified” if, during the continuing
qualification cycle following an AQP proficiency evaluation, the individual performs flightcrew
duties in that aircraft type after becoming qualified and operating another aircraft type during
that same continuing qualification period. If maintaining qualification in more than one aircraft
type in accordance with the definition of “dual qualification” above, the individual will have one
aircraft type designated as “primary” and other aircraft types designated as “secondary.”

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(1) Training Cycle. A person, who is qualified on more than one aircraft type, or in
more than one duty position on different aircraft types, should be simultaneously enrolled in a
separate continuing qualification curriculum for each assigned aircraft and duty position. For
each aircraft type or duty position in which he/she is maintaining qualification, the individual
must accomplish the corresponding AQP continuing qualification curriculum. Those training
items that are not “fleet specific” in nature need only be addressed in the “primary” aircraft’s
AQP continuing qualification program.
(2) Line Check. In addition, the individual must accomplish at least one line check
during the continuing qualification cycle in the “primary” aircraft. The individual should receive
a line check on a different aircraft type each successive year so he/she is given a line check on all
aircraft types prior to re-accomplishing a line check on a given aircraft type.
(3) Multiple Duty Positions. A person assigned simultaneously as a flight
crewmember, instructor, and/or evaluator on the same aircraft, may be enrolled in a continuing
qualification curriculum, which combines the activities necessary to maintain skill and
proficiency in all duty positions.
3-5. SECONDARY CURRICULUMS. Developing a secondary curriculum entails selecting,
revising, and arranging modules (with related proficiency objectives) from all three primary
curriculums. In all cases, the TPOs, SPOs, and EOs must include CRM principles and include
the use of line operational simulation (LOS) for training and evaluation. Figure 3-6 shows the
relationship of primary AQP curriculums to the secondary curriculums.

FIGURE 3-6.
AQP SECONDARY CURRICULUMS

For Each Trainee Type
(e.g., Pilots, Flight Attendants,
Dispatchers

Indoctrination

Transition

Qualification

Requal.*

Continuing
Qualification

Upgrade*

For Each Trainee Type ‘s
Instructors/Evaluators

Indoctrination

Qualification

Continuing
Qualification Primary

Curriculums

Transition

Requal.*

Secondary
Curriculums

* Depending on previous qualification

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AC 120-54A

a. Transition Curriculum. This curriculum is applicable for an employee who has been
previously trained and qualified in a specific duty position by the certificate holder and is being
assigned the same duty position on a different aircraft. Under part 121, the new aircraft must be
in the same aircraft group or the qualification curriculum must be used. In a transition
curriculum, the same qualification standards apply as found in the qualification curriculum.
However, the training received may be abbreviated, based on an analysis of the
training/validation/evaluation requirements of the qualification curriculum compared to an
assessment of the currency, knowledge, skills, and qualifications of the individual. In most
cases, the training received would be from modules extracted from the qualification curriculum
for that particular aircraft. For example, if both aircraft used the same Flight Management
System (FMS), training may be tailored to be aircraft specific (weights, fuel burn, etc.) and
proficiency validated through testing rather than requiring the student to sit through the entire
FMS curriculum segment.
b. Upgrade Curriculum. This curriculum is for an employee who has been previously
trained and qualified as either a SIC or flight engineer for the certificate holder and is being
assigned as either a PIC or SIC, respectively, for the same aircraft type in which he or she was
previously trained and qualified. Elements or training modules for this curriculum may be found
in all three primary curriculums. In upgrade training, the same qualification standards apply as
found in the qualification curriculum. However, the training received may be abbreviated, based
on an analysis of the training/validation/evaluation requirements of the qualification and
continuing qualification curriculums compared to an assessment of the currency, knowledge,
skills, and qualifications of the individual. For example, if the individual is a current first officer
instructor/evaluator already type-rated in the aircraft, the training/validation/evaluation
requirements of continuing qualification followed by operating experience might be appropriate.
Another example, if the individual is current in the aircraft as an SIC, proficiency in training
modules such as systems, FMS, and emergency drills may be validated through testing. Other
training such as seat dependent training, command authority, and CRM may be trained and
evaluated using a combination of classroom and LOS methodology.
NOTE: Downgrade. Seat-dependent task training is required when a PIC is
reassigned as an SIC on the same type aircraft. It may be appropriate to
provide modules from several different secondary curriculums (i.e.,
transition and requalification) if the flight crewmember has never served as
an SIC on that type aircraft. The training required when the downgrade is
from PIC to SIC from one type aircraft to another type aircraft will depend
on whether the crewmember was previously qualified as an SIC in that type.
If previously qualified in the duty position and type, a requalification
curriculum based on time away is appropriate. If only previously qualified in
the duty position, transition is appropriate.
c. Requalification Curriculum. This curriculum is for an individual who has not met the
requirements of a continuing qualification curriculum, for whatever reason, and becomes
unqualified for the duty position. The individual must be requalified under a secondary
curriculum to resume serving in that duty position. An AQP applicant should establish nonqualification duration limits based on a currency analysis beyond which an individual would be

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required to repeat some or all of the indoctrination and qualification curriculum in addition to the
continuing qualification curriculum to requalify.
d. Refresher. This curriculum is for an individual who has not met the time requirements of
consolidation. The individual must be requalified using this secondary curriculum to resume
serving in that duty position.

SECTION 2. AIRMAN CERTIFICATION
3-6. GENERAL. AQP regulatory guidance provides an alternative practical means to
certificate pilots, flight engineers, flight attendants, and aircraft dispatchers. AQP regulatory
guidance also provides for the development of alternative training and evaluation for flight
attendants and operations personnel.
3-7. AQP TRAINING AND EVALUATION FOR CERTIFICATION. An applicant for
AQP certification must be eligible in accordance with the applicable requirements of parts 61,
63, or 65, except that an operator may develop an alternative training and evaluation strategy, as
specified in the qualification standards and approved by the FAA. AQP training and evaluation
strategies are used in place of the prescribed practical test requirements of parts 61, 63, and 65.
The AQP training and evaluation proposed by the operator must be an equivalent or better
measure of airman competence and operational proficiency than that provided by the practical
tests prescribed in parts 61, 63, or 65.
3-8. COMPLETION OF THE QUALIFICATION CURRICULUM. An applicant for FAA
airman certification under an AQP must successfully complete the appropriate qualification
curriculum and apply for certification on FAA Form 8710-1, Airman Certificate and/or Rating
Application.
a. Application. There is a signature requirement for airman certification under AQP on the
back of the application form. It is the block entitled “Evaluators Record for Airline Transport
Certificate/Rating Only.” Signature in the AQP block constitutes verification, by a competent
authority, that all of the requirements under the specific provisions of a certificate holder’s AQP
qualification program have been satisfactorily accomplished. In this instance, the competent
authority is an aircrew program designee (APD), air transport pilot examiner (ATPE), training
center evaluator (TCE) authorized by the FAA, or a qualified FAA inspector.
b. Demonstration of Individual Skills. Applicants for certification and/or qualification,
including dispatchers and flight attendants, must show competence in required technical
proficiency objectives and CRM/DRM in actual or simulated operational scenarios that assess
both types of skills together.

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AC 120-54A

CHAPTER 4. AQP APPROVAL AND DOCUMENTATION
SECTION 1. DOCUMENTATION REVIEW AND APPROVAL
4-1. OVERVIEW. This section establishes how the FAA reviews and grants approval, or
withdraws approval, for all or part of an Advanced Qualification Program (AQP). Specific
document content is discussed in Chapter 2.
a. Approval Authority. Except for the three items listed below, notification of approval for
AQP documents and their revisions is a joint signature responsibility of the FAA Manager of
Voluntary Safety Programs (VSP) and the principal operations inspector (POI), based on
recommendations from the FAA Extended Review Team (ERT). The exceptions are:
(1) Application – VSP manager.
(2) Line operational simulation (LOS) scenario content -- POI signature approval.
(3) Phase V curriculum outline revisions -- POI signature approval.
b. Approval Process. All AQP documents and subsequent revisions are reviewed by the
ERT. The ERT reports to the VSP manager and to the POI with its recommendations. Based on
the acceptance of the ERT recommendations, the VSP manager will originate, sign, and forward
electronically a response letter to the POI for signature and delivery to the operator. The
operator will ensure that the VSP manager and the POI receive copies of the approved material.
4-2. REVIEW PROCESS. Chapter 1 of this Advisory Circular (AC) discusses the roles and
responsibility of the ERT personnel involved with AQP. The ERT prefers to interact closely
with applicants as AQP documentation is developed. Experience has shown that is more
efficient for the ERT to discuss plans and review drafts of document sections early in the
development process.
4-3. APPROVAL PROCESS. Applicants develop, implement, and operate the AQP in five
sequential phases. FAA approval of each phase marks the completion of that phase and entry
into the next. Developing and implementing an AQP requires a commitment of resources for
both the FAA and a certificate holder. The FAA and the certificate holder must use their
resources in an effective and efficient manner. The FAA has established a transition time
criterion in order to provide a clear delineation of FAA expectations regarding reasonable
progress towards AQP implementation. Accordingly, continuation in AQP for applicants who
do not initiate phase IV within the 30th month of phase I approval, as indicated in figure 4-1, will
be subject to a review and analysis of their progression towards completing AQP. If
circumstances do not warrant an extension, AQP and the Single Visit Training Program Plan
approval (if applicable) may be withdrawn.

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FIGURE 4-1.
FIVE PHASES OF AQP REVIEW AND APPROVAL
Application

Phase I
Program Review

Curriculum
Development

Phase II
Program Review
By ERT

Application
Approved

Job Task Analysis
Qualification Standards
Instructional Systems
Development
Methodology
Curriculum Outline
I&O Plan
All Are Approved

3
0
M
O
N
T
H
S

Curriculum
Implementation

Phase III

Program Review By
ERT
Initial
Operations

Phase IV

Phase V

Program Review By
ERT

Continuing
Operations

Small Group Tryout
Approved

Data Collection &
Curriculum Maintenance
Approved

Annual AQP Report
Maintenance of
AQP Documents

4-4. PHASE APPROVALS. After concluding a joint meeting with the potential applicant, the
VSP manager and the POI/training center program manager (TCPM) will form the core ERT.
The purpose of forming the ERT prior to accepting the phase I application is to have FAA
resources available to help the applicant during the development process. In reviewing all
phases of AQP development, the ERT will:
•
•
•

Evaluate documents based on the guidelines in chapters 2 and 3 (see appendix 3)
Provide suggestions for improvement, if appropriate
Make recommendations to the VSP manager/POI/TCPM regarding approval

a. Phase I -- Initial Application. Approval of the initial application marks the certificate
holder’s formal entry into the AQP. The steps for the applicant are:

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•
•

AC 120-54A
Simultaneously submit the application electronically to the POI/TCPM and to the
VSP manager
Address comments and recommendations of the ERT

After determining that the applicant’s submittal is satisfactory, the FAA Manager of Voluntary
Safety Programs, in collaboration with the POI/TCPM, will approve the application. This
approval will permit the applicant to proceed to phase II.
b. Phase II -- Curriculum Development. Curriculum development follows a sequential
order of program development and submission: job task analysis, qualification standards,
instructional systems development methodology, curriculum outlines, and Implementation and
Operations Plan (I&O Plan). After all phase II-required documents have been reviewed by the
ERT, the VSP manager and the POI/TCPM will issue a joint letter of approval to the applicant,
with permission to begin phase III development.
c. Phase III -- Small Group Tryout. In this phase, the applicant will implement the AQP
on a limited scale as defined in the I&O Plan. The applicant should provide the ERT a schedule
of phase III activities at least 30 days before starting the events.
(1) Review and Surveillance. ERT activities in this phase will consist of observing,
monitoring and participating in the AQP training programs. Particular emphasis will be placed
on:
(a) Instructor/evaluator training and observation.
(b) Training scenarios.
(c) Validation.
(d) Line operational evaluation (LOE).
(2) Program Operation. Proficiency data, maintenance plan, quality assurance, data
collection, analysis, and reporting will be evaluated for consistency and accuracy.
(3) I&O Plan Review. Once phase III is concluded, the applicant will provide the ERT
with an updated I&O Plan. Based on the recommendations of the ERT, the VSP manager and
the POI will approve the completion of phase III. Initial approval permits the applicant to
execute the updated I&O Plan through one complete cycle of the continuing qualification cycle
(usually 24 months). See chapter 2, section 5, paragraph 2-16 for the qualification and
indoctrination curriculums (phase IV period).
NOTE: The POI and certificate holder must add an AQP entry
(A034) into the automated operations specifications (OpSpecs).
d. Phase IV -- Initial Operations. In this phase, the applicant will implement the AQP as
defined in the updated I&O Plan through one complete cycle of the curriculum.

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(1) Review and Surveillance. ERT activities in this phase will consist of surveillance of
AQP operations and analysis of data collection results. Joint ERT and applicant reviews will be
conducted periodically. These meetings will provide both parties the chance to analyze results
and discuss program concerns. At the midpoint in phase IV, the first annual report will be
submitted to the ERT. A final joint review and annual report will be accomplished prior to phase
IV Initial Approval expiration (usually 24 months). Focus areas for these reviews are (see
Appendix 3):
(a) Data Management:
1 Collection.
2 Analysis.
3 Standardization.
4 Observations.
5 Additional training.
6 First-look.
7 Program feedback.
(b) Recordkeeping.
(c) Adherence to I&O Plan.
(d) Modifications to the program.
(e) Qualification standards that are reliable and valid.
(f) Maintenance of the AQP.
(g) Currency of the program audit database.
(h) Instructor/evaluator program.
(i) Special tracking.
(j) Transition to AQP (non-AQP fleets)
(2) Once the final joint review has been completed, the applicant will update the I&O
Plan to include the changes recommended by the ERT. The successful completion of this phase,
and approval of the commensurate revisions to the approved AQP documents and reports, will

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qualify an applicant for entry into the final phase of the AQP process: phase V, Continuing
Operations. Based on the recommendations of the ERT, the VSP manager and the POI will
approve the completion of phase IV. The POI and the carrier will then modify the previously
issued OpSpec paragraph A034 to include the phase V approval date.
e. Phase V -- Continuing Operations. In this phase, FAA oversight of the AQP is
maintained under an FAA surveillance program. The certificate holder will maintain the AQP
through documentation changes, program revisions, data analysis, and will continue to submit
monthly data and an annual AQP report.
4-5. METHOD OF GRANTING APPROVAL.
a. Initial (Phase IV) or Provisional (Phase III). The VSP manager and the POI will grant
initial phase IV AQP approval by a joint signature letter. For Title 14 of the Code of Federal
Regulations (14 CFR) part 142 training centers, the VSP manager and the TCPM will grant
provisional phase III AQP approval by a joint signature letter. Copies of the approved
curriculum documentation and the approval letter are maintained by the POI at the certificate
holding district office (CHDO) and the VSP manager. Copies of a training center’s provisionally
approved curriculum material is maintained by the TCPM, the VSP manager, and the
participating air carriers’ Flight Standards District Office (FSDO). The approval letter will
include at least the following information:
(1) The specific identification of the curriculums for an AQP air carrier or training center
curriculum segments, initially or provisionally approved, including a list of effective pages
(LOEP) and revision control dates (date of revision for any page).
(2) A statement that initial or provisional approval is granted, and for initial approval, the
effective and expiration dates.
(3) Any specific conditions affecting the approval.
(4) A requirement that the applicant provide the FAA with advanced notice of scheduled
activities so evaluations may be planned.
b. Final Approval. Based on the results of evaluations accomplished during phase IV, the
period of initial approval, the VSP manager and the POI will grant or deny final approval of an
AQP. Final approval is accomplished with a joint signature approval letter and by stamped
endorsement by the POI of the AQP document’s LOEP. Copies of the approved curriculum
documentation and the approval letter are maintained by the POI at the CHDO, the VSP
manager, and at the location designated by the participant as its principal training site.
(1) Stamped Approval Endorsement or Acceptable Substitute. For initial and final
approval, and revisions thereafter, the original LOEP of all AQP Program Audit Database
(PADB) documents are stamp-approved, dated, and signed by the POI. The approval stamp
should be a duplicate of the following:

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FAA FINAL APPROVAL
OFFICE DESIGNATOR:
EFFECTIVE DATE:
NAME:
SIGNATURE:

NOTE: As approved changes are made to AQP PADB documents, the
“Final Approval” endorsement will be re-accomplished on each LOEP.
(2) Approval Letter. All letters of final approval will be a joint signature letter usually
initiated by AFS-230 and signed by the VSP manager and the POI. The letter will specifically
identify the subject curriculums, contain a statement that “final approval is granted,” and provide
the effective date of approval. The final approval does not expire.
4-6. REVISION CONTROL PROCESS. The development and maintenance of an AQP
necessitates revisions to documents. Due to the composition and geographic location of the
ERT, it is imperative that a systematic revision process be followed.
a. Revisions. AQP document revisions are submitted to the VSP manager and the POI. In
phases II through IV, the revision is reviewed by the ERT and approved using the notification
process for the curriculum phase identified in Figure 4-1. The process is identical in phase V,
except that review and approval of revisions to the curriculum outline are made directly by the
POI. Copies of all revisions in all phases, including the curriculum outline, will be provided to
both the VSP manager and the POI. Each revision must indicate which AQP documents are
being revised, and must include the following items:
(1) A brief synopsis of each change and what pages/items are affected.
(2) Change bars or acceptable substitute identifying the text/chart that has been changed.
(3) The date of the revision and revision number on each page or graphic.
(4) The LOEP.
NOTE: If an operator chooses to integrate the required AQP documents into
an established manual structure, each document’s location must be identified
and each revision request must identify the AQP document that is being
revised and which manual contains the document.
b. Implementation. A revision to an approved portion (initial or final) of the AQP cannot
be implemented until the applicant receives FAA approval.

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SECTION 2. WITHDRAWAL OF APPROVAL

4-7. GENERAL. The FAA may withdraw initial, provisional, or final approval at any time the
AQP is not in regulatory compliance, does not provide for safe operations, does not effectively
prepare personnel to meet qualification objectives, or when the required data is not being
provided or maintained. Before withdrawing approval, the FAA will make reasonable efforts to
convince an applicant to correct the deficiencies.
4-8. INITIAL OR PROVISIONAL. The FAA will withdraw initial or provisional approval by
letter. The letter will identify the affected curriculums, state the reasons for the withdrawal, and
state the effective date of the withdrawal. An applicant who receives a letter of withdrawal may
revise or refine the curriculum and resubmit it for initial or provisional approval.
4-9. FINAL APPROVAL. The FAA will withdraw approval by letter. The letter will identify
the affected curriculums, state the reasons for the withdrawal, and state the effective date of the
withdrawal (except in an emergency, not less than 7 days after receipt of the letter). The letter
will advise the certificate holder that withdrawal may be appealed and provide instructions on
how to appeal.
4-10. APPEAL WITHDRAWAL OF FINAL APPROVAL. An operator should petition the
Director of Flight Standards Service (AFS-1) for reconsideration within 30 days after receiving
withdrawal notification. The petition should be in writing and should explain in detail why the
operator believes the withdrawal should not occur.
a. Denial of Appeal. The Director may immediately deny the petition after considering all
relevant information presented if the Director believes that an emergency exists that directly
affects aviation safety. In this case, the Director will inform the operator, by letter, of the
decision to deny the appeal due to the existence of an emergency. The letter will state that an
emergency exists and describe the deficiencies and the actions necessary to correct them.
b. Stay of Withdrawal. If the Director does not believe that an emergency exists, the
Director shall carefully consider both the operator’s petition for appeal and the FAA’s reason for
withdrawal of approval. In this case, the operator’s petition, provided it goes out within 30 days,
stays withdrawn, and the operator may continue to use the AQP curriculum pending the decision
of the Director. The Director may find it necessary to conduct additional evaluations of the
operator’s AQP.
c. Director’s Final Decision. In any case, the Director will make a final decision within
60 days of receiving the operator’s petition. The Director may rescind or modify the letter of
withdrawal or uphold the withdrawal. If the decision is to modify or uphold the withdrawal, the
operator will be notified by letter. The letter will contain the reasons for denying all or part of
the petition.

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CHAPTER 5. INSTRUCTORS AND EVALUATORS
SECTION 1. INSTRUCTOR/EVALUATOR PROGRAMS
5-1. GENERAL. Instructors, evaluators, and supervisors are the backbone of the Advanced
Qualification Program (AQP). The applicant must devote the appropriate time and resources to
the qualification and continuing qualification of these key personnel.
5-2. INSTRUCTOR/EVALUATOR CURRICULUMS. Each AQP (including provisional
AQP curriculums for training centers) must provide instructor, evaluator, and supervisor
indoctrination, qualification, and continuing qualification curriculums. These requirements
include a separate job task analysis (JTA), qualification standards, curriculum(s), and curriculum
outlines focusing on the instructor/evaluator duty positions. AQP regulatory guidance states, in
part, that an AQP provides for approval of an alternate method for qualifying, training, certifying
and otherwise ensuring competency of instructors and evaluators required to be trained or
qualified under Title 14 of the Code of Federal Regulations (14 CFR) parts 121 and 135. AQP
entails no changes to the existing policies and procedures as they apply to the eligibility,
approval, and surveillance requirements for instructors, evaluators (check airmen) and aircrew
program designees (APD).
NOTE: The qualification standards document for instructor/evaluators does
not need to include conditions or a criticality/currency analysis.
a. Definitions. AQP regulatory guidance defines an evaluator as a person who has
satisfactorily completed training and evaluation that qualifies that person to evaluate the
performance of crewmembers, instructors, other evaluators, aircraft dispatchers and other
operational personnel, as appropriate. In an effort to remain aligned with traditional check
airman policy and procedure, the AQP term “evaluator” is considered synonymous with check
airman. However, for flight attendant and dispatcher AQP, the word “evaluator” will replace the
traditional use of the word “supervisor” as an individual that evaluates. Part 121 subpart Y does
not redefine the qualifications or prerequisites to be an instructor, evaluator, check airman, or
APD. Definitions of these positions are found in FAA
Order 8400.10, Air Transportation Operations Inspector’s Handbook.
b. Qualification Training. AQP regulatory guidance contains limited guidance on the
instructional content of each curriculum. Training requirements for each curriculum are derived
from a thorough and accurate task analysis. Typical subject areas might include as appropriate:
(1) Instructor Indoctrination Curriculum.
(a) The learning process.
(b) Elements of effective teaching.
(c) Student evaluation, quizzing, and testing.

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(d) Overview of AQP program development, implementation, and operation policy.
(e) Lesson preparation and application.
(f) Classroom instructing techniques.
(g) Techniques for instructing in the cockpit environment.
(h) Standardization and rater/referent reliability.
(i) Resource management (CRM/DRM) and human factors training.
(j) How to conduct training modules for students with varying backgrounds and
varying levels of experience and ability.
(k) Instructor responsibilities.
(2) Instructor Qualification Curriculum.
(a) Effective use of, and qualification in, specific flight training devices, flight
simulators, and aircraft.
(b) Limitations on use of training equipment.
(c) Evaluation of performance against objective standards.
(d) Effective preflight and postflight instruction.
(e) Effective analysis and correction of common errors.
(f) Teaching/facilitation of CRM/DRM skills.
(g) Performance and analysis of standard flight events and procedures.
(h) Safety considerations in the training environment.
(i) Data-gathering procedures.
(j) Standardization and rater/referent reliability.
(3) Differences Between Traditional and AQP for Existing Instructors.
(a) Overview of AQP program development, implementation, and operation policy.
(b) CRM/DRM and human factors training.

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(c) Standardization and rater/reverent reliability.
(d) Data-gathering procedures.
(e) Effective use of, and qualification in, specific flight training devices, flight
simulators, and aircraft used in the AQP.
(f) Limitations on use of training equipment used in the AQP.
(g) Evaluation of performance against objective standards.
(4) Evaluator Indoctrination Curriculum.
(a) Evaluation policies and techniques.
(b) The role of the evaluator.
(c) Administrative procedures.
(d) General safety considerations.
(e) Evaluating human factors and CRM/DRM skills.
(f) Standardization and rater reliability.
(5) Evaluator Qualification Curriculum.
(a) For each crewmember position requiring a particular evaluation the method of
conducting:
1 Line check.
2 In-flight proficiency evaluations if required.
3 Proficiency evaluations in flight simulators and/or flight training devices.
4 Special purpose evaluations (e.g., long-range navigation).
(b) The standards for the evaluations in the previous paragraph.
(c) The methods and standards associated with airman certification evaluation.
(d) How to conduct evaluations while simultaneously serving as pilot-in-command
(PIC), second-in-command (SIC), or safety pilot.

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(e) Safety considerations for the various types of evaluations.
(f) Safety considerations particular to the make, model, and series aircraft (or
variant).
(g) How to evaluate instructors/evaluators.
(h) Company/FAA policies with regard to the conduct of evaluations.
(i) Administrative requirements particular to evaluations.
(j) Evaluating CRM/DRM skills.
(k) Briefing and debriefing techniques.
(l) Data-gathering procedures.
(6) Differences between Traditional and AQP for Existing Evaluators.
(a) Overview of AQP program development, implementation, and operation policy.
(b) CRM/DRM and human factors training/evaluating.
(c) Standardization and rater reliability.
(d) Data-gathering procedures.
(e) Effective use of, and qualification in, specific flight training devices, flight
simulators, and aircraft used in the AQP.
(f) Limitations on use of training equipment used in the AQP.
(g) Evaluation of performance against objective standards.
(h) Briefing and debriefing techniques.
(i) How to evaluate instructors/evaluators.
(j) Company/FAA policies with regard to the conduct of evaluations.
(k) Administrative requirements particular to evaluations.
c. Qualification -- Evaluation and Observation. Every instructor/evaluator must receive a
validation/evaluation at the end of each curriculum. These methodologies must be described in
the test and evaluation strategy within the instructor/evaluator qualification standards. The

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required FAA observation of new instructors/evaluators (check airman) is delineated in FAA
Order 8400.10.
d. Continuing Qualification. Instructors/evaluators should be given an opportunity to
operate in all positions in which they are authorized to perform duties. Flight
instructors/evaluators should demonstrate the ability to brief and debrief, fly and instruct in both
pilot seats and operate the simulator, if appropriate. If possible, instructors/evaluators should
focus on the training, validations and evaluations that are under development for the next
evaluation period. This will allow the instructors/evaluators to become familiar with all aspects
of the periods they will be expected to teach/evaluate the following year, help ensure the
development of a polished continuing qualification program and give the instructors/evaluators
an opportunity to maintain their own proficiency using scenarios they have not seen. Each
training period should be conducted by one of a small core of the most experienced
instructors/evaluators. Each instructor/evaluator continuing qualification curriculum segment
should include the requirements listed below. Requirements (paragraphs (3) and (4) below)
should be defined in the test and evaluation strategy in the instructor/evaluator qualification
standards:
(1) Basic crew position and or specialized flight instructor/evaluator continuing
qualification.
(2) Ground and flight training to enhance, upgrade, and maintain each
instructor/evaluator’s knowledge, skills, and abilities.
(3) A schedule for recency of instructor/evaluator’s experience.
NOTE: The program must define the minimum requirements each category
of instructor/evaluator will accomplish to stay current in their position.
Instructors must maintain a high level of competency, so the minimum
standard must be sufficient to maintain their proficiency. Evaluators will
perform an established minimum number of each validation/evaluation that
they are qualified to administer.
(4) A schedule for critical examination of each instructor/evaluator’s abilities and
adherence to prescribed standards.
e. Instructor and Evaluator CRM Training and Evaluation. All instructors and
evaluators will receive instruction and evaluation in CRM/DRM objectives and training methods,
as appropriate.
5-3. AUTHORIZED EVALUATION PERSONNEL BY AQP EVENT. The table in
Figure 5-1 illustrates the level of authorization needed for an individual to either train, validate,
or evaluate an AQP event.

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FIGURE 5-1.
AUTHORIZED EVALUATION PERSONNEL BY AQP CURRICULUM
FLIGHT CREW QUALIFICATION CURRICULUM
Event

Instructor

Evaluator

Designee

FAA
Inspector

Knowledge validation

Yes

Yes

Yes

Yes

Procedures validation

Yes

Yes

Yes

Yes

Maneuvers validation

No

Yes

Yes

Yes

LOE For Qualification

No

No

Yes

Yes

LOE For Certification

No

No

Yes

Yes

Operational Experience

No

Yes

Yes

If qualified*

Line Check

No

Yes

Yes

If qualified*

* Title 14 CFR part 135 operations only

FLIGHT CREW CONTINUING QUALIFICATION CURRICULUM
Instructor

Evaluator

Designee

FAA
Inspector

LOFT/Maneuvers Training

Yes

Yes

Yes

Yes

Maneuvers Validation

No

Yes

Yes

Yes

LOE

No

Yes

Yes

Yes

Line Check

No

Yes

Yes

Event

If qualified*

* Title 14 CFR part 135 operations only

SECTION 2. CERTIFICATION PERSONNEL
5-4. TRAINING. Historically, aviation safety inspectors (ASI) and APDs certified airmen
using a maneuver-based evaluation scenario derived from the practical test standards (PTS).
AQP replaces the traditional maneuver-based certification check ride with a scenario-based line
operational evaluation (LOE). Due to the unique characteristics and detailed scripting of LOEs,
all personnel approved to conduct certification are required to complete AQP evaluator training.
This training may consist of the indoctrination and qualification curriculums for new personnel,
or a differences module for ASIs and APDs who are already qualified under the operator’s
traditional program.
5-5. AUTHORIZED CERTIFICATION PERSONNEL. Principal operations inspectors
(POI) will only authorize ASIs, APMs, or TCPMs, air carrier designated examiners (ADE),
APDs, airline transport pilot examiners (ATPE), or qualified training center evaluators who have
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completed the prerequisite AQP evaluator training to conduct pilot examination activities. Only
the following personnel may be authorized signatory authority on side two of FAA Form 8710-1:
Airman Certificate and/or Rating Application Supplemental Information and Instructions:
a. APM or TCPM. Must be current and qualified on the make, model, and series of aircraft
and have attended the particular operator’s AQP evaluator qualification or differences training
program, as appropriate. Any APM and TCPM who conducts an AQP evaluation must complete
the same proficiency, currency, and continuing qualification training requirements as the
operator’s evaluators (check airmen), with the exception of line checks. An APM/TCPM’s
responsibilities under an AQP remain as specified in Order 8400.10, volume 5, chapter 6.
b. ASI. Must be current and qualified on the make, model, and series of aircraft, and have
attended the particular operator’s AQP evaluator qualification or differences training program, as
appropriate.
c. APD and Training Center Evaluator. Must be current and qualified on the make,
model, and series of aircraft and have completed the particular operator’s AQP evaluator
qualification or differences training, as appropriate, and maintain continuing evaluator
qualification. The FAA will designate APDs and training center evaluators, and their special
training will be noted on FAA Form 8710-6: Examiner Designation and Qualification Record,
block 10. Each APD must comply with the requirements outlined in Order 8400.10, volume 5,
chapter 6, section 3. Each training center evaluator must comply with the requirements specified
by the Administrator for such personnel.
d. ATPE. Must be current and qualified on the make, model and series of aircraft and have
completed the particular operator’s AQP evaluator qualification or differences training, as
appropriate, and maintain continuing evaluator qualification under the particular operator’s AQP.
ATPEs must be authorized by the FAA to conduct such evaluations.

SECTION 3. QUALITY ASSURANCE AND STANDARDIZATION
5-6. QUALITY ASSURANCE. To continuously improve the quality of AQP training, an AQP
applicant should develop a quality assurance program to continually evaluate training programs,
instructors, and evaluators. The most experienced personnel should staff the program. Their
duties would include observing training, validation, and evaluation events in order to:
a. Critique performance.
b. Recommend change.
c. Provide feedback to the entire training organization at regular intervals.
5-7. STANDARDIZATION. A standardization program is necessary to establish uniform
grading criteria, address reliability between instructors/evaluators, and develop remediation
procedures. The AQP data collection and analysis is incumbent upon reliable and valid

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instructor/evaluator grading judgments. The program must provide rater reliability training
during the qualification, continuing qualification and differences curriculums. There are
numerous techniques currently used to address rater reliability. The FAA is involved in research
to define acceptable methodologies. Examples are available on the Flight Operational Quality
Assurance (FOQA)/AQP Web site.

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CHAPTER 6. TRAINING CENTERS
SECTION 1. INTRODUCTION
6-1. BACKGROUND. This chapter provides guidance to any certificated Title 14 of the Code
of Federal Regulations (14 CFR) part 142 training center or 14 CFR part 119 certificate holder
that intends to provide training, qualification, or evaluation for a part 121 or part 135 certificate
holder’s Advanced Qualification Program (AQP). For the purposes of this chapter, a training
center is any entity that offers training to a certificate holder by contract or other arrangement.
14 CFR part 121 subpart Y, Advanced Qualification Program, allows certificated air carriers
seeking to accomplish training under the AQP to employ the services of a training center for that
purpose.
6-2. TRAINING CENTERS OFFERING AN AQP. A training center that applies to offer an
AQP curriculum for a specific part 121 or 135 air carrier may be approved under AQP regulatory
guidance to provide such training to that specific carrier. There are two types of training centers
that may offer AQP.
a. Certificated Part 142 Training Centers. An entity other than a part 121 or part 135
certificate holder may offer an AQP program to air carrier certificate holders. In this case, they
are offering an approved, generic AQP with operator specific training to be incorporated into the
final product. Any entity serving in this capacity must have been certificated under part 142
after August 2, 1998. Any training program for pilots, instructors, or evaluators approved under
AQP is automatically approved under part 142, regardless of whether that approval occurs before
or after August 2, 1998.
b. Certificated Air Carrier. A part 121 or part 135 certificate holder may offer a
previously approved AQP to other certificate holders. In this case, they are offering their
approved AQP with operator-specific training to be incorporated into the final product.

SECTION 2. PROVISIONAL APPROVAL: APPLICATION AND DEVELOPMENT
6-3. PROVISIONAL AQP. The major difference between the development of an AQP by a
training center and by an air carrier is that the training center can develop generic AQP
documentation and individual curriculum segments through phase II. This documentation is
given a provisional approval. A provisional AQP allows a training center to accomplish frontend AQP development through phase II and to offer its services as an approved AQP provider
before establishing a contract or other arrangements with a specific certificate holder.
a. Additional Development. A provisional AQP cannot be employed for use with a
specific certificate holder without additional development to tailor the program to the needs of a
specific air carrier.

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b. Multiple Provisional AQPs. Training centers should consider developing multiple
provisional AQPs to shorten the time required to adapt the AQP to the needs of an air carrier. For
example:
(1) Types -- different makes, models, series.
(2) Trainee demographics – low-time versus high-time pilots.
(3) Flight operations -- short haul regional airlines versus long haul major airlines or
supplemental air carriers.

SECTION 3. REQUEST AND APPROVAL FOR USE OF TRAINING CENTERS
6-4. REQUEST. A certificate holder that wishes to use a training center for AQP training must
submit a Letter Of Request directly to the FAA manager of Voluntary Safety Programs (VSP),
with a copy to the principal operations inspector (POI) and Training Center Program Manager
(TCPM). The letter of request should specify the training center, identify the AQP curriculum,
and cite the time frame for which such AQP services would be conducted.
6-5. DEVELOPMENT. The AQP analysis and documentation required for a training center to
obtain approval to conduct an AQP for a specific certificate holder is similar to that which would
be required of an air carrier.
a. Documentation. All documentation must be consistent with the multi-phased
development process outlined in this guidance, and must be specific to the certificate holder for
whom such training will be conducted.
b. Extended Review Team (ERT). AQP documentation developed by a training center for
a specific certificate holder will be submitted directly by the training center to the VSP manager
for review and approval. The VSP manager will form an AQP ERT, to include the certificate
holder’s POI, the TCPM, and such other personnel as may be appropriate.
c. Notification of Approval. The VSP manager and the POI/TCPM will notify the
certificate holder by a joint letter of approval for the training center to conduct AQP training.
(1) For an air carrier, approval for use of the AQP, to include reference to any FAAspecified conditions and limitations, is entered by the POI into the certificate holder’s Operations
Specifications (OpSpecs).
(2) Following receipt of notification of approval, the TCPM will notify the training
center that it has FAA approval to conduct an AQP program for a specific certificate holder.

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SECTION 4. TRAINING CENTER’S INSTRUCTORS AND EVALUATORS
6-6. QUALIFICATION. Training center instructors and evaluators are subject to the same
training requirements as discussed in Chapter 5.
6-7. INSTRUCTOR/EVALUATOR CURRICULUM APPROVAL. Training centers
seeking to offer an AQP curriculum to certificate holders must obtain approval of their AQP
qualification and continuing qualification programs for instructors and/or evaluators.
a. Documentation. The documentation required for such approval is similar to that required
for certificate holders, except that training centers may obtain provisional approval of AQP
instructor and evaluator AQP documentation through AQP phase III.
b. Notification. Notification of provisional approval for instructor and/or evaluator AQPs is
initiated by the VSP manager and follows the same process as identified in paragraph 6-5.

SECTION 5. DATA COLLECTION AND RECORDKEEPING
6-8. DATA COLLECTION. Part 121 or 135 certificate holders who obtain an approved AQP
through a training center are responsible for verifying compliance with all of the requirements of
their approved program, and for reviewing the results of the data collection and analysis on a
continuing basis. AQP data collection, analysis, and reporting requirements for training centeradministered AQPs are identical to those that apply to AQPs administered by individual
certificate holders for their own employees.
6-9. DATA SUBMISSION. Either the training center or the certificate holder may transmit the
required data to the FAA. The party that is delegated for this action must be clearly identified in
the training center’s approved AQP Implementation and Operations Plan (I&O Plan) for a
specific air carrier. The certificate holder is responsible for complying with the requirements
contained in this Advisory Circular (AC) that pertain to the submission of AQP data to the FAA.
6-10. RECORDKEEPING. AQP recordkeeping is identical to that required under traditional
parts 121, 135, and 142 training programs. However, for AQP, records must clearly indicate that
the training employed to qualify pilots, other flight crewmembers, instructors, or evaluators was
accomplished under an AQP curriculum. When a certificate holder arranges for use of a training
center to conduct an AQP, the responsibility remains with the certificate holder to assure that the
training records required under part 121 or 135 are maintained.

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CHAPTER 7. TRANSITION TO AQP
SECTION 1. OVERVIEW
7-1. GENERAL. Most Advanced Qualification Programs (AQP) have been built using one of
two approaches. Some applicants have elected to continue training with their traditional program
while they developed their AQP. Other applicants have requested an optional exemption to
traditional training, commonly called a Single Visit Exemption (SVE).
7-2. ENTERING AQP FROM AN ESTABLISHED TRAINING PROGRAM. Applicants
entering AQP may begin with a qualification curriculum or a continuing qualification (CQ)
curriculum, or both.
a. Qualification Curriculum. Entering AQP with a qualification curriculum may also
require the development of an indoctrination curriculum. Having both curriculums in place
allows an applicant to train new hires and provide qualification training for its established
crewmembers and other operational personnel (if applicable).
b. CQ Curriculum. If an applicant develops a CQ curriculum using a 12-month training
interval, a transition plan must be developed to address the modification of pilots-in-command
(PIC), seconds-in-command (SIC) and flight engineers (FE) base months. Participants should
transition to a training cycle that puts PICs/SICs/FEs in the same training cycle (annually or
more frequently) to maximize simulator resources and to provide effective crew pairing. The
transition plan might include:
(1) PICs scheduled for a 6-month flight training session may receive a line check during
the 3-month eligibility period in lieu of the training. The AQP CQ will occur during their base
month (plus or minus 1 month), 6 months later.
(2) PICs scheduled for a recurrent proficiency check during their base month will receive
the AQP CQ.
(3) SICs and FEs (if applicable) scheduled for proficiency checks will receive the AQP
CQ.
7-3. TRANSITIONING TO AQP USING THE SVE. The FAA grants an exemption in the
public interest and with the assurance that a level of safety equivalent to the regulations from
which an exemption is sought will be maintained. The exemption that is issued will contain
specific conditions and limitations. It is granted for a 2-year period and may be renewed subject
to FAA determination of reasonable progress towards AQP implementation. The SVE allows all
fleets to transition to a training cycle that puts PICs, SICs, and FEs in the same training cycle
(annually or more frequently). The transition period may require 6 months to place all
crewmembers into the Single Visit Training Program (SVTP) and 12 months to complete the
training cycle. The SVE applies the following conditions to recurrent training:

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a. A certificate holder must maintain an SVTP for crewmembers, instructors, and evaluators.
The certificate holder must submit revisions to its SVTP through its principal operations
inspector (POI) to the FAA manager Voluntary Safety Programs (VSP), AFS-230, for approval
prior to the execution of privileges under the exemption. Notification of approval for the
certificate holder to implement its SVTP will be approved by the POI.
b. A certificate holder must maintain a master AQP transition schedule for FAA approval,
and submit quarterly written progress reports thereafter, in a format approved by the
Administrator, to the VSP manager with a copy to the POI. The FAA will monitor the progress
of the transition toward AQP in accordance with the certificate holder’s approved schedule.
Maintaining reasonable progress toward the certificate holder’s AQP transition is an explicit
condition of the exemption.
c. A certificate holder must conduct a pre-training “first-look” evaluation for all pilots that
addresses at least a subset of tasks, maneuvers, or procedures included in appendix F to Title 14
of the Code of Federal Regulations (14 CFR) part 121. The certificate holder must collect firstlook data before the repeated execution of any such first-look item in a flight simulator or flight
training device (FTD). First-look maneuvers must not be briefed in advance of the first
execution of such maneuvers. The certificate holder may elect to obtain first-look evaluation
data by measuring the proficiency of first-look items the first time they occur during normally
scheduled recurrent training in a flight simulator or FTD, or by scheduling a special first-look
evaluation session for first-look items, or a combination thereof. The list of first-look items must
be submitted through the certificate holder’s POI to the VSP manager for approval before its use.
The first-look items will be selected for each type of aircraft and will focus on at least one of the
following categories:
(1) The execution of maneuvers, tasks, and/or procedures under degraded modes of
operation.
(2) The execution of such items under emergency conditions; or
(3) Those maneuvers, tasks, and/or procedures likely to be sensitive to loss of
proficiency because of infrequent practice. Unless otherwise authorized by the VSP manager
with the concurrence of the POI, first-look items must be maintained therein until this exemption
expires. The certificate holder must apply the same measurement methodology and rating
criteria to the evaluation of first-look proficiency as that condition specified in paragraph 7-3f
below for proficiency evaluations.
d. A certificate holder must ensure all flight crewmembers are trained and evaluated to
proficiency at their duty position, except that type-rated first officers may occupy either pilot
position for training purposes. This training and evaluation must be conducted during an SVTP
that includes at least the following:
•

Page 76

Annual recurrent ground school instruction that includes all 14 CFR
part 121-mandated-training requirements and that integrates, where applicable, Crew

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Resource Management (CRM) and human factors into recurrent ground school
subject lessons.

e. Annual training to proficiency for each flight crewmember in a flight simulator or FTD.
As a minimum, proficiency training must be provided for all tasks, maneuvers, or procedures on
which performance is found to be unsatisfactory during the first-look evaluation and must
continue until satisfactory performance is observed.
f. Annual recurrent training conducted every 12 months, plus or minus 1 month, in a flight
simulator or an FTD approved for its intended use by the POI. This training must be composed
of at least two SVTP sessions on 2 separate days, conducted to the maximum extent feasible
using a full-crew complement that consists of a captain, first officer, and, where applicable, a
second officer. When a full crew is available for training, an SVTP session duration of at least
4 hours per day, including reasonable time for breaks, must be employed, to include line oriented
flight training (LOFT), the scenario duration of which must be at least 60 uninterrupted minutes.
Multiple flight segments representative of the certificate holder’s flight operations may be
included in the LOFT. When a full-crew complement is not available, the content and duration
of the training must be determined in accordance with a crew-pairing decision rule approved by
the POI in accordance with the condition spelled out in paragraph 7-3k below, but in no case
must the duration of such training be less than 2 hours per day, including a reasonable time for
breaks, to include LOFT or Special Purpose Operational Training (SPOT), the scenario duration
of which must be at least 60 uninterrupted minutes. Advisory Circular (AC) 120-35, Line
Operational Simulations (LOS): Line-Oriented Flight Training, Special Purpose Operational
Training, Line Operational Evaluation, as amended, must be used for general guidance with
respect to the design and execution of LOFT and SPOT. All LOFT and SPOT scenarios must be
approved by the POI for their intended use. SVTP sessions may consist of LOFT, SPOT, line
operational evaluation (LOE), support training, and proficiency checks, as well as individual
maneuvers or events, as required for training or checking, subject to the conditions specified
herein.
g. A certificate holder must ensure all proficiency evaluations consist of maneuvers, tasks,
and procedures approved by the Administrator. The certificate holder may elect to propose fixed
and variable items to be required on proficiency evaluations, as follows:
(1) Approved fixed items must be included on all proficiency evaluations on a given
duty position in a given aircraft for the duration of this exemption, and
(2) Approved variable items may be changed at the discretion of the certificate holder
and must be selected based on operational need. Before the execution of this option, the content
of fixed and variable items, together with any associated evaluator proficiency assessment rating
forms, must be submitted through the POI to the VSP manager, AFS-230, for approval. Any
fixed and variable maneuver list proposed by the certificate holder must incorporate
specifications of the applicable duty position (e.g., PIC, SIC, or both, and FE) and pilot role
(pilot flying, pilot not flying, or both) to be addressed in the proficiency evaluation for each such
maneuver.

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h. Proficiency evaluations must be accomplished to the maximum extent feasible in a
crew-oriented setting with a PIC and SIC. For all tasks, maneuvers, or procedures to be included
on proficiency evaluations, a certificate holder must identify the performance standards to be
employed. Where appropriate, current FAA practical flight test advisory materials (FAA-S8081-5, Airline Transport Pilot and Aircraft Type Rating Practical Test Standards for Airplane,
as revised) and pertinent flight standardization board reports for a given type of aircraft should
be used for guidance in developing specifications for performance standards. The specification
of performance standards must be submitted through the POI to the VSP manager for approval
before implementation of the certificate holder’s proposed SVTP.
i. A line check that consists of at least one flight segment and that incorporates both a
technical and CRM debriefing facilitated by a line check airman must be conducted for all PICs
not more than 6 months, plus or minus 1 month, following the PIC proficiency check.
j. For first-look evaluations, proficiency evaluations, and line checks, a certificate holder
must develop and implement the following:
(1) A proficiency rating scale methodology (e.g., Unsatisfactory = 1; Repeated
(Once Only) = 2; Debriefed (No Repeats) = 3; Satisfactory = 4; and Outstanding = 5), and
(2) A reason categorization system for use by evaluators to categorize the principal
reason for below satisfactory performance (e.g., system knowledge, procedural knowledge,
execution, communication/coordination, situation awareness, flight management/flight guidance
system operation, and teamwork). A certificate holder must submit its proposed rating scale
methodology and reason categorization system through its POI to the FAA AQP manager for
approval before the implementation of its SVTP.
k. Notwithstanding any other condition of this exemption, a certificate holder must ensure
that each person serving as a required flight crewmember on more than one airplane type
complies with the provisions of part 121, sections 121.433(c)(1)(i) and 121.440(a).
l. Any certificate holder PIC who fails a proficiency check must:
(1) Receive additional training to proficiency,
(2) Demonstrate within-standards performance on a subsequent proficiency check before
returning to flight duty,
(3) Satisfactorily complete an additional line check not more than 3 months following an
unsatisfactory proficiency check, and
(4) Satisfactorily complete an additional proficiency check not more than 6 months
following an unsatisfactory proficiency check.
NOTE: The provisions of this condition must not establish a new
anniversary date for training or checking.

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m. A certificate holder must ensure every flight crewmember who fails to complete any
training or evaluation satisfactorily under this exemption does not serve as a required flight
crewmember until such deficiencies have been corrected and the crewmember has been retrained
or satisfactorily reevaluated as appropriate on those items.
n. Training to be accomplished under the exemption must specifically include CRM
conducted in a flight simulator. Certificate holders must refer to AC 120-51, Crew Resource
Management Training, as revised, for general guidance in the development of CRM training
plans and programs.
o. Before implementation, a certificate holder must submit a documented methodology for
developing and administering LOS scenarios (LOFT, SPOT, or LOE) through its POI to the
FAA AQP manager for approval. That methodology must ensure that identical LOFT/LOE
scenarios are not employed in two successive training sessions for a given crew, and pilots are
not exposed to identical LOFT/LOE scenarios in 2 successive years.
p. A certificate holder must ensure that first-look, LOS, and proficiency evaluations are
accomplished in a flight simulator meeting the requirements of appendix H to part 121 and are
approved for its intended use by its POI. Notwithstanding the provisions of this exemption, if a
proficiency evaluation required by this exemption is not accomplished in a level B (phase I) or
higher flight simulator, then two landings must be accomplished in the appropriate aircraft in
accordance with the provisions of part 121, section 121.441(e). This requirement must be
accomplished within the eligibility period for the proficiency evaluation involved.
q. Data on pilot performance conducted under the provisions of this exemption must be
collected by the certificate holder and reported to the FAA, as specified in paragraph 7-3v below,
beginning on implementation of its SVTP, unless otherwise authorized by the Manager,
Air Transportation Division, AFS-200. Performance evaluation and data reporting must be
accomplished in accordance with the following categories and the provisions of the condition in
paragraph 7-3f above:
(1) By aircraft make, to include separate categorization by series and variant if,
according to the criteria specified in AC 120-53, Crew Qualification and Pilot Type Rating
Requirements for Transport Category Aircraft Operated Under FAR Part 121, as revised,
significant operational differences exist.
(2) By crew position (PIC, SIC, and/or FE) and SVTP flight simulator sessions. Each
crewmember’s data must be reported as a single identifiable electronic record, with appropriate
identifiers to distinguish crew position to permit tracking individual performance, where
possible, from first-look evaluation through proficiency training and evaluation. The certificate
holder must report additional training sessions beyond normally programmed training for any
crewmember. The certificate holder must report the occurrence of seat position substitution by
an instructor or other qualified pilot, or crewmembers in training who are occupying other than
their normal seat position.

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(3) By individual task, maneuver, or procedure, as applicable.
r. First-Look. Rating scale and reason code data must be obtained on the first occurrence of
appendix F to part 121 subset maneuvers in accordance with the provisions of conditions in
paragraphs 7-3c and 7-3f above.
s. Proficiency Training. Data must be obtained on the number of maneuver repetitions
required during training to proficiency on first-look items on which initial performance is below
standard.
t. Proficiency Evaluation. Rating scale data must be obtained for each repetition of a
proficiency evaluation maneuver, task, or procedure to include reason codes for each occurrence
of performance below standard, in accordance with the provisions of the condition in
paragraph 7-3f above. Proficiency must be measured against the specifications for performance
standards developed in accordance with the provisions of paragraph 7-3j above. Certificate
holder must report unsatisfactory proficiency evaluations.
u. Line Check. Line checks must employ the same evaluation methodology as specified
under this exemption for proficiency checks, with the exception that such data will be limited to
the PIC tasks, maneuvers, and procedures that occur during the flight segments observed, in
accordance with the provisions of the condition in paragraph 7-3e above. The certificate holder
must report unsatisfactory line checks.
v. The certificate holder must provide the FAA with de-identified raw data (i.e., individual
pilot performance assessment data on which name identification has been removed) on a
monthly basis, in accordance with the categorization requirements specified in the condition in
paragraph 7-3m above. For this purpose, the certificate holder must convey these data via
IBM-compatible diskettes or electronic media. The data format, together with a written
description of the electronic record structure (to include database file relationships and data
record field definitions), should be forwarded directly to the FAA AQP for approval. The
certificate holder must obtain approval for any subsequent changes thereto, not less than 30 days
before the implementation of any such changes.
w. In addition to any other reporting requirements specified herein, the certificate holder
must submit an annual SVTP report documenting training and checking effectiveness to the
certificate holder’s POI using a method and format acceptable to the Administrator. These
reports must:
•
•
•

Document the certificate holder’s own analysis of data acquired under this exemption
Identify any trends, common problem areas, or potential deficiencies
Include a description of any corrective steps taken or warranted

During the second year of the exemption, the reports must incorporate comparisons of data
between equivalent periods in the preceding year.

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x. SVTP review meetings must be scheduled to occur on an annual basis, unless sooner
requested by the FAA or by the certificate holder, to be attended by representatives of the
certificate holder, the certificate holder’s POI, and AFS-230 at a location and on a date to be
determined by the POI. The purpose will be to review:
(1) Compliance with the terms and conditions of this exemption.
(2) Data collection issues.
(3) Data results including, in particular, the identification of trends, as well as any
associated action taken or warranted.
(4) The status of the certificate holder’s progress toward transitioning its aircraft fleets
out of this SVE into AQP.

SECTION 2. THE PETITION FOR EXEMPTION
7-4. GENERAL. The petition for exemption to allow transition to AQP is made in accordance
with 14 CFR part 11, section 11.25. Figure 7-1 illustrates sequence of events for obtaining and
applying the SVE.
FIGURE 7-1.
SINGLE VISIT EXEMPTION PROCESS (SVE)
Submit AQP Application
Develop Petition for SVE

Develop Single Visit Training Plan
AQP Application Approved

SVE Issued

SVTP Approved
Implement SVTP
Submit Performance/
Proficiency Data Monthly
Analyze Data
Quarterly Progress Reports
Annual SVTP Review

7-5. THE PETITION PROCESS. Any interested person may petition the Administrator to
issue, amend, or repeal a rule. Each petitioner must submit, unless good cause is shown, the
petition at least 120 days before the proposed effective date of the exemption. Each petition
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must be submitted in duplicate to the FAA at the Rules Docket (AGC-10), Federal Aviation
Administration, 800 Independence Avenue, SW., Washington, DC 20591. Electronic versions
may be submitted via the Docket Management System Web site: http://dms.dot.gov/.
NOTE: A generic model of a Single Visit petition is available on the AQP
Web site or by requesting a copy from the VSP manager. It is recommended
that AQP applicants forward a draft copy of their exemption to the VSP
manager office for review before submission to the Rules Docket, AGC-10.
7-6. THE PETITION. The petition should include a citation of each rule from which relief is
requested, and a brief description of the general nature of the relief requested. In addition to
identifying the regulation, the petition must explain in detail the interest of the petitioner in
seeking the exemption. It must show why granting the exemption would be in the public interest
and how safety will not be compromised. Finally, this information must be summarized in a
format that may be published in the Federal Register. For the SVE, the applicable regulations
are:
•
•
•
•

Section 121.433(c)(1)(iii)
Section 121.441(a)(1)
Section 121.441(b)(1), appendix F
Section 121.440(a) (when petitioning for “random” line check authority)

a. Interest of the Petitioner. The petition must explain the interests of the petitioner in the
action requested, the nature and extent of the relief, and a description of each aircraft or person to
be covered by the exemption.
b. Public Interest. The petition must present information, views, or arguments to support
the action sought and the reasons why the granting of the request would be in the public interest.
c. Safety Considerations. The petitioner should state the reason(s) why the exemption
would not adversely affect safety.
d. Safety Equivalency. Explain why the action taken would provide a level of safety equal
to that provided by the rule from which the exemption is sought.
7-7. GRANTING OF THE PETITION. Upon being granted the petition through issuance of
the exemption and with FAA approval of the SVTP plan, the applicant may transition specific
fleets or all fleets of aircraft to the SVTP. The applicant will stipulate which fleets in the SVTP
plan. See Figure 7-1 for an overview of this process. The process time expected for standard
(generic) petitions is 90 days. Deviations from the standard single visit training petitions are not
recommended.
NOTE: Deviations from the standard SVE petition may entail a lengthy
process time. Therefore, the petitioner may want to consider submitting a
separate petition for such deviations.

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7-8. RENEWAL REQUIREMENTS FOR THE SVE.
a. The exemption is issued for an initial 24-month period. The FAA expects that the
applicant will be ready to enter phase IV of the AQP between 24 and 30 months. If the applicant
knows that any fleet will not be ready to enter phase IV before the exemption expires, they may
submit a petition for renewal. The renewal petition should be submitted no later than 180 days
prior to exemption expiration. The following statements should be included in petitioner’s
renewal request:
•
•

•

The petitioner should state the exemption number and request an extension for 2 years
from the original expiration date.
If applicable, the petitioner should state that all of the conditions that existed in the
original petition are still in effect, and will remain so for the entire period of the
extension.
The petitioner should state that the request is in the public interest because the
petitioner’s approved SVTP will continue to maintain an equivalent or better level of
safety to the training programs it replaced.

b. The FAA decision towards renewal will be based on a review and analysis of the
applicant’s reasonable progression towards completing AQP. Once the applicant has entered
phase IV on all its fleets, the exemption will be allowed to expire unless it includes the random
line check. In that case it will be necessary to renew every 2 years or petition for the Random
Line Check Exemption separately.

SECTION 3. SVTP
7-9. OVERVIEW. The SVE requires that the applicant develop an SVTP that complies with
each of the conditions and limitations of the exemption. The SVTP serves as a blueprint of the
steps and procedures that an AQP applicant will implement to transition from a traditional
training program to a program as authorized in the exemption. The applicant must submit the
initial SVTP and any subsequent revisions through its POI to the VSP manager for approval
prior to the execution of training under its SVTP or its revisions.
7-10. CONTENTS. The conditions and limitations set forth in the grant of exemption will
specify the requirements and provide the details necessary to conduct an SVTP. An example of
a generic grant of exemption and SVTP is available on the AQP Web site or by requesting a
copy from the VSP manager.
7-11. SVTP PROFICIENCY CHECK. In accordance with the SVE grant, a proficiency check
must be conducted at least every 12 months, plus or minus 1 month, for each crewmember in a
flight simulator or in an aircraft, approved for its intended use by the POI. The applicant must
ensure that all proficiency checks consist of maneuvers, tasks, and procedures approved by the
Administrator. In lieu of a traditional proficiency check, as allowed by the grant, the applicant
may propose a check ride consisting of fixed and variable maneuvers.

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a. Maneuvers: Fixed and Variable.
(1) Fixed Maneuvers. These are a subset of appendix F flight maneuvers that are
identified by the applicant as being critical to evaluating the proficiency of each pilot. Any fixed
maneuver items proposed by the applicant will specify applicable duty position (PIC, SIC, or
both, and where applicable, FE), and pilot-flying role (pilot-flying (PF) or pilot-not-flying (PM))
to be addressed in proficiency checks for each maneuver. A typical proficiency check should
include four to six fixed maneuvers for the PIC and three to four fixed maneuvers for the SIC.
Figure 7-2 contains a sample of fixed maneuvers.
(2) Variable Maneuvers. These are appendix F flight maneuvers or other maneuvers
that are identified by the applicant as being fundamental to their operations. A typical
proficiency check would include two or more variable maneuvers for each pilot. There are two
approaches for determining how variable maneuvers will be used. The first approach is to
identify the variable maneuvers that each pilot will be evaluated on during a period (1 year) and
gather data on these maneuvers. A second approach is to have a list of variable maneuvers that
can be sampled evenly throughout the period. The advantage of the second method, particularly
for an applicant with a large number of pilots, is that more maneuvers can be sampled and a
more accurate picture of the overall proficiency of the flightcrews can be obtained. Another
advantage to sampling variable maneuvers is that it allows company check airman the flexibility
to adjust proficiency checks based on company needs. The use of sampled variable maneuvers
requires tight control in the scheduling of these events to ensure that each maneuver is sampled
evenly and that each pilot is administered the same number of maneuvers. Figure 7-2 contains a
sample of variable maneuvers for an operator that uses a sampling methodology.
b. Proficiency Check Administration. Proficiency checks must be accomplished to the
maximum extent feasible in a crew-oriented setting with a PIC, SIC, and where applicable, an
FE. The applicant must identify the performance standards to be employed on all tasks,
maneuvers, and procedures. Where appropriate, current FAA practical flight test advisory
materials (FAA-S-8081-5, Airline Transport Pilot and Type Rating Test Standards, as revised),
and pertinent flight standardization board reports for a given type aircraft must be used for
guidance in developing specifications for performance standards. The specification of
performance standards must be submitted, through the POI, to the VSP manager for approval
prior to implementation of the applicant’s proposed SVTP.
7-12. APPROVAL OF THE SVTP. Upon acceptance by the FAA, the VSP manager and the
POI will issue a joint letter of approval to the applicant. The POI will amend the operation
specifications (OpSpecs) to include the SVE and notify the applicant to implement the SVTP.
NOTE: It is the responsibility of the POI to approve all LOFT scenarios.
7-13. REVISIONS. Changes to the program (adding different aircraft) and any revisions to the
documents must coincide with the conditions set forth in the exemption and must have an
acceptable revision control methodology. Revisions submitted should include:

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a. A brief synopsis of each change and what pages/items are affected.
b. Change bars, or acceptable substitute, identifying the text/chart that has been changed.
c. The date of the revision and revision number on each page or graphic.
d. The List of Effective Pages.
7-14. IMPLEMENTATION OF THE SVTP. On the implementation date, the flight
crewmember transition should proceed as follows:
a. PICs scheduled for a 6-month flight training session may receive a line check during the
3-month eligibility period in lieu of the training. The single visit training sessions will occur
during their base month (plus or minus 1 month), 6 months later.
b. PICs scheduled for a recurrent proficiency check during their base month will receive the
single visit training sessions.
c. SICs and FEs (if applicable) scheduled for proficiency checks will receive the single visit
training sessions.
NOTE: The pairing of flight crewmembers into training cycles is one of the
required features of the SVTP and may necessitate changing the base month
for some individuals.
7-15. DATA SUBMISSION AND REPORTING REQUIREMENTS. The monthly
submission of performance/proficiency data, a quarterly progress report towards AQP, and
annual SVTP report are conditions of the SVE. The annual SVTP report will:
a. Document training and checking effectiveness through analysis of data acquired.
b. Incorporate comparisons of data between equivalent periods in the preceding year.
c. Identify any trends, common problem areas; or potential deficiencies.
d. Include a description of any corrective steps taken or warranted.
7-16. SVTP REVIEW MEETING. This annual meeting is called by the POI, who specifies
the time and location. Attendees include: AFS-230, the applicant, and other FAA personnel
responsible for SVTP oversight. Agenda items include:
•
•
•

Compliance with terms and conditions of the exemption
Data collection and analysis
Data results, including the identification of trends, as well as any associated action taken
or warranted

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•
•
•
•
•
•
•

6/23/06

Discussion of quarterly progress reports and adherence to the Master AQP Transition
Schedule (MATS)
LOFT and event set design problems and suitability
Methods that are used to avoid repetition of LOFT/LOS scenarios
Discussion of SVTP proposed and past changes
AQP challenges and difficulties
Suggested improvements
Performance standards and instructor/evaluation calibration

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FIGURE 7-2.
SAMPLE OF PROFICIENCY CHECK FIXED AND VARIABLE MANEUVERS
Fixed:

PIC PF; SIC PM; FE SUPPORT

1
2

ILS To Cat I Minimums
Takeoff With Engine Failure After V1 Before V2

3
4
5
6
7
8

Engine-Out ILS Approach and Missed Approach
Engine-Out Landing
Non-Precision Approach
Rejected Takeoff
Low Visibility Taxi and Takeoff
CATII/III Approach

Fixed:

PIC PM; SIC PF; FE SUPPORT

1
2

ILS To CAT I Minimums and Missed Approach
Takeoff With Engine Failure After V1 Before V2

3
4

Engine-Out ILS Approach and Landing
Non-Precision Approach (VOR, NDB, LOC, LOC/BC,LDA, SDF, ASR, RNav/FMS, GPS)

Variable:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24

25

PIC, SIC, FE SUPPORT

APU Fire
Asymmetrical Inboard Trailing Edge Flaps
Asymmetrical Outboard Trailing Edge Flaps
Emergency Evacuation
Engine Fire/Severe Damage
Essential Power Failure Light ON
Fuel Dumping-Main Tanks
Generator Field and Generator Breaker Tripped
GPWS In-flight Escape Maneuver
Holding
Landing and Landing Rollout in Crosswind
Loss of all Generators
Manual Landing Gear Extension
Pack Trip Off Light ON
Perform Bleed Air Trip Off Light ON procedure
Rapid Decompression
Rejected start/Overtemp
Rejected start procedure-No ignition
System A Restoration/Loss
System B Overheat Light ON
System B Restoration/Loss
Two Engine Inoperative Approach
Wheel Well Fire
Windshear avoidance and precautionary procedures-On Approach
Windshear avoidance and precautionary procedures-On Takeoff (after V1)

Fixed and Variable:
1
2
3
4
5

Par 7-16

Flight Engineer (Where Applicable)

Duties During Engine-Out Takeoffs and Landings
Duties During CATII/III Approach
Duties During Rejected Takeoff
Normal, Abnormal and Emergency Procedures
Aircraft Systems Knowledge and Procedures

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CHAPTER 8. AQP DATA MANAGEMENT
SECTION 1. INTRODUCTION
8-1. OVERVIEW. This chapter provides general guidance for the management of
performance/proficiency data within an Advanced Qualification Program (AQP) and a Single
Visit Training Program (SVTP). It also defines the minimal requirements for the collection and
submission to the FAA of de-identified curriculum data. Guidance for data management is
found in the AQP Data Management Guide that is produced by the Air Transport Association’s
(ATA) Data Management Focus Group.
a. Regulatory Requirement. Data collection and analysis processes acceptable to the
Administrator that will ensure that the certificate holder obtains performance information on its
crewmembers, instructors, and evaluators that will enable the certificate holder and the FAA to
determine whether the form and content of training and evaluation activities are satisfactorily
accomplishing the overall objectives of the curriculum.
NOTE: AFS-230 uses de-identified data for program monitoring, not for
individual crewmember, dispatcher, or other operations personnel
monitoring.
b. Validation. The principal goal of the AQP is true proficiency-based training and
qualification. This proficiency-based (expressed as performance objectives) is systematically
developed and maintained, then continuously validated through the collection and analysis of
performance/proficiency data. Data collection and analysis is a fundamental part of AQP and is
also required for air carriers operating under an approved SVTP.
8-2. DEFINITIONS. In AQP, data is classified into the two broad categories of individual
qualification records and performance/proficiency data.
a. Individual Qualification Records (Crew Records). These are identifiable records
maintained in sufficient detail on each crewmember, instructor, and evaluator who is qualifying
or has qualified under an AQP. These records show how and when the individual satisfied the
requirements of each curriculum and therefore each assigned duty position. Air carriers may
maintain a manual recordkeeping system, or a computerized recordkeeping system, based on the
standard Title 14 of the Code of Federal Regulations (14 CFR) part 121 or 135 recordkeeping
requirements. The recordkeeping process in AQP does not differ from traditional recordkeeping
requirements.
b. Performance/Proficiency Data. This is de-identified information that represents the
results of an individual’s ability to successfully demonstrate the performance objectives of each
curriculum. This information is captured during validation and evaluation gates as a
crewmember progresses through an AQP curriculum. This data is collected from each
crewmember’s performance and is stored in aggregate in a Performance/Proficiency Database
(PPDB). This data is used to analyze training programs and/or groups of participants, not for

Par 8-1

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AC 120-54A

6/23/06

tracking individual accomplishment. Successful collection and analysis of this data will identify
and correct problems, validate AQP curriculums, and identify developing trends.

SECTION 2. DATA MANAGEMENT
8-3. OVERVIEW. In AQP, data management is a continual process of data collection, entry,
validation, and submission.
8-4. DATA COLLECTION -- SVTP AND AQP.
a. SVTP. Collecting SVTP data essentially is a data collection process superimposed over
the traditional recurrent training and line check program. SVTP data is collected for flight
maneuvers performed during first-look sessions, proficiency, and line checks. This data consists
of grades using a rating scale with associated reason codes as required in the certificate holder’s
Single Visit Exemption (SVE) and contained in the individual carrier’s approved SVTP.
Figure 8-1 illustrates the single visit data collection fields required for submission to the FAA.
b. AQP. AQP data collection is required for all AQP curricula as defined by each carrier’s
approved AQP data collection and analysis section of the certificate holder’s Implementation &
Operations Plan (I&O Plan). AQP data is collected at each validation or evaluation gate. This
data consists of graded proficiency objectives using a rating scale with associated reason codes
(if applicable). Data collection requirements for the AQP will vary with the curriculum, the type
of curriculum activity (training, validation, or evaluation), the type of participant (crewmember,
instructor, or evaluator), and the overall management objectives for use of the data. Figure 8-1
illustrates the AQP data collection fields required for submission to the FAA. All performance
data collected on each proficiency objective must be relative to the applicable AQP qualification
standards defined for the training and evaluation activities.
NOTE: For each crewmember in a qualification or continuing qualification
curriculum, the FAA Manager of Voluntary Safety Programs (VSP) must be
able to associate the data records applicable for that crewmember in that
curriculum through logical grouping of the records, or linkage by a common
de-identified index number (but not by name).
8-5. DATA ENTRY. All performance data collected throughout the SVTP and AQP is entered
into the carrier’s PPDB. Typically, this is an electronic database for ease in analysis,
comparison, and reporting purposes. Considerations for data entry include the method, the
hardware/software required for data input, and the hardware/software required for data storage
and manipulation. Database design is at the discretion of the carrier, providing that the design
can generate the required report tables specified.
NOTE: AFS-230 requests copies of all grade sheets used in the evaluations
or used through each gate.

Page 88

Par 8-2

6/23/06

AC 120-54A

8-6. DATA SUBMISSION. The FAA has established the minimal requirements for the
submission of de-identified data by curriculum. Figures 8-1 through 8-4 summarize the
submission requirements in three tables. The three tables are the Proficiency Data Report Table
(PDRT), the Skill Reason Table (SklRsn) and the Training Objectives Report Table (TORT).
The information in these tables is downloaded from the carrier’s PPDB. The submissions are
forwarded to the VSP manager electronically in 1 calendar-month blocks for both the SVTP and
AQP using a Microsoft Access (.mdb) format within 2 months of collection. The FAA will
analyze the de-identified data using standard automated queries and reports to identify AQP
performance trends. Figures 8-2, 8-3, and 8-4 contain specifications for each field in the three
tables.
a. PDRT. The PDRT contains a listing of 23 fields that are reported for every measured
item, providing a separate record for each. A measured item is a maneuver, task, procedure, or
event set, and is the main component for data analysis. These fields provide a record of the
results of the performance of each measured item along with supporting data for reporting and
analysis. Certain supporting data fields (airline designator, curriculum, etc.) repeat for each
record and can be automatically generated from a query/software routine. Each field in the
PDRT must contain an entry, alpha/numeric, numeric, or text. Figure 8-2 contains the
specifications for each field, defines the meaning of each field item, and provides examples of
the field values.
b. SklRsn. An unsatisfactory rating (Mrate) of a measured item requires that a reason be
entered to explain the rating. All reasons are entered in the SklRsn in field No. 24, Skill Reason
Text. This table allows the carriers to report more than one Skill Reason Text for an
unsatisfactory rating of a measured item without having to enter multiple records. There are only
two fields in this table.
(1) The first field is Field No. 5 (SklRsn), which is the same as in the PDRT and
provides the linkage between the two tables. For each record in the PDRT where one or more
Skill Reasons need to be reported, an identifier is entered in the SklRsn field that is unique to the
measured item. This identifier can be a concatenation of the fields that make it unique. For
instance: Fleet+EvalType+CmID+Mitem. As long as the identifier is unique to the record, it is
the carrier’s discretion to determine which fields are used.
NOTE: If this approach is used, care must be taken to ensure that none of
the component field contains an NA value.
(2) The second field in the SklRsn Table is the Skill Reason Text, the field that will
contain descriptive text for each reason relevant to a particular measured item. For example:
Systems Knowledge, Procedural, CRM, Technical Knowledge, etc.
c. TORT. This table is comprised of training objective(s) associated with each measured
item. It provides a means of auditing the relationship between the measured item and the task
analysis, qualification standards, and the curriculum. There are four fields in this table. The
TORT links to the PDRT through the first field, Measured Item ID (MItemID). The second
field, Objective ID (ObjID) is an identifier assigned to each terminal proficiency objective (TPO)

Par 8-6

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AC 120-54A

6/23/06

or supporting proficiency objective. The Objective ID may be the same as the Measured ID if it
is a single TPO or SPO. However, in the case of a measured item that is an event set, there may
be several training objective identifiers associated to the Measured Item ID. The third field,
Objective Title (ObjTitle) is a text description of the training objective. The last field in this
table is the Objective Type (ObjType) that identifies the training objective as a TPO or SPO.
d. The File Naming Convention. Data submissions must use the file-naming format
(xyzmmyya.mdb) as shown in the example below:

XYZ - is the identifier assigned
to the carrier. Usually it is the
first three characters from the
airline’s designator Code
mmyy - Is the month and year for
the reported training month. In this
case February, 2000

A for AQP
S for SVTP

xyz 0200 A.mdb

. mdb - Is the proper
extension for the
Access formatted file.

SECTION 3. DATA ANALYSIS AND REPORTS
8-7. OVERVIEW. The primary users of data reports are internal carrier personnel and the
FAA. Chapter 3, section 7 discusses the specific reporting requirements to the FAA.
a. Air Carrier. AQP requires that the data collection conducted by the air carrier for its
own use in monitoring curricula will support more analytical detail and diagnostic functions than
the data collected for submission to the FAA. The FAA expects the certificate holder to do an indepth analysis of the effectiveness of the training. Reporting of data is based on the analysis of
the PPDB to provide information on the curriculum and participant groups (crewmembers,
instructor/evaluators). Once the data is collected and entered into the PPDB, an analysis should
be performed on the aggregate information. Statistical analysis of the proficiency data enables
carriers to make an internal assessment of their performance. Carriers should tailor these
processes and techniques to suit their own requirements. Each carrier’s data collection and
performance assessment processes should be refined over time, based on their own practical
experience. That is, the measures and processes should be optimized on an iterative basis to
provide the degree of discrimination in crewmember performance needed to establish effective
quality control over AQP curricula. See the ATA’s Data Management guide for a more
extensive discussion on reports and their use.
b. FAA. The data submissions to the FAA are primarily ratings and reason codes associated
with performance measures taken at validation and evaluation gates and supporting data. The
data, presented to the FAA in the three tables previously discussed is analyzed using the Data
Analysis Reporting Tool (DART). This tool allows principal operations inspectors (POI) and
AFS-230 personnel to conduct trend analysis to monitor overall program effectiveness.

Page 90

Par 8-6

Training Program
Curriculum
Table

#
1
2
3
4
5
6
7
8
Proficiency 9
Data
10
Report
11
Table
12
13
14
15
16
17
18
19
20
21
22
23
Skill
Reason
Table

Field
Measured Item
Measured Item ID
Measured Item Rating
Rating Meaning
Skill/Reason
PF/PNF
Is Currency Item?
Is Critical Item
Crew ID
Evaluation Date
Airline Designator
FAA Fleet Designator
Training Program
Curriculum
Evaluation Type
FAA Simulator ID
Evaluator ID
FAA Inspector ID
Random LC Geo. Area
Comments
Crewmember ID
Crew Position
Evaluation Rating Type

5 Skill/Reason
24 Skill Reason Text

Single Visit
Recurrent

6/23/06

Par 8-7

FIGURE 8-1. DATA SUBMISSION REQUIREMENTS
Advanced Qualification Program
Qualification
Continuing Qualification

Short Name
MItem
MitemID
Mrate
Rmean
SklRsn
PFPNF
Currcy
Crit
CrewID
EvalDate
AirDsgn
Fleet
TrPgm
Curr
EvalType
SimID
EvaltrID
FAAID
GeoArea
Comment
CmID
CrewPos
EvalRtg

FL
Req.
N/A
Req.
Des
Req.
Req**
N/A
N/A
Req.
Req.
Req
Req
Req
N/A
Req
DES
DES
DES
N/A
Des
Req
Req
N/A

PC
Req
N/A
Req
Des
Req
Req
N/A
N/A
Req
Req
Req
Req
Req
N/A
Req
DES
DES
DES
N/A
Des
Req
Req
Req

LC
Req
N/A
Req
Des
Req
Req
N/A
N/A
Req
Req
Req
Req
Req
N/A
Req
N/A
DES
DES
Req
Des
Req
Req
Req

SklRsn
SklRsnText

Req
Req

Req
Req

Req
Req

SV
PV
Des
Des
Des
Des
Des
Des
Des
Des
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Req*** Req.***
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
N/A
N/A
Req
Req
Req
Req
N/A
N/A
Des
Des
Req
Req
Req
Req
Req
Req
N/A
N/A

N/A
N/A

MV
Req
Req
Req
Req
Req
DES
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
N/A
Des
Req
Req
Req

LOE
Req
Req
Req
Req
Req
Req
N/A
N/A
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
N/A
Des
Req
Req
Req

LC
Req
Req
Req
Req
Req
Req
N/A
N/A
Req
Req
Req
Req
Req
Req
Req
N/A
Req
Req
N/A
Des
Req
Req
Req

FL
Req
Req
Req
Req
Req
Req**
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
N/A
Des
Req
Req
N/A

MV
Req
Req
Req
Req
Req
DES
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
N/A
Des
Req
Req
Req

LOE
Req
Req
Req
Req
Req
Req
N/A
N/A
Req
Req
Req
Req
Req
Req
Req
Req
Req
Req
N/A
Des
Req
Req
Req

LC
Req
Req
Req
Req
Req
Req
N/A
N/A
Req
Req
Req
Req
Req
Req
Req
N/A
Req
Req
Req
Des
Req
Req
Req

Req
Req

Req
Req

Req
Req

Req
Req

N/A
N/A

Req
Req

Req
Req

AC 120-54A

Page 91

Page 92

Training
2 Measured Item ID
MItemID
N/A
N/A
N/A
Des
Des
Req
Req
Req
Req
Req
Req
Req
Objectives 25 Objective ID
ObjID
N/A
N/A
N/A
Des
Des
Req
Req
Req
Req
Req
Req
Req
Report
26 Objective Title
ObjTitle
N/A
N/A
N/A
Des
Des
Req
Req
Req
Req
Req
Req
Req
Table
27 Objective Type
ObjType
N/A
N/A
N/A
Des
Des
Req
Req
Req
Req
Req
Req
Req
Req - A required entry.
SVT - Single Visit Training
PV - Procedures
Qual - AQP Qualification Curriculum
MV Validation
N/A - If no value is to be entered, use N/A. Leave no blank fields.
Des - Desired. This is optional information that is not required, but desired for submission. If not CQ FL PC - AQP Continuing Qualification Curriculum
LOE - Maneuvers
SV
- First Look Maneuvers
LC Validation
submitted, then N/A must be entered as the value.
* - See Notes in Data Reporting Format - Figure 8-2.
- Proficiency Check
- Line
** - If there is no crew pairing for Systems or Procedures Val, submit the single CmID (No. 21)
- Systems Validation
Operations
*** for the crewmember.
- Evaluation Line Check

AC 120-54A

FIGURE 8-1. DATA SUBMISSION REQUIREMENTS (Continued)

6/23/06

Par 8-7

Field

Description

1

Measured Item The task, maneuver,
procedure, or event set
statement.

2

Measured Item An alphanumeric used to
ID
identify the task, maneuver,
procedure or event set being
graded.

Short
Name

Type

Field
Size

Mitem

Text

80

MitemID

Text

12

Example(s)

Notes

Perform Engine 1)
Failure
Procedure
1.2.1.3
or
KK73456

1)

2)

3

Measured Item The numeric rating assigned
Rating
on the first attempt for each
measured item.

Mrate

Numeric

1

3

1)
2)

3)
4)

PDRT
4
5

Rating Meaning A description of the
Measured Item Rating
Skill/Reason

Link between the PDRT and
SKLRSN tables

Rmean

Text

40

Satisfactory

1)

SklRsn

Text

90

B-737-LOE5555-Taxi

1)

2)

6

PF/PNF

Indicates whether the pilot
performing the Measured
Item was flying or not
flying.

PFPNF

Text

3

PF or PNF

3)
1)
2)
3)

This field will be N/A for Qual. SV and PV because these
validations are usually graded pass/fail and recorded in field
No. 23.
This value is associated with a TPO, SPO, or event set. When
it is a TPO or SPO, use the related number from the
hierarchical numbering system. When it is an event set, enter
the event set identifier.
This field will be N/A for Qual. SV and PV because these
validations are normally graded in aggregate (pass/fail), and
recorded in field No. 23.
Values depend on rating scale.
Do not provide records that are missing MRate: Provide only
performance related information. Do not provide
“Incomplete”.
Reported rating must refer only to the first attempt of the
measured Item, not the terminal performance.
* Use 9 instead of N/A for Qual. SV and PV. This is a
numeric only field.
The text meaning of each number in the rating scale.
This field is a unique record identifier that must be provided
for Unsatisfactory Measured Item ratings (MRate) to provide a
link to the Skill Reason table for single or multiple reasons for
a failure.
This identifier can be a combination of the fields that make it
unique. For example: Fleet+EvalType+CmID+MItem. As
long as the identifier is unique to the record, it is the carrier’s
discretion to determine which fields are used.

If Mitem is satisfactory, insert N/A in this field.
No entry requirement for FE, FA or DISP.
N/A for Qualification Curriculum Systems and Procedures
Validation
* For FL, it is desired and encouraged that PNF data be
submitted along with PF data. However, if significant grade
sheet changes are necessary to accommodate this, only the
standard PF items need be identified. For these airlines, the
value entered for all FL Measured Items will be “PF”.
This field is desired for Qual. and CQ Maneuvers Validation,
however, if PNF is not submitted then the value will be “PF”.

AC 120-54AE

Page 93
4)

6/23/06

Par 8-7

FIGURE 8-2. PERFORMANCE DATA REPORT TABLE (PDRT)
Table No.

Field

Description

Short
Name

Type

Field
Size

7

Is currency
Item?

Indicates whether the
Measured Item is a currency
item.

Currcy

Text

3

Yes, No or N/A 1) N/A is used when the Measured Item is an Event Set.

Crit

Text

3

Yes, No or N/A 1)

CrewID

Text

40

P21234 SIC
F12312

Date

Date

7

10/2001

8

9

10

PDRT

Is Critical Item Indicates whether the
Measured Item is a critical
item.
Crew ID

The de-identified alphanumeric
assigned to a specific pairing of
crewmembers that will be
maintained for the duration of a
curriculum, unless the crew
make-up changes or a seat
substitute is present.

(MM/YYYY) The month and the year the
Measured Item data is
collected.

Example(s)

Par 8-7

11

Airline
Designator

The airline’s four character
designator reporting the
measured items.

AirDsgn

Text

4

XYZA

12

FAA Fleet
Designator

The FAA designation of the
fleet or equipment type
relevant to the Measured
Item.

Fleet

Text

20

B-737

13

Training
Program

TrPgm

Text

4

AQP or SVT

14

Curriculum

Curr

Text

4

Qual, CQ or
N/A

The training program
relevant to the Measured
Item.
The AQP curriculum in
which the Measured Item is
being validated or evaluated.

Notes

AC 120-54A

Page 94

No.

N/A is used when the Measured Item is an Event Set.

1)
2)

CrewID N/A for FA’s, IRO’s or dispatchers.
CrewID is the concatenation of the CmID’s (#21) of all
crewmembers present. Order of ID’s: PIC SIC FE.
3) If two PICs or SICs are trained together use the structure PIC
PIC FE, or SIC SIC FE, as appropriate, separated by spaces.
4) If there is no crew pairing for Systems or Procedures Val,
submit the single CmID (#21) for the crewmember.
5) Maintain CrewID in exact form and order, except for seat
substitutes. For seat subs, use Crew Position (No. 22) values
relative to the seat position in the CrewID sequence. For
example, P21234 SIC F12312 would indicate that the first
office position was a seat substitute.
1) Set the date field format in Access to month/year; use full
century: MM/YYYY.
2) The day value will default to 01.

1)

See Airline/Fleet Designator Menu

1) N/A for SVT.

6/23/06

No.

Field
Size

Example(s)

15 Evaluation Type The evaluation type in which EvalType
the Measured Item is
accomplished.

Text

4

FL, PC, SV,
PV, MV, LOE,
LC

16

Text

4

1234 or N/A

Text

15

123456

1)

If an FAA inspector is the evaluator, use the FAAID in this
field and in the FAA Inspector ID field, No. 18.

FAAID

Text

4

1234

1)

Report the FAA ID Number (110A) of a FAA inspector who
is there as an observer and/or evaluator (#17). If no FAA
inspector is present, enter N/A.

GeoArea

Text

30

Pacific

1)
2)

Use geographic descriptors as define by the airline.
This field is only required for airlines with approved Random
Line Check programs otherwise enter N/A.

Comment

Memo

1)

The comment field provides further explanation of
unsatisfactory or outstanding measured Item Rating.
Evaluator comments are provided to AFS-230 at the
discretion of the airline, unless otherwise require in
accordance with the approved airline’s AQP.
If there are no comments, enter N/A.
Begin all PIC ID’s with P, Sic ID’s with S, FE ID’s with F,
FA ID’s with A, dispatcher ID’s with Des, and IRO ID’s with
R.
The P, S, or F refer to the position for which the pilot in
training is being qualified, not necessarily the seat occupied.

18

19

PDRT

20

Description

FAA Simulator The FAA simulator ID
ID
number of the simulator
where the Measured Item is
performed.
Evaluator ID

Short
Name

SimID

The identification number of EvaltrID
the evaluator who graded the
Measured Item.

FAA Inspector The Form 110A number of
ID
the aviation safety inspector
who observed the Measured
Item.
Random Line The geographic area where
Check
the Measured Item is
Geographic collected for Random Line
Area
Checks.
Comments
Additional comments
submitted by evaluator.

Notes

6/23/06

Par 8-7

Type

17

Field

1) If a simulator is not used, enter N/A

2)

21

22

Crewmember The de-identified
ID
alphanumeric assigned for
the duration of a curriculum
to the crewmember
performing the measured
item.
Crew Position The “seat” occupied by the
person performing the
Measured Item.

CmID

Text

10

P123456

3)
1)

2)

CrewPos

Text

4

PIC

PIC = Pilot in Command;
SIC = Second in Command;
FE = Flight Engineer;

FA = Flight Attendant;
DISP = Dispatcher;
IRO = International Relief
Officer
E.g., a SIC in the left seat would be entered a PIC.

AC 120-54A

Page 95

EvalRtg

Text

5

Sat or
Unsat

1)

Rating must refer to the first execution of the evaluation type.
Repeated sessions are not reported in this table.

FIGURE 8-3. SKILL/REASON TABLE (SKLRSN)
Table

#

SklRsn

5

Field

Description

Skill/Reason Link between the PDRT and
SKLRSN tables

Short
Name

Type

Field
Size

Example(s)

SklRsn

Text

90

B-737-LOE5555-Taxi

Notes
1)

2)

3)
24

Skill reason A description of the skill or
Text
reason for assigning an
unsatisfactory Measured
Item rating.

SklRsn
Text

Text

40

Technical
CRM
Procedural

AC 120-54A

Page 96

23 Evaluation Type The overall rating the pilot
Rating
performing the Measured
Item received for the
evaluation type.

4)
1)
2)
3)

This field is a unique record identifier that must be provided for
Unsatisfactory Measured Item ratings (MRate) to provide a link
to the Skill Reason table for single or multiple reasons for a
failure.
This identifier can be a combination of the fields that make it
unique. For example: Fleet+EvalType+CmID+ MItem..
As long as the identifier is unique to the record, it is the
carrier’s discretion to determine which fields are used.
None of the component fields can contain a N/A value.
Provided for Unsatisfactory Measured Item Ratings from the
carrier’s Reason Codes.
If more than one skill or reason is relevant, allow one field for
each skill or reason.
Enabling Objectives (EO’s) are acceptable as skill descriptors.

6/23/06

Par 8-7

Par 8-7

Table

#

Field

Description

Short
Name

Type

Field
Size

Example(s)

TORT

2

Measured
Item ID

An alphanumeric used to
identify the task, maneuver,
procedure or event set being
graded.

MitemID

Text

12

1.2.1.3 or

Notes
1)

KK73456
2)

25

Objective ID An alphanumeric assigned to
each terminal or supporting
objective tested by the
Measured Item.

ObjID

Text

12

3.2

1)

AC 120-54A

FIGURE 8-4. TRAINING OBJECTIVES REPORT TABLE (TORT)

This value is associated with a TPO, SPO, or event set. When it
is a TPO or SPO, use the related number from the hierarchical
numbering system. When it is an event set, enter the event set
identifier.
This field will be N/A for Qual. SV and PV because these
validations are normally graded in aggregate (pass/fail), and
recorded in field No. 23.
List all the TPO’s, SPO’s or other high level objective grouping
that apply to the Measured Item.

26

Objective
Title

A description of the
objective ID

ObjTitle

Text

80

Perform
Engine Fire
Procedures

1)

A description of the objective ID in field No. 25.

27

Objective
Type

A description of the
objective type

ObjType

Text

5

TPO or
SPO or
EO

1)

Identify the training objective as a TPO, SPO, or EO.

6/23/06

Page 97 (and 98)

6/23/06

AC 120-54A

CHAPTER 9. CREW RESOURCE MANAGEMENT
SECTION 1. INTRODUCTION
9-1. OVERVIEW. Crew resource management (CRM) training develops skills that enhance
flight safety through the effective use of all available resources: human, hardware and
information. CRM training increases awareness of human and system error and provides
techniques and skills that will minimize their effects. This is accomplished through awareness of
crewmember attitudes and behavior as well as the use of practical flight management skills.
CRM training has achieved a greater degree of integration through the Advanced Qualification
Program (AQP). This chapter describes the integration of CRM training into pilot training
curriculums using the instructional systems development methodology that forms the
foundations of the AQP process. The approach demonstrates how the analytical methodologies
in AQP have the potential to produce more rigorous CRM training, including the appropriate
integration of CRM and technical training.

SECTION 2. INTEGRATING CRM INTO AN AQP
9-2. SCOPE OF INTEGRATION. One of the major objectives of AQP is the seamless
integration of CRM and technical training. Where appropriate, CRM procedures are identified,
documented, integrated, and accorded the same weight as the technical procedures required for
the execution of a given phase of flight and its associated flight tasks.
a. However, integration does not mean that only those aspects of CRM that can be
proceduralized are addressed in flight operations technical training and evaluation. Some aspects
of CRM are inherent to maneuver performance, and have already been proceduralized. For
example, communication procedures for coordinating callouts during takeoffs, approaches, and
other maneuvers are specified in terms of what should be said and when it should be said. These
callouts take place during most flight phases and are performed at fixed points in the flight-phase
sequence of task activities. Similarly, some aspects of communication during the management
of non-normal conditions can be easily positioned within the sequence of activities performed to
manage the non-normal condition.
b. Other equally important CRM activities, in contrast, are performed on an as-needed basis,
in order to manage the flight, work well as a team, or respond to unique situations. Recognizing
the need for, and effectively executing these activities, is critical to coordinating the various
duties the crew must perform during the flight. For example, certain communications should be
performed in order to maintain crew awareness of flight status. Regardless of the phase of flight,
it is critical that the crew recognize this communication requirement and effectively act upon it
in a timely manner to maintain crew situational awareness.
c. These global activities do not fit neatly within a hierarchical list of technical activities,
organized by phase of flight. Instead, they act as a “shell” or “template” that overlays and
organizes the activities that may need to be performed during any phase of flight. These skills as
a whole constitute a management strategy that represents a critically important part of the

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inventory of defenses against error that crews bring with them to the flightdeck. In particular,
they can provide the crew with the tools needed to resolve problematic situations to which they
may never have been previously exposed in training or in flight operations. It is important,
therefore, that training activities seek to fully instill these skills in crews, in order to provide a
basis for generalization to a potentially wide variety of situations. Figure 9-1 contains samples
of some of these phase-of-flight independent CRM skills.
9-3. CRM/AQP TASK LIST. The AQP task list reflects the air carrier’s definition of the
flightcrew’s job, including the role that CRM is expected to play in the performance of that job.
This job definition specifies the task activities, the knowledge, and the skills that must be trained
to achieve and maintain pilot and other crewmember proficiency. Because of the fundamental
role played by the task list, it should provide a comprehensive specification of the various task
activities that constitute the job, and the knowledge and skills required in performing those task
activities, both technical and CRM. In terms of the task list, this means that there are CRM task
activities just as there are technical task activities. All of the technical and CRM task activities
that must be performed to support these high-level task activities can now be identified. The
high-level task activities, which also act as objectives, serve as a type of template that will
overlay the specific procedures for handling each condition. High-level CRM task activities act
as the framework within which technical activities are positioned to support management
objectives.
9-4. CRM KNOWLEDGE AND SKILLS. A CRM skill represents the ability of a person to
apply specific CRM knowledge across a broad range of flight situations. In AQP, these CRM
skills are combined to develop proficiency objectives. Once the carrier has identified the set of
task activities appropriate for defining the flightcrew’s job (from the task list), these activities
then provide the framework for identifying the CRM knowledge and skills that a pilot or crew
must possess in order to effectively perform each task activity. Two approaches are commonly
used to identify CRM knowledge and skills:
a. Top-Down. This approach uses the CRM categories chosen by the carrier, or presented
in the CRM Advisory Circular (AC), to identify the set of CRM knowledge and skills. The
resulting knowledge and skills can then be attached to those task activities whose performance
they support.
b. Bottom-Up. This approach identifies CRM knowledge and skills by analyzing each
individual task activity. The task activity’s structure determines the knowledge and skill
requirements. This approach has the advantage that it defines an inherent link between the task
activity and its knowledge and skills.
9-5. CRM AND PROFICIENCY OBJECTIVES. Once the task list has been completed, the
proficiency objectives can be identified for that job. Two types of proficiency objectives may be
used: ground training enabling objectives, which reflect the subject matter a flightcrew must
know; and flight training terminal, supporting, and enabling objectives, which reflect the
activities a flightcrew must be able to do. Appropriate integration of CRM into both ground and
flight proficiency objectives ensures that the range of CRM issues important to the carrier will be

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addressed both in training and in evaluation by means of the performance standards included in
the proficiency objectives.
9-6. TRAINING EVENTS. The complete set of proficiency objectives defines the end result
of training: the task activities the crew must be able to perform, the set of conditions under which
they must be able to perform them, the performance standards that must be met, and the
evaluation strategy that will be used to evaluate proficiency. They do not, however, describe the
specific training situations and activities that will be used to achieve this end result, especially in
terms of flight training. One means for specifying the set of flight training situations to be
included in a curriculum is by means of events. The suggestion that flight training and testing
activities should be developed around a set of events was formalized in 1994 by an industry
group tasked to recommend a systematic approach for developing line operational simulation
(LOS) scenarios under AQP. The event set methodology has achieved wide acceptance because
of its analytical approach to scenario design and its reinforcement of the use of realistic line
conditions that enable crews to practice the full range of flight-management skills. The
effectiveness of the event set methodology for integrating technical and CRM training objectives
suggests that an event orientation throughout the curriculum, rather than just in line operational
flight training (LOFT) or line operational evaluation (LOE), could offer important advantages.
9-7. EVENT SETS. The primary unit of both LOS design and CRM assessment is the event
set. The event set is made up of one or more events, including an event trigger, distracters, and
supporting events. The event trigger is the condition or conditions under which the event is fully
activated. The distracters are conditions inserted within the event set time frame that are
designed to divert the crew’s attention from other events that are occurring or are about to occur.
Finally, supporting events are other events taking place within the event set designed to further
CRM and technical training objectives. In LOS scenario design, the CRM and technical training
objectives should be integrated into the event sets. This event set framework allows the design
team to present the appropriate degree of realism in the LOS. Instead of focusing on a specific
technical issue, the event set integrates the entire complex line environment (e.g., terrain, air
traffic control (ATC), weather issues, etc.) to facilitate and maximize the crew’s performance in
response to specified CRM and technical issues. The event set tends to follow the phase of flight
and may extend beyond a single phase. This event set framework provides a logical breakdown
for terrain, ATC, and weather issues as they interact with LOS events. With the LOS scenario
now defined by event sets, scenario validation is performed at the event set level rather than
limiting validation to the overall LOS. A sample event-set development worksheet is shown in
Figure 9-2.
9-8. SOURCE. The carrier’s safety information system (incident reports, Aviation Safety
Action Program (ASAP) reports, Flight Operational Quality Assurance (FOQA) data, line check
data, etc.) is an important source for events and event sets. The conditions that encouraged the
occurrence of an incident can be replicated in flight training or discussed in ground training. The
purpose is to educate pilots about the types of conditions that can increase the likelihood of an
error, to present strategies for avoiding these errors, and techniques for recovering from them,
should they occur.

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9-9. CURRICULUM DESIGN. Curriculum design is the final product of the AQP analyses
performed to this point: what is the job, what is proficiency on the job and how is it measured,
and what training opportunities should be provided to achieve proficiency. The curriculum
layout reflects the products of these analyses. Much of the work involved in designing a
curriculum has been accomplished through the preparation of the task list, proficiency objectives,
and events. If objectives and events have been developed, the design of the curriculum is largely
complete, except for choosing the specific locations within the syllabus for the individual
elements.
9-10. INDOCTRINATION CURRICULUM. CRM training is likely to be integrated into
indoctrination training in two ways. A separate CRM portion might be appropriate to address the
philosophical issues pertaining to captain’s and first officer’s authority, and corporate
expectations concerning professionalism and individual responsibility. CRM is also likely to play
a supporting role in other portions, such as weather. The decision processes involved in
managing severe weather conditions provides an appropriate flight management context for
addressing operational issues pertaining to weather.
9-11. QUALIFICATION CURRICULUM. Qualification training will likely use a different
set of training topics. These topics could reflect the transition from knowledge acquisition to
skill acquisition and, finally, to skill application. If so, the topics will reflect the following
learning stages:
a. Knowledge. This includes basic awareness training concerning the nature of the skills,
their value, strategies for using them, and ways to assess the effectiveness of skill use. Presenting
the different roles that could be played by each crewmember sets the stage for later events where
the crew must actually assume the appropriate roles for that situation.
b. Procedures. This training includes the proceduralized aspects of CRM.
c. Maneuvers. This training can extend beyond simply practicing individual maneuvers so
as to encompass situation assessment, planning, workload distribution, and other critical CRM
skills.
d. Flight Management. This training requires the strategic use of multiple skills adapted to
the requirements of the situation and the accurate assessment of skill effectiveness in managing
the situation. Effectively accomplishing such training requires a systematic approach to the
development of scenario events designed to elicit complex crew skills
9-12. CONTINUING QUALIFICATION CURRICULUM. This curriculum has two goals:
to evaluate pilot and crew proficiency, and to provide supplemental training. Because of the
severe time constraints imposed on this curriculum, only “snapshot” samples of pilot and crew
performance are possible. If a flight-management framework has been used to prepare the task
list and proficiency objectives, the performance samples could use an event-based approach that
gauges pilot and crew performance for procedures, maneuvers, and flight management.

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9-13. LINE OPERATIONS AND PROCEDURALIZED CRM. Developing and teaching
specific observable actions that would be required in the execution of specific activities at
designated points in normal flight operations, as well as during abnormal or emergency
conditions, can enhance the crew’s ability to communicate effectively, plan, and manage their
workload, and solve problems during flight operations. A procedural approach may raise key
aspects of CRM to the level of standard operating procedure (SOP), which increases CRM’s
operational significance and provides crews with a standard form of CRM. CRM procedures
may be embedded in a range of crew activities through the different phases of flight, reducing
distractions to the pilot flying (PF) in both normal and abnormal situations. Also, providing
structure to briefings with a checklist format can enhance the crew’s performance and improve
the transfer of critical information.

SECTION 3. EVALUATING CRM
9-14. OVERVIEW. The training developed for AQP reflects the corporate philosophy as to
how the job is to be performed, including the identification of observable behaviors that serve as
the basis for evaluation. The use of a flight management philosophy during the development of
training curricula and during the actual training supports an outcome-oriented assessment of skill
use. Effective task activity performance is defined within the context of achieving predefined
flight objectives. This approach supports the definition of objective standards that can serve as
the basis for evaluation, and provides a consistent foundation on which to evaluate both CRM
and technical skills.
9-15. OBSERVABLE BEHAVIORS. Observable behavior is a specific action employing a
CRM skill in a given situation. Evaluation of individual pilot and crew CRM proficiency is
possible through the inclusion of observable behaviors in the evaluation criteria that reflect
performance on CRM-related task activities. These observable behaviors are defined for both
the proficiency objectives and the events. Evaluation of CRM skills is possible if the event sets
used in the evaluation process address these skills and incorporate appropriate observable
behaviors in the performance standards.

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FIGURE 9-1. SAMPLE CRM SKILLS

Exercise
Captain’s
Authority
or
Responsibility

Distribute workload and prioritize between primary and distracting duties.

Communicate plans and decisions to the crew.
Enforce standardization, policies, and procedure
Set expectations for maintaining vigilance and avoiding complacency.
Respond to any safety-related concern raised by any crewmember.
Develop and enhance the aviation skill and knowledge of junior crewmembers.
Review operational irregularities and establish bottom lines.
Communicate intentions, “bottom lines,” and decisions to all crewmembers.

Fulfill
First Officer
or
Flight Engineer
Responsibility

Cross-check and back the captain up. This requires maintaining vigilance and flying
proficiency. It also includes effective monitoring of the situation

Report to the captain any safety-related concern and request a plan or decision if none is
articulated.
Support decisions articulated by the captain within the limits of safety, legality, and
procedure.
Develop your proficiency and take the best from each captain you work with.

Maintain
Situation
Awareness

Prepare, plan and maintain vigilance—be prepared for what you can reasonably expect
Carry out actions or decisions based on priorities and crew workload established by the
captain.
Identify systemic traps.
Be aware of the limits of human performance and the nature of human error.

Establish
Effective
Communications

Conduct or contribute to briefings—keep your head in the game and work to get ahead of it

Maintain a communications “loop”—acknowledge commands, statements, and questions of
crewmembers.
Use resources appropriately to make informed decisions.
Resolve disagreements or differences in expectations—ensure that all crewmembers are
working from the “same page.”
Manage errors appropriately to mitigate consequences.
Continuously review the appropriateness of decisions made and actions taken.
Debrief critical flight events—take the opportunity to learn from unusual events by
reviewing the expectations and actions of all cockpit crewmembers at the end of the flight.

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FIGURE 9-1. SAMPLE CRM SKILLS (Continued)
Develop and
Maintain
Teamwork

Establish appropriate duties and responsibilities by crew position.
Back each other up through effective cross-check and acknowledgment.
Demonstrate motivation appropriate to the situation—transition between casual conversation
and focused flight communication based on the need to prepare and execute your flight. This
entire range is appropriate at different points in flight.
Protect crewmembers from the consequences of work overload.
Effectively coordinate with other groups: gate agents, dispatch, ground crew.
Apply judgment in use of automated systems and modes.
Operate the airplane using different levels of automation as appropriate to the situation.
Verify that automation is doing what you expect and act to control it when it does not.
Intervene to control autoflight.
When using automation, back each other up (verify settings, state intentions, establish roles).

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FIGURE 9-2.
SAMPLE EVENT SET WORKSHEET
A340 EVENT SET NUMBER 101 WORKSHEET
(FROM A340 R L 03-02 LEG 1)

OVERVIEW. Low Visibility takeoff and climb with a
reroute and a TCAS event
Phase of Flight: Takeoff through Climb
TPOs and
Conditions
SPOs
Trigger:
Departure
weather,
200 overcast,
RVR 1500.

Distracters:
TCAS RA,
shortly after
takeoff.

Supporting
Events:

Low Visibility
takeoff
operations (2.1)

Take Off Thrust Normal
IMC weather

Proper cleanup
profile. (2.1.4)
Perform TCAS
RA avoidance
(9.1.28)
Perform climb
operations.
(3.1)

SUCCESS CRITERIA
Technical Skills
and Observables

CRM Skills and Observables

Proficient in use of
FMS and Autopilot
Flight Director
System.
(9.1.11) (9.1.13)

Crew coordinates for airspeed and
altitude changes. (SA 3.4)

Accomplishes
takeoff/climb
procedures IAW
SOP. (2.1.1) (2.1.2)
(2.1.3) (2.1.4)
(3.1.1)
(3.1.2)

Crew verbalizes and acknowledges
changes in the altitude selector
window. (AT 6.4)
PF coordinates with PM in the use of
automation. (AT 6.6)

Appropriate
response to TCAS
Alert (9.1.28)

Reroute and
climb restriction

Difficulty
Equivalency
Rating:
Low Visibility
takeoff - IMC - 4
FMS – 1
TCAS – 3
Total - 8

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Appendix 1

APPENDIX 1.
DEFINITIONS
APPLICANT. A Title 14 of the Code of Federal Regulations (14 CFR) part 119 certificate
holder that is required to have a training program under 14 CFR part 121, section 121.401, or
part 135, section 135.341. A part 142 training center that applies to conduct training and
evaluation for an eligible certificate holder under an Advanced Qualification Program (AQP).
ATTITUDE. A persisting internal mental state that influences an individual’s choice of
personal action toward some object, person, or event. .
CERTIFICATE HOLDER. Holder of an operating certificate and operations specifications
that authorize 14 CFR part 121 or part 135 operations.
COGNITIVE SKILLS. Those intellectual skills that are prerequisite to the performance of a
task, subtask, element, or sub-element. The three primary categories of cognitive skill are
discrimination, concept learning, and rule using.
CONDITION. One of the three primary components of a proficiency objective: performance,
condition, and standard. The conditions describe the range of circumstances under which student
performance will be measured and evaluated. Conditions may include the natural environment
(ceiling, visibility, wind, turbulence, etc.), the operational environment (navigational aid
(NAVAID) inoperable, conflicting air traffic, gate change, passengers not seated, etc.), or
operational contingencies (abnormal situations and emergencies).
COURSEWARE. All instructional material a learner requires to complete a curriculum, in
whatever media required, including manuals, visual aids, lesson plans, flight event descriptions,
computer software programs, audiovisual programs, workbooks, handouts, etc.
CREW RESOURCE MANAGEMENT (CRM). The effective use of all available resources
human resources, hardware, and information to achieve safe and efficient flight. For additional
information, see AC 120-51, Crew Resource Management Training, as amended.
CRITICALITY. A terminal proficiency or supporting objective for which the substandard task
performance would adversely affect safety. The relative need for awareness, care, exactness,
accuracy, or correctness during task performance. Critical tasks must be accomplished more
frequently in training and evaluation than non-critical tasks.
CURRENCY. A terminal proficiency or supporting objective for which individuals and/or
crews can maintain proficiency by repeated performance of the item in normal line operations.
For pilots, most currency items may be validated during line checks, while most non-currency
items must be demonstrated during training, validation, or evaluation events in a simulator or
flight training device (FTD).
CURRICULUM. A portion of an AQP that covers one of three program areas: indoctrination,
qualification, and continuing qualification. Qualification and continuing qualification program

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areas may include upgrade, transition and requalification curriculums. The indoctrination
program area addresses activities that are general in nature and are not aircraft or duty position
specific. The qualification and continuing qualification programs address the required training
and qualification activities for each specific make, model, and series aircraft (or variant) and for
a specific duty position.
CURRICULUM DESIGN. The activities involved in organizing, clustering, sequencing and
otherwise structuring the elements of instruction (objectives, lessons, evaluations, etc.) into an
orderly flow of learning experiences to facilitate student performance.
CURRICULUM SEGMENT. An integral part of a curriculum, which can be separately
evaluated and individually approved, but by itself does not qualify a person for a duty position.
(e.g., ground training segment, flight training segment, evaluation segment). The first level of
curriculum detail (segment, module, lesson, and lesson element).
DE-IDENTIFIED DATA. Data that cannot be linked with a named individual.
DUTY. All the actions (tasks, subtasks, etc.) required by one’s position or occupation.
DUTY POSITION. The operating position of a crewmember, or other person. Includes seat
dependent tasks. For operations under part 121 and part 135, duty positions include pilot-incommand (PIC), second-in-command (SIC), flight engineer (FE), flight navigator, instructor and
evaluator, aircraft dispatcher, flight attendant, or other ground operations personnel such as those
dealing in security or hazardous materials.
ELEMENT. A component of training analysis or design. In the case of task analysis, the
element may be used as a level of analysis: phase of flight, task, subtask, element, sub-element,
etc. In the case of curriculum design, the element may be used as a level of curriculum
organization: curriculum, segment, module, lesson, lesson element, etc.
ENABLING OBJECTIVE (EO). A lower level learning objective that helps students master a
higher level objective, such as a supporting or terminal level objective. The knowledge and skill
prerequisites of maneuvers and procedures are usually trained as enabling proficiency objectives.
EVALUATION. Careful appraisal of an individual’s performance by an evaluator to ascertain
whether the standards required for a specified level of proficiency have been demonstrated.
EVALUATION OF PROFICIENCY. In AQP, this is a line operational evaluation (LOE) or
an equivalent evaluation acceptable to the Administrator.
EVALUATION PERIOD. A period within the continuing qualification cycle during which
each person must receive at least one training session and a proficiency evaluation. The initial
continuing qualification cycle for any curriculum will be 24 months (plus or minus the 1 month
grace period), and will contain two 12-month (plus or minus the 1 grace month) evaluation
periods.

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Appendix 1

EVALUATOR. A person who assesses the performance of crewmembers, instructors, other
evaluators, aircraft dispatchers, or other operations personnel. An evaluator must have
satisfactorily completed the certificate holder’s AQP evaluator training. All evaluators must be
approved by the Administrator.
EVENT SET. A relatively independent segment of a scenario made up of several events,
including an event trigger, possible distracters, and supporting events.
FLIGHT TRAINING. Training given in the aircraft, flight simulator, FTD, or other cockpit
environment. See ground training.
FLIGHT TRAINING EQUIPMENT. Aircraft, flight training devices, or flight simulators that
are used for any of the following purposes: (1) Required evaluation of individual or crew
proficiency; (2) Training activities that determine if an individual is ready for an evaluation;
(3) Activities used to meet recency of experience requirements; and (4) line operational
simulations (LOS).
FORMATIVE EVALUATION. Process of reviewing courseware for technical accuracy,
instructional soundness, and suitability for use by instructor, evaluator, and student. Dry run of
the total curriculum with a small group of students to test the effectiveness and efficiency of the
training (e.g., small group tryout).
FREQUENCY. Number of occurrences of a task/subtask in a specific period of duty (one
flight, one trip, 1 month, 1 year, etc.) How often a task/subtask is performed. Frequency may be
used to determine currency (see currency) by comparing the frequency with which activities
occur on the line, with the frequency required to maintain proficiency without additional
training.
GROUND TRAINING. Aviation/aircraft specific training provided in a classroom, learning
center, lecture hall or other traditional educational setting that occurs outside the cockpit
environment.
INSTRUCTIONAL ANALYSIS. A process conducted during the design of instruction to
identify the presentational components, or learning events, necessary for the student to master
the complete range of skills, knowledge, attitudes, abilities, and CRM factors required for
proficient performance.
INSTRUCTIONAL SYSTEMS DEVELOPMENT. A systematic methodology for deriving
and maintaining qualification standards and associated curriculum content based on a
documented analysis of the job tasks, skills, and knowledge required for job proficiency.
JOB. A job is the summation of functions, identified as tasks and subtasks, performed by an
individual at work.
KNOWLEDGE. Specific information required to enable a student to develop the skills and
attitudes to effectively recall facts, identify concepts, apply rules or principles, solve problems,

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and think creatively. Because knowledge is covert, students must be assigned overt activities to
demonstrate their knowledge base.
LESSON. A meaningful division of learning consistent with the method of study, learning, or
testing of performance (proficiency) objectives. The third level of curriculum definition
(segment, module, lesson, lesson element). Lessons usually contain objectives, training events,
student materials, instructor materials, and an evaluation scheme or form.
LESSON ELEMENT. A subgroup of activities within a lesson. It is the fourth level of
curriculum detail (segment, module, lesson, and lesson element).
LINE OPERATIONAL EVALUATION (LOE). The LOE is the primary proficiency
evaluation. This evaluation addresses the individual’s ability to demonstrate technical and CRM
skills appropriate to fulfilling job requirements in a full mission scenario environment. The intent
of an LOE is to evaluate and verify that an individual’s job knowledge, technical skills, and
CRM skills are commensurate with AQP qualification standards. The LOE is conducted in a
simulation device approved for its intended use in the AQP. Under extenuating circumstances,
the AQP proficiency evaluation may be accomplished in an aircraft, subject to FAA approval
LINE OPERATIONAL SIMULATION (LOS). A simulator or FTD training session
conducted in a “line environment” setting. LOS includes line oriented flight training (LOFT),
line operational evaluation (LOE), special purpose operational training (SPOT). For additional
information, see AC 120-35, Line Operational Simulations: Line Oriented Flight Training,
Special Purpose Operational Training, Line Operational Evaluation, as amended.
LINE ORIENTED FLIGHT TRAINING (LOFT). A LOS flight scenario designed for
training purposes to provide practice in the integration of technical and CRM skills. LOFT is
conducted using a complete cockpit flightcrew to the maximum extent feasible and is
accomplished in an FAA-certified simulation device. For additional information, see
AC 120-35, as amended, Line Operational Simulations.
MANAGER OF VOLUNTARY SAFETY PROGRAMS (VSP). Refers to the manager of
AFS-230.
MEDIA. Physical means for providing the instructional content and experience to the student.
Includes entire set of instructional presentation materials (e.g., workbook, videotape, overheads,
computer-based training (CBT), mock-ups, FTDs, simulators, etc.).
MODULE. A group of subject matter under a specific curriculum segment. Second of four
curriculum levels of detail (segment, module, lesson, and element). Often corresponds to a day
of training or a device event, such as FTD #3 or flight simulator (SIM) #6).
MOTOR SKILL. Physical actions required to perform a specific task (subtask or element).
Students have acquired a motor skill not when they can simply perform a prescribed procedure,
but when their movements are smooth, regular, and precisely timed. Those hands-on skills that
are prerequisite to the performance of a task, subtask, element, or sub-element.

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OBSERVABLE BEHAVIOR. A behavior whose occurrence during the performance of an
event is an indicator that the crew is handling the event properly. Observable behaviors are one
part of the performance standards identified for each event.
PLANNED HOURS. Planned hours represent the estimated amount of time (as specified in a
curriculum outline) that it takes an average student to complete a segment of instruction (to
include all instruction, demonstration, practice, and evaluation, as appropriate, to reach
proficiency). Planned hours replace the programmed hours associated with traditional programs.
The sum of planned hours will not used by the FAA as a basis for program approval, review, or
compliance assessment.
PROTEUS. A software program containing formats, functionality, procedures, and sample
documents designed to guide and automate portions of the development of AQPs.
RANDOM LINE CHECK. Granted by exemption. A no-notice (not scheduled and with no
prior notification) proficiency assessment of an entire flightcrew’s operational proficiency
conducted by an evaluator during part 121 or part 135 revenue flight operations or during
operationally oriented flight, such as ferry flights or proving flights.
SKILL. An ability to perform an activity or action. Often divided into motor/hands-on and
cognitive categories.
SPECIAL PURPOSE OPERATIONAL TRAINING (SPOT). A portion of an LOS training
scenario consisting of flight tasks selected from any phase or phases of flight to provide practice
in the integration of technical and CRM skills appropriate to the selected flight tasks. SPOT is
conducted using a complete cockpit flightcrew to the maximum extent feasible and is
accomplished in a simulation device. For additional information, see AC 120-35, as amended.
SUBTASK. Specific separate step or activity required in the accomplishment of a task. May
also refer to categories of a task (e.g., non-precision approach – VOR, NDB, LOC, etc.)
SUPPORTING PROFICIENCY OBJECTIVE (SPO). A proficiency objective created at the
subtask level.
TASK. A task is a unit of work within a function having an identifiable beginning and ending
point, which results in a measurable product. An example of a task applicable to AQP: perform
a normal takeoff.
TECHNICAL SKILLS. Within an AQP, technical skills refer to those maneuvers, procedures
and other behaviors that have a high psychomotor component, while CRM skills refer to those
communication, decision-making and workload management behaviors that have a high
cognitive component.
TERMINAL PROFICIENCY OBJECTIVE (TPO). A proficiency objective created at the
task level.

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TPO/SPO HIERARCHY. The hierarchy of all TPOs and SPOs organized by phase of flight in
the Proteus database.
TRAINING SESSION. A contiguously scheduled period of time devoted to training activities
at a facility acceptable to the Administrator for that purpose.
TRAINING TO PROFICIENCY. Training to a performance level that meets or exceeds a
qualification standard. This concept must include enough repetition and practice to ensure that
each individual can perform at the qualification standard level over the entire evaluation period
or continuing qualification cycle.
TRIGGERING CONDITIONS. The conditions whose occurrence defines the beginning of an
event.
VALIDATION. Determination that required/desired results were produced. In training
systems, the methods and procedures for development, implementation and maintenance as well
as performance objectives and results will be validated.
VARIANT. A specifically configured aircraft for which the Administrator has identified
training and qualification requirements that are significantly different from those applicable to
other aircraft of the same make, model, and series.

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Appendix 2

APPENDIX 2.
GENERIC AIRLINES ADVANCED QUALIFICATION PROGRAM
APPLICATION
Date, 2005
(Insert name of the current manager, Voluntary Safety Programs Branch, AFS-230)
Manager, Voluntary Safety Programs Branch
FAA/AFS-230
P.O. Box 20027
Washington, DC 20041-2027
Subject: Initial Application for Advanced Qualification Program
Dear (insert name of the current manager, Voluntary Safety Programs Branch, AFS-230):
The purpose of this letter is to inform you that ________ Airline intends to develop, implement and operate an
Advanced Qualification Program (AQP) curriculum, beginning with our _______ aircraft fleet. We have examined
and understand the Advanced Qualification Program requirements, listed in 14 CFR part 121 subpart Y and FAA
Advisory Circular 120-54A, Advanced Qualification Program. This letter serves as ______ Airline’s formal
application to engage in the five-phase development process of an AQP, which is an alternative regulatory method
of training, evaluating and qualifying our flight (crewmembers) (dispatchers).
Our airline will develop its AQP training program in accordance with the performance-based methodology that is
described in Advisory Circular 120-54A. The initial development process will include at least the following AQP
documents: Initial Job Task Listing; Qualification Standards; Instructional Systems Development Methodology;
Curriculum Outlines, and an Implementation and Operations Plan. All AQP documentation will be submitted to the
FAA Extended Review Team (CHDO and AFS-230) for its review and joint approval. It will also show how our
proposed AQP curriculum provides an equivalent or enhanced level of safety for each traditional regulation
requirement that is replaced by our AQP.
•

We see our voluntary commitment to AQP as an important safety goal. To achieve that goal, and to
facilitate a safe and timely transition to AQP, ________ Airline will commit the appropriate personnel and
resources to complete the task, and to continuously maintain the program in the future. Accordingly, in
support of this application, we submit the following attachments:

•

AQP Organization and Database Management Plan, which describes the multiple resources that our airline
plans to employ for its AQP development. This attachment identifies the airline’s leadership person for
AQP implementation, and delineates the staff of key subject matter experts who will be tasked with phase
II document and curriculum development, including electronic database management and other computerrelated issues. The detailed AQP organization plan reflects our commitment to the goal of achieving each
requirement that is unique to a successful AQP implementation.

•

A summary of demographic data of our crews, who will be trained under an AQP curriculum. This data
includes the current ground and flight instructors and evaluators who are expected to continue these
functions under AQP.

•

An operating environment description that articulates our airline’s geographic areas of operation, general
environmental factors, plus other operational factors which may be critical to development of meaningful
proficiency objectives and line operational simulations (LOS).

Page 1

AC 120-54A
Appendix 2

6/23/06

•

A description of our training equipment, its location, and the organization responsible for its security and
maintenance. Also included: the FAA identification number assigned by the National Simulator Program
Manager and the level of qualification identifying flight simulators and/or flight training devices.

•

A description of our training facilities including the location, type of facility, classrooms, training aids,
courseware, and other features that contributes to creating and maintaining a positive learning environment.

The attached Master AQP Transition Schedule (MATS) describes our timeline for completion of the transition
process from our current training program to an AQP. The MATS will be maintained as a current document.
We do/do not intend to apply for a single visit exemption (SVE) to facilitate transition to AQP. The point of contact
for our AQP development will be __________, and he/she may be contacted at __________, or through e-mail
__________.

Sincerely,
VP of Fight Operations or Chief Operation Officer,
Generic Airline

Attachments: (1) Organization and Database Management Plan; (2) Airline Operational Environment; (3)
Demographic Data; (4) Training Equipment Description and Location; (5) Facilities Description; and (6) MATS.

Page 2

6/23/06

APPENDIX 3.
REGULATORY COMPARISON CHART/
PART OF THE QUALIFICATIONS STANDARDS DOCUMENT
Regulatory Variances
The Advanced Qualification Program (AQP) allows development of proficiency-based training programs that encourage innovation in the methods and
technologies used during instruction and evaluation, as well as efficient management of the training systems. Since these innovations may require some
deviations from the current regulations, the approved qualification standards replace the applicable portions of the existing Title 14 of the Code of Federal
Regulations (14 CFR) part 121 regulations and other FAA training guidance as the definitive basis for the training program. This section describes the variance
from current regulations approved for XYZ’s AQP qualification and continuing qualification curriculums.

Chapter 2 Regulatory Variations
Title 14 CFR part 121, section 121.401(c)
Requires instructor or evaluator verification of qualification. AQP allows completion of distributed training (e.g., home study) to be verified by an entry into
XYZ’s flight operations computer system. Upon successful completion of a computer-generated, random question exam, completion of the exam is logged
electronically to each pilot’s records. In this way, qualification on distributed training is verified automatically, rather than an instructor certifying crewmember
completion of the training at the training center.
Part 121, section 121.419 (b)(2)
Specifies that initial ground training for pilots and flight engineers (FE) of Group II airplanes must be 120 programmed hours unless the FAA approves a
reduction under section 121.405 guidance. XYZ’ s AQP initial/transition curriculum includes all subjects listed in section 121.419(a), but for most airplanes is
planned for less than 120 hours. Refer to the curriculum outlines in the Appendix for the specific hours planned for each curriculum in each fleet. The days of
training and classroom hours planned for AQP are approximately the same number of days/hours in the currently approved part 121 programs, with principal
operations inspector (POI) approval letter of hourly reduction under section 121.405.
Section 121.424
Refers to part 121, appendix E, for the maneuvers and procedures to be included in flight training, and part 121 appendix F for the maneuvers and procedures to
be included in the flight check. The maneuvers and procedures for training and checking in XYZ’ s AQP curricula are tailored for each airplane type and crew
position and comply with the guidance in 14 CFR part 121 subpart Y, Advisory Circular (AC) 120-54A, and as approved by FAA for training and checking
under AQP. Refer to the paragraph below titled section 121.441(b)(1) and appendices E and F for an explanation of the maneuver variances.

AC 120-54A
Appendix 3

Page 1

Section 121.427(c)(1)(iii)
Specifies that recurrent ground training for pilots and FEs on Group II airplanes must consist of at least 25.0 hours unless reduced under section 121.405. XYZ’ s
AQP continuing qualification (recurrent) ground training curriculum incorporates a total of 18.0 planned hours. This includes 5.0 hours of distributed training
and 13.0 hours of self-study/classroom instruction in aircraft specific, human factors (HFS), general subjects, security, and emergency drill training. The enabling
objectives (EO) to be trained and validated in the continuing qualification curriculum are presented in module format in accordance with FAA Order 8400.10,
Air Transportation Operations Inspector’s Handbook, and described in the objectives section of this document. The days of training and classroom hours planned

Page 2

Section 121.433(a)
Specifies the crewmember must complete a training program approved under subpart N for the type airplane and crew position. XYZ’ s flight crewmembers will
complete the training program approved under part 121 subpart Y (AQP).

AC 120-54A
Appendix 3

for AQP are approximately the same number of days/hours in the currently approved part 121 program, with POI approval letter of hourly reduction under part
121.405.

Section 121.433(c)(1)(iii)
Specifies a 6-month pilot-in-command (PIC) recurrent training requirement. XYZ will conduct annual recurrent training and checking under part 121 subpart Y
full crew concept guidelines. Refer to the recurrent training curriculum outline in the appendix.
Section 121.433(c)(2)
Specifies that the proficiency check for pilots be as provided for under section 121.441. XYZ pilots in an AQP will complete the proficiency check as a line
operational evaluation (LOE) under part 121 subpart Y full crew concept guidelines.
Section 121.434(g)(2)
References the section 121.441 proficiency check as the start of the 120 days for pilots to accomplish 100 hours of flight time for consolidation of knowledge and
skills. In XYZ’ s AQP, the start of the 120 days for completion of consolidation of knowledge and skills will be completion of the LOE.
Section 121.441(a)(1)
Specifies that the PIC accomplish a proficiency check within the preceding 12 months and in addition, within the preceding 6 months, either a proficiency check
or an approved simulator course of training under section 121.409. In XYZ’s AQP, PICs will be scheduled for an annual crew oriented training and check (LOE)
within the required 12 months (plus or minus 1 month). However, the PIC requirement at 6 months for either a proficiency check or a simulator training session
will be eliminated. Exception: PICs in certain situations will be required training at the 6-month point (plus or minus 1 month).
Section 121 Appendices E and F; and FAA Order 8400.10
Require an Air Transportation flight instructor to train pilots in the interior and exterior visual inspection. XYZ’ s AQP allows the interior and exterior inspection
(SPO 1.1.6.2 Aircraft Inspection) to be trained and validated by a ground instructor during the ground training segment of the qualification curriculum using
advanced pictorials.
Section 121.441(b)(1) and Appendices E and F
Specifies that the proficiency check for pilots include at least the procedures and maneuvers in part 121 appendix F. All appendix E events are included in
appendix F. In addition, appendix E includes the following six additional events not listed for the proficiency check in appendix F:
•
Night takeoff and landings [II.(e) & IV.(i)];
•
Zero flap approaches [III.(o), PIC only];
•
Missed approaches that include a power plant failure [III.(p)(4)];
•
Landing and go around with the horizontal stabilizer out of trim [IV.(b), PIC only];
•
Zero flap landings if the Administrator finds that event appropriate [IV.(h), PIC only];
•
Manual reversion (if appropriate) [IV(i)].

6/23/06

6/23/06

In accordance with part 121 subpart Y and AC 120-54A, the events to be trained and validated/evaluated in XYZ’s AQP are the terminal proficiency objectives
(TPO) and supporting proficiency objectives (SPO) described in the Proficiency Objectives section of this document. While occasionally labeled differently,
these TPOs and SPOs are very similar to the events listed in appendices E and F, and all appendix E and F events are included, except steep turns and circling
approaches. Circling approaches are not authorized in XYZ’ s operations and are not included in the curriculum. Refer to the Training & Evaluation Strategy
section of this document for more information on training and evaluation procedures.
Section 121, Appendix H, paragraph 6 under Advanced Simulation Training Program
Specifies that a special line oriented flight training (LOFT) program is required, consisting of at least a 4-hour course of training for each flightcrew, including at
least two flight segments of the operator’s route: one segment of normal operating procedures and another segment in appropriate abnormal and emergency flight
operations. XYZ’ s AQP is structured to comply with the guidance contained in part 121 subpart Y and AC 120-54A. As such, training, validation, and
evaluation are conducted with a complete crew using the concepts of LOS. While XYZ’ s AQP does not currently include a LOFT, it does include special
purpose operational training (SPOT) sessions and incorporates an LOE as the final performance evaluation to confirm operational proficiency. In all respects, the
LOE resembles the traditional LOFT scenarios currently used in the approved advanced simulation training program.

AC 120-54A
Appendix 3

Page 3

Preflight
Equipment Examination
Interior Preflight Inspection
Exterior Preflight Inspection
Taxiing
Powerplant Checks
Takeoffs
Normal Takeoffs
Instrument Takeoff
Crosswind Takeoff
Takeoff with Powerplant Failure
Rejected Takeoff
Instrument Procedures
Area Departure and Arrival

Part 121
Appendix E
Air Carrier
Training

Practical Test Standards
FAA-S-8081-5C

Part 121
Appendix F
Proficiency
Check

AQP
Qualification
Curriculum

AQP
Continuing
Qualification Curriculum

N/A
Required
Required
Required
Required

Required (Page 1-1)
Required (Page 2-1)
Required (Page 2-1)
Required (Page 2-3)
Required (Page 2-3)

Required
Required
Required
Required
Required

Written/ETS/Oral
MV/LOE
MV/LOE
MV/LOE
MV/LOE

Written/ETS/Oral
Line check
Line check
Line check
Line check

Required
Required
Required
Required
Required

Required (Page 2-5)
Required (Page 2-6)
Required (Page 2-5)
Required (Page 2-7)
Required (Page 2-8)

Required
Required
Required
Required
Required

MV/LOE
MV/LOE
MV/LOE
MV/LOE
MV/LOE

Line check
MV/LOE
Line check
MV/LOE
MV/LOE

Required

Required [Waivable]
(Pages 2-9; 2-15)
Required [Waivable]
(Page 2-16)
Required
(Pages 2-16; 2-17)
Not Required
(Pages 2-16; 2-17)
Required
(Pages 2-16; 2-17)
Required
(Pages 2-18; 2-20)
Required [Waivable]
(Pages 2-18; 2-20)
Required [Waivable]
(Page 2-20) Note 5
Required
(Pages 2-21; 2-22)
Required
(Pages 2-21; 2-22)
Required
(Pages 2-21; 2-22)

Required
[1Waivable]
Required
[Waivable]
Required

MV/LOE

Line check

MV/LOE

Brief

MV/LOE

MV/LOE
MV/LOE

Required

Train to
Proficiency
MV/LOE

MV/LOE

Required

MV/LOE

MV/LOE

Required

Train to
Proficiency
Train to
Proficiency
MV/LOE

Train to
Proficiency
Brief

Train to
Proficiency
MV/LOE

N/A

Holding

Required

Normal ILS

Required

Autopilot Coupled ILS

Required

Manually Controlled ILS with
Powerplant Failure
Non-Precision Approach

Required

Second Non-precision Approach

Required

Circling Approach

Required

Not Required
Required

Additional Missed Approach

Required

Missed Approach with
Powerplant Failure

Required

Required
[Waivable]
Required
Required
Examiner Discretion

MV/LOE

MV/LOE

6/23/06

Missed Approach from ILS

Required

AC 120-54A
Appendix 3

Page 4

Maneuvers

Not Required

Approach to Stalls

Not Required

Flight Characteristics

As Necessary

Powerplant Failures
Abnormal and Emergency
Procedures will include all systems
maneuvers and procedures as
required by Aircraft Flight Manual

Required [2 of 3
Waivable]
(Pages 2-10; 2-11)
As Necessary

Required

Train to
Proficiency

N/A

Required [2
Waivable]

Train to
Proficiency

Train to
Proficiency

As Necessary

Train to
Proficiency
MV/LOE
A sampling of
Abnormals and
Emergencies will
trained in the
simulator and
evaluated during MV
and LOE.

N/A

Required
Required

Required (Page 2-12)
Required
(Pages 2-29; 2-30)

Required
Required

MV/LOE
Abnormals and
Emergencies will be
evaluated during ground
school, trained in the
simulator and evaluated
during MV and LOE.

Required
Required
Required
Required
Required
Required
Required

Required (Page 2-23)
Required (Page 2-24)
Required (Page 2-23)
Required (Page 2-25)
Required (Page 2-26)
Required (Page 2-27)
Required (Page 2-28)

Required
Required
Required
Required
Required
Required
Required

MV/LOE
MV/LOE
MV/LOE
MV/LOE
Train to Proficiency
MV/LOE
N/A

Line Check
MV/LOE
MV/LOE
MV/LOE
N/A
MV/LOE
N/A

Required
Required

Required (Page 2-31)
Required (Page 2-31)

Required
Required

Line Check
Line Check

Line Check
Line Check

Train to Proficiency
Train to Proficiency
Train to Proficiency
Train to Proficiency
Train to Proficiency

Train to Proficiency
Train to Proficiency
Train to Proficiency
Train to Proficiency
Train to Proficiency

AC 120-54AE
Appendix 3

Page 5 (and 6)

Landings
Normal Landings
Landing from an ILS
Crosswind Landing
Landing with Powerplant Failure
Landing from a Circling Approach
Rejected Landing
Zero Flap Landing
Postflight
After Landing
Parking and Security
Training
Windshear/Microburst
GPWS
Low Vis Taxi
PRM
Upsets/Catastrophic Failures

Required [Waivable]
(Page 2-10)

6/23/06

Inflight Maneuvers
Steep Turns

6/23/06

AC 120-54A
Appendix 4

APPENDIX 4.
ADVANCED QUALIFICATION PROGRAM DOCUMENTATION
CHECKLIST AND REVIEW JOB AID
This Advanced Qualification Program (AQP) tool contains seven job aids for both the Federal Aviation Administration
(FAA) and the certificate holder to use as simplified checklists for the development and review of the documentation
requirements of AQP. Other document configurations may be appropriate to a specific certificate holder. If a
certificate holder adopts a different document configuration, other than the one suggested in Advisory Circular (AC)
120-54A, Advanced Qualification Program, then the applicant should provide clear and specific guidance as to the
location of the information for each of these document topics. The comment section may be used to record any
remarks relative to the review and approval of the document.
There are six document types and one annual report required for each AQP certificate holder. Each document will
have its own job aid:
1. Application -- One per AQP airline/training center
2. Job Task Analysis – One for each trainee type and one for each trainee type’s instructor/evaluators
3. Qualification Standards -- One for each trainee type (e.g., pilot, flight attendant, and dispatcher) and one for
each trainee type’s instructor/evaluators
4. Instructional Systems Development Methodology -- One per AQP airline/training center
5. Curriculum Outline -- One per curriculum/make, model, series, variant and instructor/evaluator
6. Implementation and Operations Plan (I&O Plan) -- One per AQP airline/training center.
NOTE: Each of the above documents must remain current throughout the life of the AQP. Each of
the documents must be on a revision control process.
Annual AQP Report – Certificate holders will monitor the status of all AQP curriculums and the
performance/proficiency Database and will summarize their findings annually in a report to the FAA. Although
there is no established format for the report, the associated job aid can be used to highlight areas to be addressed
in the report.

Page 1

AC 120-54A
Appendix 4

6/23/06

Application, Phase I -- AC 120-54A. The purpose of the application is to establish the applicant’s
methodology for developing an AQP for all of its fleets, instructors and evaluators, and for non-fleet specific
curriculum (i.e., indoctrination). The application is submitted once and is updated as information in the application
changes (e.g., a change in the transition schedule, adding new aircraft, initiating flight attendant or dispatcher AQP
programs, etc.). In order to establish the applicant’s intent and approach for developing an AQP, the application should
thoroughly discuss the following topics numbered 1 – 9 in this job aid.
NOTE: An application boilerplate is available from AFS-230.

1

Statement of Intent.

Y N

Comments

Y N

Comments

a. Does the Statement of Intent specify the
applicant’s intent to develop, implement, and
operate an AQP?
b. Does the Statement of Intent address all
fleets?
c. Does the Statement of Intent address how and
to what extent the AQP will be operated and
maintained?
d. Does the Statement of Intent address how
CRM will be integrated and measured?
e. Does the Statement of Intent include the use
of the single visit exemption or that single visit
will not be used?

2

The Applicant’s Staff Organization.
a. AQP Coordination: Is a person identified that
will be the focal point for the applicant’s AQP
development and contact with the FAA?
b. Subject Matter Expertise (SME): Are current
and qualified individuals identified by name or
position, who have varying levels of expertise
that fairly represent the population of
professionals the AQP will address?
c. Document and Curriculum Development: Are
individual(s) identified by name or position,
who interface with the AQP coordinator and the
SMEs to develop the requisite AQP process,
curriculum, and instructor/evaluator documents?
d. Document Management: Is an individual
identified, who ensures AQP document control
and congruence with FAA approvals?
e. Computer Specialist/Database Management:
Is an individual identified who will develop and
manage the performance/proficiency data
acquisition and analysis system?
f. In addition, will the computer
specialist/database manager be used for other
computer-related issues related to the facilitation
of an AQP, such as electronic document review?

Page 2

6/23/06

3

AC 120-54A
Appendix 4

Data Collection, Submission and
Analysis Reporting

Y N

Comments

Y N

Comments

a. Does the applicant acknowledge their
understanding and acceptance of the AQP
performance data requirements by stating the
intended purpose for the collection, management,
analysis, and reporting of AQP
training/evaluation data for each curriculum?
b. Does the applicant defer to the I&O plan for
describing the process and methodology for
AQP data collection and analysis?
c. Does the applicant acknowledge that an
electronic data management system will be
developed prior to entering phase III of any
AQP curriculum?
d. Does the applicant acknowledge the
requirement for collecting SVTP data?
e. Does the applicant acknowledge that
requirement for submitting de-identified data to
the FAA no later than 2 months after collecting
the data?
f. Does the applicant acknowledge the
requirement of a more stringent collection and
analysis of the data than that submitted to the
FAA?
g. Does the applicant describe the purpose of
the data analysis and how it will be used?
h. Does the applicant acknowledge the
requirement for submitting an annual AQP
report summarizing their data analysis and any
resulting changes that ensued in their AQP
program?

4

Supporting Documents and Manuals
a. Do the supporting documents and manuals
list each make, model, and series aircraft or
variant?
b. Has the applicant provided the FAA (CHDO)
with the following documents or manuals:
1. A current listing of company and
manufacturers manuals that governs
company operations?
2. General descriptive summary of each
aircraft type, including aircraft configuration
and the performance baseline?
3. Flight Operations Manual (FOM)?
4. General Operations Manual (GOM)?
5. Manufacturer’s Aircraft Flight Manual
(AFM)?
6. Master Equipment List (MEL/CDL)?

Page 3

AC 120-54A
Appendix 4

6/23/06

Y N

Comments

Y N

Comments

Y N

Comments

Y N

Comments

c. Does the applicant have available the training
and qualification recommendations in the Flight
Standards Board reports?

5

Operating Environment Description
a. Does the applicant describe the operating
environment, including the general
meteorological and geographic factors expected
to be encountered during operations?
b. Does this description include the weather
norms and extremes expected to be encountered
in operations?
c. Does this description include normal,
abnormal, and emergency equipment operation
in geographic areas that require special
procedures (e.g., engine failures in mountainous
terrain)?
d. Does this description include terminal and en
route operating areas such as controlled and
uncontrolled airfields?

6

Trainee Demographics
a. Does the applicant provide a general
summary of trainee experience and entry level
by aircraft make, model, series or variant?
b. Does the applicant identify entry
requirements for ground and flight instructors
and evaluators?
c. Does the applicant group students in terms of
previous experience (e.g. with high, low, and
mean experience included)?
d. Does the applicant identify the current and
anticipated need for replacement crewmembers
by duty position? This information is necessary
to determine priority on curriculum
development?

7

Training Equipment – Description
and Location
a. Does the applicant identify the training
equipment to be used, its location, and identify
the organization (vendor or applicant)
responsible for its security and maintenance?
b. Does the applicant identify flight simulators
and/or flight-training devices by make, model,
serial number, and/or FAA identification
number assigned by the National Simulator
Program Manager?

Page 4

6/23/06

8

AC 120-54A
Appendix 4
Facilities Description

Y N

Comments

Y N

Comments

a. Does the applicant describe the location,
general type of facility, classrooms, training
aids, course software, and other resources to be
used to support AQP training?

9

Master AQP Transition Schedule
(MATS)
a. Does the MATS include all aircraft, aircrew,
instructors, evaluators, and other personnel that
the applicant intends to transition to AQP?
b. Is the MATS complete? A partial MATS is
not acceptable.
c. Does the MATS address how currently
qualified personnel may transition between
traditional recurrent training & continuing
qualification curriculums or single visit training?
d. Does the MATS address how personnel who
have completed initial, transition or upgrade
curricula may enter a continuing qualification
curriculum?
e. Does the MATS address personnel who have
completed a traditional basic indoctrination
curriculum, but have not completed an initial,
transition or upgrade curriculum?
f. Does the MATS address personnel who are
current instructors or evaluators and how they
may transition to AQP via a differences course?
g. Does the MATS address the incremental
implementation of the curriculums as opposed to
all at once?

A simple spreadsheet, provided by the applicant,
may be helpful to highlight the crew pairing
requirements during the first year of AQP or Single
Visit operations.

Page 5

AC 120-54A
Appendix 4

6/23/06

Job Task Analysis (JTA), Phase II -- AC 120-54A. A JTA is the method or procedure used to reduce a unit of
work to its base components. The JTA provides a detailed, sequential listing of tasks, subtasks, and elements with the
knowledge, skill, and attitude characteristics (KSAs) that clearly define and completely describe the job. An applicant will
provide a JTA for each make, model, and series aircraft (or variant). These may be submitted as individual listings, or a
single-higher level listing with appendices for each aircraft, showing its unique lower-level features. As a complete
document, the JTA has four components: a job task list, a learning analysis (KSA), identified crew positions, and
references.
1

JTA Structure

Y N

Comments

Y N

Comments

a. Does the JTA provide a general introduction
explaining the development of the task listing and the
subsequent task analysis and how it is to be used to
form the basis for the qualification standards, and the
AQP curriculums upon which they are built?
b. Is the JTA organized using a hierarchical system
with the flight phases at the top level, tasks at the next
level, component subtasks at the next level, elements at
the next level?
c. Is the JTA complete with tasks, subtasks, elements,
and crew positions?
d. Has the applicant completed full development of the
JTA to the element level?
e. In the JTA applicable knowledge, skills, CRM
markers, and (where desired) attitudes are applied at the
element level?

2

Flightcrew Training Requirements
Does the JTA incorporate all knowledge and skill
requirements currently specified in the regulations?

a. Aircraft Systems’ Subjects
Aircraft General
Equipment and Furnishings
Emergency Equipment
Powerplants
Electrical
Pneumatic
Air-conditioning and Pressurization
APU
Hydraulics
Landing Gear and Brakes
Flight Controls
Fuel
Communications Equipment
Flight Instruments
Navigation Equipment
Autoflight
Warning and Detection Systems (to include TCAS,
GPWS, and WX Radar

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6/23/06

AC 120-54A
Appendix 4
Y N

Comments

Y N

Comments

Fire and Overheat Protection
Oxygen
Aircraft Performance & Limitations
MEL/CDL

b. System-Operations Integration Training
Preflight Visual Inspection
Prestart Checklist and Procedures
Powerplant Start
Taxi to include lowest visibility allowed by
OPSPECS
Pre-Takeoff Checks and Procedures
Normal Takeoff
Crosswind Takeoff
Instrument Takeoff (Low Visibility)
Powerplant Failure on Takeoff (at or near V1)
Powerplant Failure After V2
Rejected Takeoff
Area Departure
Cruise Procedures
Holding
Area Arrival
Normal ILS
Engine-out ILS
Autopilot-Coupled ILS
Non-precision Approach
ILS missed Approach
Second Missed Approach
Precision Radar Monitored Approaches/Missed
Circling Approach
No-flap Landing
Crosswind Landing
Landing With Engine Out
Landing From Circling Approach
Rejected Landing
Landing With 50% Power Loss
Approaches to Stalls
Steep Turns
Powerplant Failure
Windshear Training
Mis-Trim Situations
Selected Events - Unusual Attitudes
TCAS and GPWS -Escape
Normal and Abnormal Procedures
Emergency Procedures

Page 7

AC 120-54A
Appendix 4
c. Company Operations Manual Content
Company Policy or Procedures (dispatch and flight
release requirements)
Regulations, Operations Specifications, and
Standards Operating Procedures (SOP)
Weather Requirements (seasonal changes, flight
into various geographic locations and temperaturerelated requirements)
Hazardous Material
Security
Special Operations (special airports, special
approaches and departures)
Emergency crew assigned duties and procedures
Operation of emergency equipment/systems
Operation of ditching/evacuation
equipment/systems
Crew Resource Management (CRM)
Emergency Situation Training – Rapid
Decompression, Fire (Flight/Surface), and smoke
control procedures
Assistance of Persons to Exits during Emergency
Illness, Injury, or Other Abnormal Situations
Involving Passengers or Crew (use of medical kit)
Flight Physiology (i.e., Hypoxia, Respiration, etc.)
Use of Checklist (SOP)
Cockpit Familiarization
Preflight Planning and FMS
In-flight Planning L-Nav, V-Nav, R-Nav, and GPS
Required Navigation Procedures
Navigation Systems Integration
Autoflight and Flight Director Integration
Use of Radar/CRTs
TCAS
GPWS/TAWS
Communication Systems Integration
(ACARS/FMS/CPDLC)
Surface Movement Guidance Systems (SMGS)
Runway Incursion Prevention Strategy
Stabilized Approach Strategy
Precision Radar Monitoring (PRM) Procedures
Land and Hold Short (LAHSO) Procedures
CAT II/III

Page 8

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Y N

Comments

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AC 120-54A
Appendix 4

Qualification Standards (QS), Phase II -- AC 120-54A. The qualification standards document has four
parts, the prologue, a regulatory comparison, the evaluation/remediation methodology, and the specific terminal
proficiency objectives (TPO)/supporting proficiency objectives (SPO) qualification standard.
1. Prologue: This is an introductory section that explains the methodology, format, and terminology of the document.
2. Regulatory Requirements Comparison: The qualification standards document must also include regulatory
comparison information. The comparison must meet the requirement of AQP regulatory guidance, which states that
the AQP program “...must indicate specifically the requirements of 14 CFR parts 61, 63, 65, 121 or 135, as applicable,
that would be replaced by an AQP curriculum.” The comparison should be comprehensive and understandable so that
a reader can discern the scope and appropriateness of the training.
3. Testing/Validation/Evaluation and Remediation Methodology: This section is a detailed plan describing the point in
the curriculum when a test, validation, or evaluation will be applied. It must identify what constitutes a failure and/or
unsatisfactory performance. This section will also describe the remediation strategy to be used to correct unsatisfactory
performance and special tracking provisions.
4. The Qualification Standard: The qualification standard is constructed by applying a performance statement,
conditions, and standards to a task or subtask, thereby creating a TPO or an SPO.

1

Qualification Standards Prologue

Y N

Comments

Y N

Comments

a. Does the prologue discuss the methodology
used to develop the qualification standards
document?
b. Does the methodology explain how any
aspect, from curriculum outline to lesson
elements or grade sheet items, is be traceable to
an item in the qualification standard?
c. Does the prologue discuss the format
(structure) that used for the qualifications
standards?
d. Does the prologue define terms used for the
qualification standards?

2

Regulatory Comparison
a. Does the regulatory comparison specify the
requirements of the applicable practical test
standards and part 61, 63, 65, 121, or 135 that
would be replaced by an AQP curriculum and
how they will be addressed?
b. Are departures from those requirements
identified and justified?
c. Are any standards specifications used that
differ from practical test standards
(FAA-S-8081)?

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AC 120-54A
Appendix 4
3

Testing/Validation/Evaluation &
Remediation Methodology
a. Does the applicant describe where to ascertain
how, when, where, and who will assess a
student’s proficiency on each terminal and
supporting objective?
b. Does this section identify the points in the
curriculum where the testing, validation, or
evaluation will be applied?
Systems Validation
Procedures Validation
Maneuvers Validation
LOE
Line Checks
c. Does the applicant clearly define the different
strategies that will be used to test, validate, or
evaluate performance?
First Look
Train To Proficiency
Systems/Knowledge Validation
Procedures Validation
Maneuvers Validation
Line Operational Evaluation
Initial line Check
Line Check
d. Does this section describe how the criticality
and currency ratings translate into testing
strategies for TPOs and SPOs in the continuing
qualification cycle?
e. Does this section describe how a TPO with
several SPOs may be alternatively sampled over
multiple evaluation periods or continuing
qualification cycles? e.g., TPO (non-Precision
Approaches) SPOs (NDB, VOR, BC, etc.)
f. Does the applicant specify and clearly
describe the rating scale that will be used by
instructors/evaluators to score performance?
g. Do the rating scale definitions clearly
discriminate performance levels? Are they
clear?
h. Does the applicant identify what constitutes a
failure and/or unsatisfactory performance for
each validation/evaluation point?
i. Does the applicant specify the strategy for
remedying unsatisfactory performance?
j. Does this remediation strategy detail when and
what may be repeated and whether or not
additional training is warranted?
k. Does the applicant describe the methodology
that will be used to remediate unsuccessful
testing, validation, or evaluation sessions?

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Y N

Comments

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AC 120-54A
Appendix 4
Y N

Comments

Y N

Comments

l. Does the applicant describe the level of
training devices, simulators, or aircraft to be
used to evaluate the proficiency objective at
each point in the curriculum?
m. Does the remediation strategy specify when
no more training will be offered to the individual
and the resulting actions such as “Referred to
Director of Training,” “returned to previous
position,” etc.
n. Does the remediation strategy describe the
criteria for placing an individual on special
tracking?
o. Does the remediation strategy describe the
strategy that will be used for an individual on
special tracking?
p. Does the remediation strategy describe what
must take place for an individual to be removed
from special tracking?

4

Qualification Standards
a. Does each individual qualification standard
contain the following:
A header identifying the airline and the
document?
Page revision control dates and revision
numbers?
Consecutive page numbers?
Phase of Operations: Number and title from
task listing?
Qualification Standard Title: Either TPOs or
SPOs?
Task or Subtask: Number and title from task
listing?
Crew duty positions?
Criticality/Currency Rating: From the task
factors analysis?
Curriculum: This field identifies the
curriculum(s) in which the task will be
trained and evaluated.
Evaluation Strategy: The evaluation point
for this particular qualification standard:
e.g., train to proficiency, procedures
validation, maneuvers validation, LOE, or
line check?
Media: The specific media in which training
and/or evaluation will be conducted. For
qualification, the media is the lowest media
used for final evaluation. For continuing
qualification, the media is the range of
media used for training.

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Appendix 4

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Y N
Performance Statement: An expanded
statement of expected behavior, which,
when executed, will complete the work
required for a specific portion of a job?
Conditions operational and environmental?
Are the specific conditions to be used for
the qualification curriculum specified?
Contingencies. Are the specific
contingencies to be used for the
qualification curriculum specified?
Maneuver Standards: Are they specific and
do they correspond to the standards listed in
the practical test standards?
Procedural Standards: They may be specific
or general. If they are specific, do they
correspond to the standards listed in the
manuals listed in the reference block? If
general, do they reference information in a
document or manual to chapter or section
(page numbers are not required)?
References: Identify the primary references
from which performance statements and
associated standards were derived. Cite
documents by title and where applicable,
chapter or section. Page numbers are not
required.
Are there any operations specifications
requirements other than those listed above?

Page 12

Comments

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AC 120-54A
Appendix 4

The Instructional Systems Development Methodology document describes the approach to be used by applicant airlines
to develop and maintain all Advanced Qualification Program (AQP) curriculums. This document is divided into two
sections. The first section, Development Procedures, describes the applicant’s approach for using the Job Task
Analyses and Qualification Standards as baseline documents to construct their general training curriculums across all
AQP courses. The second section, Line Operational Simulation Methodology, describes the approach for developing
line operational simulation (LOS) scenarios.

1

Development Procedures

Y N

Comments

Y N

Comments

a. Is the procedure for allocating TPOs and
SPOs to lessons, selecting media and methods,
and developing the curriculums described?
b. Does the applicant describe how enabling
objectives (EO) are developed to support their
higher level objectives?
c. Does the applicant describe how learning and
evaluation activities are developed to support
these objectives?
d. Does the applicant describe how instructional
media and methods to are assigned to
objectives?
e. Does the applicant describe how objectives
are clustered and sequenced into lessons,
modules, segments, and curriculums?
f. Does the applicant describe how an audit trail
will be maintained to link proficiency
objectives, lesson activities/content, and test
items?

2

Line Operational Simulation (LOS)
Methodology
a. Does the applicant describe how the typical
scenario is constructed?
b. Does the applicant describe how each event
set relates to a phase of operation?
c. Does the applicant describe how each event
set consists of a series of proficiency objectives
that include both technical and CRM activities?
d. Does the applicant describe the use of event
conditions, triggers, and distracters, as well as
supporting events?
e. Does the applicant identify possible sources of
incidents that will elicit the behavior required by
the proficiency objectives selected for the
scenario?
f. Does the applicant define the basic success
criteria for the LOS, and each event set within
it?
g. Does the applicant describe the scenario
development process?
Drafting - who will do the work?
Use of gradesheets?
Testing - who will be involved?

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Training instructors/evaluators to administer
LOS scenario?
The curriculum outline is a listing of course content. It should be arranged from curriculum into segments, segments
into modules, modules into lessons, and lessons into elements. Each part of the curriculum outline must clearly
indicate the subject matter to be taught and correspond directly to the hierarchical system of the task analysis. A
curriculum outline provides the basis for the curriculum footprint, which is a high level graphical overview of the
curriculum content depicting the training and evaluation activities and the proposed hours for each day of the
curriculum.

1

Curriculum Outline
a. Does the certificate holder have
indoctrination, qualification, and continuing
qualification curriculums for each duty position
in each make, model, and series/variant aircraft?
b. Does the certificate holder have separate
indoctrination, qualification, and continuing
qualification curriculums for the instructors and
evaluators?
c. Does the certificate holder have any special
curriculums (transition, upgrade, requalification
or refresher)?
d. Is each curriculum constructed in the
following order: curriculum, segment, module,
lesson, and lesson element?
e. Does the curriculum outline provide a level
of detail that will allow the AQP applicant to
make changes to the syllabus without submitting
a new document for each syllabus change?
f. Does the curriculum outline include:
Operator’s Name?
Type of Aircraft?
Duty Position(s)?
Title of curriculum and/or curriculum
segment?
A listing of numbered (coded) objectives
organized into lessons, modules, and
segments?
An outline of each training module within
each curriculum segment?

The checking and qualification modules of
the qualification curriculum segment used to
determine successful course completion,
including any regulation qualification
requirements for crewmembers to serve in
part 121 or part 135 operations (such as
initial operating experience, line checks,
operating familiarization)?
g. Does the curriculum outline indicate that it is
part of the revision control system by page
format?

Page 14

Y N

Comments

Numbers (codes) must allow AFS-230 to track
objectives back to qualification standards and Job
Task Analysis
Each module should contain sufficient detail to
ensure that the main features of the principal
elements or events will be addressed during
instruction.

6/23/06

AC 120-54A
Appendix 4
h. Do the curriculum outlines provide a
hierarchical link (proficiency objectives)
between the qualification standards and a
curriculum?

Y N

Comments

Y N

Comments

i. Does each part of the curriculum outline
clearly indicate the subject matter to be taught
and correspond directly to the hierarchical
numbering system of the task analysis?

2

Curriculum Footprint
a. Does the curriculum footprint describe the
training and evaluation activities conducted
each day of the curriculum?
b. Does the curriculum footprint include the
planned hours?

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Appendix 4

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Implementation and Operations Plan (I&O Plan). This document is a milestone schedule detailing the
transition to an AQP for crewmembers, dispatchers, instructors, evaluators, and other operations personnel and a
blueprint describing provisions for maintenance, administration, data management, and continuing quality control of
curriculums. The I&O Plan can be sectioned into two parts. The first part spells out how the operator proposes to
implement the AQP. Included in this proposal is the schedule for the phase III training evaluation to include
instructor/evaluator training and small group tryouts. It should also include provisos for evaluating the effectiveness
of performance measurement tools, and provisions for evaluating facilities, courseware, and equipment before starting
the plans for the small group tryouts. The second part explains how the certificate holder intends to operate the AQP
in phases IV and V. Included in this section are strategies for maintaining the program, crew pairing policy, first-look
administration, and instructor/evaluator requirements. The operations plan should also describe in detail the data
management plan. This plan includes a statement of understanding addressing the collection and analysis of
performance/proficiency data and a description of the performance proficiency database (PPDB), the data
management collection process, and the FAA data submission, analysis, and reporting requirements.

1

Implementation – Phase III

Y N

Comments

Y N

Comments

a. Does this section include schedules for the
implementation of the each of the AQP
curriculums?
b. Do the schedules correlate to the MATS?
c. Do the schedules include dates for training
the instructor/evaluators?
d. Does the instructor/evaluator training include
difference training for those previously qualified
(if applicable)?
e. Does this section include provisions for
evaluating facilities, courseware, and equipment
before starting the phase III training?
f. Does this section describe a plan for
evaluating and observing the instructors and
evaluators during the phase III small group
tryout?
g. Does the instructor/evaluator training include
provisions for evaluating the effectiveness
performance measurements such as the
application of the rating scale, use of grade
sheets and student feedback?
h. Does this section indicate that the applicant
will request no-jeopardy credit for the small
group tryout course graduates in a separate letter
addressed to the FAA Manager of Voluntary
Safety Programs and the POI?

2

Operations Phases IV and V – AQP
Maintenance
a. Does this section describe the methodology
for maintaining control of the AQP approval
documents?
b. Does this methodology include a procedure
for providing document copies to the POI and
the FAA Manager of Voluntary Safety Programs
after the receiving the approval stamp from the
POI?

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AC 120-54A
Appendix 4
Y N

Comments

Y N

Comments

Y N

Comments

c. Does this section describe the strategy to be
employed for curriculum maintenance and
update?
d. Does the strategy for curriculum maintenance
and update include plans for acquiring and
measuring data for tracking curricula?
e. Does the strategy for curriculum maintenance
and update identify the person(s) responsible
making changes in the AQP?
f. Does this section describe the strategy for
monitoring and responding to demographic
changes?
g. Does this section describe using training and
evaluation feedback to maintain and improve the
AQP?
h. Does this section describe how student and
instructor feedback will be obtained?
i. Does this section describe any plans to
upgrade training equipment?

3

Operations Phases IV and V – FirstLook Maneuvers Administration
a. Does the applicant define first-look
maneuvers, their purpose, and the strategy that
will be used to administer them?
b. Does this strategy indicate who will
administer the first-look maneuvers and at what
point in the curriculum?
c. Does this strategy state that first-look will not
be briefed prior to the first execution of these
items?
d. Does this section describe how first-look
maneuvers are selected?
e. Does this section describe how the first-look
maneuvers would be updated?
f. Does the applicant describe how first-look
maneuvers will be analyzed to determine trends
of degraded proficiency?

4

Operations Phases IV and V –
LOFT/LOE Crew Scheduling and
Pairing Policy
a. Does this section describe the circumstances
that would require a seat substitute?
b. Does this section describe the decision rules
that would apply in obtaining a seat substitute?
c. Does the decision rules that would apply in
obtaining a seat substitute ensure that in all
cases, the seat substitute must be task familiar
with the duty position?

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Appendix 4

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Y N

Comments

Y N

Comments

Y N

Comments

d. Does this section describe at what point in
the curriculum that a seat substitute would be
used?
e. Does the applicant acknowledge that all
occurrences of seat position substitution
including the qualification of the seat substitute
must be reported?

5

Operations Phases IV and V –
Instructor/Evaluator Requirements
a. Does the applicant identify by title each
instructor or evaluator position?
b. Does the applicant describe the job
function(s) that each instructor or evaluator is
authorized to perform?

6

Data Plan
a. Does the data plan have a prologue that
establishes the intended purpose and methods for
the collection, management, analysis, and
reporting of AQP training/evaluation data for
each curriculum?
b. Does the prologue specify how the data plan
will be maintained and updated?
c. Does the prologue acknowledge the airline’s
responsibility to collect and analyze more data
than is required to be submitted to the FAA in
order to adequately identify performance trends
and make changes to factors that impact the
crewmember performance?
d. Does the data plan address the methods (e.g.,
gradesheets, computer-input screens, etc.) used
to collect performance/proficiency data for all
curriculums?
e. Does the data plan address data input quality
control, security, and usability?
f. Does the data plan address data management
as the means and strategy the AQP airline
intends to employ to store, access, and assimilate
the AQP/SVTP performance/proficiency data
that is collected?
g. Does the data plan address the type of
software the data management system employs
(e.g., relational database, spreadsheet etc.), the
organization of the information in the electronic
medium (e.g., database definition, database table
relationships, spreadsheet description, etc.) and a
description of the user interface to this data
management system?

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AC 120-54A
Appendix 4
Y N

Comments

h. Does the data plan address the type of
analysis it will employ to facilitate the AQP
performance information needs of the airline and
the FAA? This discussion of the data analysis
must address how each type of AQP data will be
analyzed.
i. Does the data plan address the FAA data
submission requirements including format and
frequency?
j. Does the data plan address the type of data
format it will employ for the reports, (e.g.,
tabular reports, graphs)?
k. Does the data plan address the frequency of
the reports, both internal and FAA?
l. Does the data plan identify the internal airline
personnel that will receive the reports?
m. Does the data plan include copies of all
forms used for data acquisition and grading?
n. Does the data plan include a database
description of data field types and a graphical
depiction of the Database table relationships?
o. Does the data plan address a quality
assurance strategy for ensuring data integrity?
Does this strategy include instructor and
evaluator grading calibration?

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Appendix 4

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Annual AQP Report – Phases IV & V. AQP requires that each AQP certificate prepare an annual AQP
report for the FAA. This report is based on the certificate holder’s analysis of the data that is collected during training
and at strategic points (validation/evaluation gates) in each curriculum and maintained in the proficiency/performance
database (PPDB). AQP requires data collection and analysis in order to establish and maintain quality control of
curricula for crewmembers, instructors, and evaluators. The annual AQP report should summarize the lessons learned
and adjustments made to the curriculum(s) during the reporting period. The report should also include projected or
proposed changes to the curriculum(s) based on the certificate holder’s current analysis. The actual adjustments made
to the AQP are reflected in revisions to the approved AQP documents. The report should be submitted to the FAA no
later than 60 days past the end of the report period. The reporting period is usually based on the approval date for a
particular curriculum in either phase IV or V. During AQP development, particularly for multiple fleet operators, with
different approval dates for multiple curriculums, the reporting period may be modifiable as agreed upon by the FAA
and the certificate holder. Copies of the report should be distributed the principal operations inspector (POI) and
AFS-230 at least 2 weeks prior to the annual AQP review meeting.

Annual AQP Report
a. Is there a prologue or introduction to the
report that addresses how each type of AQP data
was analyzed? This prologue should
corroborate the information in the I&O Plan.
b. Does the report discuss data reliability and
consistency?
c. Does the report summarize the internal
quality assurance reports as addressed in the
I&O Plan?
d. Does the report validate the effectiveness of
the AQP with supporting evidence of successful
training and evaluation?
e. Is the report supported by the FAA analysis
of the submitted data?
f. Does the report identify any trends, problem
areas, and potential deficiencies that could result
in decreased proficiency?
g. Does the report include a description of
corrective measures taken and any resulting
changes to curriculums?
h. Does the report include any projected
corrective measures to be taken and provide
rationale for these changes?
i. Does the report indicate a need for changes to
the AQP maintenance strategy as described in
the I&O Plan?
j. Does the report indicate a need for changes to
the certificate holders data plan as described in
the I&O Plan?
k. Does the report provide an analytical
comparison of data between equivalent periods
in preceding years?
l. Does the report identify any future
operational changes that will affect the AQP
(operational changes or trainee demographics)?

Page 20

Y N

Comments

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AC 120-54A
Appendix 4
Y N

Comments

m. Does the report analyze training and
evaluation feedback as part of the collected data
to determine the effectiveness of the training
program?
n. Does the report analyze on-time completion
rates for training curriculums and initial
operating experience?
o. Does the report analyze special tracking
rates?
p. Does the report analyze instructor/evaluator
(I/E) rater reliability training results?
q. Does the report analyze instructor comments
as part of the collected data to determine the
effectiveness of the training program?
r. Does the report analyze first look data?
s. Does the report analyze maneuvers data?
t. Does the report analyze LOE data by
technical topics, and CRM elements?
u. Does the report analyze Line check data
(exclusive of initial OE)?
v. Does the report address progress towards
phases III, IV, & V in other fleets (as
applicable)?
w. Does the report address seat substitution
rates?
x. Does the report address recordkeeping?
y. Does the report address adherence to the
I&O Plan?
z. Does the report address the validity and
usefulness of the qualification standards?
aa. Does the report address internal audit or
FAA surveillance findings?
bb. Does the report address related safety
programs (i.e., FOQA/ASAP)?

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AC 120-54A
Appendix 5

APPENDIX 5.
ADVANCED QUALIFICATION PROGRAM QUALIFICATION
STANDARDS DOCUMENTATION
This is the section of the Job Task Analysis that serves as the foundation document for the
sample qualification standards that follow. Task 6.1 serves as the basis for the terminal
proficiency objective (TPO)-level qualification standard while subtasks 6.1.1 and 6.1.2 serve as
the foundation for the supporting proficiency objective (SPO)-level qualification standards.

Generic Airlines Inc

Operations Manual

Volume 9

Chapter 3: Qualification Standards, B-767 Flightcrew
Rev. # Original

Dated 06/15/05

6. Approach Operations and Landing
6.1 Perform an Instrument Approach*
6.1.1 Perform a 2 Engine Precision Approach Cat I ILS and Landing*
6.1.2 Perform a 1 Engine Inoperative Cat I ILS Approach*
6.1.2 Perform Cat II ILS
6.1.3 Perform Cat IIIb ILS
6.1.4 Perform Coupled Autopilot Approach and Autoland Procedures
6.1.5 Perform Non-Precision Approach Procedures (VOR, NDB, LOC, LOC/BC, LDA, SDF,
ASR, RNav/FMS, GPS)
6.1.6 Perform an IMC One Engine Inoperative Missed Approach
6.2 Visual Approach
6.3.1 Perform Visual Approach and Landing
6.3.2 Perform Visual Approach and Rejected landing
* Used as an example.

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AC 120-54A
Appendix 5
Generic Airlines Inc

6/23/06

Operations Manual

Volume 9

Chapter 3: Qualification Standards, B-767 Flightcrew
Dated 06/15/05

Rev. # Original
Task: 6.1 Perform An Instrument Approach
Duty Position: All
Criticality: Yes

Currency: Yes

Curricula: Qualification and Continuing Qualification
Performance Statement:
All instrument approach procedures will be conducted in accordance with the applicable profiles as outlined
in Volume 6 of the Operations Manual (B-767 Flight Standards). During all instrument approaches, the PF will
configure the airplane so as to be stabilized on the approach by 500 feet below the FAF. The PNF will continuously
monitor the approach and make the required instrument approach altitude calls and deviation calls based on the
parameters defined in Volume 6 Chapter 3, of the Operations Manual.
Conditions:
IMC
* lowest approach minimums
Turbulence
* light
Strong Cross Winds Present * 15K
Icing Conditions Present
* light rime

Contingencies:
Flight Director Inop
FMS Inop
Autopilot Inoperative *
Windshear
Loss of ATC Communication

Engine Failure Inside of
the FAF
Loss of Flight
/Navigation Instrument

Standards:
During all instrument approaches, the PF achieves and maintains a stable airspeed, descent rate, vertical
flight path, and configuration by 500 feet below the FAF. Between 1000 feet and 500 feet above DH or
MDA, only minimum deviations from the standards below occur, and are corrected with the proper calls and
responses as defined in Volume 6 of the Operations Manual. Below 500 above DH or MDA in IMC conditions, with
any deviations greater than these standards, the crew calls for and executes a missed approach. The following standards
apply: Prior to the FAF, the PF maintains desired altitude within +/- 100 ft., desired heading within +/- 5 degrees, and
desired airspeed within +/- 10 knots; Inside the FAF or Final Segment, the PF maintains desired Airspeed within +5 or
-0 knots, Localizer or VOR course within 1/2 dot either side, RMI course within +/- 5 degrees, Glideslope within
1/2 dot either side, Sink rate within 1000 fpm, and desired altitude on a non-precision approach within +50/-0 feet. The
crew makes all of the required instrument approach calls and responses as detailed in Volume 6 of the Operations
Manual. Volume 6 of the Operations Manual The crew complies with all ATC instructions and clearances or advises
ATC if unable. The crew complies with the specific instrument approach profile as depicted in Volume 6 of the
Operations Manual. The instrument approach procedure is flown correctly and adjusted as necessary based on
equipment availability or other factors. The crew immediately initiates a missed approach upon arriving at the DH or
MAP if the required visual references are not distinctly visible. The landing checklist is completed in a timely manner
without errors or omissions.
At all times during the approach, the crew uses standard phraseology and procedures to improve situational awareness,
and communicates changes in systems or flight profiles in a clear, timely manner. The crew demonstrates strong
knowledge of, and makes sound judgments concerning instrument approach procedures and policies.

Media: Level C Simulator
Evaluation Strategy: Qualification - Maneuvers Validation/Continuing Qualification - LOE

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AC 120-54A
Appendix 5

Reference:
Volume 6 of the Operations Manual
Airman’s Information Manual Chapter: 1
Airman’s Information Manual Chapter: 5
Jeppesen Airway Manual
* identifies specific condition used during qualification validation/evaluation

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AC 120-54A
Appendix 5
Generic Airlines Inc

6/23/06

Operations Manual

Volume 9

Chapter 3: Qualification Standards, B-767 Flightcrew
Dated 06/15/05

Rev. # Original
Task: 6.1.1 Perform a 2 Engine Precision Approach Cat I ILS
Duty Position: All
Criticality: No

Currency: Yes

Curricula: Qualification and Continuing Qualification
Performance Statement:
The crew will complete the appropriate approach briefing prior to the initial approach fix. Once cleared for the
approach, the PF will configure the airplane prior to the FAF per the Generic Airline B-767 Precision Approach Profile,
so as to be stabilized on the approach by 500 feet below the FAF as outlined in Volume 6 of the Operations Manual.
The PF will call for the configuration changes and the PM will perform each action. The landing checklist will be
completed during the approach prior to landing. The PM will give the required altitude calls in reference to DH as
outlined in Volume 6 of the Operations Manual. When deviations from the standards occur, the PNF will give the
proper correction call outs as defined in Volume 6 of the Operations Manual. With the adequate visual references in
sight, the crew will execute the required calls and responses and transition to a normal landing. If, upon arriving at DH,
neither the approach lights nor runway is in sight, then the PM will call for the missed approach. If upon arriving at
DH and only the approach light system is visible the PF may continue the approach down to 100 feet above touchdown
zone elevation. If at this point the requirements of FAR 91.175 are not visible, the PF will call for the missed approach
and the crew will perform the missed approach procedures. If the runway environment becomes visible prior to 1000
feet above DH, the PM will call the runway in sight and the PF will state “Visual Calls.” The PM will then proceed
with stating the appropriate visual approach calls and the visual approach procedures may be applied
Conditions:
IMC
Strong Cross Winds Present
Icing Conditions Present

Contingencies:
Flight Director Inop
FMS Inop
Autopilot Inoperative

Standards:
For all precision instrument approaches, the PF achieves and maintains a stable airspeed, descent rate, vertical flight
path, and configuration by 500 Below DH. Between 1000 feet and 500 feet above DH, only minimum deviations from
the standards below occur, and are corrected with the proper calls and responses as defined in Chapter 6, Volume 6 of
the Operations Manual). Below 1000 above DH in IMC conditions, with any deviations greater than these standards,
the crew calls for and executes a missed approach. The following standards apply: Prior to the FAF, the PF maintains
desired altitude within +/- 100 ft., desired heading within +/- 5 degrees, and desired airspeed within +/- 10 knots; Inside
the FAF or Final Segment, the PF maintains desired Airspeed within +5 or -0 knots, Localizer course within 1/2 dot
either side, and Glideslope within 1/2 dot either side. The crew makes all of the required instrument approach calls and
responses as detailed in Volume 6 of the Operations Manual. The crew complies with all ATC instructions and
clearances or advises ATC if unable. The crew complies with the Generic Airlines Precision Instrument Approach
Profile as depicted in Volume 6 of the Operations Manual). The instrument approach procedure is flown correctly and
adjusted as necessary based on equipment availability or other factors. The crew immediately initiates a missed
approach upon arriving at the DH if the required visual references are not distinctly visible. The landing checklist is
completed in a timely manner without errors or omissions. The crew demonstrates strong knowledge of, and makes
sound judgements
Media: Level C Simulator
Qualifying Evaluation Event: Maneuvers Validation/Continuing Qualification – Line Check (Sample)

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Appendix 5

Reference:
Volume 6 of the Operations Manual
Airman’s Information Manual Chapter: 1
Airman’s Information Manual Chapter: 5
Jeppesen Airway Manual

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AC 120-54A
Appendix 5
Generic Airlines Inc

6/23/06
Operations Manual

Volume 9

Chapter 3: Qualification Standards, B-767 Flightcrew
Rev. # Original

Dated 06/15/05

6.1.2 Perform One Engine Inoperative Cat I ILS Approach

Duty Position: All
Criticality: Yes

Currency: No

Curricula: Qualification and Continuing Qualification
Performance Statement:
The crew will complete the appropriate approach briefing prior to the initial approach fix. Once cleared for the
approach, the PF will configure the airplane prior to the FAF per the Generic Airline B-767 Precision Approach
Profile, so as to be stabilized on the approach by 500 feet below the FAF as outlined in Volume 6 of the Operations
Manual. The PF will call for the configuration changes and the PM will perform each action. The landing checklist
will be completed during the approach prior to landing. The PM will give the required altitude calls in reference to
DH as outlined in Volume 6 of the Operations Manual. When deviations from the standards occur, the PM will give
the proper correction call outs as defined in Volume 6 of the Operations Manual. With the adequate visual
references in sight, the crew will execute the required calls and responses and transition to a normal landing. If,
upon arriving at DH, neither the approach lights or runway is in sight, then the PM will call for the missed approach.
If upon arriving at DH and only the approach light system is visible the PF may continue the approach down to 100
feet above touchdown zone elevation. If at this point the requirements of FAR 91.175 are not visible, the PF will call
for the missed approach and the crew will perform the missed approach procedures. If the runway environment
becomes visible prior to 1000 feet above DH, the PM will call the runway in sight and the PF will state “Visual
Calls.” The PM will then proceed with stating the appropriate visual approach calls and the visual approach
procedures may be applied
Conditions:
IMC
Strong Cross Winds Present

Contingencies:
Autopilot Inoperative

Standards:
The PF achieves and maintains a stable airspeed, descent rate, vertical flight path, and configuration by 500 Below
DH. Between 1000 feet and 500 feet above DH, only minimum deviations from the standards below occur, and are
corrected with the proper calls and responses as defined in Chapter 6, Volume 6 of the Operations Manual). Below
1000 above DH in IMC conditions, with any deviations greater than these standards, the crew calls for and executes
a missed approach. The following standards apply: Prior to the FAF, the PF maintains desired altitude within +/100 ft., desired heading within +/- 5 degrees, and desired airspeed within +/- 10 knots; Inside the FAF or Final
Segment, the PF maintains desired Airspeed within +5 or -0 knots, Localizer course within 1/2 dot either side, and
Glideslope within 1/2 dot either side. The crew makes all of the required instrument approach calls and responses as
detailed in Volume 6 of the Operations Manual. The crew complies with all ATC instructions and clearances or
advises ATC if unable. The crew complies with the Generic Airlines Precision Instrument Approach Profile as
depicted in Volume 6 of the Operations Manual). The instrument approach procedure is flown correctly and
adjusted as necessary based on equipment availability or other factors. The crew immediately initiates a missed
approach upon arriving at the DH if the required visual references are not distinctly visible. The landing checklist is
completed in a timely manner without errors or omissions. The crew demonstrates strong knowledge of, and makes
sound judgments
Media: Level C Simulator
Qualifying Evaluation Event: Maneuvers Validation/Continuing Qualification: Maneuvers Validation
Reference:
Volume 6 of the Operations Manual
Airman’s Information Manual Chapter: 1
Airman’s Information Manual Chapter: 5
Jeppesen Airway Manual

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AC 120-54A
Appendix 5

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