AMC & GM to Part-FCL — Amendment 3
Annex I to ED Decision 2017/022/R Annex I to ED Decision 2017/022/R ‘AMC/GM to Part-FCL — Amendment 3’ The Annex to ED Decision 2011/016/R is amended as follows: The text of the amendment is arranged to show deleted, new or amended text as shown below: (a) deleted text is struck through; (b) new or amended text is highlighted in grey; and (c) an ellipsis ‘[…]’ indicates that the remaining text is unchanged. 1. AMC1 FCL.625(c) is replaced by the following: AMC1 FCL.625(c) IR — Validity, revalidation and renewal RENEWAL OF INSTRUMENT RATING AT AN APPROVED TRAINING ORGANISATION (ATO): REFRESHER TRAINING (a) The objective of the refresher training at an ATO is to reach the level of proficiency needed to pass the instrument rating proficiency check, as described in Appendix 9, or the instrument rating skill test as described in Appendix 7 to Part-FCL, as applicable. The amount of refresher training needed should be determined by the ATO on a case-by-case basis, taking into account the following factors: (1) the experience of the applicant; (2) the amount of time elapsed since the privileges of the rating were last used; (3) the complexity of the aircraft; (4) whether the applicant has a current rating on another aircraft type or class; and (5) where considered necessary, the performance of the applicant during a simulated proficiency check for the rating in a flight simulation training device (FSTD) or an aircraft of a relevant type or class. The amount of training needed to reach the desired level of competency should increase with the time elapsed since the privileges of the rating were last used. (b) Once the ATO has determined the needs of the applicant, it should develop an individual training programme based on the ATO’s approved course for the rating and focusing on those aspects where the applicant has shown the greatest needs. Theoretical-knowledge instruction should be included, as necessary. The performance of the applicant should be reviewed during the training, and additional instruction should be provided where necessary to reach the standard required for the proficiency check. (c) After successful completion of the training, the ATO should provide a training completion certificate to the applicant, which describes the evaluation of the factors listed under (a) above and the training received, and includes a statement that the training has been successfully completed. The training completion certificate should be presented to the examiner prior to the proficiency check. Following the Annex I to ED Decision 2017/022/R successful renewal of the rating, the training completion certificate and examiner report form should be submitted to the competent authority. (d) Taking into account the factors listed in (a) above, an ATO may also decide that the applicant already possesses the required level of proficiency and that no refresher training is necessary. In such a case, the certificate or other documental evidence referred to in point (c) above should contain a respective statement including sufficient reasoning. 2. New GM1 FCL.725(e) is inserted as follows: GM1 FCL.725(e) Requirements for the issue of class and type ratings The hours gained during the instruction flights for category 1 or 2 flight tests are not considered as flight tests related to development, certification or production. 3. AMC1 FCL.735.A; FCL.735.H; FCL.735.As is amended as follows: AMC1 FCL.735.A; FCL.735.H; FCL.735.As Multi-crew cooperation (MCC) training course MULTI-CREW COOPERATION COURSE (a) Competencye is a combination of knowledge, skills and attitudes required to perform a task to the prescribed standard. (b) The objectives of MCC training are to develop the technical and non-technical components of the knowledge, skills and attitudes required to operate a multi-crew aircraft. (c) Training should comprise both theoretical and practical elements and be designed to achieve the following competencies/training objectives (see Table 1 below):. Table 1 — Competencies/training objectives Competency/objective Performance indicators Knowledge Practical exercises
Communication (a) Know what, how much and (a) Human Factors, TEM and In a commercial air transport who to communicate to; CRM; environment, apply multi-crew procedures, including principles (b) Ensure the recipient is (b) Application of TEM and of TEM and CRM to the ready and able to receive CRM principles to following: the information; training. (a) Pre-flight preparation: (c) Pass messages and information clearly, (1) FMS initialisation; accurately, timely and (2) radio and navigation adequately; equipment preparation; (d) Check if the other person (3) flight documentation; has the correct understanding when (4) Ccomputation of takepassing important off performance data. information; (b) Take-off and climb: (e) Listen actively, patiently and demonstrate
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understanding when (1) before take-off checks; receiving information; (2) normal take-offs; (f) Ask relevant and effective (3) rejected take-offs; questions, and offer suggestions; (4) take-offs with abnormal and emergency (g) Use appropriate body situations included. language, eye contact and tone; (c) Cruise: emergency descent.
(h) Open and receptive to (d) Descent and approach: other people’s view. (1) instrument flight procedures; Leadership and team working (a) Friendly, enthusiastic, motivating and considerate (2) holding; of others; (3) 3D Operations using (b) Use initiative, give direction raw data; and take responsibility (4) 3D Operations using when required; flight director; (c) Open and honest about (5) 3D Operations using thoughts, concerns and autopilot; intentions; (6) one-engine-inoperative (d) Give and receive criticism approach; and praise well, and admit mistakes; (7) 2D Operations and circling; (e) Confidently do and say what is important to him or (8) computation of her; approach and landing data; (f) Demonstrate respect and tolerance towards other (9) all engines go-around; people; (10) go-around with one (g) Involve others in planning engine inoperative; and share activities fairly. (11) wind shear during approach. Situational awareness (a) Be Aaware of what the aircraft and its systems are (e) landing: transition from doing; instrument to visual flight on reaching decision (b) Be Aaware of where the altitude or height or aircraft is and its minimum descent altitude environment; or height; (c) Keep track of time and fuel; (f) after landing and post flight (d) Be Aaware of the condition procedures; of people involved in the (g) selected emergency and operation including abnormal procedures. passengers;
(e) Recognise what is likely to happen, plan and stay ahead of the game;
(f) Develop what-if scenarios and make pre-decisions;
(g) Identify threats to the safety of the aircraft and of the people.
Workload management (a) Be Ccalm, relaxed, careful and not impulsive;
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(b) Prepare, prioritise and schedule tasks effectively; (c) Use time efficiently when carrying out tasks; (d) Offer and accept assistance, delegate when necessary and ask for help early; (e) Review and monitor and cross-check actions conscientiously;
(f) Follow procedures appropriately and consistently; (g) Concentrate on one thing at a time, ensure tasks are completed and does not become distracted; (h) Carry out instructions as directed.
Problem-solving and (a) Identify and verify why decision-making things have gone wrong and do not jump to conclusions or make assumptions; (b) Seek accurate and adequate information from appropriate resources;
(c) Persevere in working through a problem;
(d) Use and agree an appropriate decision making process; (e) Agree essential and desirable criteria and prioritises; (f) Consider as many options as practicable; (g) Make decisions when they need to, reviews and changes if required;
(h) Consider risks but do not take unnecessary risks.
Monitoring and (a) Monitor and cross-checks (a) SOPs; cross-checking all actions; (b) Aircraft systems; (b) Monitor aircraft trajectory (c) Undesired aircraft states. in critical flight phases;
(c) Take appropriate actions in response to deviations from the flight path.
Task sharing (a) Apply SOPs in both PF and (a) PF and PMNF roles;
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pilot monitoring (PMNF) (b) SOPs. roles;
(b) Makes and responds to standard call-outs.
Use of checklists Utilise checklists appropriately (a) SOPs; according to SOPs. (b) Checklist philosophy.
Briefings Prepare and deliver (a) SOPs; appropriate briefings. (b) Interpretation of FMS data and in-flight documentation.
Flight management (a) Maintain a constant (a) Understanding of aircraft awareness of the aircraft performance and automation state; configuration;
(b) Manage automation to (b) Systems; achieve optimum trajectory (c) SOPs; and minimum workload; (d) Interpretation of FMS (c) Take effective recovery data and in-flight actions from automation documentation; anomalies; (e) Minimum terrain (d) Manage aircraft navigation, clearance; terrain clearance; (f) Fuel management IFR and (e) Manage aircraft fuel state VFR regulation. and take appropriate actions.
Programme, manage and FMS use (a) Systems (FMS); monitor FMS in accordance with SOPs. (b) SOPs;
(c) Automation.
Perform and monitor normal Systems normal operations (a) Systems; systems operation in accordance with SOPs. (b) SOPs.
Systems abnormal and (a) Perform and monitor (a) Systems; emergency operations abnormal systems (b) SOPs; operation in accordance with SOPs; (c) Emergency and abnormal procedures and (b) Utilise electronic and paper checklists; abnormal checklists in accordance with SOPs. (d) Recall items.
Environment, weather and (a) Communicate effectively (a) Systems; ATC with ATC; (b) SOPs; (b) Avoid misunderstandings (c) ATC environment and by requesting clarification; phraseology; (c) Adhere to ATC instructions; (d) Procedures for hazardous (d) Construct a mental model weather conditions. of the local ATC and weather environment.
Annex I to ED Decision 2017/022/R CERTIFICATE OF COMPLETION FORM CERTIFICATE OF COMPLETION OF MCC-TRAINING Applicant’s last name(s): First name(s): Type of licence: Number: State: ME/IR: OR ME/IR skill test: Issued on: passed on: Signature of applicant: The satisfactory completion of MCC-Training according to requirements is certified below: TRAINING Multi-crew co-operation training received during period: from: to: at: ATO / operator* Location and date: Signature of head of ATO or authorised instructor*: Type and number of licence and state of issue: Name(s) in capital letters of authorised instructor: * Delete as appropriate 4. New AMC2 FCL.735.A is inserted as follows: AMC2 FCL.735.A Multi-crew cooperation (MCC) training course — aeroplanes ENHANCED MCC TRAINING TO AIRLINE PILOT STANDARDS (APS MCC) COURSE (a) The APS MCC training course should comprise both theoretical and practical elements and should be designed to achieve the training objectives, as set out in Table 1 below. Annex I to ED Decision 2017/022/R Table 1 — Training objectives Training objectives Performance indicators Knowledge Practical exercises
Monitoring and (a) Monitor and cross-check all (a) SOPs; In a commercial air transport
cross-checking actions; environment, apply multi-crew (b) Aeroplane systems; procedures, including principles (b) Monitor aeroplane (c) Undesired aeroplane of TEM and CRM to the trajectory in critical flight states. following: phases;
(a) Pre-flight preparation: (c) Take appropriate actions in
response to deviations (1) FMS initialisation;
from the flight path. (2) radio and navigation
equipment preparation; Task sharing (a) Apply SOPs in both PF and (a) PF and PM roles;
PM roles; (3) flight documentation; (b) SOPs.
(b) Make and respond to (4) computation of take-off
standard call-outs. performance data.
(b) Take-off and climb: Use of checklists Utilise checklists appropriately (a) SOPs; according to SOPs. (1) before take-off checks; (b) Checklist philosophy. (2) normal take-offs;
Briefings Prepare and deliver (a) SOPs; (3) rejected take-offs; appropriate briefings. (b) Interpretation of FMS (4) take-offs with abnormal data and in-flight and emergency documentation. situations included.
(c) Cruise: emergency descent. Flight management (a) Maintain a constant (a) Understanding of
awareness of the aeroplane aeroplane performance (d) Descent and approach: automation state; and configuration; (1) instrument flight (b) Manage automation to (b) Systems; procedures; achieve optimum trajectory (c) SOPs; (2) holding; and minimum workload;
(d) Interpretation of FMS (c) Take effective recovery (3) 3D Operations using data and in-flight raw data; actions from automation documentation; anomalies; (4) 3D Operations using (e) Minimum terrain flight director; (d) Manage aeroplane clearance; navigation, terrain (5) 3D Operations using clearance; (f) Fuel management IFR and autopilot; VFR regulation. (e) Manage aeroplane fuel (6) one-engine-inoperative state and take appropriate approach; actions. (7) 2D Operations and
FMS use Programme, manage and (a) Systems (FMS); circling;
monitor FMS in accordance (b) SOPs; (8) computation of with SOPs. approach and landing (c) Automation. data;
(9) all engines go-around; Systems normal operations Perform and monitor normal (a) Systems;
systems operation in (10) go-around with one (b) SOPs. accordance with SOPs. engine inoperative;
(11) wind shear during Systems abnormal and (a) Perform and monitor (a) Systems; approach. emergency operations abnormal systems
operation in accordance
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with SOPs; (b) SOPs; (e) landing: transition from instrument to visual flight (b) Utilise electronic and paper (c) Emergency and abnormal on reaching decision abnormal checklists in procedures and altitude or height or accordance with SOPs. checklists; minimum descent altitude (d) Recall items. or height; (f) after landing and post flight Environment, weather and (a) Communicate effectively (a) Systems; procedures; air traffic control (ATC) with ATC; (b) SOPs; (g) selected emergency and (b) Avoid misunderstandings (c) ATC environment and abnormal procedures. by requesting clarification; phraseology; (c) Adhere to ATC instructions; (d) Procedures for hazardous (d) Construct a mental model weather conditions. of the local ATC and weather environment.
(b) The APS MCC training course should include advanced swept-wing jet aeroplane training and airline operations scenario training to equip a pilot with the knowledge, skills, and attitudes required to commence initial type rating training to the standards generally required by a commercial air transport (CAT) operator certified pursuant to Regulation (EU) No 965/2012 (the ‘Air OPS Regulation’). (c) The APS MCC course should consist of the following: (1) the content of the MCC training course; (2) advanced swept-wing jet aeroplane training; (3) advanced airline operations scenario training; and (4) a final assessment. (d) The flight simulation training device (FSTD) time per crew during practical training should be a minimum of 40 hours, or 35 for an integrated airline transport pilot licence (ATPL) holders, as set out in Table 2 below. Table 2 — Minimum hours Training element Minimum FSTD time per crew MCC TRAINING 20 hours/15 hours ADVANCED SWEPT-WING JET AEROPLANE TRAINING 12 hours ADVANCED AIRLINE OPERATIONS SCENARIO TRAINING 6 hours FINAL ASSESSMENT 2 hours The training elements may be ordered, split and combined, as determined by the approved training organisation (ATO)’s course design. (e) The ATO should provide generic stand-alone or CAT-operator-specific APS MCC training, advanced swept-wing jet aeroplane training and advanced airline operations scenario training. In the case of generic stand-alone training, the ATO should establish appropriate documentation and manuals representative of a CAT operator, such as manuals for aeroplane original-equipment manufacturers Annex I to ED Decision 2017/022/R (OEMs), standard operating procedures (SOPs), flight documentation, as well as reporting and documentation for management systems. FSTDs (f) The practical training in the APS MCC training course should be based on a multi-pilot, multi-engine aeroplane type capable of carrying at least 50 passengers or equivalent mass. The FSTD used should be type-specific and equipped with a visual system that provides at least 180° horizontal and 40° vertical field of view. However, an FNPT II MCC that has a similar visual cueing system to the above or is approved for MCC pursuant to FCL.735.A may also be acceptable provided that the device is representative of the same class of multi-pilot, multi-engine aeroplane specified in this paragraph in terms of passenger load, mass and performance, and equipped with equivalent aeroplane systems and avionics functionality. (g) In the case of advanced swept-wing jet aeroplane practical training, an FSTD representing a swept-wing multi-engine jet aeroplane should be used. INSTRUCTOR QUALIFICATION (h) The minimum qualification level of an instructor to deliver the training course should be an MCCI(A). The ATO should ensure that: (1) all the instructors, before delivering the training course content, have received training on the application of core competencies as well as competency-based training; and (2) before the MCCI(A) delivers the advanced swept-wing jet handling or airline operations scenario training elements, they have satisfactorily completed relevant specific handling, systems and technical instructor training under the supervision of an SFI or TRI with the privilege to instruct for multi-pilot aeroplanes. (i) The final assessment should be completed by an instructor nominated by the head of training (HT) for this purpose. COURSE DESIGN AND CORE COMPETENCIES (j) The course should be designed using instructional systems design (ISD) methodology. (k) Progress should be monitored throughout the course in accordance with the course design. (l) A final progress assessment should be conducted at the end of the practical training. PROGRESS ASSESSMENTS AND COURSE COMPLETION CERTIFICATE (m) Practical training and progress assessments should be conducted to ensure that the student pilot has demonstrated the required level of competency (see Tables 1, 2, 3, 4 and 5 of this AMC). (n) During progress assessments, the student’s knowledge, skills and attitudes in both pilot flying and pilot monitoring roles should be assessed; those assessments should be integrated into the training sessions. (o) All assessments should be graded. An example of a grading system for the APS MCC is provided in GM3 FCL.735.A. (p) For the final assessment, the minimum standard for each competency should be at least ‘satisfactory’. ‘Satisfactory’ is defined as demonstrating 75 % or greater of the relevant performance indicators/observable behaviours set out in the table of GM3 FCL.735.A. Annex I to ED Decision 2017/022/R (q) A student pilot who has reached a satisfactory or higher standard at the final assessment of the practical training should be awarded the APS MCC course completion certificate pursuant to AMC2 FCL.735.A. (r) Alternatively, a student pilot who completes the APS MCC course but does not achieve the APS MCC standard should be awarded the MCC course completion certificate pursuant to AMC1 FCL.735.A; FCL.735.H; FCL.735.As. APS MCC TRAINING COURSE CONTENT AND PERFORMANCE INDICATORS (s) The elements of AMC1 FCL.735.A(c) should be enhanced as a result of the additional training in an airline context. (t) CRM training should be provided to an APS MCC standard. Table 3 — APS MCC CRM TRAINING CONTENT AND PERFORMANCE INDICATORS Training Performance indicators Knowledge Practical exercises
CRM training (a) Display competency in the Understand the CRM concepts Integrate CRM into all relevant CRM-related set out in ORO.FC.115 of practical exercises of the APS behaviours. Annex III (Part-ORO) to the Air MCC. OPS Regulation. (b) Successfully complete the final progress check.
(1) The ATO should ensure that the student pilot understands how multi-crew coordination as well as the content and intent of CRM in ORO.FC.115 is applied in an airline context. (2) In order to impart maximum learning to the student pilot, the ATO should ensure the following: (i) CRM is integrated into all practical exercises of the APS MCC; and (ii) Threat-and-error management (TEM) is central to the course instruction; the concepts of threat anticipation, threat recognition, recovery to safe flight, error management, and consequent avoidance of undesired aeroplanes states is emphasised at all times. Table 4 — ADVANCED APS MCC FLYING TRAINING COURSE CONTENT AND PERFORMANCE INDICATORS Training Performance indicators Knowledge Practical exercises
Advanced swept-wing flying (a) Understand and apply Elements and components (a) Take-off, approach, landing, training combinations of thrust and of jet orientation: go-around. attitude that ensure a (b) Flight deck management stable, safe flight in (a) glass cockpit displays; practices. various aeroplane (b) propulsion; configurations and (c) Complex problem-solving altitudes. (c) aerodynamics; techniques. (b) Manage the (much) wider (d) flight controls; (d) Advanced handling. range of speed and thrust (e) performance; (e) Manual handling skills (no at both low level and high autopilot, no auto thrust, and level. (f) jet flight planning; where possible, no flight (c) Demonstrate good (g) weight and balance; director). judgement and correct use (h) basic jet flying; (f) Flight at different speeds, of lift and drag devices including slow flight and during various phases of (i) pilot techniques for jet
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the flight. flying, advanced- altitudes within the normal handling-skills flight envelope. (d) Use displays along with all development; available aids to stay (g) Steep turns. mentally ahead when (j) flight path (h) Aeroplane stability and stall piloting all profiles. management; awareness. (e) Understand and recognise (k) auto flight; (i) Upset prevention techniques the precursors of (l) high-altitude and approach-to-stall high-energy approaches. operations; recovery events (appropriate (f) Know angle-of-attack to FSTD limitations and (m) introduction into (AoA) versus attitude capabilities). prevention and indications at low level as recovery of upsets. (j) High-energy approach well as at high level. prevention. (g) Practice upset prevention (k) Go-around management of as a priority, and clearly approach and landing recognise when and how configurations. recovery is necessary, by using the required pilot skills to mitigate loss of control in-flight (LOC-I) events.
(a) CHECK-IN PROCEDURES. Advanced airline operations (a) Execute pre-flight (a) Knowledge of systems scenario training preparation in accordance as set out in this AMC. (b) PRE-FLIGHT PREPARATION: with airline or OEM SOPs. (1) weather analysis; (b) SOPs. (b) Conduct an effective crew (2) flight planning; (c) Normal-and nonbriefing, including cabin (3) fuel planning; normal operations’ crew managers (CCMs). checklists and (4) configuration deviation (c) Display good airmanship procedures. list (CDL), dispatch and TEM skills in assessing deviation procedures aeroplane serviceability, guide (DDPG), and weather planning, fuel minimum equipment list planning, and destination (MEL) analysis; and facilities. (5) cabin crew briefing.
(d) Conduct cockpit (c) NORMAL PROCEDURES: preparation and briefings cockpit preparation, pushback, in an effective and engine starting, taxiing, takeaccurate manner. off, climb, cruising, descent, (e) Manage and execute landing, shutdown, and engine start, taxi-out and disembarkation procedures.
pre-take-off checks safely (d) ON TIME PERFORMANCE: and in accordance with (1) weather analysis; airline or OEM SOPs. (2) flight planning; and (f) Manage and execute (3) fuel planning. runway line-up, take-off, (e) NON-NORMAL PROCEDURES: climb, cruising, descent, approach, landing and (1) as per (c) above, in case of taxi-in safely and in a technical or operational accordance with airline or non-normal event;
OEM SOPs. (2) TEM;
(g) During non-normal (3) diversion decision-making;
operations, display good (4) communication; system knowledge, and apply (5) diversion; non- normal procedures, (6) fuel SA; and communications, TEM, situational awareness (SA), (7) passenger and crew care. decision-making and aeroplane handling.
Annex I to ED Decision 2017/022/R Table 5 — ADVANCED APS MCC AIRLINE TRAINING CONTENT AND PERFORMANCE INDICATORS Training Performance Indicators Knowledge Practical Exercises
Airline-oriented training (a) Understand the roles of Appropriate elements of the The exercise should provide airline departments. applicable Regulation the student pilot with a (Regulation (EU) No practical understanding of (b) Understand the challenges 1178/2012 (the ‘Aircrew airline operations. This may be faced by airline Regulation’) and the Air OPS achieved through a visit to an departments. Regulation). airline or alternative means. (c) Understand the relationships between airline departments. (d) Understand airline responsibilities. (e) Understand a pilot’s responsibilities as a crew member.
CERTIFICATE OF COMPLETION FORM CERTIFICATE OF COMPLETION OF APS MCC-TRAINING Applicant’s last name(s): First name(s): Type of licence: Number: State: ME/IR: OR ME/IR skill test: Issued on: passed on: Signature of applicant: The satisfactory completion of APS MCC training according to requirements is certified below: TRAINING Multi-crew cooperation training to airline pilot standards received during period: from: to: at: ATO/operator* Location and date: Signature of head of ATO or authorised instructor* : Type and number of licence and state of issue: Name(s) in capital letters of authorised instructor: * Delete as appropriate Annex I to ED Decision 2017/022/R 5. New GM1 FCL.735.A is inserted as follows: GM1 FCL.735.A Multi-crew cooperation (MCC) training course — aeroplanes ENHANCED MCC TRAINING TO AIRLINE PILOT STANDARDS (APS MCC) COURSE (a) The ATO should be responsible for the initial course design based on the instructional systems design (ISD) methodology, as well as for the integral evaluation and further development of the course. (b) Technical-knowledge instruction To maximise the benefit during the training in a flight simulation training device (FSTD), it is essential that the student pilot understands the aeroplane systems. Consequently, the approved training organisation (ATO) should provide sufficient systems training to ensure that student pilots are capable of effective situational awareness (SA) of the aeroplane systems when following normal and non-normal procedures and completing the related checklists. The standard of technical-knowledge training should be limited to this goal unless the course is part of a combined APS MCC/type rating course. ATOs providing APS MCC training in a combined APS MCC/type rating course may provide systems training up to type rating standard. Aeroplane systems training may be delivered by any means provided that the training ensures knowledge transfer to a standard within the scope of the ATO’s APS MCC training course approval. This training may be delivered either through distance learning or instructor-led classroom instruction or a combination thereof. If distance learning is utilised as an element of the course, it should be supplemented by instructor-led training. Aeroplane systems knowledge at the required level should be confirmed by an assessment determined by the ATO’s course design. (c) Advanced swept-wing jet flying training (see Table 4 of AMC2 FCL.735.A) The student pilot should develop a flight path management competency, including energy management, as pilot flying (PF), and associated active monitoring skills as pilot monitoring (PM). Aeroplane and airline procedures used during this training should develop the student pilot’s understanding of the aeroplane flight envelope and inertia, as well as of the relationship between thrust and attitude. This phase should include an introduction to prevention and recovery of upsets, which builds confidence, skill, and resilience. (d) Advanced airline operations scenario training (see Table 4 of AMC2 FCL.735.A) (1) The student pilot should be trained to apply the core competencies to conduct a safe and efficient operation in realistic airline operations scenarios. (2) The airline-representative scenarios should include normal and non-normal situations. (3) Operations should be run in real time according to a typical schedule. (4) The scenarios should be constructed in an airline context in order to emphasise the following: (i) threat-and-error management (TEM); (ii) crew resource management (CRM); (iii) flight path management, including energy management; and (iv) interaction with internal and external stakeholders in the resolution of scenarios. Annex I to ED Decision 2017/022/R (e) Airline-oriented training (see Table 5 of AMC2 FCL.735.A) The training should provide an understanding of the regulatory framework that an airline must operate in. The student pilot should understand the context and operational environment that applies to airline employees. Subjects should include but are not limited to the following: (1) regulation of operations and aircrew; (2) safety management systems (SMSs) with emphasis on the pilot’s reporting obligations and ‘just culture’; (3) fatigue management and fatigue risk management system (FRMS) with emphasis on the airline’s and pilot’s obligations; (4) flight time limitations (FTLs), including crew scheduling and crew control functions; (5) flight operations planning and flight watch reporting systems; (6) airline maintenance department and interaction with flight operations; (7) ground operations and interaction with flight operations; and (8) in-flight department and interaction with flight operations. 6. New GM2 FCL.735.A is inserted as follows: GM2 FCL.735.A Multi-crew cooperation (MCC) training course — aeroplanes ENHANCED MCC TRAINING TO AIRLINE PILOT STANDARDS (APS MCC) COURSE The approved training organisation (ATO) should ensure that their course design develops the required core competencies through their training and assessment plan based on the competency framework provided in Table 1 below. An ATO may adapt this framework to include additional competencies and/or performance indicators/observable behaviours Table 1 — COMPETENCIES Competency Description Performance indicators/observable behaviours
— Demonstrates the acquisition and retention of required aviation knowledge; — Relates knowledge between subject areas; — Applies knowledge to the operational environment; — Correctly identifies threats and errors in a timely Relates and applies relevant manner; knowledge in the operational
Application of knowledge
environment and in scenario — Uses knowledge to create valid options of managing settings. threats, errors, and undesirable aeroplane states; — Mentally resolves basic-mathematics problems relating to operational situations, both under normal circumstances and under pressure; — Shares knowledge with others openly and constructively, as and when appropriate.
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— Identifies where to find the information; — Follows standard operating procedures (SOPs) unless a higher degree of safety dictates an appropriate Identifies and applies deviation therefrom; appropriate procedures in — Follows all operating instructions in a timely manner; Application of regulations and accordance with published procedures operating instructions and — Correctly operates aeroplane systems and associated pursuant to applicable equipment; regulations. — Monitors the status of aeroplane systems; — Complies with applicable regulations;
— Applies relevant procedural knowledge.
— Ensures that the recipient is ready and able to receive the information;
— Shares appropriate information; — Selects appropriately what, when, how, and with whom to communicate; — Conveys messages clearly, accurately, and concisely;
— Confirms that the recipient correctly understands important information;
Communicates through — Listens actively and demonstrates understanding when Communication appropriate means in normal receiving information; and non-normal situations. — Asks relevant and effective questions; — Communicates in order to resolve deviations identified through monitoring;
— Adheres to standard radiotelephony phraseology and procedures;
— Accurately reads, interprets, drafts, and responds to data link messages in English; — Correctly uses and interprets non-verbal communication.
— Uses appropriate flight management and guidance systems as well as automation, as installed and as appropriate to the conditions;
— Monitors and detects deviations from the desired aeroplane trajectory and takes appropriate action;
Aeroplane flight path management — Controls the aeroplane flight — Manages the flight path to optimise the operational automation path through automation. performance;
— Maintains the desired flight path during flight using automation, whilst managing other tasks and distractions; — Effectively monitors automation, including engagement and automatic-mode transitions.
— Uses appropriate flight management and guidance Aeroplane flight path management — Controls the aeroplane flight systems and automation, as installed and appropriate manual control path through manual flight. to the conditions;
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— Manually controls the aeroplane using only the relationship between aeroplane attitude, speed and thrust, as well as navigation signals or visual information; — Monitors and detects deviations from the desired aeroplane trajectory and takes appropriate action; — Manages the flight path to optimise the operational performance; — Maintains the desired flight path during manual flight, whilst managing other tasks and distractions; — Effectively monitors flight guidance systems, including engagement and automatic-mode transitions.
— Creates an atmosphere of open communication and encourages team participation;
— Displays initiative and gives directions when required; — Admits mistakes and takes responsibility;
— Carries out instructions when directed; Influences others so that — Gives and receives feedback constructively; they contribute to a shared Leadership and teamwork purpose. Collaborates to — Applies effective intervention strategies to resolve accomplish the goals of the deviations identified whilst monitoring; team. — Takes into account cultural differences; — Engages others in planning; — Addresses and resolves conflicts and disagreements in a constructive manner; — Exercises decisive leadership.
— Seeks accurate and appropriate information from appropriate sources; — Identifies and verifies what and why has failed;
— Perseveres with resolving problems whilst prioritising safety; Identifies problem — Uses appropriate and timely decision-making precursors and resolves techniques; Problem-solving and decision-making actual problems, using decision-making techniques, — Sets priorities appropriately; in a timely manner. — Identifies and considers options, as appropriate;
— Monitors, reviews, and adapts decisions, as required; — Identifies, assesses, and manages risks effectively;
— Adapts when faced with situations where no guidance or procedure exists.
— Monitors, identifies, and assesses accurately the Perceives, comprehends, and aeroplane’s state and systems; Situational awareness (SA) and manages information, as well information management as anticipates its effect on — Monitors, identifies, and assesses accurately the the operation. aeroplane’s energy state and anticipated flight path; — Monitors, identifies, and assesses accurately the
Annex I to ED Decision 2017/022/R
general environment as it may affect the operation; — Validates the accuracy of information and checks for gross errors; — Maintains the awareness of the people involved in or affected by the operation as well as their capacity to perform as expected; — Anticipates what could happen, plans, and stays ahead of the situation; — Develops effective contingency plans based upon potential threats; — Recognises and effectively responds to indications of reduced SA.
— Exercises self-control in all situations; — Plans, prioritises, and schedules tasks effectively;
— Manages time efficiently when carrying out tasks; — Offers and gives assistance, delegates when necessary; Maintains available workload capacity through — Seeks and accepts assistance, when necessary;
Workload management
prioritisation and distribution — Monitors, reviews, and cross-checks taken action of tasks, using resources. conscientiously; — Verifies that tasks are completed as expected;
— Manages and recovers from interruptions, distractions, variations, and failures effectively, while performing tasks.
Annex I to ED Decision 2017/022/R 7. New GM3 FCL.735.A is inserted as follows: GM3 FCL.735.A Multi-crew cooperation (MCC) training course — aeroplanes EXAMPLE OF AN ENHANCED MCC TRAINING TO AIRLINE PILOT STANDARDS (APS MCC) GRADING SYSTEM EXAMPLE OF AN APS MCC GRADING SYSTEM Competency Unsatisfactory Satisfactory Good Very Good Exemplary
General The pilot’s The pilot’s The pilot’s The pilot’s The pilot’s description of each performance in this performance in this performance in this performance in this performance in this competency level. competency was competency was competency was competency was competency was unsatisfactory with satisfactory with a effective with a very effective, exemplary with an a negative effect slightly positive significant which significantly outstanding effect on safety. effect on safety. contribution to enhanced safety. on safety. safety. The pilot did not The pilot The pilot regularly The pilot always demonstrate the demonstrated The pilot demonstrated all demonstrated all majority of the most of the consistently of the relevant of the relevant relevant relevant demonstrated performance performance performance performance most of the indicators in this indicators in this indicators. indicators in this relevant competency to a competency to an competency to at performance very good exemplary least a satisfactory indicators in this standard. standard. standard. competency to a good standard.
Notes — Most: 75 % or greater. — Relevant performance indicator: a performance indicator/observable behaviour that is expected to be demonstrated during the assessment.