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. 
AC 120-54A 6/23/06 

Page ii 

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). 
6/23/06 AC 120-54A 

 Page iii 

(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 
AC 120-54A 6/23/06 

Page iv 

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
6/23/06 AC 120-54A 

 Page v 

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 
AC 120-54A 6/23/06 

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Page 

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 
6/23/06 AC 120-54A 

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Page

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 
AC 120-54A 6/23/06 

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Page

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
6/23/06 AC 120-54A 

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Page

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

6/23/06 AC 120-54A 

Par 1-1 Page 1 

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. 
AC 120-54A 6/23/06 

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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. 
6/23/06 AC 120-54A 

Par 1-4 Page 3 

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. 
AC 120-54A 6/23/06 

Page 4 Par 1-4 

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) 
6/23/06 AC 120-54A 

Par 1-5 Page 5 

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. 
AC 120-54A 6/23/06 

Page 6 Par 1-5 

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 
6/23/06 AC 120-54A 

Par 1-5 Page 7 (and 8) 

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 

6/23/06 AC 120-54A 

Par 2-1 Page 9 

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. 
AC 120-54A 6/23/06 

Page 10 Par 2-2 

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

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 

Phase I 

AQP Development 

Single Visit Exemption (optional) 

Joint Airline & FAA AQP Meeting 

Develop/Update AQP Application 

Apply For Single Visit Exemption 

Develop Single Visit Training Plan (SVTP) 

Phase II 

AQP Document Development & 

Implement the SVTP 

Job Task Analysis 

Qualification Standards 

ISD Methodology & Curriculums 

Implementation & Operations Plan 

Phase III

Small Group Tryout 

Train Instructor & Evaluators 

Initiate Performance/Proficiency Data Process

Revise Training Program & AQP Documents

Phase IV 

Initial Operations Begin 

Conduct Initial Training Program Evaluation

Submit Monthly Performance Data 

Revise Training & AQP Documents 

Submit Annual Report

Phase V 

Continuing Operations 

Conduct Initial Training Program Evaluation

Submit Monthly Performance Data 

Revise Training & AQP Documents 

Submit Annual Report 
6/23/06 AC 120-54A 

Par 2-4 Page 11 

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 
AC 120-54A 6/23/06 

Page 12 Par 2-5 

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, 
6/23/06 AC 120-54A 

Par 2-5 Page 13 

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 
AC 120-54A 6/23/06 

Page 14 Par 2-7 

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. 
6/23/06 AC 120-54A 

Par 2-8 Page 15 

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. 
AC 120-54A 6/23/06 

Page 16 Par 2-8 

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 
6/23/06 AC 120-54A 

Par 2-8 Page 17 

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.
AC 120-54A 6/23/06 

Page 18 Par 2-9 

(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. 
6/23/06 AC 120-54A 

Par 2-9 Page 19 

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 

Critical 

(Y/N) 

Currency 

(Y/N) 

Terminal Proficiency Objective/Supporting Proficiency Objective 

1 YES NO Train, validate, or evaluate each evaluation period. 

2 NO NO Train, validate, or evaluate each Continuing Qualification Cycle. 

3 YES YES Sample at first look/MV/LOE and/or line checks each evaluation period. 

4 NO YES Sample at first look/MV/LOE and/or line checks each Continuing 

Qualification Cycle 
AC 120-54A 6/23/06 

Page 20 Par 2-9 

FIGURE 2-3. 

AQP CONTINUING QUALIFICATION CRITICAL/CURRENCY CHART (Continued) 

Training 

Priority 

Critical Current Month Sample 

1 Yes No 12 No 

2 No No 24 No 

3 Yes Yes 12 Yes 

4 No Yes 24 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. 
6/23/06 AC 120-54A 

Par 2-9 Page 21 

(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 
AC 120-54A 6/23/06 

Page 22 Par 2-9 

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: 
6/23/06 AC 120-54A 

Par 2-9 Page 23 

FIGURE 2-4 

RATING SCALE FOR PROCEDURES VALIDATION, FIRST-LOOK, MANEUVERS 

VALIDATION, LOE, OR LINE CHECK 

GRADE CRITERIA

1 Unsatisfactory 

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. 

2 Below Standard 

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. 

3 Standard with Debrief 

Deviations occur from the prescribed qualification standards that 

are recognized and most corrected. Individual or crew 

performance meets expectations. CRM/DRM skills are effective. 

4 Standard 

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. 

5 Excellent 

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. 
AC 120-54A 6/23/06 

Page 24 Par 2-9 

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. 
6/23/06 AC 120-54A 

Par 2-9 Page 25 

(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 
AC 120-54A 6/23/06 

Page 26 Par 2-10 

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 

TPO TPO 

SPO SPO

EO EO 
6/23/06 AC 120-54A 

Par 2-10 Page 27 

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 
AC 120-54A 6/23/06 

Page 28 Par 2-11 

initial justification for alternative curriculum tracks must be validated though subsequent data 

analysis. 

FIGURE 2-6. 

PERFORMANCE DIFFERENCE RATING SCALE

Performance 

Difference 

 Code 

Performance Difference Description 

4 Meets or exceeds the required performance. 

3 Can accomplish tasks with minor errors or omissions. May take longer than expected or allowed. 

2 Cannot accomplish tasks. Does demonstrate basic background skills and knowledge. 

1 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. 
6/23/06 AC 120-54A 

Par 2-11 Page 29 

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: Fuselage 9.1.4.1 

Element: Wings 9.1.4.2 

Element: Flight Controls 9.1.4.4, 9.1.4.5, 9.1.4.6 

Element: Landing Gear 9.1.4.7 

Element: Powerplant 9.1.4.3 

Element: Fuel System 9.1.4.8 

Element: Hydraulic System 9.1.4.9 

Element: 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: Exterior Lighting 9.1.9.1 

Element: Cockpit Lighting 9.1.9.2 

Element: Cabin Signs and Lights 9.1.9.9, 9.1.9.4, 9.1.9.6 

Element: Lighting Power Sources 9.1.9.5 

Element: 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 
AC 120-54A 6/23/06 

Page 30 Par 2-12 

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. 
6/23/06 AC 120-54A 

Par 2-12 Page 31 

(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: 
AC 120-54A 6/23/06 

Page 32 Par 2-12 

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 
6/23/06 AC 120-54A 

Par 2-14 Page 33 

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. 
AC 120-54A 6/23/06 

Page 34 Par 2-17 

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 
6/23/06 AC 120-54A 

Par 2-23 Page 35 

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 
AC 120-54A 6/23/06 

Page 36 Par 2-23 

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. 
6/23/06 AC 120-54A 

Par 2-23 Page 37 

(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).
AC 120-54A 6/23/06 

Page 38 Par 2-23 

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 
6/23/06 AC 120-54A 

Par 3-1 Page 39 

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 
AC 120-54A 6/23/06 

Page 40 Par 3-3 

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 
6/23/06 AC 120-54A 

Par 3-3 Page 41 

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. 
AC 120-54A 6/23/06 

Page 42 Par 3-3 

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. 
6/23/06 AC 120-54A 

Par 3-3 Page 43 

FIGURE 3-1. 

FLIGHT CREWMEMBER AQP TRAINING, VALIDATION, AND EVALUATION

Activity Device Purpose Can it be 

Interrupted? 

Training/ 

Validation or 

Evaluation 

Sequencing of 

Events 

Ground 

Training 

Classroom or 

Computer Based 

Instruction, and 

Training Devices 

Indoctrination and 

Systems Training Yes 

Training 

& 

Validation 

Syllabus 

Maneuvers 

and 

Procedures 

Training 

Flight Training 

Device & 

Simulator 

Aircraft Maneuvers 

and Operational 

Procedures 

Yes 

Training 

& 

Validation 

Isolated Maneuvers 

and Procedures. 

Logical Specific 

Sequencing of 

Events 

Special Purpose 

Operational 

Training 

(SPOT) 

Flight Training 

Device & 

Simulator 

Focuses on CRM 

Skills, Differences 

Tng., Windshear 

Tng., Special 

Qualification 

Yes Training 

Isolated Maneuvers 

and Procedures. 

Logical Specific 

Sequencing of 

Events 

Line Oriented 

Flight 

Training 

(LOFT) 

Flight Training 

Device & 

Simulator 

Crew Oriented 

Training (CRM) in 

Preparation for 

LOE 

 No 

Except To Begin 

Different Scenarios 

Training 

Logical Sequencing 

of Events Within 

Varying Length 

Scenarios 

Line 

Operational 

Evaluation 

(LOE) 

Flight Training 

Device & 

Simulator 

Evaluate the 

training and 

qualifications of the 

crewmembers 

 May Be 

Segmented to 

Condense 

Distances as in 

International 

Scenarios 

Evaluation 

Specific Flight 

Scenario From 

Takeoff to Landing 

Operating 

Experience 

Aircraft 

Consolidation of 

knowledge & skills 

in a operational 

environment 

Yes Experience 

Routine Flight 

Operations 

Initial 

Line 

Check 

Aircraft 

To verify a 

crewmember’s 

ability to 

satisfactorily 

perform duties & 

responsibilities 

No Evaluation 

Routine Flight 

Operations 

CQ Line 

Check 

Aircraft 

To evaluate crew 

proficiency and 

their knowledge, 

skills, and ability to 

operate effectively 

as part of a crew. 

No Evaluation 

Routine Flight 

Operations 

 
AC 120-54A 6/23/06 

Page 44 Par 3-3 

FIGURE 3-2. 

AQP VALIDATION/EVALUATION TABLE

Gate 

Indoctrination 

Curriculum 

Qualification 

Curriculum 

Continuing 

Qualification 

Curriculum 

Evaluation 

Media 

System 

Knowledge 

Validation 

80% or Greater 

corrected to 100%, 

< 80% retest 

80% or Greater 

corrected to 100%, 

< 80% retest 

80% or Greater 

corrected to 100%, 

< 80% retest 

Written, Oral, or 

Electronic 

Testing System 

(ETS) 

Procedures 

Validation 

 

Train to 

Proficiency 

 

As Approved 

Maneuvers 

Validation 

 

2 Repeats of One 

Maneuver, or 

1 Repeat Of Any 2 

Maneuvers* 

Repeats Allowed 

Within Training 

Period 

Approved 

Simulation 

Device 

LOE 

 

Grading By Event Set 

5, 6 Or 7 Event Sets - 

Repeat 1 Event Set 

–8 or more Event Sets 

Repeat - 2 Event Sets ** 

Grading By Event Set 

5, 6 or 7 Event Sets - 

Repeat 1 Event Set 

8 –or more Event Sets 

Repeat - 2 Event Sets ** 

Approved 

Simulation 

Device 

Operating 

Experience 

 

Meets Approved Number 

of Supervised Cycles or 

Hours and 

Recommended for Initial 

Line Check 

 

Aircraft 

(Actual Line 

Operations) 

Line 

Check 

 

If Any Task 

Unsatisfactory, Remedial 

Training Needed, 

Additional Operating 

Experience if Needed, 

and Another Line Check 

as Recommended by the 

Evaluator 

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.
6/23/06 AC 120-54A 

Par 3-3 Page 45 

FIGURE 3-3. 

EXAMPLE OF AQP FLIGHTCREW QUALIFICATION CURRICULUM FOOTPRINT

Day 1 Day 2 Day 3 Day 4 Day 5 

Welcome :30 

Intro :30 

CBT 5:00 

TT 6:00 

CBT 5:00 

Review 1.00 

TT 6.00 

CBT 5:00 

Review 1.00 

TT 6.00 

CBT 5:00 

Performance 1.00

TT 6.00 

Evacuation 3:00

Ditching 3:00 

TT 6:00 

Day Off Day Off 

Day 6 Day 7 Day 8 Day 9 Day 10 

CBT 5:00 

Setup Lect. 1.00 

TT 6.00 

CBT 3:00 

FTD Brief 1.00 

FTD # 1 2.00 

TT 6.00 

CBT 5:00 

Review 1.00 

TT 6.00 

CBT 3:00 

FTD Brief 1.00

FTD # 2 2.00

TT 6.00 

SYSTM VAL 

Testing 1:00 

Flt Ops Brf. 4:00

Debrief :30

TT 6:30

Day Off Day Off 

Day 11 Day 12 Day 13 Day 14 Day 15 

Sys Rev 1:00 

FTD Brief 1.00 

FTD # 4 4.00 

TT 6.00 

FTD Brief 1:30 

FTD # 5 4.00 

Debrief 1:00 

TT 6.30 

FTD Brief 1:30

FTD # 6 4.00 

Debrief 1:00 

TT 6.30 

FTD Brief 1:30

FTD # 7 4.00

Debrief 1:00

TT 6.30 

Proc Val 

FTD Brief 1:30

FTD # 8 4.00

Debrief 1:00

TT 6.30 

Day Off Day Off 

Day 16 Day 17 Day 18 Day 19 Day 20 

Sim Brief 1:30 

Sim # 1 4.00 

Debrief 1:00 

TT 6.30 

Sim Brief 1:30 

Sim # 2 4.00 

Debrief 1:00 

TT 6.30 

Sim Brief 1:30 

Sim # 3 4.00 

Debrief 1:00 

TT 6.30 

Sim Brief 1:30 

Sim # 4 4.00 

Debrief 1:00 

TT 6.30 

MAN VAL 

Sim Brief 1:30 

Sim # 5 4.00 

Debrief 1:00

TT 6.30 

Day Off Day Off

Day 21 Day 22 Day 23 Day 24 Day 25 

Loft Brief 1:30 

Loft # 1/Spot 4.00 

Debrief 1:00 

TT 6.30 

Loft Brief 1:30 

Loft # 2/Spot 4.00 

Debrief 1:00 

TT 6.30 

Loft Brief 1:30

Loft # 3/Spot 4.00

Debrief 1:00 

TT 6.30 

Loft Brief 1:30

Loft # 4/Spot 4.00

Debrief 1:00

TT 6.30 

LOE 

Brief 1:30

LOE 4:00 

Debrief 1:00

TT 6:30

Day Off Day Off

Day 26 Day 27 Day 28 Day 29 Day 30 

IOE IOE IOE IOE IOE 

Day 31 

IOE 

Day 32 

Line Check 

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 
AC 120-54A 6/23/06 

Page 46 Par 3-4 

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. 
6/23/06 AC 120-54A 

Par 3-4 Page 47 

(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. 
AC 120-54A 6/23/06 

Page 48 Par 3-4 

(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. 
6/23/06 AC 120-54A 

Par 3-4 Page 49 

FIGURE 3-4. 

EXAMPLE OF AN AQP FOUR-DAY FLIGHTCREW CONTINUING 

QUALIFICATION CURRICULUM FOOTPRINT

 Day(s) 

 1 and 2 

 Day 

 3 

 Day 

 4 

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 

Begin 

8 Hours 

8 Hours 

Ground

School

2 Hours 

4 Hours 

2 Hours 

Prebrief

Simulator 

FTD

Debrief 

Continuing Augmentation of 

Ground School, Technical

Rotating System Topics 

CRM Refresher 

Emergency Equipment Training 

Hot Topics 

Home Study Testing

First-Look Maneuvers 

Maneuver/Procedural Training & Spot 

Maneuvers Validation - Train To Proficiency

Establish Mindset For LOE 

2 Hours 

4 Hours 

Finish 

Prebrief

Simulator

Debrief

Items Applicable to Evaluation and 

Training Period 

LOE, Spot, Advance Maneuvers 

Special Qualification Training 

Technical Proficiency & CRM 2 Hours 
AC 120-54A 6/23/06 

Page 50 Par 3-4 

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

 

Evaluation Period Evaluation Period

Line 

Check

Line 

Check

Qualification 6 Months 12 Months 18 Months 24 Months

Training & 

Evaluation

Training & 

Evaluation 

(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 
6/23/06 AC 120-54A 

Par 3-4 Page 51 

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.” 
AC 120-54A 6/23/06 

Page 52 Par 3-4 

(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.

For Each Trainee Type 

(e.g., Pilots, Flight Attendants, 

Dispatchers

For Each Trainee Type ‘s 

Instructors/Evaluators

Indoctrination Qualification

 

Continuing 

Qualification

Indoctrination Qualification Continuing 

Qualification Primary 

Curriculums

Transition Requal.* Upgrade* Transition Requal.* 

Secondary 

Curriculums

* Depending on previous qualification 

FIGURE 3-6. 

AQP SECONDARY CURRICULUMS
6/23/06 AC 120-54A 

Par 3-5 Page 53 

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 
AC 120-54A 6/23/06 

Page 54 Par 3-5 

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. 
6/23/06 AC 120-54A 

Par 4-1 Page 55 

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. 
AC 120-54A 6/23/06 

Page 56 Par 4-3 

FIGURE 4-1. 

 FIVE PHASES OF AQP REVIEW AND APPROVAL

 

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: 

Phase I

Application

Application

Approved Program Review 

Phase II

Curriculum 

Development 

Program Review 

By ERT

Job Task Analysis 

Qualification Standards 

Instructional Systems 

Development 

Methodology 

Curriculum Outline 

I&O Plan 

All Are Approved

Phase III

Curriculum 

Implementation 

Program Review By 

ERT 

Small Group Tryout 

Approved

Initial 

Operations 

Phase IV Program Review By 

ERT 

Data Collection & 

Curriculum Maintenance 

Approved

Continuing 

Operations

Annual AQP Report 

Maintenance of 

AQP Documents

Phase V

3 

0 

M 

O 

N 

T 

H 

S 
6/23/06 AC 120-54A 

Par 4-4 Page 57 

• 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. 
AC 120-54A 6/23/06 

Page 58 Par 4-4 

(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 
6/23/06 AC 120-54A 

Par 4-4 Page 59 

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: 
AC 120-54A 6/23/06 

Page 60 Par 4-5 

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. 
6/23/06 AC 120-54A 

Par 4-7 Page 61 (and 62) 

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. 

6/23/06 AC 120-54A 

Par 5-1 Page 63 

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. 
AC 120-54A 6/23/06 

Page 64 Par 5-2 

(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.
6/23/06 AC 120-54A 

Par 5-2 Page 65 

(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. 
AC 120-54A 6/23/06 

Page 66 Par 5-2 

(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 
6/23/06 AC 120-54A 

Par 5-2 Page 67 

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.
AC 120-54A 6/23/06 

Page 68 Par 5-3 

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 

Event 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 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 
6/23/06 AC 120-54A 

Par 5-5 Page 69 

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 
AC 120-54A 6/23/06 

Page 70 Par 5-7 

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. 
6/23/06 AC 120-54A 

Par 6-1 Page 71 

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. 
AC 120-54A 6/23/06 

Page 72 Par 6-3 

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. 
6/23/06 AC 120-54A 

Par 6-6 Page 73 (and 74) 

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. 

6/23/06 AC 120-54A 

Par 7-1 Page 75 

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: 
AC 120-54A 6/23/06 

Page 76 Par 7-3 

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: 

• Annual recurrent ground school instruction that includes all 14 CFR 

part 121-mandated-training requirements and that integrates, where applicable, Crew 
6/23/06 AC 120-54A 

Par 7-3 Page 75 

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. 
AC 120-54A 6/23/06 

Page 76 Par 7-3 

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. 
6/23/06 AC 120-54A 

Par 7-3 Page 77 

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. 
AC 120-54A 6/23/06 

Page 78 Par 7-3 

(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. 
6/23/06 AC 120-54A 

Par 7-3 Page 79 

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 
AC 120-54A 6/23/06 

Page 80 Par 7-5 

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. 
6/23/06 AC 120-54A 

Par 7-8 Page 81 

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. 
AC 120-54A 6/23/06 

Page 82 Par 7-11 

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: 
6/23/06 AC 120-54A 

Par 7-13 Page 83 

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 
AC 120-54A 6/23/06 

Page 84 Par 7-16 

• 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
6/23/06 AC 120-54A 

Par 7-16 Page 85 (and 86) 

FIGURE 7-2. 

SAMPLE OF PROFICIENCY CHECK FIXED AND VARIABLE MANEUVERS

Fixed: PIC PF; SIC PM; FE SUPPORT 

1 ILS To Cat I Minimums 

2 Takeoff With Engine Failure After V1 Before V2

3 Engine-Out ILS Approach and Missed Approach 

4 Engine-Out Landing 

5 Non-Precision Approach 

6 Rejected Takeoff 

7 Low Visibility Taxi and Takeoff 

8 CATII/III Approach 

Fixed: PIC PM; SIC PF; FE SUPPORT 

1 ILS To CAT I Minimums and Missed Approach 

2 Takeoff With Engine Failure After V1 Before V2

3 Engine-Out ILS Approach and Landing 

4 Non-Precision Approach (VOR, NDB, LOC, LOC/BC,LDA, SDF, ASR, RNav/FMS, GPS) 

Variable: PIC, SIC, FE SUPPORT 

1 APU Fire 

2 Asymmetrical Inboard Trailing Edge Flaps 

3 Asymmetrical Outboard Trailing Edge Flaps 

4 Emergency Evacuation 

5 Engine Fire/Severe Damage 

6 Essential Power Failure Light ON 

7 Fuel Dumping-Main Tanks 

8 Generator Field and Generator Breaker Tripped 

9 GPWS In-flight Escape Maneuver 

10 Holding 

11 Landing and Landing Rollout in Crosswind 

12 Loss of all Generators 

13 Manual Landing Gear Extension 

14 Pack Trip Off Light ON 

15 Perform Bleed Air Trip Off Light ON procedure 

16 Rapid Decompression 

17 Rejected start/Overtemp 

18 Rejected start procedure-No ignition 

19 System A Restoration/Loss 

20 System B Overheat Light ON 

21 System B Restoration/Loss 

22 Two Engine Inoperative Approach 

23 Wheel Well Fire 

24 Windshear avoidance and precautionary procedures-On Approach 

25 Windshear avoidance and precautionary procedures-On Takeoff (after V1) 

Fixed and Variable: Flight Engineer (Where Applicable)

1 Duties During Engine-Out Takeoffs and Landings 

2 Duties During CATII/III Approach 

3 Duties During Rejected Takeoff 

4 Normal, Abnormal and Emergency Procedures 

5 Aircraft Systems Knowledge and Procedures 

6/23/06 AC 120-54A 

Par 8-1 Page 87 

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 
AC 120-54A 6/23/06 

Page 88 Par 8-2 

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. 
6/23/06 AC 120-54A 

Par 8-6 Page 89 

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) 
AC 120-54A 6/23/06 

Page 90 Par 8-6 

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: 

 

 

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. 

xyz 0200 A.mdb 

mmyy - Is the month and year for 

the reported training month. In this 

case February, 2000 

A for AQP 

S for SVTP

. mdb - Is the proper 

extension for the 

Access formatted file. 

XYZ - is the identifier assigned 

to the carrier. Usually it is the 

first three characters from the 

airline’s designator Code 
FIGURE 8-1. DATA SUBMISSION REQUIREMENTS 

Training Program Single Visit Advanced Qualification Pro

Curriculum Recurrent Qualification Con

Table # Field Short Name FL PC LC SV PV MV LOE LC FL 

1 Measured Item MItem Req. Req Req Des Des Req Req Req Req 2 Measured Item ID MitemID N/A N/A N/A Des Des Req Req Req Req 3 Measured Item Rating Mrate Req. Req Req Des Des Req Req Req Req 4 Rating Meaning Rmean Des Des Des Des Des Req Req Req Req 5 Skill/Reason SklRsn Req. Req Req N/A N/A Req Req Req Req 6 PF/PNF PFPNF Req** Req Req N/A N/A DES Req Req Req** 7 Is Currency Item? Currcy N/A N/A N/A N/A N/A Req N/A N/A Req 8 Is Critical Item Crit N/A N/A N/A N/A N/A Req N/A N/A Req 9 Crew ID CrewID Req. Req Req Req*** Req.*** Req Req Req Req 

10 Evaluation Date EvalDate Req. Req Req Req Req Req Req Req Req 11 Airline Designator AirDsgn Req Req Req Req Req Req Req Req Req 12 FAA Fleet Designator Fleet Req Req Req Req Req Req Req Req Req 13 Training Program TrPgm Req Req Req Req Req Req Req Req Req 14 Curriculum Curr N/A N/A N/A Req Req Req Req Req Req 15 Evaluation Type EvalType Req Req Req Req Req Req Req Req Req 16 FAA Simulator ID SimID DES DES N/A N/A N/A Req Req N/A Req 17 Evaluator ID EvaltrID DES DES DES Req Req Req Req Req Req 18 FAA Inspector ID FAAID DES DES DES Req Req Req Req Req Req 19 Random LC Geo. Area GeoArea N/A N/A Req N/A N/A N/A N/A N/A N/A 20 Comments Comment Des Des Des Des Des Des Des Des Des 21 Crewmember ID CmID Req Req Req Req Req Req Req Req Req 22 Crew Position CrewPos Req Req Req Req Req Req Req Req Req 

Proficiency 

Data 

Report 

Table 

23 Evaluation Rating Type EvalRtg N/A Req Req Req Req Req Req Req N/A 

Skill 5 Skill/Reason SklRsn Req Req Req N/A N/A Req Req Req Req 

Reason 

Table 

24 Skill Reason Text SklRsnText Req Req Req N/A N/A Req Req Req Req 

Par 8-7 Page 91
FIGURE 8-1. DATA SUBMISSION REQUIREMENTS (Continued)

 2 Measured Item ID MItemID N/A N/A N/A Des Des Req Req Req Req 

25 Objective ID ObjID N/A N/A N/A Des Des Req Req Req Req 26 Objective Title ObjTitle N/A N/A N/A Des Des Req Req Req Req 

Training 

Objectives 

Report 

Table 27 Objective Type ObjType N/A N/A N/A Des Des Req Req Req Req 

Req 

N/A 

Des 

 * 

** 

*** 

- A required entry. - If no value is to be entered, use N/A. Leave no blank fields. - Desired. This is optional information that is not required, but desired for submission. If not 

submitted, then N/A must be entered as the value. 

- See Notes in Data Reporting Format - Figure 8-2. - If there is no crew pairing for Systems or Procedures Val, submit the single CmID (No. 21) 

for the crewmember. 

SVT 

Qual 

CQ FL PC 

SV 

- Single Visit Training - AQP Qualification Curriculum - AQP Continuing Qualification Curric- First Look Maneuvers - Proficiency Check - Systems Validation 

Page 92 Par 8-7
FIGURE 8-2. PERFORMANCE DATA REPORT TABLE (PDRT) 

Table No. Field Description Short 

Name 

Type Field 

Size 

Example(s) Notes 

1 Measured Item The task, maneuver, 

procedure, or event set statement. 

Mitem Text 80 Perform Engine 

Failure 

Procedure 

1) This field will be N/A for Qual. S

validations are usually graded pasNo. 23. 

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 

KK73456 

1) This value is associated with a TP

it is a TPO or SPO, use the related hierarchical numbering system. Wthe event set identifier. 

2) This field will be N/A for Qual. S

validations are normally graded in recorded in field No. 23. 

3 Measured Item 

Rating 

The numeric rating assigned 

on the first attempt for each 

measured item. 

Mrate Numeric 1 3 1) Values depend on rating scale. 

2) Do not provide records that are m

performance related information. 

“Incomplete”. 

3) Reported rating must refer only to 

measured Item, not the terminal p

4) * Use 9 instead of N/A for Qual. 

numeric only field. 

4 Rating Meaning A description of the 

Measured Item Rating 

Rmean Text 40 Satisfactory 1) The text meaning of each number 

5 Skill/Reason Link between the PDRT and 

SKLRSN tables 

SklRsn Text 90 B-737-LOE5555-Taxi 1) This field is a unique record ident

for Unsatisfactory Measured Item link to the Skill Reason table for sa failure. 

2) This identifier can be a combinati

unique. For example: Fleet+Evallong as the identifier is unique to discretion to determine which fiel

3) If Mitem is satisfactory, insert 

PDRT 

6 PF/PNF Indicates whether the pilot 

performing the Measured Item was flying or not flying. 

PFPNF Text 3 PF or PNF 1) No entry requirement for FE, FA 

2) N/A for Qualification Curriculum 

Validation 

3) * For FL, it is desired and encour

submitted along with PF data. Hosheet changes are necessary to accstandard PF items need be identifvalue entered for all FL Measured 

4) This field is desired for Qual. and 

however, if PNF is not submitted 

Par 8-7 Page 93
No. Field Description Short 

Name 

Type Field 

Size 

Example(s) Notes 

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 I

8 Is Critical Item Indicates whether the 

Measured Item is a critical item. 

Crit Text 3 Yes, No or N/A 1) N/A is used when the Measured I

9 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. 

CrewID Text 40 P21234 SIC 

F12312 

1) CrewID N/A for FA’s, IRO’s or d2) CrewID is the concatenation of th

crewmembers present. Order of I

3) If two PICs or SICs are trained to

PIC FE, or SIC SIC FE, as approp

4) If there is no crew pairing for Sys

submit the single CmID (#21) for 

5) Maintain CrewID in exact form a

substitutes. For seat subs, use Crerelative to the seat position in the example, P21234 SIC F12312 wo

office position was a seat substitu

10 (MM/YYYY) The month and the year the 

Measured Item data is collected. 

Date Date 7 10/2001 1) Set the date field format in Access 

century: MM/YYYY. 

2) The day value will default to 01. 

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 1) See Airline/Fleet Designator Men

13 Training 

Program 

The training program relevant to the Measured Item. 

TrPgm Text 4 AQP or SVT 

PDRT

14 Curriculum The AQP curriculum in 

which the Measured Item is being validated or evaluated.

Curr Text 4 Qual, CQ or 

N/A 

1) N/A for SVT. 

Page 94 Par 8-7
No. Field Description Short 

Name 

Type Field 

Size 

Example(s) Notes 

15 Evaluation Type The evaluation type in which 

the Measured Item is accomplished. 

EvalType Text 4 FL, PC, SV, 

PV, MV, LOE, 

LC 

16 FAA Simulator 

ID 

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

SimID Text 4 1234 or N/A 1) If a simulator is not used, enter N/A 

17 Evaluator ID The identification number of 

the evaluator who graded theMeasured Item. 

EvaltrID Text 15 123456 1) If an FAA inspector is the evaluat

field and in the FAA Inspector ID 

18 FAA Inspector 

ID 

The Form 110A number of the aviation safety inspector who observed the Measured Item. 

FAAID Text 4 1234 1) Report the FAA ID Number (110

is there as an observer and/or evainspector is present, enter N/A. 

19 Random Line 

Check 

Geographic 

Area 

The geographic area where the Measured Item is collected for Random Line Checks. 

GeoArea Text 30 Pacific 1) Use geographic descriptors as def

2) This field is only required for airl

Line Check programs otherwise e

20 Comments Additional comments 

submitted by evaluator. 

Comment Memo 1) The comment field provides furth

unsatisfactory or outstanding mea

2) Evaluator comments are provided 

discretion of the airline, unless otaccordance with the approved airl

3) If there are no comments, enter N

21 Crewmember 

ID 

The de-identified alphanumeric assigned for the duration of a curriculum to the crewmember performing the measured item. 

CmID Text 10 P123456 1) Begin all PIC ID’s with P, Sic ID

FA ID’s with A, dispatcher ID’s w

R. 

2) The P, S, or F refer to the position 

training is being qualified, not nec

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

FA DISIRO 

PDRT

22 Crew Position The “seat” occupied by the 

person performing the Measured Item. 

CrewPos Text 4 PIC 

E.g., a SIC in the left seat would be en

Par 8-7 Page 95
23 Evaluation Type 

Rating 

The overall rating the pilot performing the Measured Item received for the evaluation type. 

EvalRtg Text 5 Sat or 

Unsat 

1) Rating must refer to the first exec

Repeated sessions are not reporte

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

Table # Field Description Short 

Name 

Type Field 

Size 

Example(s) Notes 

SklRsn 5 Skill/Reason Link between the PDRT and 

SKLRSN tables 

SklRsn Text 90 B-737-LOE5555-Taxi 1) This field is a unique record ident

Unsatisfactory Measured Item ratto the Skill Reason table for singlfailure. 

2) This identifier can be a combinati

unique. For example: Fleet+Eval

3) As long as the identifier is unique 

carrier’s discretion to determine w

4) None of the component fields can 

 24 Skill reason 

Text 

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

SklRsn 

Text 

Text 40 Technical 

CRM 

Procedural 

1) Provided for Unsatisfactory Meas

carrier’s Reason Codes. 

2) If more than one skill or reason is 

each skill or reason. 

3) Enabling Objectives (EO’s) are ac

Page 96 Par 8-7
FIGURE 8-4. TRAINING OBJECTIVES REPORT TABLE (TORT) 

Table # Field Description Short 

Name 

Type Field 

Size 

Example(s) Notes 

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 

KK73456 

1) This value is associated with a TPO

is a TPO or SPO, use the related nunumbering system. When it is an eidentifier. 

2) This field will be N/A for Qual. SV 

validations are normally graded in recorded in field No. 23. 

25 Objective ID An alphanumeric assigned to 

each terminal or supporting objective tested by the Measured Item. 

ObjID Text 12 3.2 1) List all the TPO’s, SPO’s or other 

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 

TORT 

27 Objective 

Type 

A description of the objective type 

ObjType Text 5 TPO or 

 SPO or 

EO 

1) Identify the training objective as a 

Par 8-7 Page 97 (and 98)

6/23/06 AC 120-54A 

Par 9-1 Page 99 

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 
AC 120-54A 6/23/06 

Page 100 Par 9-2 

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 
6/23/06 AC 120-54A 

Par 9-5 Page 101 

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. 
AC 120-54A 6/23/06 

Page 102 Par 9-9 

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. 
6/23/06 AC 120-54A 

Par 9-13 Page 103 

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.
AC 120-54A 6/23/06 

Page 104 Par 9-15 

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. 
6/23/06 AC 120-54A 

Par 9-15 Page 105 

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). 
AC 120-54A 6/23/06 

Page 106 Par 9-15 

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

SUCCESS CRITERIA 

 TPOs and 

SPOs 

Conditions Technical Skills 

and Observables 

CRM Skills and Observables 

Trigger:

Departure 

weather, 

200 overcast, 

RVR 1500. 

Distracters:

TCAS RA, 

shortly after 

takeoff. 

Supporting

Events:

Reroute and 

climb restriction 

Difficulty 

Equivalency 

Rating:

Low Visibility 

takeoff - IMC - 4 

FMS – 1 

TCAS – 3 

Total - 8 

Low Visibility 

takeoff 

operations (2.1) 

Proper cleanup 

profile. (2.1.4) 

Perform TCAS 

RA avoidance 

(9.1.28) 

Perform climb 

operations. 

(3.1) 

Take Off Thrust -

Normal 

IMC weather 

Proficient in use of 

FMS and Autopilot 

Flight Director 

System. 

(9.1.11) (9.1.13) 

Accomplishes 

takeoff/climb 

procedures IAW 

SOP. (2.1.1) (2.1.2) 

(2.1.3) (2.1.4) 

(3.1.1) 

(3.1.2) 

Appropriate 

response to TCAS 

Alert (9.1.28) 

Crew coordinates for airspeed and 

altitude changes. (SA 3.4) 

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) 
6/23/06 AC 120-54A 

 Appendix 1 

 Page 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 
AC 120-54A 6/23/06 

Appendix 1 

Page 2 

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. 
6/23/06 AC 120-54A 

 Appendix 1 

 Page 3 

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, 
AC 120-54A 6/23/06 

Appendix 1 

Page 4 

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. 
6/23/06 AC 120-54A 

 Appendix 1 

 Page 5 

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. 
AC 120-54A 6/23/06 

Appendix 1 

Page 6 

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.

 
6/23/06 AC 120-54A 

 Appendix 2 

 Page 1 

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). 
AC 120-54A 6/23/06 

Appendix 2 

Page 2 

• 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. 
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 

technologies used during instruction and evaluation, as well as efficient management of the training systems. Since these innovations m

deviations from the current regulations, the approved qualification standards replace the applicable portions of the existing Title 14 of t

Regulations (14 CFR) part 121 regulations and other FAA training guidance as the definitive basis for the training program. This sectiofrom 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 verXYZ’s flight operations computer system. Upon successful completion of a computer-generated, random question exam, completion of 

electronically to each pilot’s records. In this way, qualification on distributed training is verified automatically, rather than an instructor 

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 th

reduction under section 121.405 guidance. XYZ’ s AQP initial/transition curriculum includes all subjects listed in section 121.419(a), b

planned for less than 120 hours. Refer to the curriculum outlines in the Appendix for the specific hours planned for each curriculum in 

training and classroom hours planned for AQP are approximately the same number of days/hours in the currently approved part 121 prooperations 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 manbe included in the flight check. The maneuvers and procedures for training and checking in XYZ’ s AQP curricula are tailored for each position and comply with the guidance in 14 CFR part 121 subpart Y, Advisory Circular (AC) 120-54A, and as approved by FAA for trunder AQP. Refer to the paragraph below titled section 121.441(b)(1) and appendices E and F for an explanation of the maneuver varia

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 undeAQP continuing qualification (recurrent) ground training curriculum incorporates a total of 18.0 planned hours. This includes 5.0 hours and 13.0 hours of self-study/classroom instruction in aircraft specific, human factors (HFS), general subjects, security, and emergency d

objectives (EO) to be trained and validated in the continuing qualification curriculum are presented in module format in accordance wit

Air Transportation Operations Inspector’s Handbook, and described in the objectives section of this document. The days of training and 

 Page 1
for AQP are approximately the same number of days/hours in the currently approved part 121 program, with POI approval letter of hou

121.405. 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 

complete the training program approved under part 121 subpart Y (AQP). 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 u

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 profic

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 conso

skills. In XYZ’ s AQP, the start of the 120 days for completion of consolidation of knowledge and skills will be completion of the LOESection 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, eor an approved simulator course of training under section 121.409. In XYZ’s AQP, PICs will be scheduled for an annual crew oriented 

within the required 12 months (plus or minus 1 month). However, the PIC requirement at 6 months for either a proficiency check or a swill 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 inter

(SPO 1.1.6.2 Aircraft Inspection) to be trained and validated by a ground instructor during the ground training segment of the qualificatadvanced 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 eveappendix 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)]. 

Page 2 
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 termin

(TPO) and supporting proficiency objectives (SPO) described in the Proficiency Objectives section of this document. While occasionalthese 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 sapproaches. Circling approaches are not authorized in XYZ’ s operations and are not included in the curriculum. Refer to the Training & 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 eac

least two flight segments of the operator’s route: one segment of normal operating procedures and another segment in appropriate abnooperations. XYZ’ s AQP is structured to comply with the guidance contained in part 121 subpart Y and AC 120-54A. As such, trainingevaluation are conducted with a complete crew using the concepts of LOS. While XYZ’ s AQP does not currently include a LOFT, it dpurpose operational training (SPOT) sessions and incorporates an LOE as the final performance evaluation to confirm operational profiLOE resembles the traditional LOFT scenarios currently used in the approved advanced simulation training program. 

 Page 3
Maneuvers Part 121 

Appendix E 

Air Carrier 

Training 

Practical Test Standards 

FAA-S-8081-5C 

Part 121 

Appendix F 

Proficiency 

Check 

AQP 

Qualification 

Curriculum 

Preflight 

Equipment Examination N/A Required (Page 1-1) Required Written/ETS/Oral Interior Preflight Inspection Required Required (Page 2-1) Required MV/LOE Exterior Preflight Inspection Required Required (Page 2-1) Required MV/LOE Taxiing Required Required (Page 2-3) Required MV/LOE Powerplant Checks Required Required (Page 2-3) Required MV/LOE 

Takeoffs 

Normal Takeoffs Required Required (Page 2-5) Required MV/LOE Instrument Takeoff Required Required (Page 2-6) Required MV/LOE Crosswind Takeoff Required Required (Page 2-5) Required MV/LOE Takeoff with Powerplant Failure Required Required (Page 2-7) Required MV/LOE Rejected Takeoff Required Required (Page 2-8) Required MV/LOE Instrument Procedures Area Departure and Arrival Required Required [Waivable] 

(Pages 2-9; 2-15) 

Required 

[1Waivable] 

MV/LOE 

Holding Required Required [Waivable] 

(Page 2-16) 

Required 

[Waivable] 

MV/LOE 

Normal ILS Required Required 

(Pages 2-16; 2-17) 

Required MV/LOE 

Autopilot Coupled ILS Required Not Required 

(Pages 2-16; 2-17) 

Required Train to 

Proficiency 

Manually Controlled ILS with Powerplant Failure 

Required Required 

(Pages 2-16; 2-17) 

Required MV/LOE 

Non-Precision Approach Required Required 

(Pages 2-18; 2-20) 

Required MV/LOE 

Second Non-precision Approach Required Required [Waivable] 

(Pages 2-18; 2-20) 

Required Train to 

Proficiency 

Circling Approach Not Required Required [Waivable] 

(Page 2-20) Note 5 

Required 

[Waivable] 

Train to 

Proficiency 

Missed Approach from ILS Required Required 

(Pages 2-21; 2-22) 

Required MV/LOE 

Additional Missed Approach Required Required 

(Pages 2-21; 2-22) 

Required Train to 

Proficiency 

Missed Approach with Powerplant Failure 

Required Required 

(Pages 2-21; 2-22) 

Examiner Discretion MV/LOE 

Page 4 
Inflight Maneuvers 

Steep Turns Not Required Required [Waivable] 

(Page 2-10) 

Required Train to 

Proficiency 

Approach to Stalls Not Required Required [2 of 3 

Waivable] 

(Pages 2-10; 2-11) 

Required [2 

Waivable] 

Train to 

Proficiency 

Flight Characteristics As Necessary As Necessary As Necessary Train to 

Proficiency 

Powerplant Failures Required Required (Page 2-12) Required MV/LOE Abnormal and Emergency Procedures will include all systems maneuvers and procedures as required by Aircraft Flight Manual 

Required Required 

 (Pages 2-29; 2-30) 

Required A sampling of 

Abnormals and 

Emergencies will 

trained in the 

simulator and 

evaluated during MV 

and LOE. 

Landings Normal Landings Required Required (Page 2-23) Required MV/LOE Landing from an ILS Required Required (Page 2-24) Required MV/LOE Crosswind Landing Required Required (Page 2-23) Required MV/LOE Landing with Powerplant Failure Required Required (Page 2-25) Required MV/LOE Landing from a Circling Approach Required Required (Page 2-26) Required Train to Proficiency Rejected Landing Required Required (Page 2-27) Required MV/LOE Zero Flap Landing Required Required (Page 2-28) Required N/A Postflight After Landing Required Required (Page 2-31) Required Line Check Parking and Security Required Required (Page 2-31) Required Line Check Training Windshear/Microburst Train to Proficiency GPWS Train to Proficiency Low Vis Taxi Train to Proficiency PRM Train to Proficiency Upsets/Catastrophic Failures Train to Proficiency 

 Page 5 (and 6)

6/23/06 AC 120-54A 

 Appendix 4 

 Page 1 

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. 
AC 120-54A 6/23/06 

Appendix 4 

Page 2 

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 

 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. Y N Comments 

 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? 

 
6/23/06 AC 120-54A 

 Appendix 4 

 Page 3 

3 Data Collection, Submission and 

Analysis Reporting 

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 Y N Comments 

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)? 
AC 120-54A 6/23/06 

Appendix 4 

Page 4 

 Y N Comments

 c. Does the applicant have available the training 

and qualification recommendations in the Flight 

Standards Board reports? 

 

5 Operating Environment Description Y N Comments 

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 Y N Comments 

 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 

Y N Comments 

 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? 

 
6/23/06 AC 120-54A 

 Appendix 4 

 Page 5 

8 Facilities Description 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) 

Y N Comments 

 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? 

 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. 

 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? 

 
AC 120-54A 6/23/06 

Appendix 4 

Page 6 

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 

 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 Y N Comments 

 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 

 
6/23/06 AC 120-54A 

 Appendix 4 

 Page 7 

 Y N Comments 

 Fire and Overheat Protection 

 Oxygen 

 Aircraft Performance & Limitations 

 MEL/CDL 

 b. System-Operations Integration Training Y N Comments 

 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 
AC 120-54A 6/23/06 

Appendix 4 

Page 8 

 c. Company Operations Manual Content Y N Comments 

 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 
6/23/06 AC 120-54A 

 Appendix 4 

 Page 9 

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 

 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 Y N Comments 

 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)? 

 
AC 120-54A 6/23/06 

Appendix 4 

Page 10 

3 Testing/Validation/Evaluation & 

Remediation Methodology 

Y N Comments 

 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? 

 
6/23/06 AC 120-54A 

 Appendix 4 

 Page 11 

 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 Y N Comments 

 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. 

 
AC 120-54A 6/23/06 

Appendix 4 

Page 12 

 Y N Comments 

 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? 

 

 
6/23/06 AC 120-54A 

 Appendix 4 

 Page 13 

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 

 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 

Y N Comments 

 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? 
AC 120-54A 6/23/06 

Appendix 4 

Page 14 

 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 Y N Comments 

 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? 

 Numbers (codes) must allow AFS-230 to track 

objectives back to qualification standards and Job 

Task Analysis 

 An outline of each training module within 

each curriculum segment? 

 Each module should contain sufficient detail to 

ensure that the main features of the principal 

elements or events will be addressed during 

instruction. 

 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? 

 
6/23/06 AC 120-54A 

 Appendix 4 

 Page 15 

 h. Do the curriculum outlines provide a 

hierarchical link (proficiency objectives) 

between the qualification standards and a 

curriculum? 

 

 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 Y N Comments 

 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? 

 
AC 120-54A 6/23/06 

Appendix 4 

Page 16 

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 

 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 

Y N Comments 

 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? 

 
6/23/06 AC 120-54A 

 Appendix 4 

 Page 17 

 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 Y N Comments 

 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

Y N Comments

 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? 

 
AC 120-54A 6/23/06 

Appendix 4 

Page 18 

 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

Y N Comments

 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 Y N Comments 

 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? 

 
6/23/06 AC 120-54A 

 Appendix 4 

 Page 19 

 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? 

 
AC 120-54A 6/23/06 

Appendix 4 

Page 20 

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 Y N Comments 

 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)? 

 
6/23/06 AC 120-54A 

 Appendix 4 

 Page 21 (and 22) 

 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)? 

 

6/23/06 AC 120-54A 

 Appendix 5 

 Page 1 

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. 
AC 120-54A 6/23/06 

Appendix 5 

Page 2 

Generic Airlines Inc Operations Manual Volume 9

Chapter 3: Qualification Standards, B-767 Flightcrew 

Rev. # Original Dated 06/15/05 

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: Contingencies: 

IMC * lowest approach minimums 

Turbulence * light 

Strong Cross Winds Present * 15K 

Icing Conditions Present * light rime 

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 
6/23/06 AC 120-54A 

 Appendix 5 

 Page 3 

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 
AC 120-54A 6/23/06 

Appendix 5 

Page 4 

Generic Airlines Inc Operations Manual Volume 9

Chapter 3: Qualification Standards, B-767 Flightcrew 

Rev. # Original Dated 06/15/05 

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) 
6/23/06 AC 120-54A 

 Appendix 5 

 Page 5 

Reference: 

Volume 6 of the Operations Manual 

Airman’s Information Manual Chapter: 1 

Airman’s Information Manual Chapter: 5 

Jeppesen Airway Manual 
AC 120-54A 6/23/06 

Appendix 5 

Page 6 

Generic Airlines Inc 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 
6/23/06 AC 120-54A 

 Appendix 5 

 Page 7