U.S. Department of Transportation

Federal Aviation

Administration 

# Advisory

Circular

Subject: Guidance for Conducting and Use of Flight Standardization Board

Evaluations Date: 11/5/13

Initiated by: AFS

- 200 AC No: 120

- 53B

Change:

1. PURPOSE. This advisory circular (AC) has two purposes:

a. E valuating M anufactured or M odified A ircraft

. It provides a means but not the only means of evaluating manufactured or modified aircraft by the use of standard systems, processes, and tests necessary to determine pilot training and qualification requirements.

b. D ifferences in T raining and Q ualification between A ircraft

. It describes an acceptable means, but not the only means, of compliance with applicable Title 14 of the Code of Federal Regulations (14 CFR) that provide for differences in training and qualification between aircraft with the same type certificate. It further describes an acceptable means for providing related aircraft differences training and qualification under provision of 14 CFR part 121 between aircraft with different type certificates that have been “designated” by the Administrator as

related. Both of these processes use the provision of the Flight Standardization Board (FSB) report as the basis for th e approval of pilot training and qualification necessary for the operation of aircraft. This AC is intended to enhance safety by:

(1) Providing a standard method of assessing applicant programs.

(2) Directly relating pilot training and qualification requirements t o fleet characteristics, operating concepts, and pilot assignments.

(3) Permitting better industry planning and management by outlining what FAA requirements apply, what training resources or devices are needed, and what alternatives are possible.

(4) Encouraging aircraft manufacturers to design with the goal of developing common

characteristics between related aircraft

(5) Providing a recommended framework for application of suitable credits or constraints to better address new technology and future safety enhancement s.

2. CANCELLATION. AC 120

- 53A, Guidance for Conducting and Use of Flight Standardization Board Evaluations, dated October 15, 2008, is canceled.

3. FOCUS. This AC addresses aircraft manufacturers or modifiers who design, test, and

certificate aircraft. In addit ion, it reflects those changes in part 121 applied to operators whose11/5/13 AC 120

- 53B

pilots operate related aircraft of the same manufacturer in a mixed fleet seeking training and qualification credit in those related aircraft.

4. DISCUSSION. When requested by industry, the Flight Standards Service (AFS) of the FAA, through the Aircraft Evaluation Groups (AEG) undertake analyses of new and related aircraft and their associated systems for the purpose of providing recommendations for pilot training and qualification. These re commendations are documented in FSB reports for each specific or related aircraft, and may be used by a certificate holder to develop its training and qualification

programs.

5. SUMMARY OF REVISIONS. As part of its process of evaluating aircraft for the assig nment of a type rating, the FSB, when asked, may make comparisons with other aircraft of the same type to evaluate their differences. This AC recognizes the concept of designating related aircraft, provided for in part 121, as an extension of a differences evaluation to include aircraft of different types.

/s/ for

John S. Duncan Director, Flight Standards Service

Par 3 Page 21 1/5/13 AC 120

- 53B Appendix 1

APPENDIX 1

. DEFINITIONS AND REFE RENCES

TABLE OF CONTENTS

1. DEFINITIONS

.................................................................. .. 1

2. REFERENCES (current editions)

............................................. 4

Page 1 (and 2)1 1/5/13 AC 120

- 53B Appendix 1

APPENDIX 1. DEFINITI ONS AND REFERENCES

1. DEFINITIONS.

NOTE: Definitions provided in Appendix 1 apply exclusively to this advisory circular (AC).

a. Aircraft Evaluation Group (AEG). Federal Aviation Administration ( FAA ) organization that sets training, checking, cur rency, type rating, Master Minimum Equipment List (MMEL), and maintenance standards for assigned certificated aircraft types. AEGs also address operational aspects of aircraft type certification and resolution of service difficulties.

b. Applicant. For the pu rposes of this AC, an applicant may be a manufacturer, modifier, or

operator.

c. Base Aircraft. An aircraft identified by the applicant and used as a reference to compare

differences with another aircraft.

d. Candidate Aircraft. The aircraft that will be subject ed to the Flight Standardization Board ( FSB ) evaluation process outlined in this AC for comparison purposes.

e. Check. An assessment of crewmember proficiency during which limited training or practice is allowed. The assessment is of knowledge and skill in ta sks to the standards identified by the FAA. If the check is given for the purpose of flightcrew member certification it will be considered a test and must be administered by the FAA or a designated examiner.

f. Common Takeoff and Landing Credit (CTLC). CTLC is a program/process that identifies recency of experience credit between related aircraft (same make) with different type certificates that can be demonstrated to have an equivalent level of safety (ELOS) during the following:

• Takeoff and initial climb, a nd

• Approach and landing, including the establishment of final landing configuration.

NOTE: The T6 test is used for aircraft that were not tested (T2) during the initial aircraft evaluation for type rating designation.

g. Configuration. Aircraft physical features, w hich are distinguishable by pilots, with respect to differences in systems, cockpit geometry, visual cutoff angles, controls, displays, aircraft geometry, and/or number of required pilots.

h. Currency. Currency is the experience necessary, within a specified period of time, for the safe operation of aircraft, equipment, and systems as determined by the FSB

. Currency may include, but is not limited to, recency of experience.

i. Difference Levels. Difference levels are formally determined levels of training methods or devices, checking methods, or currency methods that satisfy difference requirements between

Page 11 1/5/13 AC 120

- 53B Appendix 1

related aircraft. A range of five difference levels in order of increasing requirements, identified as A through E, are specified for training, checking, and cu rrency purposes.

j. Differences Training. Training required before any person may serve as a required crewmember on a particular aircraft type, when the Administrator finds differences training is necessary before a crewmember serves on a particular variation of that aircraft.

• Related Aircraft Differences Training. Training required before any person may serve as a required flightcrew member in part 121 operations on an aircraft with a different type certificate (TC) that has been designated as related by the

Administrator.

k. Differences Checking. Checking between related aircraft with the same aircraft TC based on the certificate holder’s approved training and qualification program.

• Related Aircraft Differences Checking. When permitted, checking between designat ed related aircraft based on the certificate holder’s approved training and qualification program.

l. Flight Characteristics. Flight characteristics are handling characteristics or performance characteristics perceivable by a pilot. Flight characteristics rel ate to the natural aerodynamic response of an aircraft, particularly as affected by changes in configuration and/or flight path parameters (e.g., flight control use, flap extension/retraction, airspeed change, etc.).

m. Flight Simulation Training Device (FSTD ). A f ull flight simulator (FFS) or a flight training device (FTD).

n. Flight Standardization Board (FSB). The FSB is responsible for specification of minimum training, checking, currency, and type rating requirements, if necessary, for U.S.

certificated civi l aircraft. The board members are drawn from the FAA (AEG, h eadquarters (HQ) , Flight Standards (AFS) field offices operations personnel).

o. Handling Characteristics. The manner in which the aircraft responds with respect to rate and magnitude of pilot initia ted control inputs to the primary flight control surfaces (e.g., ailerons, elevator, rudder, spoilers, cyclic, collective, etc.).

p. Line Oriented Flying (LOF). The LOF phase of the test is used at the discretion of the FSB during the T3 test to validate the proposed training and checking. The LOF fully assesses particular difference areas, examines implications of mixed fleet flying, assesses special circumstances such as minimum equipment list (MEL) effects, and evaluates the effects of pilot errors potentia lly associated with the differences.

q. Master Difference Requirements (MDR). MDRs are those requirements applicable to pilot training and qualifications that pertain to differences between related aircraft. MDRs are specified by the FSB in terms of the minim um difference levels. MDRs form the basis for an operator to develop their operator differences requirements (ODR).

Page 21 1/5/13 AC 120

- 53B Appendix 1

r. Mixed Fleet Flying. Mixed fleet flying is the operation of a base aircraft and one or more related aircraft for which credit may be taken fo r training and/or checking events. The FSB process defines minimum training, checking, and currency difference levels between related

aircraft.

s. Operator Difference Requirements (ODR). If differences exist within an operator’s fleet that affect pilot knowle dge, skills, or abilities pertinent to systems or procedures, ODR tables provide a uniform means for operators to comprehensively manage differences or related aircraft differences training programs and provide a basis for FAA approval of mixed fleet flyin g.

t. Qualification. The process by which a flightcrew member completes the certificate

holder’s FAA

- approved curriculum including any necessary checks or tests for the aircraft type and duty position.

u. Recency of Experience

. With respect to flight experience as required by the applicable CFR, means a pilot’s completion of the required number of takeoffs and landings as sole manipulator of the controls within a specified period of time.

v. Related Aircraft. Any two or more aircraft of the same make with either the same or different type certificates that have been demonstrated and determined by the Administrator to have commonality.

• Designated Related Aircraft. Any two or more aircraft of the same make with different type certificates that have been designated as r elated by the Administrator based upon a request from the part 121 operator. This designation may allow credit between those aircraft to be applied for training, checking, recent experience, operating experience, operating cycles, and line operating flight time for consolidation of knowledge and skills.

w. Supervised Line Flying (SLF). Supervised experience associated with the introduction of equipment or procedures requiring post qualification skill enhancement during which a pilot occupies a specific pilot p osition and performs particular assigned duties for that pilot position under the supervision of a qualified company check airman.

x. Type. As used with respect to the certification of aircraft, means those aircraft which are similar in design. Examples inclu de: B oeing 737 / B oeing 737

- 300 and A320 / A321. These examples are described as series of the same type.

y. Type Rating. A type rating is a “one time,” permanent endorsement on a pilot certificate indicating that the holder of the certificate has completed the a ppropriate training and testing as required by the applicable CFR. It is recorded by the FAA on the pilot’s certificate indicating the make and type. In some cases it will include the series of aircraft (for example B oeing 747

- 400), if applicable.

NOTE: Common T ype Rating

. Common type rating is a term used in FSB reports to describe a relationship between type ratings for aircraft with

different TCs that have no greater than level D training differences. The type

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- 53B Appendix 1

rating for a certificated aircraft can be determin ed to be related to another type rating of another certificated aircraft of the same make provided the aircraft meet the criteria of the T1 (equivalence) or the T2 (handling characteristics) and T3 (core pilot skills with no greater than level D

difference s).

NOTE: The pilot who is receiving a type rating on the basis of being related must be current and qualified in the base aircraft at the time of the check and is issued a type rating after receiving designated related aircraft differences training and checkin g on the candidate related aircraft as described in this AC under training and checking difference levels. This check is not a “full” proficiency check, but an abbreviated check on the differences (B, C, and D) from the base to the candidate aircraft. The designated related aircraft differences check, unless it includes the requirements for a recurrent check, cannot reset the “recurrent clock” (a pilot’s base month for checking purposes)

.

2. REFERENCES (current editions).

• Title 14 CFR Part s 60, 61, and 121,

• F AA Order 8900.1, Flight Standards Information Management System (FSIMS),

• AC 61

- 89, Pilot Certificates, Aircraft Type Ratings,

• AC 120

- 35, Line Operational Simulations: Line Oriented Flight Training, Special Purpose Operational Training, Line Operational Eva luation,

• AC 120

- 40, Airplane Simulator Qualification,

• AC 120

- 45, Airplane Flight Training Device Qualification,

• AC 120

- 51, Crew Resource Management Training, and

• FAA

- S

- 8081

- 5, Airline Transport Pilot and Aircraft Type Rating Practical Test Standards

for Ai rplane.

Page 41 1/5/13 AC 120

- 53B Appendix 2

APPENDIX 2. PILOT TR AINING, QUALIFICATIO N, AND RATING REQUIREMENTS

TABLE OF CONTENTS

Paragraph Page

1. PURPOSE

................................ ................................ ................................ ................... 1

2. FOCUS

................................ ................................ ................................ ....................... 1

3. INTRODUCTION

................................ ................................ ................................ ...... 1

a. Comprehensive System for Pilot Training and Qualification

........ ..................... 1

b. Designation of Rela ted Aircraft

................................ ..................... ..................... 1

c. Master Differences Requirements (MDR) Formulation by FAA

.. ..................... 2 d. Specification of Constraints or Credits

................................ .......... ..................... 2 e. Recognition of Unique Operator Characteristics

........................... ..................... 2 f. Basis for Requirements

................................ ................................ ... ..................... 2 g. Rel ationship to Other FAA Policies

................................ .............. ..................... 2

4. CONCE PTS

................................ ................................ ................................ ................ 2

a. An Integrated System for Pilo t Training and Qualification.

.......... ..................... 2

b. MDRs

................................ ................................ ............................. ..................... 3

c. Difference Levels

................................ ................................ ........... ..................... 5

d. Training Difference Levels

................................ ............................ ..................... 6 e. Checking Difference Levels

................................ ........................... ..................... 8 f. Currency Difference Levels

................................ ............................ ..................... 9

g. Operating Experience (OE), Operating Cycles, and Consol idation of Knowledge and Skills

................................ ................................ ........ ................... 1 2

h. Supervised Line Flyign (SLF)

................................ ....................... ................... 1 2

i. Recency of Experience

................................................... ................... 1 2 j. ODR

................................ ................................ ................................ ................... 1 3

5. FORMULATION OF FSB REPORTS, MDRs, AND DETERMINATION OF

TYPE RATINGS.

................................ ................................ ................................ ..... 2 1

a. Formulation Process Overview

................................ ...................... ................... 2 1 b. Proposa ls for MDRs, Example ODRs, and Special Requirements

................... 2 1

c. Difference Level Tests

................................ ................................ ... ................... 2 2 d. FSB Assessments and Proposal Formulation

................................ ................... 2 4

e. Comments Solicited

................................ ................................ ....... ................... 28

f. FSB Fi nal Determinations and Findings

................................ ........ ................... 28 g. FSB Report Preparation Distribution and FAA Appl ication.

........ ................... 29 h. FSB Report Revision

................................ ................................ ..... ................... 3 0

6. OPERATOR’S APPLICATION OF FSB RECOMMENDATIONS, PREPARATION, USE, AND REVISION OF ODRs

................................ .............. 3 1

a. General

................................ ................................ ........................... ................... 3 1 b. Application of MDRs and Preparation and Use of ODRs

............. ................... 3 1 c. Selecting Base Aircraft

................................ ................................ .. ................... 3 2

Page 11 1/5/13 AC 120

- 53B Appendix 2

d. Identification o f Differences and the Analysis of Effects of Those

Differences

................................ ................................ ......................... ................... 3 2 e. Identification of Compliance Methods

................................ ........... ................... 3 3 f. When Proposed ODR Compliance Methods Do Not Meet MDRs

................... 3 3 g. Application, Review, and Approval

................................ ............... ................... 3 3 h. Transition Period for ODR Implementation

................................ .. ................... 3 4

i. ODR Revision

................................ ................................ ................. ................... 3 4

7. FAA REVIEW AND APPROVAL OF OPERATOR PROGRAMS

....................... 3 6

a. General

................................ ................................ ........................... ................... 3 6 b. Operator Application of ODRs

................................ ...................... ................... 3 6

c. Base and Other Aircraft Identification

................................ ........... ................... 37 d. Approval of ODRs

................................ ................................ ......... ................... 38

e. FSB Revision of MDRs or Other FSB Recommendations

............ ................... 38

f. Proving Tests

................................ ................................ .................. ................... 38 g. Line

- Oriented Flight Training (LOFT) or SLF

.............................. ................... 38

h. OE

................................ ................................ ................................ .. ................... 39

i. Limitations on the Total Number of Related Aircraft

.................... ................... 39 j. Compliance Checklist for CHDOs

................................ .................. ................... 39

k. Aircraft That Do Not Have an FSB Report

................................ .... ................... 39

8. APPLICATION OF FSB REQUIREMENTS

................................ .......................... 39

a. General

................................ ................................ ........................... ................... 39

b. C hecks Regarding Complex Systems

................................ ............ ................... 40

9. FSTD APPROVAL

................................ ................................ ................................ .. 40 a. NSP Rep resentation to the FSB

................................ ..................... ................... 4 0

b. Coordination of NSP Criteria with the FSB

................................ .. ................... 4 0

10

. REVIEW AND APPROVAL

................................ ................................ .................. 4 0

11

. APPEAL OF FAA DECISIONS

................................ ................................ ............. 4 0

ILLUSTRATIONS

F igure 1. Maste r Difference Requirements (MDR) Table

................................ ................ 4

F igure 2

. D ifference Level Table

................................ ................................ .................... 1 2

F igure 3

- 1. D esign O perator D ifference R equirements T able Example

........................ 1 5

F igure 3

- 2. S ystems O perator D ifference R equirements T able E xample

...................... 1 6

F igure 3

- 3. M aneuver O perator D ifference R equirements T able Example

.................... 20

F igure 4. M aster R equirements F ormulation

................................ ................................ .. 2 5

F igure 5. T est D efinitions

................................ ................................ ............................... 2 6

F igure 6. “T” T ests 1 T hru 5

................................ ................................ ........................... 2 7

F igure 7. S tandard M ethod and Flight S imulation T raining D evice

.............................. 29

F igure 8. F light S tandardization B oard P rocess

................................ ............................. 35

Page 21 1/5/13 AC 120

- 53B Appendix 2

A PPENDIX 2. PILOT TRA INING, QUALIFICATION , AND RATING REQUIREMENTS

1. PURPOSE. This appendix describes a comprehensive system for pilot training and qualifications outlined in this advisory circular (AC). It includes definitions, criteria, processes,

tests, me thods, and procedures necessary for uniform application of the system.

2. FOCUS. The appendix applies to and is used by:

• Aircraft manufacturers or modifiers who design, test, and certificate under Title 14 of the Code of Federal Regulations.

• Operator, manufac turer, or other training centers having programs approved for use under the applicable CFR.

• Federal Aviation Administration (FAA) offices and inspectors administering programs under the applicable CFR.

3. INTRODUCTION.

a. Comprehensive System for Pilot Training and Qualification

. This AC and its appendices provide a systematic means to address requirements for training, checking, and currency within applicable CFR. Definitions, criteria, processes, procedures, tests, and methods are consistent with and clarify ap plication of current rules in particular situations for specific

aircraft. This AC describes a comprehensive system for the FAA and industry to evaluate and approve use of particular aircraft and operator programs. The respective roles of training,

checkin g, and currency are clarified. This includes defining the role and criteria for determining type ratings for existing, new, or modified aircraft. The system is particularly suited to addressing transition, differences and related aircraft differences train ing programs, and mixed fleet flying. The system aids in assuring that pilots attain and maintain the knowledge, skills, and abilities needed to operate assigned aircraft safely.

b. Designation of Related Aircraft

. Certain aircraft with different type certifi cates may be demonstrated and determined to have commonality to the extent that credit between those

aircraft may be applied for training, checking, recency of experience, operating experience, operating cycles, or line operating flight time for consolidat ion of knowledge and skills. In order for a certificate holder to use these training and qualification efficiencies in that certificate holder’s operation, the certificate holder must obtain a related aircraft designation from the Administrator. The proce ss for related aircraft designation and deviation approval is as follows:

(1) The certificate holder identifies the related aircraft (including specific information regarding make and type) and makes a request through the POI to AFS

- 200 for the designation.

Th is designation should be based on FAA analysis published in the applicable FSB report.

(2) Request for deviation provided in §§ 121.434, 121.439 and 121.441 must be sen t to the Air Transportation Division (AFS

- 200) through its associated CHDO and regional off ice.

AFS

- 200 will consider the deviation on the basis of guidance from the AEG and its FSB reports and will provide a memo of concurrence or non

- concurrence to the CHDO through its associated regional office.

Page 11 1/5/13 AC 120

- 53B Appendix 2

c. Master Differences Requirements (MDR) Formulati on by FAA. The FAA’s Flight Standardization Board (FSB) formulates MDRs to address differences between related aircraft. These MDRs are presented in tabular format in the appropriate FSB Report. See sub paragraph

4b.

d. Specification of Constraints or Credits. The system permits the specification of constraints or permissible credits. Constraints or credits may relate to knowledge, skills, abilities, FSTDs, maneuvers, checks, currency, or any other such factors necessary for safe operations.

Constraints or cred its may apply generally to aircraft, particular pilot positions, or other

situations or conditions.

e. Recognition of Unique Operator Characteristics. The system recognizes the unique characteristics of individual operators while achieving uniformity in appli cation of FAA safety standards. FAA MDRs determine uniform bounds to tailor individual operator’s unique requirements to a particular fleet and situation. Principal operations inspectors (POI) approve each operator’s unique requirements within FAA MDRs. Op erator unique requirements accommodate particular combinations of related aircraft flown, pilot assignment policies, training methods and devices, and other factors that relate to the application of the FAA MDRs. Accordingly, the system preserves operator flexibility while standardizing the FAA’s role in review, approval, and monitoring of training, checking, currency, and mixed fleet flying programs as applicable.

f. Basis for Requirements. The determination of type rating, minimum differences training, check ing and currency requirements focus on basic operation of aircraft in the National Airspace System (NAS) under both instrument flight rules (IFR) and visual flight rules (VFR). Included are all flight phases from preflight to shutdown under both normal and nonnormal

conditions.

g. Relationship to Other FAA Policies. Although this AC, and the FSB recommendations in some instances, address particular types of operations or specific aircraft systems (e.g., use of flight guidance control systems for Category II/II I instrument approaches, long

- range navigation , etc.), other ACs address these issues more thoroughly. This AC and FSB recommendations address such issues only to the extent necessary to assure that pilots are qualified to operate pertinent systems or equ ipment as part of initial or continuing qualification.

4. CONCEPTS.

a. An Integrated System for Pilot Training and Qualification.

(1) System Elements. An integrated FAA/industry system and process established to determine appropriate requirements, apply the requirem ents, and meet those requirements on a continuing basis, for uniform pilot training and qualification.

(2) System Overview. The system uniformly applies FAA master requirements in a way that tailors a particular aircraft, to any operator’s unique situation or fleet. The FAA approves unique operator and fleet requirements for each operator based on FAA master requirements. The system develops FAA master requirements based on objective criteria and tests, with applicants’ (usually an aircraft manufacturer) suppor t for analysis, and testing. FSB reports for

Page 21 1/5/13 AC 120

- 53B Appendix 2

related aircraft describe FAA master requirements. MDRs express the minimum acceptable difference levels between related aircraft. An operator’s training and qualification program, checklist, operations manuals, and other such approvals are by

- products of compliance with MDRs. Operators comply with MDRs using unique ODRs, tailored to that operator’s programs and approved by the FAA. Operator Difference Requirements (ODR) based on and in compliance with the MDRs, specify requirements uniquely applicable to a particular operator’s mixed fleet flying situation. An operator’s specific document describes ODRs by identifying a base aircraft, differences between related aircraft, and that operator’s compliance methods fo r each related aircraft.

b. MDRs.

(1) MDR Applicability. MDRs are those requirements applicable to training and qualification that pertain to differences between related aircraft. MDRs specify the minimum acceptable difference levels between related aircraft tha t may be approved for operators. One related aircraft is selected by the operator as a reference for comparison purposes and is considered a base aircraft. This is typically the first aircraft on which pilots are qualified, or is the

aircraft of which an o perator has the largest number. Difference levels between the base aircraft and other related aircraft then specify the minimum difference requirements to be met for pilot training and qualification. Major differences in a particular fleet are defined betw een groups of related aircraft rather than specifying differences between each possible configuration and combination of configurations between related aircraft. MDRs are specified in terms of training, checking, and currency difference levels as shown on an MDR table.

(2) MDR Content. MDRs specify the minimum training, checking, and currency acceptable to the FAA for pilot training and qualification regarding differences.

(3) MDR Formulation, Description, and Revision. MDRs are formulated by the FAA

FSB for relate d aircraft. MDRs are originally specified when an aircraft is first type certificated. MDRs are formulated using standardized tests and evaluations in conjunction with the aircraft type certification or supplemental type certification process. MDRs are bas ed on an applicant’s proposal, FAA evaluation of that proposal, in

- service experience, and test results when tests are necessary. FSB determinations also consider operator recommendations, safety history, and other

relevant information. MDRs are described in recommendations of an FSB report and may be revised if necessary. MDRs are revised when aircraft are developed or modified, tests or

in

- service experience shows a need for revision, a revision is requested by an applicant, and

evidence indicates the nee d for revision, or rules or FAA policies change. MDRs are revised by a process similar to that used for initial formulation of requirements.

(4) MDR Use. MDRs are applied to specific operators through formally described ODRs that are developed by and tailored to each operator. FAA field offices use the MDRs as the basis for approval of individual operator’s differences or related aircraft differences training program.

(5) The MDR Table. An example of typical MDRs for the B oeing 737

- 200,

- 300,

- 400,

- 500,

- 600,

- 700

, - 800, and

- 900 is shown in Figure 1. MDR table requirements are shown for each pair of aircraft by notations in each element of corresponding columns and rows of the table. Each element of the table identifies the minimum difference training, checking, a nd

Page 31 1/5/13 AC 120

- 53B Appendix 2

currency requirements applicable to mixed fleet flying. The MDR table identifies a pertinent base aircraft and particular aircraft for which requirements are sought. Note the minimum difference levels that correspond to the pertinent column and row, and special requirements in footnotes, if applicable.

(6) Use of Higher or Lower Difference Levels. Operators will satisfy difference requirements by using the methods acceptable for the specified level or a higher level. Lower

level methods may be used in additi on to the required levels but may not substitute for the required level or be used exclusively instead of the required level.

FIGURE 1. MASTER DIFFERENCE REQUIREMENTS (MDR) TABLE

TYPE RATING:

B OEING 737 FROM AIRCRAFT

B oeing 737

BASIC

B oeing 737

- 100,

- 200 (SP77) B oeing 737

- 200 ADV B oeing

737

- 300,

- 400,

- 500 (NON

- EFIS) B oeing

737

- 300,

- 400,

- 500 (EFIS) B oeing

737

- 600,

- 700,

- 800,

- 900TO AIRCRAFT B oeing 737

BASIC

B oeing 737

- 100,

- 200 (SP77) A/A/A (2) NAV

- B/B/C (6) PMS

- C/B/C B/A/B (2) NAV

- B/B/C (6) PMS

- C/B/C C*/C*/D C*/C*/D D/D/D

B oeing 737

- 200

ADV B/A/B (1) PDCS

C/B/C (2) NAV

- B/B/C (4) AFCS

C/B/C (6) PMS

- C/B/C A/A/A (1) PDCS

C/B/C (2) NAV

- B/B/C (4) AFCS

C/B/C (6) PMS

- C/B/C C*/C*/D (1) PDCS

B/B/C (2) NAV

- B/B/C (5) LIMITED

FMS

- C/B/C C*/ C*/D (1) PDCS

B/B/C (2) NAV

- B/B/C D/D/D (1) PDCS

B/B/C (2) NAV

- B/B/C

B oeing 737

- 300,

- 400,

- 500 (NON

- EFIS) C*/C*/D (5) LIMITED

FMS

- C/B/C C*/C*/D (5) LIMITED

FMS

- C/B/C A/A/A (7) CROSS

SERIES

A/A/B C/B/B (8) C/B/B

B oeing 737

- 300,

- 400,

- 500 (E FIS) (3) C*/C*/D (5) LIMITED

FMS

- C/B/C (3) C*/C*/D (5) LIMITED

FMS

- C/B/C (3) C/B/B A/A/A (7) CROSS

SERIES

A/A/B (8) C/B/B (9) PFD/ND

D/C/C

B oeing 737

- 600,

- 700,

- 800,

- 900 D/D/D D/D/D (8) C/B/B (9) PFD/ND

D/C/C (8) C/B/B (9) PFD/ND

D/C/C A/ A/A (9) PFD/ND

D/C/C (11) EDFCS

C/C/C

(7) Differences W ithin a Series. Differences may exist even within series shown on an MDR table. MDR elements may show requirements from one series to another identified in the footnotes. Such requirements however, a pply only if pertinent differences exist between those

aircraft.

(8) More T han One Related Aircraft. When an operator assigns a pilot to more than one related aircraft of the same type certificate (e.g., B oeing 737

- 100/

- 200/

- 300/

- 400/

- 500/next

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- 53B Appendix 2

generation), or more than one aircraft with different type certificates (e.g. B oeing 757 and

B oeing 767) designated as related, each pertinent requirement of the MDR table applies.

(9) Special Requirements.

(a) MDR Footnotes. Footnotes can be used to credit, constrain, or set alt ernate levels when special situations apply. Use of footnotes permits accommodation of variations in installed equipment, options, pilot knowledge, or experience on other aircraft, training methods or devices, or other factors that are not addressed by bas ic levels between aircraft. For example, a footnote may allow credit or apply constraints to the use of a particular flight guidance control system (FGCS), flight management system (FMS), or electronic flight instrument system (EFIS),

which is installed on aircraft. Footnotes are an appropriate means to address requirements that relate to specific systems (e.g., flight director and FMS) rather than a particular aircraft. In such instances, generic knowledge or experience with the particular system may be re adily transferable between related aircraft. Footnotes may also be used to set different requirements for initial training or checking rather than for recurrent training or checking. When necessary, footnotes are fully described in the body of the FSB repo rt.

(b) Other Limitations. Other limitations may occasionally be identified within a

difference level (e.g.

, C*/C*/C*). The asterisk following the difference level in such instances identifies a special requirement or limitation pertaining to a particular trai ning method or device. Such notes typically relate to acceptable FSTDs when the FSTD evaluation and approval process

or standard criteria of this AC are not available to address a particular situation appropriately.

(10) MDRs for Aircraft with the Same or Diffe rent Type Certificate . A single FSB report and MDR table may apply to aircraft that are assigned the same type certificate (TC) with the same type rating (e.g.

, B oeing 737

- 100/

- 200/

- 300/

- 400/

- 500 and next generation). .A single FSB report and MDR table ma y also apply to different type certificated aircraft (e.g.

, B oeing 757

and B oeing 767). When it is determined that level E training is required for an aircraft with a same aircraft TC and a different type rating is determined, a single MDR table for all se ries of that type

- certificated aircraft still applies (e.g.

, B oeing 747 and B oeing 747

- 400). Minimum acceptable difference levels are assigned based on standard tests described in Appendix 3.

c. Difference Levels.

(1) General Description. Difference levels speci fy FAA requirements proportionate to and corresponding with increasing differences between related aircraft. A range of five difference levels in order of increasing requirements, identified as A through E, are each specified for training, checking, and cu rrency. MDRs are specified in terms of difference levels. Difference levels are used to credit knowledge, skills, and abilities applicable to an aircraft for which a pilot is already qualified and current, during initial, transition or upgrade training for other related aircraft. Operators, who conduct mixed fleet flying where credit is sought, should apply difference levels and address all mixed fleet flying requirements to ensure compliance with FAA requirements necessary to assure safe operations.

(2) Basis for Levels. Difference levels apply when a difference with potential to affect flight safety exists between related aircraft. Differences may also affect knowledge, skills, or

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abilities required of a pilot. If no differences exist or if differences exist b ut do not affect knowledge, skills, abilities or flight safety, then difference levels are not assigned nor are they applicable to pilot training and qualification. When difference levels A through E apply, each

difference level is based on a scale of diff erences in design features, systems, or maneuvers. In assessing the effects of differences, both flight characteristics and procedures are considered, since flight characteristics address handling qualities and performance, while procedures include

normal and abnormal/nonnormal/emergency items.

(3) Relationship Between Training, Checking, and Currency Levels. While particular aircraft are often assigned the same level (e.g., C/C/C) for training, checking, and currency, such assignment is not necessary. Levels m ay be assigned independently. For example, an aircraft may be assigned level C for training, level D for checking, and level C for currency (e.g., C/D/C).

(4) Evaluation for Determination of Aircraft Type Ratings.

(a) Aircraft with the same TC being evaluated for type rating determination are assigned the same type rating if training differences are no greater than level D.

(b) Aircraft of the same make having different TCs that have training differences no greater than level D will be assigned different type ratings that may be considered in common

with each other.

(c) Aircraft of the same make that have level E training difference requirements will be assigned a different type rating. Aircraft with systems such as heads

- up display (HUD), Enhanced Vision Systems (EVS), o r Synthetic Visions Systems (SVS) may require Level E training without requiring a new type rating.

d. Training Difference Levels.

(1) Level A Training. Level A training is that training between related aircraft that can adequately be addressed through self

- instr uction. Level A training represents a knowledge requirement that, once appropriate information is provided, understanding and compliance can be

assumed. Level A compliance is achieved by such methods as issuance of operating manual page revisions, dissemin ation of operating bulletins, or differences handouts to describe minor

differences in aircraft. Level A training is limited to the following situations:

(a) A change that introduces a different version of a system/component for which the pilot has already sho wn the ability to understand and use (e.g., an updated version of an engine).

(b) A change that results in minor or no procedural changes and does not adversely affect safety if the information is not reviewed or forgotten (e.g., a different vibration damping engine mount is installed, expect more vibration in descent; logo lights are installed, use is optional).

(c) Information that highlights a difference, which is evident to the pilot, inherently obvious, and easily accommodated (e.g., different location of a co mmunication radio panel, a

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different exhaust gas temperature limit that is placarded, or changes to nonnormal “read and do” procedures).

(2) Level B Training. Level B training is applicable to related aircraft with system or procedure differences that can adeq uately be addressed through aided instruction. At level B, aided instruction is appropriate to ensure pilot understanding, emphasize issues, provide a standardized method of presenting material, or aid retention of material following training.

Level B aide d instruction can utilize slide/tape presentations, computer based tutorial instruction,

stand

- up lectures, or video tapes. Situations not covered under level A training may require

level B (or higher levels) if certain tests described in later paragraphs fail.

(3) Level C Training. Level C training is applicable to related aircraft having part task differences that affect knowledge, skills and/or abilities. Level C training can only be accomplished through use of devices that are capable of systems training. T he training objectives focus on mastering individual systems, procedures, or tasks, as opposed to performing highly integrated flight operations and maneuvers in “real time.” Level C may require self

- instruction or aided instruction, but cannot be adequate ly addressed by a knowledge requirement alone. Training devices are required to supplement instruction, ensure attainment or retention of pilot skills and abilities, and accomplish the more complex tasks, usually related to operation of particular aircraft systems. Typically, the minimum acceptable training method for level C training would be interactive computer

- based training, cockpit procedure trainers, or part task trainers (e.g., FMS or traffic collision avoidance system (TCAS)).

(4) Level D Training. Lev el D training is applicable to related aircraft having full task differences of knowledge, skills, and/or abilities. Level D training can only be accomplished with devices capable of performing flight maneuvers in a dynamic real time environment. The devic es enable integration of knowledge, skills, and abilities in a simulated flight environment, involving combinations of operationally oriented tasks and realistic task loading for each relevant phase of flight. Level D training requires mastery of interrela ted skills that cannot be adequately addressed by separate acquisition of those skills. However, the differences are not so significant that a full transition training course is required. Training for level D differences requires a training device that has accurate, high fidelity integration of systems and controls, and realistic

instrument indications. Level D training may also require maneuvers, visual cues, motion cues, dynamics, control loading or specific environmental conditions. Weather phenomenon su ch as low visibility, CAT III, or windshear may or may not be incorporated. Where simplified or generic characteristics of an aircraft type are used in devices to satisfy difference level D training, significant negative training must not occur as a result of the simplification. Typically, the minimum acceptable training method for level D training would be flight training

device (FTD) level 6.

(5) Level E Training. Level E training is applicable to aircraft having such significant

full task differences that a “high fidelity” environment is required to attain or maintain knowledge, skills, or abilities. Training at level E can only be satisfied by the use of a full flight simulator (FFS) qualified at level C or D consistent with FAA criteria. Level E training, i f done in an aircraft, should be modified for safety reasons where maneuvers can result in a high degree of risk (i.e., an engine set at idle thrust to simulate an engine failure). As with other levels, when

level E training is assigned, suitable credit or constraints may be applied for knowledge, skills,

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and/or abilities related to other pertinent related aircraft. Credits or constraints are specified for the subjects, procedures, or maneuvers shown in FSB reports and are applied through the ODR

table.

NOTE: Tra ining difference levels specified by the FSB represent minimum requirements. Operators may use a device associated with a higher

difference level to satisfy a training difference requirement. For example, if

level C differences are assessed due to installa tion of a different FMS, operators may train pilots using the FMS installed in a FFS as a system trainer if a dedicated part task FMS training device is not available.

e. Checking Difference Levels.

(1) Initial and Recurrent Checking. Differences and related airc raft differences checking addresses any pertinent pilot qualification requirements and any other checks specified by FSB reports. Initial and recurrent checking levels are the same unless otherwise specified by the FSB. In certain instances, it may be poss ible to satisfactorily accomplish recurrent checking objectives in devices that do not meet initial checking requirements. In such instances, the FSB may recommend certain devices that do not meet initial check requirements for use to administer recurring checks. The POI/Training Center Program Manager, in coordination with the FSB, may require checking in the initial level device when doubt exists regarding pilot competency or program adequacy.

(2) Level A Checking. Level A checking indicates that no check is required at the time of training. A pilot is responsible for knowledge of each related aircraft flown. Difference items should be included as an integral part of subsequent recurring proficiency checks.

(3) Level B Checking. Level B checking indicates that a “ task” or “systems” check is required following training. Level B checking typically applies to particular tasks or systems such as FMS, TCAS, or other individual systems or related groups of systems.

(4) Level C Checking. Level C checking requires a partial pr oficiency check using a device suitable for meeting level C (or higher) difference training requirements following training. The partial check is conducted relative to particular maneuvers or systems determined by the FSB. Example of a level C check: evalu ation of a sequence of maneuvers demonstrating a pilot’s ability to use a FGCS or FMS. An acceptable scenario would include each relevant phase of flight that uses the FGCS or FMS.

(5) Level D Checking. Level D checking requires a partial proficiency check for one or more related aircraft following training. The partial proficiency check covers the particular maneuvers, systems, or devices determined by the FSB. Level D checks are performed using scenarios representing a “real time” flight environment and devic es permitted for level D difference training. A full proficiency check is typically conducted on the base aircraft, and a partial proficiency check on the related aircraft, covering all pertinent differences.

(6) Level E Checking. Unless specified, level E che cking requires that a full proficiency

check be conducted in a level C or D FFS. As with other levels, when level E checking is assigned, suitable credit or constraints may be applied for knowledge, skills, and/or abilities

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related to other pertinent relat ed aircraft. Credits or constraints are specified for the subjects, procedures, or maneuvers shown in FSB reports and are applied through the ODR table.

NOTE: Assignment of level E checking requirements alone does not result in determining a separate type rating . Only the assignment of level E training requirements may result in a separate type rating determination.

f. Currency Difference Levels. The term “currency” as used in this AC addresses experience necessary for safe operation of aircraft as determined by the FSB. Currency issues not specified by the FSB are covered by regulation.

(1) Level A Currency. Level A currency is considered common to each related aircraft. Thus, assessment or tracking of currency for separate related aircraft is not necessary or applicabl e. Maintenance of currency in any one related aircraft or a combination of related aircraft will suffice for any other related aircraft.

(2) Level B Currency. Level B currency is “knowledge related” currency, typically achieved through self

- review by individua l pilots for a particular aircraft. Self

- review is usually accomplished by review of material provided by the operator to pilot. Such currency may be undertaken at an individual pilot’s initiative; however, the operator will identify the material and

the f requency or other situations in which the material should be reviewed. Self

- review may be based on manual information, bulletins, aircraft placards, memos, class handouts, videotapes, or other memory aids that describe the differences, procedures, maneuver s, or limits for the pertinent aircraft that pilots are flying. Examples of acceptable compliance with level B currency

are:

(a) The issuance of a bulletin that directs pilots to review specific operating manual information before flying a related aircraft. Le vel B currency may be regained by review of pertinent information to include bulletins, if that related aircraft has not been flown within a specified period (e.g., fly that related aircraft or have completed a review of the differences in

limitations and procedures within a specified number of days).

(b) Pilot endorsement on a dispatch release that they have reviewed pertinent information for a particular related aircraft to be flown on that trip. Level B currency cannot, however, be achieved solely by review of class notes taken by and at the initiative of an individual pilot unless the adequacy of those notes is verified by the operator.

(3) Level C Currency. Level C currency is applicable to one or more systems or procedures, and relates to both skill and knowle dge requirements. An example would be establishment of FMS currency, flight guidance control system currency, or other particular currency that is necessary for safe operation of a related aircraft. Establishment of level C for a

related aircraft with an F MS would typically require a pilot to fly that related aircraft within the specified period of time or re

- establish currency. Currency constraints for level C are established by the FSB. When level C currency applies, pertinent level B currency will also b e addressed. Examples of methods acceptable for addressing level C currency are:

(a) Pilot scheduling practices resulting in a pilot being scheduled to fly a related aircraft with the pertinent system/procedure within the specified period of time;

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(b) Tracking of an individual pilot’s flying of related aircraft to ensure that the particular system/procedure has been flown within the specified period of time;

(c) Use of a higher level method (level D or E currency); or

(d) Other methods as determined or found acceptable by the FSB.

(4) Re

- E stablishing Level C Currency. When currency is lost, currency may be re

established by completing required items using a device equal to or higher than that specified for

level C difference training and checking. Other means to re

- establish cu rrency include flights with an appropriately qualified check airman, completion of proficiency training, or a proficiency check. In some instances, a formal refamiliarization period in the actual aircraft with the applicable system operating while on the g round may be acceptable if permitted by the FSB. Such refamiliarization periods are completed using an operator

- established procedure under the supervision of a pilot designated by the operator.

(5) Level D Currency. Level D currency is related to designated m aneuvers, and addresses knowledge and skills required for performing aircraft control tasks in real time, with integrated use of associated systems and procedures. Level D currency may also address certain differences in flight characteristics including pe rformance of any required maneuvers and related normal/abnormal/emergency procedures for a particular related aircraft. A typical application of

level D currency is to specify selected maneuvers, such as takeoff, departure, arrival, approach, or landing, w hich are to be performed using a particular FGCS and instrument display system. Either a pilot must fly a related aircraft equipped with the FGCS and particular display system sufficiently often to retain familiarity and competence within the specified cur rency period, or currency must be re

- established. Currency constraints for level D are established by the FSB.

When level D currency applies, pertinent level B and level C currency must also be addressed. Examples of methods acceptable for addressing level D currency are:

(a) Tracking of flights by a particular pilot in a particular related aircraft to assure experience within the specified currency period.

(b) Tracking the completion of specific maneuvers based on logbook entries, Aircraft Communication Addressing and Reporting System (ACARS) data, or other reliable records to assure experience within the specified currency period.

(c) Scheduling of aircraft or pilots to permit currency requirements to be met with verification that each pilot has actually accomplished the assigned or an equivalent schedule.

(d) Completion of pilot qualification in which designated maneuvers are performed in a FSTD acceptable for level D currency.

(e) Use of a higher level method (level E currency).

(f) Other methods as determined or found acceptabl e by the FSB.

(6) Re

- E stablishing Level D Currency. When currency is lost, currency may be re

established by completing pertinent maneuvers using a device equal to or higher than that

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specified for level D difference training and checking. Other means to re

- es tablish currency include flight with an appropriately qualified check airman during training or in line operations, completion of proficiency training, or a proficiency check.

(7) L evel E Currency. Level E currency may specify system, procedure, or maneuver

cu rrency item(s) necessary for safe operations, as identified by the FSB, to be accomplished in a

Level C/D FFS for that related aircraft. FSB recommendations related to takeoff and landing are applied in a way that addresses needed system or maneuver experi ence. For example, if FGCS, FMS, EFIS, navigation, or other system or maneuver experience is the basis for a currency requirement, approval of an operator’s program at level E includes the use of those systems in conjunction with satisfying takeoff and lan ding requirements. In this instance, making three FFS) takeoffs and landings in VFR closed traffic without using the FGCS, EFIS, or FMS may not be

sufficient to meet level E currency requirements.

NOTE: Assignment of level E currency requirements alone does not result in determining a separate type rating. Only the assignment of level E training requirements may result in a separate type rating determination.

(8) Re

- E stablishing Level E Currency. When currency is lost, currency may be re

established by completing per tinent maneuvers using a device specified for level E difference training and checking. Other means to re

- establish currency include flight with an appropriately qualified check airman during training or in line operations, completion of proficiency traini ng, a proficiency check, or AQP evaluation.

(9) Competency Regarding Abnormal/Nonnormal/Emergency Procedures. Competency for nonnormal maneuvers or procedures is generally addressed by checking requirements; however, particular abnormal/nonnormal/emergency man euvers or procedures may not be mandatory for checking or training. In this situation, it may be necessary to periodically practice or demonstrate those maneuvers or procedures even though it is not necessary to complete them during each check. In such ins tances, the FSB may specify a currency requirement for training or checking applicable to abnormal/nonnormal/emergency maneuvers or procedures that are to be performed. This is to assure that extended periods of time do not elapse in a series of repeated t raining and checking events in which significant maneuvers or procedures may never be accomplished. When an abnormal/nonnormal/emergency maneuver or procedure is not mandatory and is not accomplished during each proficiency training or proficiency check, b ut is still important to occasionally practice or demonstrate, the FSB may establish a currency requirement. When determined by the FSB, these currency requirements identify each abnormal/nonnormal/ emergency maneuver or procedure, the currency

level appli cable, and an applicable time period or any other necessary/appropriate constraints.

(10) Difference Level Summary. Difference levels are summarized in Figure 2 below for training, checking, and currency. Complete descriptions of difference levels for training, checking, and currency are given above.

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FIGURE 2. DIFFERENCE LEVEL TABLE

DIFFERENCE

LEVEL TRAINING CHECKING CURRENCY

A Self instruction Not applicable (or integrated with next proficiency check) Not applicable

B Aided instruction Task or system check S elf review

C Systems devices Partial proficiency check using d evice Designated system

D Maneuver devices Partial proficiency check using level 6 or higher

FSTD Design at ed maneuver(s)

E Level C or D FFS

or aircraft # Proficiency check using

level C or D FFS or aircraft Design at ed maneuver(s)

# = New type rating is normally assigned * = FFS or aircraft may be used to accomplish specific maneuvers

g. Operating Experience (OE), Operating Cycles, and Consolidation of Knowledge and

Skills. Credits towards 14 C FR part 121 requirements for operating experience, operating cycles, and line operating flight time for consolidation of knowledge and skills may be permitted if performed in “designated” related aircraft.

h. Supervised Line Flying (SLF). Experience associate d with the introduction of equipment or procedures requiring post qualification skill enhancement during which a pilot occupies a specific pilot position and performs particular assigned duties for that pilot position under the supervision of a check airma n qualified for the operator. One or more of the reasons described below may apply:

(1) Introduction of new systems (e.g., Automatic Dependent Surveillance Broadcast (ADS

- B), runway area advisory system (RAAS), etc.).

(2) Introduction of new operations (e.g., ocea nic operations, Extended Operations (ETOPS)).

(3) Experience for a particular pilot position (e.g., PIC, SIC).

(4) Special characteristics (e.g., e ffects of unique airports, mountainous areas, unusual weather, special air traffic control procedures, or nonstandard runway surfaces) on this aircraft.

i. Recency of Experience. Credit towards the recency of experience requirements of

14 CFR part 121 may be permitted for takeoffs and landings performed in designated related

aircraft.

j. ODR.

(1) ODR Purpose. If differences exist within an operator’s fleet, which affect pilot knowledge, skills, or abilities pertinent to systems or procedures, ODR tables provide a uniform

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means for operators to comprehensively manage differences and related aircraft differences training programs and provide a basis for FAA approval of mixed fleet flying.

(2) ODR Content. ODRs identify a base aircraft, describe differences between aircraft, and show an operator’s methods of compliance with FAA requirements. The FAA approves an operator’s initial ODR and e ach subsequent revision for the following:

(a) Base Aircraft. ODRs identify an aircraft or group of aircraft within an operator’s fleet as a base aircraft. The base aircraft serves as a reference for comparison with other related

aircraft to describe their di fferences.

(b) Significance of Differences. Differences are described in summary form and are categorized by differences in design features, systems, and maneuvers. Differences are evaluated relative to their effect on either flight characteristics, pilot skil ls, and/or procedures.

(c) Compliance Methods. ODRs show how each operator’s program addresses differences, through description of training, checking, or currency methods for each fleet. ODRs describe the specific or unique constraints or credits applicable, a nd any precautions necessary to address differences between aircraft. ODRs must comply with and be just as or more restrictive than FAA MDRs and other FSB recommendations if they are part of the operator approved training program. Constraints or credits ma y be applied to all aircraft in a fleet or only to certain aircraft. Constraints or credits may address FSTDs, checking and currency methods, knowledge, skills, procedures, maneuvers, or any other factors that apply to or are necessary for safe operations. Training, checking, and currency compliance methods are proposed and revised by each operator consistent with ODR examples from a variety of sources that are acceptable to the FAA. ODR examples are found in FSB reports.

(3) Standard ODR Format. ODRs are depic ted in tables in summarized form. If necessary, any explanation of details about differences, constraints, and credits, precautions or compliance methods are included in attachments or appendices to ODR tables or are cross referenced to other operator docu ments. Figure 3 shows the general format for ODR tables, including examples of design, systems, and maneuver differences. The far

- left column lists design, system, or maneuver differences that are pertinent. The “Remarks” column summarizes specific areas o r items of difference. The “Flight Characteristics” and “Procedural Change” columns identify what (if any) difference effects are noted. The “Compliance Methods” section of the table notes the particular operator’s approved means of compliance with FAA MDR recommendations. The following abbreviations apply:

• ACFT

- Aircraft.

• AFDS

- Auto Flight Display System.

• AVT

- Audio Visual Tapes.

• CBT

- C omputer

- B ased T raining.

• EFIS

- El ectronic F light I nstrument S ystem

.

• EICAS

- Engine Indicating and Crew Alerting Syste m.

• FSTD

- Flight S imulation Training Device.

• FLT CHAR

- Flight Characteristics.

• FMC

- F light M anagement C omputer.

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• FMS

- Flight Management System.

• PROC CHNG

- Procedural Changes.

• SU

- Stand Up Instruction (traditional classroom instruction).

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FIGURE 3

- 1. DE SIGN OPERATOR DIFFERENCE REQUIREMENTS TABLE

EXAMPLEDESIGN OPERATOR DIFFERENCE REQUIREMENTS TABLECOMPLIANCE METHODCHKG/CURRCURRBFLTCHKTRAININGLVLELVLDLVLCLVLBAVT/SU/CBTAVT/SU/CBTAVT/SU/CBTLVLADIFFERENCE AIRCRAFT: 737-300BASE AIRCRAFT: 737-200 ADVANCEDAPPROVED BY (POI):PROCCHNGNONONOFLTCHARMINORNONOREMARKS-BODY EXTENSION 104”-WING TIP EXTENSION 14”-DORSAL FIN-w/STC ST01219SE, BLENDED WINGLET-ADDITION OF FMC/AFDS/AT/IRS ETC.-GROWTH RELATED CHANGESDESIGN FEATUREAIRPLANECONFIGURA-TIONPANEL LAYOUTWEIGHTS

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FIGURE 3

- 2. SYSTEMS OPERATOR DIFFERENCE REQUIREMENTS TABLE

EXAMPLESYSTEMS OPERATOR DIFFERENCE REQUIREMENTS TABLECOMPLIANCE METHODCHKG/CURRCURRD90DAYS+3 FLTSEG.FLTCHKC*+OETRAININGLVLELVLDLVLCCBT/FMS/ATLVLBAVT/SUAVTAVT/SUAVT/SUAVT/SULVLADIFFERENCE AIRCRAFT: 737-300BASE AIRCRAFT: 737-200 ADVANCEDAPPROVED BY(POI):PROCCHNGYESYESNOYESYESFLTCHARNONONONONOREMARKS-RECIRC FAN REPLACES GASPER FAN-3 POSITION PACK SWITCH-FWD OUTFLOW VALVE LIGHTDELETED-EQUIPMENT COOLING FAN LIGHT-ADDITIONAL FAN INSTALLED (EFISONLY)-DISTRIBUTION: MINOR CHANGES-SP-300 AFDS REPLACES SP-77/SP-177-AUTOTHROTTLE ADDED*-AUTOLAND CAPABILITY ADDED*(*ONLY WHEN COMPARED TO SP-77AIRPLANES)-LNAV/VNAV-TO/GA MODE-MINOR CHANGES IN POWERDISTRIBUTION-CANNISTER OPTION ONLY*-NEW CREW MASKS*(*OPTION ON SOME-200 AIRPLANES)-DUAL-LOOP DETECTION SYSTEM-MINOR EXTING. EQUIP. CONFIGCHANGE-TWO SQUIBS PER BOTTLESYSTEM21 AIR COND. &PRESSURIZATION22 AUTO-FLIGHT24 ELECTRICAL25 EMERGENCYEQUIPMENT26 FIREPROTECTION

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FIGURE 3

- 2. SYSTEMS OPERATOR DIFFERENCE REQUIREMENTS TABLE EXAMPLE ( C ontinued )SYSTEMS OPERATOR DIFFERENCE REQUIREMENTS TABLECOMPLIANCE METHODCHKG/CURRCURRFLTCHKTRAININGLVLELVLDLVLCLVLBAVT/SU(CBT/AVT/SU)AVT/SULVLADIFFERENCE AIRCRAFT: 737-300BASE AIRCRAFT: 737-200 ADVANCEDAPPROVED BY (POI):PROCCHNGYES(YESMINOR)YESFLTCHARMINORNOREMARKS-ADD’L SPOILERS ADDED-ELECTRIC AIL TRIM-DUAL CHANNEL MACH TRIM;TEST BUTTON DELETED-SPEED TRIM ADDED-STAB TRIM BRAKE DELETED-TWO SPEED STAB TRIM-DIFFERENT STAB TRIM RANGE-ELECTRIC STAB TRIM OVERRIDE-ELECTRIC RUDDER TRIM-AUTOSLAT SYS. ADDED-TE FLAP PLACARD SPEEDS-CERTIFIED T/O FLAP SETTINGS-RUDDER SYSTEM ENHANCEMENT-(OPTION: BLENDED WINGLET W/SPEED BRAKE LOAD ALLEVIATION)-CONTINUOUS FUEL HEAT SWITCHESDELETED-FILTER BYPASS LIGHT REPLACESICING LIGHT-FUEL CAPACITY INCREASED-GND XFER OF FUEL-AUX TANK (OPTIONAL)SYSTEM27 FLIGHTCONTROLS28 FUEL

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FIGURE 3

- 2. SYSTEMS OPERATOR DIFFERENCE REQUIREMENTS TABLE EXAMPLE ( C ontinued )SYSTEMS OPERATOR DIFFERENCE REQUIREMENTS TABLECOMPLIANCE METHODCHKG/CURRCURRFLTCHKTRAININGLVLELVLDLVLCLVLBAVT/SUAVT/SUAVT/SUAVT/SULVLADIFFERENCE AIRCRAFT: 737-300BASE AIRCRAFT: 737-200 ADVANCEDAPPROVED BY (POI):PROCCHNGYESYESYESNOFLTCHARNONONONOREMARKS-LANDING GEAR XFER UNIT-SYS A & B SOURCES ANDCOMPONENTS CHANGED; A &BINDEPENDENT-GROUND INTERCONNECT DELETED-AUTOSLAT PTU-THRUST REVERSER-ONE ON EACHSYSTEM-B QUANTITY GUAGE ADDED-STBY RUDDER ON LIGHT-ENG INLET ANTI-ICE DELETED-WING ANTI-ICE OPERATION ONGROUND PERMITTED*(*OPTION ON SOME-200 AIRPLANES)-EFIS (AS INSTALLED)-ADI/HIS (AS INSTALLED)-NAV SWITCH (AS INSTALLED)-NORM/ALT REPLACES A & B SYSBRAKES-PAIRED WHEEL ANTI-SKIDPROTECTION ON ALT BRAKES-TIRE SCREEN DELETED*-NO TOUCHDOWN OR LOCKED WHEELPROTECTION ON ALT BRAKES-SINGLE ANTI-SKID SWITCH(*OPTION ON SOME-200 AIRPLANES)SYSTEM29 HYDRAULIC30 ICE & RAINPROTECTION31 FLIGHTINSTRUMENTS32 LANDING GEAR

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FIGURE 3

- 2. SYSTEMS OPERATOR DIFFERENCE REQUIREMENTS TABLE EXAMPLE ( C ontinued)SYSTEMS OPERATOR DIFFERENCE REQUIREMENTS TABLECOMPLIANCE METHODCHKG/CURRCURRD90DAYS+3 FLTSEG.BFLTCHKC*+OEC*TRAININGLVLELVLDLVLCCBT/FMS/ATFMS/ATLVLBAVT/SUAVTAVT/SUAVT/SUAVT/SUAVT/SUAVT/SULVLADIFFERENCE AIRCRAFT: 737-300BASE AIRCRAFT: 737-200 ADVANCEDAPPROVED BY (POI):PROCCHNGYESYESNOYESYESNONOFLTCHARNONONONONOMINORNOREMARKS-ADDITIONAL SYS ANNUNCIATORLIGHTS ADDED-GPWS MODE 6 WINDSHEAR OPTION*(* OPTION ON SOME-200 AIRPLANES)-FMCS ADDED-IRS ADDED-ANCDU-DISTRIBUTION MINOR CHANGE-CFM-56 ENGINES-NEW INDICATORS-CASCADING VANES TYPE REVERSERWITH AUTO RESTOW-PMC ADDED-IGN SELECT SWITCH-AUTOMATIC RECOVERY AVAILABLE IFIN DUAL CHANNEL-FLIGHT DIRECTOR GUIDANCEAVAILABLE (OPTIONAL)-CHANGED-GROWTH RELATED CHANGESSYSTEM33 WARNING34 NAVIGATION36 PNEUMATICS73, 74, 77, 80POWER PLANTWINDSHEAREQUIPMENTPERFORMANCELIMITATIONS

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FIGURE 3

- 3. MANEUVER OPERATOR DIFFERENCE REQUIREMENTS TABLE

EXAMPLEMANEUVER OPERATOR DIFFERENCE REQUIREMENTS TABLECOMPLIANCE METHODCHKG/CURRCURRD90DAYS+FLTCHKC*+OEC*TRAININGLVLELVLDLVLCFMS/ATFME/ATLVLBAVT/SUAVT/SULVLABASE AIRCRAFT: 737-200 ADVANCEDAPPROVED BY (POI):PROCCHNGSEEAPPSEEAPPFLTCHARNONOREMARKS-OPTIONAL USE OF AFDS, AND A/T(ALSO AN OPTION FOR-200 AFCSAIRPLANES)-OPTIONAL USE OF FMCS-OPTIONAL USE OF AFDS, AND A/T(ALSOAN OP;TION FOR-200 AFCSAIRPLANES)-OPTIONAL USE OF FMCSMANEUVERNORMALTAKEOFF, CLIMB,CRUISE,DESCENT,INSTRUMENTAPPROACHES,LANDINGNON-NORMALMANEUVERS

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(4) ODR Approval, Distribution, and Availability. ODRs are approved for each fleet by an operato r’s FAA POI in accordance with FSB report recommendations. ODRs must be prepared, reviewed, approved, and then used to govern training before start of operations. The operator retains approved ODRs with a duplicate copy as part of FAA certificate

- holding d istrict office (CHDO) records.

(5) ODR Revision. ODR tables are revised by operators and re

- approved by the FAA when fleet characteristics change or when compliance methods change. Fleet characteristic changes include redesignation of base aircraft, modificati on of aircraft, addition of aircraft, change of aircraft, or phaseout of aircraft. Changes in compliance methods refer to introduction of new or different training methods, contracting for use of different FSTDs, revision of checking or currency methods, o r other such changes. Revisions to ODRs are also prepared, reviewed, and approved before operating.

NOTE: Paragraph 6 describes the development, approval, and application of ODR tables to individual operator’s programs. Paragraph 7 describes FAA review and appro val of programs by POIs.

5. FORMULATION OF FSB REPORTS, MDRs, AND DETERMINATION OF TYPE

RATINGS.

a. Formulation Process Overview. The process for FAA formulation and revision of MDR requirements is shown in Figure 4. The process determines which information is r equired for an aircraft; it includes a proposal for requirements, tests, and evaluations of the proposed requirements; it then finalizes, applies, and implements the FSB recommendations. Applicants propose MDRs, examples of ODRs, and any other FSB recommen dations that are necessary. Proposals for requirements are based on design objectives, analysis, evaluation of in

- service experience, other programs that have been proved acceptable to the FAA, or other methods. Setting of requirements is based on an objec tive set of tests and standards, analysis of results, and FAA judgments considering in

- service experience. The applicant and the FAA prepare and conduct standardized tests. The applicant provides test support, and the FSB conducts the evaluation. The FSB, in conjunction with the applicant, evaluates the results, and the FAA formulates proposed minimum requirements. The FSB sets final recommendations by specifying MDRs and other FSB recommendations. An FSB report that describes findings can be found on

the F SIMS under Publications. The formulation and application process of FSB recommendations starts at the time a new aircraft is proposed to the FAA and continues throughout the fleet life of that aircraft. For aircraft already in service the process may be

in itiated when significant modifications are proposed, a new piece of equipment (e.g., a HUD) requiring operational evaluation is introduced and requested by operators, or when mixed fleet flying takes place. The FAA addresses periodic revisions of requireme nts when necessary, and revisions are initiated by the FAA and applicants as needed.

b. Proposals for MDRs, Example ODRs, and Special Requirements.

(1) When Proposals are Necessary. The FAA usually determines when proposals are necessary and advises the applicant what information is needed, in conjunction with aircraft type certification or supplemental certification programs. Necessary information may include MDRs

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for related aircraft or other elements of the FSB reports. The applicant considers existing MDRs

and existing or proposed ODRs.

(2) Proposal Formulation. An operator, manufacturer, or an organization that modifies aircraft proposes a new design or modification. The applicant will then do the following:

(a) Formulate necessary information for training, checking, and currency for the aircraft in proposals for MDRs and example ODRs.

(b) Prepare example ODR tables for candidate aircraft to support development of a proposed MDR. These examples represent proposals for programs for those specific aircraft and configurations that the FAA could approve.

(c) Identify related aircraft for the proposed MDR table.

(d) Formulate any necessary tests to assess difference levels and associated training, checking, and currency requirements for incorporation in the MDR table.

(e) Identify interpret ations of possible test results. The FAA and the applicant will then reach an agreement on specific tests, devices, and schedules to be used for the test program.

(f) The applicant submits proposals for the following items to the FAA, as necessary:

• MDRs,

• Examp le ODRs,

• Tests and criteria to be used, and

• Other supporting information associated with training, checking, or currency

programs.

c. Difference Level Tests. A sequence of five standard tests, described in Appendix 3, is used to set MDRs, minimum acceptable t raining programs, other FSB recommendations, and define type rating requirements. One or more of these tests are applied depending on the

difference level sought, and the success of any previous tests used in identifying MDRs. Only

those tests needed are u sed to establish minimum requirements. The outcome of these tests, and any resulting difference levels that apply, establish minimum requirements for training, checking, currency, and type ratings. The FAA will establish an additional type rating if it is determined during this testing that the assignment of a level E difference training is required.

NOTE: One additional test, the T6 test, can be used to establish CTLC between related aircraft, when not previously demonstrated in a T2 test.

(1) Steps in the Testing P rocess. The typical steps of the testing process are as follows:

(a) The applicant develops representative training programs, differences and/or related aircraft differences programs, and necessary supporting information, as needed.

(b) The applicant identifies pr oposed MDRs and example ODRs.

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(c) The applicant proposes and the FAA determines which tests and criteria apply.

(d) The applicant proposes and the FAA determines which aircraft, simulation devices, or analyses are needed to support testing.

(e) The applicant makes a p roposal to the FAA, and agreement is reached on test procedures, schedules, and specific interpretation of possible results.

(f) Tests are conducted and results evaluated.

(g) The FSB draft minimum requirements are formulated.

NOTE: If the candidate aircraft is anticipa ted to have no greater than

level A or B differences with the base aircraft, the FSB may elect to directly apply a T1 test for equivalency.

(2) Test Purpose and Application. A summary of the purpose and application of each of

the six difference tests is shown in Figure 5.

(3) Test Relationships and Applications. This process is followed whenever a new aircraft is proposed, when significant changes are proposed, or when revisions to existing requirements are needed as a result of requests for change or in

- service ex perience. The test process relationships, the sequence of conducting tests when more than one test is needed, and application of test outcomes are shown in Figure 6. The start of the process is shown at the top of Figure 6.

(a) When a new aircraft is certified and is not compared with an existing aircraft, the aircraft is evaluated using the T5 test to determine the effectiveness of the manufacturer training and evaluation plan. A type rating is determined as a result of the evaluation.

(b) When two aircraft with t he same type certificate are compared, a T1 or T2/T3 test

is used to determine the level of differences between the two aircraft. The result can be the assignment of a same type rating if no greater than Level D training differences exist or the assignment of a different type rating if Level E training differences exist.

(c) When two aircraft with different type certificates are compared, a T2/T3 test is used to determine the level of differences between the two aircraft. An example of this is a

determination o f B, C, D, or E training differences between the two aircraft.

(4) Test Failures and Retesting. Generally, failures do not have paths back to lower

levels. T3 test failure at level C can lead to subsequent passage at C or D after modification of the system, op erational procedures, or training and retesting. Similarly, failure at level D can subsequently lead to either D or E after modification of the system, operational procedures, or training and retesting, but not C. Failure at level E can only lead to retest ing with increased programs, improved programs, or improved devices since there is no higher level. T5 test failure paths do not lead back to level C or level D. However, subsequent new programs do not preclude making a proposal at a lower difference level if technology changes, aircraft redesign takes place, training methods significantly change, or device characteristics and effectiveness change.

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(5) Type Rating Tests. Aircraft seeking a same type rating or type rating in common will follow the path in Figure 6 from the top right “START” of Figure 6 through T1 or T2 and T3 tests resulting in the assignment of level A, B, C, or D differences.

(6) “Currency” Tests. T4 currency tests are not shown in Figure 6 because they are necessary only when the applicant seeks r elief from system, procedural, and maneuver currency requirements set by the FSB.

(7) Detailed Test Specifications. A detailed specification for the evaluation process and tests to establish difference levels is described in Appendix 3.

d. FSB Assessments and Pro posal Formulation. The FSB assesses the applicant’s proposals, test results, analysis, and any other relevant factors to formulate a draft FSB report, which includes MDRs and other pertinent training, checking, and currency requirements. The

FSB either val idates the applicant’s proposed MDRs, training programs, and other information, or generates alternate requirements, which may include more stringent requirements, additional training, additional testing, etc.

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FIGURE 4. MASTER REQUIREMENTS FORMULATION

MASTER REQUIREMENTS FORMULATION

( AN FAA / APPLICANT PROCESS )

DESIGN

OBJECTIVES

PROPOSED

MDRS EVALUATION

& TESTING COMMENTS FSB REPORT

MDRS AND

SAMPLE

ODRS

FSB REPORT

APPROVAL

AND FAA

FIELD OFFICE

USE 

### FSB

REVISION REQUESTS

OPERATORS

MANUFACTURERS

FAA PRINCIPAL OPERATION

INSPECTORS

OTHER AVIATION ORGANIZATIONS TYPICAL

MDRS & ODRS APPLICANT

SUPPORT

FAA

FLIGHT

STANDARDIZATION

BOARD

( FSB )

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FIGURE 5. TEST DEFINITIONS

TEST PURPOSE APPLICATION

T1 Establishes functional equivalence Sets levels A/B

T2 Handling qualities comparison Pass permits T3, and A/B/C/D; failure sets

level E and req uires T5

T3 Evaluate differences and sets training/checking requirements Pass sets levels A/B/C/D; failure sets

level E and requires T5

T4 Revises currency requirements Used to adjust FSB recommendations

— if

needed

T5 Sets training/checking for new or “ E”

ACFT Sets level E

T6 Evaluation for CTLC Sets recency of experience requirements

Note: Expanded descriptions are contained in Appendix 3.

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FIGURE 6. “T” TESTS 1 THRU 5

“T” TESTS

1 THRU 5

Candidate

Level E ? T 1 Req’d ?

T 3 Req’d ? T 1 T 2

T 3 T 5 LEVEL E No Commonality

or
T 5 LEVEL E

With B / C / D Commonality

SAME OR COMMON PILOT TYPE RATING START

Level A

Differences Level B

Differences Level C

Differences Level D

Differences Level E Differences

New T / R NO

YES Waive T 1 NO

Pass

Fail YES

Fail

Pass

YES NO

Pass Fail

LEVEL

A or B

A B C D E

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e. Comments Solicited. The FSB proposal is circulated with interested parties representing the manufacturer, operators, and other pertinent FAA organizations such as engineering, flight test, pilots’ associations, and other aviation representatives for comment, relevant information,

and recommendations.

f. FSB F inal Determinations and Findings.

(1) FSB Determinations. Any comments submitted to the FAA are reconciled, and final FSB determinations are made. Specification of MDRs, example ODRs, acceptable training programs, and other FSB recommendations are completed. A ny necessary pilot checking or currency recommendations are identified. Determination of any necessary type rating(s) is made.

(2) Basis for FSB Judgments. FSB judgments are based on review of the applicant’s supporting documentation, proposed ODR tables, test results, and any other pertinent information, such as FAA policies, in

- service experience, and results of other similar FSB evaluations. Specifically, FSB report recommendations are based on the following:

(a) Appropriate Data, Evaluation, or Tests. Testing m ay include aircraft demonstration, simulation tests, device testing, or analysis.

(b) Direct Experience. The industry may have substantial experience with successful operational programs, which can be useful in the assignment of minimum difference

level requir ements. This experience may include particular training devices, training/checking/currency requirements, and mixed fleet flying.

(c) Indirect Experience. Applicable experience with foreign operators, military programs, or other programs that can establish the suitability of training, checking, or currency standards may be permitted as a means for FSBs to set MDR or ODR levels.

(d) Applicant and Industry. FSB recommendations are set following solicitation

and review of comments.

(3) FSTD Characteristics. Minimum charac teristics for FSTDs for training, checking, or currency are noted using 14 CFR part 60 FSTD definitions. When standard criteria for FSTD s are not appropriate for an aircraft, the FSB identifies suitable criteria to be applied and

coordinates with the FAA N ational Simulator Program (NSP). Standard FSTDs applicable to

each difference level are shown in Figure 7.

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FIGURE 7. STANDARD METHOD AND FLIGHT SIMULATION TRAINING DEVICE

Difference

Level Difference Level

Definition Methods FSTD

A Self instruction Bull etins

Manual revisions

Handout material -------------------------

B Aided instruction Slides/video tapes Standup instruction

CBT -------------------------

C System devices

------------------------- FTD or FFS

D Maneuver devices

------------------------- Level 6 or higher FSTD

E Level C or D FFS or

aircraft ------------------------- Level C or D FFS o r aircraft

g. FSB Report Preparation Distribution and FAA Application.

(1) Report Preparation and Approval. After MDRs are finalized, the FSB report is prepared and approved. Sufficient background or explanatory material is provided in the report to permit FAA personnel to apply FSB recommendations. The following are elements of an FSB

report:

(a) Purpose and applicability,

(b) Type rating requirements,

(c) MDRs,

(d) Acceptable O DR tables,

(e) FSB specifications for training,

(f) FSB specifications for checking,

(g) FSB specifications for recency of experience,

(h) Aircraft regulatory compliance checklist,

(i) FSB specification for FSTDs,

(j) Applications,

(k) Alternate Means of Compliance,

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- 53B Appendix 2

(l) Regulatory Coordi nation and Approval, and

(m) Board Record.

(2) FSB Report Distribution. The FSB report is posted on the FSIMS under Publications for implementation in approval of particular operators’ programs. The FAA technical requirements described in FSB reports are primaril y intended for the operators use to develop programs that will be approved by the FAA.

(3) FSB Report Implementation. FSB recommendations and guidance are provided to FAA field offices through FSB reports for each aircraft. These reports are recommendations to FAA offices to identify acceptable criteria for modifying flightcrew member training and qualification programs under the applicable CFR. FSB recommendations set acceptable standards by which FAA inspectors approve, review, correct, or limit individual op erator’s programs. The FSB report is the basis for approval of modifications of training, checking, and currency programs approved by the FAA.

h. FSB Report Revision.

(1) General FSB Revision Process. A general revision process is established to update

determinat ions and findings contained in FSB reports. Revisions may be needed annually for active fleets with numerous change requests. Revisions may be needed infrequently for aircraft not undergoing significant change.

(2) Revisions for New Aircraft. When an applican t proposes to develop or add a series of a type

- certificated aircraft, MDRs and other FSB recommendations are revised to address that series. If an applicant initiates this action, the procedures noted in paragraph 5 regarding initial

determination of mini mum training, checking, currency, and type rating requirements are followed. If an operator proposes to add an aircraft that is not covered within an existing FSB report (e.g., a foreign manufactured aircraft) POIs should consult with the pertinent AEG. An FSB will determine the best method of addressing the development of the necessary FSB report. This is particularly important for older aircraft fleets in which differences may be significant, but manufacturer support is no longer available and aircraft im ported into the United States that have been used only by foreign operators.

(3) Revision for Aircraft Modified by Operators. When an aircraft is to be modified by an operator, the POI determines if the change affects MDRs, example ODRs, or other FSB report

re commendations. The criteria for this assessment includes whether or not the difference affects pilot knowledge, skills, or abilities pertinent to flight safety. If a change meets the criteria, the operator should supply the POI with a difference descriptio n, an analysis of the effects of the difference and a proposed training program for the difference. The POI evaluates the proposal and if it is acceptable, seeks concurrence from AFS

- 200. AFS

- 200 will advise the applicable AEG/FSB. The AEG/FSB may concur w ith the POI’s analysis or propose other action. If FSB action is proposed and accepted by AFS

- 200, the AEG will initiate that action through the FSB chairman. The FSB may require that additional information or analysis be provided or that the entire test p rocess or parts thereof be applied. The AEG may authorize the POI to approve

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- 53B Appendix 2

assignment of the difference level. Changes to the MDRs will be made through the normal FSB revision process.

6. OPERATOR’S APPLICATION OF FSB RECOMMENDATIONS, PREPARATION, USE, AND REVISION OF ODRs.

a. General.

(1) Process Overview. FSB reports contain MDRs and other recommendations that are applied by FAA offices in approving operators’ flightcrew member training and qualification programs when operating mixed fleets. MDRs are applied thro ugh a particular method that identifies specific ODRs and compliance methods. This is necessary so that regardless of which aircraft is flown, uniform training, checking, and currency standards are met within the constraints of the applicable CFR. Paragrap h 6 describes operator application of MDRs and other FSB recommendations for training, checking, and currency. This is done through operator preparation and FAA approval of ODRs for each operator. This AC and FSB reports comprehensively address differences and related aircraft differences training, checking, and currency for each aircraft when aircraft are used in mixed fleet flying. ODRs are used to identify credits or constraints between related aircraft. The overall process for operator application of

MD Rs and development, approval, use, and revision of ODRs is shown in Figure 8.

(2) Availability and Use of FSB Information. FSB recommendations are made available to operators through FAA CHDOs, applicants, industry trade associations, posted on

the FSIMS under P ublications, or other sources. When preparing training programs for specific fleets, individual operators apply the requirements of the applicable FSB report.

b. Application of MDRs and Preparation and Use of ODRs.

(1) Need for ODRs. When operating a mixed flee t, operators prepare the necessary ODR table proposals to describe their particular fleet and show compliance methods. This is done to assess effects of differences, plan compliance methods, and obtain POI approval for that operator’s specific program. ODR tables must be prepared and approved by the FAA for each

fleet in which FSB recommendations are established.

(2) Operator Responsibilities. The operator’s responsibilities include:

(a) Specification of a base aircraft.

(b) Identification of differences between the ai rcraft within a mixed fleet.

(c) Preparation of proposed ODR tables.

(d) Assessment and description of the effects of the differences on training, checking, and currency.

(e) Proposal of training, checking, and currency methods consistent with MDRs

, FSB

recommendation s, and authorized deviations.

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(f) Presentation of proposed ODR tables with necessary supporting information to the FAA POI for approval.

(g) Revision of ODR tables when aircraft are introduced, modified, phased out, devices change, or MDRs change.

(3) Use of Standard ODR Format. A common format for ODR tables is used to facilitate preparation, review, use, comparison with MDRs, and ensure consistency of application and approval by POIs. The common format is used in all cases where ODR tables are required except when on ly a few minor differences exist and level A applies. In this event, letters between an operator and FAA containing the necessary information and approval may suffice if acceptable to the POI.

(4) Minimum Threshold for ODR Preparation. Within the mixed fleet, a minimum threshold for preparation of ODR tables occurs when there are differences that potentially affect knowledge, skills, or abilities necessary for flight safety. Differences not related to this criterion

need not be addressed in ODR tables.

(5) ODR Desc ription and Examples. ODRs are described in paragraph 4. Examples of acceptable ODR tables for a particular type

- certificated aircraft are shown in each FSB report.

(a) Systems Shown on the ODR Table of Figure 3. An example of several pages

from an ODR table i s shown in Figure 3. Figure 3 shows the application of ODRs to address systems differences and compliance methods. In Figure 3 differences are grouped in the order associated with a typical operations manual. Air Transport Association of America (ATA) code

numbers are shown for cross

- reference. The “Remarks” column depicts differences and the “Flight Characteristics” and “Procedural Change” columns address effects of differences.

(b) Maneuvers Shown on the ODR Table of Figure 3. The “Remarks” column depicts dif ferences. The “Flight Characteristics” and “Procedural Change” columns address effects of differences. The reference “SEE APP” refers you to an appendix to the table, which the operator prepares to more fully list and explain the particular procedural chan ges that pertain to the maneuver in the “Procedural Change” column.

c. Selecting Base Aircraft. An operator chooses a base aircraft from one of the aircraft operated. Base aircraft are defined in Appendix 1. Additional information regarding base aircraft

sele ction is in paragraph 7.

d. Identification of Differences and the Analysis of Effects of Those Differences. Differences must be described between base aircraft and other related aircraft. Differences may also be described from any related aircraft to each ot her related aircraft. As long as a complete and clear relationship can be drawn from the base aircraft to each other related aircraft and all MDR requirements are met from the base aircraft, to each other related aircraft, there is no need

to describe each possible combination of aircraft. This permits a comprehensive identification of differences that exist in the fleet, determines the effects of those differences, and shows compliance methods. Differences are generally organized to follow an operations ma nual or flight manual to facilitate use and review, and should be categorized by design, systems, and maneuvers. Effects of differences are stated in terms of effects on flight characteristics and

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- 53B Appendix 2

procedures. Procedures include normal, nonnormal, alternate , emergency, and recall procedures, as applicable. Since complete descriptions may be to lengthy for direct incorporation in ODR tables, appendices, or references to other operator’s documents may be used to describe

differences or effects. Some difference s or effects may be repeated in the analysis. For example, an FMS difference may be noted in both a navigation system section and maneuver section associated with preflight setup. The objective is to assure each difference that pertains to pilot training, checking, or currency is identified and addressed.

e. Identification of Compliance Methods. Once differences and difference effects are described, methods of comprehensively addressing each difference (compliance methods) are

shown. With the difference descri ptions, redundancy may occur. The same training or checking compliance item shown for one item may also be associated with and credited for other items. The objective for description of compliance methods is to show that each difference is addressed

in som e appropriate way, to show that the method and level chosen is consistent with the FSB MDRs, and example ODRs at a level at least equal to that required by the MDRs.

f. When Proposed ODR Compliance Methods Do Not Meet MDRs. If proposed ODR compliance methods do not satisfy MDRs or other FSB report constraints, the following

alternatives exist:

(1) Differences may be reduced or eliminated by modification of aircraft, systems, or procedures.

(2) Other training methods or devices that fully comply with MDRs and other FSB recommendations may be acquired, leased, or otherwise applied.

(3) Pilot assignments may be separated for a fleet so that mixed flying of related aircraft

does not occur.

(4) MDR change proposals may be requested through FAA POIs to the FSB. If FSB

authorized cha nges to the MDRs are made, the operator may then apply the revised criteria.

g. Application, Review and Approval. Paragraph 7 describes the FAA review and approval process. The process is summarized here to facilitate ODR table preparation. An operator submit s the proposed ODR tables and necessary supporting information to the POI to apply for differences and/or related aircraft differences program approval. The supporting information may include any appendices to the ODR tables necessary for evaluation of the proposal, a transition plan if needed, and a proposed schedule for implementation. POIs may also require review of such pertinent and additional information as copies of bulletins, manuals, or other training materials, before they approve proposed ODRs. I f devices are proposed that are not approved by the POI, or evaluated by the NSP, a review and approval of those training devices may be necessary before ODR approval. Sufficient lead

- time must be provided to the

FAA for review. Lead

- time depends on such f actors as the complexity of program, proposed difference levels, number of related aircraft, other operator precedents already set, and FAA experience with the proposed aircraft, training devices, and methods. Many noncontroversial

level A changes can be r eviewed and approved in a few days. Complex programs with many related aircraft can require months for review and approval. It is the operator’s responsibility to

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- 53B Appendix 2

consult with the POI to ensure that sufficient lead

- time is provided to review initial submis sions or changes. At least 60 days notice is acceptable for most programs. After the operator submits the program proposal, POIs compare the proposed ODR with the FSB report recommendations including the MDRs. POIs consult pertinent FAA policy directives ( orders , notices, S afety A lerts

for O perators (SAFO), etc.) for interpretations or guidance in accomplishing the review. If ODRs are consistent with authorized deviations and FAA policies and within the constraints of the MDRs and example ODRs, the POI will approve the operator’s ODR tables and its proposed differences and/or related aircraft differences program. When approved by the FAA, ODRs establish the basis for training, checking, and currency programs for a given fleet for that

operator.

h. Transition Pe riod for ODR Implementation. In certain instances, a transitional period, agreed upon by the POI with FSB concurrence, may be necessary to permit operators to continue operations under previously approved programs until they are able to comply with POI

- app roved FSB recommendations. This is necessary when these recommendations are initially set or revised and they require lead

- time for program preparation, device acquisition, or to revise previously approved programs.

i. ODR Revision. ODR revisions are initiate d when changes occur in an operator’s fleet relating to differences, difference effects, or compliance methods. ODR revisions are appropriate when such changes affect pilot knowledge, skills, or abilities relevant to flight safety. Examples of program chan ges or factors that may require ODR revision include:

(1) Addition or deletion of aircraft in a fleet;

(2) Modification of base aircraft or related aircraft in a fleet;

(3) Change of base aircraft;

(4) Discontinuation of use, addition of new or modification of training de vices referenced by ODRs;

(5) Revision of training methods with a resulting change in compliance levels;

(6) Changes in effects of differences such as revised procedures, performance, or flight characteristics;

(7) FAA revision of MDRs or other FSB recommendations;

(8) Ad verse in

- service experience or training and checking experience that dictates inadequacy of ODRs, MDRs, or other FSB recommendations;

(9) FAA surveillance results, enforcement actions, or failure of an operator to comply with provisions of their approved ODRs; and

(10) Other factors as determined by the POI.

NOTE: Revisions to ODRs are approved using the same procedures as for initial ODRs approval.

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FIGURE 8. FLIGHT STANDARDIZATION BOARD PROCESS

7. FAA REVIEW AND APPROVAL OF OPERATOR PROGRAMS.

a. G eneral. FAA has the responsibility for review, approval, and continuing surveillance of individual operator programs consistent with this AC and FSB recommendations. Within a CHDO or FSDO, POIs have the responsibility for program review and approval. FSB PROCESS

ORDER 8900.1

OT HER REQUIREMENTS

MDR TABLE

POI REVIEW

&

AFS

- 200

NONCURRENCE FSB

REPORT

FAA

APPROVED

ODR TABLE(S) OPERATIONS PROPOSED ODR TABLE(S) (FROM OPERATOR) CHDO FSB

ODR REVISIONS

MDR

REVISION REQUESTS (IF NEEDED) APPROVAL OF TRAINING PROGRAM(S) CHECK

AIRMEN OPSPECS ETC.

MDR

- Master Difference Requirements

ODR

- Operator Difference Requirements

POI

- Principal Operations Inspector

FSB

- FAA Flight Standard ization Board

OPSPECS

- Operations Specificatio ns

Page 351 1/5/13 AC 120

- 53B Appendix 2

b. Opera tor Application of ODRs.

(1) Operators Using Related Aircraft in Mixed fleet Flying. If FSB recommendations are published, operators operating aircraft in mixed fleet flying in accordance with the applicable CFR may apply recommendations of this AC and the FSB report.

(2) Threshold Requiring ODR Preparation. Even though an operator has different configurations of aircraft used in mixed fleet flying, there is some threshold below which ODR tables and POI approval is not required. The threshold requiring AC and ODR a pplication occurs when differences in related aircraft affect pilot knowledge, skills, and/or abilities pertinent to flight safety. If systems, controls, indications, procedures, or maneuvers are different and these differences have an effect that signific antly relates to what the pilots needs to know or do for safe mixed fleet flight operation, then an operator should prepare ODR tables and must seek FAA approval. Conversely, ODR tables would not need to be prepared in situations that do not affect flight safety. In such instances ODR tables are not needed even though pilots routinely operate several related aircraft. A minimum threshold is set to preclude unnecessary administrative assessment of mixed fleet flying, which has no safety implications. If chan ges to the fleet do not affect pilot knowledge, skills, or abilities affecting flight safety, then such changes need not be considered in addressing FSB recommendations or this AC.

(3) FAA Review of ODR Proposals. After preparation the carrier submits proposed ODR tables and supporting information to the CHDO and POI for review and approval. POIs evaluate the following:

(a) The operator has made an appropriate identification of a base aircraft.

(b) Operators have comprehensively identified differences in the particular fleet. This includes appropriate ODR table comparisons between the base aircraft and each related aircraft.

(c) The operator’s assessment of the e ffects of differences on flight characteristics and procedures for the base aircraft and each related aircraft ar e suitable and valid.

(d) The compliance methods listed are consistent with the requirements of the MDR tables, footnotes, other pertinent FSB report recommendations, the applicable CFR, authorized deviations, and associated advisory materials.

(e) ODR provisions adequately address any “subtle differences” between related aircraft that have a possibility of inducing potentially serious pilot errors.

(f) Training materials, methods, devices, and FSTDs proposed are acceptable, approved by the NSP if necessary, or if FSB recommendations are applied, the ODR tables meet

FSB constraints.

(g) Aviation s afety i nspectors (ASI) and Aircrew Program Designee (APD) are prepared to apply FSB report checking standards.

(h) Implementation plans are adequate and consistent with FSB recommendat ions and other FAA policy.

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(i) Other factors determined necessary by the POI are considered and any requirements met.

(4) Example ODR T ables and MDRs. The POI uses the example ODR tables and the MDRs provided in the FSB report as a basis for evaluating the suitabi lity of a particular operator’s proposed ODR table. The MDR always remains the primary basis for comparison. The AEG should be consulted in the absence of conclusive guidance in making such judgments. Guidance for evaluation of specific system or maneuver items may be found by comparison of the proposal with the example ODR table shown in the FSB report and other approved ODR tables. The operator may use devices, techniques, or methods of an equal or higher difference

level. Critical methods should be at le ast at the level specified by the FSB on the MDRs and shown in the example ODR table. Actual ODR tables proposed by the operator may show a variety of compliance methods to satisfy a particular item, ranging from level A through the

level required by the M DRs. For example, if the MDR requirement is a minimum of level C, the operator may propose to use a combination of level A bulletins, level B slide tape presentations,

and level C training devices to satisfy pertinent items. However, at least level C shoul d be shown for critical items. The operator may choose to satisfy level C with level D or level E methods.

(5) ODR Review Example. The following is an example of the process for review of a specific item on a proposed ODR table. For each proposed ODR item both the FSB example ODR table and MDRs are consulted and compared with the operator’s proposal. If the MDRs specify that level C devices are needed for training, checking, and currency between the base aircraft and a related aircraft and the example ODR table shows applicable level C systems differences or maneuvers, then the POI should ensure that the proposed ODR table submitted

also shows at least level C for those pertinent systems or maneuvers.

c. Base and Other Aircraft Identification.

(1) Selecting the Base Ai rcraft. Base aircraft are defined in Appendix 1. In general, base aircraft are used as reference for comparison of differences that affect, or could affect, pilot knowledge, skills, or abilities pertinent to flight safety. A base aircraft should typically be the aircraft that the operator trains to first, the aircraft that the operator has the largest number of, the aircraft most pilots fly frequently, or the aircraft that represents a configuration that the operator eventually will have as a standard. Anot her aircraft may be selected as a base aircraft when the previous base aircraft is being phased out, converted to a new configuration, or other such factors. A base aircraft may be reassigned at the discretion of the operator with FAA

concurrence. A base a ircraft is identified by make, type, and series or other distinguishing classifications. Classification should distinguish pertinent differences in configuration, handling characteristics, performance, procedures, limitations, controls, instruments, indica tors, systems, installed equipment, options, or modifications.

(2) Identifying Related Aircraft. A related aircraft is an aircraft or a group of aircraft with the same characteristics that have pertinent differences from a base aircraft. Pertinent

differences are those that require different or additional pilot knowledge, skills, and/or abilities that affect flight safety. Differences considered pertinent are those relating to configuration, handling characteristics, performance, procedures, limitations, contro ls, instruments, indicators, systems, installed equipment, options, or modifications. Related aircraft can exist between

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different types, series or within a type/series. When identified in FSB reports, any aircraft

included in a MDR table is considered a r elated aircraft. Like base aircraft, operators identify related aircraft by one of the following:

• Type/series.

• FAA registration “N number.”

• Operator tail number.

• Any other classification that can uniquely distinguish pertinent differences

between each rela ted aircraft group and a base aircraft.

(3) Accounting for Each Related Aircraft. The important factor in base and related aircraft identification and ODR table preparation is that regardless of the combination used, there should be direct and complete traceab ility of both differences and compliance methods. There must be a clear description showing the adequacy of compliance methods to assure proper training, checking, and currency to safely operate each aircraft assigned.

d. Approval of ODRs

. Following review an d determination that an operator’s program addresses the FSB recommendations, the POI approves that particular program by signing ODRs. ODR tables are approved for each applicable related aircraft. Signature of ODRs or revisions, together with other releva nt documents such as training programs and OpSpecs, constitute approval by the POI of that operator’s differences and/or related aircraft differences training, checking, and currency program requirements. ODR tables are used for most programs.

In instances where aircraft have only a few minor differences at level A, approval may take the form of a letter including necessary information in lieu of using tables.

e. FSB Revision of MDRs or Other FSB Recommendations. When requested, the FSB reviews an operator’s p roposals and if necessary modifies MDRs and other FSB recommendations. Major changes in the MDR table may require review by the full FSB. The FSB may consider minor changes or interpretations on an ad hoc basis between FSB meetings

for that aircraft. For s ome requests changes can be made based on existing or the supplied information. Complex cases may require testing to be conducted by the applicant before the MDR table is changed. Should the MDRs be updated to accommodate a change request, the proposed ODR can be approved within the new MDRs.

f. Proving Tests. When a related aircraft is introduced by an applicant, the requirements for proving tests may be effected. FAA Order 8900.1 describes policies for FAA approval of proving tests.

g. Line

- Oriented Flight Trai ning (LOFT) or SLF. When operators have LOFT or SLF programs and additional related aircraft are approved, the POI should review those LOFT or SLF programs to assure applicability to each related aircraft. SLF in the aircraft, or in some instances FFS (as determined by the FSB), may be necessary in accordance with recommendations of the FSB report and with the approval of the POI.

h. OE. As described in this AC and FSB reports, OE is consistent with definitions and requirements of the applicable CFR.

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i. Limitatio ns on the Total Number of Related Aircraft. When mixed fleet flying involves pilots operating more than a base aircraft and a single additional related aircraft, additional constraints limiting the total number of aircraft may apply. When more than two

rel ated aircraft are flown, POIs should specifically ensure that subtle or compounded differences between the various related aircraft do not result in confusion of procedures, maneuvers, or limitations. ODRs proposed for the overall combination of aircraft t o be flown should be examined to ensure the following:

(1) That multiple differences do not result in confusion of requirements or an excessive

level of complexity for pilots to adjust to or retain important differences information;

(2) That subtle variations in d ifference information are not mistakenly applied and lead to unsafe conditions; and

(3) That the amount of difference information is not excessive, not applied to the wrong aircraft, or not forgotten.

j. Compliance Checklist for CHDOs. FSB reports provide a regul atory compliance checklist. The checklist identifies those 14 CFR, ACs, or other FAA requirements that are in compliance. Title 14 CFR items not shown on the checklist or items shown but not reviewed by the AEG/FSB for compliance should be reviewed by the CHDO before POI approval of OpSpecs permitting those aircraft to be used. Items found not compliant by the AEG/FSB should be reconciled and compliance established before operation. The compliance checklist is an aid to

CHDOs used to show the status of thos e 14 CFR items evaluated by the AEG/FSB, but does not comprehensively address all possible items that an operator may need to demonstrate compliance. OpSpecs, exemptions, deviations, or other factors, which the AEG/FSB may not be aware of, may also apply a nd may modify compliance status or methods shown in the checklist.

k. Aircraft That Do Not Have an FSB Report. When an FSB report is not prepared for a given type

- certificated aircraft, or when MDRs or other recommendations are not shown,

programs are approve d in accordance with the applicable CFR, Order 8900.1, and other pertinent inspector guidance material.

8. APPLICATION OF FSB REQUIREMENTS.

a. General. FAA pilot certification inspectors and Designated Pilot Examiners (DPE)

should be familiar with FSB recommenda tions regarding the proper administration of any necessary checks or evaluations for aircraft covered by the FSB report.

b. Checks Regarding Complex Systems.

(1) Partial proficiency checking is required for differences associated with systems that

are determined to be at or greater than level C.

(2) Complex systems checks include hands

- on operation and ensure demonstrated procedural proficiency in each applicable mode or function. Specific items and flight phases to be checked are specified (e.g., initialization, take off, departure, cruise, arrival, approach, and pertinent nonnormals).

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- 53B Appendix 2

NOTE: The FSB may recommend additional training beyond that which is otherwise required by 14 CFR to qualify in each type certificated aircraft.

9. FSTD APPROVAL.

a. NSP Representation to the FSB. A n NSP member may serve as an advisor to the FSB or as a member of the FSB, to address designation of and approval processes for FSTDs.

b. Coordination of NSP Criteria with the FSB. National simulator program development of criteria for FSTDs and approval test guides for new aircraft are coordinated with the FSB. This ensures compatibility of FSB/NSP requirements and effective use of resources for development of approval test guides and determination of FSB recommendations.

NOTE: FSTDs are approved for operator use i n accordance with part 60.

10. REVIEW AND APPROVAL. FSB reports are approved as designated by AFS

- 1. In the event that revision of an FSB report is necessary, the FSB is provided with necessary policy guidance to implement applicable changes.

11. APPEAL OF FAA DEC ISIONS. When there is disagreement with recommendations of an FSB report, that disagreement may be expressed to the FSB chairman for the pertinent type certificated aircraft. If an issue cannot be resolved, the issue may then be addressed to AFS

- 200.

Addit ional information, data, or analysis may be provided to support differing views regarding the FSB recommendations in question.

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APPENDIX 3. RATING A ND LEVEL TESTS

— PLANNING AND APPLICA TION

TABLE OF CONTENTS Paragraph Page

1. PREPARATION

................................ ................................ ................................ .............. 1

2. TYPE RATING DETERMINATION THROUGH ANALYSIS

- LEVE L A OR B

TRAINING ONLY

................................ ................................ ................................ .......... 2

3. FUNCTIONAL EQUIVALENCE

- LEVEL A OR B TEST 1 (T1 )

................................ . 3 a. Test Purpose

................................ ................................ ....................... ...................... 3

b. Test Subjects

................................ ................................ ...................... ...................... 3

c. Test Process

................................ ................................ ........................ ...................... 3

d. Safety Pilot

................................ ................................ ......................... ...................... 3

e. Successful Test

................................ ................................ ................... ...................... 3

f. Failure of Test

................................ ................................ ..................... ...................... 4

4. HAN DLING QUALITIES COMPARISON BETWEEN

AIRCRAFT

- TEST 2 (T2)

................................ ................................ ................................ 4

a. Test Purpose

................................ ................................ ....................... ...................... 4

b. Test Subjects

................................ ................................ ...................... ...................... 4

c. Test Process

................................ ................................ ........................ ...................... 4 d. Safety Pilot

................................ ................................ ......................... ...................... 5

e. Succes sful Test

................................ ................................ ................... ...................... 5

f. Failure of Test

................................ ................................ ..................... ...................... 5

5. SYSTEM DIFFERENCES TEST AND VALIDATION OF TR AINING AND

CHECKING

- TEST 3 (T3 )

................................ ................................ ............................... 5

a. Test Purpose

................................ ................................ ....................... ...................... 5

b. Test Subjects

................................ ................................ ...................... ...................... 5

c. Test Process

................................ ................................ ........................ ...................... 6

d. Successful Test

................................ ................................ ................... ...................... 6

e. Failure of Test

................................ ................................ .................... ...................... 6

6 CURRENCY VALIDATION

- T EST 4 (T4)

................................ ................................ .... 7

a. Test Purpose

................................ ................................ ....................... ...................... 7 b. Test Subjects

................................ ................................ ...................... ...................... 7

c. Test Process

................................ ................................ ........................ ...................... 7

d. Successful Test

................................ ................................ ................... ...................... 7

e. Failure of Test

................................ ................................ .................... ...................... 7

7. INITIAL O R TRANSITION TRAINING/CHECKING PROGRAM

VALIDATION

- TEST 5 (T5)

................................ ................................ ........................... 8

a. Test Purpose

................................ ................................ ....................... ...................... 8 b. Test Subjects

................................ ................................ ...................... ...................... 8

c. Test Process

................................ ................................ ........................ ...................... 8

d. Successful Test

................................ ................................ ................... ...................... 8

e. Failure of Test

................................ ................................ .................... ...................... 8

8. C OMMON T AKEOFF AND L ANDING C REDIT (CTLC)

- TEST 6 (T6)

.................... 8 a. Test Purpose

................................ ................................ ....................... ...................... 8

b. Test Subje cts

................................ ................................ ...................... ...................... 8

c. Test Process

................................ ................................ ........................ ...................... 9

d. Successful Test

................................ ................................ ................... ...................... 9

e. Failure of Test

................................ ................................ .................... ...................... 9

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APPENDIX 3. RATING A ND LEVEL TESTS

— PLANNING AND APPLICA TION

1. PREPARATION.

a. The type rating, difference level definition, and test process are initiated when an applicant presents an airc raft for type certification. If the applicant presents a candidate aircraft to the Flight Standardization Board (FSB) as a new aircraft type certification with no anticipated application for type rating credit for similarities with aircraft previously type certificated, then the FSB analyzes the training program requirements using test T5. The results of T5 will determine a separate type rating and the minimum required training, checking, and currency standards as applicable to that type certificated aircra ft. If the applicant presents an aircraft seeking pilot training, checking, or currency credit, based on similarities with an aircraft previously type

- certificated, a series of possible tests (T1/T2/T3) are developed and used to

determine its level of diff erence with the base aircraft of comparison. The results of these tests will determine the minimum required training, checking, and currency standards as applicable to the candidate aircraft. T6 comparisons may permit Common Takeoff and Landing Credit (CTL C) between different type

- certificated aircraft. In Appendix 2 the details of these situations provide further amplification.

b. To begin the evaluation process for related aircraft, the applicant identifies the base

aircraft and the candidate aircraft. The a ircraft are then assigned to logical aircraft groups to be described in Master Difference Requirements (MDR) tables and the FSB report.

c. The applicant identifies major differences pertinent to the aircraft and makes comparisons with the proposed candidate a ircraft. A differences document (i.e., an appropriate sample Operator Difference Requirement (ODR) table) summarizes the identified differences. Since combinations of related aircraft may be numerous and only typical differences are needed at this stage fo r test definition, the applicant may select representative ODRs for preparation.

d. Based on the above analysis (including preliminary flight test results or flight simulation estimates, if available), the applicant proposes difference levels to be specified in each cell of the

MDR table for the various aircraft combinations.

e. The applicant proposes applicable elements of the test process (T1 through T5 and T6 for CTLC) and a plan for validation of the intended difference levels. Specific aircraft, times,

devic es, etc. are identified to conduct the required tests for the candidate aircraft. Included in the proposal are any necessary interpretations of expected results using established standards. Any special, unique, or additional definitions of successful outco mes are also identified.

f. The scope of T1 through T6 is keyed to basic visual flight rules (VFR) and instrument flight rules (IFR) operations in the National Airspace System (NAS).

g. An FAA/applicant agreement is reached on the grouping of aircraft, proposed tests, test plans, schedules, subjects, and interpretation of possible outcomes.

h. Test subject qualifications are addressed at the time of test specification when a test agreement is reached with the applicant. Test subjects for all tests except T6 are draw n from the FAA. Subject selection considers the factors such as the following:

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(1) Background skills of test subject (previously qualified aircraft);

(2) General flight experience and currency;

(3) Test requirements such as location, short notice access, and skills ne eded for subjects;

(4) Technical areas, qualifications, or experience that subjects should not have to avoid test prejudice;

(5) Eventual FAA geographic or operator related distribution requirements for ASI, aircrew program managers (APM), and (POI) personnel; and

(6) Other special experience as needed for a particular program.

i. During preparation for testing and evaluation of results, appropriate Aircraft Certification Flight Test Branch coordination is accomplished so that flight characteristic issues and, in particul ar, special flight characteristics can be suitably identified and addressed.

NOTE: Tests T1 and T2 must be conducted in the candidate aircraft for the determination of training, checking, and currency requirements. A FFS may

be used for FSB selected T

- tests that involve partial task evaluation of systems or components, which do not directly relate to aircraft handling qualities or core pilot skills. These types of tests would normally require only a training device with no visual or motion capabilities. The FSB c hairman may elect to use a FFS before its qualification by the National Simulator Program (NSP).

2. TYPE RATING DETERMINATION THROUGH ANALYSIS

- LEVEL A OR B

TRAINING ONLY.

a. Typically, with the introduction of a new aircraft, or when training credit is sought in a comparison of a base and candidate aircraft, the T1 through T5 testing process determines type rating. Not all changes or modifications to an aircraft or on occasion, the certification of a related aircraft may require flight

- testing to assess their imp act upon type rating. Type rating determination through analysis may be considered if the changes do not influence aircraft handling, introduce no significant change to systems operation or pilot procedures, and can be

addressed at level A or B training.

b. T he analysis process can be used if the aircraft handling has not changed significantly. In most cases, it should be obvious that the change will not affect aircraft handling but if additional data is needed to make the determination, the information can be obtained from the assigned FAA Aircraft Certification Service (AIR) or through the applicant’s flight test data. Following is a list of typical changes evaluated through the analysis process:

(1) Maximum operating weights (revised aircraft type certificate da ta sheet (TCDS)).

(2) An engine type or thrust change that does not require significant design changes to aircraft flight controls.

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(3) Maximum passenger capacity (revised aircraft TCDS).

(4) Avionic upgrades (Supplemental Type Certificate (STC) or manufacturer produc tion line upgrade).

(5) Proven electronic flight bag installation, (STC or manufacturer production line upgrade).

(6) Passenger to cargo conversions or freighter variation of passenger aircraft.

c. When the analysis process is completed, it is recorded as a revision to the training courseware and to the existing FSB report for the base and/or candidate aircraft.

3. FUNCTIONAL EQUIVALENCE

- LEVEL A OR B TEST 1 (T1).

a. Test Purpose. The T1 test is conducted to determine if training level A or B is appropriate between the base and candidate aircraft.

NOTE: If the applicant communicates that the training, checking and currency requirements for the candidate aircraft may exceed level B, the T1 test can be waived and the evaluation process then moves directly to the T2 test. By waiving t he T1, the applicant acknowledges that differences exist between the base and candidate aircraft, and may demand that training, checking, and/or currency requirements up to but not exceeding level D are applied.

b. Test Subjects. Test subjects are designated FAA FSB members, trained, experienced, and current on the base aircraft with no training for the candidate aircraft. The applicant may provide proficiency training in the base aircraft to the designated FSB members before testing begins.

c. Test Process. The applicant initiates the test process when they propose that the minimum training, checking, and currency requirements for the base and candidate aircraft are no greater than level B differences. T1 is typically conducted using one group of test subjects.

S ubjects will initially be given a “no jeopardy” flight check for their base aircraft to calibrate performance before taking the pertinent flight check in the candidate aircraft being evaluated. The flight check undertaken in the candidate aircraft will add ress the differences between the base aircraft and candidate aircraft. The test may be administered or observed by more than one FSB member to ensure consistency and uniformity of test procedures and common understanding of subject performance and outcomes

.

d. Safety Pilot. A “safety pilot,” serving as PIC in the aircraft and functioning as pilot monitoring in either seat, will intervene to prevent damage to the aircraft or to limit maneuvers that endanger safety of flight.

e. Successful Test. FSB members decide the outcome of the T1 test consistent with previously agreed upon criteria. The FSB determines the areas of training required and specifies necessary devices or training limitations. If the T1 test is passed, the pertinent aircraft pairs are

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assigned to le vel A or level B training differences. Successful completion of T1 results in the designation of a type rating that is either the “same” as, or is “in common” with the base aircraft.

f. Failure of Test. If the T1 test is failed and retesting is not considered , level A or B cannot be assigned. This generally requires completion of T2 and T3. If requesting training credit, the applicant may ask for and receive credit for those items passed in T1. T1 retesting may be considered at the discretion of the FSB.

4. HANDL ING QUALITIES COMPARISON BETWEEN AIRCRAFT

- TEST 2 (T2).

a. Test Purpose. The T2 test compares handling qualities between the base and candidate aircraft. At the discretion of the FSB chairman the T2 test may be completed through analysis, without requiring an aircraft flight. Determining if the analysis process can be used requires verification that the aircraft handling has not changed significantly as described in the “test process”. In most cases, it should be obvious that the change will not affect aircraft handling but if the determination requires additional data, the information is obtained from the assigned FAA Aircraft Certification Office or through the applicant’s flight test data. With FAA agreement, elements of T2 may be incorporated within the T3 t est to verify that an advanced FFS or aircraft training is not needed to address handling qualities.

NOTE: If T2 is conducted on an aircraft that is expected to require a separate type rating with CTLC, credit will be validated by using the T6

process.

b. Test Subj ects. Test subjects are designated FAA FSB members, who are trained, experienced, and current on the base aircraft with no training for the candidate aircraft. Training to proficiency may be provided in the base aircraft to the designated FSB members by th e applicant before the start of testing.

c. Test Process. The applicant initiates the test process when they analyze available flight or simulation test data, and aircraft design or system differences, and determine that handling

similarities exist between th e base and candidate aircraft. From this determination the applicant makes their T2 proposal. Before the test, representatives of the FSB review the T2 test profile to ensure that critical handling quality aspects of the candidate aircraft are examined. Th e flight evaluation consists of relevant parts of a proficiency check as determined by the FSB chairman. T2 consists of a comparison between selected pilot qualification flight check maneuvers (normal and nonnormal) administered first in the base aircraft (using either the actual aircraft or a level C or D FFS) then in the candidate aircraft. Although T2 testing should always be accomplished in the candidate aircraft, some portions that significantly affect aircraft safety, such as flight control failures, may be conducted in a FFS suitable for the test. Subject pilots are evaluated on performance of required maneuvers consistent with standards set by the CFR and an assessment of the degree of difficulty in performing maneuvers in the candidate aircraft comp ared to the base aircraft. The test may be administered or observed by more than one FSB member to ensure consistency and uniformity of test procedures and common understanding of subject performance and outcomes.

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d. Safety Pilot. The safety pilot serving as PIC in the aircraft and functioning as pilot monitoring in either seat, will intervene to prevent damage to the aircraft or to limit maneuvers which endanger safety of flight. The safety pilot can only assist the subject pilot in areas

unrelated to the han dling qualities determination. For example, the safety pilot can remove impediments to progression of the test but cannot fly, coach, or train the subject on any aspect of the test related to handling, vision cues, or motion cues. The safety pilot may not actuate primary flight controls during the evaluation, or instruct, lead, or coach test subjects in any manner. The safety pilot may:

(1) Perform all routine pilot monitoring duties.

(2) Set up or adjust systems including those normally operated by the pilot flyin g in accordance with pretest agreements.

(3) Address or resolve procedural impediments.

(4) Manage and satisfy checklists.

(5) Make normal call outs.

e. Successful Test. The FSB members decide T2 test outcome consistent with previously agreed upon criteria. Acceptable pi lot performance in completion of designated maneuvers, without training, establishes that the candidate and base aircraft are sufficiently alike in handling characteristics to permit assignment of level B, C, or D. The test process can then advance to the

T3 test.

f. Failure of Test. Failure of T2 means that major handling differences exist during critical phases of flight or that numerous less critical differences were identified that warrant training in a FFS or aircraft. Accordingly, level E differences wil l be assigned and the FAA will issue a separate type rating. With a T2 failure, the next step in the testing process is T5 to validate

level E requirements and the proposed training course. Failure of the T2 does not necessarily

mean that the base and cand idate aircraft do not share a high degree of system and/or handling commonality. The applicant may elect to use the data collected during the T2 process to justify approval of a shortened type rating course for pilots that are trained on the base aircraft and are transitioning to the candidate.

5. SYSTEM DIFFERENCES TEST AND VALIDATION OF TRAINING AND

CHECKING

- TEST 3 (T3).

a. Test Purpose. The T3 test is used to evaluate the proposed differences and/or related aircraft differences training, checking, and training devices at levels B, C, or D.

b. Test Subjects. Test subjects are designated FAA FSB members, trained, experienced,

and current on the base aircraft and have completed the applicant’s proposed differences or related aircraft differences training in the candi date aircraft. Training to proficiency in the base aircraft may be provided to the designated FSB members by the applicant before the start of testing.

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c. Test Process. T3 is a system difference test and a validation of training and checking. It

is used when the equivalent handling test (T2) is successfully completed or when T2 is being incorporated as part of T3. T3 is administered in two phases following differences or related aircraft differences training of a pilot in the candidate aircraft.

(1) First Phase. T he successful completion of a pilot qualification flight check to assess pilot knowledge, skills, and abilities pertinent to operation of the aircraft being tested. If a full check is proposed, the tests are similar to those used for T1 as described in par agraph 2 above. If a partial check is used, the process is similar, but the FSB determines the test items based on the applicant’s proposals. The first phase will include either a proficiency check as defined by the applicable CFR, partial proficiency chec k, or individual aircraft system operation check administered to pilots in the FFS or candidate aircraft. The check is administered assuming currency in the base aircraft and completion of the proposed training in the candidate aircraft.

(2) Second Phase. Line oriented flying (LOF) following completion of the flight check. The LOF phase of the test is used to validate the training and checking being proposed, fully assess particular difference areas, examine implications of mixed fleet flying, assess special

ci rcumstances such as minimum equipment list (MEL) effects, and identify the effects of pilot errors potentially related to the differences. The test is done in a real line flight environment that includes typical weather, routes, airports, air traffic contr ol (ATC), and other factors that are characteristic of those in which that aircraft will be operated. LOF tests may be conducted in test aircraft, FFS, or with a combination of these in conjunction with function and reliability aircraft type certification tests. The LOF portion of the test may be used to evaluate complex issues or issues that cannot be fully detailed in a brief flight check since a check only samples pilot knowledge and skills in a limited and highly structured environment. LOF is an integr al part of T3 and must be successfully completed before “initial” assignment of difference levels. In developing and selecting scenarios for evaluation consider the following:

• Likelihood of occurrence,

• Possible consequences, or

• The timeliness of pilot disc overy and correction.

d. Successful Test. The FSB members decide the outcome of the T3 consistent with previously agreed upon criteria and completion of LOF with appropriate pilot performance. Passing T3 leads to setting respective difference levels and valid ates differences and/or related aircraft differences training and checking at level B, C, or D between related aircraft.

e. Failure of Test. Failure of T3 occurs with either failure of the check, agreed criteria, or unsatisfactory performance during the LOF p ortion of the test. In certain failure cases, T3 can lead to assignment of level E and a separate type rating. When a T3 failure is due to deficiencies in the proposed training program, at the discretion of the FSB, T3 may be repeated using

different test subjects (pilots) following revision of the training program addressing the

deficiencies. The following are examples that may lead to the assignment of level E differences:

(1) T3 experience or difficulties that show the need for assignment of training levels approaching typical initial/transition levels.

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(2) T3 pilot performance that indicates that devices or methods associated with level D are not adequate to achieve training or checking objectives.

(3) Repeated failures of attempts to pass T3 test at level D trainin g differences. In the case of retesting, new subjects may be required at the discretion of the FSB Chairman.

NOTE: Repeated failure of test at level D differences by one or more subject’s (pilot) inadequate performance, that is not an individual subject’s

failur e due to sub

- par or atypical personal performance as determined by the FSB, may lead to assignment of level E differences.

6. CURRENCY VALIDATION

- TEST 4 (T4).

a. Test Purpose. The T4 test is a currency test that can be used when an applicant seeks

relief from ex isting FSB currency recommendations . In the context of this AC, currency addresses system procedural and maneuvering differences between related aircraft. T4 does not include takeoff and landing recency of experience.

b. Test Subjects. Designated FAA FSB memb ers.

c. Test Process. If an applicant desires a change in the currency recommendations , a T4 test may be conducted. This test may be done before or after the aircraft enters into service. In the event the test cannot be done before entry into service, the FSB established limits apply. Criteria that may be used by the FSB to set level B, C, D differences for currency for initial FSB determinations include the following examples:

(1) Complex flight critical systems affecting control or navigation.

(2) Critical nonnormal maneuvers differing between related aircraft (e.g., V1 engine failure, emergency descent, etc.), requiring one acceptable demonstration/training or checking event (typically 6 months but demonstration period may also vary by pilot position).

(3) Secondary sys tems (e.g., Oxygen or auxiliary power unit (APU)).

d. Successful Test. The FSB members decide the outcome of T4 consistent with previously agreed upon criteria. A successful test validates that the proposed less restrictive currency

recommendations are accept ed as a means of compliance with applicable rules,

recommendations of this AC, and/or currency recommendations and provide an equivalent

level of safety.

e. Failure of Test. Failure indicates that the proposed less restrictive currency

recommendations do not provide an equivalent level of safety. At the discretion of the FSB, retesting may be appropriate.

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7. INITIAL OR TRANSITION TRAINING/CHECKING PROGRAM

VALIDATION

- TEST 5 (T5).

a. Test Purpose

. T5 test validates the applicant’s training course(s) at level E (new ty pe rating). It is appropriate when:

• A full initial or transition training/checking program requires validation;

• An applicant seeks training credits between two aircraft with different type ratings (a typical goal under shortened training programs); or

• T2 or T3 are failed.

b. Test Subjects. Designated FAA FSB members.

c. Test Process. There are two methods to accomplish the T5 test process:

(1) Full Initial or Transition Training/Checking Program Validation. This method is used when an applicant has developed an airc raft and seeks a new type rating without any credit for commonality with any related aircraft. The applicant develops a training program to qualify and check pilots in the candidate aircraft at level E differences. Subjects are trained, given flight profic iency checks and complete LOF in a process similar to that described in paragraph 5.

(2) Shortened Transition Training / Checking Program Validation. This method is used when an applicant has developed an aircraft and seeks a new type rating and credit for

commo nality with related aircraft. The applicant conducts a handling qualities evaluation based on the applicant’s proposed ODR tables (similar to T2), followed by training and checking program validation (similar to T3). Subjects are trained, given flight prof iciency checks and complete LOF in a process similar to that described in paragraph 5.

NOTE: When an aircraft is assigned level E differences because of a failure

of T3 test at level D differences, credit for successfully passing individual

elements of the T3 te st may be used as justification for not duplicating those

elements in the T5 test.

d. Successful Test. The FSB members decide the T5 outcome consistent with previously agreed upon criteria. A successful outcome of T5 validates the proposed training and checki ng

programs.

e. Failure of Test. Failing T5 Indicates the proposed training or checking programs require modification. A retest by mutual agreement between the FSB and applicant would normally be required.

8. C OMMON T AKEOFF AND L ANDING C REDIT (CTLC)

- TEST 6 (T6).

a. Test Purpose. The applicant uses T6 when they seek credit between related aircraft toward the takeoff and landing recency of experience requirements of the applicable CFR.

b. Test Subjects. The test should consist of a sufficient number of pilots not trained or qualified in the candidate aircraft. These subjects will be drawn from the manufacturer, industry

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and the FAA that the FSB determines will represent a statistically relevant cross

- section of operational pilots. The participants’ experience levels, type ratings and airplane currency should reflect the proficiency difference levels needed to validate testing assumptions.

c. Test Process. Test subjects are first provided refresher training in the base aircraft to establish a baseline of proficiency. This trai ning may be accomplished in an approved C or D

FFS . The subject is then tested in the candidate aircraft, without any training in it, accomplishing a minimum of three takeoffs and landings without use of the autopilot. It may not be practical to

conduct so me tests in an aircraft. A FFS may be used to conduct these tests. Test subjects should be evaluated on their ability to fly the aircraft manually through takeoff, initial climb, and approach and landing (including the establishment of final landing config uration). The applicant should consider the effects on the takeoff and landing maneuvers for the following factors when designing the T6 test:

(1) Aircraft weights.

(2) Aircraft center of gravity.

(3) Takeoff and landing crosswinds.

d. Successful Test. The FSB members de cide the outcome of T6 consistent with the FAA practical test standards (PTS) by demonstrating that an equivalent level of safety can be maintained when full or partial credit for takeoffs and landings is given between the related

aircraft.

e. Failure of Test

. The test subjects’ performance relative to the FAA PTS demonstrates an equivalent level of safety cannot be maintained when either full or partial credit for takeoffs and landings is given between the related aircraft.

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