U.S. Department

of Transportation Federal Aviation Administration 

# DRAFT

Advisory Circular

Subject: Flight Attendant Training and Evaluation (proposed 14 CFR Part 121 Subpart BB) Date: Draft for comment
Initiated by: AFS-200 AC No: 120-FATE Change:

1. PURPOSE. The FAA is seeking comment on this draft advisory circular (AC) which provides information and guidance on the supplement al notice of proposed rulemaking, Qualification, Service, and Use of Crewmembers and Aircraft Dispatchers, which was published for comment on May 20, 2011. The draft advisory ci rcular (AC) provides information and practices regarding Flight Attendant (F/A) training and evaluation as proposed under Title 14 of the Code of Federal Regulations (14 CFR) part 121 s ubpart BB. It is intended to be used as a resource during the development, implementation, an d revision of an air carrier’s F/A training program. This AC is part of the Federal Aviation Ad ministration’s (FAA) ongoing commitment to educate and inform air carriers and crewmembers regarding the F/A training requirements in part 121 subpart BB. It provides guidance and infor mation regarding requirements for air carrier training programs to enhance safety-critical traini ng.
Comments to this draft AC may be submitted to the d ocket for the corresponding rulemaking, docket FAA-2008-0677, at www.regulations.gov before the comment period closes.

2. CANCELLATION. None.

3. RELATED REGULATIONS. Title 14 CFR parts 91 and 121.

4. RELATED FAA GUIDANCE. This AC provides information and effective practice s regarding F/A training and evaluation. This AC also supplements and contains information previously published in the documents listed below. The following references (current editions) support the knowledge and skill standards for F/A t raining and evaluation. They are strongly recommended for providing further details for lesso n development.

a. 14 CFRs and Orders (current editions). Title 14 CFR is available at: http://ecfr.gpoaccess.gov, and the Air Transportati on Operations Inspector’s Handbook is available at: http://fsims.faa.gov.

• 14 CFR part 1, Definitions and Abbreviations.AC 120-FATE DRAFT DATE

Page 2 Par • 14 CFR part 121, Operating Requirements: Domestic, Flag, and Supplemental Operations.

• FAA Order 8400.10, Air Transportation Operations In spector’s Handbook.

b. ACs (current editions). ACs are available at: http://www.faa.gov/regulations_policies/advisory_ci rculars.

• AC 60-28, English Language Skill Standards Required by 14 CFR Parts 61, 63, and 65.

• AC 120-51, Crew Resource Management Training.

• AC 120-54, Advanced Qualification Program.

• AC 120-44, Air Carrier First Aid Programs.

• AC 120-47, Survival Equipment for Use in Overwater Operations.

• AC 120-48, Communication and Coordination Between F light Crewmembers and Flight Attendants.

• AC 120-59, Air Carrier Internal Evaluation Programs

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• AC 120-80, In-Flight Fires.

• AC 120-95, Portable Oxygen Concentrators.

• AC 121-29, Carry-On Baggage.

• AC 121-24, Passenger Safety Information Briefing an d Briefing Cards.

• AC 121-33, Emergency Medical Equipment.

• AC 121-34, Emergency Medical Equipment Training.

• AC 121-35, Management of Passengers During Ground O perations Without Cabin Ventilation.

• AC 121-36, Management of Passengers Who May Be Sens itive to Allergens.

• AC 120-87, Use of Child Restraint Systems on Aircra ft.

• AC 120-88, Preventing Injuries Caused by Turbulence

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5. AUDIENCE. Air carriers, FAA personnel (such as aviation safe ty inspectors (ASI)) and others involved in the development and approval of F/A training programs, as well as crewmembers and others involved in flight operation s under part 121, should be familiar with the contents of this AC. This AC may also be valuable t o certificate holders and ASIs associated with operations under 14 CFR parts 91, 125, and 135

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6. QUALIFICATION PERFORMANCE STANDARDS (QPS). The FAA has added four QPS appendices in part 121: pilots, Appendix Q; fli ght engineers, Appendix R; F/As, Appendix S; and aircraft dispatchers, Appendix T. QPS append ices Q, R and S contain minimum training and evaluation standards for crewmembers to become qualified and maintain qualification under subpart BB. The QPS Requirements are regulatory and are in addition to the requirements in proposed part 121 subpart BB. The information conta ined in this AC regarding compliance with the proposed part 121 training requirements for F/A s is advisory, and provides certificate holders with knowledge and guidance that may be used in com plying with the part 121 F/A training requirements contained in part 121 subpart BB.

7. F/A QPS. The QPS contains minimum training and evaluation st andards for F/A training. F/A qualification performance standards, contained in the QPS, are regulatory and mandatory.DATE DRAFT AC 120-FATE

Par Page 3 However, do not rely solely on the F/A QPS for regu latory requirements in these areas. An air carrier must also use part 91 and part 121 subparts G, K, M, Q, R, S, T, V, X and BB.

8. QUESTIONS ABOUT THE CONTENTS OF THE PROPOSED F/A QP S.

a. Contact Information.

U.S. Department of Transportation, Federal Aviation Administration Flight Standards Service, Air Transportation Divisi on, AFS-200 Nancy Lauck Claussen 800 Independence Avenue, SW, Washington, DC 20591 Telephone: (202) 267-8166 Fax: (202) 267-5229 Email: Nancy.l.Claussen@faa.gov

b. Additional Information.

(1) FAA Regulations and Policies Web site: http://www.f aa.gov/regulations_policies/. On this Web site you will find Flight Standards Servic e Programs, Aviation Safety Inspector Handbooks, the current Aviation Regulations (14 CFR ), ACs, and other sources of FAA information.

(2) Flight Standards Service Cabin Safety Web site: http://www.faa.gov/about/initiatives/cabin_safety/. On this Web site you will find links to FAA rules and guidance documents, legal interpretations , and other sources of FAA information that are pertinent to cabin safety. Also linked from this si te are additional Department of Transportation (DOT) information sources.

9. THE NEED FOR A F/A QPS.

a. Establish Performance Standards. To provide an objective means of establishing performance based standards for F/A training and ev aluation.

b. Update Capability. To provide routine and periodic update capability. This capability is needed to respond to accidents, incidents, or rapid ly occurring changes to equipment and operations. All changes made to the F/A QPS will be subject to public notice and comment, unless good cause exists to support a finding that notice and comment would be impracticable, unnecessary, or contrary to the public interest.

c. Certificate Holder Use. Provides certificate holders with a minimum set of standards for developing the following for F/As:

• Training programs;

• Performance standards; and

• Evaluation criteria.

10. STANDARDS FOUND IN THE F/A QPS.AC 120-FATE DRAFT DATE

Page 4 Par a. Attachment 1. Contains general evaluation requirements and progra mmed hours for F/A training and evaluation.

b. Attachment 2. Contains tasks for F/A training and evaluation by a rea of instruction.

c. Attachment 3. Contains specific training and evaluation requirem ents for F/A training curriculums (basic qualification), curriculum categ ories (new hire, initial, transition, emergency, recurrent, and requalification), and aircraft opera ting experience.

11. DEFINITIONS AND ACRONYMS. You can find definitions in part 121, § 121.1205. Acronyms are as follows:

a. AED. Automated external defibrillators.

b. AFS-200. Flight Standards Service, Air Transportation Divisi on.

c. ASAP. Aviation Safety Action Program.

d. ASRS. Aviation Safety Reporting System.

e. CIA. Central Intelligence Agency.

f. CPR. Cardiopulmonary resuscitation.

g. CRM. Crew Resource Management.

h. CRS. Child restraint system.

i. CSI. Cabin safety inspector.

j. DOT. Department of Transportation.

k. ELT. Emergency locator transmitter.

l. EMK. Emergency medical kits.

m. FAOM. Flight Attendant Operating Manual.

n. FBI. Federal Bureau of Investigations.

o. FOQA. Flight operations quality assurance.

p. MEL. Minimum equipment list.

q. NTSB. National Transportation Safety Board.

r. PBE. Protective breathing equipment.

s. PED. Portable electronic device.DATE DRAFT AC 120-FATE

Par Page 5 t. PIC. Pilot in command.

u. POC. Portable oxygen concentrator.

v. POI. Principal operations inspector.

w. QPS. Qualification Performance Standards.

x. TSA. Transportation Security Administration.

12. CRM TRAINING.

a. Scope of CRM. CRM refers to the effective use of all available r esources, including human resources, hardware, and information. Human r esources include all other groups routinely working with crewmembers who are involved in decisi ons that are required to operate a flight safely. CRM is not a single task; CRM is a set of c ompetencies that must be evident in all tasks in the QPS as applied to the individual and the mul ticrew operation.

b. CRM Deficiencies. These deficiencies contribute to the unsatisfactor y technical performance of a task; therefore the CRM competenci es are valuable for debriefing. For debriefing purposes, an amplified list of these com petencies, expressed as behavioral markers, is in the current edition of AC 120-51, Crew Resource Management Training.

c. Joint CRM Training. Certificate holders should conduct flightcrew membe r and F/A CRM scenarios together. When this is not possible, certificate holders should include information in F/A training that addresses the role of flightcrew members during emergency situations.

d. Demonstration of Knowledge and Skills. The F/A must demonstrate knowledge and skills in the technical and CRM competencies for ea ch particular task.

(1) Certain CRM-related knowledge and skills must be as sociated with one or more F/A performance tasks, and must be evaluated during F/A training as shown in Attachment 2 of the F/A QPS.

(2) The F/A must demonstrate knowledge and skills in bo th the technical and CRM competencies for each task. A task is not completed unless the evaluator has determined that the F/A has demonstrated knowledge and skills in the te chnical and CRM competencies.

13. TRAINING AND EVALUATION REQUIREMENTS FOR F/As. Curriculum categories, which contain both academic and job performance req uirements, provide the framework for the requirements to train and evaluate F/As.

a. Curriculum Categories. These are parts of a curriculum that relate to qua lification experience levels, first time qualification for a c ertificate holder, differences within type or series, maintaining and regaining qualification, an d changes in operations. Each curriculum category contains academic training and evaluation, and job performance training and evaluation, as required. Curriculum categories incl ude:AC 120-FATE DRAFT DATE

Page 6 Par • New hire;

• Initial;

• Transition;

• Emergency;

• Differences;

• Recurrent;

• Requalification; and

• Special.

b. Academic Training. This is instruction and practice that provides ind ividuals with the required knowledge and cognitive skills necessary t o perform the tasks required for the crewmember duty position, instructor, or evaluator duty position. New hire training and portions of initial, transition, emergency, requalification, and recurrent training are for the purpose of acquiring and maintaining the knowledge required fo r safe operations. The required areas of instruction, including the CRM competencies, are co mbined with the information and procedures contained in the certificate holder’s FAOM and othe r pertinent references to create the academic requirements. Curriculums are then developed to sup port these knowledge requirements and ensure that knowledge is obtained and maintained.

c. Job Performance. The job performance tasks in basic qualification, requalification, and recurrent training are for the purpose of combining the knowledge obtained in the academic training with cognitive, procedural, and motor skil ls. The cognitive, procedural, and motor skill requirements should be developed from the tasks and environments required in the QPS, the F/A performance standards, the certificate holder’s FAO M and other references that directly address specific tasks or environments.

d. Integration of Academic and Job Performance Trainin g and Evaluation. Academic and job performance training and evaluation are int egrated together in each curriculum category. For example, a F/A receives academic training on a certificate holder’s procedures regarding the preflight crewmember briefing, and receives an acad emic test on those procedures. In the same curriculum category (New Hire), the F/A also receiv es job performance training in the form of “practice” of his or her ability to actually perfor m a preflight crewmember briefing. In another example, a F/A receives academic training on a cert ificate holder’s procedures regarding opening an aircraft exit door in the emergency mode, and re ceives an academic test on those procedures. In the same curriculum category (Emergency), the F/ A also receives job performance training in the form of “practice” and a proficiency test of hi s or her ability to open the aircraft exit door in the emergency mode.

14. THE CONTINUOUS ANALYSIS PROCESS (CAP). The CAP is a certificate holder internal evaluation and improvement process. The CA P will enable the certificate holder to maintain and refine the training process by continu ally monitoring the effectiveness and efficiency of the training program. Various assessm ent tools (testing, checking, inspection, documenting, evaluation, and analysis) will be used to validate the effectiveness of a training program, or demonstrate the need to revise a traini ng program.a. CAP. This is incorporated into the QPS through integrat ion with the training program.

The certificate holder is responsible for designati ng responsibility for the process. The certificate holder must ensure appropriate and adequate assessm ent tools (testing, checking, critique, inspection, observation, documenting, evaluation, a nd analysis) are utilized to enable the certificate holder to validate the effectiveness of the training program, or the need to change that training program.

b. Components of a CAP. The certificate holder must describe the attributes of the CAP in the certificate holder’s FAA-approved training prog ram. Examples of the attributes of an effective CAP are as follows:

(1) Qualification and training program as approved by t he Administrator. Attributes of the CAP:

(a) Who is responsible?

(b) Who has the authority to change the process?

(c) Description of the process.

(d) Controls. Policy, procedure, training, evaluation.

(e) Documenting and Measurement.

(f) Interfaces between Departments. Consistency (policy , procedures, manuals).

• Across Departments;

• Across Divisions.

(2) Assessment tools (adequate and appropriate).

• Testing;

• Checking;

• Critique;

• Inspection and observation;

• Documenting; and

• Evaluation and analysis.

(3) Modification and adjustment of the qualification an d training program.

(4) Approval for modification and adjustment.

15. DISTANCE LEARNING. Distance learning means learning that can be comple ted by the flight attendant in a training environment other th an a traditional classroom, and does not include direct interaction with an instructor.

a. Applicability. This information applies to F/A training programs subject to FAA approval under part 121. It may also be useful to A SIs involved in surveillance or approval ofAC 120-FATE DRAFT DATE

Page 8 Par F/A training programs related to operations under 1 4 CFR parts 135, 125, 91 subpart K (Fractional Ownership Programs), and 142 (Training Centers). Credit for hours spent in distance learning activities applies only to the programmed hours of academic training specified in the F/A QPS.

b. Interim Guidance. Experts continue to develop a systematic approach for using the many effective training methods and products now av ailable. The guidance contained in this AC applies until superseded, and should be used to help implement and standardize distance learning among air carriers.

c. Credit of Hours for Distance Learning. Distance learning credit is appropriate only for academic training and evaluation, and must be appro ved in accordance with § 121.1335.

d. Training Media. The general nature and specific characteristics of training media used for distance learning vary widely. Examples include paper media, electronic media, computer-based training, and internet-based trainin g. The media used should meet the requirements of the respective training objective. Validation of training effectiveness is one of the most important components of the implementation plan described below.

e. Implementation Plan. Any proposal for academic training or academic eva luation to be accomplished by distance learning should include a plan for start-up, validation, operation, and maintenance of that training or evaluation. This pl an should include at least the following elements:

(1) Start-up. Identification of knowledge and cognitive training objectives. Training objectives can be reduced to simple terms such as b eing able:

• To recall;

• To recognize;

• To comprehend; and

• To apply.

(2) Identification of the Media to be Used For Training and Testing. A validation strategy that addresses (1) the effectiveness of th e academic training itself, and (2) the learning accomplished by each person trained. Key features o f a validation strategy are shown below.

(3) Effectiveness of the Academic Training Being Conduc ted.

(a) Setting a Reference. One validation method is to establish a performanc e baseline from which to measure the effectiveness of the academic training proposed. Baselines exist in most ongoing air carrier training programs . Examples of performance baselines include average training hours a F/A spends in learning a c ertain subject, average pass-fail rates for tests of training content, median scores, average pass-fa il rates for flight checks, and many others. A performance baseline may be set by using an existin g baseline or by referring to some other existing standard.DATE DRAFT AC 120-FATE

Par Page 9

(b) Maintaining Currency. Validation depends upon maintaining the currency o f the academic training to be conducted. A reliable m ethod to do so is an essential part of a training proposal.

(c) Tracking. A method for keeping test results and tracking ove rall performance.

(4) Learning Accomplished by Each Person Trained.

(a) A Strategy for Evaluation. Evaluation should be designed to determine that training objectives are being met by each F/A.

(b) Integrity of Tests. A method should be developed to ensure integrity o f tests, including integrity of test questions and test answ ers, and controlled access to tests and test results.

(c) Tracking. A method for keeping test results and tracking eac h individual’s performance.

f. Validation. Validation of academic training is a determination that the training proposed actually succeeds in meeting the performance object ives for that training.

g. Interactivity. Training developers should provide for interactivi ty between F/As and instructors, and between the F/As themselves.

(1) When in the Field. In particular, a F/A should have ready access to a qualified instructor on weekdays during normal business hours , to resolve questions encountered during distance learning and pertinent evaluation.

(2) When at a Centralized Training Location. Before any phase of training that incorporates practice, application, and demonstrati on, F/As should be convened in a proctored classroom setting with an instructor to resolve any remaining issues arising during distance learning. This interactivity is particularly benefi cial in respect to standardization of learning by qualifying F/As in a basic qualification curriculum

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16. ENGLISH LANGUAGE PROFICIENCY. Section 121.1209 requires a F/A to be able to read, write, and understand the English language. T he F/A may demonstrate English language proficiency in several ways. For example, an indivi dual’s successful completion of F/A training and evaluation conducted solely in English would be a successful demonstration of the F/A’s ability to read, write, and understand the English language. The certificate holder is responsible to make this determination and should have in place a process to ensure a final determination of whether the F/A meets the English language requirem ent. If there is doubt about a F/A’s ability to read English, the F/A should read aloud a short paragraph from an appropriate source, such as a safety related announcement. If there is doubt ab out the F/A’s ability to write in English, the person evaluating the F/A should read a short state ment and have the F/A write it in English. The process should include the actions that an evaluato r should take when the test indicates that the F/A is not able to read, write, understand, or spea k the English language.AC 120-FATE DRAFT DATE

Page 10 Par 17. TEST QUESTION RESPOSITORY. Section 121.1343 requires the development of a tes t question repository that is used to develop academi c evaluations. The repository will include a minimum number of questions for each subject, as re quired by the F/A QPS. This repository will also allow random selection of questions when creat ing examinations. This permits F/As to be retested with questions that are different, or are in a different order, from questions they received on a prior evaluation.

18. F/A INSTRUCTORS NOT ABLE TO PERFORM CERTAIN PERFORM ANCE DRILLS. A F/A instructor may not be physically able to perf orm certain performance drills due to injury or disability. The FAA allows those indiv iduals to complete the required training to qualify as a F/A instructor, with the exception of those performance drills the person can not physically perform. However, the FAA only allows F/ A instructors to instruct others in those performance drills that they are able to physically perform at the time of instruction because having the ability to demonstrate the proper techni que during instruction in a performance drill is a requirement for effective teaching. However, the requirements do not prevent a person authorized to administer F/A proficiency tests from evaluating a performance drill, even if that person is not physically capable of performing the drill.

19. AIRCRAFT OPERATING EXPERIENCE. The following chart illustrates the requirements of § 121.1305.

Aircraft Operating Experience (AOE) (§ 121.1305) On whose airplanes? For the certificate holder for which the F/A will s erve. What kind of flight? Part 121 passenger carrying revenue flight or in pa rt 91 proving flights. When must it be completed? For a qualifying F/A, AOE for at least one type of aircraft must be completed within 120 days of the s tart of the Basic Qualification curriculum. Who supervises it? A check F/A. How many people can one check F/A supervise on one flight? Not more than four.

How many check F/As can supervise people on each flight? Not more than two.

Are there any other limits on the number of people accomplishing AOE on each flight? The number of persons receiving AOE on an aircraft may not exceed twice the number of F/As required by § 121.391 for that aircraft.

What duties must people receiving AOE perform? The assigned duties of a F/A.

Can the qualifying F/A be a required F/A? Not prior to completing Basic Qualification trainin g and two operating cycles on a type of aircraft on which they are trained and receiving a total of 5 hours of AOE

. When can a F/A who has Either (1) After having been qualified for at leastDATE DRAFT AC 120-FATE

Par Page 11 not received AOE on an aircraft type for which they have completed Initial training; serve as a required F/A on that aircraft type? 180 days and served in the previous 180 days on an aircraft as a F/A for that certificate holder. or (2) if not qualified for at least 180 days and served in the previous 180 days on an aircraft as a F/A for t hat certificate holder, after meeting the following cri teria:

• Complete two operating cycles on at least one aircraft type on which they were trained;

• Obtain a total of 5 hours of flight time on an airc raft on which they were trained; and

• Be supervised by a check F/A for the first two operating cycles in that aircraft type. When is a F/A not required to accomplish AOE on a new aircraft type? F/As completing transition training are not require d to accomplish aircraft operating experience for that a ircraft type.

When is a F/A eligible for transition training? A F/A is eligible for transition training when he o r she has been qualified for at least 180 days and served in the previous 180 days on an aircraft as a F/A for that certificate holder.

20. F/A REQUALIFICATION TRAINING.

a. Eligibility for Requalification. The following chart illustrates the requirements of § 121.1309.

F/A: Requalification (§ 121.1309) No person may serve as a F/A if that person becomes unqualified by failing to meet recurrent training and evaluation requirements.

To be requalified the F/A must complete § 121.1301, as applicable, or comply with the appropriate phase of requalification training a nd evaluation. If the F/A has been unqualified for: Then the F/A may requalify by completing:

Less than 24 months: Phase I Requalification (§ 121.1309(a)(1-3)):

• Current Recurrent F/A Training Cycle

• Receive training on tasks that were missed and all policies, procedures and security requirements applicable to F/A duties that have been updated, modified or implemented since the last time the F/A attended recurrent training.

• For F/As qualified in extended overwaterAC 120-FATE DRAFT DATE

Page 12 Par operations, participate in a cabin preparation and evacuation drill (ditching) if not part of the current recurrent F/A training cycle.

• Base month may be changed.

24 months or more: Phase II Requalification (§ 121.1309(b)(1-3)):

• New hire, initial, transition, emergency, and differences curriculum categories, as applicable.

• Base month may be changed.

• After satisfactorily completing Phase II requalification, one of the two following conditions must be met for the first two operating cycles:

• The F/A may not serve as a required F/A; or

• The F/A may serve as a required F/A under the supervision of a check F/A.

b. Failure to Complete Training.

(1) When a F/A does not complete recurrent training dur ing the eligibility period, the F/A is unqualified on the first day of the month follow ing the grace month.

(2) For example, if a F/A’s base month is February, the F/A has until March 31st to complete recurrent training. If the F/A does not co mplete recurrent training by March 31 st , the F/A becomes unqualified and unable to serve on April 1 st

. (3) For purposes of determining the applicable phase of requalification, the F/A’s base month must be used without considering the grace mo nth. Therefore, in the example above, the base month (February) instead of the grace month (M arch) would be used to determine the applicable phase of requalification.

John M. Allen Director, Flight Standards ServiceDATE DRAFT AC 120-FATE

Par Page 13 APPENDIX 1. FLIGHT ATTENDANT (F/A) PROGRAMMED HOURS

1. F/A HOURS TABLES.

Flight Attendants

Baseline Programmed Hours* by Curriculum Category

(see § 121.1335)

CURRICULUM CATEGORY

New Hire Initial Emergency Training Transition

(each additional aircraft type) Recurrent

(Turbojet) Recurrent(Turboprop)

TRAINING General Topics Each

aircraft type 1 to 5 types aircraft 6 to 9

types aircraft 10 to 13

types aircraft Any

number of aircraft types

Academic 20 8 8 8** 8 8 8 8 3

Job Performance 20 4 4 16** 4 4 6 7 2

TOTAL 40 12 12 24** 12 12 13 14 5

* Programmed hours do not include differences train ing, as required in § 121.1215. ** Academic and job performance programmed hours ar e each reducible by 1 hour if the flight attendant is not qualified to serve in extended overwater operations

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Flight Attendants Minimum Programmed Hours* by Curriculum Category

(see § 121.1335)

CURRICULUM CATEGORY

New Hire Initial Emergency Training Transition

(each additional aircraft type) Recurrent

(Turbojet) Recurrent (Turboprop)

TRAINING General Topics Each

aircraft type 1 to 5 types aircraft 6 to 9

types of aircraft 10 to 13

types aircraft Any number

of aircraft types

Academic 16 6 6

Job Performance 16 2 2

TOTAL 32 Not

reducible

8 Not reducible

8 Not reducible

* Programmed hours do not include differences train ing, as required in § 121.1215.AC 120-FATE DRAFT DATE

Appendix 1

Page 14 2. HOURS AND TRAINING.

a. Programmed Hours. Programmed hours for F/As are divided into academi c and job performance hours for each training category. This requirement allows flexibility in instructional design regarding integration of academic and job pe rformance programmed hour requirements. Job performance training and evaluation includes th e practice and proficiency requirements in Attachment 3 of the Qualification Performance Stand ards (QPS).

b. Reduction of Programmed Hours. A reduction to the 8 hour minimum of initial training on aircraft types may be appropriate for s everal reasons. For example, a certificate holder may operate several types of aircraft from t he same manufacturer with similar cabin configurations and equipment; or a certificate hold er may carefully design a training approach that incorporates the use of extensive training on a “base” aircraft type upon which training on other aircraft types is based. The Initial training and evaluation requirement of 12 (baseline) and 8 (minimum) hours apply to each aircraft type.

c. Eligibility for Transition Training and Evaluation. If the F/A has already served in an active duty status as a F/A for the certificate hol der for at least 180 days, that F/A is eligible for transition training on a new aircraft type. A F/A d oes not have to be a required F/A in accordance with § 121.391 to “serve,” the F/A only needs to “p erform the duties of a required flight attendant.” Aircraft operating experience is not re quired for each aircraft type for which a F/A receives transition training. Transition training h as the same required number of hours and subjects for aircraft specific training as initial training, a 12-hour baseline required for each aircraft type which can be reduced to an 8-hour min imum. A reduction to the 8 hour minimum of transition training on aircraft types may be approp riate for several reasons. For example, the new aircraft type may be very similar to a different ai rcraft type on which the F/A is already qualified.

d. Initial Training and Evaluation. If the F/A has not served as a F/A for the certific ate holder for at least 180 days, including days off or days on reserve, and the certificate holder wants to qualify the F/A on a new aircraft type, th en the F/A must have initial training on that aircraft type and meet the aircraft operating exper ience requirements of § 121.1305.DATE DRAFT AC 120-FATE Appendix 2

Page 1 APPENDIX 2. INFORMATION REGARDING PERFORMANCE STAN DARDS FOR CERTAIN TASK REQUIREMENTS

1. GENERAL TASK REQUIREMENTS.

a. Federal Aviation Regulations. Discussion of the regulations should include why th ey are pertinent to Flight Attendants (F/A) and should also include discussion regarding the role of other certificate holder employees and their part i n ensuring compliance with the regulations (e.g., gate agents, flightcrew members).

b. Emergency Training Drills.

(1) Operation of Each Type of Installed Hand Fire Extin guisher.

(a) Effective training scenarios for firefighting shoul d include realistic drills with emphasis on combating hidden fires. To provide real istic training, drills should simulate locations of hidden fires, such as behind sidewall panels, in overhead compartments, air conditioning vents, or overhead panels. For example , hidden fires could include electrical fires, lavatory fires, or fires erupting from failures of lithium-ion batteries such as those used within laptop computers. A training program should incorpo rate a method to assess and combat the hidden fire, such as locating the source of the fir e, if possible, before applying an extinguishing agent.

(b) The intent of the training is to provide crewmember s with the obstacles that would be encountered onboard the aircraft, but it i s not intended to require each student to remove sidewall or overhead panels. Depending on th e sophistication of the training device, the F/A could utilize a manual release tool that is des igned to open the oxygen compartments to gain access to a fire that is suspected in that region, remove a cabin ceiling speaker cover by simply snapping it out of its fixture, or move carry-on ba ggage from an overhead compartment.

(2) Cabin Preparation for Evacuation Drills (Land and W ater Evacuations).

(a) To create a realistic training environment, a certi ficate holder may choose to integrate variables into the scenarios that happen during actual emergencies (e.g., running out of time prior to completing a cabin preparation, chang e in the type of evacuation or landing). For aircraft for which more than one F/A is required, d rills could also be conducted in which the F/A finds himself or herself acting alone (simulating i ncapacitation of other F/A). The “solo” drill demonstrates the ability of the F/A to take command of a situation using available safety equipment, and the capacity to respond to changing situations without the assistance of other crewmembers.

(b) Adding variables to the scenarios is an effective t raining practice. However, a scenario should not incorporate excessive variables that would overload a F/A, nor be so limited on variables that there is a reduced training value to the exercise.

(c) An effective practice is to provide F/As a demonstr ation of “textbook” cabin preparation or evacuation drills conducted in accor dance with the certificate holder’s procedures. Although, there is no such thing as a “textbook” em ergency, this practice establishes a solidAC 120-FATE DRAFT DATE

Appendix 2

Page 2 foundation for training. Certificate holders should also be aware of the desirability of flightcrew members and F/As performing evacuation scenarios to gether. When this is not possible, certificate holders should include information addr essing the roles of other crewmembers during emergency evacuation situations.

(3) Jumpseat Drill.

(a) Proper use of the F/A jumpseat and restraint system is integral to a F/A being able to initiate an effective aircraft evacuation. The Qualification Performance Standards (QPS) has a requirement for F/As who receive initial or t ransition training on any aircraft type to receive academic training on the use of the F/A jum pseat for that aircraft type. In addition, the QPS requires job performance training in each F/A j umpseat by aircraft type during basic qualification training or Aircraft Operating Experi ence (AOE).

(b) F/As will not always be seated in their jumpseats w hen they initiate the commands and actions to open an exit in the emergen cy mode during an evacuation. For example, a F/A could be in the cabin performing saf ety related duties during aircraft taxi, or in the cabin of an aircraft that is parked at the gate during boarding when an evacuation may need to be initiated. The drill allows the certificate h older to give F/As the opportunity to reinforce effective jumpseat techniques during exit operation , but allows certificate holders the flexibility to incorporate other “starting points” into exit de vice operation scenarios.

(4) Emergency Evacuation Egress Slide Drill/Emergency E vacuation Egress Drill.

(a) If the F/A will be qualified to serve on an aircraf t with emergency evacuation slides (e.g., B-737), as well as an aircraft that d oes not have emergency evacuation slides (e.g., CRJ), then the F/A must complete both the em ergency evacuation egress slide drill and the emergency evacuation egress drill. To achieve a rea listic training environment, certificate holders are encouraged to integrate these drills in to other required performance drill scenarios.

(b) Examples:

1. If a F/A qualifies on a B-737 and a CRJ in basic qu alification training, then the F/A must complete an emergency evacuation egres s slide drill and an emergency evacuation egress drill.

2. If a F/A qualifies only on the CRJ in basic qualifi cation training, then the F/A must complete an emergency evacuation egress drill.

3. If a F/A qualifies only on B-737 in basic qualifica tion training, the certificate holder acquires a CRJ two years later and the F/A h as transition training on the CRJ, then the F/A must complete an emergency evacuation egress sl ide drill during basic qualification training and an emergency evacuation egress drill during tra nsition training on the CRJ.

4. If a F/A qualifies only on a CRJ in basic qualifica tion training, the certificate holder acquires B-737s two years later and the F/A has transition training on the B-737, then the F/A must complete an emergency evacuation egress dr ill during basic qualification training and an emergency evacuation egress slide drill during t ransition training on the B-737.DATE DRAFT AC 120-FATE Appendix 2

Page 3 2. APPLYING THE PERFORMANCE STANDARDS IN ATTACHMENT 2. The performance standards in Attachment 2 of the F/A QP S are located in Section V, Emergency Training Drills – General, and in Section VI, Emerg ency Training Drills – Aircraft Specific. Each task lists the environment that the drill must be conducted in, an explanation of the task, and the situational awareness (SA) Crew Resource Ma nagement (CRM) markers that must be observed by the evaluator. The following excerpt fr om Section V, Emergency Training Drills – General is an example of the format used for all dr ill tasks:

7. Task: Cardiopulmonary Resuscitation (CPR)-Adult, Child, and Infant (Job Performance) (a) Environment: This drill must be performed using training equipme nt that meets the requirements of IV. F of this attachment and creates an effective environment for the accomplishment of the performance drill. (b) Task: This CPR drill is not required if the flight atten dant performs CPR during the operation of each type of installed auto mated external defibrillator. The flight attendant must complete the following during the dr ill, and be evaluated and debriefed on the proper use of equipment and procedures: (1) Administer CPR, to include the use of the CPR mask, for adult, child or infant CPR. Each must be done within a three year cycle. (c) Situational Awareness (CRM Markers): The flight attendant must communicate and coordinate (through discussion or a ctions) with other crewmembers during the drill, as appropriate. The flight atten dant must also recognize the need for CPR.

3. APPLYING THE INFORMATION IN TABLE 3B OF ATTACHMENT 3.

a. Requirements. This paragraph contains references to a section of Table 3B of the F/A QPS in order to provide clarification on using the tables and applying the rule language to aid in the development of training programs.

(1) Table 3B, Section A, depicts the training required for Basic Qualification and Transition Curriculum Categories. The chart is set up to show each curriculum category and the type of training and evaluation that must occur.

(2) The required training is different for the differen t tasks. To understand why, refer to Attachment 2 and review the subtasks for each secti on. For example, II. General Task Requirements, A. Area of Instruction: Flight Attend ant Duties and Responsibilities-Normal Operations, 1. Subject: Preflight, Task (b) Crewmem ber Briefing, contains subtasks that specifically address the required training regardin g cremember briefings.

(3) The required practice and evaluation requirements are different for the different tasks. For example, II. General Task Requirements, A. Area of Instruction: Flight Attendant Duties and Responsibilities-Normal Operations, 1. Subject: Pre flight, lists (a) General, (b) Crewmember Briefing and (c) Cabin and Galley Security tasks un der the New Hire Training Curriculum Category. The (a) General and (b) Crewmember Brief ing tasks require academic training, practice and an academic test. However, the (c) Cab in and Galley Security task, only requires academic training.AC 120-FATE DRAFT DATE

Appendix 2

Page 4 b. Approval . Each air carrier has a responsibility to provide tasks that would be specific to their operation and aircraft. For example, an air c arrier that did not have equipment for extended overwater operations on their aircraft would not be required to train flight attendants on the use of life rafts. These changes to the required traini ng tasks in the F/A QPS would then be submitted to the Federal Aviation Administration (FAA) as par t of their training program approval.

4. SYMBOLS AND TARGETED TRAINING AS USED IN TABLE 3B.

a. Symbols. The following are definitions and explanations of the symbols used in Table 3B of the F/A QPS.

(1) 1 – This symbol indicates that the subtasks within this task may be practiced during either academic training or during AOE. This provid es flexibility if a training facility does not have certain training devices and the air carrier m ust rely on an aircraft to provide the required practice.

(2) X – This symbol indicates that each F/A must comple te the task each time a curriculum category of training is completed.

(3) I – This symbol indicates that the training practic e must be performed as an individual.

(4) G – This symbol indicates that the training practic e may be completed as an individual or in a group exercise, where the F/A participates or observes and provides feedback.

(5) 3 – This symbol indicates that each F/A must comple te the task at least once during three consecutive recurrent training cycles.

(6) R – This symbol indicates that the F/A must receive training on tasks that were missed and all new policies, procedures, and security requ irements, applicable to F/A duties that have been updated, modified, or implemented since the la st time the F/A completed recurrent training.

(7) T – This symbol indicates that targeted training an d evaluation is conducted at the subject level. With targeted training, each subject must be covered every year during recurrent training and certain tasks, as indicated in the F/A QPS, and must be trained and tested at least once every three years.

b. Targeted Training. Recurrent training incorporates targeted training; targeted training is developed by analysis and evaluation of events, rep orts, feedback, issues, or changes to air carrier safety policies, procedures, regulations or FAA guidance that has occurred in the previous year to determine what should be incorporated in th e appropriate training programs. Targeted training gives air carriers the flexibility to dete rmine what will be included at the sub-task level based on the analysis and evaluation. In targeted t raining, F/A QPS sub-tasks are guidelines, not training requirements.