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U.S. Department of Transportation **Federal A**

**viation Ad**  **ministration** 

# Advisory

**Circular**

**Subject:** Leadership and Command Training for Pilots in Command **Date:** DRAFT **Initiated By:** AFS
- 200 **AC No:** Leadership

1 **PURPOSE .**  The Federal Aviation Administration (FAA) is seeking comment on this draft advisory

circular (AC) which provides information and guidance on the Notice of Proposed Rulemaking (NPRM) Pilot Professional Development, which was published for comment on {INSERT DATE OF PUBLICATION IN FEDERAL REGI STER}.This draft AC presents guidelines for developing and implementing leadership and command training for pilots in command (PI C). These guidelines apply to certificate holders conducting operations under Title 14 of the Code of Federal Regulations (14 CFR) part 121. This AC presents one way , but not necessarily the onl y way , that certificate holders may compl y with the leadership and command training requirements proposed in 14 CFR part 121, subpart N. This AC may also provide valuable information to certificate holders operating under 14 CFR part 125 or part 135, programs managers operating under 14 CFR part 91 subpart K and training centers providing training under part 142
. 2 **RELATED REGULATIONS.** The following proposed sections of 14 CFR part 121, subpart N can be located in the docket for the NPRM Pilot Professional Development.
 121.409 Training courses using flight simulation training devices
 121.419 Pilots and flight engineers: Initial, transition, and conversion gro und training and before [24 MONTHS AFTER EFFECTIVE DATE OF FINAL RULE], upgrade ground training
 121.420 Pilots: Upgrade ground training
 121.424 Pilots and flight engineers: Initial, transition, and conversion flight training and before [24 MONTHS AFTER EFF ECTIVE DATE OF FINAL RULE], upgrade flight training
 121.426 Pilots: Upgrade flight training
 121.427 Recurrent trainingPage **2** of **13**

 121.429 Pilots in command: L eadership and command and mentoring training 3 **RELATED FAA GUIDANCE (**  **current edition):**  AC 60
- 22 Aeronautical Decision Making

 AC 120
- 35 Flightcrew Member Line Operational Simulations: L ine
- Oriented Flight Training, Special Purpose Operational Training, Line Operational Evaluation

 AC 120
- 51 Crew Resource Management Training

 AC 120
- 71 , Standard Operating Procedures for Flight Deck Crewmemb ers
 Pilot’s Handbook of Aeronautical Knowledge, FAA
- H
- 8083
- 25A

 Risk Management Handbook, FAA
- H
- 8083
- 2 4 **RELATED REFERENCES**  Leadership/Followership Recurrent Training Joseph H. Dunlap and Susan J. Mangold , Office of the Chief Scienti fic and Technical Advisor for Human Factors to the FAA (AAR
- 100), February 1998

 Critical Thinking, An Introduction to Situation Awareness and Decision Making , Flight Safety

Foundation, http://www.sky brary .aero/bookshelf/content/index.php 5 **BACKGROUND** 5.1 **Accidents** 5.1.1 On October 14, 2004, a Pinnacle Airlines Bombardier CL
- 600
- 2B19, operating as Northwest Airlink flight 3701, crashed into a residential area about 2.5 miles from the Jefferson City

Mem orial Airport, Jefferson City , Missouri. During the flight, both engines flamed out after a pilot
- induced aerodynamic stall and were unable to be restarted. Both pilots were killed and the airplane was destro yed. The N ational T ransportation S afety B oard (NTSB) determined the pilots’ unprofessional behavior, deviation from standard operating procedures, failure to prepare for an emergency landing in a timel y manner, and improper management of the double engine failure checklist contributed to the accident
. 5.1.2 On February

12, 2009, a Colgan Air Bombardier DHC
- 8
- 400 , operating as Continental Connection flight 3407, crashed about 5 nautical miles northeast of the Buffalo
-Niagara International Airport while on an instrument approach. The 4 crewmembers, 45 passenge rs, and 1 person on the ground were killed and the airplane was destroyed b y impact forces and a post
- crash fire. The NTSB determined that the pilots’ failure to adhere to sterile cockpit procedures and the PIC’s failure to effectively manage thePage **3** of **13**

flight co ntributed to the accident. The Colgan Air accident focused public and Congressional attention on multiple aspects of existing air carrier training requirements, including whether pilots were obtaining the training required to serve as leaders in the flight deck
. 5.2 **The Airline Safety and Federal Aviation Administration Extension Act.** On August 1, 2010, the President signed the Airline Safety and Federal Aviation Administration Extension Act of 2010 (Public L aw 111
- 216). Section 206 of Public L aw 111
- 216 direct ed the FAA to convene an aviation rulemaking committee (ARC) to develop procedures for each part 121 air carrier pertaining to mentoring, professional development, and leadership and command training for pilots serving in part 121 operations and to issue a NPRM based on the ARC recommendations. 5.3 **Flight Crewmember Mentoring, Leadership, and Professional Development Aviation Rulemaking Committee.**  In accordance with § 206 of Public L aw 111
- 216 , the FAA chartered the Flight C rewm ember Mentoring, Leadership, and Professional Development Aviation Rulemaking Committee ( MLP ARC ). 5.3.1 Membership. The MLP ARC membership consisted of representatives from the Air Line Pilots Association (ALPA), Air Transport Association (ATA) (now known as Airlines for America), Coalition of Airline Pilots Associations (CAPA), National Air Carrier Association (NACA), National Association of Flight Instructors (NAFI), Regional Airline Association (RAA), and the University Aviation Association (UAA ). 5.3.2 Recommendations. The Administrator tasked th e MLP ARC with developing recommendations to submit to the FAA for rulemaking consideration. Specificall y the MLP ARC considered and addressed the topics as required by § 206 (a)(1) of Pub lic L aw 111
- 216 and as specified in the ARC charter
. The MLP ARC recommended leadership and command training for all second in command (SI C) pilots completing upgrade training to PIC. The MLP ARC also recommended that leadership and command training be incorporated into PI C recurrent training. Finall y, the MLP ARC recommended leadership and command training for pilots currentl y serving as PIC who have not previousl y received leadership and command training at the air carrier. (The Air Carrier Safety and Pilot Training ARC and the Flightcrew Member Training Hours Requirem ent Review ARC also recommended leadership and command training for PI Cs.) 5.4 **Pilot Professional Development NPRM.** The Pilot Professional Development NPRM includes a requirement for PI C leadership and command training. This NPRM is the culmination of the FAA ’s analy sis of (1) the rulemaking requirements of § 206 of Public L aw 111
- 216; (2) the recommendations provided by the MLP ARC, the Flightcrew Member Training Hours Requirement Review ARC, and the Air Carrier Safety and Pilot Training ARC; (3) the part 121 pilot qualification and experience requirements provided in the Pilot Certification and Qualification Requirements for Air Carrier Operations final rule; (4) the Qualification, Service, and Use of Crewmembers and Aircraft Dispatchers final rule, and (5) the current part 121 PIC role andPage **4** of **13**

responsibilities. This comprehensive anal ys is resulted in this proposal that furthers the FAA’s safety mission, satisfies the requirement for rulemaking and accounts for the recent changes to pilot certification and qualifi cations to serve as a PIC in part 121 operations. The FAA believes that this proposed rule can be effectivel y implemented by air carriers and would mitigate unprofessional pilot behavior which would reduce pilot errors that can lead to a catastrophic event. 5.5 **Crew Resource Management (CRM).** In 1995, the FAA published the Air Carrier and Commercial Operator Training Programs final rule. The rule required part 121 air carriers to provide CRM training to crewmembers. The FAA also published AC 120
- 51 to provide basic guidance for developing CRM training. The FAA has amended AC 120
- 51 multiple times based on continuing research into effective CRM training. CRM is generall y defined as the effective use of all available resources; human resources, hardware, and info rmation. Therefore, AC 120
- 51 recommends that CRM training be conducted jointly

with other crewmembers and aircraft dispatchers. Joint CRM training allows team exercises in which each student can function in the same role that they normally perform during normal flight operations. As discussed in AC 120
- 51, leadership is a factor in effective CRM. Therefore, the FAA recommends that PI Cs complete the leadership and command ground training prior to completing CRM training. This will allow PI Cs to practice the newly acquired leadership and command skills during CRM team exercises. Subsequently , the PI Cs will then be able to practice CRM and leadership and command skills during scenario based flight training. 6 **GENERAL.** The purpose of leadership and command training is to develop PI Cs as capable leaders with knowledge of their position and responsibilities within the air carrier, the regulatory

environment, and air carrier culture within which they must operate. Ground and flight training will be included in the PI C upgrade curriculum, PI C initial curriculum and PIC recurrent curriculum. Further, all current PICs will be required to complete the PI C upgrade ground training on leadership and command. 7 **OBJECTIVE.** The objective of leadership and command training is to p rovide PI Cs with the leadership and command skills necessary to manage the crew (including flight attendants, if applicable), communications, and workload, in a manner that promotes professionalism and adherence to standard operating procedures. At the com pletion of training, the PIC should:
 Understand the regulatory requirements that impact authority and leadership;
 Understand the air carrier’s policies and procedures pertaining to authority and responsibility ;  Understand the impact of the PI C’s performanc e on overall crew effectiveness;
 Be able to select appropriate leadership ty pes and roles for a given situation;
 Understand the skills needed for effective crew leadership;Page **5** of **13**

 Understand the need to clarify roles and expectations for other crewmembers; and
 Be able to demonstrate effective leadership and command skills in line operations. 8 **GROUND TRAINING.** The FAA recommends that ground training consistent of an instruction module and a facilitated discussion module. The following paragraphs identify suggested curriculum topics for each module. Each air carrier should tailor these topics to their specific organizational culture and operations. This training may be presented b y distance instruction as long as the leadership and command training objectives can be satisfied
. 8.1 **Instruction Module .**  8.1.1 Defining Leadership . Leadership can be defined as a relational proces s tha t emphasize s th e ability t o exercise skil l to achieve a goal , is proactive rather than reactive, and necessarily takes into account other members of the group. In air carrier flight operations, leadership is a proactive process by the PI C that considers other crewmembers (including flight attendants, as applicable) and uses all available resources to achieve a safe flight in a professional manner in ac cordance with standard operating procedures. 8.1.2 Leadership Characteristics. The following characteristics and practices can contribute to effective leadership during air carrier operations. 8.1.2.1 Situational Awareness. Maintaining situational awareness includes

rec ognizing threats and opportunities during flight.
 Proactive or reactive. P roactive behavior involves anticipating the challenges and implementing a course of action which avoids or mitigates the impact of the changing circumstances . Whereas reactive behavi or involves reacting to challenges as they occur. A PIC who takes a proactive approach is better prepared to respond to changing situations.
 Example. Whil e enroute, the proactive PIC will note that the weather at the destination airport remains above minimums, but is deteriorating faster than forecast. Rather than proceeding as originall y planned and responding to whatever situation exists upon arrival, the PI C begins coordination with the SIC , aircraft dispatcher, and air traffic control (ATC) to assess th e options and prepare for execution of an alternate plan should the weather deteriorate to the point that continuation to the destination airport is no longer appropriate. If /when that point is reached, the crew executes a smooth transition to the revised plan with a minimum of wasted time and stress.Page **6** of **13**

8.1.2.2 Confident. A PI C who is confident believes in his/her abilities, but is also

aware of his/her limitations. This confidence fosters trust and open communication with other crewmembers and aircraft dispatchers. 8.1.2.3 Focused. A PI C who is focused can envision a plan for a safe, efficient,

successful flight and can effectivel y communicate this plan to the other crewmembers. 8.1.2.4 Decisive. A PIC who is decisive is willing and able to make decisions in

difficult circumstances
. A lack of decisiveness b y the PI C could result in another crewmember, the aircraft dispatcher, or ATC making a decision regarding the flight for which the PI C is ultimately responsible, whether a good or bad decision. 8.1.2.5 Adaptable. A PIC who is adaptable i s able to adjust to changing

environments, ambiguity and abnormal situations, such as changing weather, routing, or instrument approaches. Highly adaptable PICs are able to perform well even when there is not enough time, information, or resources to accomplish normal procedures. 8.1.2.6 Accountable. A PI C who is accountable is r esponsible to him/her self and

others with whom they

share responsibilities and duties, such as other crewmembers, ground support personnel, aircraft dispatchers, supervisors, and managers. 8.1.2.7 Receptive. A PIC who is receptive encourages, pay s attention to, and

convey s understanding of suggestions, comments and/or questions from other coworkers (e.g., crewmembers and aircraft dispatchers.
 Feedback. A receptive PIC encourages feedback from crewme mbers and others (e.g., aircraft dispatchers and maintenance personnel) with whom he/she interfaces in the role as PIC.
 Active listening. A PIC should use active listening techniques when receiving feedback. Active listening includes verbal and nonverbal c omponents. Verbal components include paraphrasing and questioning to ensure understanding. Nonverbal components include direct eye contact and nodding with understanding. The verbal components become more important during communications conducted via radio or telephone. 8.1.2.8 Honest. An honest PI C d emonstrates integrity and is trusted by coworkers

and management to act in an ethical manner. 8.1.2.9 Inspirational. An inspirational PI C uses interpersonal skills to influence

other crewmember s to adopt and strive to achieve shared goals
.Page **7** of **13**

8.1.2.10 Professional. A PI C should be a model of professional behavior consistent

with the air carrier ’s highest technical and ethical standards . Professional behavior helps to establish proper authority and chain of command within a crew. 8.1.3 Roles of a Leader. An effective leader may perform different roles depending on the situation and other persons involved. Roles of a leader include the following: 8.1.3.1 Navigator
. Provide direction to the crewmembers (including flight

attendants) and monitors progress tow ard the goal(s ). 8.1.3.2 Communicator. Li sten , evaluate and i mplement recommendations , as

appropriate, from the crewmembers and others (e.g., aircraft dispatchers and maintenance personnel). 8.1.3.3 Motivator. Support and encourage crewmembers. Acknowledge individual

contributions as well as team success. 8.1.3.4 Mentor. Models professional behavior. Delegate s duties , while guiding

other crewmembers and recognizing their accomplishments
. 8.1.4 Ty

pes of Leaders . Discuss the advantages and disadvantages of the following types of leaders in air carrier operations. Each student should access his/her personal ty pe of leadership styl e. Discuss how PI Cs can adapt their personal leadership style to varying situations and the experience and attributes of other crewmembers. 8.1.4.1 Authoritarian. A PIC who is an authoritarian leader maintains close

control of other crewmembers and maintains a strict supervisory relationship between himself/herself and the other crewmembers. This ty pe of leadership style may be appropriate when the situation requires immediate action. 8.1.4.2 Paternalistic. A PI C who is a paternalistic leader acts toward other

crewmembers in the manner as a parent might act toward their child. A paternalistic leader may

resist empowering crewmembers and may be very protective of them. This ty pe of leadership style may be appropriate when the PI C needs to provide support and encouragement to other crewmembers. 8.1.4.3 Democratic. A PI C who is a democratic leader solicits opinions from other

crewmembers and shares decision making with those other crewmembers
. 8.1.4.4 Laissez

– faire. A PIC who is a laissez
- faire leader exercises “hands off”

leadership during which the PI C delegates tasks to other crewmembers while providing little or no direction. This ty pe of leadership styl e may be appropriate when the other crewmembe rs are highly qualified. However,Page **8** of **13** the PI C still maintains ultimate authority and responsibility

for the operation and safety of the flight. 8.1.5 Potential L eadership Problems. 8.1.5.1 Over
- supervision. If a leader (PIC) provides more direction than the

followers (other crewmembers) need, the followers may perceive this direction as hounding or a lack of trust. In this situation, the followers may focus their energy

on getting the leader to stop hounding them, which can result in diminished crew effectiveness. 8.1.5.2 Under
- supe rvision. If a leader (PI C) does not provide enough direction to

the followers (other crewmembers), the followers may not know or understand what actions the leader expects them to take, which could impact the safety of the flight. 8.1.6 PI C Authority and Responsibility
. 8.1.6.1 Legal Authority and Responsibility of the PIC in accordance with 14 CFR. 14 CFR prescribes the legal authority and responsibility

of the PIC during part 121 operations. 1. 14 CFR section 1.1. The PI C is the person who has final authority and responsibility

for the operation and safety of the flight; has been designated as the PIC before the flight; and holds the appropriate airman certificates and ratings for the conduct of the flight. 2. 14 CFR section 91.3. The PI C is directly responsible for an d is the final authority

as to the operation of the airplane. During an in
- flight emergency

requiring immediate action, the PIC may deviate from part 91 to the extent required to meet the emergency
. 3. Sections 121.533(b) and 121.535(b). For domestic and flag operations, the PI C is jointly

responsible with the aircraft dispatcher for the preflight planning, delay

and dispatch release of a flight in compliance with the regulations and air carrier’s operations specifications
. 4. Section 121.537(b) and 121.537(e). F or supplemental operations, the PI C is jointly

responsible with the director of operations for the initiation, continuation, diversion, and termination of a flight in compliance with the regulations and air carrier’s operations specifications. The PIC is responsible for the preflight planning and the operation of the flight in compliance with the regulations and the air carrier’s operations specifications
. 5. Sections 121.533(d), 121.535(d), and 121.537(d). During flight time, the PI C is in command of the airp lane and crew. The PI C is responsible for the safety of the passengers, cre wmembers, cargo, and airplane.Page **9** of **13** 6. Sections 121.533(e), 121.535(e) and 121.537(d). During flight time the PI C has full control and authority in the operation of the airplane, without li mitation, over other crewmembers and their duties during flight time
. 7. Section 121.542(b). The PI C may not permit any activity

during a critical phase of flight which could distract any flightcrew member from the performance of his or her duties or which co uld interfere in any way with the p roper conduct of those duties. 8. Section 121.542(d). The PI C may not permit the use of a personal wireless communications device or laptop computer at a flightcrew member duty

station unless the purpose is directl y related to operation of the airplane, or for emergency , safety- related, or employ ment related communications, in accordance with the approved air carrier procedures
. 9. Sections 121.557 and 121.559. In an emergency situation that requires immediate decision and actio n the PI C may deviate from prescribed operations procedures and methods, weather minimums, and the regulations, to the extent required in the interests of safety. When a PI C exercises emergency authority , he/she must keep the appropriate ATC facility

and aircraft dispatcher (domestic and flag operations) fully informed of the progress of the flight. The PIC must send a written report of any deviation through the air carrier to the Administrator within 10 day s after return to the home base
. 8.1.6.2 Air Carrier Polic ies and Procedures. Discuss the air carrier’s policies and

procedures related to the PI C’s legal authority and responsibility including:
 For domestic and flag operations, when the PIC does not agree with the aircraft dispatcher regarding the preflight planning, delay and dispatch release of a flight ;  For supplemental operations, when the PI C does not agree with the with the director of operations for the initiation, continuation, diversion, and termination of a flight ;  When a flightcrew member is not complying with § 121.542(b) or (d);
 When a PI C exercises emergency authority in accordance with § 121.557 and 121.559, including the process for submitting the required written report; and
 Chain of command for normal operations, augmented crew operations, and no n - normal operations with an incapacitated crewmember.Page **10** of **13**

8.1.7 Adherence to Standard Operating Procedures (SOP). The PI C’s adherence to SOPs has a direct impact on overall crew effectiveness, promotion of professionalism, and safety of the flight. 8.1.7.1 Normalization of Deviance. The normalization of deviance can generally

be described as a gradual process during which non
- standard practices or actions become the norm through repetitive application with no corrective action. 8.1.7.2 Impact at an Air Carrier. The normalization of deviance could occur

within a specific crew pairing, within a specific fleet, or within all fleets at an air carrier. 8.1.7.3 Prevention. A PI C can contribute to the prevention of the normalization of

deviance b y t aking the following actions:
 Acknowledging and rei nforcing that the SOPs are designed to achieve consistently

safe flight operations through adherence b y all crewmembers;
 Recognizing situations that increase vulnerability to non - standard procedures or actions, such as time pressure, complacency , fatigue, and boredom;
 Not tolerating non
- standard procedures or actions by other crewmembers, even when the non
- standard action appears minor; and
 Using the air carrier’s safety reporting s ys tem to report any SOP that is impractical or ineffective instead of “worki ng around” the SOP. 8.1.7.4 Examples. Some examples of normalization of deviance include:

 Nonessential conversations between crewmembers during sterile flight deck contrary

to § 121.542(b);
 Use of a personal laptop computer or tablet b y a flightcrew member during cruise flight contrary to § 121.542(d);
 A pilot not using the ox ygen mask when the other pilot has left the flight deck duty station when operating above flight level 250 contrary to § 121.333(c)(3); and
 Continuation of an un
- stabilized approach contrary t o the stabilized approach criteria stated in the air carrier’s SOPs. 8.1.8 Decision Making. 8.1.8.1 Decision
- Making Process. The decision
- making process is used to identify

hazards, access the degree or risk, and determine the best course of action. Good decision making requires critical thinking.Page **11** of **13**

8.1.8.2 Critical Thinking. Critical thinking is an intellectual , methodical and

disciplined process of interpreting and evaluating information resulting in well
- reasoned judgments and decisions. Critical thinking requires a person to s eek information, analyze that information, ask pertinent questions about that information, assess alternatives, and reach a conclusion. 8.1.8.3 Decision Making Models. There are many decision making models

currentl y in use within aviation that provide a PI C or flight crew with a logical way

of making decisions. These models have been identified as providing an easil y recalled, structured outline to aid PI Cs and flight c rews when making critical decisions for risk management. The following are some examples. 1. DECIDE **D** etect the Problem **E** stimate the Need to React **C** hoose a Course of Action **I** dentify Solutions **D** o the Necessary

Actions **E** valuate the Effect of the Action 2. OODA **O** bs erve the Situation **O** rient the I ssue **D** ecide on a Course of Action **A** ct on Decision 3. GRADE **G** ather Information **R**eview Information **A**nalyze Alternatives **D** ecide on Action **E** valuate Outcome 8.2 **Facilitated Discussion Module.** 8.2.1 Decision Making Exercises . Practical exercises should focus on scenarios requiring the students to exercise decision making skills. The FAA recommends that scenarios be developed based on actual events reported through the air carrier’s Safety Management Sy stem (SMS), Aviation Safety Action P rogram (ASAP), L ine Operations Safety Audit (LOSA) or other event
- reporting programsPage **12** of **13**

8.2.2 Positive and Negative Leadership Experiences. In structors should facilitate a discussion of positive and negative leadership experiences that the students have experienced during line operations. For discussion of negative leadership experiences, the instructor should facilitate discussion of how the leader could have acted differentl y for a more positive leadership experience
. 9 **FLIGHT TRAINING .**  9.1 **PIC Initial and Upgrade** . Init ial flight training for PI Cs and upgrade flight training for PI Cs must include scenario based training structured to incorporate CRM and leadership and command skills. This scenario based training should provide the PI C with an opportunity

to use the skill s learned in ground training in a realistic flight environment. 9.1.1 Scenario Development. Scenario based training may consist of full or partial flight segments. An effective scenario would provide an opportunity for the PIC to identify available resources, ob tain information from those resources, anal yz e that information, apply decision
- making techniques, and communicate and coordinate with ATC, the aircraft dispatcher, and other crewmembers, as appropriate
. 9.1.2 Examples. Ex amples of scenarios include, but are not limited to, the following:

 Mechanical malfunctions;

 Passenger medical events;

 Variable weather conditions; or

 Security

concerns. 9.2 **PIC Recurrent** . Recurrent line
- oriented flight training (LOFT) must provide an opportunity

for each PIC to demonstrate leadersh ip and command skills. The FAA recommends that scenarios for recurrent LOFT be developed based on actual events reported through the air carrier’s SMS, ASAP, L OSA, or other event
- reporting programs. See AC 120
- 35 for additional information regarding LOFT. 10 **CREDIT FOR PREVIOUS LEADERSHIP AND COMMA**  **ND TRAINING**
. The Pilot Professional Development NPRM proposes to allow credit toward all or part of the requirements for leadership and command training for current PI Cs. The credit must be based on leadership and command training previously completed with that air carrier prior to the effective date of the final rule
. 10.1 **Request Process.** An air carrier who has voluntarily provided leadership and command training to PI Cs make seek credit for all or part of the requirem ents for leadership and command training for current PI Cs. To seek credit, an air carrier should submit the following information to the principal operations inspector (POI) for review:Page **13** of **13**

 Outline of the training module(s) for leadership and command training with sufficient detail to determine if some, or all, of the principal elements, as outlined in this AC, were included;
 Description of the training aids, devices, methods and procedures used during leadership and command training; and
 Description of the recordkeeping method used b y the air carrier to determine if each PI C has completed all or part the requirements of leadership and command training. 10.2 **POI Evaluation Process.** To determine whether credit should be granted, the POI will conduct an evaluation o f the information submitted. The POI will consider the training aids, devices, methods and procedures as well as the content of the training module as compared to the guidelines presented in this AC. A POI may request additional supporting information, suc h as courseware, lesson plans, or instructor guides, if necessary for a thorough evaluation. 10.3 **Notification Process.** After completing the evaluation, the POIwill notify the air carrier b y letter whether credit toward all or part of the requirements for lead ership and command training is granted. 10.4 **Recordkeeping.** If credit is granted, in accordance with § 121.683, the air carrier must enter a record into the recordkeeping s ys tem for each PI C. The record must document the credit granted to meet all or part of th e requirements of proposed § 121.429. The record should reference the letter provided b y the POI
. Director, Flight Standards Service