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U.S. Department

of Transportation

Federal Aviation

Administration

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 

REGISTER}.This draft AC presents guidelines for developing and implementing 

leadership and command training for pilots in command (PIC). 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 only 

way, that certificate holders may comply 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 ground 

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 EFFECTIVE DATE OF FINAL RULE], upgrade 

flight training

 121.426 Pilots: Upgrade flight training

 121.427 Recurrent training
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 121.429 Pilots in command: Leadership 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: Line-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 Crewmembers

 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 Scientific 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.skybrary.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 Memorial 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 destroyed. The National 

Transportation Safety Board (NTSB) determined the pilots’ unprofessional behavior, 

deviation from standard operating procedures, failure to prepare for an emergency

landing in a timely 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 

passengers, and 1 person on the ground were killed and the airplane was destroyed by 

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 the 
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flight contributed 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 Law 111-216). Section 206 of Public Law 111-216 

directed 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 Law 111-216, 

the FAA chartered the Flight Crewmember 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 the MLP ARC with developing 

recommendations to submit to the FAA for rulemaking consideration. Specifically the 

MLP ARC considered and addressed the topics as required by § 206 (a)(1) of Public

Law 111-216 and as specified in the ARC charter. The MLP ARC recommended 

leadership and command training for all second in command (SIC) pilots completing 

upgrade training to PIC. The MLP ARC also recommended that leadership and 

command training be incorporated into PIC recurrent training. Finally, the MLP ARC 

recommended leadership and command training for pilots currently serving as PIC who 

have not previously received leadership and command training at the air carrier. (The 

Air Carrier Safety and Pilot Training ARC and the Flightcrew Member Training Hours 

Requirement Review ARC also recommended leadership and command training for 

PICs.)

5.4 Pilot Professional Development NPRM. The Pilot Professional Development NPRM 

includes a requirement for PIC leadership and command training. This NPRM is the 

culmination of the FAA’s analysis of (1) the rulemaking requirements of § 206 of 

Public Law 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 and 
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responsibilities. This comprehensive analysis 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 qualifications to serve as a PIC in part 121 

operations. The FAA believes that this proposed rule can be effectively 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 generally defined as the effective use of all available resources; human resources, 

hardware, and information. 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 PICs 

complete the leadership and command ground training prior to completing CRM 

training. This will allow PICs to practice the newly acquired leadership and command 

skills during CRM team exercises. Subsequently, the PICs 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 PICs 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 PIC upgrade curriculum, PIC 

initial curriculum and PIC recurrent curriculum. Further, all current PICs will be 

required to complete the PIC upgrade ground training on leadership and command.

7 OBJECTIVE. The objective of leadership and command training is to provide PICs 

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 completion 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 PIC’s performance on overall crew effectiveness;

 Be able to select appropriate leadership types and roles for a given situation;

 Understand the skills needed for effective crew leadership; 
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 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 by 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 process that emphasizes 

the ability to exercise skill 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 PIC that considers other 

crewmembers (including flight attendants, as applicable) and uses all available 

resources to achieve a safe flight in a professional manner in accordance 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 

recognizing threats and opportunities during flight.

 Proactive or reactive. Proactive behavior involves anticipating the 

challenges and implementing a course of action which avoids or 

mitigates the impact of the changing circumstances. Whereas reactive 

behavior involves reacting to challenges as they occur. A PIC who 

takes a proactive approach is better prepared to respond to changing 

situations.

 Example. While 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 originally planned and 

responding to whatever situation exists upon arrival, the PIC begins 

coordination with the SIC, aircraft dispatcher, and air traffic control 

(ATC) to assess the 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.
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8.1.2.2 Confident. A PIC 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 PIC who is focused can envision a plan for a safe, efficient, 

successful flight and can effectively 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 by the PIC could result in 

another crewmember, the aircraft dispatcher, or ATC making a decision 

regarding the flight for which the PIC is ultimately responsible, whether a 

good or bad decision.

8.1.2.5 Adaptable. A PIC who is adaptable is 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 PIC who is accountable is responsible to him/herself 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, pays attention to, and 

conveys understanding of suggestions, comments and/or questions from 

other coworkers (e.g., crewmembers and aircraft dispatchers.

 Feedback. A receptive PIC encourages feedback from crewmembers 

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 

components. 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 PIC demonstrates integrity and is trusted by coworkers

and management to act in an ethical manner.

8.1.2.9 Inspirational. An inspirational PIC uses interpersonal skills to influence 

other crewmembers to adopt and strive to achieve shared goals.
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8.1.2.10 Professional. A PIC 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 toward the goal(s).

8.1.3.2 Communicator. Listen, evaluate and implement 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. Delegates duties, while guiding 

other crewmembers and recognizing their accomplishments.

8.1.4 Types of Leaders. Discuss the advantages and disadvantages of the following types of 

leaders in air carrier operations. Each student should access his/her personal type of 

leadership style. Discuss how PICs 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 

type of leadership style may be appropriate when the situation requires 

immediate action.

8.1.4.2 Paternalistic. A PIC 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 type of leadership style may be appropriate when 

the PIC needs to provide support and encouragement to other 

crewmembers.

8.1.4.3 Democratic. A PIC 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 PIC delegates tasks to other crewmembers 

while providing little or no direction. This type of leadership style may be 

appropriate when the other crewmembers are highly qualified. However, 
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the PIC still maintains ultimate authority and responsibility for the 

operation and safety of the flight.

8.1.5 Potential Leadership 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-supervision. If a leader (PIC) 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 PIC 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 PIC 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 PIC is directly responsible for and 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 PIC 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). For supplemental operations, the 

PIC 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 PIC is in command of the airplane and crew. The PIC is 

responsible for the safety of the passengers, crewmembers, cargo, and 

airplane.
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6. Sections 121.533(e), 121.535(e) and 121.537(d). During flight time the 

PIC has full control and authority in the operation of the airplane, 

without limitation, over other crewmembers and their duties during 

flight time.

7. Section 121.542(b). The PIC 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 could interfere in 

any way with the proper conduct of those duties.

8. Section 121.542(d). The PIC may not permit the use of a personal 

wireless communications device or laptop computer at a flightcrew 

member duty station unless the purpose is directly related to operation 

of the airplane, or for emergency, safety-related, or employmentrelated 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 action the PIC may deviate from prescribed 

operations procedures and methods, weather minimums, and the 

regulations, to the extent required in the interests of safety. When a 

PIC 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 days after return to the home base.

8.1.6.2 Air Carrier Policies and Procedures. Discuss the air carrier’s policies and 

procedures related to the PIC’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 PIC 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 PIC 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 non-normal operations with an incapacitated crewmember.
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8.1.7 Adherence to Standard Operating Procedures (SOP). The PIC’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 PIC can contribute to the prevention of the normalization of 

deviance by taking the following actions:

 Acknowledging and reinforcing that the SOPs are designed to achieve 

consistently safe flight operations through adherence by 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 system to report any SOP that is 

impractical or ineffective instead of “working 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 by a flightcrew member 

during cruise flight contrary to § 121.542(d);

 A pilot not using the oxygen 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 to 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.
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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 seek 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 

currently in use within aviation that provide a PIC or flight crew with a 

logical way of making decisions. These models have been identified as 

providing an easily recalled, structured outline to aid PICs and flight crews 

when making critical decisions for risk management. The following are 

some examples.

1. DECIDE

Detect the Problem

Estimate the Need to React

Choose a Course of Action

Identify Solutions

Do the Necessary Actions

Evaluate the Effect of the Action

2. OODA

Observe the Situation

Orient the Issue

Decide on a Course of Action

Act on Decision

3. GRADE

Gather Information

Review Information

Analyze Alternatives

Decide on Action

Evaluate 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 

System (SMS), Aviation Safety Action Program (ASAP), Line Operations Safety Audit 

(LOSA) or other event-reporting programs
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8.2.2 Positive and Negative Leadership Experiences. Instructors 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 differently for a more 

positive leadership experience.

9 FLIGHT TRAINING.

9.1 PIC Initial and Upgrade. Initial flight training for PICs and upgrade flight training for 

PICs must include scenario based training structured to incorporate CRM and 

leadership and command skills. This scenario based training should provide the PIC 

with an opportunity to use the skills 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, obtain information from those resources, analyze that information, 

apply decision-making techniques, and communicate and coordinate with ATC, the 

aircraft dispatcher, and other crewmembers, as appropriate.

9.1.2 Examples. Examples 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 leadership 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, LOSA, or other event-reporting 

programs. See AC 120-35 for additional information regarding LOFT.

10 CREDIT FOR PREVIOUS LEADERSHIP AND COMMAND TRAINING. The 

Pilot Professional Development NPRM proposes to allow credit toward all or part of the 

requirements for leadership and command training for current PICs. 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 PICs make seek credit for all or part of the requirements for leadership and 

command training for current PICs. To seek credit, an air carrier should submit the 

following information to the principal operations inspector (POI) for review:
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 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 by the air carrier to determine if each 

PIC 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 of 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, such as courseware, lesson plans, or instructor guides, if 

necessary for a thorough evaluation.

10.3 Notification Process. After completing the evaluation, the POI will notify the air 

carrier by letter whether credit toward all or part of the requirements for leadership 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 system for each PIC. The record must document 

the credit granted to meet all or part of the requirements of proposed § 121.429. The 

record should reference the letter provided by the POI.

Director, Flight Standards Service