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U.S. Department

of Transportation

Federal Aviation

Administration

Advisory 

Circular

Subject: Air Carrier Pilot Mentoring Date: DRAFT

Initiated By: AFS-200

AC No: Mentor

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 

mentoring training for pilots in command (PIC). This draft AC also presents guidelines 

for implementing a Pilot Professional Development Committee (PPDC) to develop, 

administer, and oversee a formal pilot mentoring program. 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 mentoring training requirements 

proposed in 14 CFR part 121, subpart N and the PPDC requirements proposed in 

§ 121.17.

2 RELATED REGULATIONS. The following proposed sections of 14 CFR part 121, 

subpart A and N can be located in the docket for the NPRM Pilot Professional 

Development.

 121.17 Pilot Professional Development Committee

 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

 121.427 Recurrent training

 121.429 Pilots in command: Leadership and command and mentoring training
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3 RELATED REFERENCES

 Designing Workplace Mentoring Programs: An Evidence-Based Approach Tammy

D. Allen, Lisa M. Finkelstein, and Mark L. Poteet

 Managers as Mentors: Building Partnerships for Learning Chip R. Bell and Marshall 

Goldsmith

4 BACKGROUND

4.1 Accidents

4.1.1 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.

4.1.2 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 

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 have access to individuals, such as more experienced pilots, 

who could serve as mentors.

4.2 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.

4.3 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).
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4.3.1 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).

4.3.2 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 the 

creation of a mentoring environment by training all PICs in mentoring skills. The MLP 

ARC also recommended the creation of a Professional Development Steering 

Committee to develop, administer and oversee a formal pilot mentoring program.

4.4 Pilot Professional Development NPRM. The 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 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 PILOT IN COMMAND MENTORING TRAINING. The FAA proposes to require 

training on mentoring skills for all PICs serving in part 121 operations to establish the 

mentoring environment recommended by the MLP ARC. The proposed mentoring 

training would include techniques for instilling and reinforcing the highest standards of 

technical performance, airmanship, and professionalism in newly employed pilots. This 

training will be included in the PIC upgrade curriculum, PIC initial curriculum and PIC 

recurrent ground training. Further, all current PICs will be required to complete onetime training on mentoring skills. The following are suggested topics for PIC mentoring 

training. Each air carrier should tailor these topics to their specific organizational 

culture and operations.

5.1 Definition of mentoring. There are many definitions of mentoring currently in use 

throughout various professions. In a broad sense, mentoring consists of a more 

experienced individual (the mentor), offering advice, encouragement, guidance, and 

support to a less experienced individual (the protégé). A mentor or protégé may seek 

out a specific mentor/protégé pairing. Alternatively, mentor/protégé pairings may occur 
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on an ad hoc basis based on factors such as scheduling or availability. Mentoring 

involves career support and development, psychosocial support, and role modeling.

5.2 Objectives. The objectives of mentoring should be developed based on the 

organizational needs of the air carrier. General objectives are to improve employee 

knowledge, skills, abilities, and competence. Additional benefits could include

improving pilot professionalism and skill building which could enhance crew resource 

management, pilot decision-making, and interactions with other employees and 

customers.

5.3 Role of a mentor and developing mentoring skills. The role of the mentor will be 

influenced by the specific objectives of mentoring at the air carrier. Effective mentoring 

skills include, but are not limited to:

 Good listening and effective communication skills;

 Being approachable and responsive to protégés;

 Credibility and integrity;

 Empathy and patience. Remembering your own experiences as a newly employed 

pilot can help to develop empathy for a protégé; and

 Technical expertise and job-related knowledge.

5.4 Structure and boundaries for the mentor-protégé relationship. An air carrier should 

clearly describe the following:

 Expectations regarding the confidentiality of discussions between a mentor and 

protégé; and

 When or if a mentor should share information about a protégé with management.

5.5 Communication considerations. A mentor should have a willingness to share their 

knowledge with a protégé in a supportive and encouraging manner. A mentor must be 

honest, but not overly critical when providing feedback to a protégé. Consideration 

should be given to the format in which contact is made, the frequency of contacts, as 

well as the types of topics that may be covered. An air carrier may want to define the 

formats for those contacts (e.g., in person, telephone, e-mail, video conferencing or 

other electronic means.

5.6 Practical exercises. Practical exercises should focus on improving positive mentoring 

experiences and avoiding negative mentoring experiences. Role-playing exercises allow 

a mentor to practice interacting with a protégé under situations that might occur on the 

job. The following are examples of role-playing exercises.

5.6.1 Example 1: Professionalism - The protégé makes an announcement of potential 

turbulence to the passengers. The announcement is made in such a manner that many of 

the passengers are upset. The mentor must counsel the protégé regarding the proper 
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manner for making such announcements, with care not to be too negative toward the 

protégé but still effectively making the point.

5.6.2 Example 2: Resolving interpersonal problems – The protégé complains to the mentor 

about another PIC. The mentor must counsel the protégé in such a way as to not 

disparage the other co-worker, blame the protégé unjustly, and potentially reach a 

positive resolution to the problem

6 CREDIT FOR PREVIOUS MENTORING TRAINING. The Pilot Professional 

Development NPRM proposes to allow credit toward all or part of the requirements for 

mentoring training for current PICs. The credit must be based on mentoring training 

previously completed with that air carrier prior to the effective date of the final rule.

6.1 Request Process. An air carrier who has voluntarily provided mentoring training to 

PICs make seek credit for all or part of the requirements for mentoring training for 

current PICs. To seek credit, an air carrier should submit the following information to 

the principal operations inspector (POI) for review:

 Outline of the training module(s) for mentoring training with sufficient detail to 

determine if some, or all, of the principal elements, as outlined in paragraph 5 of this 

AC, were included;

 Description of the training aids, devices, methods and procedures used during 

mentoring 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 mentoring training.

6.2 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.

6.3 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 mentoring 

training is granted.

6.4 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.

7 PILOT PROFESSIONAL DEVELOPMENT COMMITTEE (PPDC). The FAA 

proposes to require certificate holders conducting operations under part 121 to establish 
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and maintain a PPDC to develop, administer and oversee a formal pilot mentoring 

program. The FAA believes that formal pilot mentoring programs at each air carrier will 

realize the most benefit by including the perspective and participation of both the air 

carrier’s management and its pilots. Therefore, an air carrier may take advantage of 

existing labor-management collaborative initiatives and incorporate the PPDC into an 

existing committee structure.

7.1 Membership. The PPDC membership will vary among air carriers, but must consist of 

at least one management representative and at least one representative of the air 

carrier’s pilots. Based on the size and organizational structure of the air carrier and the 

design of the formal pilot mentoring program, the PPDC may determine that additional 

members are needed. At least one management representative must have the following 

qualifications:

 At least one year experience serving as a PIC in part 121 operations. The person 

may have gained this experience at the current air carrier or at a previous air carrier; 

and

 Qualified through training, experience, and expertise relevant to the PPDC 

responsibilities.

7.2 Meetings. The PPDC must meet on a regular basis; however the frequency of meetings 

will vary among air carriers. Based on the size and organizational structure of the air 

carrier and the design of the formal pilot mentoring program, the PPDC must meet 

frequently enough to accomplish the objectives. To be effective, the FAA expects the 

PPDC to meet at least once a year.

7.3 Formal Pilot Mentoring Program. One formal pilot mentoring program design will 

not fit every air carrier. Therefore, the size and scale of the formal pilot mentoring 

program will vary among air carriers and will be determined by each PPDC based on 

the needs and objectives at that air carrier.

7.3.1 Factors. Each PPDC will need to consider the attributes of the air carrier to design a 

formal pilot mentoring program. The factors a PPDC should consider include, but are 

not limited to, the following.

7.3.1.1 Size and scope of operations.

 Number of pilots and locations of domiciles;

 Types and numbers of airplanes;

 Kind of operations (i.e., domestic, flag, and supplemental);

 Type of operations such as passenger-carrying and cargo-only; and

 Areas of operations such as worldwide, North America, specific 

geographic areas (e.g., Alaska, Hawaii, Caribbean Sea), or multiple 

geographic areas.
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7.3.1.2 Unique organizational culture.

7.3.1.3 Hiring and advancement practices. For example, new-hire pilots’ previous 

experience in part 121 operations or lack of experience in part 121 

operations may impact the design.

7.3.1.4 Labor union agreements. A PPDC may need to consider existing labor 

union agreements.

7.3.2 Development. After considering the various factors, the PPDC will need to develop the 

formal pilot mentoring program. Issues a PPDC should consider include, but are not 

limited to, the following.

1. What are the objectives of the program?

2. Will the program have a formal or informal structure? With a formal structure, the 

committee may determine who can participate, the length of participation, the 

specific pairing of mentors to protégés, and the specific methods of mentoring. 

Whereas, with an informal structure mentors and protégés would independently

pursue a mentor-protégé relationship, if desired.

3. Will mentors share information on protégés with supervisors and management? If 

information will be shared, the PPDC should provide guidelines to the mentors and 

protégés regarding the types of information that may be shared.

4. Who are the protégés? Possible protégés may include all new-hire pilots, newly

upgraded PICs, or select groups of new-hire pilots (e.g., pilots with no previous part 

121 experience).

5. Is protégé participation mandatory or voluntary?

6. Will mentors and protégés be formally paired by the PPDC? If so, are there specific 

criteria for mentors and will the mentors be screened by the PPDC? Or will protégés 

seek out their own mentor and notify the PPDC?

7. Will the PPDC require a minimum number or frequency of meetings between the 

mentor and protégé? Or will the mentor and protégé decide together?

8. Will the PPDC determine the format(s) of meetings (e.g., in person, e-mail, 

telephone, video conferencing)? Or will the mentor and protégé determine the 

format(s) that are most effective for them?

9. Will the PPDC determine the length of participation by the protégé? Or will the 

mentor and protégé make this determination together?

7.3.3 Administration. Once the formal pilot mentoring program has been developed, the 

PPDC will begin to administer the program. Issues a PPDC should consider include, 

but are not limited to, the following.

1. How will the air carrier’s pilots be notified of the program?

2. Will the PPDC intervene if there are problems between a mentor and protégé?
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3. Are the mentors and protégé required to provide feedback on the mentoring program 

to the PPDC?

4. What method(s) will be used to provide feedback to the PPDC (e.g., written or 

electronic surveys, in person or telephone interviews by the PPDC with the mentor 

and/or protégé)?

5. How frequently will feedback on the mentoring program be collected by the PPDC?

7.3.4 Oversight. PPDC oversight of the formal pilot mentoring program will be ongoing. 

Issues a PPDC should consider include, but are not limited to, the following.

1. How frequently will the PPDC review feedback on the mentoring program to 

determine if the program is meeting the objectives (e.g., annually or semi-annually)?

2. If the mentoring program is not meeting the objectives, what is the best method to 

improve the mentoring program? (For example, the PPDC could recommend a 

change to the mentoring training that the air carrier provides to all PICs.)

3. Have the factors changed over time necessitating a change in the design of the 

program? (For example, an air carrier changes hiring practices to require all newhire pilots to have previous experience in part 121 operations.)

Director, Flight Standards Service