This publication has been prepared for the exclusive use of Flying Department in Flight Operations Division of Saudi Arabian Airlines. It contains training policies / directives, comprehensive syllabus, standardized procedures for line training, maneuver tolerances and procedures for the conduct of examination. No part of this handbook shall be reproduced, recast, reformatted or transmitted in any form by any person, agency or corporation.
This publication has been prepared for the exclusive use of Flying Department in Flight Operations Division of Saudi Arabian Airlines. It contains training policies / directives, comprehensive syllabus, standardized procedures for line training, maneuver tolerances and procedures for the conduct of examination. No part of this handbook shall be reproduced, recast, reformatted or transmitted in any form by any person, agency or corporation.
This publication has been prepared for the exclusive use of Flying Department in Flight Operations Division of Saudi Arabian Airlines. It contains training policies / directives, comprehensive syllabus, standardized procedures for line training, maneuver tolerances and procedures for the conduct of examination. No part of this handbook shall be reproduced, recast, reformatted or transmitted in any form by any person, agency or corporation.
CC: 941, Flying Department, Flight Operations Division, Saudi Arabian Airlines, J eddah, Saudi Arabia.
Printed by Saudi Arabian Airlines Print Shop
This publication has been prepared for the exclusive use of Flying Department in Flight Operations Division of Saudi Arabian Airlines and is to be used in conjunction with the Flight Operations Training Manual (FOTM) Chapter 5, Line Training (IOE/Line Check). As described in FOTM Chapter-1, it contains training policies / directives, comprehensive syllabus, standardized procedures for line training, maneuver tolerances and procedures for the conduct of examination. No part of this handbook shall be reproduced, recast, reformatted or transmitted in any form by any means, electronic or mechanical, including photocopying, recording or any information storage and retrieval system or used in flight operations of another airline or other commercial enterprises by any person, agency or corporation without the expressed written approval of General Manager Flying, the owner of this publication. Cover Page 00.00.00 General
Flight Operations - Flying Line Training Handbook Rev 00 18.Aug.04
Your comments are most welcome This latest version of the Flying Line Training Handbook represents the result of an intense departmental effort. We are confident that it will prove to be a highly valuable and useful document to guide and facilitate the Line Instructors and check Airmen to provide standardized line training and evaluation of Flight Crewmembers and help us to efficiently meet the defined safety and quality related goals of the Flight Operations Division. Your comments on any aspect of this manual including its content, format, style etc. and any suggestion to improve the training policy and procedure are always welcomed and may be addressed to: GM Flying or AGM Flying Line Affairs & Administration. Table Of Content 00.00.01 General
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Table of Contents.............................................................00.00.01 Revision Record...............................................................00.01.01 List of Effective Pages .....................................................00.02.01
CHAPTER 1
GM Flying Statement Letter.......................................01.01.01 Introduction................................................................01.02.01 Flight Operation Quality policy Statement.................01.03.01 IOE Check Airman Qualifications and Activity Requirements ............................................................01.04.01 Line Checks Qualifications and Requirements ............................................................01.04.02 Manual Amendments Request..................................01.05.01 References ................................................................01.06.01
CHAPTER 2 1.0 IOE General
1.1 Introduction.................................................... 02.01.01 1.2 IOE End-Level Proficiency............................02.01.02 1.3 Definitions......................................................02.01.0 2 1.4 Sectors Requirements...................................02.01.02 1.5 IOE Syllabus..................................................02.01.02 1.6 Licenses ........................................................ 02.01.05 1.7 Manuals.........................................................02.01.0 6 1.8 Instructor/ Student Relationship....................02.01.0 6 1.9 Instructor Rules of Conduct...........................02.01.06 1.10 Role of the trainee.........................................02.01.08
13.1 Use of Automation (A/P, FD and Auto Throttles.........................................................02.13.01 13.2 Use of Navigation Aids..................................02.13.01 13.3 Use of FMC/ RNAV ....................................... 02.13.01 13.4 TCAS ............................................................. 02.13.02 13.5 Use of Cockpit Checklists..............................02.13.03 13.6 Manual Flying................................................02.13.03 13.7 Technical Knowledge....................................02.13.03 13.8 A/C System Knowledge.................................02.13.04 13.9 QRH knowledge............................................02.13.04 13.10 J udgment and Aeronautical Decision Making (ADM)................................................02.13.04 13.11 Command/ Leadership..................................02.13.05
14.0 IOE Debriefing
14.1 Technical Scale of the Flight.........................02.14.01 14.2 CRM Skills.....................................................02.14.01 14.3 Filling the Required Flight Operations Report............................................................02.14.02
Appendix I (CRM) .......................................................02.17.01 Appendix II (Situational Awareness) .......................... 02.17.07 Appendix III (The Psychology of Learning)........... .....02.17.10 Table Of Content 00.00.06 20 J an.07 Rev 03
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CHAPTER 3
Guidance for Conducting Checks...............03.01.01
Annual Line Check.....................................03.01.02
Semi Final And Final Line Check ...............03.01.02
Training Continuation Evaluation................03.01.02
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Table of Contents 01.00.01 General
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Table of Contents................................................01.00.01
References..........................................................01.08.01 Table of Contents 01.00.02 18.Aug.04 Rev 00
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INTENTIONALLY LEFT BLANK GM Flying Statement Letter 01.01.01 General
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To : IOE and Line Check Airmen
Subject: Check Airman Guide
Date : 01 Rajab. 1425/ 17.Aug.04
I am extremely delighted to announce the release of the Check Airman Guide (CAG) to all pertinent airmen.
Standardization is one of the most important aspects of flight operations line training. IOE and Line Check Airmen play a key role in achieving and maintaining high standards as well as in the commitment to the Flight Operations Quality policy statement.
Chapter two of this manual (IOE Instructor Guide) was designed to be effective in standardizing IOE Instructors / training and be certain that pilots are trained in all areas needed for their new crew position at certain level of proficiency. All fleets will now use the same IOE checklist.
It is recognized that different aircraft type may have specific training areas (e.g., ETOPS, North Atlantic Operation etc.); the IOE Check Airman should cover items applicable to the aircraft type.
Chapter three gives guidance to Line Check Airmen for conducting all types of line checks and pilot evaluation.
This manual is a controlled document and is subject to improvement. Should you have any questions about or recommendations to improve the quality of this document, please do not hesitate to contact your Fleet Manager.
Your constructive critique and valued suggestions are highly solicited.
Best Regards,
M. Fawzi Banaja GM Flying GM Flying Statement Letter 01.01.02 18.Aug.04 Rev 00
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INTENTIONALLY LEFT BLANK Introduction 01.02.01 General
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Introduction This manual was designed to provide check airmen with guidance and reference on how and what to cover during their assigned duties (Initial Operating Experience and Line Checks).
Contents The manual is divided into three chapters as follow: Chapter one- General This chapter contains general related information for use of the management and Check Airmen. Chapter Two- IOE instructor Guide This chapter contains detailed guidance for the IOE Check Airman that aid him administering the training. Chapter Three- Line Check Airman Guide This chapter contains guidance for the Line Check Airman that aid him conducting different types of line checks.
Manual Custody General Manager Flying has custody of this manual.
Manual Amendments All manual holders can propose amendments to the Check Airman Guide (CAG) by filling the manual amendment request (request sample available at this chapter). The request should then be submitted to GM flying office. The assigned person will review and evaluate the proposal and coordinate as needed. If the request is accepted, it should be passed to GM Flying for approval. If the request is denied, a denial memo containing reasons should be sent to the originator.
Manual revision process Revision process should be handled according to the Flight Operations Quality Manual FOQM.
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INTENTIONALLY LEFT BLANK Flight Operations Quality Policy Statement 01.03.01 General
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FLIGHT OPERATIONS QUALITY POLICY STATEMENT
Flight Operations of Saudi Arabian Airlines is committed to supporting the Marketing Division and other customers with flights; the product of Flight Operations. All flights shall be operated according to established procedures and controlled by an updated Quality Management System based on the requirements of the authorities and customers needs. The flights shall be operated to the highest quality expected, defined below as:
SAFETY Flights shall be operated with a Flight Safety Indicator of less than 5.0
PUNCTUALITY Flights shall be operated with an On Time Performance at least 98 %.
EFFICIENCY Every effort shall be made to operate flights at an operating cost (per block hour) not to exceed 98% of the figures established for the preceding year.
The quality goals stated above shall be broken down to specific objectives relating to each department under the control of Flight Operations.
All personnel within Flight Operations are committed and encouraged to achieve the quality goals as stated above through constant adherence to Flight Operations Quality Manual and relevant rules and regulations.
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INTENTIONALLY LEFT BLANK IOE Qualifications and Requirements 01.04.01 General
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Qualifications
IOE Check Airman qualification and training requirements are governed by PCA/FAR 121.412 and 121.414.
The FOPM chapter two contains information on the IOE Check Airman selection process, qualifications, and the training requirements.
Certification Once all qualification requirements are met, the IOE Check Airman will be scheduled for PCA observation ride during which the check airman will administer IOE while being observed by a PCA inspector. If the observation ride was satisfactory, the inspector will issue IOE Check Airman Certification Letter.
Standardization The FOPM requires that all IOE Check Airmen are standardized for their assigned tasks. To fulfill this requirement, the following will apply: 1. IOE Check Airman must effectively use of the IOE Guide while administering the training. 2. IOE Check Airman must attend the quarterly held IOE Check Airmen standardization meetings (meetings must be minuted). 3. All IOE Check Airman will be periodically reviewed to ensure compliance with required standards.
Check Airman- Currency requirements (Activity)
A minimum of 150 IOE hours (FOPM 02.02.34) are required annually for the flight instructor to keep current. IOE check Airman must fill out and submit the activity report. Failure to do so, may lead to suspension of the IOE Check Airman status.
* * * Line Check Airman Qualification and Requirements 01.04.02 18.Aug.04 Rev 00
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Qualifications
Line Check Airman qualification and training requirements are governed by PCA/FAR 121.411 and 121.413.
The FOPM chapter two contains information on the Line Check Airman selection process and the training requirements. Check Airman and Instructor appointment process is described in the Flying Department Office Procedures Manual.
Certification Once all qualification requirements are met as described in the Line Instructor / Check Airman Training work flow in the Flying Dept. Office Procedure Manual, the Line Check Airman will be scheduled for PCA observation ride during which the check airman will administer a Line Check while being observed by a PCA inspector. If the observation ride was satisfactory, the inspector will issue Line Check Airman Certification Letter.
Standardization The FOPM requires that all IOE Check Airmen are standardized for their assigned tasks. To fulfill this requirement, the following must apply: 1. Line Check Airman must effectively make use of the Check Guide while administering Line Checks. 2. Line Check Airman must participate in the Line Check Airmen standardization meeting held every six months and provide their feedback concerning standard performance of line flight crew observed by them. 3. All Line Check Airman activity will be periodically reviewed to ensure compliance with required standards.
Check Airman- Currency requirements (Activity)
The minimum number of line checks required annually to keep current is illustrated in the FOPM 02.02.34. The Line check Airman must fill out and submit the activity report. Failure to do so, may lead to suspension of the Line Check Airman status. Line Instructor / check Airman Recurrent Qualification work flow is described in the Flying Dept. Office Procedures and must be strictly followed in order to maintain currency of qualification.
* * *
Manual Amendments 01.05.01 General
Flight Operations- Flying Line Training Handbook Rev 03 20 J an 07
Applicant is to attach copies of page(s) as follows:
1. Present page(s) from manual marked CURRENT
2. Page(s) with your suggested changes made marked PROPOSED
Applicants Name _______________Signature_____________Date___________
Proposal approved Proposal rejected
GM Flying
To: AGM Flying
Please revise the Flying - Line Training Handbook as follows:-
Bulletin Priority
Special instructions and remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
Manual Amendments 01.05.02 18.Aug.04 Rev 00
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References 01.06.01 General
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6.1 Maximum Thrust vs. Reduced Thrust Takeoff and Policies...................................... 02.06.01 6.2 Clear Final Approach and Runway................02.06.01 6.3 Exterior Light Usage......................................02.06.01 6.4 Runway Alignment.........................................02.06.0 1 6.5 Setting Takeoff Thrust...................................02.06.01 Table of Contents 02.00.03 IOE Instructor Guide
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6.6 Rejected Takeoff during IOE and Consideration................................................02.06.02 6.7 Directional Control during Takeoff.................02.060.2 6.8 Takeoff Rotation............................................02.06.02 6.9 Normal and Alternate Noise Abatement Takeoff...........................................................02.06.02 6.10 Early/Low Altitude Level off...........................02.06.02 6.11 Wind shear ....................................................02.06.02 6.11 Weather Radar..............................................02.06.03 6.12 ATC Wake Turbulence Separation Requirements ................................................ 02.06.03 6.13 Climb..............................................................02.06.04
7.0 Cruise
7.1 On schedule Arrivals .....................................02.07.01 7.2 Aircraft Trim...................................................02.07.01 7.3 Cruise Altitude and Speed Selection.............02.07.01 7.4 RVSM Operation...........................................02.07.0 2 7.5 ETOPS ..........................................................02.07.02 7.6 Fuel Consumption and Fuel Monitor.............02.07.02 7.7 High Speed/ Low Speed Buffet Protection....02.07.02 7.8 Cruise Performance Charts...........................02.07.02 7.9 One Engine inoperative Descent- Drift down......................................................02.07.03 710 J eppesen Manual ..........................................02.07.03 7.11 Diversion........................................................02.07.03 7.12 Malfunctions Coordination with MCC............ 02.07.04
8.0 Holding
8.1 Holding Speed Limits and Control.................02.08.01 8.2 Fuel Conservation during Holding.................02.08.01 8.3 Holding in Icing Conditions............................ 02.08.01
9.0 Descent and Approach
9.1 Approach and Landing Briefing.....................02.09.01 9.2 Descent Profile Planning and Control ...........02.09.01 9.3 ATC Altitude and Speed Restrictions............02.09.02 Table of Contents 02.00.04 18.Aug.04 Rev 00
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9.4 Descent and Approach Callouts....................02.09.02 9.5 Stabilized Approach.......................................02.09.02 9.6 ILS Approach Procedures .............................02.09.02 9.7 Non-Precession Approach Procedures.........02.09.0 3 9.8 Auto-coupled Approach and Auto-Land........02.09.03 9. 9 Visual Approach Procedures.........................02.09.03 9.10 EGPWS Activation.........................................02.09.04 9.11 Wake Turbulence Separation Requirements during Landing.......................02.09.0 4 9.12 Missed Approach Procedures .......................02.09.04 9.13 Operation at Uncontrolled Airports................ 02.09.04
10.0 Landing
10.1 Callouts..........................................................02.10.01 10.2 Landing Profile...............................................02.10.01 10.3 Ground Spoilers, Reverse Thrust and wheel Braking................................................02.10.03 10.4 Windshield Wipers use..................................02.10.03 10.5 Windshear during Approach and Landing.....02.10.03 10.6 Shortened Runway........................................02.10.04
11.0 After Landing 11.1 Runway Turnoff .............................................02.11.01 11.2 Taxi in............................................................ 02.11.01 11.3 Brakes Temperature Monitor......................... 02.11.01 11.4 Marshalling Signals and Gate Arrival ............ 02.11.02
13.1 Use of Automation (A/P, FD and Auto Throttles.........................................................02.13.01 13.2 Use of Navigation Aids..................................02.13.01 Table of Contents 02.00.05 IOE Instructor Guide
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13.3 Use of FMC/ RNAV ....................................... 02.13.01 13.4 TCAS ............................................................. 02.13.02 13.5 Use of Cockpit Checklists..............................02.13.03 13.6 Manual Flying................................................02.13.03 13.7 Technical Knowledge....................................02.13.03 13.8 A/C System Knowledge.................................02.13.04 13.9 QRH knowledge............................................02.13.04 13.10 J udgment and Aeronautical Decision Making (ADM)................................................02.13.04 13.11 Command/ Leadership..................................02.13.05
14.0 IOE Debriefing
14.1 Technical Scale of the Flight.........................02.14.01 14.2 CRM Skills.....................................................02.14.01 14.3 Filling the Required Flight Operations Report............................................................02.14.02
Appendix I (CRM) .......................................................02.17.01 Appendix II (Situational Awareness) .......................... 02.17.07 Appendix III (The Psychology of Learning)........... .....02.17.10
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IOE General 02.01.01 IOE Instructor Guide
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1.1 INTRODUCTION:
Initial Operating Experience (IOE) is a requirement administered to a cadet pilot during line operation on an equipment type. The IOE process starts after a cadet has satisfactorily completed all required ground, simulator, flight training and checks demonstrating the required proficiency level in operating the aircraft using normal, abnormal and emergency procedures according to the approved company standards.
IOE is a learning experience during which the trainee performance should gradually improve from start level to the end-level proficiency. The IOE check-airman should bear in mind that a typical learning curve is at first rapid and then levels off. It may at some times fall before once again progressing. The trainee should be given measurable goals for each flight based on his previous performance. The instructor should have in mind a level of proficiency expected by the end of each flight. If the trainee is not meeting those expectations, the instructor should then adjust his instructions as needed to meet the trainee's performance level. If the instructor has exhausted all his efforts over several sectors and the trainee is still not meeting the expectations, the instructor should then seek management help.
The purpose of this chapter is to provide the instructor with information and guidance in conducting IOE training. The process may be break down into three stages:
Stage one- to familiarize the trainee with line operation, aircraft handling including automation, aircraft documents, and communication skills.
Stages two- in this stage explore the trainee aircraft system knowledge, abnormal and emergency knowledge, and decision making skills.
Stage three- in this stage complete IOE training requirement and fine-tune the trainee skills and knowledge toward the end-level proficiency.
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1.2 IOE End-Level Proficiency:
1. is the ability of the trainee to conduct Line Operations in accordance with the following approved/accepted documents: 1- FHB/FCOM FP&S and Procedures. 2- FOPM chapters Six, Seven, Eight, Ten, Eleven, Twelve and Thirteen. 3- Operations Specifications (Company Procedures).
2. is the ability of the trainee to maneuver the aircraft within following tolerances during different phases of flight:
Maneuvers Altitude Heading IAS Course Track Approach to Fix +100 ft +10 +10 kt 1 dot Final Fix to DH/MDA +100 ft +10 +10/-0 kt dot At DH / MDA +50 / - 0 ft +10 +10/-0 kt 0 dot DME Arc Flying +/ - 1 Nautical Mile
3. In addition to the aforementioned training requirements, the following airmanship fundamentals must be fostered to the trainee:
1. Flying Skills, 2. CRM Skills, 3. Knowledge, 4. Command and Leadership 5. J udgment and Aeronautical Decision Making (ADM) 6. Awareness of own limitations, 7. Liaison with Dispatch, ATC, Traffic, Maintenance personnel, and crewmembers, 8. Cost effectiveness that is consistence with safety
1.3 Definitions: Initial- crewmember not previously qualified in that crew position (initial Capt., F/O) Transition- crewmember previously qualified in that crew position on different A/C type. Upgrade F/O current on an A/C type to be qualified as Captain on same A/C type.
IOE General 02.01.03 IOE Instructor Guide
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1.4 Sectors Requirements(*):
IOE Captain FO (**) Initial 120 Sectors Maximum 100 Sectors Maximum Transition 50 Sectors Maximum 60 Sectors Maximum
(*) Due to possible changes of IOE sectors requirement, always x-check the FOTM for latest update. (**) PM (Pilot Monitoring): at least 20% of training sectors flown and PF (Pilot Flying) : at least 60% of training sectors flown Note: Number of PM & PF training sectors flown shall be indicated under remarks column on taining form. (***) Upgrade to PIC shall be treated as Initial
NAVIGATION * Use of Automation * Use of Navigation Aids * FMC and RNAV
GENERAL * TCAS * Use of Cockpit Checklists * Manual Flying * Technical Knowledge * Aircraft System Knowledge * QRH knowledge * Aeronautical Decision Making * Command/ Leadership * Filling the Required Reports
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1.6 Licenses The instructor should check the trainee's FAA/PCA licenses and medical certificate for validity; discrepancies should be reported to the respective fleet Management at once.
1.7 Manuals The instructor should check the trainee's required manuals. These are controlling documents that must be maintained in an up-to-date condition. Any discrepancies noted, should be corrected before the start of training. Discuss the requirement to review and comply with the latest bulletins. 1.8 Instructor/ Student Relationship A good instructor/student relationship is the backbone of the learning process. Flight instructor's duties include the ability to teach, advice, coach, overprotect, encourage, praise, and support the student in one of the most difficult teaching environments. The cockpit is a tough classroom, and it takes a special personality to maintain self- control particularly when the student repeatedly makes mistakes.
Instructor/student relationship requires progressive development and an individual philosophy. It is the instructor's responsibility to establish and maintain such a relationship.
Throughout the training process the student transitions from the start level to the end level proficiency, the instructor must complement this transition and evolve with the student.
The instructor should also be aware that getting too close to the student (a developed natural bond that comes with many hours shared) can harm the training. It is difficult to critique accurately and objectively anyone with whom you have developed fondness (liking).
1.9 Instructor rules of conduct 1) The instructor is always in command of the aircraft. It is the instructor's responsibility to ensure that this is clearly understood by his initial captain trainee. The instructor should discuss situations where final authority might become an issue, especially situations of the flight's critical phases. All commands of the instructor, concerning flight conduct, must be strictly and promptly adhered to (i.e. stop the A/C, reject the T/O or landing, miss approach etc) the reasons can be discussed afterwards.
IOE General 02.01.07 IOE Instructor Guide
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2) The instructor must observe the FOPM training policy (03.01.02) and (02.02.32) 3) The instructor must bear in mind that review of Emergency and Abnormal procedures is limited to discussion only (at least workload phase i.e. ground time and cruise). Simulation of an Emergency or Abnormal situation is prohibited. 4) The instructor will perform normal duties for the seat that he occupies during training. He should provide the same support to a trainee that he would for any other released pilot. They both must work together as a flight crew team while also functioning in the training environment (treks and/or intentional mistakes to promote trainee awareness and x-check are not allowed). 5) The instructor should encourage an open and positive Crew Resource Management (CRM) atmosphere. 6) The instructor should do his best to make the trainee feel at ease and free to ask any question about the best way to accomplish a task or how to handle a situation. 7) Due to inexperience, the trainee may fall behind normal sequencing of events. He should be allowed time to adjust to the events, however, safety of the flight should always be given the priority. 8) The instructor should consider proximity to the ground and his own limitations when deciding whether to intervene in the situation or whether to take over the controls, the instructor must not allow events to pass his limits nor he should stretch the limit. 9) Rather than lecturing the trainee, the instructor, should ask the trainee questions that will steer him in the right direction to find answers on his own. 10) The instructor should be sure the trainee knows where to look for the answers to his questions. During discussions, the instructor should refer him to the source documents FHB, FOPM, FARs, J eppesens, etc. 11) The instructor should emphasize that all duties must be performed according to Standard Operating Procedures (SOP) as prescribed by the FHB and FOPM. Techniques must always be pointed out. 12) The instructor will evaluate the trainee's performance and should let him know how he is progressing. 13) The instructor should check off each item on the training Checklist after it has been covered. IOE General 02.01.08 18.Aug.04 Rev 00
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14) As PIC the instructor will sign the flight dispatch release and the A/C logbook, initial captain trainee will sign all other documents. 15) The instructor should plan an agenda for each day, braking down the material which would be covered during training into appropriate portions. The trainee should be given homework assignment that will prepare him for the next day's flying and discussion. 16) It is the instructor responsibility to inform the Fleet Manager if there is a question as to the trainee ability to complete the training on schedule. 17) The instructor should set high standards for the trainee through his own example.
1.10 Role of the trainee The trainee should be made aware that IOE is a learning experience during which his performance should gradually improve to the end- level proficiency. The trainee should feel free to ask the instructor any question without concern that the lack of knowledge will become the issue. The trainee should be prepared for each flight, including any homework assignment. The initial Capt. Trainee, during IOE, should make as many of the decisions as possible under the supervision of his instructor.
* * *
IOE General Briefings 02.02.01 IOE Instructor Guide
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2.0 IOE General Briefings:
Brief the trainee on the following topics:
2.1 Standard Operating Procedures SOPs Flight Deck Crew Standard Operating Procedures are universally recognized as basic to safe aviation operation. Many aviation safety organizations have cited non-compliance with established procedures as contributing casual factor in aviation accidents. Flight Safety Foundation (FSF) has concluded that airlines perform with higher levels of safety when they establish and adhere to adequate SOPs. The FAA has identified crewmembers understanding of the reason for SOPs as key feature in SOPs effectiveness. The mission of SOPs is to achieve consistently safe flight operations. Our established procedures are prescribed in the FOPM, FHB and the P&P manual. Good knowledge about established procedures is a cornerstone in adhering to SOPs. The trainee must be briefed on importance of adhering to established SOPs.
2.2 Flight Operations Policy Manual The FOPM is a flight operation controlling document. The instructor should emphasize the presence of valuable controlling information. The instructor should review the FOPM index with the trainee and show him how he can find information quickly. Special emphasis should be given to the FOPM chapters 3, 4, 6, 7, 8, 11, 12 and 13.
2.3 Sterile Cockpit (FOPM 06.03.08) The instructor must highlight to the trainee importance and implementation of the Sterile Cockpit policy. The reason for this is that talk unrelated to flight has been cited frequently as a contributing factor in accidents and incidents during critical phases of flight. Unnecessary distractions degrade situational awareness. The new captain should be aware that if he breaks the Sterile Cockpit policy, others might feel free to do so (the captain sets the example). IOE instructions will at times require discussion during critical phases of flight. This is classified as essential conversation. However, as much as possible, the instructor and trainee should hold their thoughts until a less critical time.
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2.4 Positive aircraft control (FOPM 06.03.04) There should never be any doubt about who is flying the airplane. Instructors should avoid riding the controls as much as possible. However, when the situation demands it, the instructor will immediately take control of the airplane and the trainee will revert to PNF duties. Transfer of controls should always be positively as outlined by the FOPM. Generally, before giving the controls to the other pilot, the PF should review the present and desired flight parameters (i.e., airspeed, altitude, navigation, configuration, intended course for WX deviation, ATC restrictions, etc.). Emphasize that regardless of automation engagement status, one pilot must have full access to the flight controls and maintain vigilance during flight, particularly when distractions arises in the cockpit.
2.5 Crewmember Conduct and responsibilities (FOPM 03, 04, 06) The instructor should review with his trainee all rules of conduct, responsibilities and the crewmember general operating procedures of the FOPM. These rules and procedures must be observed during the training.
2.6 Outside vigilance (FOPM 06.03.17 "C") The instructor should emphasize the sharp lookout during all ground operation and heads-up flying as aid of collision avoidance, particularly at low altitudes, terminal areas and uncontrolled airspace. Pilots should maximize the use of visual references and lookout for other airplanes and birds while in the terminal areas (birds are see and avoid hazard, delay T/O or discontinue approach as applicable). The use of autopilot in heavy traffic areas will allow more outside vigilance.
2.7 Crew Resource Management CRM Discuss and review CRM definition, mission, concept, and skills (communication process and decision behavior, team building and maintenance, workload management and situational awareness).
The instructor should emphasize the significance of clear open cockpit communication, the value of making use of all available resources (flight/cabin crewmembers, dispatch. maintenance, ATC,
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DHD crewmembers, etc.), and the importance of workload management. Ensuring that the other crewmember is always in the loop is the responsibility of both pilots. This would eliminate the possibility of communication breakdown. The instructor should highlight the importance of proper conflict resolution that arises among crewmembers and crewmember/ other personnel (avoid, smooth, compromise, solve problems while maintain open communications). Detailed information about CRM are available in the Flight Operations CRM manual and in appendix I (chapter 17).
2.8 Situational Awareness (SA) Discuss and review SA definition, how important is SA, how do we recognized lost SA, what immediate actions should be taken in the event of lost SA, and what can we do to improve individual SA. Discuss how to manage distractions to maintain SA. Refer to Appendix II (section 17) for more details.
2.9 Crew Monitoring and Crosscheck Several studies of crew performance, incidents and accidents have identified inadequate flight crew monitoring and cross-check as a problem for aviation safety. Therefore, to ensure the highest level of safety, each flight crewmember must carefully monitor the aircraft's flight path and systems and actively cross-check the action of other crewmember. Effective monitoring and cross-check can be the last line of defense that prevent an accident because detecting an error or unsafe situation may break the chain of events leading to an accident. This monitoring function is always essential, and particularly so during approach and landing when controlled flight into terrain (CFIT) accidents are most common.
In light of the above the FAA has recommended conversion of the term pilot not flying (PNF) to pilot monitoring (PM). The FAA has identified Monitoring as primary responsibility of each crewmember. The PF will monitor/control the aircraft, regardless of the level of automation employed. The PM will monitor the aircraft and actions of the PF.
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The instructor should brief the trainee of the above and should highlight the key role of cross-check and monitoring throughout all phases of the flight, particularly the cross-check of critical flight crew actions, including: 1. Configuration changes; 2. Heading, altitude, altimeter and airspeed (bug) settings; 3. Transfer of controls; 4. Changes to AFS/FMS and radio navigation aids during the departure or approach phase; 5. Performance calculations, including AFS/FMS entries.
2.10 Altitude Awareness Discuss the Altitude Alert system usage and the Altimeter setting procedures for Transition Altitude and Transition Level including the standard callouts. To maintain positive altitude awareness, it is required that both pilots physically point to the altitude window when pre-selecting a new altitude. Emphasize the use of the Radio Altimeter for reference of height above ground during departure and approach (CFIT considerations).
2.11 PIC/SIC Qualification Discuss with the captain trainee the following qualifications and requirements: Area, route, and Special Airports (qualifications are valid for 12 calendar months). Emphasize that pictorial briefing bulletin are available at the Dispatch office for review. High minimums captain restrictions and applicable minimums. Restricted Captain and First Officer paring restrictions.
Discuss with the First Officer trainee the FOPM restrictions applicable to restricted F/O (less than 100 hours)
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3.0 Flight Preparation
Cover the following topics.
3.1 Flight documents The instructor should discuss and explain the following items: Required documents that should be carried in the airplane to destination (FAR/PCA121.695) Flight plan log & computer flight plan (CFP): Completion and requirement. (FOPM) Flight dispatch release: Requirement, types, transmission, parts, validity, amendments, revalidation, expiration. (FOPM chapter 6&11) ATC flight plan: Requirement, parts, copy possession, filing procedures when applicable. Weather reports: TAF, METAR, SPECI, SIGMET, AIRMET, aerodrome warnings, wind shear warnings, runway EIGHT FIGURE GROUP, significant wx. Chart, wind aloft chart and weather satellite pictures. Discuss glossary, decoding, ensure the trainee knows how to read these reports and determine effects and considerations of such reports on the flight planning (i.e. consultation of the significant WX chart may direct route change to avoid hazardous weather, or increase the required fuel due to weather deviation and icing conditions, or changing the planned flight level to avoid turbulence etc.). Refer to the meteorology chapter of the J eppesen manual for decoding. NOTAMS: Decoding and influence ensure the trainee knows how to read and determine effect and consideration of NOTAMS on the flight planning and operation such as airport and runway closure, shortened runway, inoperative NAV aids, taxi way closure, reduced runway markings, bird's activity, company instructions, MEL amendments etc. Also ensure the trainee knows how to relate NOTAMS information to published company procedures (i.e. referral to FOPM chapter 11 when NAV aids are declared out of service etc.) Load Sheet (manifest): Requirement (FAR/PCA 121.693 and FOPM 06.03.09), types (computerized, manual, ACARS transmitted), data verification including CG statues versus the approved limits particularly when using a manual trim sheet. Also discuss relation of the computed T/O stabilizer trim and CG Flight Preparation 02.03.02 18.Aug.04 Rev 00
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position (low stab. trim setting indicates an aft CG which would increase the risk of tail strike if over-rotation took place during T/O). A/C ground security check form: Requirements, verification, form possession prior to passenger boarding. J et Fuel Load and Service Record: Requirement, purpose, fuel load and distribution verification procedures. Also discuss handling of an out of tolerance condition including application of MEL on the defected fuel quantity indicator if applicable. (refer to FOPM 06.03.05 and 13.03.02) General Declaration (GD): Requirement, verification and possession prior to departure. Special Load Notification (NOTOC): Requirement, verification, restrictions as outlined in the Special Load section of the company procedures and SLM crew handling checklist. ASR report: filling and submission requirement. Crew report: filling and submission requirement
3.2 Dispatch briefing Procedures Emphasize that review and assessment of all contents of the flight envelop is required. It is recommended to conduct the review in the following order: 1. Consult the wind aloft and significant weather chart. 2. Review departure, destination, and alternates airport actual and forecast weather reports. 3. Review all known MELs and determine effect on planning (if any). 4. Review NOTAMS update and summary (departure, destination, alternate, and FIRs). Determine effect on planning. 5. Review the ATC Flight Plan (routing and altitude). 6. Verify CFP for correct data including fuel figures cross-check versus the P&P manual. 7. Verify the fuel dispatch release for correct data including the remarks section. 8. Review NOTOC and the applicable restrictions and handling procedures of the carried Special Load (if any). 9. Sign the fuel dispatch release after all planning requirements are met (safety and legality). 10. Locate aircraft position. Flight Preparation 02.03.03 IOE Instructor Guide
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3.3- Fuel planning and policies Discuss minimum required fuel and factors that should be considered. Refer to FOPM and FAR/ PCA 121.639,645,647 (required fuel is fuel at brake release for T/O). Discuss extra and tanker fuel policies. Refer to FOPM chapter 11. Discuss taxi fuel requirement and considerations (standard figure should be increased to allow for anticipated ground delays such as dense traffic, single runway operation etc.)
3.4- Company Procedures and Weather Requirements FARs requires certain weather conditions to exist before a flight can be dispatch to destination or before an alternate can be listed in the dispatch release (FAR 121.613, 615,625). Therefore, assessment of the appropriate weather reports during flight planning must ensure compliance. Discuss and ensure that the trainee is familiar with all company operating procedures, authorizations and limitations as outlined in the J eppesen manual. Flight planning must observe these requirements (i .e. flight should not be planned to a destination that is forecasting freezing rain at the ETA etc.) Discuss company T/O, landing and alternate weather minimums, ensure that the trainee is able to determine the minimum required visibility and ceiling for each sector and compares it to the appropriate weather reports or forecasts (give an example for situations when minimums are not published). Also discuss destination additional alternate requirement (FAR 121.619) and T/O alternate requirement and considerations. Review the airports table section and ensure the trainee is able to define regular, alternate, provisional, enrout alternate airports. Discuss how this table be checked to determine applicable airport restrictions (day/VMC and other restrictions).
3.5- Planned Takeoff Weight Discuss the dispatch release planned takeoff weight (FOPM 11.04.09) and all factors affecting these weights (atmospheric factors such as low QNH, runway contamination, temperature inversion, critical temperature at destination and wet dispatch / operational factors such as maximum structural, MEL /CDL penalties and shortened runways etc.) Flight Preparation 02.03.04 18.Aug.04 Rev 00
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3.6- Cabin Crew Briefing Discuss briefing items outlined by the FOPM 06.01.00
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4.0- Pre-Departure Cover the following topics:
4.1- Time Management Trainee should always keep track of the time and be aware of the scheduled departure time so as not to fall behind and then be rushed. The instructor should particularly stress with a new captain the fact that he needs to develop a sense when to run checklists and conduct briefings in order to be ready for on-time departure. The FOPM requires pilots to be at the aircraft at least 30 minutes prior to departure. Newly trained pilots may need more time than required by the FOPM to accomplish their preflight work, the instructor should consider that, and plan to be at the aircraft the earliest possible. Pilots should also plan extra time for known or anticipated time consuming contingencies affecting the preflight such as pre-existing MEL/CDL that has long "O" procedures or adverse weather conditions such as icing, low visibility etc.
4.2- Aircraft Dimensions The instructor should show the trainee how to adjust his seat for flight using the eye locator and seat adjustment placards. The instructor should show the student the location of things relative to his adjusted seat position. The trainee should observe as the instructor positions himself outside the aircraft where the trainee can see him directly in front of the nose of the aircraft, the main landing gear, engines and wingtips . The location of the nose gear should be pointed out in relation to the pilot's seat from both outside the aircraft and from inside the cockpit. The instructor should discuss the use of the cockpit sliding window and putting head out to look for wingtip when conditions dedicate such as fog accumulation on the side windows or when wingtip clearance is in doubt. Discuss the location and the use of the landing, taxi and other outside illumination lights of the aircraft. Have the trainee position himself in front of the air craft and observe each light switched on the off. All of the above tips would help CM1 maneuvering the aircraft during all ground operation including runway alignment, and aid both pilots in ensuring aircraft and wingtip clearance during taxi particularly in congested areas. Pre-Departure 02.04.02 18.Aug.04 Rev 00
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4.3- Emergency Equipment and Evacuation Procedures The instructor should review with the trainee in detail the emergency equipment and evacuation procedures prior to the first sector of IOE. The instructor is to ensure that the trainee is familiar of how to operate all doors, emergency exits, windows, and emergency equipment of the flight deck. Go over the emergency passenger evacuation checklist and the emergency landing/ditching crew duty chart. Discuss the PIC lead role in directing emergency egress, the duty would fall to the SIC should the PIC be incapacitated during an emergency.
4.4- Flying Equipment and Manuals The FOPM requires pilots to carry certain equipment and manuals; the instructor should ensure that his trainee has all required equipment and up-to-date manuals, including current revisions and bulletins. The instructor should mention that while in-flight, pilots should not revise manuals or read material not directly related to the flight. The First Officer trainee should be encouraged to review the Introduction section of the J eppesen Manual.
4.5- Aircraft Logbooks The instructor should ensure that the trainee is familiar with logbooks contents and handling procedures as outlined in the FOPM chapter 13.
Emphasize that the captain and the First Officer must review the aircraft technical logbook to determine the technical statues of the aircraft.
The review should include the following: Correct aircraft registration. The briefing card for existing MEL/CDL and any restrictions. The hold item list for the number of held items. The hold items slips (should match what is in the list) for fault description, and if it was held properly, and if the system is required to be operative for the type of operation to be conducted (such as RVSM, RNAV, over water operation equipment etc.). Presence of any open item on the last log page, Declaration of airworthiness release (AWR) should be signed in the last complaint entry that was actioned. Pre-Departure 02.04.03 IOE Instructor Guide
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Review the previous log entries to determine aircraft faults history.
Technical Services has total responsibility for routine checks, however, the FOPM states that any discrepancies regarding these checks (such as ISC, W/A) noted by the flight crew should be brought to their attention.
It is mandatory that the aircraft logbook be onboard before leaving the gate. Don't depart the gate if there are any open logbook items, including info entries. The flight crew must check to see that the open items are properly signed off including the AWR as applicable.
Inoperative equipment and instruments can be held inoperative against the MEL when listed, missing panels or parts of the aircraft exterior can be held against the CDL when listed, dents and damages of the fuselage can be held after inspection against maintenance approved structure repair manual (SRM). Discuss any other approved deferral references (i.e. engineering authorizations).
Faults found during the preflight should be called to the attention of maintenance department immediately in order to avoid delays. Thereafter write up should be entered in the logbook including the time.
Discuss Aircraft Logbook entries with the new captains emphasize the importance of ensuring that the write-ups are as clear and specific as possible, any step that was conducted by the crew to recover the system should be included in the write-up. This can help maintenance in the troubleshooting.
Emphasize that if an item is deferred, it should not be used. Therefore, if the autopilot has been deferred- "autopilot works okay" is an inappropriate logbook entry and should be corrected.
Discuss with the trainee the procedures of reviewing the Aircraft Performance logbook (registration, Max thrust record, and previous flight PIC signature), talk about required procedures for handling non-signed performance log book. Review log book filling instructions.
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4.6- Exterior Preflight The exterior preflight is described in details in the FHB and should be conducted accordingly. The instructor should accompany his captain trainee on the initial walk around (W/A) and his First Officer trainee on the transit W/A at least once during IOE. The PIC is solely responsible for the safe operation of the aircraft, and that certainly include the preflight. The instructor should emphasizes that the purpose of the W/A is to fined out what is wrong with the aircraft and ensure that it is in safe condition and ready for flight. In order not to miss any part of the W/A inspection, the instructor should stress the use of the FHB recommend W/A schematic. During W/A special attention should be given to the detection of bird strikes and fuselage skin wrinkles. If the aircraft hasn't been flown for a few days, check for any signs of bird nests or the presences of mice.
4.7- MEL/CDL Discuss and review the following items: The FAA MMEL preamble (contents and requirements). The MEL introduction section including MEL Definitions, Weight Reductions, Dispatch Fuel Penalty, and Speed Calculation. Discuss the CDL introduction including general limitations, weight reductions, speed calculation, and dispatch fuel penalty. Discuss the FOPM (chapter six) MEL handling procedures. The trainee should be given home assignment prior to discussion.
Discuss how MEL items can be searched in the manual using the EIS/MEL cross reference list for faults combined by EIS messages or using the MEL ATA table of contents for non EIS message faults, the CDL can be searched through its table of contents.
Discuss how known MEL/CDL items should be checked at dispatch briefing for the purpose of planning and at the cockpit for the purpose of complying with MEL remarks and exceptions including the operating procedures "O".
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Emphasize that the accomplishment of the "O" and/or performance calculation should be performed on a read and do bases. Some MEL items have in-flight "O" procedures.
The flight crew should check all known MEL items for repair intervals validity.
Discuss the requirement for the PIC to ensure that flight is not dispatched or released until all requirements of the "O" and "M" procedures have been met. If the MEL/CDL specifies that Maintenance must collar a circuit breaker or place instructions placard (such as do not occupy or do not use placards) near the affected system switch or equipment, the flight crew should check to ensure compliance. Compliance verification of other "M" procedures (outside the cockpit) can be achieved by ensuring proper signoff (If the "M" requires a valve to be manually secured close, then the logbook should reflect that). AWR declaration is due after all.
Emphasize that the PIC has the final authority over accepting or rejecting MEL application after ensuring safety and legality.
If a MEL item considers a subsystem inoperative or refers to another item, the "M" and "O" (if any) for the referred item are due.
The instructor should emphasize the fact that multiple MEL/CDL items in different systems could cause a no-dispatch situation. Discuss any specific problem MEL item (MEL item that might cause confusion).
Give an example and workout takeoff performance calculations applying MEL/CDL penalties.
Any MEL encountered and not included in the dispatch fuel release must be relayed to the dispatcher.
4.8- Cockpit Security and General Check Early during the preflight, the trainee should be encouraged to screen the cockpit, as security measures, for the presence of any foreign objects.
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The FOPM calls crewmembers to be in the lookout for any maintenance in progress as they approach the aircraft. They should check for "Do not operate" tags.
It is important to check the cockpit windshields and windows for cleanness, cracks, delaminating and bubbles, any discrepancies noted, should be reported immediately. It is also important to check fuel, oil, hydraulic quantities and the statues page for obvious faults early in the preflight since the sooner a shortage or a fault is detected and reported, the less likely it will cause a delay.
4.9- Cockpit Setup, Checklist and T/O Briefing The instructor should emphasize that cockpit preparation should be conducted in accordance with the FHB preflight panel flow pattern to ensure that everything gets done systematically. The trainee should be able to return to the pattern when distractions take him out of the flow.
No pilot should ever rely solely on an INS, FMS or GPS for navigation. The trainee should be required to have necessary carts and maps, including the airport diagram, organized and readily available for reference.
The trainee should also be required, early in the setup, to listen to the ATIS or coordinate with the control tower to obtain latest weather conditions, active runway for departure and any special instructions.
All required actions and flow patterns should be completed before performing the checklist. The instructor should emphasize that a checklist should be completed without interruption.
The trainee should perform the cockpit takeoff briefing as outlined in the FHB and the FOPM. The instructor should highlight the importance of the briefing in ensuring that both pilots are in the loop for the forthcoming flight critical phase. Briefing should address use of automation.
4.10- Radios setup and Utilization The instructor should teach the trainee how radios are normally setup and used for ATC and for company communications. Ensure Pre-Departure 02.04.07 IOE Instructor Guide
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that the trainee is thoroughly familiar with the operation of the Audio Control Panel (ACP).
Discuss different methods used to contact ATC and company -VHF, HF, ACARS, SAT. Review with the trainee the communication section of the J eppesen Manual and show him how frequencies, SITA addresses and telephone numbers are obtained. Discuss all required company reports.
The instructor should show the trainee how to use HF radios including the initiation of the SELCAL check (consider fueling factor).
4.11- ATC Clearance and Procedures Discuss the ATC clearance components and ATC handling procedures of the FOPM chapter 6. Discuss the requirement that two crewmembers must monitor ATC clearances.
After the ATC departure clearance is received, wrote down and red back, CM1 should repeat it aloud and CM2 should confirm that he has stated it correctly. CM2 should then set the squawk in the transponder, the applicable navigation radio frequencies and courses (if not already set) and the clearance limiting altitude (the lowest altitude restriction of the clearance) in the altitude pr-select/alert window. Thereafter CM1 should cross-check that all items are set correctly, the cross-check must include the FMC routing and altitude versus the clearance.
Review ATC engine start procedures and requirements (slot time, pushback etc.) that are available in the airport diagram.
The instructor and his trainee should together review the ATC section table of contents in the jeppesen manual and show him how valuable information on various ATC procedures can be obtained (RVSM, RNAV, and Mach Technique etc.) The trainee should be encouraged to spend some time reading in this section.
4.12- Load Sheet The instructor should review with the new captain the procedures for loadsheet acceptance process (EDP, ACARS transmitted and manual load / trim sheet).
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It is mandatory to verify the correct data including the load sheet preparing agent signature, the departure / arrival airport, the flight number, the aircraft registration, the operating crew count and the takeoff fuel figure. A decoded load sheet sample is available in the FOPM for reference.
Discuss the FOPM load sheet last minute change (LMC) matrix including when a new load is required and the requirements before signing the load sheet (flight acceptance).
4.13 T/O Performance Data Calculation The T/O performance data should be calculated in accordance with the planning& performance manual, the instructor should emphasize that the FOPM requires CM1 to cross-check the T/O data card for valid data.
The instructor should discuss with trainee the different takeoff flap setting for best runway performance, best climb performance, and best setting recommended for possible windshear encounter. Consider A/C gross weight, runway length, obstacle clearance and pressure altitude. Discuss the P&P runway notes when applicable.
Second crewmembers must always cross-check the manually computed V- speeds or the FMC generated V- speeds for correct FMC crew inputs (temperature, slope, and wind). The computed stabilizer trim setting should also be cross-checked.
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5.0 Engine Start, Pushback and Taxi
Ensure the trainee is familiar with the FHB and FOPM operating procedures for engine start, pushback and taxi. The before start checklist must be completed entirely prior to engine start. Cover the following topics:
5.1 Engine Start Consideration and Pushback Procedures The instructor and trainee should review engine automatic and manual engine start procedures, engine abnormal starts and limitations.
Discuss standard phraseology for talking with the ground mechanic. Discuss communication with ground crew via hand signals if interphone or ground headset is inoperative.
Earlier coordination with the mechanic may resolve issues (such as MEL procedures interaction, special start or pushback procedures) that might cause problems later. Talk about when to release the mechanic to disconnect his headset, how to obtain the all clear signal and when to salute the mechanic.
Discuss considerations for delayed engine start and when to start the other engine (fuel factor). Review procedures for starting the engines when the APU is not available using external pneumatic and cross- bleed start considerations. Discuss when to command the mechanic to disconnect the applicable external equipments.
Discuss the pushback procedures and when to accomplish the after start flow and checklist, discussion should include the differences in procedures between self maneuvering block- out and pushback.
5.2 Breakaway Thrust Discuss the maximum thrust to get the aircraft rolling and considerations to minimize the effect of jet blast in congested areas. Talk about the functional check of the nose steering and the brakes during the initial phase of taxi.
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Aircraft taxi is governed by the FOPM and the FHB. The instructor should ensure that the trainee is familiar with all published taxi procedures, taxi speed limitations (dry, contaminated, 90 degrees turn), the airport markings and the airport diagram charts legend.
If ever in doubt of ATC instructions, aircraft location or local instructions stop and ask for assistance. CM1 should always verbalize hold short instructions and CM2 should confirm that. As preventive measures of runway incursion, never enter or cross an active runway unless positive of clearance to do so.
The instructor should discuss how aircraft geometry affects taxing the aircraft, including sharp turns, the minimum width of pavement required and techniques for a 180 degree turn. Discuss how to plan and judge turns to keep the main gear on the pavement.
Talk about nose gear steering operation including avoiding jerky nose gear movements by smoothly moving the steering when entering and departing turns.
The instructor should encourage the captain trainee to have his F/O back him up on the brakes and be prepared to stop the aircraft, particularly in congested ramps. When wingtip clearance is in doubt the aircraft should be stopped, assistance of wing-walkers should be obtained.
Discuss consideration of heat buildup in tires during taxi, heat is directly related to distance traveled. Proper braking technique and thrust management will decrease brake temperature and increase brakes effectiveness in RTO's (do not ride the brakes).
Discuss consideration of FOD ingestion during taxi, especially when higher than idle thrust is used, pilots should be in the lookout for FOD during taxi.
Discuss the control of taxi speed, maximum limit speed can be used safely on long isolated taxiways and lower speeds should be used where traffic is heavy, slippery conditions and at congested areas. Talk about the relation of the taxi speed and the radius of turn, a Engine Start, Pushback and Taxi 02.05.03 IOE Instructor Guide
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larger radius of turn allows increased speed while a smaller radius of turn requires slower taxi speed.
The aircraft should be slowed prior to beginning a turn so that brakes are not needed during turns. If braking becomes necessary during a turn, ensure that the inside brake is not locked.
The captain should not command flap extension nor call for the taxi checklist until clear of congested ramps (CM1 and CM2 should maintain sharp look out at congested ramps).
5.4 Exterior Lights Discuss which lights to be used for best vision when taxing straight ahead and during turns. Discussion should include which lights to illuminate when cleared to taxi into position and hold. Talk about courtesy to pilots operating other aircraft when using lights.
5.5 Cockpit Instrument Lights Discuss the best way to setup the cockpit instrument lights at night, initial adjustment should be made before engine start with the dome light turned off. The lighting intensity can be further refined after taxing a way from the lighted ramp area. Each pilot should control his own set of flight instrument lights; other lights should be adjusted by agreement to suit the PF.
5.6 Parking Brakes Emphasize that the captain should usually set the parking brake whenever the aircraft is stopped during taxiing.
5.7 Hot/Cold Weather Consideration Review limitation and requirements for operations during hot or cold weather (FHB).
Discuss deicing, holdover times, criteria requiring the use of engine anti-ice (on the ground and in-flight), engine run-up prior to takeoff in icing conditions, any in-flight minimum thrust setting while using engine anti-ice and the use of wing and tail deice, as applicable.
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Discuss performance restrictions for takeoff on wet or contaminated runway conditions.
5.8 Shortened Runway Discuss the FOPM shortened runway and temporary obstructions handling procedures. Discuss shortened runway MTTL charts data verification.
5.9 Runway Changes Discuss the requirement to check aircraft takeoff performance capability if there is a last minute runway change. Different runway lengths or obstacles may change the max T/O weight, takeoff flaps setting, V-speeds and stabilizer setting (T/O card must be recalculated).
Runway change will require changes in FMC, AFS control panel, and MFRA as applicable. New briefing should include SID, expected taxiways and engine out procedures (if applicable).
5.10 Special Engine-out Procedures Special engine out procedures should be reviewed during the takeoff briefing; both pilots should have the chart readily available during takeoff. Briefing should include required changes to the instrument or navigation radio setup and the designated pilot to make the changes (PNF).
The trainee should be aware that the procedure is tailored individually by the company and the ATC does not have the J eppesen chart. If the procedure is to be carried out, ATC should be informed of the intentions as soon as practical.
Highlight the benefit of referring to this chart when planning a possible missed approach when operating with an engine inoperative (missed approach procedures are based on two engines).
5.11 Communication The instructor should emphasize the importance of the communication clarity, which can be achieved by the proper use of the cockpit mikes and the use of correct radio phraseology.
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The PNF normally handles the communications. When the trainee is the PNF, the instructor should pay special attention to the trainee radio communications.
After a clearance is received, the PNF should read it back to ATC. The PF should then repeat it loud across the cockpit so that the PNF can verify that he has stated it correctly.
If there is any doubt about a clearance, ATC should be contacted for clarification. Any change to the routing should be written down on the flight log.
Discuss deferent methods to communicate with the cabin crew (PA, interphone, signals and headset).
5.12 Airport Markings Discuss ILS, runway hold short markings and different airport markings and signs (refer to J eppesen). Review low-visibility taxi procedures if applicable.
* * *
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INTENTIONALLY LEFT BLANK Takeoff and Climb 02.06.01 IOE Instructor Guide
Flight Operations - Flying Line Training Handbook Rev 00 18.Aug.04
6.0 Takeoff and Climb
Cover the following topics:
6.1 Maximum Thrust vs. Reduced Thrust Takeoff and Policies Discuss the flex thrust policy and considerations. Discuss conditions requires the use of maximum thrust for takeoff including the thirty days and the filling of the max thrust record.
Talk about advantages of reduced thrust takeoff. Prolonged engine life and reduced maintenance costs (economic advantage), reduced likelihood of engine failure when thrust is reduced from takeoff setting to climb setting because of the smaller amount of thrust reduction (operational advantage).
6.2 Clear Final Approach and Runway Emphasize the necessity for pilots to check and see that the final approach is clear prior to entering the runway and that the runway is clear prior to beginning takeoff roll (check also the presence of birds).
6.3 Exterior Light Usage Exterior lights should be illuminated at takeoff and remain on until the after T/O checklist is completed. Reduced exterior lights should be considered during IMC conditions (especially at night).
6.4 Runway Alignment Discuss techniques for runway alignment ensuring that the aircraft is properly aligned with the runway center line prior to takeoff. Discuss the need not to waste any of the available runway length as this will adversely affect takeoff performance (T/O run, accelerated stop distances). Discuss rolling takeoff versus static takeoff; rolling takeoff should be encouraged to save time and potential FOD ingestion.
6.5 Setting Takeoff Thrust Emphasize that parking brakes should be released before applying takeoff thrust. Discuss the procedures for setting takeoff thrust including the requirement to have engines spooled up symmetrically prior to the engagement of auto throttles or manually advancing the Takeoff and Climb 02.06.02 18.Aug.04 Rev 00
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thrust levers to takeoff thrust setting. Emphasize that the PNF (before calling thrust set) should ensure engine thrust stabilized at target. Discuss handling of auto throttles abnormalities during takeoff.
6.6 Rejected Takeoff during IOE The instructor has sole authority of commanding a rejected takeoff during IOE. The instructor must brief the captain trainee as exactly how he wants an RTO handled. There should be no doubt about who does what during an RTO. It is important to advise the Control Tower as soon as possible if an RTO occurs.
6.7 Directional Control during Takeoff Discuss directional control initially using the tiller and then using the rudder pedals (when rudder becomes effective), including transfer of control from Captain to First Officer (PF). Discuss appropriate control inputs during a crosswind takeoff.
6.8 Takeoff Rotation Discuss proper rotation rate and procedures to ensure that the aircraft meets obstacle clearance performance criteria and to prevent tail strikes. Tail strike hazard during takeoff can happen when the rotation is early or too fast. Discuss tail clearance during rotation at deferent flaps settings (larger flaps settings provide additional tail clearance).
6.9 Normal and Alternate Noise Abatement Takeoff Discuss procedure A and procedure B noise abatement takeoffs (refer to J eppesen). The requirement for noise abatement procedures is listed at the airport diagram or in separate chart. The trainee should practice the noise abatement procedures at least once during IOE.
6.10 Early/Low Altitude Level Off Review aircraft control, thrust control, and A/P F/D procedures to accelerate and clean up the aircraft properly and avoid altitude overshoot when assigned altitude after takeoff is within two thousand feet of field elevation.
6.11 Wind shear Takeoff and Climb 02.06.03 IOE Instructor Guide
Flight Operations - Flying Line Training Handbook Rev 00 18.Aug.04
Discuss assessment of field weather conditions for detecting presence of wind shear (T/O and landing) including the use of the Predictive Wind-Shear system. The first line of defense against W/S is avoidance. Hold on the ground, if necessary, until the thunderstorm has passed away from the airport.
Discuss procedures for handling the activation of PWS and WAGS including the escape maneuvers using automatic guidance. Cover situations when these systems are inoperative.
6.12 Weather Radar Make the trainee aware that the radar function test during preflight only checks its software. Operational check is recommended prior to T/O (tilt as needed to get some echo return for at least one full sweep). Discuss the best technique to utilize the radar throughout the flight.
If there is weather activity, the departure route should be checked with radar before starting takeoff roll (coordinate with the Control Tower to line up and wait). Ask ATC to report its weather radar picture (if available) and for report of aircraft that departed previously, after assessment, coordinate with ATC and request the desire routing that will avoid the threat area (surrounding terrain clearance must be considered). Proper tilt and range radar settings are key factors in weather radar use and weather avoidance. Takeoff, Approach, and landing should be delayed if thunderstorms are in the vicinity of the airfield. Discuss the FOPM chapter 7 (weather considerations and guidelines for T/O, enrout, approach, and landing).
The trainee, during IOE, should practice radar usage as conditions permit.
Discuss procedures and requirements for dispatch with an inoperative radar and failure of radar while in-flight.
6.13 ATC Wake Turbulence Separation Requirements ATC wake turbulence separation for takeoff can be determined by either time or distance. ATC usually uses the distance frame and may clear an aircraft for takeoff behind a jet aircraft before the time limit has expired provided the distance requirement is met (faster Takeoff and Climb 02.06.04 18.Aug.04 Rev 00
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aircraft covers distance sooner). If the pilot determines that the full time limit of separation is necessary, he should inform the Control Tower before crossing the runway hold line (as this may affect the flow of inbound traffic on single runway operation).
The minimum ATC wake turbulence separations requirement for T/O is as follows: Two minutes or 4 nm for a heavy aircraft (over 255,000 lb) behind a heavy aircraft. Two minutes or 5 nm for a large aircraft (41,000 lb to 255,000 lb) behind heavy A/C.
6.14 Climb Discuss climb, cruise climb and step climb procedures, as applicable. Review procedures normally accomplished when climbing through 10.000 feet, passing Transition Level (TL) and at Top of Climb (TOC), review should include the required standard callouts.
Discuss procedures for heavy weight climb when clean maneuvering speed is grater than 250 knots. Discuss speed limits at terminal areas and below 10,000 feet. If required to level off at 10,000 feet while waiting for further climb, airplane may legally be accelerated to normal climb speed (ETA consideration). The 250 knots limit applies only below 10,000 feet (consideration should be given to any speed restrictions for the retractable landing lights).
* * *
Cruise 02.07.01 IOE Instructor Guide
Flight Operations- Flying Line Training Handbook Rev 01 30.Apr.05
7.0 Cruise Cover the following topics:
7.1 On Time Arrivals Discuss on time arrival challenge that is consistent with safety. Encourage the trainee to develop a habit of checking the ETA to destination after airborne (at reasonable time). Make the trainee aware that the schedule block time is based on selected climb, cruise and descent speeds, any unjustifiable deviation from the planned speed will harm the schedule integrity. If the flight will arrive late, pilots should make every reasonable effort (consistent with safety) to makeup the lost time. If possible, attempt to arrive within five minutes of schedule.
7.2 Aircraft Trim In order to achieve best performance it is necessary that the aircraft is properly trimmed prior to Autopilot engagement, however if the Autopilot was engaged sooner after takeoff pilots should (at reasonable time) be in the look for out of trim condition. This can be indicated by noticeable pitch oscillation or Autopilot holding a wing down while flying straight ahead. If necessary, the aircraft should be trimmed at the top of climb, after cruise thrust has been set.
Before beginning to trim the aircraft, disengage the Autopilot, ensure engines are producing thrust evenly, ensure the fuel tanks are properly balanced and set all trim indexes to zero.
After the elevator is trimmed, the rudder should be trimmed (if needed) until the heading does not drift when the wings are level. Then the ailerons should be trimmed to zero aileron pressure with wings level.
7.3 Cruise Altitude and Speed Selection Review procedures for selecting the cruise altitude and cruise speed. Discuss the benefit of flying as close as possible to optimum altitude while considering flight mileage and unfavorable wind or weather conditions. Discuss the FMC computed optimum and maximum altitudes and their guaranteed "g" protection (normally 1.3 g when actually flying at these altitude). Depending on actual flight conditions, if additional margin is required, consider speed and/or altitude reduction. Planed cruise speed should always be flown except when circumstances dictate lower speed (ATC restrictions, turbulence) or higher speed (ATC restrictions) after consulting Vmo / Mmo and high speed mach buffet. Discuss the turbulence speed margin in relation to altitude.
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7.4 Long Range Navigation (LRN) As applicable discuss functions and navigation procedures of Long Range Navigation Systems which would include RNAV, Inertial Navigation System (INS), Flight Management System (FMS), Global Navigation Satellite System or Global Positioning System (GPS) and/or a navigation system using one or more Inertial Reference System (IRS) or any other sensor system to meet IFR oceanic, enroute, terminal and Non-Precision Approach requirement. Review instructions on monitoring Navigation Performance, Navigation accuracy check after prolonged flying and verifying present position and applicable normal and non-normal procedures.
7.5 RVSM Operation Discuss RVSM description and requirements including area of application, certification, aircraft equipment requirement, ICAO Flight Plan (RVSM approval code), Organized Track System (OTS), and standard communication / position reporting procedures. Review the RVSM company procedures including MEL, preflight, in-flight, contingency, and post flight.
7.6 MNPS Operation As applicable, discuss MNPS (Minimum Navigation Performance Specification) description and requirements including area of application, certification, aircraft equipment requirement (MASPS- Minimum Aircraft System Performance Specification), ICAO Flight Plan (MNPS approval code), Organized Track System (OTS), transponder operation and standard communication / position reporting procedures, special routes for use within MNPS airspace with less than acceptable MNPS long range navigation equipment. Review the NAT company procedures including MEL, preflight, in- flight, contingency, and post flight.
7.7 RNP Operation As applicable, discuss RNP (Required Navigation Performance) description and classifications, area of application, minimum equipment requirement for operation conducted in RNP airspace, in flight normal RNP procedures, position updating time limits and contingencies, Importance of monitoring navigation accuracy especially on aircraft with FMS not capable of displaying RNP status and areas where no radio update is available.
7.8 ETOPS As applicable, discuss the requirements and company procedures for ETOPS operation including dispatch, CFP, preflight, MEL, in- Cruise 02.07.03 IOE Instructor Guide
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flight, ETOPS alternate airport weather monitoring, and contingency. Refer to FHB and J eppesen manual.
7.9 Monitoring Fuel Consumption and Fuel Remaining The trainee should be aware of the importance of keeping the CFP or flight log current. Fuel remaining and ATA should be recorded and compared to the CFP estimated figures for each waypoint. If (due to lower altitude/speed restriction or un-forecasted weather conditions, but not fuel leak) the fuel statues falls significantly behind the CFP, proper coordination with ATC and the dispatcher is required. Emphasize that the PIC is required to land at destination or at the nearest suitable airport with the minimum approved fuel quantity (alternate plus reserve) or thirty minutes, which ever is grater.
7.10 High Speed/ Low Speed Buffet Protection Discuss the low speed high speed buffet charts. Emphasize that these charts are based on 1.3 "g" protection. Additional "g" protection may be required in turbulent conditions. Highlight relation of these speed and the FMS generated max/ min speeds.
The trainee should practice charts use.
7.11 Cruise Performance Charts Review the cruise performance section of the QRH or the Planning and Performance manual. Compare obtained charts data to the FMC computed performance altitudes. Discuss the method of computing ISA deviation.
7.12 One Engine inoperative Descent- Drift down Review the One Engine inoperative Descent- Drift down procedures including the one engine inoperative performance charts of the P&P manual.
Like any emergency, if an engine becomes inoperative at cruise, rule number one is to fly the aircraft (the designated pilot should trim the aircraft properly and utilize the Autopilot). Maximum Continuous Thrust (MCT) must be set. Appropriate Memory Item and Emergency Checklist must be completed. Intention should be communicated with ATC.
Discuss the FMC Engine Out Cruise feature. Engine Out (E/O) mode is approved for coupled VNAV operation; however the performance predictions are advisory only and should be crosschecked.
Flight Operations- Flying Line Training Handbook IOE Instructor Guide
Explain that this manual is classified as an operational manual (a control document) containing operational procedures. Discuss use of the enroute chart and chart glossary. Go over indices of the enroute, ATC and emergency sections of the manual (ATC procedures, communication failure, hijack, intercept etc.) and ensure that the trainee is able to obtain information on his own.
7.14 Diversion Diversion from intended destination may be required for deferent reasons (Emergency/abnormal checklist requirement, FOPM requirement, weather conditions, company operational requirement, PIC considerations, seriously sick/ injured passenger needing hospital care etc.).
Emphasize that except in an emergency, diversion is a procedure that must be handled through the joint authority of the captain and the dispatcher. In case of diversion, the flight dispatcher should be contacted. After coordination, the dispatcher shall provide fuel information, weather reports, airport NOTAMS and any information of a concern. Dispatcher should coordinate with maintenance to secure technical support upon arrival. Diversion to the nominated destination alternate does not need a fuel release; however the dispatcher should be informed.
Discuss procedures of setting up the FMC for diversion.
7.15 Malfunction Coordination with Maintenance Control Center (MCC) The FOPM emergency guidelines require that pilots, time permitting, contact MCC to keep them informed of aircraft technical status. Accordingly logbook write-ups should be relayed to maintenance giving relevant FIRM codes as soon as possible prior to descent and/or landing.
If a malfunction is encountered in-flight, MCC (when contacted) may be able to provide assistance that would guide the flight crew for appropriate actions and decision making after applicable procedures published in the Flight Hand Book have been accomplished. It must be emphasized that MCC consultation is advisory and the final authority over the flight operation remains with the PIC.
If a diversion is necessary due to technical reasons, MCC should be involved in decision making as they are responsible for providing spare parts and qualified staff to fix the problem upon arrival.
* * * Holding 02.08.01 IOE Instructor Guide
Flight Operations - Flying Line Training Handbook Rev 00 18.Aug.04
8.0 Holding
Cover the following topics:
8.1 Holding Speed Limits and Control Discuss the FP&S holding procedures. Review the Saudi Arabia holding speed limit table including the timing of hold pattern. Show the trainee how holding speed limits for other countries can be searched. Emphasize that hold speeds are maximum limits, ATC may grant higher holding speed if needed due to operational requirement.
Discuss Speed control for holding; slow down within three minutes of the holding fix in order to cross the fix at or below the maximum holding speed.
Review the FMC holding procedures including hold available; expect further clearance (EFC) and diversion to alternate. Have the trainee practice FMC holding (holding performance predictions are advisory).
8.2 Fuel Conservation during Holding Discuss considerations to conserve fuel when a hold is planned. Always hold clean if possible and select the best altitude, consider reducing airspeed to LRC while still enroute if there is a known holding delay situation at the destination airport.
8.3 Holding in Icing Conditions Holding in icing conditions is not recommended; coordinate an altitude change with ATC to get out of icing conditions.
* * * Holding 02.08.02 18.Aug.04 Rev 00
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INTENTIONALLY LEFT BLANK Descent and Approach 02.09.01 IOE Instructor Guide
Flight Operations - Flying Line Training Handbook Rev 00 18.Aug.04
9.0 Descent and Approach
Cover the following topics:
9.1 Approach and Landing Briefing Highlight the reason behind briefing. Review the FHB and FOPM approach and landing briefing procedures. Emphasize that briefing does not relief the pilots from flying, monitoring the aircraft and maintaining a listening watch of ATC. Briefing should be completed at cruise before descent whenever possible in order to reduce distractions during descent and terminal area. For very short sectors, it maybe advisable to review the anticipated approach on ground at departure airport.
Briefing should include CM1 intended runway turnoff, NOTAMS consideration, performance restrictions (Critical Temperature, Quick Turn Around considerations, and runway conditions). When applicable, briefing should include Icing conditions consideration and field Convective activity.
If landing on wet or contaminated runway, briefing should include runway deposits limitations, hydroplaning and braking action consideration and requirement.
Approach setups should include altimeter bugs, navigation frequencies, courses, Markers and FMC altitude and/ or airspeed restrictions.
When the F/O is PF, CM1 should brief when he plans to take control of the aircraft after landing. F/O trainee should be allowed at least once during IOE to slow the aircraft to taxi speed so that he can develop a feel of wheel braking.
9.2 Descent Profile Planning and Control Review the FHB descent planning procedures. Discuss different consideration and techniques to plan FMC descent profile (overhead, arcing, straight in and vectors). Discuss the affect of wind, un- planned speed reductions and the use of anti-ice on the descent profile. Review distance required to slow down to 250 knots.
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Once executed, the planned descent profile should be monitored for deviation (long and low). Discuss different methods for correcting profile deviation (use of speed brakes, configuration and thrust) to increase/ decrease the rate of descent. At least once during IOE, have the trainee practice manual descent profile calculation using the "3 to 1" rule of thumb and its factors (VNAV maybe inoperative per MEL).
9.3 ATC Altitude and Speed Restrictions Review any altitude and/ or speed restrictions published in the terminal chart for the intended airport.
Discuss situations when ATC requires an early descent, before the TOD, the minimum descent rate of 500 fpm may not meet ATC requirement. Consider descending at 1,000 fpm until the idle descent profile is met, this will meet ATC requirement and conserve fuel. Have trainee practice the FMC "Descend Now" feature.
9.4 Descent and Approach Callouts Review the FOPM and FHB descent and approach progress (precession, non-precession, auto- land) standard callouts, including those required on final approach for abnormal deviations in sink rate, airspeed and glide slope. Discuss Transition Level procedures. Review procedures for modifying ACARS ETA message.
9.5 Stabilized Approach Emphasize that Stabilized Approach procedures and rules were designed to act as safeguard against un-safe landings. Discuss in details the FOPM Stabilized Approach criteria.
Highlight that, Stabilized Approach criteria must be established at the applicable height (1,000 feet or 500 feet HAT) and maintained till near the touchdown point where the landing maneuver begins.
Emphasize that pilots should plan to go-around on every approach; change the plan to land when visual or when circumstances permit in low visibility operations only if stabilized.
9.6 ILS Approach Procedures Review the FP&S, FOPM ILS approach procedures and the minimums requirement. Discuss the requirement for properly Descent and Approach 02.09.03 IOE Instructor Guide
Flight Operations - Flying Line Training Handbook Rev 00 18.Aug.04
identifying the applicable approach navigation aids (code, flags, DME), early detection of inoperative components can help establishing alternate plan sooner.
Review the affect of low visibility (less than 1200) including approach and runway lighting system requirement. Discuss the Special Approach and Landing Authorization procedures. Emphasize proper coordination with ATC to prevent a rushed approach while being vectored for ILS.
9.7 Non-Precession Approach Procedures Precession approaches are preferred and should be planed when available. Review the FP&S, FOPM non-precession approach procedures and the minimums requirement. It is recommended to use a constant angle and descent rate inside the FAF to eliminate the possibility of de-stabilize approach.
Some non-precession approaches are special (requires steep descend or has step down altitudes that put the aircraft slightly above normal path angle which would require higher than normal sink rate), when planned, nature of these approaches should be briefed during the landing briefing. Briefing should include the maximum allowable sink rate, consideration of stabilize approach and landing within the touchdown zone (rather than target). Stabilized approach rules are due for all approach types.
9.8 Auto-coupled Approach and Auto-Land Review the Auto-Land system and procedures including abnormalities. Have the trainee practice an Automatic Landing at least once during IOE.
9.9 Visual Approach Procedures Review the FP&S and FOPM visual approach procedures. Highlight that, visual approaches can be difficult if not planned and handled properly.
Discuss the descent planning for visual approach; utilizing the FMC to reference the landing runway is an excellent technique for visual approach planning. The secret of flying a good visual approach is accurate descent planning and early corrections to altitude and speed. Descent and Approach 02.09.04 18.Aug.04 Rev 00
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Emphasize that, if the descent profile does not result in a stabilized visual approach by 500 feet HAT, then a missed approach must be executed.
If ATC issue a visual approach behind preceding traffic, it is the pilot responsibility to maintain adequate separation, which increases the visual approach workload.
It may be wise for a pilot to reject a visual approach and request instrument approach if he is not familiar with an airport or in case of two adjacent airports with same runway alignment.
9.10 GPWS Activation Review procedures to follow in the event of activation of each mode of the GPWS during day/ night and VMC/IMC. (CFIT consideration).
9.11 Wake Turbulence Separation Requirements during Landing Discuss considerations of Wake Turbulence during landing. Normally ATC will provide a minimum separation as follows: * 4 nm for heavy aircraft behind another heavy aircraft. * 5 nm for large aircraft behind a heavy aircraft. * 3 nm for large aircraft behind another large aircraft. Emphasize that the above figures are minimums, while being vectored pilots should maintain awareness of the preceding traffic and adjust the airspeed or coordinate with ATC as needed to maintain the minimum separation requirement.
9.12 Missed Approach Procedures Discuss considerations to execute a missed approach and review the procedures for flying a missed approach. Emphasize prompt adherence to instructor missed approach command.
9.13 Operation at Uncontrolled Airports TIBA Review procedures for operating at uncontrolled airport. Emphasize appropriate traffic separation and discuss proper technique (vertical and/or lateral separation) Discussion should include required broadcasts, canceling IFR flight plan upon arrival (as applicable) and different methods to get departure clearance (SATCOM, VHF, HF). * * * Landing 02.10.01 IOE Instructor Guide
Flight Operations - Flying Line Training Handbook Rev 00 18.Aug.04
10.0 Landing
Cover the following topics:
10.1 Callouts Emphasize that both pilots must cross-check that the spoilers are armed for landing
Review the PNF required callouts during landing ("backup for automatic callouts"," No Spoilers", "Spoilers Extended", "abnormal Reverse operation", "80 and 60 knots".
10.2 Landing Profile Review the FHB landing procedures including landing on adverse runway conditions.
The following can help the trainee resolving landing maneuver difficulties: Explaining to the trainee in advance about what to expect and what to look for during each stage of the landing (runway alignment, transition from approach to flare attitude, flare etc.) can help him get the proper picture. Demonstration is an effective training tool, talk about what is happening as it occurs or as soon as possible later on. Talk about the transition from instruments to visual and where to look during final approach and when to change the focus point in order to have perception for flare and touchdown. Show the trainee the best technique to align on the runway center line and give a picture of the center line referenced to his seat position. Discuss the change from approach to flare attitude, approximately what height above the runway (depending on rate of closure) to normally flare, and the proper height above the runway to retard or allow the auto throttles retard to idle thrust. Make the trainee aware of the tendency of the aircraft to rise above glide slope/VASI due to ground effect (approximately 200 feet AGL). Discuss effect of optical illusion (up-sloping/ down-sloping runway) on approach and landing. An up-sloping runway will make a normal glide path appear too high and therefore induce a Landing 02.10.02 18.Aug.04 Rev 00
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tendency to fly the approach below normal glide path or flare too late. Opposite effect will be induced by a downhill slope. These effects can be further complicated if the sloping is near the approach end of the runway and the aircraft breaks out weather phenomena at minimums, particularly on a non-precession approach. Emphasize the use of VASI for glide path and the radio altimeter automatic callouts for flare. Explain runway width affect on flare (wide runway can induce high flare and narrow runway can cause late flare. Radio altitude callouts is good aid to overcome these effects. Emphasize the importance of early corrections, correction at last minute make landings more difficult. Discuss different techniques for cross wind landing and the recommended one. Emphasize importance to ensure landing while wings are level and on center line. Make the trainee aware that switching from a crab angle to cross -controls during flare reduces lift, increase drag and may increase rate of descent.
The instructor must make sure that the trainee understands that a go-around is required if the aircraft is not within the stabilized approach criteria. Review the rejected landing consideration and procedures.
Make sure that the trainee is familiar with the runway touchdown zone and the fixed distance markings. Ensure he understands the requirement to land within the touch down zone (while considering runway conditions, runway available landing distance, runway slope, aircraft weight and wind factor). Emphasize that landing at the 1,000- 1,500 fixed distance mark at the correct speed is more important than a smooth touchdown.
Make the trainee aware of tail strike hazard (induced by high pitch angle) by briefing the following factors: Holding the aircraft off the runway in attempt to have smooth landing (airspeed so low and nose pitch high). An aircraft loaded with CG near the forward limit requires trim (high stabilizer setting on final) that result in higher nose up angle, as result aircraft tail gets closer to the runway during landing. Premature speed depletion will have the same effect. Landing 02.10.03 IOE Instructor Guide
Flight Operations - Flying Line Training Handbook Rev 00 18.Aug.04
Destabilized approach resulting from non-precession or visual approaches (high sink rate) leading to excessive pitch being used to kill the higher than normal sink rate. Holding the nose up after landing (aerodynamic braking), emphasize to fly the nose gear onto the runway immediately after main landing gear touch down. The stabilizer trim should not be used during landing flare or after landing
The instructor should brief the trainee on how to recover or reject from a bounced landing.
Discuss landing with no electronic vertical descent path assistance (no glide slope, no VASI) due to last minute failure.
Discuss landing on slippery and contaminated runway (hydroplaning factor).
The instructor must bear in mind that events during landing happen too fast; he should promptly take control of aircraft if he sees an unsafe situation developing. He should explain to the trainee the reason of his action at reasonable time.
10.3 Ground Spoilers, Reverse Thrust and wheel Braking Review the FHB procedures for proper use of spoilers, reverse thrust, and wheel brakes. Talk about failure of the auto spoilers and their manual use. Emphasize that spoilers and thrust reverse are most effective at high speed; wheel braking is more effective at lower speed.
Emphasize that the aircraft should be slowed down early prior to reaching the slick area at the end of the landing roll (reverted rubber buildup) especially when wet.
10.4 Windshield Wipers use Before an approach in rain, locate the windshield wiper switch and brief the PNF when to turn on the wipers and at what speed (normally on command). Discuss cockpit noise and communication difficulties induced by the windshield wiper.
10.5 Wind shear during Approach and Landing Landing 02.10.04 18.Aug.04 Rev 00
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Review the FHB procedures for wind shear encounters during approach and landing. Review should include the PWS, WAGS and escape maneuver.
Emphasize the need to report to ATC the encountered wind shear, including proper terminology.
10.6 Shortened Landing Runway Discuss the FOPM shortened runway procedures. Discuss how to operate into runway that has been shortened from the approach end and landing roll end.
Review the applicable Planning & performance landing charts.
* * *
After Landing 02.11.01 IOE Instructor Guide
Flight Operations - Flying Line Training Handbook Rev 00 18.Aug.04
11.0 After Landing
Cover the following topics.
11.1 Runway Turnoff Review with the trainee the airport diagram chart including runway and taxiways symbols/legend, cautions and general notes, additional runway information (usable lengths, width, approach light system, runway and center line lights and markings, HST designation etc.), refer him to J eppesen introduction section.
Emphasize that rapid deceleration may cause sensation of taxing at much slower speed. Before initiating a turn off, the taxi speed readout and clearance of the applicable taxiway should be checked.
Emphasize that when clearing the runway, the aircraft must be taxied well clear of the runway (beyond the runway hold short) even if it was necessary to enter and hold on the parallel taxiway awaiting taxi instructions. Don't command after landing checklist until clear of the runway.
11.2 Taxi in Stress the importance of having the taxi chart in view after clearing the runway. If in doubt of the received taxi instructions, seek ATC assistance.
Emphasize that CM2 should monitor the taxi progress versus the chart and coordinate with CM1 as needed. Encourage the captain trainee to have the F/O back him up on the brakes particularly in congested areas. Discuss consideration of delays encountered during taxi in.
11.3 Brakes Temperature Monitor Emphasize the importance of monitoring the brake temperature, particularly in hot summer days and high elevation airports. Early detection of hot brakes can aid in better handling of the situation, especially when quick turn around is planned. After Landing 02.11.02 18.Aug.04 Rev 00
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11.4 Gate Arrival and Marshalling Signals Review the FOPM gate arrival procedures including use of the docking systems. Emphasize that CM1 should ensure the J et way is parked properly before entering the gate.
Discuss with trainee the approved gate arrival marshaling signals including the emergency stop signal. Make the captain trainee aware that he may encounter non-standard marshalling signal at stations manned by non-Saudia staff (charter and VIP flights).
* * *
Shutdown and Secure Checklists 02.12.01 IOE Instructor Guide
Flight Operations - Flying Line Training Handbook Rev 00 18.Aug.04
12.0 Shutdown and Secure Checklists
Cover the following topics:
12.1 shutdown and disembark Emphasize that aircraft doors including cargo, should not be open until the engines are shutdown and the secure checklist is completed. Discuss procedures for shutdown with APU inoperative (external power, external pneumatic, air-conditioning). Parking brakes should be released as soon as possible after wheels are shocked (brakes temperature and life consideration).
12.2 Post-Flight ACARS Message Discuss the FHB procedures for sending Post-Flight ACARS message. If the ACARS is inoperative, a voice arrival message is required.
12.3 Aircraft Logbook and Faults Reporting Discuss completion of the aircraft logbook; write-ups should be as clear and specific as possible. Debrief maintenance personnel about logbook statues as soon as possible.
12.4 Transit Flight Preparation Review the FHB procedures for transit flight and preparation for subsequent departure. Emphasize importance of obtaining latest weather reports for departure, destination and alternate airports. Inform FIC if fueling is being conducted while passengers onboard.
12.5 Flight Termination Review the FHB procedures for flight termination including situations when passengers are remaining onboard.
Discuss requirement to transport the flight envelop (containing all flight document including CFP) to the dispatch office.
Flight Operations - Flying Line Training Handbook IOE Instructor Guide
INTENTIONALLY LEFT BLANK General 02.13.01 IOE Instructor Guide
Flight Operations - Flying Line Training Handbook Rev 00 18.Aug.04
13.0 IOE General
Cover the following topics:
13.1 Use of Automation (A/P, FD and Auto Throttles) Ensure that the trainee demonstrate satisfactory level of auto flight system knowledge. This should include limitations observance and ability to utilize all AP/FD/AT modes properly. Explain and/or give home assignment as needed.
Review the FHB auto flight use philosophy. Have the trainee practice all auto flight modes during IOE.
Emphasize that trainee should include scanning of the FMA as part of his normal instrument scan, especially when automation changes occur (e.g. course changes, altitude level off, speed reduction etc.).
Make the trainee aware that if things get out of control and prompt corrections is not possible, he should disconnect automation and revert to manual control (particularly when close to the ground). When under positive control engage and reprogram automation.
Discuss how to handle auto flight abnormalities encountered enroute (failure of A/P, F/D, and A/T).
13.2 Use of Navigation Aids Discuss the proper use of navigation aids including the requirement to properly identify the applicable approach navigation aids.
Review the FOPM procedures for dispatch with inoperative navigation aids.
13.3 Use of FMC and RNAV Ensure that the trainee have satisfactory knowledge about the FMC and is able to utilize all functions. Explain and/or give home assignment as needed.
Make sure the trainee is aware of the FMC limitation and usage philosophy. Have the trainee practice all functions of the FMC during IOE. General 02.13.02 18.Aug.04 Rev 00
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Emphasize the requirement that both pilots must confirm all inputs that effect vertical and lateral flight path changes before execution.
The following points can support proper use of FMC: Before flight, the FMC route must be cross-checked against the routing listed on the ATS Fight Plan release and the ATC clearance. Also cross-check the defaulted RNP is equal or less restrictive than the required. When making FMC inputs, comply with following items in the acronym CAMI: Confirm inputs with the other pilot when airborne. Activate the input. Monitor to ensure the system perform as desired. Intervene if necessary. During high workload periods FMC inputs will be made by the PNF, upon command of PF (high workload periods include flying below 10,000 feet and when within 1000 feet of level off or transition altitude).
Emphasize that the PIC is responsible for the aircraft navigation regardless of method used, he should ensure and cross-check the accuracy of the navigation system (the FMC unable RNP alert message is acceptable method for monitoring the accuracy, however the defaulted RNP figure must be cross-checked for being appropriate particularly when manually altered).
Discuss the R-NAV operations including required equipments, preflight, in-flight, post flight, and contingency procedures. Talk about required navigation performance (RNP) requirements (updating sources, time limits, equipments etc.) and how to handle FMC abnormalities (unable RNP alert, single FMS operation, FMC update etc.). Discussion should include RNAV MEL requirement and NON- RVAV routes when applicable.
13.4 TCAS Ensure that the trainee has satisfactory knowledge about the TCAS system, including limitations, functional test, traffic symbols, Aura Informational Messages, Aural corrective Resolution Advisories, and Aural Increase or Reversal Resolution Advisories.
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Discuss the required operational procedures when a TCAS Aural Message (TA, RA, and increase or reversal RA) is generated. Discussion should include the expected initial vertical speed response time requirement for both RA's and increase or reversal RA's.
Emphasize proper coordination with ATC when responding to a TCAS- RA.
Discuss situations when the TCAS render inoperative during flight (inform ATC, maintain sharp lookout for traffic particularly in terminal areas, detect nearby traffic by listening carefully to ATC communications).
13.5 Use of Cockpit Checklists Review procedures of proper use of the cockpit checklist that is outlined in the FHB including task sharing, philosophy, checklist command, and checklist challenge and response technique. Emphasize that checklist should not be interrupted or else should be read again.
13.6 Manual Flying Most of the auto flight system components are MEL items (aircraft maybe dispatched with inoperative A/P, A/T etc.). The trainee should be allowed to practice manual flying and manual thrust control.
The instructor should choose a reasonable time and conditions for this practice (VMC conditions, non-heavy traffic terminal areas, no flight abnormalities etc.).
The F/O trainee must be trained on both PF and PNF duties sufficiently.
Emphasize smoothness of controls, proper aircraft trim, and proper manual thrust control.
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thoroughly. During exterior walk around reference should be made to the criticality of the Configuration Deviation List (CDL). The effect of environment i.e. metrological conditions and the aerodynamics behavior of the aircraft should receive proper coverage.
13.8 A/C System Knowledge Ensure that the trainee demonstrates satisfactory level of A/C system knowledge. This can be determined by observing trainee ability of operating all systems properly including knowledge of each system cockpit switches, system limitations, and system abnormality handling. Should the trainee encounter difficulty, the instructor shall provide the necessary tutoring.
13.9 QRH knowledge Review the FHB Emergency and Abnormal procedures introduction and the QRH checklist philosophy. Ensure that the trainee is well familiar with PF and PNF responsibilities for an Emergency and Abnormal situation including proper crew coordination. The trainee should be familiar with the QRH contents.
Review the EIS Warning and Alerting including alerts categories, priorities, and inhibition. Discuss the alert rest procedures and the proper call of the appropriate QRH checklist.
Emphasize that good knowledge of all Emergency and Abnormal QRH procedures (including non-alerts) is a cornerstone for safe flying and good judgment.
Review with trainee crucial Emergency and Abnormal procedures; in particular time critical situations (engine, flight controls, landing gear, and rapid depressurization). The review should include memory Items and the most expeditious way to locate these procedures in the QRH.
Most of QRH checklists have a conditional box followed by Yes or No (decision tree), emphasize that proper investigation should be carried out before determining which way to continue. Review the FOPM Emergency guidelines chapter entirely (particularly in-flight fire/smoke, bomb threat, hijack, pilot incapacitation etc.) including the required notification.
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13.10 J udgment and Aeronautical Decision Making (ADM) Airmanship is the consistent use of good judgment and well developed skills to accomplish flight objectives. J udgment is the capstone of airmanship. Definitions: ADM- is a systematic approach to the mental process used by aircraft pilots to consistently determine the best course of action in response to a given set of circumstances.
J udgment- is the mental process of recognizing and analyzing all pertinent information in a particular situation, a rational evaluation of alternative actions in response to it, and a timely decision on which action to take.
Poor judgment (PJ ) Chain- is a series of mistakes that may lead to an accident or incident. Two basic principles generally associated with the creation of a PJ chain are: (1) one bad decision often leads to another; and (2) as a string of bad decisions grows, it reduces the number of subsequent alternatives of continued safe flight. ADM is intended to break the PJ chain before it can cause an accident or incident.
Risk Management- is the part of the decision making process which relies on Situational Awareness, problem recognition, and good judgment to reduce risks associated with each flight.
The instructor should review with the trainee the decision making process available in the Flight Operations CRM manual including the risk assessment process.
A good tool to use in making good ADM is the Decide Model: D- Detect the fact that change has occurred. E- Estimate the need to counter or react to the change. C- Chose a desirable outcome (in terms of success) for the flight. I- Identify actions which could successfully control the change. D- Take the necessary action. E- Evaluate the effect(s) of the implemented action countering the change.
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Discuss the PIC authority and responsibilities. Emphasize that the captain should exercise his authority in a proficient manner that is consistent with flight discipline and good airmanship.
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A commander should: Focus on what is right rather than who is right. Set a role model to his team. Strictly comply with policies and adhere to SOPs. Communicate effectively. Maintain open communication while solving conflicts with others Appropriately and clearly delegate tasks. Encourage an open CRM atmosphere. Direct when necessary. Recognize that people make mistakes. Adopt good cross-check technique. Praise as needed. Support. Follow-up on his commands.
* * *
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14.0 IOE Debriefing
Proper debriefing is a powerful training tool, sometimes the trainee may not absorb all what the instructor says during flight due to student is overloaded by flying duty. Discussion of the trainee difficulties after things have calmed down can provide better vision. The instructor should take notes and use them for debriefing. A recap of discussed topics should be considered.
14.1 Technical scale of the Flight The instructor should review and discuss the student's performance objectively. Well done things should be acknowledge along with things that need improvement.
Praising the student for good performance is a powerful motivator. Don't just accumulate a list of errors to discuss, offer corrective techniques to his problems.
Discussion may reveal that the student may have had a different perception than his instructor. He may have made a reasonable decision based on what he saw; however, he may have not seen something important that the instructor should point out for future reference. The instructor should give the student his perspective of the event and how a task might have been handled differently to reach a better result.
The trainee must be made aware of his over all progress. The trainee should be given home assignment to correct a demonstrated lack of knowledge.
14.2 CRM Skills The instructor should include the trainee's CRM skills in debriefings. Use examples of what took place during flight to highlight deficiencies and offer techniques to overcome them.
Make the initial captain trainee aware of his role as the leader who set the example for his crew.
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De-briefing should also include noted deficiencies of all general briefing items (e.g., lack of monitoring& cross-check, deviation from SOPs, brake of the sterile cockpit policy, etc.)
14.3 Filling the Required Flight Operation Reports Discuss the requirement to fill and submit all applicable reports. Special emphasize should be given to mandatory safety related reports (ASR, Pilot use of Emergency Authority form etc,). When in doubt about weather to file a report, the pilot should seek management assistance.
* * * Pilot Operating Experience Record 02.15.01 IOE Instructor Guide
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15.1- IOE Form (Please note that this form is for guidance purpose only and shall not be updated for use in line)
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Pilot Operating Experience Record 02.15.03 IOE Instructor Guide
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15.2 Filling Instructions for Qualification / IOE Check form GENERAL: 1 - Each form covers all the sectors flown on a particular duty assignment up to a maximum of four days. 2 - All dates are based on UTC. 3 - Black ball-point Pen must be used and any changes in the report must be initialed. 4 IOE TRAINING GRADES: The performance of a trainee is graded as per his progress based on the experience level and total time in training. " D" (Demonstration): shall be used to indicate that related item was being demonstrated by the instructor. S (Satisfactory): shall be used to indicate a satisfactory performance. " I" (Incomplete): shall be used to indicate that the training progress is satisfactory, however additional practice is required in order to achieve the required proficiency level. When using I, the IOE Check Airman must provide explanation in the remarks column describing the reason and requirement of additional practice. " U" (Unsatisfactory): shall be used to indicate that the training progress is unsatisfactory such that any additional practice would not improve the trainees performance to the required proficiency level. When using U, the IOE Check Airman must provide explanation in the remarks column describing the reason for the unsatisfactory performance. The IOE Check Airman shall also indicate the need for evaluation under Recommendation column. 5 LINE CHECK GRADES: S (Satisfactory): shall be used to indicate a satisfactory performance. " I" (Incomplete): shall be used to indicate that the flight crewmember is unable to demonstrate the required level of proficiency for reasons beyond his control, such as weather / technical / on board sickness etc. When using I, the Line Check Airman must provide explanation in the remarks column " U" (Unsatisfactory): shall be used to indicate that the flight crewmembers performance is unsatisfactory. When using U, the Line Check Airman must provide explanation in the remarks column describing the reason for the unsatisfactory performance. And this shall be considered as a failure.
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INSTRUCTIONS:
( A ) Captain - F/O Cross the inapplicable position and enter Crewmember name as it appears on the PCA license. ( B ) PRN Enter Crewmember Payroll number. ( C ) A/C TYPE Enter aircraft type ( B744 - B747 - B777 - MD11 - A300 - MD90 ) ( D ) Use OTHER box to indicate different types and specify on the dashed line. Place a mark in the appropriate box to indicate the type of Check / Training. ( E ) PREVIOUS Enter time / sectors as it appears in the total time and total sectors boxes on the previous form. ( F ) DATE Enter the date of the first sector of the duty period. Use two digits numeric format as follows : ( dd / mm / yy ) ( G ) FLT. NO. Enter the flight number for the first operating sector of the duty period. ( H ) ROUTE Enter the sectors flown using standard IATA designator of the airports. ( I ) TIME Enter block time of the duty period in two digits numeric format ( HH : MM ) ( J ) TOTAL TIME Enter the accumulative time resulting from adding up previous time and time columns. Use numeric digital format ( HH : MM ) ( K ) SECTORS Enter number of sectors flown in the duty assignment. ( L ) TOTAL SECTORS Enter the accumulative number of sectors resulting from adding up previous sector and sectors columns. (M) GRADING Qualification / IOE grading explanation Pilot Operating Experience Record 02.15.05 IOE Instructor Guide
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( N ) DATE . Enter the date of the sectors being graded corresponding to the date entered in the upper part of the form (dd) ( O ) ITEMS GRADING Each item can be graded as applicable using the proper grades (Training / Check). There are four columns for grading purpose; they correspond in sequence to the dates covered by the form. ( P ) DATE Enter the date of the item requires explanation (dd). (Q) REF Enter the item reference by entering the phase alphabetical reference and the Item number. ( R ) REMARKS Enter specific explanation of the performance related to the item indicated. If progress is normal, no comments are required. ( S ) RECOMMENDATION Enter the appropriate recommendation as required. ( T ) CHECK - AIRMAN Enter name of the Check - Airman as it appears on the PCA license. PRN Enter Payroll number SIGN Enter Check Airman signature DATE Enter date of signing the form. ( dd / mm / yy ) APPROVED BY Enter Last name and initial of the approving management member. TITLE Enter approving management member title. SIGN Enter approving management member signature. DATE Date of the approval. ( dd / mm / yy )
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16.0 Captain and FO IOE Checklist
The IOE checklist should be handed to the trainee during the pre- training oral. He should be briefed to attain the checklist throughout the training and handed it to the instructor when asked to do so. The checklist will help the trainee prepare and focus on topics that will be covered during the training.
Filling Instructions: The instructor must initial each item of the checklist when it is completed. This action will guarantee that the trainee has received all required IOE instructions.
Keeping the checklist up-to-date is important because there could be unexpected change of instructors due to unforeseen factors. The new instructor must be aware of which items have already been completed.
At end of training, checklist shall be submitted to the fleet management office. IOE Syllabus / Checklist 02.16.02 18.Aug.04 Rev 00
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Appendices 02.17.01 IOE Instructor Guide
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Appendix I
CRM
CRM definition: The effective use of all available resources; Human resources (crewmembers, maintenance personnel, dispatchers and ATC etc.). Hardware and software (Automation, FMC, TCAS etc.). Information (printed materials). Environment (wind, time, and fuel etc.).
CRM mission: To prevent aviation accidents by improving crew performance through better crew coordination.
CRM basic concept: High degree of technical proficiency is essential for safe and efficient operations. Demonstrated mastery of CRM concepts cannot overcome a lack of proficiency. Similarly, high technical proficiency cannot guarantee safe operations in the absence of effective crew coordination.
CRM Skills: 1. Communication Process and Decision Behavior, 2. Team Building and Maintenance, 3. Workload Management and Situation Awareness.
1. Communication Process and Decision Behavior.
The importance of clear and Unambiguous communication must be stressed in all training activities involving pilots. Effective communication can be degraded by external factors (barriers such as rank, age, culture) and internal factors (speaking skills, listening skills, conflict resolution techniques, decision-making skills, and the use of appropriate assertiveness and advocacy (support).
Communication process and Decision Behavior skills include: a) Briefings . Appendices 02.17.02 18.Aug.04 Rev 00
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An effective briefing addresses coordination, planning, and problems. Although briefings are primarily a captain's responsibility, other crewmembers may add significantly to planning and should be encouraged to do so.
Behavioral Markers: 1) the captain's briefing establishes an environment for open/ interactive communications (e.g., the captain call for questions or comments, answers questions directly, listens with patience, does not interrupt or "talk over", does not rush through the briefing, and makes eye contact as appropriate). 2) The briefing is interactive and emphasizes the importance of questions, critique, and the offering of information. 3) The briefing establishes a "team concept" (e.g., the captain uses "we" language, encourages all to participate and help with the flight). 4) The captain's briefing covers pertinent safety and security issues. 5) The briefing identifies potential problems such as weather, delays, and abnormal system operations 6) The briefing provides guidelines for crew actions centered on standard operating procedures. 7) The briefing includes the cabin crew as part of the team. 8) The briefing establishes guidelines for the operation of automated systems (e.g., when systems will be disabled; which programming actions must be verbalized and acknowledge). 9) The briefing specifies duties and responsibilities with regard to automated systems, for the pilot flying (PF) and the pilot monitoring (PM). 10) The briefing sets expectations for handling deviation from SOPs.
b) Inquiry/ Advocacy/ Assertion . These behaviors relate to crewmembers promoting the course of action that they feel the best, even when it involves conflict with others.
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1) Crewmembers should speak up and state their information with appropriate persistence until there is clear resolution. 2) "Challenge and response" environment is developed. 3) Questions are encouraged and are answered openly and non-defensively. 4) Crewmembers are encouraged to questions the actions and decisions of others. 5) Crewmembers seek help from others when necessary. 6) Crewmembers question statues and programming of automated systems to confirm situation awareness.
c) Crew Self-Critique Regarding Decisions and Actions These behaviors relate to the effectiveness of a group and/ or individual crewmember in critique and debriefing. Areas covered should include the final product, the process, and the people involved. Critique may occur during an activity, and/ or after completing it.
Behavioral Markers: 1) Critique should occur at appropriate times, which may be times of low or high workload. 2) Critique should deal with positive as well as negative aspects of crew performance. 3) Critique involves the whole crew interactively. 4) Critique makes a positive learning experience. Feedback should be specific, objective, usable, and constructively given. 5) Critique is accepted objectively and non-defensively .
d) Communications/ Decisions These behaviors relate to free and open communication. They reflect the extent, to which crewmembers provide necessary information at the appropriate time (e.g. initiating checklists and altering others to developing problems). Active participation in the decision-making process is encouraged. Decisions are clearly communicated and acknowledge.
Behavioral Markers: 1) Operational decisions are clearly stated to other crewmembers (all concerned are in the loop) Appendices 02.17.04 18.Aug.04 Rev 00
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2) Crewmembers acknowledge their understanding of decisions. 3) "Bottom lines" for safety are established and communicated. 4) The big picture and the plan are shared within the team, including flight attendants and others as appropriate. 5) Crewmembers are encouraged to state their own ideas, opinions, and recommendations. 6) Efforts are made to provide an atmosphere that invites open and free communication. 7) Initial entries and changed entries to automated system are verbalized and acknowledge.
e) Conflict resolution Demonstrating effective techniques for resolving disagreements among crewmembers in interpreting information or in proposing courses of action. Effective techniques for maintaining open communication while dealing with conflict.
2. Team Building and Maintenance. This area includes leadership/ followership and interpersonal relationships and practices.
a. Leadership Followership/Concern for tasks. These behaviors relates to appropriate leadership and followership. They reflect the extent to which the crew is concerned with the effective accomplishment of tasks.
Behavioral Marker: 1) All available resources are used to accomplish the job at hand. 2) Flight deck activities are coordinated to establish an acceptable balance between respect for authority and the appropriate practice of assertiveness. 3) Actions are decisive when the situation requires. 4) A desire to achieve the most effective operation possible is clearly demonstrated. 5) The need to adhere to SOPs is recognized. 6) Group climate appropriate to the operational situation is continually monitored and adjusted (e.g., social Appendices 02.17.05 IOE Instructor Guide
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conversations may occur during low workload, but not high). 7) Effects of stress and fatigue on performance are recognized. 8) Time available for the task is well managed. 9) When programming demands could reduce situation awareness or create work overloads, levels of automation are reduced appropriately. 10) Demands on resources posed by operation of automated systems are recognizes and managed.
b. Interpersonal Relationship/Group Climate. These behaviors relate to the quality of interpersonal relationships and contained climate of the flight deck.
Behavioral Markers: 1) Crewmembers remain calm under stressful conditions. 2) Crewmembers show sensitivity and ability to adapt to the personalities of others. 3) Crewmembers recognize symptoms of psychological stress and fatigue in self and in others (e.g., recognize when he is experiencing tunnel vision and seeks help from the team; or notes when a crewmember is not communicating and draws him back into the team). 4) Tone in the cockpit is friendly, relaxed, and supportive. 5) During time of low communication, crewmembers check in with others to see how they are doing.
3. Workload Management and Situation Awareness This area covers issues involve proper allocation of tasks to individual, avoidance of work overloads in self and in others, prioritization of tasks during periods of high workload, and preventing nonessential factors from distracting attention from adherence to SOPs, particularly those relating to critical tasks.
a. Preparation/Planning/Vigilance These behaviors relate to crews anticipating contingencies and the various actions that may be required. Excellent crews are always ahead of the curve and generally seem relaxed. They devote appropriate attention to required tasks and respond without undue delay to new developments. Appendices 02.17.06 18.Aug.04 Rev 00
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Behavioral Markers: 1) Demonstrating and expressing situation awareness (e.g., the model of what is happening is shared within the crew). Refer to 2.9 in this section 2) Active monitoring of all instruments and communications and sharing relevant information with the rest of the crew. 3) Monitoring weather and traffic and sharing relevant information with the rest of the crew. 4) Avoiding tunnel vision caused by stress. 5) Being aware of factors such as stress that can degrade vigilance, and watching for performance degradation in other crewmembers. 6) Staying ahead of the curve in preparing for planned situations or contingencies, so that situation awareness and adherence to SOPs is assured. 7) Ensuring that cockpit and cabin crewmembers are aware of plans. 8) Including all appropriate crewmembers in the planning process. 9) Allowing enough time before maneuvers for programming of the FMC. 10) Ensuring that all crewmembers are aware of initial entries and changed entries in FMS.
b. Workload Distributed/Distractions Avoided These behaviors relate to time and workload management. They reflect how well the crew manages to prioritize, share the workload, and avoid being distracted from essential activities.
Behavioral Markers: 1) Crewmember speaks up when they recognizes work overloads in self or in others. 2) Tasks are distributed in ways that maximize efficiency. 3) Workload distribution is clearly communicated and acknowledge. 4) Task priorities are clearly communicated. 5) Non-operational factors such as social interaction are not allowed to interfere with duties. Appendices 02.17.07 IOE Instructor Guide
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6) Secondary operational tasks (e.g., dealing with passenger needs and communications with company) are prioritized so as to allow sufficient resources of primary flight duties. 7) Potential distractions posed by automated systems are anticipated, and appropriate preventive action is taken, including reducing or disengaging automated features as appropriate. (Reference FAA AC 120- 56) Appendix II
Situational Awareness (SA)
Definition: SA is the accurate perception of what is going on with you (and your crew, student, instructor, aircraft, ATC, etc) "Situational awareness is a four-dimensional phenomenon, encompassing (surrounding) both spaces an time. Good SA means analyzing the past to help prepare for the future. This process is essential to safety, effectiveness, and efficiency in flight." (Crew Training International) Levels of SA:
1. Level-one- a pilot simply must be able to perceive a relevant cue, a warning light for example, and recognized it for what it is. Errors in this level are often referred to as "input errors". Input errors include incorrect data (e.g., a bad oil pressure indication or a faulty warning light) and miss-interpreted information. The enemies of level one SA are channelized attention, distraction, and task saturation, all of which prevent important information from being observed and/or acted upon. (what had happen) 2. Level-two is when the pilot puts the observed event into the big picture (e.g., a pilot in a single engine aircraft over mountainous terrain views a low oil pressure indication much differently than a multi engine crew flying in the local traffic pattern). (what is happening) 3. Level-three is the anticipatory capability in flight (what might happen in the future to see the implication of the event).
The following example is used to summarize the understanding of the three levels of S: Appendices 02.17.08 18.Aug.04 Rev 00
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While scanning the cockpit, the pilot notices a low oil pressure indication on his only engine. This demonstrates level-one SA. His knowledge of his current location, over the mountainous terrain, and the knowledge of the engine's oil requirements attach importance to the indication and illustrate the second level of SA. Finally, level-three SA is represented by the pilot projecting the event into multiple futures. The pilot must quickly decide if his best course of action is to climb to obtain gliding capability to a suitable airport while he still has an engine, but he must balance this course of action against the additional strain on the engine that the climb will require. This scenario also demonstrates how SA influences judgment and decision making.
How important is SA SA is essential to everyone who flies. Lost SA has been frequently cited as prime factor in aviation accidents.
How do we recognized lost SA It is essential that every pilot understand not only the definition and importance of SA but also how to recognize and recover from lost SA. Three important points should be considered when relating to lost SA these are: Lost SA can occur gradually or at once. Lost SA seriously degrades the ability to achieve flight objectives safely. There are nearly always sufficient cues available to the crewmember for recognition and recovery from lost SA.
The following list illustrates several cues that a pilot might feel as a foundation to lost SA: 1. Ambiguity or confusion: a fuzzy feeling that you are missing something or a feeling of uncertainty. 2. Fixation: channelized, single-focused attention. 3. Reduced frequency or poor communication: when we start to lose SA, strained or difficulty in conducting communication outside the cockpit is often one of the first symptoms. A related cue is the failure to react to incoming communications, often requiring a second transmission from those trying to contact you. 4. Failure to stay ahead of the aircraft: good SA keeps the crewmember well ahead of the aircraft, preparing and anticipating concerns in the immediate, intermediate, and long- Appendices 02.17.09 IOE Instructor Guide
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term environments. If you suddenly find yourself exclusively reacting to immediate concerns, you may be losing SA. 5. Use of undocumented procedure or violation of a minimum: this problem may involve a simple checklist deviation, or it may be something much more serious, like violating weather avoidance criteria. 6. Attempting to operate aircraft system outside of known limitations: lowering the landing gear or flaps above placard speed.
Although this list is by no means all-inclusive of symptoms of lost SA, it does point out that the skills for recognition can and should be learned. Through disciplined self-debriefing of minor cases of lost SA, this skill can be finally tuned. After flight, look at the above list and ask yourself, "Did I have perfect SA today?" if the answer is no, look for clues that were present to reinforce your future sensitivity to them. It is a simple self-improvement step and it might save your life.
What immediate actions should be taken in the event of lost SA. If a lost SA is experienced, consider taking the following steps: If flying low level, climb and get away from danger. Stabilize the aircraft. Seek information. Listen to all inputs and sources of immediate information, visual and aural. Resolve discrepancies as applicable. Maintain good level of SA.
Team SA Individuals may have different level of SA. The flight crew team SA, is limited to that of the captain. Other crewmembers must be assertive and contribute their SA to the captain in order to increase the team SA.
What can we do to improve individual/ SA
The following planning guidelines are suggested for preventing lost SA: 1. Define roles: Avoid channelized attention by clearly outlining duties and responsibilities for every one of the flight team. Appendices 02.17.010 18.Aug.04 Rev 00
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2. Manage distractions: Establish and adhere to SOPs. Do what is expected or brief otherwise. Acknowledge and verbalize breaks in routine or sequence. 3. Reduce overload: Recognize and admit to yourself and others when you are too busy to stay on top of it all. Delegate or reduce load to a safe tasking level. 4. Avoid complacency: When you are starting to feel bored or excited, that is when an aircraft bites the hardest. 5. Test assumptions: Take nothing for granted, double check data. 6. Intervene: Assertive questions are demanded when conditions threaten the safety of flight, stay alert and mission oriented. Appendices 02.17.12 18.Aug.04 Rev 00
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Appendix III
The Psychology of Learning
This section covers the psychology of learning; why there may be obstacles to learning; and how the IOE Check Airman should deal with certain training situations.
Many books have been written on this subject, and it is easy to get sidetracked by the complexities of the learning process. Learning basic skills requires techniques that are peculiar to that level of training. Basic flying skills include aircraft handling, speed control, landings and instrument scan. Basic technical skills include the ability to do simple calculations mentally, to know how major aircraft systems work, and correct radio procedures.
The IOE Check Airman should not become involved in teaching at the basic level. The trainee should come with these basic skills already in place. The IOE Check Airman's job is to integrate these basic skills into everyday operations, and show the trainee how they relate to working in the "Real World".
Trainees will, obviously, improve their skills in these areas during their IOE time, but if they clearly haven't "got it" when they start, then flying the line with passengers is not the place to learn.
a) Progress In Learning Learning may be accomplished at many levels. The lowest level is the ability to repeat back something that one has been taught, but without a full understanding, or without the ability to apply it. An example is the trainee who knows how to fill out a takeoff data card, but who does not understand the effect of lowering the V1 on the takeoff profile. He has learned a programmed response without deeper understanding.
Progressively higher levels of learning involve the application of what has been learned to solving various problems, and integrating this knowledge with other skills. When the trainee has understood a procedure, and can consistently achieve an acceptable performance, he has developed the skill to apply Appendices 02.17.013 IOE Instructor Guide
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what he has been taught. The trainee progresses by a succession of these "BUILDING BLOCKS", where each level of achievement provides the base for future learning.
When a "building block" has been established, this is a major level of learning, and one at which the IOE Check Airman may be tempted to stop. By discontinuing instruction on a developed skill at this point, and going on to other topics, the IOE Check Airman is giving instruction that violates the "building block" principle. This is because it does not apply what has already been learned to future learning tasks.
The highest level of learning, which should be the aim of all instruction, is the level where the trainee becomes able to associate an element that he has already learned with other segments of learning or knowledge. An example could be where the trainee knows the technical details of the fuel system, and can use this knowledge to diagnose and isolate a fuel leak. It is the trainee's ability to make sensible decisions based on his acquired knowledge that is a good guide to his achievement of this level of learning.
The IOE Check Airman should develop scenarios in order to evaluate whether the trainee has reached this level. Because this is an "end result", it should be evaluated towards the completion of training. If the IOE Check Airman expects this level before all the building blocks are in place, he will risk undermining the trainee's confidence, and the trainee may feel resentment towards the IOE Check Airman
It would be convenient for the IOE Check Airman and the trainee if rates of learning were constant throughout training. Human nature, however, dictates otherwise. Training progresses by a series of advances and plateaus, in what is known as the "Learning Curve". Trainees may progress rapidly for a while, and then suddenly slow down or even go backward ("Regress").
Such variations are normal, but it is the responsibility of the IOE Check Airman to recognize them and to adjust his rate of training accordingly. If he fails to recognize these natural variations, he risks damaging the trainee's confidence. Appendices 02.17.14 18.Aug.04 Rev 00
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b) The Learning Curve
Figure 1: Typical learning curve.
A typical learning curve rises rapidly as a new skill is introduced, then levels off as proficiency is achieved. It then resumes its rise at a slower rate as the trainee learns to integrate his new found skill with other "building blocks". The rate of further progress should be uniform, but it is unlikely to be as fast as the initial stage.
It is important for the IOE Check Airman to relate his trainee's progress to this "normal" profile. The relatively flat part of the graph is termed a "Plateau". It may represent a period of training during which the trainee is perfecting his ability to apply the new skill he is learning, and has not yet come to appreciate its relevance to other learning tasks.
The rate of learning is subject to so many outside influences that it is often unpredictable. It may be adversely affected by lagging motivation, personal problems; lack of continuity caused by sickness or cancelled pairings, etc.
It is these influences on learning, which the IOE Check Airman can counter by careful planning, and by being aware of his trainee's psychological needs. The IOE Check Airman may also need to redirect the emphasis of his instruction.
Temporary random plateaus in learning rate are not necessarily serious, and can be expected with any trainee. Each one should, however, be examined carefully to identify any contributing influences so that they may be corrected. Plateaus are more likely to occur as the trainee advances to more complex operations. Often the reason for this is that the trainee has failed to master one element of the operation, which leads to a poor performance in all the other elements involved.
Without competent instruction the trainee may never understand why he is not improving, and his confidence will be damaged. Appendices 02.17.015 IOE Instructor Guide
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This loss of confidence will, itself, prolong the plateau. It may take all of the IOE Check Airman's skill to identify such problems, and fix them, but this is one of the rewards of training.
Reversals sometimes occur, during which the trainee's performance becomes worse with increasing practice. Generally, such "regression" is due to a missing "building block". If a problem is allowed to persist, a "plateau" may become a "regression", because constantly repeating an erroneous performance will make correction increasingly difficult. Training is largely about developing habit patterns, and bad habits, once developed, are difficult to lose. The IOE Check Airman must correct errors before they cause the trainee to regress.
c) Memory and Forgetting Memory plays a leading part in training. There is a great area of overlap between conscious memory, and unconscious memory, better referred to as "habit patterns". If items in conscious memory are used often enough, they become part of unconscious habit patterns. The most reliable way for an IOE Check Airman to get a trainee to file items in his "habit" memory is to require the trainee to constantly use them, and to associate them with as many different applications as possible.
Take the example of a trainee who constantly forgets to set the altimeter when passing transition altitude. If the trainee is required to call out the actual setting on the altimeter at other, possibly unrelated, times, such as when asking for the "After Takeoff checklist" or at the 11,000 foot call on descent, he will develop the habit pattern of constantly checking the setting. This will decrease his chances of overlooking it in the future. He will develop "habit" memory to help him recall the correct procedure.
Forgetting is subject to the same considerations as remembering (obviously), but with reverse effect. Bits of information, which are not used or associated, with other information tend to be quickly forgotten. Habit patterns, however, become deeply ingrained. Thus, habit patterns, which have been firmly established and reinforced by repeated use, are retained, and will often come to the fore in emergencies, even after years of neglect. Appendices 02.17.16 18.Aug.04 Rev 00
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Those phases of learning that are purely memory work (such as learning aircraft limitations) should be recognized and presented to the trainee as such. Presentation in the simplest form possible will assist the trainee to remember them. If a trainee finds remembering facts such as system limitations difficult, then the IOE Check Airman should suggest various methods to help him. The trainee may, for example, find it easier if he writes the limitations down on quiz cards, which he can review in any spare moment. Requiring the trainee to develop such methods for himself, or hoping that he will eventually arrive at a solution without assistance is poor instruction.
Making it easier for the trainee to acquire the necessary memory learning will free his mind to concentrate on the more involved skills in his training. It is a fact that the facility to learn becomes more difficult with age, and the process of learning may take longer. For example, in the case of older Captains transferring to type, there has to be an element of overwriting their old habits carried over from their previous equipment. This will be an even bigger problem if the Captain is a new hire, because he will have even more unfamiliar procedures to learn and procedures from his previous background to forget. The key here is to progress slowly, get as many procedures and facts as possible into the "habit" memory, and allow the trainee to learn at his own pace (within reason). Too much pressure will overload the trainee.
The IOE Check Airman should try to introduce the items, which are required to be memorized, as they are needed in the "building block" process. The IOE Check Airman should provide constant usage of this information once it has been learned, to ensure that it "sticks". Regressions in progress are often due to insufficient reinforcement of memory items during training.
As has been shown, memory is a major factor in learning. It constitutes essentially all the learning classified as "knowledge". It also has a basic effect on the retention of motor skills. The following are five significant principles, which are generally accepted as having a direct application to remembering, and hence to learning: -
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Praise stimulates remembering. Absence of praise tends to discourage, and any negative reaction to a trainee's response tends to make its recall less likely. We all wish to repeat actions, which result in our feeling good, such as receiving praise for a good job Association prompts recall. Each bit of information or action, which is associated with something learned, tends to reinforce the memory. Unique facts, or those presented out of context, tend to be easily forgotten.
Favorable attitudes aid retention. We learn and remember only what we want to know. Without motivation there is little chance for recall. The most effective motivations are those based on positive or rewarding objectives.
Learning with all our senses is most effective. Although we generally receive what we learn through our eyes and ears, other senses also contribute to most perceptions. When several senses respond together, the chance of recall is improved.
Meaningful repetition aids recall. Each repetition gives the trainee an opportunity to gain a clearer and more accurate perception of the subject to be learned.
d) Common misconceptions about Learning Over the years, many mistaken ideas have developed about Training and Learning. The following are some of them: -
Some IOE Check Airmen may believe that trainees can be motivated by fear. Punishment is applied as a routine training technique in the belief that it will guarantee surer learning. It will have the reverse effect.
It is a popular belief that "one picture is worth a thousand words". According to this theory the presentation of an unexplained picture is more productive of learning than a proper written or verbal explanation. It is not. There is no substitute for careful verbal or written explanations, assisted if necessary, by demonstration.
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Some IOE Check Airmen may believe that they should "keep trainees in their place" by refusing to be friendly with them. They believe that a good IOE Check Airman must keep his distance and remain impersonal to be effective. They believe that trainees will take advantage of a friendly approach by trying to get by with a lower standard. The reverse is true. A trainee will feel more motivation to please a friendly and helpful IOE Check Airman.
IOE Check Airmen must not set standards that are impossible for the trainee to reach, in the mistaken belief that failure and frustration are essential teaching tools. Nothing is achieved by setting unreasonable goals, and the trainee will feel resentful towards the IOE Check Airman.
e) Obstacles to Learning Obstacles to learning may range from a lack of interest and motivation to complete mental blocks. These in turn can be due to a range of causes, from family problems to faulty instruction.
Common obstacles to learning are: - A trainee's feeling of unfair treatment. If a trainee feels that his efforts are not recognized, or are unfairly evaluated, it will damage his motivation. The trainee's willingness to learn will suffer if the IOE Check Airman sets unreasonable demands for progress, or expects impossible goals. The trainee must be shown his training reports, and he should agree with the assessment contained in them. A trainee who is not shown his reports may well imagine them to be worse than they are, and this will affect both his confidence and his sense of fairness on the part of the IOE Check Airman
A trainee's impatience to proceed to more interesting operations. This is a great deterrent to learning. The impatient trainee fails to grasp the need for learning the basics, and only looks for the final objective without considering the means to reach it. Impatience can only be corrected by presenting training as a series of steps ("building blocks" or training objectives). The successful completion of each step, with clear goals and thorough debriefing, will show the trainee that each lesson learned builds on previous ones.
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Anxiety or lack of interest. A worried or emotionally upset trainee will not learn. Anxiety in a trainee can be caused by concern about his progress, or by matters unrelated to his training, such as family problems. Some trainees may not want to be in the training program at all, having been pushed into it by peer pressure, family expectations, or simply because seniority meant that it was "their turn". Such trainees will put up barriers to learning, unless they can be motivated correctly by the IOE Check Airman
Physical discomfort and fatigue may also affect progress. A trainee not completely at ease and whose attention is diverted by such discomforts as a bad seat position, dim lighting, an uncomfortable headset, or noise, will not learn at a normal rate. As for fatigue, its detection in trainees is important for effective training. IOE Check Airmen must be on the lookout for the symptoms of fatigue, including a failure to absorb information, a "blank" look, sweating, and the making of many uncharacteristic errors. If fatigue occurs, the IOE Check Airman should allow the trainee to take a break by taking over the majority of the workload, and by easing up on asking questions.
Apathy caused by bad instruction. If the trainee thinks that the IOE Check Airman does not prepare in advance for a flight, and does not have a clearly defined training objective, he will lose interest.
Fear, anxiety or timidity are blocks to learning. A timid or anxious trainee should not be afraid of an IOE Check Airman. It is necessary to build up the trainee's confidence and allay his fears, because the stress caused by unnecessary anxiety will prevent learning. If a trainee fails to make satisfactory progress, the IOE Check Airman should try to uncover the cause of the problem. He should also be alert to the fact that it could be due to his own attitude, and that the trainee may not want to tell his IOE Check Airman of this because he is afraid of the consequences. If no reason is apparent, the case should be referred to the Fleet Management for further investigation, and a possible re-assignment of the trainee.
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The way in which trainee's mistakes are handled is the key to his progress, but there is a fine line between an allowable mistake and one that compromises safety. It is pointless to simply criticize a trainee for a mistake, or just to tell him that he is wrong. The purpose of training is to show the trainee why he is wrong, and then to explain it to him in a way that eliminates the error. Trainees gain more from this approach than any other.
How far may the IOE Check Airman go in allowing mistakes to go before intervening? The IOE Check Airman must know his own limits, and stay within them, but making mistakes on the part of the trainee is an essential part of learning. The following guidelines suggest how mistakes may be handled, to maximize learning without compromising safety: -
CASE THE TRAINEE'S ERROR If the Answer is YES:- 1 Is the error potentially dangerous? IMMEDIATE REACTION 2 Does faulty manipulation or perception cause the error? (e.g. cross-feeding fuel into the wrong tank) IMMEDIATE REACTION 3 Is the error caused by faulty recall of a fact or procedure? (e.g. attempting to land over- weight due to forgetting the Max Landing Weight) IMMEDIATE REACTION 4 Will increasing experience and practice eliminate the problem? NO REACTION 5 Will the consequences, provided they will be SAFE, help the trainee to learn? DELAYED REACTION
In case 1, above, where safety is concerned, the error must be corrected immediately. The trainee must be stopped in his tracks before a disaster actually occurs. Inevitably the word or action will be sharp, and will give the trainee a shock. Split second decisions do not allow for soothing warnings. The short sharp shock can be an important modifier of behavior. Once the danger is over, the lesson can be reinforced by discussion in a calmer atmosphere. The trainee should not simply be told what Appendices 02.17.021 IOE Instructor Guide
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he did wrong, and why it was dangerous, but encouraged to reveal why he made the initial mistake. By working through the mistake in this way, it can be turned into a positive learning experience, especially if the trainee can work out the answer for himself.
In cases 2 and 3, errors in manual skill or in applying a fact or procedure should be dealt with immediately, but care should be taken not to disrupt the "flow". Allow the trainee to complete the actions (in the example given above, opening the crossfeed and turning off the pumps in the wrong tank), and then analyze the actions with the trainee to check the following: -
Does the trainee realise: - That he has made a mistake? What the actual mistake is? Why he made the mistake? How to overcome the mistake?
Immediate reaction is called for in these cases because the learning process will benefit from the trainee having his attention drawn to the mistake as soon as he makes it. In this way, the learning process will be associated with the action (e.g. opening the cross-feed valve), and will be recalled whenever the action is repeated. If the IOE Check Airman waits until there is a large fuel imbalance before correcting the trainee's mistake, he is more likely to associate the fuel imbalance itself, rather than the initial action which actually caused the fuel imbalance, with the learning process. This will not help him to recall the correct actions the next time he tries to balance the fuel.
In this way, the risk of trainees becoming too dependent can be avoided. They are also encouraged to take responsibility for diagnosing their own errors, and deciding how they need to change their behavior. If they do not know how to change their behavior the IOE Check Airman must make recommendations. If a trainee persists in making the same mistake many times, it may be because the IOE Check Airman did not allow this self- learning process to work.
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Mistakes in case 4 require no action, unless safety is involved, because it is normal for the trainee's initial attempts to fall short of the required standard. The trainee's performance will probably improve with practice, provided he is aware of what is wanted. Too much comment may overload the trainee and be interpreted as "nit-picking".
Case 5 is one of the more difficult to judge, and an IOE Check Airman should develop a feel for knowing when and how to react. When a trainee's experience of the consequences of his actions could help to teach a principle, it is best for the IOE Check Airman to delay any input to allow the trainee to learn from his mistake. The IOE Check Airman must be careful not to damage the trainee's confidence by making a wrongly timed or over-harsh intervention.
Why do Trainees make Errors? To appreciate why errors occur, the IOE Check Airman must learn to diagnose causes, examine all possibilities and not jump to conclusions. Persistent problems with trainees may require referral to the Fleet Manager for further analysis
Possible causes of trainee's errors include: - Trainee is tense or anxious, affecting his ability to perform. Trainee has not been taught the correct procedure. Trainee was taught the correct procedure, but did not fully understand it. Trainee has forgotten what he was taught. Trainee has insufficient practice in the relevant skill. Trainee lacks some specific perceptual or motor ability to perform the job. The IOE Check Airman has failed to communicate with the trainee, leading to a block in learning the relevant skill.
g) Trainee Profiles
No two trainees will ever be the same. Each will come with his own different strengths and weaknesses, and each will need a different approach from the IOE Check Airman. The following is a summary of the various types of trainee that may be encountered, and provides suggestions on how to deal with Appendices 02.17.023 IOE Instructor Guide
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different types of trainee. Human beings are complex, and it is possible that each trainee will show many different characteristics when under training. It is quite possible, for example for the OVERCONFIDENT trainee to become UNDERCONFIDENT if the IOE Check Airman fails to deal effectively with the original problem.
The UNDER CONFIDENT or ANXIOUS trainee. This type of trainee will appear ill at ease with the IOE Check Airman, and will be excessively worried about the prospect of failure, even if his performance is satisfactory. He may become distracted by the stress of having to carry out a number of new tasks at the same time. If he makes an error he may become so overwhelmed by it that he becomes confused and his performance will deteriorate. The key to dealing with this type of trainee is to use a "layered" form of training, where confidence is built up by breaking the training process into easily assimilated steps or "building blocks".
The SLOW LEARNING trainee. There may be many reasons for slow learning, and some are discussed in e), above "Obstacles to Learning". It is necessary to discover the reason for the slow progress, and to correct it first. Some pilots, however, are naturally slow because of age or long established habits.
Learning a new skill, such as converting to a new aircraft type, or dealing with a new operating environment, involves a certain amount of deliberate "forgetting" of old thought and habit patterns. This may be seen in some older pilots who are under IOE, particularly new-hire Captains who have spent most of their flying life in another environment. They may benefit from the "layered" approach used for the anxious trainee [see a) above]. The older, slower, pilot may also resent being back in the learning situation. Generally, however, he is worth the effort of training because he has reserves of experience and judgment that will provide the foundation on which to build.
The FORGETFUL Trainee. Appendices 02.17.24 18.Aug.04 Rev 00
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This type of trainee will tell his IOE Check Airman that "Yes, I understand", and then forget a few minutes later. This is because he feels insecure and unable to admit that he did not really absorb the information. The IOE Check Airman must use skilful oral quizzing to establish just how much understanding the trainee has.
This is another case where the "layered" approach to training may be of benefit, because the IOE Check Airman can ensure that each stage is well understood before proceeding to the next. If the trainee feels threatened by his IOE Check Airman he may also pretend to understand when he has not, because he is afraid of his IOE Check Airman's reaction. It is essential that this fear is removed.
The IMPATIENT trainee. This type is always in a hurry to progress to the next stage of training, and he may fail to absorb all the information on the way because of this impatience. He must be slowed down, and the IOE Check Airman must explain how each stage of training depends on the complete understanding of the preceding ones.
If, however, the trainee demonstrates that he has fully grasped all the training objectives up to that point, then he should not be held back unnecessarily. The IOE Check Airman should be prepared to accelerate through a particular stage if it is obvious that the trainee has reached the required level.
* * *
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Table of Contents.................................................. 03.00.01
Guidance for Conducting Checks......................... 03.01.01
Annual Line Check................................................ 03.01.02
Semi Final And Final Line Check.......................... 03.01.02
Training Continuation Evaluation.......................... 03.01.02
Area / Route Qualification..................................... 03.01.03
Line Checks Conduct............................................ 03.01.03 Table of Contents 03.00.02 18.Aug.04 Rev 00
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GUIDANCE FOR CONDUCTING CHECKS
Final Line Checks are required as part of the initial qualification or re- qualification of a flight crewmember. Annual Line Checks are required to be undertaken by every qualified flight crewmember. In addition, there will be requirements to perform Evaluations, and Route Qualification Checks. The following guidance is to be used for conducting all of these Line Checks.
Check Airmen must bear in mind that a crewmember under check may be under a certain amount of stress. It is important that the Check Airman is aware of this, and does nothing by his manner or attitude to increase the stress level.
Certain practices are not allowed during line checks. These include disabling of aircraft systems, pulling circuit breakers, simulating failures (such as engine failures), and knowingly violating PCA/FAA regulations and the FOPM.
Line Check Airmen need to exercise a high level of common sense and discretion when assessing a crewmembers performance. The emphasis should be on normal operation as defined in the relevant FHB/FCOM, but it may also be appropriate to ask questions about aircraft systems and abnormal and emergency procedures where appropriate.
When quizzing crewmembers during any Line Check, the Check Airman must ensure that his questions do not interfere with the normal, safe conduct of the flight. Questions should be relevant to Line operations, and trick questions should be avoided. Decision and What if questions are particularly important during Upgrade Evaluation checks, and Final Line Checks for Captains.
Following a line check, the crewmember will be graded according to his actual performance. If further flights are required for the Line Check Airman to complete his evaluation of a crewmember, these should be scheduled at the Fleet Managers discretion. In these cases, the crewmember will be removed from his normal schedule until the check is completed.
If the Line Check Airman decides on the basis of quizzing that the crewmember is deficient in aircraft systems or technical knowledge, the check must be graded as Unsatisfactory. The same Line Check Line Check 03.01.02 18.Aug.04 Rev 00
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Airman must conduct an oral check before the crewmember can return to duty.
ANNUAL LINE CHECK For the purpose of a First Officer Annual Line Check, the Line Check Airman may occupy either a flight crew position, or a cockpit observer seat. The Line Check Airman will occupy a cockpit observer seat during an Annual Line Check for a Captain.
SEMI FINAL AND FINAL LINE CHECK During Final Line Checks, the Check Airman will occupy a flight crew position, and perform the duties appropriate to that position.
TRAINING CONTINUATION EVALUATION If a crewmembers performance during IOE is unsatisfactory, the Fleet Manager, after consulting with the IOE Check Airman, may decide that the crewmember should be evaluated. Evaluation checks will be conducted by a Line Check Airman occupying a flight crew position.
It is important that the evaluation is not conducted in a threatening atmosphere, but that the Line Check Airman explains that it is designed to identify and help overcome any training problems. The Check Airman should carefully analyze the crewmembers performance, and make a decision on how the training is to proceed.
TRANSITION / UPGRADE EVALUATION When evaluating a crewmember for Transition or Upgrade, the check can be conducted from either a flight crew position or an observer seat.
Evaluation Checks are required before crewmembers are accepted for upgrade to Captain, or Transition to other equipment.
In the case of First Officers upgrading to Captain, in addition to checking their handling and management skills, emphasis should be given to asking questions relevant to judgment and decision-making. The Check Airman should ask What if. type questions, and encourage the First Officer to explore all available options. If the Line Check Airman disagrees with the proposed course of action, the options should be explained during a thorough debrief.
For transitioning crewmembers, questions should be related to the kind of operations and challenges that will be faced on their next Line Check 03.01.03 Line Check Airman Guide
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equipment. For example, a First Officer transitioning from MD90 to MD11 should demonstrate good standard radio discipline that will be expected when he is operating in Europe or North America.
AREA / ROUTE QUALIFICATION Line Check Airmen will also give checks for Route Qualification, such as for the North Atlantic. These checks are normally conducted on a round-trip flight across the Atlantic. Normally, the outbound leg will consist mostly of instruction and familiarization. This will be followed by a qualification check on the return leg.
The Line Check Airman will preferably occupy the CM2 position on the first leg, and the check on the return leg may be conducted with a regular F/O in the right seat and the Line Check Airman occupying a cockpit observer seat. Variations from this are acceptable if circumstances dictate (e.g. no regular F/O assigned to the flight).
On the outbound leg, the Captain receiving the check should be made fully familiar with the alternate airports, NAT contingency procedures, radio calls and chart plotting requirements. He will be evaluated on his use of these procedures during the return leg.
LINE CHECKS CONDUCT During Line Checks, the Check Airman shall observe and evaluate pilots competence in all areas listed below. This list is not intended to be exclusive, and will vary depending on crew position and equipment.
PREPARATION FOR FLIGHT
Report for Duty Approved uniform. Reporting on time.
Dispatch. Licenses and Medical. Flight kit contents. Up to date documentation.
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Fuel planning. NOTAMS. Dispatch release
Cabin crew briefing.
ARRIVING AT AIRCRAFT. Aircraft exterior and interior checks as per FHB/FCOM for the equipment Checking maintenance logbooks. Load sheet handling Fuel sheet handling Cockpit set up. SID / Departure set up. Crew briefing Preparation and use of takeoff data card. Coordination with ground personnel
STARTING Engine starting procedures and Limitations Instrument monitoring Ground communication
AFTER STARTING AND TAXI Leaving the ramp. ATC Clearances Coordination with push back crew / signal man etc. Taxiing technique, speed etc. Ground traffic watch.
TAKEOFF AND CLIMB Proper takeoff technique Monitoring of engine parameters and limitations Speed and altitude control restrictions SID / Area Departure /Noise abatement procedure Traffic watch and awareness. Transition, altimeter settings
CRUISE Optimum cruise level and maintaining scheduled speeds. Considerations of high and low speed buffet and Maneuver Capability Engine failure /Drift-down procedure Line Check 03.01.05 Line Check Airman Guide
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Re-dispatch Weather trends at destination and alternate Fuel check and monitoring. Enroute weather avoidance limits and proper turbulence penetration technique as per FOPM/FHB/FCOM.
DESCENT Landing data card. Crew co-ordination and briefing. Descent planning Speed and altitude control. Standard call-outs. Arrival and holding procedure.
APPROACH Terminal area speeds. Radio aid identification and monitoring. Approach procedures, VFR and IFR. Category 2 / Autoland Standard call-outs.
LANDING Touchdown targets with controlled sink rate and flare. Adherence to Runway center line. Appropriate use of stopping devices (auto brakes) etc.
TAXI IN AND PARKING Traffic watch. Use of parking aids Marshalling signals. Engine shutdown. Log book entries and paperwork. Post-flight duties
GENERAL Command responsibility and capability J udgment and decision making Smoothness of control Route Knowledge. Compliance with proper radio communication terminology Adherence to company policies, manuals and bulletins Cold weather operations Knowledge of FOPM, P&P and J EPPESEN Manuals Line Check 03.01.06 20.J an.07 Rev 03
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Technical and Aircraft system knowledge Normal, Abnormal and Emergency procedures Company communications / ACARS Handling of delays. Maintenance Reporting and coordination Handling of enroute abnormalities Passenger Announcements
MANEUVERING / PROCEDURE TOLERANCES DURING LINE CHECKS
During conduct of a line check, should the line check airman not be satisfied by the conduct of any maneuver or procedure, he shall allow the crew member one more opportunity to correctly perform the maneuver or procedure. The line check shall be considered satisfactory if the second maneuver performance by the crew member is found satisfactory.
REMEIDIAL/ CORRECTIVE TRAINING The reasons for a line check failure shall be thoroughly scrutinized by the fleet manager in coordination with GM flying or his representative. /should the reason for a failure be a maneuver or a procedure the crew member may then be retrained for this and be subject to another line check.
Should the reason for the failure be knowledge the crew member shall be subject to an oral examination by the fleet management.
If the above mentioned are found satisfactory the fleet manager may then release the crewmember for flying again.