Airbus Grading A320

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AIRBUS GRADING Page 1
A320
INTRODUCTION Issue 13 MAR 2016
FLIGHT CREW TRAINING PROGRAM
01 - GENERAL
REGULATORY REFERENCE
• ICAO
Annex 1 to the Convention of International Civil Aviation- Personnel Licensing
Doc 9995 Manual of Evidence Based Training requires the development of a clear assessment and
grading system for crew performance. Competencies are considered to be a fundamental
component of the grading system. Doc 9995 does not describe a grading system, but a grading
system should be used for crew assessment, in addition to providing quantifiable data for the
measurement of the training system performance.
• EU REGULATION
• REGULATION (EC) No 216/2008 stipulates in Annex III in regard to the essential requirements by
pilots:
1. e. Demonstration and maintenance of practical skill
02 - CRITERIA OF PROFICIENCY
A. EVALUATION DURING THE SYSTEM KNOWLEDGE MODULE (SKM) PHASE
a. Examination
On completion of this phase, a written multiple choice examination will be completed. The minimum
level required, to be declared proficient, is determined by the Airline. Unless otherwise agreed
during the training conference with an airline, the default system knowledge exam score is a
minimum of 80 % and may be performed open book (FCOM paper or electronic only).
b. Unsatisfactory Examination
Additionnal time to study SKM will be determined by the instructor in coordination with Airbus Head
of training. The student will then undertake a second SKM examination.
B. APT TRAINER AND FFS GRADING
NOTE: This chapter is applicable to all Airbus courses.

The way to fill a Trainee’s Record remains the same whatever is the Course being followed.
1.e. A pilot must demonstrate the ability to perform the procedures and manoeuvres with a degree
of competence appropriate to the functions exercised on the aircraft…
using an adequate assessment methodology in conjunction with the technical skills assessment.
2.e. An appropriate level of competence in practical skill must be maintained. Compliance must be
demonstrated by regular assessments, examinations, tests or checks.
AIRBUS_GRADING_A320.doc
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03 - DESCRIPTION OF THE GRADING SYSTEM
A. PRINCIPLES OF ASSESSMENT AND GRADING
The application of the Grading System relies on the instructor/examiner understanding and applying the
underlying principles, after having been trained and standardized effectively. All assessment and grading
of maneuvers and scenarios in a session follows the same stepped process:
Session grading
The instructor/examiner grades his/her observation by assigning a grade according to:
• The 5-point grade scale for each competency and a
• COMPETENT / NOT YET COMPETENT statement incorporating both,

- the achievement of the session proficiency criteria as listed in every session and
- the achievement of the competency level.
Overall grading of the session
Two boxes are used to record the overall trainee’s performance

They are quoted “Competent, or “Not yet competent”.
• When the “Competent” box is ticked:

---->Free text comments may be made at instructor’s discretion . They are mandatory in case of any
competency graded below 3.
• When “Not yet competent” box is ticked:

----> Use (mandatory) the free text box to list and comment the trainee’s difficulties as well as the,
proposed training content and number of additional training sessions requested.
A “Not yet competent” grading must be reported to The Airbus Director of Training without delay.
Grading of the competencies
Competency-based assessment is a continuous process during each session, and is the process of
observing, recording, analyzing and determining pilot performance.
Pilot performance is graded with reference to a 5-point scale. Each grade is described.
The instructor will assess the 9 Airbus competencies, against the associated performance indicators.
The instructor will grade the 9 competencies referring to the associated word pictures.
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Any Grade 1 in one competency is a fail and must trigger an overall grading “Not yet competent”
and the appropriate amount of remedial sessions.
Grade 2 is the minimum acceptable
Courses are designed to enable trainees to acquire at least competency level 3, which is the target
completion level. The achievement of level 1, or repetitive demonstrations of level 2, indicates a strong
likelihood that the completion standard will not be reached, and therefore extra training is required.
• For training session a grade “2” in one or more competencies requires that during the following
session, the trainee achieves grade “3” or higher in these competencies. If this is not achieved,
additional training is required until a grade 3 is achieved in this competency.
• For training session achievement of consecutive grade 2 in the same competency triggers additional
training. (Overall grading is therefore “NOT YET COMPETENT”).
• Grade 2 in the Skill Test: The Skill Test includes competency assessment and is the means of
assuring the achievement of a minimum safe standard. At the completion of the skill test,
competency grade 2 is therefore the minimum acceptable level.
Where a particular competency is assessed below level 3, full details shall be recorded in the FREE
TEXT box on the grading sheet.
When the content of a session does not allow the assessment of one or more particular competencies
this will be noted in the “Session Targets”., The “N/O” (NOT OBSERVABLE) column of the Grading Sheet
has to be ticked in these cases.
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B. THE 9 AIRBUS COMPETENCIES AND THE PERFORMANCE INDICATORS:
Identifies and applies - Follows SOP’s unless a higher degree of safety dictates otherwise
procedures in accordance with - Identifies and applies all operating instructions in a timely manner
Application of published operating - Correctly uses aircraft systems, controls and instruments
Procedures instructions and applicable - Safely manages the aircraft to achieve best value for the operation,
regulations, using the including fuel, the environment, passenger comfort and punctuality
appropriate knowledge. - Identifies the source of operating instructions
- Knows what, how, where, when, how much and with whom he or she
needs to communicate
- Ensures the recipient is ready and able to receive the information
- Conveys messages and information clearly, accurately, timely and
adequately
Demonstrates effective oral,
- Confirms that the recipient correctly understands important
Communication non-verbal and written
information
communications, in normal
- Listens actively, patiently and demonstrates understanding when
and non-normal situations.
receiving information
- Asks relevant and effective questions, and offers suggestions
- Uses appropriate body language, eye contact and tone, and correctly
interprets non-verbal communication of others
- Is receptive to other people’s views and is willing to compromise
- Controls the aircraft using automation with accuracy and smoothness

as appropriate to the situation
- Detects deviations from the desired aircraft trajectory and takes
appropriate action
Controls the aircraft flight path
Aircraft Flight - Contains the aircraft within the normal flight envelope
through automation, including
Path - Manages the flight path to achieve optimum operational performance
appropriate use of flight
Management, - Maintains the desired flight path during flight using automation whilst
management system(s) and
automation managing other tasks and distractions
guidance.
- Selects appropriate level and mode of automation in a timely manner
considering phase of flight and workload
- Effectively monitors automation, including engagement and
automatic mode transitions
- Controls the aircraft manually with accuracy and smoothness as

appropriate to the situation
- Detects deviations from the desired aircraft trajectory and takes
appropriate action
- Contains the aircraft within the normal flight envelope
Controls the aircraft flight path
Aircraft Flight - Controls the aircraft safely using only the relationship between
through manual flight,
Path aircraft attitude, speed and thrust
including appropriate use of
Management, - Manages the flight path to achieve optimum operational performance
flight management system(s)
manual control - Maintains the desired flight path during manual flight whilst managing
and flight guidance systems.
other tasks and distractions
- Selects appropriate level and mode of flight guidance systems in a
timely manner considering phase of flight and workload
- Effectively monitors flight guidance systems including engagement
and automatic mode transitions
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- Demonstrates practical and applicable knowledge of limitations and

systems and their interaction
- Demonstrates required knowledge of published operating instructions
Demonstrates knowledge and
- Demonstrates knowledge of the physical environment, the air traffic
understanding of relevant
environment including routings, weather, airports and the operational
Knowledge information, operating
infrastructure.
instructions, aircraft systems
- Demonstrates appropriate knowledge of applicable legislation
and the operating environment
- Knows where to source required information
- Demonstrates a positive interest in acquiring knowledge
- Is able to apply knowledge effectively
- Understands and agrees with the crew’s roles and objectives

- Is approachable, enthusiastic, motivating and considerate of others
- Uses initiative, gives direction and takes responsibility when required
- Anticipates other crew members’ needs and carries out instructions
when directed
Demonstrates effective
Leadership and - Is open and honest about thoughts, concerns and intentions
leadership and team working.
Teamwork - Gives and receives both criticism and praises well, and admits
mistakes
- Confidently says and does what is important for safety
- Demonstrates empathy, respect and tolerance for other people
- Involves others in planning and allocates activities fairly and
appropriately to abilities
- Identifies and verifies why things have gone wrong and does not
jump to conclusions or make uninformed assumptions
- Seeks accurate and adequate information from appropriate sources
- Perseveres in working through a problem without reducing safety
Problem Accurately identifies risks and - Uses appropriate, agreed and timely decision-making processes
Solving and resolves problems. Uses the - Applies essential and desirable criteria and prioritizes
Decision appropriate decision-making - Considers as many options as practicable
Making processes. - Makes decisions when needed, reviews and changes them if
required
- Considers risks but does not take unnecessary risks
- Improvises appropriately when faced with unforeseen circumstances
to achieve the safest outcome
- Is aware of the state of the aircraft and its systems

Perceives and comprehends - Is aware of where the aircraft is and its environment
all of the relevant information - Keeps track of time and fuel
Situation available and anticipates what - Is aware of the condition of people involved in the operation including
Awareness could happen that may affect passengers
the operation. - Develops “what if” scenarios and plans for contingencies
- Identifies threats to the safety of the aircraft and people, and takes
appropriate action
- Is calm, relaxed, careful and not impulsive

Managing available resources - Plans, Prepares, prioritizes and schedules tasks effectively
efficiently to prioritize and - Manages time efficiently when carrying out tasks
Workload perform tasks in a timely - Offers and accepts assistance, delegates when necessary and asks
Management manner under all for help early
circumstances. - Reviews, monitors and cross-checks actions conscientiously
- Ensures tasks are completed
- Manages interruptions, distractions, variations and failures effectively
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C. THE ASSOCIATED WORD PICTURES FOR EACH COMPETENCY:
APPLICATION OF PROCEDURES
1. The pilot did not apply procedures correctly, by rarely demonstrating any of the performance
indicators when required, which resulted in an unsafe situation.
2. The pilot applied procedures at the minimum acceptable level, by only occasionally demonstrating
some of the performance indicators when required, but which overall did not result in an unsafe
situation.
3. The pilot applied procedures adequately, by regularly demonstrating most of the performance
indicators when required, which resulted in a safe operation.
4. The pilot applied procedures effectively, by regularly demonstrating all of the performance indicators
when required, which enhanced safety.
5. The pilot applied procedures in an exemplary manner, by always demonstrating all of the
performance indicators when required, which significantly enhanced safety effectiveness and
efficiency.
COMMUNICATIONS
1. The pilot did not communicate effectively, by rarely demonstrating any of the performance indicators
when required, which resulted in an unsafe situation.
2. The pilot communicated at the minimum acceptable level, by only occasionally demonstrating some
of the performance indicators when required, but which overall did not result in an unsafe situation.
3. The pilot communicated adequately, by regularly demonstrating most of the performance indicators
when required, which resulted in a safe operation.
4. The pilot communicated effectively, by regularly demonstrating all of the performance indicators when
required, which enhanced safety.
5. The pilot communicated in an exemplary manner, by always demonstrating all of the performance
indicators when required, which significantly enhanced safety effectiveness and efficiency.
FLIGHT PATH MANAGEMENT, AUTOMATION
1. The pilot did not manage the automation effectively, by rarely demonstrating any of the performance
2. The pilot managed the automation at the minimum acceptable level, by only occasionally
demonstrating some of the performance indicators when required, but which overall did not result in
an unsafe situation.
3. The pilot managed the automation adequately, by regularly demonstrating most of the performance
4. The pilot managed the automation effectively, by regularly demonstrating all of the performance
indicators when required, which enhanced safety.
5. The pilot managed the automation in an exemplary manner, by always demonstrating all of the
efficiency.
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FLIGHT PATH MANAGEMENT, MANUAL CONTROL
1. The pilot did not control the aircraft effectively, by rarely demonstrating any of the performance
2. The pilot controlled the aircraft at the minimum acceptable level, by only occasionally demonstrating
situation.
3. The pilot controlled the aircraft adequately, by regularly demonstrating most of the performance
4. The pilot controlled the aircraft effectively, by regularly demonstrating all of the performance
5. The pilot controlled the aircraft in an exemplary manner, by always demonstrating all of the
efficiency.
KNOWLEDGE
1. The pilot did not have adequate knowledge, by rarely demonstrating any of the performance
2. The pilot had knowledge of a minimum acceptable level, by only occasionally demonstrating some of
the performance indicators when required, but which overall did not result in an unsafe situation.
3. The pilot had adequate knowledge, by regularly demonstrating most of the performance indicators
when required, which resulted in a safe operation.
4. The pilot had good knowledge, by regularly demonstrating all of the performance indicators when
required, which enhanced safety.
5. The pilot had exemplary knowledge, by always demonstrating all of the performance indicators when
required, which significantly enhanced safety, effectiveness and efficiency.
LEADERSHIP AND TEAMWORKING
1. The pilot did not lead or work as a team member effectively, by rarely demonstrating any of the
performance indicators when required, which resulted in an unsafe situation.
2. The pilot led and worked as a team member at the minimum acceptable level, by only occasionally
3. The pilot led and worked as a team member adequately, by regularly demonstrating most of the
performance indicators when required, which resulted in a safe operation.
4. The pilot led and worked as a team member effectively, by regularly demonstrating all of the
performance indicators when required, which enhanced safety.
5. The pilot led and worked as a team member in an exemplary manner, by always demonstrating all of
the performance indicators when required, which significantly enhanced safety, effectiveness and
efficiency.
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PROBLEM SOLVING AND DECISION MAKING
1. The pilot did not solve problems or make decisions effectively, by rarely demonstrating any of the
performance indicators when required, which resulted in an unsafe situation.
2. The pilot solved problems and made decisions at the minimum acceptable level, by only occasionally
3. The pilot solved problems and made decisions adequately, by regularly demonstrating most of the
performance indicators when required, which resulted in a safe operation.
4. The pilot solved problems and made decisions effectively, by regularly demonstrating all of the
performance indicators when required, which enhanced safety.
5. The pilot solved problems and made decisions in an exemplary manner, by always demonstrating all
of the performance indicators when required, which significantly enhanced safety effectiveness and
efficiency.
SITUATION AWARENESS
1. The pilot’s situation awareness was not adequate, by rarely demonstrating any of the performance
2. The pilot’s situation awareness was at the minimum acceptable level, by only occasionally
3. The pilot’s situation awareness was adequate, by regularly demonstrating most of the performance
4. The pilot’s situation awareness was good, by regularly demonstrating all of the performance
5. The pilot’s situation awareness was exemplary; all performance indicators ealwaysdemonstrated
when required, which significantly enhanced safety, effectiveness and efficiency
WORKLOAD MANAGEMENT
1. The pilot did not manage the workload effectively, by rarely demonstrating any of the performance
2. The pilot managed the workload at the minimum acceptable level, by only occasionally demonstrating
situation.
3. The pilot managed the workload adequately, by regularly demonstrating most of the performance
4. The pilot managed the workload effectively, by regularly demonstrating all of the performance
5. The pilot managed the workload in an exemplary manner, by always demonstrating all of the
efficiency.
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01.

A. EVALUATION DURING THE SYSTEM KNOWLEDGE MODULE (SKM) PHASE

B. APT TRAINER AND FFS GRADING

NOTE: This chapter is applicable to all Airbus courses.

03 - DESCRIPTION OF THE GRADING SYSTEM

A. PRINCIPLES OF ASSESSMENT AND GRADING

The instructor/examiner grades his/her observation by assigning a grade according to:

• The 5-point grade scale for each competency and a

• COMPETENT / NOT YET COMPETENT statement incorporating both,

Overall grading of the session

Two boxes are used to record the overall trainee’s performance

• When the “Competent” box is ticked:

• When “Not yet competent” box is ticked:

Grading of the competencies

Grade 2 is the minimum acceptable

B. THE 9 AIRBUS COMPETENCIES AND THE PERFORMANCE INDICATORS:

- Controls the aircraft using automation with accuracy and smoothness

- Controls the aircraft manually with accuracy and smoothness as

- Demonstrates practical and applicable knowledge of limitations and

- Understands and agrees with the crew’s roles and objectives

- Is aware of the state of the aircraft and its systems

- Is calm, relaxed, careful and not impulsive

C. THE ASSOCIATED WORD PICTURES FOR EACH COMPETENCY:

FLIGHT PATH MANAGEMENT, AUTOMATION

FLIGHT PATH MANAGEMENT, MANUAL CONTROL

LEADERSHIP AND TEAMWORKING

PROBLEM SOLVING AND DECISION MAKING

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