Appendix B - AQP DOCUMENTATION CHECKLIST

From: Transport Canada

Commercial & Business Aviation

This section provides detailed information for use by both Transport Canada and the air operator for the development and review of required AQP documents. Subject to the authorization of Transport Canada, other document configurations may be utilized. If an air operator adopts a different document configuration, other than the one suggested here, the air operator should provide clear and specific guidance in the applicable document(s), as to the location of the information for each of these document topics. 

Application/Administration Document

(Phase I Step 1)
 
The purpose of the Application/Administration Document is to establish the applicant’s methodology for developing an AQP for all or part of its fleets, and for instructors and evaluators. The application is submitted once and is updated as information in the document changes (e.g., a change in the transition schedule, adding new aircraft types, etc.). In order to establish the applicant’s intent and approach for developing an AQP, the application should thoroughly discuss the topics in the following checklist.

  1. Statement of Intent
     
    This section of the application should address the following topics: 
     
    1. The applicant’s intent to develop, implement and operate an AQP. 
       
    2. The general concept, approach and methodology for developing the AQP (specific methods and procedures for all steps). 
       
    3. The general concept, approach and methodology for implementing the AQP. 
       
    4. How and to what extent the AQP is expected to differ from a traditional training program. 
       
    5. How the AQP will be operated and maintained. 
       
    6. How CRM will be integrated and measured. 
       
    7. How LOS concepts will be integrated into both evaluation and training. 
       
    8. How existing levels of performance and safety will be met or exceeded. 
       
  2. Applicant Staff Organization 
     
    The size of the air operator’s organization and the level of effort required by the air operator in developing its AQP will dictate the level of personnel man-hours required. The AQP staff can be comprised of personnel resources already existing within the organization, or with contractor support. These personnel can be used to develop an AQP in concert with their normal duties. As a general rule, the staffing and expertise of an AQP applicant’s staff should consist of the following: 
     
    1. AQP Co-ordinator:  Management or supervisory level person who is the company focal point for its AQP development effort. This person is not only responsible for AQP leadership but will also act as the primary contact with Transport Canada and any other external organizations that may impact the air operator’s AQP. Experience has shown that this position should be filled with an individual who understands the job tasks and training requirements the AQP is to address. 
       
    2. Subject Matter Experts (SME):  Current and qualified individuals who have varying levels of expertise that fairly represent the population of professionals the AQP will affect. The individuals must act as liaison with operational support personnel. 
       
    3. Document and Curriculum Developer(s):  Individual(s) who interface with the AQP Coordinator and the SMEs to develop the requisite AQP process, curriculum, and instructor and evaluator documents. 
       
    4. Document Managers:  Individual(s) who ensure AQP document control and congruence with Transport Canada approvals. 
       
    5. Computer Specialist/Database Manager:  Individual(s) who develop and manage the performance/proficiency data acquisition and analysis system. In addition, this individual could be used for other computer-related issues related to the facilitation of an AQP such as electronic document review. 
       
  3. Documentation Procedures 
     
    The prudent management of an AQP depends on an organized, coordinated and well-maintained documentation system.

    The application must describe the air operator’s proposed AQP documentation scheme, how changes to the documentation will be managed, and how this documentation will relate to the air operator’s current traditional training program documentation. 
     
  4. Reporting Requirements 
     
    The applicant must discuss their responsibility in providing Transport Canada with performance/proficiency data, on demand, for inspection and audit purposes. The applicant must also discuss the need to provide an annual report to Transport Canada. Finally, the air operator must discuss their responsibility to respond to Transport Canada requests for information that may fall outside the auspices of an inspection/audit or annual reporting. 
     
  5. Aircraft Configuration and Performance Baseline 
     
    For each type, model, and series of aircraft (or variant) the following information shall be provided: 
     
    1. General descriptive summary of each aircraft. 
       
    2. Training and qualification recommendations included in the standards. 
       
    3. Flight Crew Training Manual (FCTM) 
       
    4. Aircraft Operations Manuals or FCOM (identify by title). 
       
  6. Operating Environment Description 
     
    Applicants should describe their operating environment, including the general physical environmental factors expected to be encountered in operations. Environmental factors are critical to the development of LOS scenarios and serve as meaningful proficiency objectives. Environmental factors include: 
     
    1. Weather norms and extremes (e.g., minimum extremes of expected weather conditions) 
       
    2. Normal, abnormal and emergency equipment operation. 
       
  7. Trainee Demographics 
     
    Demographic data will be part of the supporting data. This data should be updated as demographic changes warrant. This data may be provided in tabular format and must include the following: 
     
    1. General summary data for trainee experience and entry level should be provided, by aircraft type, model, series (or variant). Entry requirements for ground and flight instructors and evaluators should be stated; e.g., previous experience working for the air operator. Students should be identified as a group in terms of previous experience (e.g., with high, low and mean experience).

      NOTE:  It may be desirable to create curriculum modules for more than one student entry-level population for a single duty qualification. 
       
    2. The current and anticipated need for replacement crewmembers by duty position (throughput) should be provided. 
       
  8. Documents Governing the Applicant’s Operations 
     
    A list of air operator’s principal references which govern its operations. (e.g., COM, AOM, etc.) 
     
  9. Training Equipment Description 
     
    This document should list the training equipment to be used and identify the organization responsible for its security and maintenance. Flight simulators and/or FTDs should be identified by type, model, serial number, and manufacturer; or by the identification number assigned by Transport Canada. Specifically, the applicant will identify any new training equipment to be used, if known at the time of application. If qualification is required, applicants should indicate when they intend to submit a request for equipment qualification. Qualification requests will be processed in accordance with existing procedures. 
     
  10. Facilities Description 
     
    Each AQP submission should describe the facilities the applicant intends to use. These facilities may belong to an air operator or may be operated by a training centre. In either case, the applicant should briefly describe the location, general type of facility, classrooms, training aids, and other resources to be used to support AQP training. 
     
  11. Transition Plan 
     
    Each applicant will include a separate transition plan (containing a calendar of events) to accompany the cover letter. Transition from one program to another (traditional to AQP or AQP to traditional) may include a period of overlap as one program is phased in and the other phased out. This plan must cover all aircraft, flight crewmembers, instructors and evaluators. The following are guidelines for appropriate transition: 
     
    1. Currently qualified personnel may transition between traditional recurrent training curriculum and Continuing Qualification Curriculum. 
       
    2. Personnel who have completed Initial, Transition or Upgrade Curricula may enter a Continuing Qualification Curriculum.  Personnel who have received traditional indoctrination training, but have not completed an Initial, Transition or Upgrade Curriculum may enter an AQP Qualification Curriculum. 
       
    3. Personnel who are qualified and current instructors or evaluators may transition via an AQP Differences Course. 
       
    4. Partial transition plans are not acceptable. 
       
    5. The transition plan may provide for incremental implementation of Qualification and Continuing Qualification curricula in Phase IV (Initial Operations), and incremental final authorization into Phase V. 
       
  12. Program Audit Data Base (PADB) Master List 

    A master list of all documents in the database is required. All documents should be listed by title. The applicant may tailor the listing to include only applicable documents, or combine documents, provided prior Transport Canada authorization is obtained.

Job Task Analysis (JTA)

(Phase II Step 1) 
 
A JTA is the method or procedure used to reduce a unit of work to its base components. The JTA provides a detailed, sequential listing of tasks, sub-tasks, and elements with the knowledge, skill, and attitude characteristics (KSAs) that clearly define and completely describe the job. An applicant will provide a JTA for each type, model, and series aircraft (or variant). These may be submitted as individual listings, or a single-higher level listing with appendices for each aircraft, showing its unique lower-level features. It also identifies characteristics such as consequence of error (Criticality), relative difficulty, and frequency of occurrence in specific operations (Currency). As a complete document, the JTA has four components:  a job task list, a learning analysis (KSA), identified crew positions, and references.

  1. General Hierarchy 
     
    The JTA should provide a general introduction explaining the development of the task listing and the subsequent task analysis and how it is to be used to form the basis for the Qualification Standards, and the AQP curricula upon which they are built.

    An applicant will provide a Task Listing for each type, model, and series aircraft (or variant). These may be submitted as individual listings, or a single-higher level listing with appendices for each aircraft, showing the unique lower-level features.

    A Task Listing is developed to include tasks, sub-tasks, and (where desired), attitudes. The Task Listing should be of sufficient scope to identify all prerequisite knowledge and skills. This can be accomplished by reference to applicable documents at the element level. In addition, the Task Listing should incorporate all knowledge and skill requirements currently specified in the regulations (e.g., Hazardous Material, Security, Emergency equipment, etc.). The identification of Knowledge, Skills and Attitudes is referred to as KSA development.

    The task listing includes the listing of phases of flight, tasks and sub-tasks only. Because this basic structure forms the backbone of the much more detailed JTA, it should be reviewed and authorized by Transport Canada before the development of the JTA. 
     
  2. Task Hierarchy 
     
    The task listing should be organized in a hierarchical fashion, with the flight phases at the top level, higher-order tasks at the next level, lower-order component sub-tasks at the next level, elements (where desired) at the next level, and applicable knowledge, skills, CRM markers, and (where desired) attitudes, in subsequent descending order. The Task Listing should include an internally consistent numbering system that represents the hierarchical order. One acceptable format is listed below:
     
    2.1 Take-off
    2.1.1 Perform Normal Take-off [Captain or First Officer].
    2.1.2 Perform take-off roll [Captain or First Officer]
    2.1.3    Apply appropriate take-off guidance IAW AOM Chapter X, Section XX (K)
    2.1.4 Release brakes (Psychomotor Skill - PS)
    2.1.5 Use nosewheel steering to remain on centreline (PS)
    2.1.6 Set appropriate take-off power (PS)
    2.1.7 Monitor instruments for appropriate operations (Cognitive Skill - CS)

    Note: The following Acronyms are used in this JTA:

     
      CA
    FO
    K
    PS
    CS
    IAW         		Captain
    First Officer
    Knowledge
    Psychomotor Skill
    Cognitive Skill
    In accordance with

    Another acceptable format of the Task listing, exhibiting KSAs by reference, follows:

    Task Number Task Source Page Number
     2 TAKE-OFF    
     2.1 Assess Take-off Environment Airport Analysis Charts as required for city
     2.1 Assess Take-off Environment Take-Off and Landing Speeds  
     2.1 Assess Take-off Environment Pilot Handbook 4-13 to 4-18
     2.2 Perform Normal (Instrument) Take-off Pilot Handbook 2-22, 2-35 to 2-37, 3-8,
    6-18 to 6-20
     2.3 Perform Rejected Take-off Pilot Handbook 3-13, 6-54
     2.3.1 Perform engine fire procedures before V1 Abnormal Emergency Checklist 1-B
     2.3.1 Perform engine fire procedures before V1 Pilot Handbook 1-6, 6-55
     2.3.2 Perform engine failure procedures before V1 Abnormal Emergency Checklist 3-B
     2.3.2 Perform engine failure procedures before V1 Pilot Handbook 1-10, 6-54
     2.4 Perform Take-off with Engine Failure after V1 Abnormal Emergency Checklist 3-B
     2.4 Perform Take-off with Engine Failure after V1 Pilot Handbook 6-49 to 6-51

    The JTA must denote the specific aircrew position, where applicable. In the example above, [Captain or First Officer] is annotated by "Perform Normal Take-off" and "Perform Take-off Roll". 
     

  3. Flight Crew Training Requirements
     
    The Task Listing must provide task detail to the Knowledge and Skill level (Attitudes are optional). CRM factors must be included, either as part of the main Task Analysis, or as a separate CRM Task Analysis that is later integrated into the Qualification Standards and AQP curricula. The knowledge and skill descriptions may be specified by reference to one or more documents, at the element level or below. The document reference must be of sufficient specificity to provide precise guidance in discerning the knowledge or skill description (i.e., document name, chapter, section, paragraph number, page number).

    NOTE:  It is only for the initial iteration of the JTA that references are made all the way down to the page number. For the Qualification Standards, and updates to the JTA, references need be made only down to the document title and section or chapter title level.

    CARs Training Requirements must be addressed. The Task Analysis/Listing is the basis for Qualification Standards and Curriculum courseware development. Since AQP programs must meet or exceed the current regulatory standard of training quality, the training subjects listed below should be addressed in the Task Analysis/Listing. Deviations will be entertained on a case-by-case basis. They should be specified either as specific Knowledge and Skills required for the execution of sub-tasks or elements, or by reference at the element or KSA level.

    Aircraft Systems' Subjects (as applicable to aircraft type):

    • Aircraft General.
    • Equipment and Furnishings.
    • Emergency Equipment.
    • Powerplants.
    • Electrical.
    • Pneumatic.
    • Air-conditioning and Pressurization.
    • Ice and Rain Protection.
    • APU.
    • Hydraulics.
    • Landing Gear and Brakes.
    • Flight Controls.
    • Fuel.
    • Communications Equipment.
    • Flight Instruments.
    • Navigation Equipment.
    • Autoflight.
    • Warning and Detection Systems (to include TCAS, GPWS, and WX Radar).
    • Fire and Overheat Protection.
    • Oxygen.
    • Aircraft Performance General System-Operations Integration Training.
    • AOM or FCOM or AFM Content and/or SOPs.

    System-Operations Integration Training:

    • Pre-flight Visual Inspection.
    • Pre-start Checklist and Procedures.
    • Powerplant Start.
    • Taxi to include lowest visibility allowed by OP SECS.
    • Pre-Take-off Checks and Procedures.
    • Normal Take-off.
    • Crosswind Take-off.
    • Instrument Take-off (Low Visibility).
    • Powerplant Failure on Take-off (at or near V1).
    • Powerplant Failure After V2.
    • Rejected Take-off.
    • Area Departure.
    • Cruise Procedures.
    • Holding.
    • Area Arrival.
    • Normal ILS.
    • Engine-out ILS.
    • Autopilot-Coupled ILS.
    • Non-precision Approach.
    • ILS missed Approach.
    • Second Missed Approach.
    • Precision Radar Monitored Approaches/Missed.
    • Circling Approach.
    • No-flap Landing.
    • Crosswind Landing.
    • Landing With Engine Out.
    • Landing From Circling Approach.
    • Rejected Landing.
    • Landing With 50% Power Loss.
    • Approaches to Stalls.
    • Steep Turns.
    • Powerplant Failure.
    • Wind shear Training.
    • Mis-trimmed Situations/Trim Runaway.
    • Selected Events - Unusual Attitudes.
    • TCAS and GPWS –Escape.
    • Normal and Abnormal Procedures.
    • Emergency Procedures.

    COM Content, as applicable:

    • Company Policy or Procedures (dispatch and flight release requirements).
    • Regulations, Operations Specifications, and SOPs.
    • Weather Requirements (seasonal changes, flight into various geographic locations and temperatures).
    • Hazardous Material.
    • Security (to include Hijack Procedures).
    • Special Operations (special airports, special approaches and departures).
    • Emergency crew assigned duties and procedures.
    • Operation of emergency equipment/systems.
    • Operation of ditching and evacuation equipment/systems.
    • CRM.
    • Emergency Situation Training - Rapid Decompression, Fire in Flight or on the surface, and smoke control procedures.
    • Assistance of Persons to Exits during Emergency.
    • Illness, Injury, or Other Abnormal Situations Involving Passengers or Crew (to include use of medical kit).
    • Flight Physiology (i.e., Hypoxia, Respiration, etc.).
    • Use of Checklist.
    • Cockpit Familiarization.
    • Pre-flight Planning and FMS.
    • In-flight Planning LNAV, VNAV, and GPS.
    • Required Navigation Procedures.
    • Navigation Systems Integration.
    • Autoflight and Flight Director Integration.
    • Use of Radar/CRTs.
    • TCAS/ACAS.
    • GPWS/TAWS.
    • Communication Systems Integration (ACARS/FMS/CPDLC).
    • Surface Movement Guidance Systems (SMGS).
    • Runway Incursion Prevention Strategy.
    • Stabilized Approach Strategy.
    • Precision Radar Monitoring (PRM) Procedures.
    • Land and Hold Short (LAHSO) / Simultaneous Intersecting Runway Operations (SIRO) Procedures.
    • CAT II/III operations.

Qualification Standards

(Phase II Step 2)

The Qualification Standards document is the single most important document of any AQP. It provides the complete curriculum baseline. As such, it will be all-inclusive in specifying the foundational aspects of the content and execution of the AQP curriculum.

The Qualification Standards document has four parts. These are:

  1. Prologue. 
     
  2. Regulatory Requirements Comparison. 
     
  3. Testing/Validation/Evaluation & Remediation Methodology. 
     
  4. The Qualification Standard.

Each part is described in detail below:

  1. Prologue 
     
    This is an introductory section that explains the methodology, format, and terminology of the document. 

    The intent of the Qualification Standards Prologue is to provide the background information so that a reader of the Qualification Standard, who is not intimately familiar with its development, could comprehend how the AQP compares to existing training requirements and how the development and implementation of the AQP curricula relate to the Qualification Standards. It is important to note that the Qualification Standards serves as the definitive basis for the training program. Therefore, the Prologue to the Qualification Standards should be comprehensive and understandable so that a reader can discern the scope and appropriateness of the training. In addition, any aspect of the curriculum, from curriculum outline to lesson topics or grade sheet items should be traceable to some item in the Qualification Standard.

    The following are topics that the Prologue should address:
     
    1. The Prologue must discuss the methodology used to develop the Qualification Standards document. 
       
    2. The explanation of methodology must show how any aspect, from curriculum outline to lessons topics or grade sheets, is to be traceable to an item in the Qualification Standard. 
       
    3. The Prologue must discuss the format (structure) that is used for the Qualification Standards. 
       
    4. The Prologue must define terms used for the Qualification Standards. 
       
  2. Regulatory Requirements Comparison

    The Qualification Standards document must also include regulatory comparison information. The comparison must show how the AQP will address the requirements of the CARs/CASS, as applicable. The comparison should be both comprehensive and clearly understandable. It must allow the reader to easily discern the scope and appropriateness of the training and checking activities.

    The following individual issues must be addressed:
     
    1. The Regulatory Requirements Comparison must specify the requirements of the CARs/CASS and show how they will be addressed in an AQP. 
       
    2. All departures from traditional requirements must be identified and justified. 
       
    3. Any Qualification Standards specifications that are at variance from Schedule I, II or III as applicable must be explained. 
       
  3. Testing/Validation/Evaluation & Remediation Methodology

    This section is a detailed plan describing the point in the curriculum when a test, validation, or evaluation will be applied. It must identify what constitutes a failure and/or unsatisfactory performance. This section will also describe the remediation strategy to be used to correct unsatisfactory performance and special tracking provisions.

    Most objectives will be validated using one of the following methods:
     
    1. In a train to proficiency context; 
       
    2. As part of MV and/or LOE; or 
       
    3. During OEs.

    One common variant of this approach is to divide the Qualification Curriculum into four evaluation gates: SKV, PV, MV, and LOE. While the specific strategy assignment for each individual Qualification Standard will be spelled out in the body of the text, this strategy provides a general discussion of the types of evaluations and the rationale for selecting and assigning evaluation strategies to Qualification Standards.

    The following individual issues must be addressed:

    1. A detailed plan for describing how evaluation is accomplished throughout each curriculum is contained in this section. It describes how, when, where and who will assess a candidate’s proficiency on each Terminal and Supporting Objective. 
       
    2. The points in the curriculum where the testing, validation or evaluation will be applied are identified. These will include: SKV, PV, MV, LOE, and OE. 
       
    3. Clear definitions of the different strategies that will be used to test, validate or evaluate performance will be provided. These will include:  First Look, Train to Proficiency, SKV, PV, MV, LOE, and OE. 
       
    4. A description of how the “criticality” and “currency” ratings translate into testing strategies for TPOs and SPOs in the Continuing Qualification Cycle will be included. 
       
    5. This section will describe how a TPO with several SPOs may be alternatively sampled over multiple evaluation periods of Continuing Qualification Cycles. e.g., TPO (Non-Precision Approaches) SPOs (Non Directional Beacon (NDB), VOR, BC, etc.). 
       
    6. A clear description of the rating scale that will be used by instructor and evaluator to score performance will be included.  Rating scale definitions must clearly discriminate various performance levels. 
       
    7. The defining criteria for a failure and/or unsatisfactory performance for each validation/evaluation point will be identified. 
        
    8. A discussion of the commensurate remediation strategy that would be employed (i.e., special tracking, etc.) in the event of a failure will be included.  
       
    9. The description of remediation strategy must detail ‘when’ and ‘what’ must be repeated and whether or not additional training is warranted.  
       
    10. The description of remediation strategy will also detail the methodology that will be used to remediate unsuccessful test, validation or evaluation sessions.
        
    11. For circumstances when no more training will be offered to the individual, the remediation strategy must specify and the resulting actions such as “Referred to Director of Training”. “Returned to previous position”, etc. 
       
    12. Remediation strategy must describe the criteria for placing an individual on “Special Tracking”. It must also detail the strategy used for these individuals while they have this status. Finally, it will describe what must take place for an individual to be removed from Special Tracking. 
       
    13. The level of training devices, simulator or aircraft to be used to evaluate the proficiency objectives at each point in the curriculum will be described. 
       
  4. Qualification Standards 
     
    The Qualification Standard is constructed by applying a performance statement, conditions, and standards to a task or sub-task, thereby creating a TPO or an SPO.

    The following items will be included for each individual Qualification Standard.
     
    1. Header identifying the air operator and the document. 
       
    2. Page revision control dates and revision numbers. 
       
    3. Consecutive page numbers. 
       
    4. Phase of Flight: Number and Title from Task Listing. 
       
    5. Qualification Standard Title:  Either TPOs or SPOs. 
       
    6. Task or Sub-task:  Number and Title From Task Listing. 
       
    7. Crew Duty Positions. 
       
    8. Criticality/Currency Rating:  From Task Factors Analysis. 
       
    9. Curriculum:  This field identifies the curriculum in which the task will be trained and evaluated. 
       
    10. Evaluation Strategy:  The validation or evaluation point for this particular Qualification Standard:  e.g. train to proficiency, PV, MV, LOE, or OE. 
       
    11. Media:  The specific media in which training and/or evaluation will be conducted. For Qualification, the media is the lowest media used for final evaluation. For Continuing Qualification, the media is the range of media used for training. 
       
    12. Performance Statement:  An expanded statement of expected behaviour, which, when executed, will complete the work required for a specific portion of a job. 
       
    13. Conditions:  The applicable conditions and combinations thereof that will be addressed in training and/or evaluation. If this Qualification Standard is applicable to both the Qualification Curriculum and Continuing Qualification Curriculum, annotate those conditions that the task will be evaluated with for Qualification/Certification. The Qualification Standard should (1) indicate those specific conditions to be trained and tested as part of the Qualification Curriculum, and (2) provide a more exhaustive listing of conditions over which flight crewmembers will be trained and tested during the course of successive Continuing Qualification Cycles. 
       
    14. Contingencies:  The specific contingencies to be used for the Qualification Curriculum. 
       
    15. Standards:  The standards that will apply for training to proficiency and/or evaluation of proficiency. These standards are usually organized under the headings of Manoeuvre Standards and Procedural Standards.  Manoeuvre Standards should be relatively specific and resemble the standards listed in the Schedule I, II or III as applicable. The Procedural Standards are usually more general and may reference information in a document or manual. The reference should be specific to chapter or section but does not require page number. 
       
    16. References:  Identify the primary references from which performance statements and associated standards were derived. Cite documents by title and where applicable, chapter or section. Page numbers are not required.

    There is a difference between the Qualification Standard requirements for a Qualification Curriculum and the requirements for a Continuing Qualification curriculum. The Terminal Level and Supporting Level Tasks in a Qualification Standard for a Qualification Curriculum must identify the specific set of conditions to be employed in training and evaluating a task. In addition, the media description will describe the specific media in which the task will receive final evaluation. In contrast, the Terminal Level and Supporting Level Tasks in a Qualification Standard for a Continuing Qualification Curriculum may identify a selectable menu of conditions to be employed in training or evaluation, and a media range that will specify the minimum media level in which the task may be trained. Because of this difference, applicants may find it more convenient to submit separate Qualification Standards documents for Qualification and Continuing Qualification. However, the Qualification Standards for both of these Curricula can be combined in one document as long as the differences in conditions and media are addressed, and the tasks are annotated for applicable curricula.

    Some Qualification Standards may be “aircraft generic” in that they may apply to more than one aircraft type. For ease of use and definition of “fleet common” curricula, applicants may also find it convenient to specify these Qualification Standards separately from those Qualification Standards that apply to only one aircraft fleet type.

    For the instructor and evaluator Qualification Standards, the document must adequately address the role of instructor and evaluator. This means that the instructor and evaluator process must be specified in adequate detail to include a description of who will administer the instructor and evaluator evaluations, how often they are administered, and what is evaluated.  Applicants must provide sample-grading forms.

Instructional Systems Development Methodology

(Phase II Step 3)

The ISD Methodology document describes the approach to be used by applicant air operators to develop and maintain all AQP curricula. This document is divided into two sections:

  1. Development Procedures; and 
     
  2. Line Operational Simulation (LOS) Methodology.
  1. Development Procedures
     
    This section describes the procedure for using the JTA and Qualification Standards as baseline documents to construct their training curricula. This involves allocating objectives to lessons, selecting media and methods, and developing the curricula. It explains the basis for grouping lessons into modules, modules into segments, and segments into a curriculum.

    The following individual issues must be addressed: 
     
    1. The procedure for allocating TPOs and SPOs to lessons, selecting media and methods, as well as developing curricula is described here. 
       
    2. A description of how EOs are developed to support their higher end objectives is included. 
       
    3. This section contains a description of how learning and evaluation activities are developed to support these objectives. 
       
    4. The assignment of instructional media and methods is described. 
       
    5. The method for clustering and sequencing objectives into lessons, modules, segments and curricula is described. 
       
    6. A method for developing an audit trail will be described. This will link proficiency objectives, lesson activities/content and test items. 
       
  2. Line Operational Simulation (LOS) Development Methodology
     
    This document describes the approach for developing LOS scenarios. This includes the methodology used for LOFT, LOE and SPOT development.

    The following individual aspects must be included: 
     
    1. The method for constructing a typical scenario. 
       
    2. An explanation of how each event set relates to a phase of operation. 
       
    3. A description of how each event set consists of a series of proficiency objectives that include both technical and CRM activities. 
       
    4. A description of the use of event conditions, triggers and distracters, as well as supporting events. 
       
    5. An explanation of how the applicant will identify possible sources of incidents that will elicit the behaviour required by the proficiency objectives for the scenario. 
       
    6. Definitions of the basic success criteria for the LOS, and each event set within it, must be included. 
       
    7. The applicant must define the scenario development process in terms of the following issues: 
       
      1. An explanation of who will do the work of drafting the scenarios. 
         
      2. How grade sheets will be used. 
         
      3. Who will be involved with testing the scenarios. 
         
      4. How instructors and evaluators will be trained to administer LOS scenarios.

AQP Curriculum Outline

(Phase II Step 4)

Curriculum Outlines are required for each of the two primary curricula (Qualification and Continuing Qualification) and any specialized secondary curricula (Requalification, Transition, Upgrade, etc.) for every duty position in each type, model, and series/variant aircraft (refer to Chapter 3).

The Curriculum Outline is a listing of course content. It should be arranged from curriculum into segments, segments into modules, modules into lessons, and lessons into elements or topics. Each part of the Curriculum Outline must clearly indicate the subject matter to be taught and correspond directly to the hierarchical system of the task analysis. A Curriculum Outline provides the basis for the Curriculum Footprint, which is a high level graphical overview of the curriculum content depicting the training and evaluation activities and the proposed hours for each day of the curriculum.

To maintain appropriate oversight of the curriculum, the Curriculum Outline provides a sufficient level of detail and will allow the AQP applicant to make changes to the syllabus without submitting a new syllabus document for each syllabus change.

  1. Curriculum Outline
     
    The following aspects must be addressed:
     
    1. Qualification and Continuing Qualification curricula are required for each duty position in each aircraft type, model and series/variant. 
       
    2. Separate Qualification and Continuing Qualification curricula are required for instructors and evaluators. 
       
    3. Special curricula are required for Transition, Upgrade, Requalification and Refresher. 
       
    4. Each curriculum must be constructed in the following order:  Curriculum, segment, module, lesson, and lesson element or topic. 
       
    5. The curriculum outline must provide a level of detail that will allow the AQP applicant to make changes to the syllabus without submitting a new document for each syllabus change. 
       
    6. The Curriculum Outline must be part of a revision control system. This will be indicated by page format. 
       
    7. Curriculum Outlines must provide a hierarchical link (proficiency objectives) between the Qualification Standards and a curriculum. 
       
    8. Each part of the Curriculum Outline must clearly indicate the subject matter to be taught and correspond directly to the hierarchical numbering system of the Task Analysis. 
       
    9. Each Curriculum Outline must include the following: 
       
      1. Air Operator's Name. 
         
      2. Type of Aircraft. 
         
      3. Duty Position(s). 
         
      4. Title of curriculum and/or curriculum segment. 
         
      5. A listing of numbered (coded) objectives organized into lessons, modules and segments. Numbers (codes) must allow Transport Canada to track objectives back to Qualification Standards and JTA. 
         
      6. An outline of each training module within each curriculum segment. Each module should contain sufficient detail to ensure that the main features of the principal elements or events will be addressed during instruction. 
         
    10. The checking and qualification modules of the Qualification Curriculum segment used to determine successful course completion, including any additional CARs qualification requirements for flight crewmembers to be employed in their respective CARs Part VII operations (e.g., line indoctrination, OEs, route and aerodrome qualifications, etc.). 
       
    11. The applicant will document the analysis results of curriculum entry and minimum prerequisite requirements for each curriculum.  Examples include:  prior glass cockpit experience, prior instructor experience, flight experience, time away from performing duties, etc. 
       
  2. Curriculum Footprint
     
    This section provides a graphical depiction of the curriculum content overview in relation to the number of days and proposed hours on a daily basis. For a sample AQP Qualification footprint, see chapter 3.

    The following issues must be addressed: 
     
    1. The Curriculum Footprint must describe the training and evaluation activities conducted each day of the curriculum. 
       
    2. The Curriculum Footprint must include planned hours

Implementation and Operations Plan

(Phase II Step 4)

This document summarizes the analysis of the training requirements for implementing and operating the AQP. The Implementation and Operations Plan now includes the following sections:

  1. The Implementation and Operations Guidance and Policy

    This section will include the following topics:
     
    1. Curriculum Schedule:  This section includes proposed schedules for the implementation of the AQP curricula. 
       
    2. Phase III Curriculum Evaluation Strategy:  This section describes the plan and schedule for the evaluation of facilities, courseware, equipment, students, instructors, evaluators, and performance measurement techniques. The plan normally includes provisions for small group try-outs of all new courseware, software, and equipment. Applicants who wish to provide no-jeopardy credit for their small group try-out course graduates must request authorization to do so in a separate letter addressed to the National Operations Branch, Airlines Division (AAROA) or the regional Commercial & Business Aviation operational oversight division, as appropriate. The air operator’s Quality Assurance team will be assembled in order to provide Quality Assurance activities and oversight of the program. 
       
    3. AQP Maintenance Strategy for Phases IV and V:  This section describes quality control procedures; i.e., plans for acquiring and measuring data for tracking curricula, students, instructors, and Evaluator performance. It also includes the strategy to be employed for curriculum maintenance and update. Maintenance includes the methodology for maintaining control of the AQP approval documents, maintaining curriculum currency, upgrading equipment, monitoring and responding to demographic changes, and for using training/evaluation feedback to maintain and improve the AQP. 
       
    4. First-Look Activity Administration Strategy:  To maintain the validity of the performance and proficiency data obtained from the performance of the First-Look activities, this section must describe the strategy employed for those activities. This strategy must describe how the candidates will not be provided with information or techniques on these activities prior to the first execution of these activities that would unduly improve their performance if provided prior assistance. In addition, this strategy should discuss when in the training program the activities would occur and under what circumstances the activities would be updated. 
       
    5. Crew Scheduling and Pairing Strategy:  A basic tenant of AQP is to maximize the training and evaluation of professionals in a pairing or crew configuration as they would perform those duties in their typical job environment. Although the AQP applicant must make every effort to schedule and pair professionals in a typical crew configuration or pairing (e.g., a Captain with a First Officer), situations will arise where non-standard professional pairings will arise. This section must address the procedures used to ensure appropriate training and evaluation will occur with a non-standard crew composition. 
       
    6. Instructor and Evaluator/Mentor Requirements:  The description of Instructor, Evaluator and Mentor requirements must include a schedule for AQP Instructor, Evaluator and Mentor qualification. This schedule should identify both differences training for existing instructors and evaluators, and the time frame by which a full AQP course will be completed for future Instructors and Evaluators. 
       
  2. Data Plan 
     
    Before an air operator can proceed with data collection and analysis, they must establish a plan. The plan must address the intended purpose, collection methods, management, analysis and reporting of AQP training/evaluation data. This plan must be thorough and maintained to accurately reflect the air operator’s PPDB system. The air operator must also realize its responsibility to collect and analyze sufficient data in order to adequately identify performance trends and required changes. Refer to Chapter 6 for more specific guidance on AQP Data Collection, Management, Analysis and Reporting.

    The Data Plan will include the following topics:
     
    1. Data Acquisition:  This plan should address the methods used to collect performance/proficiency data for all curricula. The rationale for employing a particular method will be described. Examples of the data input medium (i.e., grade sheets, computer-input screens, etc.) will be provided. In addition, the data collection method should address data input quality control, security and usability. 
       
    2. Data Base and User Interface Management:  This plan should discuss how the air operator intends to store, access, and assimilate the performance/proficiency data that is collected. This discussion will include: 
       
      1. The type of software data management system employed (i.e. relational database, spreadsheet, etc.); 
         
      2. The organization of the information in the electronic medium (i.e., database definition, database table relationships, spreadsheet description, etc.); and 
         
      3. A description of the user interface to this data management system.
          
    3. Data Analysis:  The air operator must discuss the type of analysis it will employ to facilitate their own performance information needs as well as the performance information needs of Transport Canada. This discussion must address how each type of data will be analyzed. 
       
    4. Data Reporting:  This part of the Data Plan must discuss Transport Canada’s data reporting requirements. Format and frequency must be specified.  In addition, it should discuss the type of data reporting that will be employed. It will include examples of the various report types (e.g. tabular reports, graphs). An explanation of duties of various air operator personnel must be provided. Finally, the requirement to provide Transport Canada with access to pilot performance/proficiency data for inspection and audit purposes must be highlighted. 
       
    5. Data Acquisition/Grading Forms:  This section will include examples of all forms used for data acquisition and grading. 
       
    6. Database Structure:  This section will include a description of data field types and a graphical depiction of the database table relationships. 
       
    7. Data Quality Assurance Plan:  This section will describe the quality assurance plan for data acquisition. The plan to assure data integrity and reliability and the plan for instructor and evaluator grading calibration will be described.

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