AC 61-138 - Airline Transport Pilot Certification Training Program

SL ~ Advisory U.S. Department

of Transportation

Federal Aviation Circular Administration

Subject: Airline Transport Pilot Certification Date: 7/2/13 AC No: 61-138

Training Program |njtjated by; AFS _20Q Change;

1. PURPOSE. This advisory circular (AC) provides information and courseware guidelines to

authorized providers, to aid in the development of a training program which meets the

requirements of Title 14 of the Code of Federal Regulations (14 CFR) part 61, § 61.156.

2. AUDIENCE. The primary audience for this AC is training personnel involved in the

development and delivery of an airline transport pilot (ATP) Certification Training Program (CTP) under 14 CFR part 121, 135, 141, or 142. Pilot applicants for an ATP certificate with an airplane category multiengine class rating or an ATP certificate issued concurrently with a type rating should also be familiar with the contents of this AC.

3. RELATED CFR REGULATIONS. Parts 61, 91 subpart K (91K), 121, 135, 141, and 142.

4. DEFINITIONS.

a. Flight Training Device (FTD). A replica of airplane instruments, equipment, panels, and

controls in an open flight deck area or an enclosed airplane cockpit replica. It includes the equipment and computer programs necessary to represent airplane (or a set of airplane) operations in ground and flight conditions having the full range of capabilities of the systems

installed in the device as described in

14 CFR part 60 and the qualification performance standard

for a specific FTD qualification level.

b. Full Flight Simulator (FFS). A replica of a specific type, or make, model, and series

airplane cockpit. It includes the assemblage of equipment and computer programs necessary to represent airplane operations in ground and flight conditions, a visual system providing an out-of-the-cockpit view, a system that provides cues at least equivalent to those of a three-degrees­

of-freedom motion system, and has the full range of capabilities of the systems installed in the

device as described in part 60 and the Qualification Performance Standards (QPS) for a specific FFS qualification level.

c. Flight Simulation Training Device (FSTD). A FFS or a FTD, as qualified under

part 60.

d. Conceptual Proficiency. The state of performing a given skill with satisfactory and

consistent correctness.

7/2/13 AC 61-138

5. RELATED GUIDANCE. See Appendix 3.

6. BACKGROUND.

a. Aviation Rulemaking Committee (ARC). The Federal Aviation Administration (FAA)

published an Advanced Notice of Proposed Ru lemaking (ANPRM), New Pilot Certification

Requirements for Air Carrier Operations, on Fe bruary 8, 2010. In response to the ANPRM, the

FAA Administrator chartered the First Officer Qualifications (FOQ) Aviation Rulemaking

Committee (ARC) on July 16, 2010.

b. FOQ ARC Background. The ARC was chartered to develop recommendations

regarding rulemaking on the flight experience and training requirements of a pilot prior to

operating as a first officer in pa rt 121 air carrier operations.

(1) The FOQ ARC was composed of subject matter experts (SME) from nine

organizations. The organizations were Regional Airline Association (RAA), Aviation

Accreditation Board International (AABI), Na tional Business Aviati on Association (NBAA),

National Air Disaster Alliance /Foundation (NADA/F), Ai rcraft Owners and Pilots Association

(AOPA), Air Line Pilots Association, Internat ional (ALPA), The Coalition of Airline Pilots

Associations (CAPA), Pilot Career Initiative (PCI), and Air Transport Association of America, Inc. (ATA).

(2) The ARC members’ expertise included signifi cant levels of experience in air carrier

operations; development, implementation, and ma nagement of pilot training and qualification

programs; the establishment of pilot training and qualification standards at the domestic and

international level; and public advocacy for aviation safety. The FOQ ARC members determined

that there is a knowledge and e xperience gap when comparing the training a pilot receives for a

commercial pilot certificate to the competencies required of a part 121 first officer.

c. Public Law (P.L.) 111-216. On August 1, 2010, President Obama signed into law the

Airline Safety and Federal Aviation Administration Extension Act of 2010 (P.L. 111-216).

Section 217 of the Act required the FAA to modify the requirements of an ATP certificate, as

issued under part 61. Specifically, to be qualified to receive an ATP certificate, the pilot should have received flight training, academic training, or operational experience that will prepare a

pilot, at a minimum, to function effectively in a multipilot [multicrew] environment; function

effectively in adverse weather conditions; functi on effectively during high altitude operations;

adhere to the highest professional standards; and function effectivel y in an air carrier

environment. This section also required the Administrator to de termine an appropriate amount of

experience in difficult operationa l conditions that should be requi red to be eligible for the

issuance of an ATP certificate.

d. Addressing the Knowledge Gap. Though P.L. 111-216 focused primarily on

modifications to the certification requirements for an ATP certificate, the knowledge gap

identified by the FOQ ARC remained relevant as both initiatives focused on enhancing the

qualifications and training for pilots that desire to work in an air carrier environment. The FAA

has determined this knowledge gap extends to pilots beyond part 121 air carrier operations to

also include pilots that are required by re gulation to hold an ATP certificate (§§ 91.1053 and

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135.243). This knowledge gap can be best and mo st effectively bridged through successful

completion of a modern flight training program that methodically integrates academic training

and aeronautical experience in a FSTD.

e. Notice of Proposed Rulemaking (NPRM). On February 29, 2012, the FAA published

the Pilot Certification and Qualification Requi rements for Air Carrier Operations NPRM. The

proposed rule set forth the proposed training requirements for the ATP certificate. The FAA also

published a draft AC titled “Airline Transport Pilot Certification Training Program for Airplane

Category Multiengine Class Rating or Type Rati ng.” The draft AC outlined a training program

containing both academic and FSTD training. The F AA amended both the final rule and this AC

based on public comments submitted to the Federal Register (FR).

f. ATP CTP. The ATP CTP is designed to bridge the knowledge gap between a pilot who

holds a commercial pilot certificate and a pilot operating in an air carrie r environment. Bridging

this gap requires training in essential subj ect areas as determined by P.L. 111-216, recommended

by the FOQ ARC, proposed by the Pilot Certifi cation and Qualification Requirements for Air

Carrier Operations NPRM, and required by § 61.156. Successful completion of the ATP CTP will ensure an ATP applicant receives the base line knowledge and experience to prepare them

for the duties, responsibilit ies, and challenges of an air carrier environment.

7. TRAINING PROGRAM GENERAL.

a. Persons Required by Regulation to Hold an ATP Certificate. The ATP CTP applies to

applicants for an ATP certificate with airplane category multiengine cl ass rating or an ATP

certificate issued concurrently with an airplane type rating, and is intended to prepare the

applicant to operate safely in those operati ons which require an ATP certificate by rule. In

part 121 operations, each pilot in command (P IC) and each second in command (SIC) are

required to have an ATP certificate. Part 135 operations requiring the PIC to hold an ATP

certificate with an airplane category multiengine class rating are (1) commuter operations using

multiengine airplanes with nine or fewer pa ssenger seats (Scheduled 135), (2) on-demand

operations using multiengine airplanes with 10 or more passenger seats, or (3) turbojets.

Part 91K operations require all PICs of multie ngine turbine-powered fixed-wing airplanes to

hold an ATP certificate.

b. Training Program Overview. The ATP CTP is a prerequisite for the FAA’s highest

certificate and includes training in: aerodynamics, automation, adverse weather conditions, air

carrier operations, transport airplane performance, profe ssionalism, and leadership and

development. This AC is designed to provide guidance to training provi ders in developing the

components of an ATP CTP submitted for FAA approval. The training program will impart

conceptual knowledge through academics and consolidate that knowledge through training in an FSTD. The training program will provide an applicant for an ATP certificate with an airplane category multiengine class rating or an ATP certificate issued concurrently with an airplane type

rating with the knowledge and competencies requir ed to function effectiv ely as a professional

flightcrew member in an air carrier environment.

8. UPDATES/TECHNOLOGY. This AC will be revised as needed to accommodate new

academic areas and/or new technologies. Training providers can add material or revise the

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ATP CTP as technologies/procedures change, without a corresponding AC change. However,

changes to approved training programs and course material must be submitted for review and

approval by FAA Headquarters in Washingt on, D.C., as described in paragraph 9.

9. OBTAINING PROGRAM APPROVAL.

a. Working with an Assigned Inspector. Part 121, 135, 141, or 142 certificate holders

seeking approval for an ATP CTP should work with their assigned in spector (principal

operations inspector (POI)/Traini ng Center Program Manager (TCPM)) using this AC and the

job aid titled ATP CTP Course Approval Job Aid located on th e FAA Pilot Training Web site

http://www.faa.gov/pilots/training/atp. Once the assigned inspector is satisfied the submitted

program meets all of the requirements of § 61.156, the assigned inspector should forward the

completed job aid and program to the appropria te Regional Office (RO) for review. If the RO

concurs with the program, they will then forwar d a copy of the program and both completed job

aids to the FAA Headquarters in Wash ington, D.C. via the following address:

9-AFS-HQATPCTP@faa.gov.

b. Initial and Final Approval. The Air Transportation Division (AFS-200) and the General

Aviation and Commercial Division (AFS-800) (a s applicable) will conduc t a review of the

program. For program approvals submitted by part 121 air carriers, part 135 operators, or

part 142 Training Centers, AFS-200 must concur with initial and final approval. For program

approvals submitted by part 141 Pilot Schools, A FS-800 must concur with initial and final

approval. Initial approvals will be valid for one year (unless extended by AFS-200/800). Within

one year, AFS-200 or AFS-800 will conduct a site visit/audit of each appr oved ATP CTP. If the

program and flight training equipment meet all of the requirements of the rule and the objectives

of this AC (as revised), the pr ogram will receive final approval. Revisions to approved programs

must be resubmitted through the certificate holders’ POI or TCPM.

10. INSTRUCTOR QUALIFICATIONS. Instructor requirements for the ATP CTP can be

found in §§ 121.410, 135.336, 141.33, and 142.54. There are two core principles designed into

this training program:

• Each subject taught must be related to its applicability to air car rier operations; and

• Concepts learned in the academic portion of th e program will be reinforced in the FSTD

portion of the course.

a. Baseline Instructor Requirements. To support these principles , all instructors of the

ATP CTP must (1) hold an ATP certificate with an airplane category multiengine class rating

and (2) have at least two years of air carrier experience. Air carri er experience for the purpose of

establishing eligibility to instruct the ATP CTP is defined as experience as a PIC in operations

under § 91.1053(a)(2)(i) or § 135.243(a)(1), or as a PIC or SIC under part 121.

b. Instructor Training Requirements.

(1) Instructors who provide ground and/or flight training must receive initial training on

the course material a nd the following topics:

(a) The fundamental principles of the learning process;

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(b) Elements of effective teaching, in struction methods, and techniques;

(c) Instructor duties, privileges, responsibilities, and limitations;

(d) Training policies and procedures; and

(e) Evaluation.

(2) Instructors who provide traini ng in an FSTD must (1) have an appropriate airplane

type rating for the airplane which the FSTD represents and (2) must also have received initial

and annual recurrent training from the certificate holder on th e following topics:

(a) Proper operation of flight simulato r and FTD controls and systems;

(b) Proper operation of environmental and fault panels;

(c) Data and motion limitations of simulation;

(d) Minimum equipment requirements for each curriculum; and

(e) The tasks and maneuvers that will be demonstrated in the FSTD.

c. SME Instructors. The FAA recognizes the training course contains academic subjects

for which SME might be appropriate. The FAA s ees benefit in a SME delivering a specialized

subject such as meteorology, human factors, or fl ight dispatch. However, because the subjects

focus on applying knowledge to an air carrier environment, the FAA will allow SMEs to deliver content in the ATP CTP while c oncurrently requiring the presence of an instructor with the

required air carrier operational experience. This will help ensure that the material presented is applied to and given in cont ext to air carrier operations.

d. Previous Experience.

(1) The FAA recognizes due to many factors, in cluding defunct air carriers, employment

records to verify air carrier experience may not always be available. The FAA has developed

guidance, found in Appendix 2 of this AC, whic h provides a method for a pilot to attest to

previous experience.

(2) The FAA also recognizes that some of the requirements may be duplicative for

holders of a flight instructor cert ificate as well as instructors qu alified under certain rule parts.

For example, the fundamentals of instruction are trained and evaluated as part of the practical

test standards for receiving a f light instructor certificate under part 61 as well as instructors

teaching under part 142. The fundamentals of inst ruction are reemphasized for an active flight

instructor or through instructor refresher courses and annual trai ning center evaluator/instructor

training. As such, with sufficient documentation the FAA does not believe pilots with current

flight instructor certificates or currently qualifie d part 142 training center personnel need to

repeat such training. The FAA has made accomm odations for possible duplicative instructor

requirements in the regulatory text.

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11. ACADEMIC TRAINING PHILOSOPHY.

a. Bridging the Knowledge Gap. The intent of the academic training portion of the

ATP CTP is to bridge the gap between the knowledge of a commercial p ilot and that which is

expected of an ATP certificate holder. This knowledge is the academic foundation for ATP

applicants to begin understanding the complexities they will face in the next phase of their

professional development.

b. Learning Objectives. This AC provides greater detail on the subject material outlined in

the regulation and sets forth the learning objectiv es that should be the goal of each section. Many

sections also contain references to additional resources where more detailed information can be

found. However, each application must include a syllabus and course material in order to

demonstrate how and to what extent each subject will be taught.

(1) The FAA has identified subject areas which can be taught at a high level or by simply

an introduction of the topic; these are identified as “Overview”.

(2) All other subjects without the “Overview” designation should be taught with

sufficient detail to impart knowledge, meet the le arning objective, and en able the applicant to

correctly answer questions in both the academic evaluation of the course (described in

paragraph 13 of this AC) and pass the ATP knowledge test.

12. ACADEMIC TRAINING TOPICS. The ATP CTP must include at least 30 hours of

classroom instruction per § 61.156(a). The aeronau tical knowledge areas to be trained should

include, but are not limited to, the following areas:

a. Aerodynamics (Minimum: 8 Hours).

(1) High Altitude Operations.

(a) Learning Objective. Students will have an understanding of aerodynamics,

especially at altitudes near the maximum opera ting altitudes and at hi gh operational weights.

Students will also understand the narrow operating margins in these conditions and how to safely

conduct flight operations in large transport category airplanes w ith varying operating conditions.

(b) Training Topic Components.

1. Basic principles of energy manage ment (kinetic and potential);

2. Relationship between mach number, indicated airspeed, true airspeed, and

change over altitudes;

3. Bank angles at high altitude and its effect on high and low speed operating

margins;

4. Relationship between altitude capab ility, weight, and temperature;

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5. Convergence of V

MO/MMO and stall angle of attack (AOA), including

turbulence considerations;

6. High Altitiude/Low Energy Recovery; speed reductions at high altitude;

excursions behind the power curve at high altitudes and associated recovery techniques (high

altitude slowdowns, emphasize no jeopardy events when needing to vacate altitudes for

operational considerations ). (Refer to CRJ Airspeed Recovery Video);

7. Maximum Lift over Drag Ratio (L/D Ma x), best range, best endurance; and

8. Flight characteristics of swept wing airplanes, use of a yaw damper, and

phenomena such as Dutch roll.

(2) Stall Prevention and Recovery Training.

(a) Learning Objective. Students will understand the f actors leading to a stall,

indications of an impending sta ll, full stall identification, and pr oper stall recovery techniques.

The student will know how and when to use thes e principles in flight operations of large

transport aircraft for the prevention and recovery of stall events. (Refer to AC 120-109, Stall and

Stick Pusher Training.)

(b) Training Topic Components. 1. Understanding that a reduction of AOA is required to initiate recovery of all

stall events (approach-to-st all and aerodynamic stall).

2. Awareness of the factors that may lead to a stall event during automated and

manual flight operations including:

• AOA versus pitch angle;

• Bank angle and G-loading;

• Weight and center of gravity (CG);

• Autothrottle or AOA protection;

• Overreliance on automation/complacency;

• Lack of situational awareness; and

• Contamination (ice).

3. Differences between transport category airplane certification and general

aviation airplane certif ication regarding use of flight controls at high AOA. For example,

transport category airplanes are cer tified to provide roll authority to the pilot all the way up to

full stall identification.

4. The necessity for smooth, deliberate, a nd positive control inputs to avoid

unacceptable load factors and secondary stalls.

5. For airplanes equipped w ith a stick pusher, reco mmended recovery actions

which include allowing stick pusher activation as a stall recovery (R efer to NTSB Report

Number: AAR-10-01, Colg an Air 3407, AC 120-109.

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6. Differences in airplane performance (thrust available) du ring high versus low

altitude operations, the effects of those differences on stall recove ry, and the anticipated altitude

loss during a recovery.

7. Overview of stall-related accidents and incidents in transport category

airplanes. (Refer to NTSB Animation of Co lgan Air 3407, Dutch Safety Board Animation of

Turkish 1951).

(3) Upset Prevention and Recovery Training.

(a) Learning Objective. Students should understand the factors that may lead to

airplane upset, learn proper airp lane upset prevention and recove ry techniques, and apply these

principles while operating transport aircraft.

(b) Training Topic Components. 1. Factors which contribute to airplane upset s (Refer to Aircraft Upset Recovery

Training Aid, Rev 2):

• Environmental: including clear air turbulence, mountain wave, windshear,

thunderstorms, microbursts, wake tu rbulence, and airplane icing.

• System malfunctions or failures: incl uding flight instrument, autoflight,

flight control, and ot her system anomalies which could contribute to

upsets. (Refer to BEA (Bureau d'Enquêtes et d'Analyses) Report of Air

France 447).

• Pilot-induced: including misinterpretati on or slow instrument cross check,

improper adjustment of attitude and power, improper pilot input,

inattention, distractions, spatial di sorientation, pilot incapacitation, and

improper use of airplane automation. (Refer to NTSB report of Midwest

Airlines 490).

• Avoiding cyclical or oscillatory cont rol inputs to prevent exceeding the

structural limits of the airplane; (Ref er to NTSB Animation of American

Airlines 547).

2. Overview of accidents or incidents in volving aircraft upset in transport

category airplanes.

3. The FAA recommends the use of the Ai rplane Upset Recovery Training Aid,

Revision 2, section 2.6.3.2 through 2.6.3.5, for expande d guidance in order to train the academic

portion of the following recovery techniques:

• Nose High/ Wings level recovery,

• Nose Low/ Wings level recovery,

• High-Bank-Angle Recovery Techniques, and

• Consolidated Summary of Airplane Recovery Techniques.

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(c) Recognition and Prevention Techniques and Philosophy.

1. Students should understand that any time the airplane begins to diverge from

the intended flightpath or speed ; they must identify what, if any, action must be taken.

2. Timely and appropriate intervention: It should be emphasized that recovery to

a stabilized flightpath should be initiated as soon as a develo ping upset condition is recognized.

The amount and rate of control i nput to counter a developing upset must be proportional to the

amount and rate of pitch, roll and/or yaw experienced. This action may prevent what might

become a more serious event.

3. Examples of instrumentation during developing and developed upset: A key

aspect to upset awareness, prevention, and recovery training is for students to recognize and

prevent developing upsets and reco ver from developed upsets.

4. Effective scanning: An effective scan is essential for pilots to identify the

precursors and the initial devel opment of the upset and using th at recognition make timely and

appropriate responses to return the ai rcraft back to the desired path.

5. Pitch/Power/Roll/Yaw: Students shou ld understand how to recognize

developing and developed upset conditions so they can make control inputs based on desired

aircraft reaction. Control deflections at one point in the flight e nvelope might not be appropriate

in another part of the flight envelope. Pilo ts should have a fundamental understanding of

instrumentation and flight dynamics in Pitch/Power/Roll/Yaw in order to recognize the current

state of the airplane and make the correct control inputs to arrest the dive rgence or recovery from

the upset. The Air Data Instrument (ADI) is the primary control instrument for recovery from an upset. Due to varying visibility conditions, one cannot depend on having ad equate outside visual

references.

6. Recovery: An overview of actions to take to recover from an upset

encompasses three basic activities, which should be part of every upset recovery:

• Manage the energy;

• Arrest the flightpath divergence; and

• Recover to a stabilized flightpath.

b. Meteorology (Minimum: 2 Hours).

(1) Learning Objective. Students should gain an unders tanding of adverse weather

conditions, weather conditions encountered at hi gh altitude, available weather resources, and

understand how to apply these principles in th eir decisionmaking in air carrier operations.

(a) Airplane Weather Detection Systems.

1. Equipment limitations.

2. Use of weather detection systems to navigate around hazardous weather.

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3. Windshear detection systems (predictive and reactive) and avoidance

strategies.

4. Turbulence avoidance, considerations, and mitigation strategies.

5. In flight icing detection, avoidance, c onsiderations, and mitigation strategies.

6. Ground de-icing/anti-icing: ai rplane de-ice/anti-ice procedures, use of hold­

over tables, calculating hold-over times, and pr e-takeoff contamination checks (Refer to

AC 120-58, Pilot Guide Large Aircraft Ground Deicing).

7. Mountain wave activity and its potentia l effect on safe operating margins.

8. Crosswind operating techniques and cautions and limitations.

9. Air carrier meteorology products which as sist in the avoidance of adverse

weather.

10. Braking action/friction reports, lim itations, and best practices.

(b) Air Carrier Low-Visibility Operations , including low-visibility surface

movement, and category (CAT) II and CAT III approaches (Overview).

c. Air Carrier Operations (Minimum: 14 Hours).

(1) Physiology/Fitness for Duty (Overview).

(a) Learning Objective. Students should have an unders tanding of the effects of

altitude on human physiology and crewmember responsibilities to remain fit for duty.

(b) Training Topic Components. 1. Hypoxia: signs, symptoms, and effects; times of useful consciousness.

2. Aircraft Decompression—Causes and r ecognition of cabin pressure loss.

3. Altitudes/conditions which require the use of oxygen masks.

4. Effects of fatigue on performance, including mitigation strategies (Refer to

AC 120-100, Basics of Aviation Fatigue).

(2) Communications. (a) Learning Objective. Students should gain an understa nding of advanced aircraft

communication systems, regulations pertaining to communications in air carrier operations, and

understand how to communicate and apply these pr inciples in a high-workload environment.

(b) Training Topic Components.

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1. Sterile flight deck rules.

2. Briefings: Discuss advantages of proper briefings and how to properly

accomplish professional briefings for all phases of ground and flight operations.

• Briefings between flight crew and cabin crew.

• Passenger briefings (Overview).

3. Clearance delivery includ ing pre-departure clearance (PDC), and Controller-

Pilot Data Link Communications (CPDLC) (Overview).

(3) Checklist Philosophy.

(a) Learning Objective. Students should understand the different types of commonly

used checklists and checklist philo sophies and how to apply them in a multicrew environment.

(b) Training Topic Components.

1. Checklist philosophies (read/do, do/veri fy, memory items, and flows)

manufacturer vs. operato r developed checklist.

2. Use of normal checklists.

3. Use of quick reference handbook/emergency checklists.

(4) Operational Control (Overview).

(a) Learning Objective. Students should learn the con cept and components of air

carrier operational cont rol, including the authority/responsib ility and functional differences

between a flight release and a dispatch release.

(b) Training Topic Components. 1. Air carrier operational c ontrol concept (Refer to

AC 120-101, Part 121 Air Carrier Operational Control).

2. Dispatch and flight following di fferences and responsibilities.

3. Emergencies and decisionmaking with join t pilot/dispatcher re sponsibilities.

(5) Minimum Equipment List (MEL) and Configuration Deviation List (CDL).

(a) Learning Objective. Students should understand the operation and use of an

MEL and CDL in relation to inoperative equipment.

(b) Training Topic Components. 1. Introduction to MEL and CDL as dispatch documents (Refer to FAA

Order 8900.1, MEL/CDL for Operators).

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2. Repair intervals of deferred equipment—Categories A, B, C, D.

3. Maintenance and operations procedur es, responsibilities, and cautions.

4. Additional air carrier maintenance pro cedures, operational procedures, and

operational limitations (i.e., speed restrictions) required in order to dispatch with components or

items of equipment deferred or removed in accordance with the MEL or CDL.

(6) Ground Operations.

(a) Learning Objective. Students should gain an un derstanding of elements

associated with operating at complex and high density airports with emphasis on runway

incursion prevention techniques.

(b) Training Topic Components.

1. Runway incursion prevention (Refer to FAA Runway Safety Resources).

• Professionalism during taxi operations, including sterile flight deck and

standard operating procedures (SOP ) (refer to the current edition of

AC 120-74, Parts 91, 121, 125, and 135 Flightcrew Procedures During

Taxi Operations).

• Airport situational awareness.

• Taxi route planning and briefings including hot s pot identification and

runway crossings.

• Technology (electronic flight bag, moving maps).

2. Practical knowledge of airport surface operations, including:

• Airport movement areas.

• Ramp procedures and communications.

• Coded taxi routes and complex taxi procedures.

(7) Turbine Engines (Overview).

(a) Learning Objective. Students should gain an unde rstanding of turbine engine

operation and common malfunctions.

(b) Training Topic Components.

1. Turbine engine theory.

2. Differences in thrust application of a turbine engine vs. a re ciprocating engine.

3. Turbine engine malfunctions (start ma lfunctions, surge, compressor stalls,

roll-back).

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4. Engine re-start considerations, internal damage, starting altitude, and speed

envelopes.

5. Knowledge of turbine-powered engi ne monitoring systems, including:

• Engine indication; and

• Crew alerting system (engine indicating and crew alerting system

(EICAS) or electronic centralized aircraft monitor (ECAM)).

6. EPR, N1, N2, exhaust gas te mperature (EGT) indications.

(8) Transport Airplane Performance.

(a) Learning Objective. The student should have an understanding of the many

considerations and requirements for transport airplane performance and how these elements are

applied to air carrier flight operations.

(b) Training Topic Components.

1. Weight, altitude, and V-speed relationship.

2. Flight operations performance considerat ions of minimum control speed with

the critical engine inope rative during takeoff roll (V

MCG),

minimum control speed with the critical engine inoperative out of gr ound effect-red radial line

(VMCA), V1 and V 2.

3. Proper use of rudder in a transport category airplane and discuss the

limitations associated with its use to in clude airplane certification standards.

4. Weight and Balance (W&B). Introduction to air carrier W&B systems

(average weight program; indexing) (Refer to the current edition of AC 120-27, Aircraft Weight

and Balance Control). (Overview)

5. Performance calculations.

• Air carrier performance requirements including: balanced field length,

accelerate-go, accelerate-stop, V MCG, and second segment climb

performance.

• Performance calculations required for takeoff: effect of variable flap

settings on runway distance used an d second segment climb performance,

packs on/off, engine anti-ice on/off (R efer to AC 120-91, Airport Obstacle

Analysis).

• Air carrier en route performance re quirements and calculations (maximum

altitude, step climb, crossing restrictions).

• Performance calculations required for landing.

• Contaminated runway considerations for takeoff and landing.

(9) Automation (Overview).

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(a) Learning Objective. Students should gain an un derstanding of airplane

automation components, the relationship of these components to each other, and how to manage

airplane automation. Students shoul d also understand how to apply th ese principles to the various

phases of flight in ai r carrier operations.

(b) Training Topic Components.

1. Introduction to computer-assisted pi loting (pilot/system interface).

2. Automation philosophies/architecture and envelope protections.

3. Flight director/autopilot (FD/AP): m odes of operation, properly interpreting

mode annunciation, and recovery techni ques from automation input errors.

4. Managing automation anomalies: mitigation strategies, including control

inputs, (e.g., managing the airplane with pitch and power with the loss of airspeed indications).

(10) Navigation and Flightpath War ning Systems (Overview).

(a) Learning Objective. Students should have an understanding of equipment and

principles used in advanced navigation and how to apply these concepts to air carrier operations.

(b) Training Topic Components. 1. Airspace speed restrictions and altitude constraints (crossing altitudes).

2. Basic principles of flight management systems (FMS).

3. Introduction to the concepts of area navigation, Global Positioning

System/Area Navigation (GPS/RNAV) capabil ities, lateral navigation (LNAV), vertical

navigation (VNAV), Required Navi gation Performance (RNP), a nd required authorizations

(operations specifications OpSpecs)) and training.

4. Automatic Dependant Surveill ance- Broadcast (ADS-B).

5. Traffic Alert and Collision Avoidance System (TCAS).

6. Terrain Awareness and Warning System (TAWS).

d. Leadership/Professional Development, Crew Resource Management, and Safety

Culture (Minimum: 6 Hours).

(1) Leadership/Professional Development. (a) Learning Objective. Students should demonstrate an understanding of the

professional responsibilities associ ated with being an airline tran sport pilot and describe how to

apply leadership skills in the position of PIC.

Par 12 Page 14

7/2/13 AC 61-138

(b) Leadership Philosophy. “Leadership is not simply having responsibility for the

outcome of the flight, but for ta king the authority to make the difficult and final decisions, and

when the situation requires, making a command decision.”1

1. Authority. The Captain is the final au thority as to the operation of the

airplane. Use that authority wisely and appropriately considering the situation.

2. Responsibility. The Captain is responsible for the tone, pace, and the outcome

of decisions made and will be held accountable for all outcomes. Decisions produce actions and

actions have consequences. The Captain is respon sible for enforcing orga nizational, procedural,

and FAA standards.

3. Sound Decisions. The Captain is not operating in a vacuum and should

consider all available input, but is ultimately required and expected to make sound, safe

decisions.

4. Awareness. The Captain is e xpected to be operating the airplane with the “Big

Picture” in mind. Situational awareness is paramount when making decisions.

5. Mentoring . The Captain should always be pr eparing first officers for upgrade.

Explaining operational considerations, decision making factors, and lessons learned is an

essential function of a captain.

(c) Professional Development. Learning never stops: a responsible pilot will always

seek more training, instruction or professional development. Be honest with yourself and be

ready to critique your performance. Know your strengths and weaknesses. First officers should

always be preparing to upgrade.

1. It is important to be tech nically proficient. It is critical that each pilot be

thoroughly knowledgeable about his/her responsibilities and the aircraft.

2. The pilots must have regard for the welfare of the crew and passengers. The

passengers’ lives and well-being ar e in the hands of the crew.

3. It is critical that the crew’s actions communicate trust and professionalism.

Each action a crewmember takes is a reflec tion of yourself, your company, and the pilot

profession.

(2) Crew Resource Management (CRM).

(a) Learning Objective. Students should demonstrat e knowledge of the basic

principles of CRM and describe how to apply th ese principles to air carrier operations in a

multicrew environment. Emphasis should be placed on effective intervention strategies for the

pilot monitoring (PM).

1 Crew Resource Management, B. Kanki, R. Helmreich, J. Anca, 2010, p. 404

Par 12 Page 15

7/2/13 AC 61-138

(b) CRM Philosophy and PM Intervention Strategies.

1. CRM Philosophy. “The true definition of teamwork, or CRM, is its focus on

the proper response to threats to safety and the proper management of crew error.”2

• Review the applicable Accident/I ncident Reports and Animation.

• Review the elements of effectiv e CRM. (Refer to AC 120-51, Crew

Resource Management Training).

2. PM Intervention Strategies.

• Discuss the methods that can be used to enhance the monitoring and

challenging functions of both captain s and first officers. Appropriate

questioning among pilots is a desira ble CRM behavior and part of a

healthy safety culture.

• The PM must establish a positive attitude toward monitoring and

challenging errors made by the Pilot Flying (PF).

(3) Safety Culture/Voluntary Safety Programs (Overview).

(a) Learning Objective. Students should demonstrat e knowledge of the basic

principles of air carrier voluntary safety progr ams and how the information collected from these

programs is used to enhance an air carrier’s safety culture.

(b) Voluntary Safety Programs. Airlines with positive safety cultures encourage all

employees to communicate safety concerns to mana gement in an atmosphere of mutual trust,

focus on solving problems rather than punishing pe ople, and effectively ma nage risk across their

organization. The FAA voluntary safety progr ams represent major components of most air

carrier safety programs. Vol untary Safety Programs include:

1. Aviation Safety Reporting System (ASRS) (refer to ASRS Program Briefing).

2. Aviation Safety Action Program (ASAP) (refer to the current edition of

AC 120-66, Aviation Safety Action Program ASAP)).

3. Flight Operational Quality Assurance (FOQA) (refer to AC 120-82, Flight

Operational Quality Assurance).

4. Line Operations Safety Audits (LOSA) (refer to AC 120-90, Line Operations

Safety Audits).

2 Crew Resource Management, B. Kanki, R. Helmreich, J. Anca, 2010, p.

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7/2/13 AC 61-138

5. Safety Management Systems (SMS) (refer to the current edition of

AC 120-92, Safety Management System s for Aviation Service Providers).

13. ACADEMIC EVALUATIONS. Training providers ar e required by §§ 121.410, 135.336,

142.54 and part 141 appendix K, to conduct evaluations to ensure that th e training techniques,

procedures, and standards for th e course are acceptable to the Administrator. A pilot should

demonstrate through an academic evaluation an understanding of the academ ic areas covered in

the ATP CTP. The following paragraphs contai n direction and guidance for those academic

evaluations, which should take pl ace after each section of the academic portion of the course.

a. Evaluation Procedures. The training provider should provide a description of the

evaluation procedure used to measure the attende e’s proficiency. This discussion should identify

and describe the form of test (i.e., individual paper tests handed out, tests presented on a screen,

etc.). For example, “The attendee will answer a se ries of multiple choice questions related to this

topic at the end of the day in which the topic was presented, and again in th e final test at the end

of the program. The test will be in printed fo rm and handed to the applicant for completion.”

b. Written Test Questions. The training provider should pr ovide a comprehensive written

test or test question pool with an answer key in the submitted application for the course.

(1) The training provider should provide source materials (references) from which the

answers to the questions were de rived. References should be suffici ently detailed to enable FAA

personnel to easily locate those references if F AA personnel feel it is ne cessary to verify or

confirm specific information presented in the test . Inadequate references may result in denial of

the approval. Test questions should be appropria te to the lesson plans and subject areas the

sponsor will teach. It is also recommended the sponsor administer closed book exams.

(2) The sponsor should have each student answer at least 30 test questions. All 30 test

questions do not have to be given at the same time; however, at least 15 of the questions should

be given at the end of the ATP CTP covering th e entire academic course material. A student’s

successful completion of the ATP CTP is de pendent upon a minimum score of 70 percent on

each written test administered. Individual spons ors may set higher standards. Students who fail

to achieve the minimum score should receive trai ning and retake the exam on the topics failed.

14. FSTD TRAINING PHILOSOPHY. The intent of the FSTD training portion of the ATP

CTP is to reinforce the air carrier concepts and principles taught in th e academic portion of the

course. Although somewhat different from typica l FSTD training courses, the applicant will not

be expected to perform maneuvers to proficienc y with psychomotor skills. The objective is to

demonstrate and allow the student to experience the high level concepts of larger, faster, and

more complex transport category airplanes. Since the student is not being trained how to fly a

specific aircraft type, the exp ectation is the applicant will learn the expected outcomes and

understand concepts shown to be true to all transport cate gory airplanes.

a. Briefings Before and After Each Session. In order to consolidate the academic and

FSTD portions of the course, FSTD instructors are expected to conduct pre-briefings before each

session. The pre-briefing should review the traini ng topics to be covere d in that session. A

Par 12 Page 17

7/2/13 AC 61-138

briefing after each FSTD session should review those concepts presented and allow the students

an opportunity for further questions.

b. FSTD Training Categories. ATP CTP FSTD training is divi ded into two categories:

demonstration-based training and experience-based training. In th e FSTD Training Topics listed

below, demonstration-based training items are identified by (D) and experience-based training

items are identified by (E). Many training items fall into both categories.

(1) Demonstration-Based Training. The purpose of demonstration-based training is to

develop the knowledge necessary to complete th e desired outcome during the experience phase.

The demonstration phase should include an instruct or-led demonstration of the entry/application

of skills and desired outcome of a specific maneuver including an explanation on the limitations of the airframe and the simulator.

(2) Experience-Based Training. The purpose of experience-ba sed training is to allow

the student to reinforce the basic airplane characteristics witnessed in the demonstration phase.

Experience-based training allows the pilot to obtain repetitive handling experience and motion

sensations when operating the airplane in both dynamic and difficult operating conditions.

Experience-based training maneuvers should be pract iced to the point of conceptual proficiency.

For example, repetitive practice during the entire approach-to-stall regime in various airplane

configurations and bank angles should be acco mplished until the ATP applicant successfully

achieves the conceptual knowledge or dem onstrates competency in the maneuver.

15. FSTD TRAINING TOPICS. As stated in § 61.156(b), the AT P CTP must include at least

ten hours of training in an FSTD, qualified under 14 CFR part 60. Of the ten required hours, at

least six hours of training must be completed in a full flight simulator (FFS), Level C or higher.

Up to four hours of training may be acco mplished in a Level 4 or higher FTD.

a. FTD Training (4 hours). All training must be accomplished in a Level 4 or higher FTD.

A FFS (Level A, B, C, or D, motion on or off) may be used for the FTD training portion of the

program provided it meets the minimum equipm ent requirements for the FTD defined in

paragraph 19 of this AC. Use of an FTD for the automation/navigation section should be limited

to operations on autoflight. The learning objectives for this section of the course can more

effectively be met without student s attempting to hand fly an FTD.

b. Training Topic Components. The aeronautical experience ar eas to be trained should

include, but are not limited to, the following areas:

(1) Navigation.

(a) Learning Objective. Students should reinforce their understanding of the

components of typical air carrier navigati on equipment, and experience the navigation

equipment’s interface with automation. Students s hould also understand and experience how to

apply these principles to th e various phases of flight in air carrier operations.

(b) Training Topic Components.

Par 14 Page 18

7/2/13 AC 61-138

• Interpret navigation displays (ND), a pr imary flight display (PFD), and/or a

multi-function display (D, E) ;

• Perform FMS route input and modifications (D, E) ;

• Receive and understand air traffi c control (ATC) instructions (D, E) ; and

• Use of area navigation systems in flight (D, E) .

(2) Automation.

(a) Learning Objective. Students should reinforce thei r understanding of the use of

airplane automation, the relationship of these components with navigation and learn how to

manage both to achieve the desired flightpath.

(b) Training Topic Components.

• Interact with the mode control pane l; verify mode control panel inputs;

interpret flight mode annunciations (D, E) ;

• Use various levels of autopilot/auto-t hrottle automation applicable to pilot

flying duties and pilot monitoring dutie s with and without the autopilot

engaged (D, E) ;

• Use of FD/flight guidance systems (D, E) ;

• Knowledge of an FMS for each phase of flight (D) ;

• Use of automation in climb, cruise, descent and approach modes (D, E) ; and

• Use of TCAS and TAWS (D, E) .

c. FFS Training (6 hours). All training must be accomplished in a Level C or higher FFS.

The aeronautical experience areas to be trai ned should include, but are not limited to, the

following areas:

(1) Runway safety and adverse weather (3 hours).

(a) Learning Objective. Students should reinforce and apply their understanding of

air carrier operations during the taxi, takeoff, and landing phases of flight including the effects of

adverse weather on these operations.

(b) Training Topic Components. 1. Taxi.

• Adherence to SOPs and best practi ces used to maintain situational

awareness with complex taxi instructions (D, E) ; and

• Recognition of hot spots, line up and wait terminology, runway incursion

prevention techniques, procedures fo r ensuring correct departure runway

(D, E) .

2. Takeoff.

Par 15 Page 19

7/2/13 AC 61-138

• Normal takeoff, PF (outside scan) and PM (engine monitoring) duties and

responsibilities (D, E) ;

• V

MCG demonstration to show the effect s of differential power with limited

rudder aerodynamic authority (D);

• V1 : Application of V 1 decision speed concepts and how they relate to

accelerate-go and accelerate stop distance s with and without the effects of

a contaminated runway (D,E) ;

• Rejected takeoffs with aircraft we ight, runway length, and contamination

considerations (D, E) ; and

• Ability to apply appropriate precautions for adverse weather during

takeoff to include: windshear, contaminated runway surfaces, and crosswinds with gusts (D, E) .

3. V

2 climb performance.

• Climb at V 2.(D, E) ;

• Effects of speeds less than V 2 and greater than V 2 (D); and

• Automation during departure (D, E) .

4. Approach/Landing.

• Icing conditions in flight a nd its effects on performance and

decisionmaking (D, E) ;

• Achieve a stabilized approach using energy management concepts (D) ;

• Landing in crosswinds with and without gusts with emphasis on airplane

performance limitations in crosswinds (D, E) ;

• Landing technique and stopping dist ances on contaminated runways (D,

E); and

• Operations in low visibility conditions: taxi, takeoff, and landing (D).

(2) High Altitude Operations, Stall and Upset Prevention and Recovery (3 hours).

(a) Learning Objective. Students should reinforce th eir understanding of low energy

states, stalls, upset and high al titude aerodynamics through demons tration and experience based

training.

1. High Altitude Operations.

• Speed/mach changeover (D);

• Effects of weight on maximum altitude (high and low speed convergence)

(D);

• Effects of high altitude turbulence with limited performance margins (D);

and

• Relationship between weight , thrust, and altitude (D, E) .

2. Low Energy States/Stall Prevention Training.

Par 15 Page 20

7/2/13 AC 61-138

• High altitude/low energy recovery demonstrating limited thrust capability

and necessity to exchange altitude for airspeed (D);

• Acceleration performance from second regime (back side of power curve)

at low altitude and high altitude (D);

• Demonstration of stall recovery without application of thrust (D); and

• Stall prevention training (E). Emphasis on reduction of AOA for recovery

(Refer to AC 120-109 Stall and Stick Pusher Training).

o Takeoff or Maneuvering configuration approach-to-stalls,

o Clean configuration approach-to-stalls (high altitude), and

o Landing configuration a pproach-to-stalls.

NOTE: For each student one of the three tasks above should be experienced

using a realistic scenario and autoflight (samples of the training scenarios

can be found in Appendix 2 of AC 120-109).

3. Stick Pusher, if installed, reference AC 120-109 for proper recovery from

stick pusher activation (D, E) .

(b) Upset Prevention and Recovery Training (UPRT).

1. Considerations for UPRT.

(i) CRM. Techniques for working as a crew to return the aircraft to normal

flight and communicating airplane state between pilots, in cluding CRM callouts to improve

situational awareness should be in tegrated into FSTD training.

(ii) Availability of Visual References. A Commercial Aviation Safety Team

(CAST) study of 18 accidents and incidents resu lting from a pilot lo ss of airplane state

awareness determined that many accidents and in cidents occurred when pilots did not have

visual references available (i.e ., instrument meteorological cond itions (IMC) or night). In the

past, unusual attitude training was commonly c onducted in visual meteorological conditions

(VMC), giving the pilot consider able advantage in determining the appropriate recovery. UPRT

should include scenarios where visual references are not available.

(iii) PM. Evidence shows in many loss of c ontrol incidents and accidents, the

PM may have been more aware of the aircraft state than the pilot flying. Training should

emphasize crew interaction to vocalize the divergence conditions, use CRM to stop the

divergence, and return the airc raft to stabilized flight.

(iv) Startle. Startle has been a factor in upset incidents and accidents. Although

it may be difficult to create the physiological response of startle in the training environment, if

achieved, startle events may provide a powerful less on for the crew. The goal of using startle in

training is to provide the crew with a startle experience which allows for the effective recovery

of the airplane. Considerable ca re should be used in startle tr aining to avoid negative learning.

2. UPRT Elements.

Par 15 Page 21

7/2/13 AC 61-138

(i) Manual Handling. Flying the aircraft, with sole reference to pitch and

power emphasizing core handling sk ills in the event of system fa ilure (e.g., loss of airspeed or

unreliable airspeed indications) (D, E) .

(ii) Upset Recovery Techniques. To mitigat e loss of control in flight, each of

these maneuvers has the following objective: manage the energy, arre st the flightpath

divergence, and recover to a stabilized flightpath. (Refer to Airplane Upset Recovery Training

Aid, version 2, 2008) (D, E) .

3. Refer to Appendix 1 of this AC for sample training scenarios and an original

equipment manufacturer (OEM) appr oved upset recovery template on:

(i) Nose-High/Wings-level recovery.

(ii) Nose-Low/Wings-level recovery.

NOTE: All instructors must be knowledgeabl e of the limitations of both the

simulator motion and approved flight envelope. Particular care should be

used when conducting these maneuvers to stay within both envelopes.

Excursions outside of either must include an instructor debrief emphasizing that the flight handling characteri stics in that region may not be

representative of the actual aircraft.

16. ATP CTP GRADUATION CERTIFICATE.

a. Academic Evaluation. Applicants who successfully pass the academic evaluations and

complete the ATP CTP must be issued a graduation certificate by the training provider. The applicant must present an ATP CTP graduation cert ificate when he or sh e applies to take the

ATP knowledge test. Applicants who do not pass the academic evaluation will be required to

obtain remedial training from the training provider on those subject areas until the academic evaluation is successfully completed.

b. Graduation Certificate. A graduation certificate must c ontain the following information

in order to be considered valid:

(1) The full name, address, and FAA certificate number of the training provider

authorized to conduct the course;

(2) The full name, FAA pilot certificate nu mber, and address of the graduate;

(3) The following statement: “The applicant na med above has successfully completed the

Airline Transport Pilot Certification Training Program as required by § 61.156, and therefore has

met the prerequisite required by § 61.35(a)(2 ) for the Airline Transport Pilot Airplane

Knowledge Test.”;

(4) The date of issuance;

Par 15 Page 22

7/2/13 AC 61-138

(5) The signature of the authorized instructor who completed the academic portion of the

course; and

(6) A sequential number on the certificate starting with the first four identifiers of the

training provider’s certificate number.

17. FAILURE OF KNOWLEDGE TEST.

a. Failure to Pass. Applicants who do not pass the ATP Airplane Knowledge Test must

follow the provisions provided in § 61.49.

b. Authorized Instructor. For the purposes of the require d retraining, “an authorized

instructor” is an instructor that:

(1) Meets the instructor qualifi cations described in para graph 10(a) of this AC;

(2) Has completed the ground instructor training requirements in paragraph 10(b) of this

AC; and

(3) Is employed by a training provider authorized to provide the ATP CTP.

NOTE: Applicants may seek retraining from any authorized training

provider.

18. INTERNAL EVALUATION PROGRAM (IEP).

a. Identify and Eliminate Deficiencies. An effective IEP would identify and attempt to

eliminate deficiencies identified within the training program. At minimum the proposed IEP

must measure, track, and analyze:

(1) Student performance on both quiz and test scores;

(2) Student graduation rates; and

(3) Student feedback forms.

b. Amend Deficiencies. Based on the analysis of the data captured from the measurements

above, the training provider should then identify course deficiencies and then amend as

appropriate:

(1) Instructor performance; and/or

(2) Course material.

NOTE: Further guidance on developing IEPs can be found in the current

edition of AC 120-59, Air Carrier In ternal Evaluation Programs.

19. FSTD MINIMUM EQUIPMENT REQUIREMENTS. The following describes the

minimum equipment the FSTD must have for use in the ATP CTP.

Par 16 Page 23

7/2/13 AC 61-138

a. FTD. A Level 4 or higher FTD qualified under part 60 is required. The equipment used

in the FTD portion of the program should also be equipped with:

(1) FMS;

(2) EFIS (PFD and ND);

(3) TCAS; and

(4) TAWS.

NOTE: For alternative training devices which the training provider believes

can meet the learning objectives define d in this AC, training providers may

submit a detailed request in its applic ation for course approval or course

revision.

b. FFS. A Level C or higher FFS qualified under pa rt 60 is required. As part of the

evaluation of the FFS training to pics and learning objectives, the FAA reviewed all of the

approved FFSs under part 60 including the associated weights of the aircraft they represent.

Based on that review, the FAA has determined an FFS representing an aircraft with a maximum

takeoff weight (MTOW) of at least 40,000 pounds is necessary to meet the objectives of the ATP

CTP.

(1) Minimum Weight of the Aircraft that the FFS Represents. The weight of the

aircraft the simulator represents is an important factor in ensuring handling characteristics of a

typical transport aircraft. The 40,000 pound minimum requirement will ensure the device can replicate the lower performance margins and ha ndling qualities inherent in transport category

aircraft when being operated near their maximum operating weight at altit udes near their service

ceiling.

(2) Apply for a Deviation. If a training provider seeks to us e a device that does not meet

the weight criteria set forth in § 61.156 but believes it can ade quately demonstr ate the learning

objectives, it must apply for a deviation.

(a) Deviation requests must be submitted to the certificate holder’s assigned principal

operations inspector or TCPM. Once the assigned inspector is satisfied the submitted device meets the learning objectives of the course as defined by the guida nce contained in this AC, the

assigned inspector should forward to the appropriate FAA RO for review.

Par 19 Page 24

7/2/13 AC 61-138

(b) If the RO concurs with the deviation re quest they will then forward to the Air

Transportation Division (AFS-200) in Washington, D.C. If AFS- 200 feels the deviation request

is creditable, the National Simulator Program (NSP) office (AFS-205) will be assigned to review

the device to determine if the de vice meets the learning objectives of the course. If the NSP has a

favorable review, AFS-200 will issue the deviation request for a period not to exceed two years.

/s/

for

John M. Allen Director, Flight Standards Service

Par 19 Page 25

The following Upset Prevention and Recovery template was created by Airbus, ATR, Boeing,

Bombardier and Embraer. The Original Equipment Manufacturer (OEM) recovery techniques

will be updated in their respective manuals and remain consistent with the information

contained in the Airplane Upset Recovery Training Aid (AURTA), Revision 2. It is important

to note that correct interpretation and application of techniques and recommendations can only

be determined when the supporting information is well understood.

The following techniques represent a logical progression for recovering the aircraft. They are

not necessarily procedural. The sequence of actions is for guidance only and represents a series

of options for the pilot to consider and to use depending on the situation. Not all actions may, or

should, be necessary once recovery is underway. If needed, use pitch trim sparingly. Careful

use of rudder to aid roll control should be considered only if roll control is ineffective and the

airplane is not stalled.

These techniques assume the aircraft is not stalled. A stalled condition can exist at any

attitude and may be recognized by continuous stall warning activation accompanied by one

ofthe following:

• Buffeting, which could be heavy at times.

• Lack of pitch authority and/or roll control.

• Inability to arrest descent rate.

If the aircraft is stalled, recovery from the stall must be accomplished first by applying

and maintaining nose-down elevator until stall recovery is complete and stick shaker

activation ceases.

NOTE: Operators should work with theh· airplane manufacturer(s) to ensure they have the

manufacturer-approved, airplane-specific upset prevention and recovery guidance and

techniques in their ope..ating manual.

NOTE: The manufacturer's procedures take pt·ecedence over the following

recommendations:

7/2/13 AC 61-138

Appendix 1

APPENDIX 1. UPSET PREVENTION AND RECOVERY TRAINING

(UPRT) RECOVERY TEM PLATE AND SCENARIOS

1. Upset Recovery Template.

Page 1

Nose-High Recommendation

1Recognize and confirm the developing situation. Announce: "Nose High"

PF PM

2AP ·DISCONNECT Monitor Airspeed and

A(THR- OFF Attitude throughout the

APPLY as much nose down control input as required to obtain a nose-down recovery and announce any

pitch rate. continued divergence.

Thrust -Adjust (if required)

Roll -Adjust (if required) not to exceed 60 degrees

When Airspeed is sufficiently increasing: 3RECOVER to level flight

Recovery to level flight may require use of pitch trim.

1lf the AP and/or A/THR are responding correctly, it may not be appropriate to decrease the level of automation

while assessing if the divergence is being stopped.

2 A large out of trim condition could be encountered when theA/Pis disconnected.

3 Avoid stall because of premature recovery or excessive g loading.

Warning: Excessive use of pitch trim or rudder may aggravate the upset situation or may result

in high structural loads.

Nose-Low Recommendation

1Recoqnize and confirm the developinq situation. Announce: "Nose Low"

PF PM

2AP-DISCONNECT Monitor Airspeed and

A/THR-OFF Attitude throughout the recovery

RECOVER from stall if required and announce any continued

3ROLL in the shortest direction to wings level. divergence.

Thrust and Drag Adjust (if required)

4Recover to level fliqht

Recovery to level flight may require use of pitch trim.

1If the AP and/or A/THR are responding correctly, it may not be appropriate to decrease the level of automation while

assessing if the divergence is being stopped.

2A large out of trim condition could be encountered when theA/Pis disconnected.

3It may be necessray to reduce the g loading by applying forward control pressure to improve roll effectiveness.

4Avoid stall because of premature recovery or excessive g loading.

Warning: Excessive use of pitch trim or rudder may aggravate the upset situation or may result

in high structural loads

7/2/13 AC 61-138

Appendix 1

Page 2

7/2/13 AC 61-138

Appendix 1

2. Upset Recovery Scenarios. Two scenarios were constructed using the philosophies and

concepts described in this advi sory circular (AC). The examples should be easily tailored to any

transport category airplane. The examples given ar e not intended to be limiting in any way, they

are provided as a framework for developing a training curriculum.

NOTE: The manufacturer’s procedures take precedence over the

recommendations in this AC.

SCENARIO 1: NOSE HIGH

INSTRUCTOR ROLE Initiate a condition which will result in an unexpected nose

high attitude (40° or greater) with full power.

OBJECTIVE The pilot will recognize the nose high attitude and

immediately perform the upset recovery procedure.

EMPHASIS AREAS • Recognition and recovery.

• Crew coordination.

• Angle of attack (AOA) management.

• Aural and visual warnings (environment and airplane cuing).

• Surprise and startle.

• Situational awareness (SA) while returning to desired flightpath after the upset recovery,

including such items as heading, altitude, other

aircraft, and flight deck automation.

FSTD SETUP Use of simulator capabilities to induce a nose high attitude

CONSIDERATIONS may include:

• Automated simulator presets

• Airspeed slewing.

• Attitude changes.

• Airplane weight and center of gravity (CG) changes.

• Environmental changes.

SCENARIO ELEMENTS • Upon recognizing the first indication of an upset, perform the upset recovery procedure.

• The necessity for smooth, deliberate, and positive control inputs to avoid increasing load factors.

• If the airplane is equipped with underwing mounted

engines, the pilot should demonstrate recovery by

reducing thrust to approximately midrange until a

detectable nose-down pitch rate is achieved.

Page 3

7/2/13 AC 61-138

Appendix 1

COMPLETION • Recognizes and confirms the situation.

STANDARDS • Verifies the autopilot and autothrottle/autothrust are

disconnected.

• Proper recovery consists of up to full nose-down

elevator and, if required, by using stabilizer trim to

relieve elevator control pressure. A steady nose-down pitch rate should be ac hieved and it should be

noted that the airplane would be near zero g and the associated characteristics of such

• When approaching the horizon the student checks airspeed, adjusts thru st, and establishes the

appropriate pitch attitude and stabilizer trim setting

for level flight.

COMMON STUDENT

ERRORS • Fails to disengage the autopilot and autothrottle.

• Hesitates to use up to full control input.

• Overtrims nose-down stabilizer.

• Fails to use nose-up stablilizer trim.

SCENARIO 2: NOSE LOW

INSTRUCTOR ROLE Initiate a condition which will result in an unexpected nose

low attitude (approximately 20 degrees).

OBJECTIVE The pilot will recognize the nose low attitude and

immediately perform the upset recovery procedure.

EMPHASIS AREAS • Recognition and recovery.

• Crew coordination.

• AOA management.

• Aural and visual warnings (environment and

airplane cuing).

• Surprise and startle.

• Situational awareness (SA) while returning to desired flightpath after the upset recovery, including such items as heading, altitude, other

aircraft, and flight deck automation.

FSTD SETUP Use of simulator capabilities to induce a nose low attitude

CONSIDERATIONS may include:

• Automated simulator presets.

• Airspeed slewing.

• Attitude changes.

• Airplane weight and center of gravity (CG) changes.

• Environmental changes.

Page 4

7/2/13 AC 61-138

Appendix 1

SCENARIO ELEMENTS • Upon recognizing the first indication of an upset,

perform the upset recovery procedure.

• The necessity for smooth, deliberate, and positive control inputs to avoid increasing load factors.

COMPLETION • Recognizes and confirms the situation.

STANDARDS • Verifies the autopilot and autothrottle/autothrust are disconnected.

• Proper recovery consists of rolling to approaching wings level, then applying nose-up elevator; applying stabilizer trim, if necessary; and adjusting thrust and drag as necessary.

• For a satisfactory nose-low recovery, the student must avoid ground impact and accelerated stall and respect g-force and airspeed limitations.

• Recovers to stabilized flight with a pitch, thrust, and

airplane configuration that corresponds to the

desired airspeed.

COMMON STUDENT

ERRORS • Forgets to disengage the autopilot and or

autothrottle.

• Fails to use full control inputs.

• Initiates pull-up before approaching wings level.

• Attempts to precisely obtain wings level and delays pull-up.

• Enters secondary stall.

• Exceeds positive g force during pull-up.

• Fails to reduce thrust to idle for high speed.

• Fails to use speedbrakes, if required.

• Achieves inadequate pull-up to avoid ground impact.

Page 5 (and 6)

7/2/13 AC 61-138

Appendix 2

APPENDIX 2. DOCUMENTING PREVIOUS EXPERIENCE GUIDANCE

To be eligible to teach the airline transport pi lot (ATP) Certification Training Program (CTP), an

instructor must have at least two years of air carrier experience as defined in Title 14 of the Code

of Federal Regulations (14 CFR) part 121, § 121.410, part 135, § 135.336, part 141, § 141.33, or

part 142, § 142.54. The following guidance may be used to assist in documenting previous air

carrier experience.

Lost or Unattainable Records. A principal operations inspector (POI) may accept an affidavit

as a method to document previous experience if an instructor is unable to produce suitable

employment records because:

1. The records are lost;

2. The air carrier or program ma nager (PM) is defunct; or

3. The air carrier or PM remains in exis tence but no longer has the records.

Supporting Documentation. The instructor must submit a signed and notarized statement

(affidavit) attesting to the pr evious experience. The statemen t should be substantiated by all

available evidence, such as completed check ri de forms, available training records, logbook

entries, and other records attest ing to flight operation participation, associ ated pay stubs, W-2

forms (financially confidential information redacted ), tax returns, a statement from a current, or

former employee of the air carrier or program manager, and other proofs of employment. Both

the pilot and training provider must read, sign, and submit a notarized statement containing the

information found in this appendix and provide bo th affidavits with supporting documentation to

the POI or Training Center Program Manager (TCPM). If the affidavits and documentation

reasonably support the claimed experience, the POI or TCPM may accept the information as

meeting the previous experience requirem ent. An affidavit without any supporting

documentation should not be accepted. a. False Statements. A pilot who has lost or is unable to obtain suitable records should be

reminded that any fraudulent or intentionally false statements concerning these records are a

basis for enforcement action in accordance with T itle 18 of the United States Code (18 U.S.C.),

§ 1001.1, and 14 CFR part 61 that co uld result in a fine, imprisonm ent, and action against any

certificate or rating held.

b. Supporting Documentation Review. The POI or TCPM should consider the following when

determining the acceptability of the documentation provided:

1. Review Records. Review and determ ine the validity of the records.

2. Ensure Clarity. Ensure that records clearly identify the air ca rrier and associated

employment.

3. Review Federal Aviation Admi nistration (FAA) Database. Re view FAA database(s) to

determine if the air carrier or program manager has record s to verify its existence

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7/2/13 AC 61-138

Appendix 2

4. Review Program Tracking and Reporting Subsystem (PTRS) Records. Review PTRS

records that may support the nom inee’s activities with the air carrier or program manager.

(This is not required but could be us ed for confirmation in some cases.)

5. Review Evidence. Review evidence the nom inee has provided that confirms the air

carrier or program manager no longer retains th e records or has not responded to a record

request for an air carrier or program mana ger that currently remains in existence.

6. Review Participation and Qualification. Review records or supporting documents (e.g.,

logbooks, dispatch releases, evidence of empl oyment, or a statement from a current or

former employee of the air carrier or program manager) that attest to or confirm flight

program participation and qualification as a pilot for the air carrier or program manager

Page 2

_____________________________________________________________________

_____________________________________________________________________

7/2/13 AC 61-138

Appendix 2

APPENDIX 2-1. INSTRUCTOR PREVIOUS EXPERIENCE AFFIDA VIT

STATE OF ___________________________________

COUNTY OF _________________________________

________[Name of applicant] _____________________, being duly sworn, says:

1. On [today’s date], I, [Name of applicant], certi fy that I have been unable to find or obtain the

records documenting my employment with [air carrier/operator/program manager] from [date] to

[date].

2. I acknowledge that any fraudulent or intentiona lly false statements concerning aeronautical

experience are a basis for suspension or re vocation of any certificate or rating I hold.

Considering the above, I offer the following statement in lieu of the actual records:

____ I, [Name of applicant], hereby attest that I was employed as a [pilot in command or second

in command] for [Name of part 121 air carrier], a part 121 air carrier based in [city, state,

country], from [date] to [date]. ____ I, [Name of applicant], here by attest that I was employed as a pilot in command, as

required by § 135.243(a)(1), for [Name of part 135 air carrier/operator], a part 135 [air carrier or

operator] based in [city, state, c ountry], from [date] to [date].

____ I, [Name of applicant], here by attest that I was employed as a pilot in command, as

required by § 91.1053(a)(2)(i), for [Name of part 91K operator], a part 91K program manager

based in [city, state, country], from [date] to [date].

Airman’s Signature Airman’s Name (Printed) and Pilot Certificate Number

SUBSCRIBED AND SWORN TO before me this ________ day of _______________, ______

[Seal]

Notary Public in and for

County_________________________________________________

State of __________________________________________________

My Commission expires on __________________________________

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7/2/13 AC 61-138

Appendix 2

APPENDIX 2-2. TRAINING PROVIDER AFFIDA VIT FOR LO ST/UNOBTAINABLE

PREVIOUS EXPERIENCE DOCUMENTATION

STATE OF ___________________________________

COUNTY OF _________________________________

__________[Name of Company Representative] ___________________, being duly sworn, says:

1. On [today’s date], I, [Company Representative], [Company Name], certify that I have been

unable to find or obtain the record s documenting that [instructor’s name] was employed by

[Company Name] from [date] to [date].

2. I have made a good faith effort to obtain such r ecords. Notwithstanding this effort, I have been

unable to find such records. I do not know where such records presently ar e, or where they may

be found. I believe them to be lost or destroyed. 3. I acknowledge that any fraudulent or intentiona lly false statements concerning aeronautical

experience are a basis for suspension or revocation of any certificate or rating I hold, as well as

revocation or suspension of this [air carrier certificate or management specifications]. For the above reason, I offer the below stat ement in lieu of the actual records:

I, [Company Representative ], on behalf of [company name], attest the information above is

accurate and therefore [Name of instructor] meets the baseline requirements of an instructor as

set forth in §§ 121.410 (b)(2), 135.336(b)(2), 141.33(4)(ii), or 142.54(b).

Company Representative’s Signature___________________________________

Company Representative’s Pilot Certificate Numb er (if applicable)___________

Company Representative ’s Name (Print)________________________________

Company Name and Certificate Number___________________________

SUBSCRIBED AND SWORN TO before me this ________ day of _______________, _______

[Seal]

Notary Public in and for

County__________________________________________________

State of __________________________________________________

My Commission expires on __________________________________

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7/2/13 AC 61-138

Appendix 3

APPENDIX 3. RELATED GUIDANCE

a. Related Reading Material (current editions).

(1) Advisory Circular (AC) 120- 35, Line Operational Simulations: Line Oriented Flight

Training, Special Purpose Operat ional Training, Line Operationa l Evaluation. Retrieved from

http://www.faa.gov/regulations_po licies/advisory_circulars/index.cfm/go/document.information/

documentID/22758.

(2) AC 120-51, Crew Resource Manageme nt Training. Retrieved from

http://www.faa.gov/regulations_po licies/advisory_circulars/index.cfm/go/document.information/

documentID/22879.

(3) AC 120-62, Takeoff Safety Trai ning Aid. Retrieved from

http://www.faa.gov/regulations_po licies/advisory_circulars/index.cfm/go/document.information/

documentID/23202.

(4) AC 120-64, Operational Use and Modificati on of Electronic Checklists. Retrieved

from http://www.faa.gov/regulations_polic ies/advisory_circulars/index.cfm/go/

document.information/documentID/23204.

(5) AC 120-66, Aviation Safety Action Program (ASAP). Retrieved from

http://www.faa.gov/regulations_po licies/advisory_circulars/index.cfm/go/document.information/

documentID/23207.

(6) AC 120-71, Standard Operating Procedures fo r Flight Deck Crewmembers. Retrieved

from http://www.faa.gov/regulations_polic ies/advisory_circulars/index.cfm/go/

document.information/documentID/23216.

(7) AC 120-74, Parts 91, 121, 125, and 135 Flight crew Procedures during Taxi

Operations. Retrieved from http://www.faa .gov/regulations_policies/ advisory_circulars/

index.cfm /go/ document.information/documentID/23220.

(8) AC 120-82, Flight Operational Qual ity Assurance. Retrieved from

http://www.faa.gov/regulations_po licies/advisory_circulars/index.cfm/go/document.information/

documentID/23227.

(9) AC 120-109, Stall and Stick Push er Training, Retrieved from

http://www.faa.gov/documentLibrary/m edia/Advisory_Circular/AC%20120-109.pdf.

(10) AC 121.195-1, Operational Landing Distances for Wet Runways; Tr ansport Category

Airplanes. Retrieved from http:/ /www.faa.gov/regulations_policies/

advisory_circulars/index.cfm/ go/document.information/documentID/22523.

(11) InFO 07009, Runway Lights Required for Night Takeoffs in Part 121. Retrieved from

http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/info/all_infos/

media/2007/inFO07009.pdf.

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7/2/13 AC 61-138

Appendix 3

(12) InFO 07018, Taxi Clearances: Know the Rules, Understand Your Clearance.

Retrieved from

http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/info/all_infos/

media/2007/inFO07018.pdf.

(13) InFO 08029, Approach and Landing Accide nt Reduction (ALAR): Recommended

Flightcrew Traini ng. Retrieved from

http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/info/all_infos/

media/2008/inFO08029.pdf.

(14) InFO 08034, Design and Content of Checklists for In-Flight Smoke, Fire and Fumes

(SFF). Retrieved from http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/info/all_infos/

media/2008/inFO08034.pdf.

(15) InFO 08041, Checklist Review. Retrieved from

http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/info/all_infos/

media/2008/inFO08041.pdf

(16) InFO 08049, Preventing Wrong Runway Takeoffs. Retrieved from

http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/info/all_infos/

media/2008/inFO08049.pdf.

(17) InFO 10010, Enhanced Upset Recove ry Training. Retrieved from

http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/info/all_infos/

media/2010/InFO10010.pdf.

(18) InFO 10024, Airline Transport Pilot (ATP) Cert ificate Requirement for Pilots in Part

121 Operations. Retrieved from http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/info/all_infos/

media/2010/InFO10024.pdf.

(19) SAFO 07003, Confirming the Take off Runway. Retrieved from

http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/safo/all_safos/

media/2007/safo07003.pdf.

(20) SAFO 10006, In-Flight Icing Operations and Training Recommendations. Retrieved

from http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/safo/all_safos/

media/2010/SAFO10006.pdf.

(21) SAFO 10012, Possible Misinterpretation of the Practical Test Standards (PTS)

Language “Minimum Loss of Altitude”. Retrieved from http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/safo/all_safos/

media/2010/SAFO10012.pdf.

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7/2/13 AC 61-138

Appendix 3

(22) Order 8900.1 Vol. 4, Ch. 2, Sect. 5. All- Weather Terminal Area Approach and

Landing Operations. Retrieved from

http://fsims.faa.gov/WDocs/8900.1/V04%20A C%20Equip%20&%20Auth/Chapter%2002/04_0

02_005.pdf.

(23) Order 8900.1 Vol. 3, Ch. 32, Sect. 12. Airc raft Checklists for 14 CFR Parts 121/135.

Retrieved from http://fsims.faa.gov/ WDocs\8900.1\V03 Tech Admin\Chapter

32\03_032_012.pdf.

(24) Aerodynamics for Naval Aviators,

http://www.faa.gov/library/manuals /aviation/media/00-80T-80.pdf).

(25) Degani, A., & Wiener, E.L. (1994). On the de sign of flight deck procedures. (NASA

Contractor Report 177642). Washington, DC: National Aeronautics and Space Administration. Retrieved from http://ti.arc.nasa.gov/m/p rofile/adegani/Flight-Deck_Procedures.pdf.

(26) FAA, Air Traffic Organization, Office of Safety. (n.d.). Pilot ‘Best Practices’ for

AIRFIELD SAFETY. Retrieved from https://employees.faa.gov/org/linebusiness/ato/safety/rs/pilot_info /.

(27) FAA-H-8083-3A. Airplane Flying Handbook. Retrieved from

http://www.faa.gov/library/manuals /aircraft/airplane_handbook/.

(28) FAA, Office of Integrated Safety Analys is, Human Factors Analysis Division. (1995).

Human Performance Considerations in the Use a nd Design of Aircraft Checklists. Retrieved

from http://www.faa.gov/about/office_org/headquarters _offices/avs/offices/afs/afs200/branches/afs21

0/training_aids/media/checklist.doc.

(29) International Civil Aviation Organization. ( 1991). Human Factors Digest Number 3:

Training of Operational Pe rsonnel in Human Factors. (ICAO Circular 227-AN/136).

(30) McDonnell, L.K., Jobe, K.K., & Dismukes, R.K. (1997). Facilitating LOS

Debriefings: A Training Manual. (NASA Tec hnical Memorandum 112192). Retrieved from

http://ntl.bts.gov/lib/000/900/962/Final_Training_TM.pdf.

(31) Pilot's Handbook of Aeronautical Knowledge ,

http://www.faa.gov/training_testing/testing/ airmen/test_standards /pilot/media/FAA-S-8081­

5F.pdf.

(32) Prince, C. (n.d.). Guidelines for Situation Awareness Training.

NAWCTSD/UCF/FAA Partnership for Aviation Training. Retrieved from

http://www.faa.gov/about/office_org/headquarters _offices/avs/offices/afs/afs200/branches/afs21

0/training_aids/media/saguides.doc.

(33) Svatek, N. (1990). Techniques in CRM Training. ICAO Journal, 45(10), 12-13.

Retrieved from http://www.icao.int/a nb/humanfactors/techniques_in_CRM_1990.pdf.

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7/2/13 AC 61-138

Appendix 4

(34) Tarnowski, E. (1999). Understanding design philosophy can help pilots benefit from

modern automated flight systems. ICAO Journal, November/December 1999, 22-24, 29-30.

Retrieved from http://www.icao.int/anb/humanfactor s/Understanding_design_philosophy_1999.pdf.

(35) Turner, J.W. & Huntley, M.S. (1991). Use a nd Design of Flight Crew Checklists and

Manuals (Report No. FAA-AM -91-07). Retrieved from

http://ntl.bts.gov/lib/33000/33400/33421/33421.pdf.

(36) U.S. Air Force, Air Education and Tr aining Command. (2005). Cockpit/Crew

Resource Management Training Program. (Air Force Instruction 11-290). Retrieved from

http://www.e-publishing.af.mil/shared/media/epubs/AFI11-290.pdf.

b. Decision Making, CRM, Human Factors.

(1) AC 60-22, Aeronautical Decision Making. Retrieved from

http://www.faa.gov/regulations_po licies/advisory_circulars/index.cfm/go/document.information/

documentID/22624.

(2) Adams, R.J. (1993). How Expert Pilots Think. (Report No. DOT/FAA/RD-93/9).

Retrieved from http://www.dtic.mil/cgi­bin/GetTRDoc?AD=ADA265356&Loca tion=U2&doc=GetTRDoc.pdf.

(3) Civil Aviation Authority (United Kingdom). (2002). Flight Crew Training: Cockpit

Resource Management (CRM) and Line-Oriente d Flight Training (LOF T). (Previously ICAO

Digest No. 2). Retrieved from http://www.caa.co.uk/docs/33/CAP720.PDF.

(4) Driskell, J.E., & Adams, R.J. (1992). Crew Resource Management: An Introductory

Handbook. (FAA Report No. DOT-VNTSC-F AA-92-8). Retrieved from

http://www.dtic.mil/cgi-bin/GetTRDoc? AD=ADA257441&Location=U2&doc=GetTRDoc.pdf.

(5) FAA Report No. DOT-VNTSC-FAA-00-22. (200 0). Human Factors Considerations

in the Design and Evaluation of Electroni c Flight Bags (EFBs). Retrieved from

http://www.hf.faa.gov/docs/volpe/volpe0022.pdf.

(6) Helmreich, R.L. (1998). Error Management as Organizational Strategy. In

Proceedings of the IATA Human Factors Se minar (pp. 1-7). Bangkok, Thailand, April 20-22,

1998. Retrieved from http://homepage.psy.utexas.edu/homepage/group /HelmreichLAB/Publications/pubfiles/Pub225.p

df.

(7) Helmreich, R.L., Butler, R.A., Taggart, W. R., & Wilhelm, J.A. (1995). Behavioral

Markers in Accidents and Incide nts: Reference List (Technical Report 95-1). Retrieved from

http://homepage.psy.utexas.edu/HomePage/G roup/HelmreichLAB/Publications/564.doc.

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Appendix 3

(8) Helmreich, R.L., Merritt, A.C., & Wilhelm, J.A. (1999). The Evolution of Crew

Resource Management Training in Commercial Aviation. (Universit y of Texas at Austin Human

Factors Research Project: 235). Internationa l Journal of Aviation Psychology, 9(1), 19-32.

Retrieved from

http://www.paediatricchairs .ca/safety_curriculum/domain4_docs/HelmreichCRM.pdf.

(9) InFO 07015. Flight Risk Assessment Tool. Retrieved from

http://www.faa.gov/other_visit/aviation_industry/airline _operators/airline_safety/info/all_infos/

media/2007/inFO07015.pdf.

(10) Jensen, R.S. (1989). Aeronautical Decisi on Making – Cockpit Resource Management

(Report No. DOT/FAA/PM-86/46). Retrieve d from http://handle.dtic.mil/100.2/ADA205115.

(11) Johnston, A.N., & Maurino, D.E. (1990). Human Factors training for aviation

personnel. ICAO Journal, May 1990, pp. 16-19. Retrieved from

http://www.icao.int/anb/HumanFactors/Human_factors_training_1990.pdf.

(12) Kochan, J.A., Jensen, R.S., & Chubb, G.P. (1997). A New Approach to Aeronautical

Decision-Making: The Expertise Method (Rep ort No. DOT/FAA/AM-97/6). Retrieved from

http://handle.dtic.mil/100.2/ADA323793.

(13) Merritt, A.C., & Helmreich, R.L. (1996). Creating and sustaining a safety culture:

Some practical strategies. In B. Hayward & A. Lowe (Eds.), Applied Aviation Psychology:

Achievement, Change and Challenge (pp. 20-26) . Sydney: Avebury Aviation. Retrieved from

http://homepage.psy.utexas.edu/homepage/group /helmreichlab/publicat ions/pub%20project/303.

doc.

(14) Reason, J. (1990). Human error. New Yo rk: Cambridge University Press.

(15) Seamster, T.L., Boehm-Davis, D.A., Holt, R.W., & Schultz, K. (1998). Developing

Advanced Crew Resource Management (ACRM) Tr aining: A Training Manual. FAA, Office of

the Chief Scientific and Technical Advisory for Human Factors, AAR-100. Retrieved from

http://www.hf.faa.gov/docs/dacrmt.pdf.

(16) Sumwalt, R.L., Thomas, R.J., & Dismukes, K. (2002). Enhancing Flight-crew

Monitoring Skills Can Increase Flight Safety. Paper presented at the 55th International Air Safety Seminar, Flight Safety Foundation. D ublin, Ireland, November 4-7, 2002. Retrieved from

http://human-factors.arc.nasa.gov/fli ghtcognition/Publications/Holbrookcopy.pdf.

c. Related References.

(1) Airplane Upset Recovery Training Aid

http://www.faa.gov/other_visit/aviation_industry/airline_operators/training/media/AP_UpsetRec overy_Book.pdf.

(2) Culture, Threat, and Error: Assessing System Safety,Robert L. Helmreich1

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Appendix 3

(3) Defensive Flying for Pilots: An Introduc tion to Threat and Error Management

Ashleigh Merritt, Ph.D. & James Klinect, Ph.D. The University of Texas Human Factors

Research Project1 The LOSA Collaborative http://homepage.psy.utexas.edu/homepage/group/h elmreichlab/publicatio ns/pubfiles/TEM.Paper.

12.6.06.pdf.

(4) University of Texas Human Factors Resear ch Project The University of Texas at

Austin http://homepage.psy.utexas.edu/homepage/group /helmreichlab/publicat ions/pub%20project/252.

pdf.

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