TABLE OF CONTENTS

1. INTRODUCTION
   1.1 Purpose
   1.2 Applicability.
   1.3 Description of Changes
2. REFERENCES
   2.1 Reference Documents
   2.2 Cancelled Documents
   2.3 Definitions and Abbreviations
3. BACKGROUND
4. APPLYING FOR INTEGRATED COURSE AUTHORITY
   4.1 Course Authorization Process
   4.2 Authorizing Inspection
5. FLIGHT TRAINING OPERATIONS MANUAL
   5.1 Purpose
   5.2 Flight Training Operations Manual Format
   5.3 Preamble
   5.4 Documentation Control
   5.5 Organization
   5.6 Operational Control System
   5.7 Dissemination of Company Operational Information
   5.8 Records and Forms
   5.9 Fuelling Procedures
   5.10 Weather Minima
   5.11 Operations in Hazardous Conditions
   5.12 Aeroplane Ice, Frost and Snow Contamination Procedures
   5.13 Carriage of Dangerous Goods
   5.14 Aircraft Performance Limitations
   5.15 Survival Equipment
   5.16 Emergency Procedures
   5.17 Staff Training
   5.18 Supervision of Staff
   5.19 Quality Assurance
6. TRAINING MANUAL
   6.1 Purpose
   6.2 Training Manual Format
   6.3 Training Plan
   6.4 Aim of Course
   6.5 Pre-entry Requirements
   6.6 Course Schedule
   6.7 Fatigue Management
   6.8 Attendance
   6.9 Training Records
   6.10 Examinations and Tests
   6.11 Training Effectiveness
   6.12 Training Quality
   6.13 Flight Training Syllabus
   6.14 Synthetic Training Syllabus
   6.15 Ground Training Syllabus
   6.16 Forms
7. CONTACT OFFICE

• Appendix A - Sample Policy – Unsatisfactory Progress
• Appendix B – Flight Training Device Standards
• Appendix C – Multi-Crew Cooperation Competencies
• Appendix D – Table of Concordance

1.0 INTRODUCTION

This Advisory Circular (AC) describes an acceptable means, but not the only means of demonstrating compliance with regulations and standards. This AC in and of itself does not change, create, amend or permit deviations from regulatory requirements nor does it establish minimum standards. The applicant may elect to follow an alternate method, which must be acceptable to Transport Canada.

1.1 Purpose

The purpose of this advisory is to provide guidance on how to obtain authorization to conduct approved integrated courses in accordance with Part IV, Subpart 6 of the Canadian Aviation Regulations.

1.2 Applicability

This document is applicable to flight training unit operators seeking authority to conduct approved integrated courses in accordance with Part IV, Subpart 6 of the Canadian Aviation Regulations.

1.3 Description of Changes

Initial issue

2.0 REFERENCES

2.1 Reference Documents

It is intended that the following reference materials be used in conjunction with this document:

1. Part IV Subpart 1 of the Canadian Aviation Regulations (CARs) Flight Crew Permits, Licences and Ratings
2. Part IV Subpart 6 of the Canadian Aviation Regulations (CARs) Flight Training Units
3. TP 14135 - Safety Management Systems for Small Aviation Operations - A Practical Guide to Implementation
4. ICAO. Human Factors Training Manual, ICAO Doc 9683-AN/950
5. ICAO. (2002). Line Operations Safety Audit (LOSA), ICAO Doc 9803 AN/761
6. Chapter 4 – 8 of TP 12863E (01/1997) Human Factors for Aviation Basic Handbook
7. Chapter 2 – 4 of TP 12864E (01/1997) Human Factors for Aviation Advanced Handbook
8. Chapter 2 – 4 of the Human Factors Guidelines for Safety Audits Manual ICAO Doc 9806 AN/763

2.2 Cancelled Documents

Not applicable.

2.3 Definitions and Abbreviations

Not applicable.

3.0 BACKGROUND

1. The Part IV Technical Committee on Personnel Licensing and Training accepted, in October 1997, the report of the Regulation of Flight Training Working Group. One of the recommendations of the working group proposed that Canada introduce regulations for a new course model for the training of professional pilots: “An integrated program of commercial pilot training is recommended by this group. The existing 200-hour course would be maintained but the integrated program would be built along the lines of the European Joint Aviation Authorities (JAA) program.”
2. The Notices of Proposed Amendment to the Canadian Aviation Regulations were presented to the Part IV Technical Committee in December 1999. At the request of the flight training industry that was anxious to proceed with the new course model, and on the assumption that the regulations would soon be entered into the CARs. General Aviation Policy Letter GA-2000-06 introduced integrated courses in 2000. The policy states that “The regulations and standards set out for these programs, which were subsequently approved by the Civil Aviation Regulatory Committee (CARC), represent a much higher level of regulatory oversight than the current standards and many flight schools across Canada have indicated a strong desire to comply with these requirements and to build integrated programs. Accordingly, for those schools that are prepared to build and conduct programs that comply with the new requirements, Transport Canada will evaluate new programs against the provisions of the NPAs and approve the programs where they meet the regulatory requirements.
3. More urgent priorities were assigned to the process of regulatory change following 9/11 and the integrated course regulations were delayed. At the Part IV Technical Committee meeting in June, 2003, the requirements for another integrated course model were introduced and accepted. These were the requirements for the ATP(A) course. Subsequent work with the Department of Justice began to shape the integrated course NPAs into regulations and standards. It was agreed that the standards for the ATP(A) courses would be managed together with the CPL(A) and CPL(A)/IR courses in this process. Further consultation through Canada Gazette brought some final improvements to the course requirements set out in the regulations and standards for CPL(A), CPL(A)/IR, and ATP(A) integrated courses.
4. Integrated course authority is available as an option for flight schools but such a structured, continuous course model will not be appropriate or desirable for most schools. In Europe, where the integrated course model has been in existence for many years, the dominant course model is the modular course. A modular course requires an operation manual and course manuals for each training authority. This model allows trainees to pursue structured pilot training in modules rather than as a continuous course.
5. On occasion, a student enrolled in an integrated course may be prompted by personal circumstances or opportunities to apply for the Commercial Pilot Licence – Aeroplane prior to course graduation. In these cases, the licence application can be accepted if the applicant has met the core requirements for the Commercial Pilot Licence – Aeroplane as required by subsections 421.30(1), 421.30(2) and paragraphs 421.30(3)(a) and 421.30(4)(a) of the CARs. The skill requirements of subsection 421.30(5) are met, if the applicant has successfully completed a flight test in accordance with the Flight Test Guide – Commercial Pilot Licence – Aeroplane (TP13462). The substitution of the successful completion of a VFR Navigation Progress Test for Exercise 23 as outlined in the Flight Test Guide is acceptable. A letter from the CFI of the FTU attesting that the applicant has satisfactorily completed the VFR Navigation Progress Test will be submitted with the application in addition to the other required documents.

4.0 APPLYING FOR INTEGRATED COURSE AUTHORITY

1. Flight training units seeking authority to conduct approved integrated courses should follow the guidance in this advisory to ensure expeditious authorization of the courses.
2. Flight training units with CPL(A) or CPL(A)/IR courses approved under General Aviation Policy Letter 2002-04 should review their documentation once the course regulations and standards enter the CARs. Within 90 days of the regulations entering the CARs, these training units should submit to the TC region a completed copy of the Table of Concordance.
3. Flight training units with CPL(A)/IR courses with facilities and equipment that meet or exceed the new ATP(A) course standards may apply to have their course authority changed to an ATP(A) course.

4.1 Course Authorization Process

1. A flight training unit operator must submit the following items in order to obtain authorization to conduct an integrated course:
   1. Form 26-0344 Application for a Flight Training Unit Operator Certificate
   2. Flight training operations manual for the control of all flight training operations at that FTU
   3. Training manual for the control of the integrated course(s) for which authority is sought
2. A completed copy of the Table of Concordance in Appendix D should also be submitted. In addition to being an important quality assurance tool for the operator, this will expedite the approval process.

4.2 Authorizing Inspection

Once it has been determined that the application and associated documentation comply with the integrated course requirements, the FTU will be inspected to ensure that it meets the requirements. A post-certification audit will be conducted within the 12 months following the initial authority to ensure that all certification requirements continue to be met and the quality assurance program is working properly.

5.0 FLIGHT TRAINING OPERATIONS MANUAL

5.1 Purpose

The purpose of a flight training operations manual is to control the flight operations of a company through explicit written policies and procedures. Company senior management expect staff to operate in accordance with the manual. A manual may contain only the minimum information required by regulation or may define procedures for other aspects of the operations. During regulatory audits, Transport Canada is concerned only with items in the manual that relate to the regulatory flight training requirements and will not be concerned with procedures such as dress, deportment, instructor scheduling or other company policies not related to regulations.

5.2 Flight Training Operations Manual Format

1. There is no one correct way to design the layout of a flight training operations manual. However, following this guidance will make it easier to ensure that all regulatory requirements are met. It will also facilitate the acceptance process by allowing Transport Canada to evaluate the manual content more efficiently. A numbering system should be used to direct readers to a specific paragraph.
2. Operators must comply with all portions of their flight training operations manual that relate to flight operations. Policies and procedures that do not relate to flight operations, such as directions regarding uniforms, deportment, scheduling, etc., can be put in the manual separately as company directives.
3. The required contents of the flight training operations manual are set out in 426.61.

5.3 Preamble

The manual must contain a preamble relating to its use and authority. This can be a short description of the manual’s purpose, what the manual contains, and a general statement under whose authority the manual is promulgated and who should use the manual.

5.4 Documentation Control

1. A means of controlling the revision and distribution of the manual must be clearly described.
2. The following operational personnel must hold numbered copies of the manual and they are responsible for its amendment.
   1. Chief flight instructor (CFI)
   2. Assistant chief flight instructor (If one is assigned)
   3. Check instructor
   4. Person responsible for maintenance control
3. The chief flight instructor must make manuals available to all other operational personnel, including flight instructors, students, and, if applicable, flight dispatchers.

5.5 Organization

A description of the organizational structure of the company is needed to ensure that staffs understand who is responsible for particular elements of the operation. Well-defined responsibilities and authorities have to be communicated to staff in order to control the operations. This can be achieved by clearly expressing the qualifications, responsibilities and succession of command of management and operations personnel. An organizational chart provides a clear visual representation of the company structure. This includes the chief flight instructor, person responsible for maintenance, check instructor, and ground instructors. If the company chooses to create a position for assistant chief flight instructor then those requirements must be stated as well.

5.6 Operational Control System

1. Operational control, in respect of a flight, means the exercise of authority over the initiation, continuation, diversion or termination of a flight in the interest of the safety of the aircraft and the regularity and efficiency of the flight. This system is under the control of the chief flight instructor.
2. The responsibility for operational control can be delegated to the pilot-in-command provided that there are clear procedures describing the process. However, the chief flight instructor is still ultimately responsible. Current information on the location of aircraft needs to be maintained at either the main base of operations or any applicable sub-base. Communication via radio with ground stations is needed to establish contact or convey information to the person responsible for flight following. A qualified and trained individual needs to be on duty in order to provide flight following and alerting services in the event of an overdue or missing aircraft. The training requirements for flight following should be described in the training section of the manual.

5.7  Dissemination of Company Operational Information

1. The number of employees and bases of operation will affect the complexity of the communications. Bulletins, company directives, and amendments to manuals are some of the ways to achieve this. Internet, email and fax communications can also be used. Whichever process is used it should include a means of verifying that employees have read and understood the information.
2. Other items that need to be expressed relating to operational control are:
   1. Flight authorization and flight preparation procedures (daily flight record)
   2. Communication of deferred defects to the PIC
   3. Fuel and oil requirements
   4. Weight and balance control system
   5. Directions on checklist use
3. Maintenance discrepancy reporting and requirements

5.8 Records and Forms

A sample of the company’s navigation log, weight and balance form and instructor training record should be placed in the appendix of the manual.

5.9 Fuelling Procedures

1. Fuel and oil requirements should be determined based on manufacturer’s requirements and operational experience with the particular aircraft plus a reasonable safety margin. This in many cases could exceed, but in no case should be less than the regulatory minimum requirements.
2. Direction on fuelling aircraft should include procedures on how to deal with, and reduce the risk of, fuel contamination as well as bonding requirements and fuelling with passengers on board. All staff and students that are given responsibility for fuelling must have appropriate training and this training must be recorded.

5.10 Weather Minima

In order to set realistic weather minima you need to consider the experience of the instructors and the students, the phase of training, the type of airspace, and geographic locations in which the training occurs. Based on this operational experience and conditions, a reasonable safety margin can be determined. This in many cases could exceed, but in no case can be less than the regulatory minimum requirements.

5.11 Operations in Hazardous Conditions

Generally most light aircraft used for flight training are not certified or equipped for challenging or extreme weather conditions. Instructions should be clear regarding operations in hazardous conditions. This includes conditions such as icing, thunderstorms, white out, windshear and any other conditions deemed hazardous by the company. Training in these ‘hazardous’ conditions can be conducted in a flight simulator or appropriately equipped flight training device.

5.12 Aeroplane Ice, Frost and Snow Contamination Procedures

Direction on what constitutes contamination, how to remove contamination and what is an acceptable aircraft condition for flight after decontamination, must be provided to the pilot-in-command and line staff.

5.13 Carriage of Dangerous Goods

There are specific regulatory requirements and approvals that must be met in order to carry dangerous goods on board an aircraft. If the company does not intend to obtain this authority then a statement to that effect should be placed in the operations manual along with a description of some likely examples of dangerous goods that may be presented to a pilot for carriage, such as batteries. Pilots need sufficient training in order to identify and avoid unsuitable cargo.

5.14 Aircraft Performance Limitations

Generally, direction is given to comply with the manufacturer’s recommendations and limitations but the company may choose to set specific limitations that are more stringent. For example, procedures or limits on the use of unprepared or soft surfaces for take-off and landing.

5.15 Survival Equipment

Requirements for survival equipment are set out in 602.61. A description of the survival equipment, directions on its use and periodic inspection requirements should be expressed. These requirements may vary due to seasonal conditions and the geographic areas of operation. Inappropriate clothing and footwear for the weather conditions could jeopardize the safety of a flight. Express a clear requirement for appropriate dress for flight crew and passengers.

5.16 Emergency Procedures

Clearly laid out emergency procedures for ELT’s, passenger preparation for emergency landings, emergency evacuation, and ground emergency coordination procedures are important components of a sound emergency response plan. Staff should know what to do in the event of an accident, who to call, and how to deal with external agencies such as the police, paramedics, the Transportation Safety Board of Canada and the company’s insurer and medias. Further information can be found in TP 14135 - Safety Management Systems for Small Aviation Operations - A Practical Guide to Implementation.

5.17 Staff Training

1. Staff training programs should include company indoctrination training, review of the flight training operations manual, operational control procedures (planning, dispatch and operating procedures) and emergency response procedures. Specific training for operational personnel such as person responsible for dispatch or flight following must also be completed. All training must be recorded in a Training and Qualification Record form. The company should develop this form and place a sample in the appendix of the operations manual or with staff records.
2. Flight and ground instructor records must be kept to ensure individuals are qualified to conduct their duties. In the case of ground instructors the date of appointment and the test lesson must be recorded.
3. Operational personnel records must be kept for two years after the date an entry is made.

5.18 Supervision of Staff

The CFI is responsible for the supervision of all flight and ground instructors at the school. That being said, the CFI can assign some responsibilities in writing to an assistant CFI. Further, Class 4 instructors need special supervision and a description of this process should be set out in the manual. As well, all instructors are responsible for supervising their students, especially when they are being sent solo.

5.19 Quality Assurance

1. Quality assurance is already a requirement on matters relating to maintenance of flight training aircraft. A systematic approach is required to ensure the quality of flight operations as well and should be described in this manual. An internal audit should cover all items required to ensure compliance with the regulations.
2. The following components must be included in the quality assurance program:
   1. Initial internal audit
   2. Recurring audits conducted at 12-month intervals
   3. Records of findings and actions to correct findings of non-compliance
   4. Communication of findings to appropriate persons
   5. Follow-up procedures to ensure effective corrective actions
   6. Record-keeping system
3. Records should be kept for two complete audit cycles.

6.0 TRAINING MANUAL

6.1 Purpose

The training manual sets out the policies and procedures that control the conduct and the quality of the integrated course itself. The manual sets out the syllabus for flight training, ground training, and ‘synthetic’ flight training as well as the policies and procedures that direct the conduct of the training.

6.2 Training Manual Format

1. There is no one correct way to design the layout of a training manual. Following this guidance will make it easier to ensure that all regulatory requirements are met. It will also facilitate the acceptance process by allowing Transport Canada to evaluate the training manual content more efficiently. A numbering system should be used to direct readers to a specific paragraph.
2. The required contents of the training manual are set out in 426.62.

6.3 Training Plan

1. The training plan is the set of policies that direct and control the conduct and quality of the integrated course. The plan must consist of at least:
   1. the aim of the course in the form of a statement of what the trainee is expected to obtain as a result of the training, the level of performance, and the training constraints to be observed;
   2. pre-entry requirements, including
      1. medical requirements
      2. minimum age,
      3. level of education, and
      4. linguistic requirements
   3. credits for previous experience, including recreational pilot permit and private pilot licence;
   4. the general arrangements of the daily and weekly programs for flying, ground, and synthetic flight training, including bad weather programs;
   5. course policies in terms of
      1. maximum student training times,
      2. restrictions in respect of training periods for trainees,
      3. duration of dual and solo flights at various stages,
      4. maximum trainee flying hours in any day or night period,
      5. maximum number of student training flights in any day or night period, and
      6. minimum rest periods between training periods;
   6. policy for
      1. attendance records,
      2. the form of training records to be kept,
      3. persons responsible for checking records and students’ personal logs,
      4. the nature and frequency of record checks, (v) standardization of entries in training records, (vi) personal log entries, and
      5. security of records and documents;
   7. policy for the conduct of flying progress checks, stage tests and experience, and for ground school progress tests, internal and external examinations, including
      1. procedures for authorization for a test,
      2. rules concerning refresher training before retest,
      3. test reports and records,
      4. procedures for examination preparation, type of question and assessment, and standard required for a pass,
      5. procedure for question analysis and review and issuing replacement examinations; and
      6. examination re-write procedures.
   8. policy regarding training effectiveness, including
      1. individual trainee responsibilities,
      2. identification of unsatisfactory progress,
      3. actions to correct unsatisfactory progress,
      4. procedure for changing instructors,
      5. maximum number of instructor changes per trainee,
      6. the internal feedback system for detecting training deficiencies,
      7. procedures for suspending a trainee from training, for discipline, and
      8. requirements for reporting and documentation.

6.4  Aim of Course

General statements of the aim of an integrated course are noted in 426.75 but this can be a vision statement for your course. It’s a statement of what the student is expected to obtain as a result of the training, the level of performance to be achieved and the training constraints to be observed. The level of performance might be the level needed to work as a professional pilot in the real world of commercial flight operations. Training constraints can take many forms. For example, the course must be completed within a certain period of time, the syllabus must be followed and all the phase or stage requirements must be met.

6.5 Pre-entry Requirements

1. Before entering an integrated course, pre-entry requirements must be met for medical, age, level of education and language proficiency.
2. For medical requirements, since the individual is seeking a commercial pilot licence, the medical requirements for this licence should be met before entering the course.
3. The minimum age for holding a commercial pilot licence is 18 so entry to the course must ensure that this requirement can be met once the course is completed.
4. Before being admitted to an integrated course, the student shall have a secondary school diploma or equivalent. A copy of the diploma or the document of equivalency can be kept on the student’s file. The mechanism for equivalency will vary from province to province and territory. All provinces have a system for establishing equivalency. The most commonly used system is the General Educational Development Testing Service. Although GED testing would be the minimum standard for equivalency, there is nothing to prevent a flight school establishing higher equivalency requirements for their own integrated course.
5. Company policy sets requirements for language proficiency. A minimum level of proficiency in either English or French, as applicable, is needed for learning. Regulations are being developed to introduce new ICAO standards for language proficiency. Once implemented, these standards could provide a basis for language proficiency on entering an integrated course.

6.6 Course Schedule

The general arrangements of the daily and weekly programs for flying, ground and synthetic flight training must be set out, including bad weather programs. General arrangements can include what days of the week the course runs, when the training day begins and ends, when ground training is scheduled, when flight training is scheduled, and when synthetic training is introduced. Bad weather programs are those learning activities that take place when bad weather prevents flying. Some schools recommend that some of this time cab be used by students to complete computer-based training assignments identified in the ground training syllabus.

6.7 Fatigue Management

1. Course policies for managing student fatigue are required. These policies recognize that fatigue can threaten safe flight operations and the efficiency and effectiveness of learning. The policies are developed by the operator. Their effectiveness can be measured by the quality assurance program. A common practice is to adapt the definitions set out in the CARs Part I for flight duty time, flight time, and minimum rest period. For example, definitions for student duty time and student rest period can be developed.
2. Maximum student training times. A structure for flight time limitations is set out in CAR 700.15 for air operators. These limitations are expressed as hours in any 365, 90, 30, and 7 consecutive days and hours in any consecutive 24 hours. Some flight training operators use this structure to establish their own limits. While this can control flight time limitations, student training time is more than just flight time. It includes ground training, synthetic training, etc…
3. Restrictions in respect of training periods for trainees. The structure of an integrated course combines flight and synthetic flight training and ground instruction. For the trainee, the training period can begin early and end late. A policy on restrictions in respect of training periods can recognize that effective and meaningful learning is best achieved when the student is rested and alert at the beginning of each training session.
4. Duration of dual and solo flights at various stages. In the early stages of training, dual and solo flights will be shorter. In later stages, longer flights can be introduced. Maximums can be established by this policy. If exceptions are allowed, these can be controlled by having specific exceptions authorized by the CFI or delegate.
5. Maximum trainee flying hours in any day or night period. For operators that model their limitations on CAR 700.15, the limit on hours in any consecutive 24 hours will address this requirement.
6. Minimum rest periods between training periods. A training period can be a ground school class, a flight training device session, or a dual or solo training flight. This policy directs the minimum rest between such training periods.

6.8 Attendance

1. Successful completion of an integrated course requires that the student attend the required classes. This policy should make it clear that attendance is expected and recorded. Poor attendance threatens the attainment of learning objectives and calls into question the work habits of the student. Good work habits will be needed in commercial air service operations and these habits can underpin safe operations. Limits can be set, such as those that are set for a maintenance training organization. A maintenance student who misses more than five percent of the course is not eligible for graduation. If this limit is exceeded, the time must be made up through documented supplementary studies equivalent to the studies that were missed. Missing classes up to five percent would be intended to cover illness, bereavement, or other circumstances beyond the individual’s control.
2. A recording procedure is needed to accurately document the student's attendance so that the individual's presence is recorded and controlled for each lesson.

6.9 Training Records

1. This policy directs the form of training records to be kept. The assessment of learning is important in order to help students achieve the learning objectives, to give feedback to the instructors about the effectiveness of their own efforts and methods, and to show how well the course is working.
2. The checking of training records and students’ personal logs is an important quality assurance task. The persons responsible for performing this checking must be identified. The policy on the nature and frequency of record checks must also be set out. Individual instructors will be accountable for keeping good records. The checking task can be assigned in several ways. Some schools assign to each student a principal instructor who oversees the student’s learning in all areas of the course.
3. A personal log will be maintained. The policy can direct that the personal log and training records be completed as soon as practicable after each lesson and that entries be neat and legible.
4. The privacy and integrity of training records should be protected. A policy on the security of records and documents is required. If the records are electronic, measures should be taken to ensure that the records are protected, by electronic or other means, against inadvertent loss or destruction and against tampering.

6.10 Examinations and Tests

1. Measurement of learning is an essential part of training. We measure to know whether learning objectives are being met and whether the student is ready to advance to the next lesson or phase of training. We measure to know whether our training methods are effective and whether the desired competencies are being achieved. The quality of learning matters, not only for individual students but for the reputation of the organization for delivering quality, a reputation that is built one student at a time.
2. A policy for the conduct of examinations and tests is required. The syllabus will direct when these examinations and tests are to be conducted. This policy will direct how examinations are managed and controlled. Identify who is responsible for developing examinations. If this responsibility is given to the instructor in a technical subject then identify who is responsible for checking these examinations, a quality assurance step. You might have appointed a chief ground instructor for this purpose, or an assistant chief flight instructor. This is particularly important for examinations and tests that measure completion of a phase or stage of training. Identify who is responsible for conducting examinations and tests. If a recommendation is required for an examination, identify who can make these recommendations. Set out the policy for rewriting an examination or test. Identify the reference you want staff to use for developing examinations and tests so that everyone will be ‘on the same page’.
3. The regulations set out some prerequisites for writing an examination or taking a flight test. At a minimum, the policy will direct that these requirements be met but the school might have additional requirements that can be set out in this policy.
4. Set out the security procedures for your examinations. You might want them to be kept in a locked cabinet accessible only to persons you authorize, or kept in someone’s locked office. If your examinations are stored on computers, set out the measures to ensure that these files are protected.
5. Will the questions on internal examinations be multiple choice, true/false, matching items, short answer, essay, or a combination of these? What is the procedure for re-writing an examination? Is further instruction required before re-writing? What are the procedures for writing Transport Canada examinations and for taking flight tests for licences/ratings? What is the pass mark for internal examinations?
6. What are your procedures for analysing examination questions to make sure the questions are working for you? What are your procedures for reviewing and issuing replacement examinations?
7. What are your procedures for rewriting an examination? If you require remedial training before rewriting, specify the requirement in the manual.

6.11 Training Effectiveness

1. The policy on training effectiveness should make it clear that the individual student is responsible for being prepared for every lesson. Good preparation includes having completed the required study and arriving rested and fit for the lesson. If they are having difficulty, they should be expected to seek help and know where to find it.
2. A system for identifying and correcting unsatisfactory progress is needed (see sample - Appendix A). The system should be able to identify unsatisfactory progress early and direct corrective action appropriate for the severity of the difficulty. Failure of a single flight lesson is unsatisfactory progress but this might simply require that the lesson be repeated. Failure of a phase or stage examination or flight test might require repeating the examination or test. But what if lessons are failed repeatedly or if a repeated examination or flight test is failed?
3. The procedure for changing instructors must be set out and the maximum number of instructor changes for each student must be established. One approach would be to limit instructor changes for each student to not more than one change for each phase of training and no more than, say, five throughout the course. In extenuating circumstances, the CFI, or a delegate of the CFI, could authorize extending this limit.
4. A policy for suspending a student from training for disciplinary reasons is required. This could be applied for wilful breaches of safety policies. It could also be applied for other situations, such as harassment.
5. The system used for identifying and correcting unsatisfactory progress will take care of individual trainees, but patterns of training deficiencies can tell you where the weak points are in your course design. It helps if you have good learning objectives and good measurements of knowledge and skill. Without these, you’ll be hard-pressed to know if your training is effective. Your course won’t be perfect the first time through so you will need a ‘continuous improvement’ system to tell you where to make adjustments in the design.
6. Some reporting and documentation is prescribed, such as the pilot training record, daily flight record and journey log entries. Other documentation gives you important feedback on your training. This includes TC flight test reports and examination reports.
7. A training syllabus will not be accepted if it exceeds the time periods set out in 426.75. Extenuating circumstances can arise, however, and these individual situations can be addressed in the training manual. For example, a student might become ill for an extended period. In such extenuating circumstances, where the policy sets out the conditions, the time periods can be extended to allow the course to be completed or for the student to be ‘re-coursed’. This would have to be documented in the training records and Transport Canada should be informed.

6.12 Training Quality

1. An integrated course is based on the continuous improvement logic of a good quality system. A quality system helps ensure that all required policies and procedures for the integrated course are being carried out correctly and the desired training results are being achieved. The policies and procedures and the syllabus itself will be under constant review based on changes in course requirements and company policy and feedback from:
   1. students, instructors and staff;
   2. graduates;
   3. pilot examiners;
   4. SMS reporting systems;
   5. instructor meetings;
   6. management meetings;
   7. safety meetings;
   8. airport/ATC consultation;
   9. Transport Canada audits/inspections.
   10. employers;
   11. advisory committee.
2. No matter how well the course is designed, opportunities for improvement will come into view as your feedback systems start to operate. An integrated course that never changes is likely a course without a quality dynamic in operation. A good course is a living course that is constantly being assessed and improved with documentation being amended as changes in policies and procedures are developed and introduced.

6.13 Flight Training Syllabus

1. Although some elements of the flight training syllabus are prescribed, flight schools have a great deal of latitude in designing their integrated course syllabus. What is prescribed are the flight training hours, including dual, pilot-in-command and solo time, cross-country, night, instrument, and complex aeroplane time, and the hours of ground school instruction. The CARs must be consulted for these times. Although the training must be organized in phases, it is up to the flight school to determine how they want to phase their training and how to measure the completion of the respective phases.
2. Instructors need to know what flexibility they are given in following the syllabus. While all the lessons will need to be completed, they don’t always have to be conducted in their numerical sequence. Situations will arise – weather, aircraft availability, etc. - where it makes sense to do a lesson that may not be the next one in the syllabus. Policy can be developed to give direction. Some schools identify ‘blocks’ of training within each phase. Flexibility is then given for lessons within the same block of training. Where lessons are done out of sequence, the training record could actually record the reason for the change in sequence. That could help the quality assurance effort in identifying where changes to the syllabus might be needed.
3. 426.62(4)(a) A detailed statement of all the dual and solo flight lessons to be taught, arranged in the sequence to be flown with main and sub-titles

   Although this asks for a ‘detailed’ statement, this is not a book of lesson plans. The details can include.

   1. flight lesson number
   2. dual, solo, or mutual flight
   3. title e.g. cross-country
   4. phase of training
   5. lesson objective or completion standard
4. 426.62(4)(a) (b) A flight lesson reference list in the form of an abbreviated list of the lessons, giving only main and sub-titles for quick reference, and including flight time for each lesson...”

   Once you have developed the detailed statements, the reference list can form a picture of the course. This is often the first place people look to get a sense of the course design. The sample below shows one way to set out the reference list. It is one way to sequence lessons to first solo but individual flight schools will know what works best for their program. Your quality assurance will tell you whether or not adjustments are needed as you gain experience with the syllabus.

   LP #	LESSONS - PHASE ONE	BRIEF	FTD	DUAL	SOLO
   1	Learn to fly – An introduction to flight	0.5		0.8
   2	Controlling the aircraft 1 – Basic flight manoeuvres	0.5	0.5	1.0
   3	Controlling the aircraft 2 – Basic flight manoeuvres, local navigation	0.5	0.5	1.0
   4	Takeoff and landing – Departure from circuit, local navigation	0.5		1.0
   5	Controlling the aircraft 3 – Recognizing approaches to stall, slow flight	0.5	0.5	1.0
   6	Airport procedures – Departure, circuit joining, approaches, landings, collision avoidance, radio communications	0.5		1.0
   7	Controlling the aircraft 4 – Stalls - power off, slipping	0.5		1.0
   8	Progress check	0.5		1.2
   9	Controlling the aircraft 5 – Power on stalls, incipient spins, spiral	0.5		1.2
   10	Circuits – Departure, entry, power-off approaches	0.5		1.2
   11	Circuits – Power-on approaches, crosswind landings	0.5		1.2
   12	Circuits – Engine failure in the circuit, bounce recovery	0.5		1.2
   13	Managing situations – Loss of communication, bounce recovery, runway changes	0.5		1.2
   14	First solo check	0.5		1.0
   15	First Solo				0.5
   			1.5	15.0	0.5

Sample flight lesson reference list

5. 426.62(4)(c) A statement of how the flight training program will be divided into phases, indication of how the flight lessons will be arranged to ensure completion in the most suitable learning sequence and that essential or emergency exercises are repeated at the proper frequency…”

   This is a brief statement that summarizes your integrated course. Identify the phases to show how the lessons are grouped to give a strong learning sequence from basic to intermediate to advanced lessons, perhaps starting with a theoretical knowledge phase. Basic flight lessons will build the skills needed for first solo. Advanced lessons will likely focus on the application of skills in a commercial operating environment or on multi-engine IFR skills. If the aircraft complexity increases with advancing phases, point this out, perhaps yours starts with a simple training aircraft and moves up to a complex single-engine aircraft to a twin. If you use simulation, you can identify what synthetic flight training equipment you use and in what phases.

   Cambrian Flight Academy  ATP course phases
   1 First Solo Diamond DA-40	Prerequisites:  Completed and approved CFA enrolment application stipulating that all entry requirements have been met. Completion:  First solo. Emergencies:  Stall, spin, engine failure in circuit, essential system failures, comm failure
   		Dual	P.I.C.
   2 Solo cross-country Diamond DA-40	Prerequisites: Phase 1 completed. Completion:  Pre-solo cross-country phase test. Emergencies:  Review + lost procedures, forced landing, precautionary
   		Dual	P.I.C.
   3 VFR Navigation Diamond DA-40	Prerequisites:  Phase 2 completed. Completion:  PPL.  Night Rating.  VFR navigation progress test. Emergencies:  Review  +  partial panel, electrical (night).
   		Dual	P.I.C
   4 Commercial LOFT Diamond DA-40	Prerequisites:  Phase 3 completed. Completion:  All Line Oriented Flight Training (LOFT) scenarios. Emergencies: Review + emergency scenarios
   		Dual	P.I.C.
   5 Commercial Pilot Licence Diamond DA-40	Prerequisites:  Phase 4 completed. Completion:  Commercial pilot licence. Emergencies:  Review
   		Dual	P.I.C.
   6 Multi-Engine Diamond DA-42	Prerequisites:  Phase 5 completed. Completion:  Obtain multi-engine class rating. Emergencies:  Stall, engine failures, fires, system failures
   		Dual	P.I.C.
   7 IFR Diamond DA-42	Prerequisites:  Phase 6 completed. Completion:   Group 1 instrument rating. Emergencies: Review phase 6.  Manage failures on instruments.
   		Dual	P.I.C.
   8 MCC Regional Jet FTD	Prerequisites:  Phase 7 completed. Completion:   MCC competencies demonstrated. Emergencies:  Appropriate for CRJ.
   		Dual	P.I.C.

Sample course phase

6. 426.62(4)(d) The syllabus hours for each phase and for groups of lessons within each phase including when progress tests are to be conducted…

   This statement of syllabus hours can be managed within another table by including information on when progress tests are to be conducted.

7. 426.62(4)(e) The requirement for trainee progress, including a brief but specific statement of what a trainee is expected to be able to do and the standard of proficiency he or she must achieve before progressing from one phase of training to the next, including minimum experience requirements in terms of hours and satisfactory exercise completion before undertaking significant lessons, such as night flying…

   Completion of a phase will require satisfactory completion of all the lessons and all the flight time in that phase. It will also require satisfactory completion of any phase tests or examinations. Occasionally, weather or operational requirements can lead to lessons being completed slightly out of sequence but, for significant lessons or groups of lessons - night flying, complex aeroplane, etc. - minimum experience requirements for undertaking the lessons should be specified.

8. 426.62(4)(f) The flight training unit requirements for instructional methods, particularly with respect to preparatory ground instruction, pre-flight briefings, post-flight debriefings, adherence to syllabi and training specifications, and authorization of solo flights…

   Since a lot of thought was put into the design of the syllabus, this policy can direct that the syllabus be followed as it was designed and that the required preparatory ground instruction, pre-flight briefings and post-flight debriefings be completed. The policy can identify who can authorize solo flights. If weather or operational requirements prevent completion of the next lesson in the syllabus, identify who can authorize the conduct of a lesson that might be out of sequence. This might be given to the CFI or delegate, or given to all senior instructors.

9. 426.62(4)(g) Instructions given to flight instructors in respect of the conduct and documentation of all progress checks and stage tests…

   Evaluation of learning is essential in a well-designed course. Every flight lesson is evaluated and documented but the written examinations and tests that measure progress through each phase are particularly important. These will tell you how well your course is working and whether the trainees are meeting the objectives for each phase. These requirements asks you to address your mind to how you want progress and stage tests, and the related documentation, managed in your course.

10. 426.62(4)(h) Copies of forms used for progress checks and stage tests.

    You must keep copies of your most current forms in the training manual.

6.14 Synthetic Training Syllabus

The structure of the ‘synthetic’ training syllabus, which is the training using a simulator or flight training device that meets the requirements of CAR 606.03 Synthetic Flight Training Equipment, should follow the structure of the flight training syllabus.

6.15 Ground Training Syllabus

The ground training syllabus is structured the same as flight training syllabus but with training specifications and objectives set out for each subject. Individual lessons shall refer to specific training aids available for use.

6.16 Forms

1. The certificate of enrollment must be provided to each trainee when they begin the integrated course. The certificate must include the following:
   1. name of the flight training unit
   2. name of the trainee to whom it was issued
   3. date of enrolment
   4. name of the course of training for which it was issued (e.g. CPL(A) integrated course)
2. The course completion certificate must be provided to each trainee on completion of the course. The certificate must include the following:
   1. name of the flight training unit
   2. flight training unit operator certificate number
   3. name of the graduate
   4. Transport Canada file number of the graduate
   5. name of the course for which it was issued
   6. date of course completion
   7. statement that trainee has satisfactorily completed each required stage of the course, including stage tests
   8. certification of the information on the certificate by the Chief Flight Instructor
3. Samples of the certificates can be kept in the manual with samples of other forms used for progress checks and stage tests.

7.0 CONTACT OFFICE

For more information please contact:

Flight Training Division (AARRE)

Manzur Huq
Director General Aviation,
Transport Canada

APPENDIX A - SAMPLE POLICY - UNSATISFACTORY PROGRESS

1. Before First Solo
   1. If after 6 hours of dual instruction a slow learning rate has been reported, a change of flight instructors may be made, provided that the change is agreeable to both the student and the instructor.
   2. If, after 14 hours of dual instruction the student is unable to solo, a review of flying progress shall be conducted. Depending on the results of the review of flying progress, the student may be referred to the CFI, or designated representative for an assessment regarding further flying training or the student may be authorised to complete up to an additional 2 hours of dual instruction.
   3. If, after 16 hours of dual instruction the student is still unable to solo, the student shall be referred to the CFI for a PTR review.
2. After First Solo
   1. If post-solo progress is reported unsatisfactory a check flight shall be conducted. Depending on the results of the check flight, the student may be referred to the CFI, or designated representative for an assessment regarding further flying training. The student may be authorised to complete up to 2 additional hours of dual instruction. If existing deficiencies are not corrected the student shall be referred to the CFI for a PTR review;
   2. Students shall only be authorised to complete a total of 6 hours of additional dual training while in the primary phase of training. Check flights shall not be considered as additional dual instruction.
3. Recommendation for Withdrawal
   1. A Recommendation for Withdrawal from the integrated course shall be the responsibility of a Progress Review Committee convened by the CFI, or delegate.
   2. If a Recommendation for Withdrawal is approved, the CFI, or delegate shall advise the student that he/she must withdraw from the integrated program and arrange an appointment to discuss alternate programs.
4. PPL(A) Held Before Entry

   Previously trained pilots holding a private pilot licence will be given a threshold skill test based on the Private Pilot Flight Test Guide-Aeroplane (TP13723) following a maximum of 10 hours of dual instruction. If the threshold skill test is reported as unsatisfactory, the student may be authorised to complete an additional 2 hours of dual instruction. If the deficiencies are not corrected the student shall be referred to the CFI or designated representative for a flying progress review.

5. Advanced Training Phases - After PPL(A)
   1. In the event a student is given an unsatisfactory progress report after any dual lesson plan, the instructor shall complete the post-flight debriefing and ensure that:
      1. the student is clearly informed of the exercises or procedures that are unsatisfactory, and the student is shown how to correct each unsatisfactory situation and any questions are answered;
      2. the details are recorded in the student’s training record and the student signs the unsatisfactory entry; and
      3. the student’s file is given to the CFI without delay.
   2. A student with an unsatisfactory report must clear that report before any further training may take place.
6. Action by the CFI
   The CFI, upon receiving a student unsatisfactory progress report, shall:
   1. take action as soon as practicable to resolve the matter;
   2. schedule additional FTD or simulator training as required and a repeat of the unsatisfactory lesson plan with the same instructor, or another instructor, at the CFI’s discretion, unless the student has requested an instructor change;
   3. if the repeated lesson plan is satisfactory, the student will continue with training;
   4. if the repeated lesson plan is unsatisfactory, the instructor shall proceed as in “Advanced Training Phases, After PPL” and the CFI shall conduct a Progress Review Flight;
   5. if the Progress Review Flight is unsatisfactory, the CFI shall convene a Progress Review Committee to make recommendations regarding further training for the student;
   6. if the decision of the Progress Review Committee is not to continue training, the CFI will advise the student of the need to withdraw from the program; and
   7. the student will be offered the option of voluntarily withdrawing from the program.
7. Progress Review Flights
   1. A Progress Review Flight shall be conducted by the CFI, or a designated Assistant CFI or Check Instructor to assess the present stage of flying progress of a student. The flight is an assessment only and shall not involve dual instruction.
   2. The pre-flight briefing, ground handling and in-flight procedures will be a general review of previous training. The aim is to allow students to demonstrate to the best of their ability, under normal conditions, how they handle normal and emergency flying procedures.
8. Progress Review Committee

   A Progress Review Committee shall consist of the CFI, or delegate, and at least two other senior instructors not recently involved with the student. The student’s recent instructors may not serve on the Committee. The Committee shall review all pertinent records and shall call the student and the recent instructors to participate, as well as any other relevant individuals. The Committee shall render a decision in writing as to whether the student will continue or cease training.

9. Limitations to Repeated Dual Lesson Plans

   While on the Integrated Commercial Pilot Course, a student shall be allowed a total of five (5) repeated lessons. If the student receives a sixth unsatisfactory report, the CFI shall convene a Progress Review Committee before any further flying training.

10. Flight Test Failure Policy
    1. In the event of a failure of a progress test, stage test or licensing flight test, the following guidelines have been established, in order to ensure all cases are dealt with in a fair and consistent manner. This policy is applicable to both written examinations, and practical flight tests that are required to be completed for licensing purposes.
    2. Failures shall be dealt with as follows:
       1. Step 1 - First failure - The student and primary instructor will meet to determine problem areas, and explore solutions. The CFI shall be notified;
       2. Step 2 - Second failure (within the same phase of training) -The primary instructor shall advise the CFI, who will arrange for an interview with the student. The Pilot Training Record, test results, and student file will be reviewed to access the most appropriate course of action.
       3. Step 3 - Third failure (within the same phase of training) - The CFI will convene a Progress Review Committee interview with the student, primary instructor and the CFI. All corrective actions will be explored, up to and including a Recommendation for Withdrawal.

APPENDIX B - FLIGHT TRAINING DEVICE STANDARDS

Synthetic flight training equipment requirements for multicrew cooperation (MCC) training and instrument rating renewal flight tests

General

1. Pursuant to CAR 606.03, any synthetic flight training equipment used for pilot training shall have a certificate issued by Transport Canada.
2. A full flight simulator is acceptable for instrument rating renewal flight tests.
3. A flight training device is acceptable for instrument rating renewal flight tests provided that the conditions outlined below are met.
4. For multi crew cooperation training required within an integrated ATP course, where an aeroplane is used, the aeroplane must be required to be operated with a co-pilot. This can be a requirement of the type certificate or the operator certificate.
5. For multi crew cooperation training using a flight training device, the device must replicate an aeroplane that is required to be operated with a co-pilot and the device must meet the conditions outlined below.

Instrument Rating Renewal Flight Test FTD Requirements

1. An FTD used for an instrument rating renewal flight test shall be a minimum level 2 FTD with the following enhancements:
   1. Enclosed cockpit environment, which will have actuation of controls and switches that replicate those in the aeroplane. May be representative of a single set of aircraft.
   2. Crew seats shall have sufficient adjustments to allow the occupant to achieve the design eye reference position appropriate to the aeroplane and for the visual system to be installed to align with that eye position
   3. A generic ground handling model that enables representative flare and touch down effects to be produced by the sound and visual systems
   4. Installed systems must simulate the applicable aeroplane system operation. Systems shall be operative to the extent that it shall be possible to perform all normal, abnormal and emergency operations as may be appropriate for the aeroplane during the flight test. Must have flight and navigation controls, displays and instrumentation as set out in the CARs for IFR operations.
   5. The instructor’s station must have the capability to introduce failures on all required systems. Once activated, proper system operation must result from system management by the crew member and not require any further input from the instructor’s controls
   6. Control forces and control travels which respond in the same manner under the same flight conditions as in the aeroplane or set of aeroplane being simulated.
   7. Aerodynamic modelling shall reflect the rolling movement due to yawing
   8. Communication equipment (intercom and air/ground) corresponding to that installed in the replicated aeroplane or set of aeroplanes.
   9. Significant cockpit sounds, responding to pilot actions corresponding to the aeroplane or set of aeroplanes being simulated.
   10. A visual system (night/dusk or day), that provides an out-of-the-cockpit view, providing cross-cockpit viewing for the pilot occupying the left seat of a minimum field of view of 150° horizontally and 40° vertically, unless restricted by the type of aeroplane, including adjustable cloud base and visibility.
   11. The visual system need not be collimated. The responses of the visual system and the flight deck instruments to control inputs shall be closely coupled to provide the necessary cues.

MCC Training FTD Requirements

2. An FTD used for MCC training shall be a minimum level 2 FTD with the following enhancements:
   1. Enclosed cockpit environment, which will have actuation of controls and switches that replicate those in the aeroplane.
   2. Crew seats shall have sufficient adjustments to allow the occupant to achieve the design eye reference position appropriate to the aeroplane and for the visual system to be installed to align with that eye position
   3. A generic ground handling model that enables representative flare and touch down effects to be produced by the sound and visual systems
   4. Installed systems must simulate the applicable aeroplane system operation. Systems shall be operative to the extent that it shall be possible to perform all normal, abnormal and emergency operations as may be appropriate for the aeroplane and as required for training.
   5. The instructor’s station must have the capability to introduce failures on all required systems. Once activated, proper system operation must result from system management by the crew member and not require any further input from the instructor’s controls
   6. Control forces and control travels which respond in the same manner under the same flight conditions as in the aeroplane being simulated.
   7. Aerodynamic modelling shall reflect:
      1. the effects of airframe icing
      2. the rolling movement due to yawing
   8. Communication equipment (intercom and air/ground) corresponding to that installed in the replicated aeroplane including an oxygen mask microphone/communication system
   9. Significant cockpit sounds, responding to pilot actions corresponding to the aeroplane being simulated.
   10. A visual system (night/dusk or day), that provides an out-of-the-cockpit view, providing cross-cockpit viewing for both pilot positions simultaneously of a minimum field of view of 150° horizontally and 40° vertically, unless restricted by the type of aeroplane, including adjustable cloud base and visibility.
   11. The visual system need not be collimated. The responses of the visual system and the flight deck instruments to control inputs shall be closely coupled to provide the necessary cues.
3. Additionally, an FTD used for MCC training must have the following features:
   1. Multi-engine aeroplane
   2. Turbo-jet or turbo prop engines
   3. Retractable landing gear
   4. Pressurization system
   5. De-icing/anti-icing systems
   6. Fire detection and suppression system
   7. Dual controls
   8. Flight director
   9. Autopilot with approach mode
   10. 2 VHF transceivers
   11. Oxygen masks with intercom system
   12. 2 VHF Nav receivers (VOR ILS DME)
   13. 1 ADF receiver
   14. 1 transponder
   15. A stopwatch accessible from both sides or two stopwatches.
4. The following instruments shall be located approximately in the same positions on the instrument panels of both pilots
   1. Airspeed indicator
   2. Attitude indicator
   3. Altimeter
   4. HSI
   5. Vertical speed indicator
   6. ADF or RMI

APPENDIX C – MULTI-CREW COOPERATION COMPETENCIES

1. This information on multi-crew cooperation competencies is provided to assist flight training unit operators in the design of MCC ground and flight training for the ATP(A) integrated course. Competency in cooperation, leadership and managerial skills, situation awareness, and decision-making and risk management must be trained and evaluated using either an aeroplane required to be operated with a co-pilot, a full flight simulator, or flight training device that meets the requirements set out in Appendix B. These competencies are based on a behaviour rating system based on a defined set of skills, with their component elements and associated examples of desirable behaviours — these are called behavioural marker systems. The resulting system for measuring pilots’ non-technical skills is called NOTECHS.
2. Evaluators will be able to observe the actions required by the following competencies since they involve the cooperation between multiple crewmembers. However, in order to ensure that the required performance has been carried out, observe the performance and later discuss with the trainee the actions taken and decisions made. The following items will help ensure that analyses, judgments, and resulting behaviours reflect competent performance.

   “NOTECHS” BEHAVIOURAL MARKERS
   Categories	Performance Criteria	Example Behaviours
   COOPERATION	Build and maintain your team	Establish an atmosphere for open communication and participation Maintain an atmosphere for open communication and participation during the flight operation Emphasize open communication and participation during monitoring and cross-checking activities
   	Consider others	Account for the condition of other crew members during all aspects of the flight operation Addresses the condition of other crew members during all aspects of the flight operation
   	Support others	Help other crew members in demanding situations Support the activities of other crew members
   	Solve conflict	Concentrate on what is right rather than who is right Ensure no new problems develop during conflict resolution by coordinating crew tasks such that all critical flight operation activities are maintained throughout conflict resolution
   LEADERSHIP & MANAGERIAL SKILLS	Use of authority and assertiveness	Take initiative to ensure involvement and task completion Delegate work to crew members who have the authority and competence to perform the work
   	Maintains standards	Intervene when task completion deviates from standards Communicate problems and feasible improvements of the standards with management
   	Plan and coordinate	State intentions and goals and ensure crewmembers and others (e.g. ATC) understand your intentions and goals Plan tasks in advance to manage crew workload and complete tasks to stated performance standard
   	Manage workload	Allocate time to complete tasks to stated performance standard Coordinate tasks to manage crew workload and complete tasks to stated performance standard Monitor crew performance and behaviour during high workload situations and intervene when performance is unacceptable or behaviour is problematic
   SITUATION AWARENESS	Aware of system state	Monitor, check against standards, and report changes in system’s states regularly System used in this context means the entire system involved in the flight operation – the equipment, the environment, the people, the task, etc. When acting on one part of the system, consider affect on other parts of the system
   	Aware of environment state	Collects information about the environment
   	Anticipate changes to system state	Identify possible future problems – threats, errors, undesired states Mitigate possible future problems where possible Plan how to address possible future problems
   DECISION MAKING & RISK MANAGEMENT	Define and diagnose problems	Review causal, contributing and underlying factors with other crew members Define the risks associated with the problem, in collaboration with other crew members Diagnose the underlying factors associated with the problem in collaboration with other crew members Ensure no new problems develop during problem solving by coordinating crew tasks such that all critical flight operation activities are maintained throughout problem identification to monitoring the impact of action
   	Generate options	State alternative courses of action Ask other crew members for options Consider impact of courses of action on the system in collaboration with other crew members
   	Risk assessment / Option Choice	Consider and share (assess) risks of alternative courses of action, in collaboration with other crew members Act to mitigate the problem in collaboration with other crew members Monitor impact of action on system, and reports changes in system state regularly
   	Outcome review	Check outcome against plan Evaluate effectiveness of mitigation (was the problem resolved) Evaluate affect of mitigation on system state

3. Guidance Information Applicable to Multi Crew Cooperation Competencies

   Knowledge of human abilities and limitations

   1. Chapter 4 - 8, Human Factors for Aviation Basic Handbook TP 12863E (01/1997)
   2. Chapter 2 - 4, Human Factors for Aviation Advanced Handbook TP 12864E (01/1997)
   3. Chapter 2 - 4, Human Factors Guidelines for Safety Audits Manual ICAO Doc 9806 AN/763

   Knowledge and skill of crew resource management

   1. Chapter 9, Human Factors for Aviation Basic Handbook TP 12863E (01/1997)
   2. Chapter 5, Human Factors for Aviation Advanced Handbook TP 12864E (01/1997)

   Knowledge of organizational model of accident causation
   Chapter 1, Human Factors for Aviation Advanced Handbook TP 12864E (01/1997)

   Knowledge and skill of threat and error management
   Chapter 1, Line Operations Safety Audit (LOSA), ICAO Doc 9803 AN/761

   Knowledge and skill of crew coordination procedures
   Flight techniques and cockpit procedures, standard phraseologies, standard operating procedures, checklists.

References

1. Flin, R. Goeters, K.-M., Hormann, H. –J., and Martin, L. (1998). A generic Structure of Non-Technical Skills for Training and Assessment. Paper presented at the 23rd Conference of the European Association for Aviation Psychology, Vienna, 14-18, September 1998.
2. ICAO. Human Factors Training Manual ICAO Doc 9683-AN/950
3. ICAO. (2002). Line Operations Safety Audit (LOSA), ICAO Doc 9803 AN/761
4. Transport Canada. (1997). Human Factors for Aviation Basic Handbook TP 12863E (01/1997)
5. Transport Canada. (1997). Human Factors for Aviation Advanced Handbook TP 12864E (01/1997)
6. Transport Canada. (1997). Human Factors Guidelines for Safety Audits Manual ICAO Doc 9806

APPENDIX D – TABLE OF CONCORDANCE

Integrated Course Manual Development & Acceptance Checklist

Company Name

Date

This checklist can be used as a quality assurance tool to check that all the documentation required for approval of an integrated course is complete. Flight Training Units seeking approval to conduct integrated courses must meet the requirements of 406.13 General Conditions of a Flight Training Unit Operator Certificate, 406.61 Flight Training Operations Manual and 406.62 Training Manual. While the operations manual is needed to control the conduct of all flight training operations, the training manual is used to control the integrated course itself.

By following the structure of this table, operators can ensure that they develop manuals that will meet the regulatory requirements and will be more easily reviewed by Transport Canada resulting in a more efficient approval process.

Complete this checklist and attach it to the application for integrated course authority.