Easy Access Rules for Air Operations

ED Decision 2025/010/R

GENERAL

The operator should comply with the national training and checking requirements published in the AIP.

ROUTE, AREA AND AERODROME KNOWLEDGE FOR NON-COMMERCIAL OPERATIONS WITH AEROPLANES AND HELICOPTERS

The knowledge of the route and area to be flown and of the aerodrome facilities and procedures to be used should include the following:

(a)Area and route knowledge

(1)The objective of the area and route familiarisation should be to ensure that the pilot has knowledge of:

(i)terrain and minimum safe altitudes;

(ii)seasonal meteorological conditions;

(iii)meteorological, communication and air traffic facilities, services and procedures;

(iv)search and rescue procedures where available; and

(v)navigational facilities associated with the area or route along which the flight is to take place.

(2)The operations manual should describe appropriate methods of familiarisation depending on the complexity of the area or route and the experience of the pilotincommand.

(b)Aerodrome knowledge

(1)Aerodrome familiarisation should include knowledge of obstructions, physical layout, lighting, approach aids and arrival, departure, holding and instrument approach procedures, applicable operating minima and ground movement considerations.

(2)The operator’s manual should describe appropriate methods of familiarisation depending on the complexity of the aerodrome.

(3)If the competent authority of the aerodrome or area requires specific training or familiarisation, the operator should maintain all records of this training or familiarisation in accordance with ORO.GEN.220.

(4)For offshore installations, the limitations determined in accordance with AMC1 SPA.HOFO.115 should be taken into account.

ED Decision 2025/010/R

GENERAL

The operator should comply with the national training and checking requirements published in the AIP.

ROUTE, AREA AND VERTIPORT KNOWLEDGE FOR IAM OPERATIONS

Knowledge of the area and route to be flown, and of the vertiport facilities and procedures to be used, should include the following:

(a)Area and route knowledge

(1)Area and route familiarisation training should ensure that the pilot has knowledge of:

(i)the terrain and the minimum applicable altitudes/heights;

(ii)the seasonal meteorological conditions;

(iii)the meteorological, communication and air traffic facilities, services and procedures;

(iv)the search and rescue procedures, where available; and

(v)the navigational facilities associated with the route along which the flight is to take place, as applicable.

(2)Area and route familiarisation training should also ensure that the pilot is aware of the most significant underlying risks and threats of a route that could affect IAM operations following the ‘threat and error management model’ or an alternative risk management model agreed with the competent authority.

(3)The area and route familiarisation training should be delivered:

(i)as initial training before operating to a route and area;

(ii)as refresher training after not having operated to a route and area for 12 months.

(4)The OM should describe appropriate methods and tools for area and route familiarisation depending on the complexity of the route, the type of risk or threat that training needs to address, and the experience of the pilot-in-command. Methods of familiarisation may include briefing or self-briefing by means of programmed instruction, instruction in a suitable FSTD or other means.

(b)Vertiport knowledge

(1)Vertiport familiarisation training should include knowledge of obstacle limitation surfaces, physical layout, lighting, take-off and landing profiles, hover, applicable visibility and distance from cloud minima, unusual local weather conditions, as well as taxiing and ground movement.

(2)The OM should describe appropriate methods of familiarisation depending on the complexity of the vertiport. Methods of familiarisation may include briefing or self-briefing by means of programmed instruction, instruction in a suitable FSTD or other means.

(3)If the competent authority of the vertiport requires specific training or familiarisation, the operator should maintain all records of this training or familiarisation in accordance with point ORO.GEN.220.

(4)Where floating installations/surfaces are used, the limitations determined in accordance with the approval for operations on floating surfaces should be taken into account.

(c)Diversion location knowledge

(1)The OM should describe appropriate methods of familiarisation with diversion locations depending on their complexity and/or risks associated with landing at diversion locations. Methods of familiarisation may include briefing or self-briefing by means of programmed instruction, instruction in a suitable FSTD or other means.

(2)Diversion location familiarisation should include knowledge of the overall dimensions, the location and height of relevant obstacles, the approach and take-off flight paths, surface condition, and means indicating wind speed and direction.

ED Decision 2015/012/R

ENVIRONMENTAL KNOWLEDGE RELATED TO THE PREVENTION OF AEROPLANE UPSETS

The knowledge should include understanding of:

(a)the relevant environmental hazards, such as:

—Clear Air Turbulence (CAT),

—Intertropical Convergence Zone (ITCZ),

—thunderstorms,

—microbursts,

—wind shear,

—icing,

—mountain waves,

—wake turbulence, and

—temperature changes at high altitude;

(b)the evaluation and management of the associated risks of the relevant hazards in (a); and

(c)the available mitigating procedures for the relevant hazards in (a) related to the specific route, route area, or aerodrome used by the operator.

ED Decision 2025/010/R

AERODROME KNOWLEDGE FOR NON-COMMERCIAL OPERATION WITH AEROPLANES AND HELICOPTERS

The operator may, based on complexity, categorise all aerodromes in one of the following three categories:

(a)category A — an aerodrome that meets all the following conditions:

(1)an approved instrument approach procedure;

(2)at least one runway with no performance-limited procedure for take-off and/or landing;

(3)published circling minima not higher than 1 000 ft above aerodrome level; and

(4)night operations capability.

(b)category B — an aerodrome that does not meet the category A conditions or which requires extra considerations due to:

(1)non-standard approach aids and/or approach patterns;

(2)unusual local weather conditions;

(3)unusual characteristics or performance limitations;

(4)any other relevant considerations, including obstacles, physical layout, lighting, etc.

(c)category C — an aerodrome that requires additional considerations to those of a category B aerodrome.

Offshore installations may be categorised as category B or C aerodromes, taking into account the limitations determined in accordance with AMC1 SPA.HOFO.115 ‘Use of offshore locations’.

ED Decision 2022/014/R

OPERATOR’S COMMAND COURSE FOR NON-COMMERCIAL OPERATIONS WITH COMPLEX MOTOR-POWERED AIRCRAFT (NCC)

(a)For aeroplane and helicopter operations, when upgrading from co-pilot to pilot-in-command, the flight crew member should be trained at least on the following elements, as part of the command course:

(1)command responsibilities training;

(2)demonstration of competence operating as pilot-in-command.

(b)Demonstration of competence operating as pilot-in-command may be achieved by:

(1)completing a proficiency check in the role of pilot-in-command; or

(2)operating at least one flight under the supervision and to the satisfaction of a suitably qualified pilot-in-command nominated by the operator.

ED Decision 2025/010/R

ROUTE/AREA AND AERODROME OR DIVERSION LOCATION KNOWLEDGE RECENCY

(a)The 12-month period of validity of the aerodrome knowledge should be counted from the last day of the month:

(1)when the initial familiarisation training was undertaken; or

(2)of the latest operation on the route or area to be flown and of the aerodromes, facilities and procedures to be used.

(b)The 36-month period of validity of the route or area knowledge or diversion location knowledge should be counted from the last day of the month:

(1)when the initial familiarisation training was undertaken;

(2)when the latest operation on the route or area was flown; or

(3)when the latest operation involving a diversion location was flown.

ED Decision 2014/017/R

ROUTE/AREA AND AERODROME RECENCY — PERFORMANCE CLASS B AEROPLANES OPERATED UNDER VFR BY NIGHT OR IFR IN CAT OPERATIONS AND COMMERCIAL OPERATIONS OTHER THAN CAT

In the case of CAT operations with performance class B aeroplanes operating under visual flight rules (VFR) by night or instrument flight rules (IFR), or commercial operations other than CAT, the knowledge should be maintained as follows:

(a)except for operations to the most demanding aerodromes, by completion of at least 10 flight sectors within the area of operation during the preceding 12 months in addition to any required self-briefing;

(b)operations to the most demanding aerodromes may be performed only if:

(1)the pilot-in-command/commander has been qualified at the aerodrome within the preceding 36 months by a visit as an operating flight crew member or as an observer;

(2)the approach is performed in visual meteorological conditions (VMC) from the applicable minimum sector altitude; and

(3)an adequate self-briefing has been made prior to the flight.

ED Decision 2025/010/R

AREA AND ROUTE FAMILIARISATION TRAINING DELIVERY

When developing the area and route familiarisation training, the operator may apply the following methodology:

(a)Internal evidence

(1)Operator assessment by conducting an operational risk evaluation according to the following criteria:

(i)terrain and minimum and maximum applicable flight altitudes/heights;

(ii)seasonal meteorological conditions;

(iii)meteorological, communication and air traffic facilities, services and procedures;

(iv)search and rescue procedures where available;

(v)diversion locations associated with the route along which the flight is to take place, as applicable; and

(vi)navigational facilities associated with the route along which the flight is to take place, as applicable.

(2)Operator-specific evidence gathered through the safety management process in accordance with point ORO.GEN.200.

(b)External evidence

(1)notices to airmen (NOTAMs);

(2)AIP.

(c)When selecting the method and tool, operators should be driven by the objective of reaching the optimum in terms of the desired outcome, which is the maximum possible knowledge increase. This methodology intends that such selection is based on the type of the underlying risks of a route / area as determined in accordance with (a) and (b) and the learning objectives. For example: for the less complex areas or routes, familiarisation by self-briefing with route documentation, or by means of programmed instruction; and for the more complex areas or routes, in-flight familiarisation as a pilot-in-command/commander or co-pilot under supervision or an observer, or familiarisation in a flight simulation training device (FSTD) using a database appropriate to the route concerned.

ED Decision 2022/014/R

AREA FAMILIARISATION TRAINING THAT INCLUDES ROUTE /AERODROME FAMILIARISATION — HELICOPTERS

(a)The area familiarisation training for day VFR should ensure that a pilot is capable of selecting aerodromes and operating sites from the ground and from the air, and of establishing a safe flight path for landing and take-off.

AREA FAMILIARISATION TRAINING

(b)The following areas and conditions should require specific area familiarisation training:

(1)mountain environment;

(2)offshore environment;

(3)complex airspace;

(4)areas that are regularly covered by snow and are prone to white-out phenomena during the cruise or landing phase; and

(5)other challenging areas or conditions.

ED Decision 2014/017/R

PERFORMANCE CLASS B AEROPLANES OPERATED UNDER VFR BY DAY IN CAT OPERATIONS

For CAT operations under VFR by day with performance class B aeroplanes, the operator should take account of any requirement that might be stipulated in specific cases by the State of the aerodrome.

Regulation (EU) No 965/2012

When a separate flight engineer station is incorporated in the design of an aeroplane, the flight crew shall include one crew member who is suitably qualified in accordance with applicable national rules.

Regulation (EU) No 965/2012

(a)Before operating, the flight crew member shall have received CRM training, appropriate to his/her role, as specified in the operations manual.

(b)Elements of CRM training shall be included in the aircraft type or class training and recurrent training as well as in the command course.

ED Decision 2022/014/R

CRM TRAINING — MULTI-PILOT OPERATIONS

(a)General

(1)Training environment

CRM training should be conducted in the non-operational environment (classroom and computer-based) and in the operational environment (flight simulation training device (FSTD) including other training solutions described in CS-FSTD when available and aircraft. Tools such as group discussions, team task analysis, team task simulation and feedback should be used.

(2)Classroom training

Whenever possible, classroom training should be conducted in a group session away from the pressures of the usual working environment, so that the opportunity is provided for flight crew members to interact and communicate in an environment conducive to learning.

(3)Computer-based training (CBT)

Computer-based training should not be conducted as a stand-alone training method but may be conducted as a complementary training method.

Complementary training method in the context of EBT: advanced CBT following the aviation blended learning environment, such as virtual reality, chatbots, interactive scenario trainers, etc. may serve as the principal method to deliver training in the non-operational environment. In such case, the classroom training may be the complementary method.

(4)Flight simulation training devices (FSTDs)

(i)Whenever practicable, parts of the CRM training should be conducted in FSTDs that reproduce a realistic operational environment and permit interaction. This includes but is not limited to line-oriented flight training (LOFT) scenarios.

(ii)If the operator proficiency check is conducted in a FSTD, it should include a lineoriented flight during which a complementary CRM assessment should take place, in conditions that reproduce a realistic operational environment.

(5)Integration into flight crew training

CRM principles should be integrated into relevant parts of flight crew training and operations including checklists, briefings, abnormal and emergency procedures.

(6)Combined CRM training for flight crew, cabin crew and technical crew

(i)Operators should provide combined training for flight crew, cabin crew and technical crew during recurrent CRM training.

(ii)The combined training should address at least:

(A)effective communication, coordination of tasks and functions of flight crew, cabin crew and technical crew; and

(B)mixed multinational and cross-cultural flight crew, cabin crew and technical crew, and their interaction, if applicable.

(iii)The combined training should be expanded to include medical passengers, if applicable to the operation.

(iv)Combined CRM training should be conducted by flight crew CRM trainer or cabin crew CRM trainer.

(v)There should be an effective liaison between flight crew, cabin crew and technical crew training departments. Provision should be made for transfer of relevant knowledge and skills between flight crew, cabin crew and technical crew CRM trainers.

(7)Management system

CRM training should address hazards and risks identified by the operator’s management system described in ORO.GEN.200.

(8)Competency-based CRM training

(i)Whenever practicable, the compliance-based approach concerning CRM training may be substituted by a competency-based approach such as evidence-based training. In this context, CRM training should be characterised by a performance orientation, with emphasis on standards of performance and their measurement, and the development of training to the specified performance standards.

(ii)CRM training should be an essential element of the alternative training and qualification programme (ATQP) described in ORO.FC.A.245, when the operator applies ATQP.

(9)Contracted CRM training

If the operator chooses not to establish its own CRM training, another operator, a third party or a training organisation may be contracted to provide the training in accordance with ORO.GEN.205. In case of contracted CRM training, the operator should ensure that the content of the course covers the specific culture, the type of operations and the associated procedures of the operator. When crew members from different operators attend the same course, the CRM training should be specific to the relevant flight operations and to the trainees concerned.

(b)Initial operator’s CRM training

(1)The flight crew member should complete the initial operator’s CRM training once. When the type of operation of a new operator is not different, the new operator should not be required to provide the initial operator’s CRM training to this flight crew member a second time.

(2)The initial training should cover all elements specified in Table 1 of (g).

(c)Operator conversion course — CRM training

When the flight crew member undertakes a conversion course with a change of aircraft type or when joining an operator, elements of CRM training should be integrated into all appropriate phases of the operator’s conversion course, as specified in Table 1 of (g).

(d)Annual recurrent CRM training

(1)Annual recurrent CRM training should be provided in such a way that all CRM training elements specified for the annual recurrent training in Table 1 of (g) are covered over a period not exceeding 3 years.

(2)Operators should update their CRM recurrent training programme over a period not exceeding 3 years. The revision of the programme should take into account information from the operator’s management system including the results of the CRM assessment.

(e)Command course — CRM training

The operator should ensure that elements of CRM training are integrated into the command course, as specified in Table 1 of (g).

(f)Training elements

The CRM training elements to be covered are specified in Table 1 of (g). The operator should ensure that the following aspects are addressed:

(1)Automation and philosophy on the use of automation

(i)The CRM training should include training in the use and knowledge of automation, and in the recognition of systems and human limitations associated with the use of automation. The operator should, therefore, ensure that the flight crew member receives training on:

(A)the application of the operations policy concerning the use of automation as stated in the operations manual; and

(B)system and human limitations associated with the use of automation, giving special attention to issues of mode awareness, automation surprises and over-reliance including false sense of security and complacency.

(ii)The objective of this training should be to provide appropriate knowledge, skills and attitudes for managing and operating automated systems. Special attention should be given to how automation increases the need for crews to have a common understanding of the way in which the system performs, and any features of automation that make this understanding difficult.

(iii)If conducted in an FSTD, the training should include automation surprises of different origin (system- and pilot-induced).

(2)Monitoring and intervention

Flight crew should be trained in CRM-related aspects of operation monitoring before, during and after flight, together with any associated priorities. This CRM training should include guidance to the pilot monitoring on when it would be appropriate to intervene, if felt necessary, and how this should be done in a timely manner. Reference should be made to the operator procedures for structured intervention as specified in the operations manual.

(3)Resilience development

CRM training should address the main aspects of resilience development. The training should cover:

(i)Mental flexibility

Flight crew should be trained to:

(A)understand that mental flexibility is necessary to recognise critical changes;

(B)reflect on their judgement and adjust it to the unique situation;

(C)avoid fixed prejudices and over-reliance on standard solutions; and

(D)remain open to changing assumptions and perceptions.

(ii)Performance adaptation

Flight crew should be trained to:

(A)mitigate frozen behaviours, overreactions and inappropriate hesitation; and

(B)adjust actions to current conditions.

(4)Surprise and startle effect

CRM training should address unexpected, unusual and stressful situations. The training should cover:

(i)surprises and startle effects; and

(ii)management of abnormal and emergency situations, including:

(A)the development and maintenance of the capacity to manage crew resources;

(B)the acquisition and maintenance of adequate automatic behavioural responses; and

(C)recognising the loss and re-building situation awareness and control.

(5)Cultural differences

CRM training should cover cultural differences of multinational and cross-cultural crews. This includes recognising that:

(i)different cultures may have different communication specifics, ways of understanding and approaches to the same situation or problem;

(ii)difficulties may arise when crew members with different mother tongue communicate in a common language which is not their mother tongue; and

(iii)cultural differences may lead to different methods for identifying a situation and solving a problem.

(6)Operator’s safety culture and company culture

CRM training should cover the operator’s safety culture, its company culture, the type of operations and the associated procedures of the operator. This should include areas of operations that may lead to particular difficulties or involve unusual hazards.

(7)Case studies

(i)CRM training should cover aircraft type-specific case studies, based on the information available within the operator’s management system, including:

(A)accident and serious incident reviews to analyse and identify any associated non-technical causal and contributory factors, and instances or examples of lack of CRM; and

(B)analysis of occurrences that were well managed.

(ii)If relevant aircraft type-specific or operator-specific case studies are not available, the operator should consider other case studies relevant to the scale and scope of its operations.

(g)CRM training syllabus

Table 1 below specifies which CRM training elements should be covered in each type of training.
The levels of training in Table 1 can be described as follows:

(1)‘Required’ means training that should be instructional or interactive in style to meet the objectives specified in the CRM training programme or to refresh and strengthen knowledge gained in a previous training.

(2)‘In-depth’ means training that should be instructional or interactive in style taking full advantage of group discussions, team task analysis, team task simulation, etc., for the acquisition or consolidation of knowledge, skills and attitudes. The CRM training elements should be tailored to the specific needs of the training phase being undertaken.

Table 1: Flight crew CRM training

(h)Assessment of CRM skills

(1)Assessment of CRM skills is the process of observing, recording, interpreting and debriefing crews and crew member’s performance using an accepted methodology in the context of the overall performance.

(2)The flight crew member’s CRM skills should be assessed in the operational environment, but not during CRM training in the non-operational environment. Nevertheless, during training in the non-operational environment, feedback from the flight crew CRM trainer or from trainees on individual and crew performance may be given to the crew members concerned.

(3)The assessment of CRM skills should:

(i)include debriefing the crew and the individual crew member;

(ii)serve to identify additional training, where needed, for the crew or the individual crew member; and

(iii)be used to improve the CRM training system by evaluating de-identified summaries of all CRM assessments.

(4)Prior to the introduction of CRM skills assessment, a detailed description of the CRM methodology, including the required CRM standards and the terminology used for the assessment, should be published in the operations manual.

(5)Methodology of CRM skills assessment

The assessment should be based on the following principles:

(i)only observable behaviours are assessed;

(ii)the assessment should positively reflect any CRM skills that result in enhanced safety; and

(iii)assessments should include behaviour that results in an unacceptable reduction in safety margin.

(6)Operators should establish procedures, including additional training, to be applied in the event that flight crew members do not achieve or maintain the required CRM standards.

ED Decision 2025/010/R

CRM TRAINING — SINGLE-PILOT OPERATIONS

(a)For single-pilot helicopter operations with technical crew or single-pilot VEMS operations with technical crew, AMC1 ORO.FC.115 should be applied.

(b)For single-pilot operations other than those specified in (a), AMC1 ORO.FC.115 should be applied with the following differences:

(1)Relevant training

Training should cover the relevant CRM training, i.e. initial operator’s training, the operator conversion course and recurrent training.

(2)Relevant training elements

CRM training should focus on the elements specified in Table 1 of (g) of AMC1 ORO.FC.115 which are relevant to single-pilot operations. Therefore, single-pilot CRM training should include, among others:

(i)situation awareness;

(ii)workload management;

(iii)decision-making;

(iv)resilience development;

(v)surprise and startle effect; and

(vi)effective communication and coordination with other operational personnel and ground services.

(3)Virtual classroom training

Notwithstanding (a)(2) of AMC1 ORO.FC.115, classroom training may take place remotely, using a videoconferencing tool. The tool should permit real-time interaction between the trainees and the trainer, including speech and elements of body language. It should also be capable of transmitting any document to the trainee that the trainer wishes to present. The CRM trainer should establish the list of trainees in advance. Their numbers should be limited to 6 to ensure a sufficient level of interaction during the training session.

(4)Operation with ELA2 aircraft.

Notwithstanding (1) and (2), for operations with ELA2 aircraft the relevant CRM training and its duration should be determined by the operator, based on the aircraft type and the complexity of the operation.

ED Decision 2015/022/R

GENERAL

(a)CRM is the effective utilisation of all available resources (e.g. crew members, aircraft systems, supporting facilities and persons) to achieve safe and efficient operation.

(b)The objective of CRM is to enhance the communication and management skills of the flight crew member concerned. Emphasis is placed on the non-technical knowledge, skills and attitudes of flight crew performance.

ED Decision 2015/022/R

TRAINING ENVIRONMENT, TRAINERS AND INSTRUCTORS

(a)Flight crew CRM training can be separated as follows:

(1)training in the non-operational environment:

(i)classroom; and

(ii)computer-based;

(2)training in the operational environment:

(i)flight simulation training device (FSTD); and

(ii)aircraft.

(b)In general, CRM training is provided as follows:

(1)classroom training by a flight crew CRM trainer;

(2)training in the operational environment by an instructor holding a certificate in accordance with Commission Regulation (EU) No 1178/2011;

(3)computer-based training as a self-study training method. If needed, directions concerning CRM-related issues are provided by a flight crew CRM trainer or by an instructor holding a certificate in accordance with Commission Regulation (EU) No 1178/2011.

ED Decision 2022/014/R

MINIMUM TRAINING TIMES

(a)The following minimum training times are appropriate:

(1)multi-pilot operations:

(i)combined CRM training: 6 training hours over a period of 3 years, or, for EBT operators, a minimum of 3 training hours within 3 years; and

(ii)initial operator’s CRM training: 18 training hours with a minimum of 12 training hours in classroom training;

(2)initial operator’s CRM training for single-pilot operations: 6 training hours; and

(3)flight crew CRM trainer:

(i)basic training:

(A)18 training hours for trainees holding an instructor certificate for complex motor-powered aircraft, as specified in Commission Regulation (EU) No 1178/2011, which includes 25-hour training in teaching and learning; or

(B)30 training hours for trainees who do not hold an instructor certificate as specified in (A); and

(ii)refresher training: 6 training hours.

(b)‘Training hours’ means actual training time excluding breaks and assessment.

ED Decision 2015/022/R

DESIGN, IMPLEMENTATION AND EVALUATION OF CRM TRAINING

The checklist in Table 1 provides guidance on the design, implementation and evaluation of CRM training, and on their incorporation into the operator’s safety culture. Elements of the operator’s management systems and the competency-based approach are incorporated in the checklist.

Table 1 — Checklist for design, implementation, evaluation and incorporation of CRM training

ED Decision 2015/022/R

RESILIENCE DEVELOPMENT

(a)The main aspects of resilience development can be described as the ability to:

(1)learn (‘knowing what has happened’);

(2)monitor (‘knowing what to look for’);

(3)anticipate (‘finding out and knowing what to expect’); and

(4)respond (‘knowing what to do and being capable of doing it’).

(b)Operational safety is a continuous process of evaluation of and adjustment to existing and future conditions. In this context, and following the description in (a), resilience development involves an ongoing and adaptable process including situation assessment, self-review, decision and action. Training in resilience development enables crew members to draw the right conclusions from both positive and negative experiences. Based on those experiences, crew members are better prepared to maintain or create safety margins by adapting to dynamic complex situations.

(c)The training topics in (f)(3) of AMC1 ORO.FC.115 are to be understood as follows:

(1)Mental flexibility

(i)The phrase ‘understand that mental flexibility is necessary to recognise critical changes’ means that crew members are prepared to respond to situations for which there is no set procedure.

(ii)The phrase ‘reflect on their judgement and adjust it to the unique situation’ means that crew members learn to review their judgement based on the unique characteristics of the given circumstances.

(iii)The phrase ‘avoid fixed prejudices and over-reliance on standard solutions’ means that crew members learn to update solutions and standard response sets, which have been formed on prior knowledge.

(iv)The phrase ‘remain open to changing assumptions and perceptions’ means that crew members constantly monitor the situation, and are prepared to adjust their understanding of the evolving conditions.

(2)Performance adaptation

(i)The phrase ‘mitigate frozen behaviours, overreactions and inappropriate hesitation’ means that crew members correct improper actions with a balanced response.

(ii)The phrase ‘adjust actions to current conditions’ means that crew members’ responses are in accordance with the actual situation.

ED Decision 2015/022/R

NON-TECHNICAL SKILLS ASSESSMENT

(a)NOTECHS (non-technical skills) is a validated method for assessing flight crew CRM skills.

The NOTECHS framework consists of four main categories:

(1)Cooperation: Cooperation is the ability to work effectively in a crew.

(2)Leadership and managerial skills: Effective leadership and managerial skills help to achieve joint task completion within a motivated, fully functioning team through coordination and persuasiveness.

(3)Situation awareness: Situation awareness relates to one’s ability to accurately perceive what is in the flight crew compartment and outside the aircraft. It is also one’s ability to comprehend the meaning of different elements in the environment and the projection of their status in the near future.

(4)Decision-making: Decision-making is the process of reaching a judgement or choosing an option.

(b)Each of the four categories is subdivided into elements and behavioural markers. The elements are specified in Table 1 with examples of behavioural markers (effective behaviour). The behavioural markers are assessed by a rating scale to be established by the operator.

Table 1 — Categories, elements and behavioural markers of NOTECHS

ED Decision 2015/022/R

FLIGHT CREW CRM TRAINER ASSESSMENT

(a)For assessing flight crew CRM trainers, the operator may nominate experienced flight crew CRM trainers who have demonstrated continued compliance with the provisions for a flight crew CRM trainer and capability in that role for at least 3 years.

(b)An operator that does not have the resources to conduct the assessment may employ a contractor. The standard as regards the assessment is confirmed on a 3-year basis by the operator.

(c)The checklist in Table 1 provides guidance on the assessment of a flight crew CRM trainer. If a flight crew CRM trainer is competent in his/her role, the response to the questions in Table 1 should be ‘yes’. When answering the questions in Table 1, justifications and examples related to the responses given should be provided.

Table 1 — Flight crew CRM trainer assessment checklist

ED Decision 2022/014/R

VIRTUAL CLASSROOM TRAINING — SINGLE-PILOT OPERATIONS

(a)A successful virtual classroom training relies on the ability of the trainer to make best use of the associated technologies in the context of CRM training. The flight crew CRM trainer may need to receive appropriate training covering the following:

(1)learning style;

(2)teaching method associated with virtual classroom instruction, such as videoconferencing, and a familiarisation with the virtual classroom instruction system in use, including management of time, training media and equipment and tools.

(b)The assessment of CRM skills may be used by the operator to improve the CRM training system by evaluating de-identified summaries of all CRM assessments.

(c)The requirement of ORO.GEN.140 for the operator to grant access to the competent authority also applies to the virtual classroom training.

(d)More information on virtual classroom training is provided in the EASA Guidance for allowing virtual classroom instruction and distance learning.

Regulation (EU) 2024/1111

(a)The flight crew member shall complete the operator conversion training course before commencing unsupervised line flying:

(1)when changing to an aircraft for which a new type or class rating is required;

(2)each time the flight crew member joins an operator.

(b)The operator conversion training course shall include training on the equipment installed on the aircraft as relevant to flight crew members’ roles.

ED Decision 2025/010/R

OPERATOR CONVERSION TRAINING FOR NON-COMMERCIAL OPERATIONS WITH COMPLEX MOTORPOWERED AIRCRAFT (NCC) — AEROPLANES AND HELICOPTERS

(a)General

(1)The operator conversion training should include:

(i)ground training, including the following:

(A)aircraft systems;

(B)normal procedures, which include flight planning, ground-handling and flight operations, including performance, mass and balance, fuel schemes, selection of alternates, and ground de-icing/anti-icing;

(C)abnormal and emergency procedures, which include pilot incapacitation, as applicable;

(D)a review of relevant samples of accidents/incidents and occurrences to increase awareness of the occurrences that may be relevant for the intended operation;

(ii)emergency and safety equipment training and checking, including survival equipment training (completed before operating on any passenger-carrying flight);

(iii)passenger handling for operations where no cabin crew is carried; and

(iv)a minimum number of sectors and/or flight hours operated under the supervision of a flight crew member nominated by the operator, to demonstrate the standard of qualification specified in the operator’s manual.

(2)The operator conversion course may be combined with a new type rating course, as required by Commission Regulation (EU) No 1178/2011.

(3)The conversion training should ensure that each flight crew member:

(i)has been trained to competency on the emergency and safety equipment installed on the aircraft they are to operate; and

(ii)is competent in the operating procedures and the use of checklists used by the operator.

(b)Emergency and safety equipment training should:

(1)take place in conjunction with cabin crew and technical crew as far as practicable. Emphasis should be placed on the importance of effective coordination and two-way communication between crew members in various emergency situations;

(2)address the operational procedures of rescue and emergency services; and

(3)cover the items of point (a)(2) of AMC1 ORO.FC.130.

ED Decision 2022/014/R

FORM OF OPERATIONS — SINGLE-PILOT HELICOPTERS

The training for conversion from single-pilot operations to multi-pilot operations and vice versa on a given helicopter type, as specified in point FCL.725(d)(2) of Annex I (Part-FCL) to Regulation (EU) No 1178/2011, should take into account all of the following:

(a)the SOPs of the operator;

(b)the flight crew member’s previous trainings and experience.

ED Decision 2022/014/R

SPO OPERATOR CONVERSION COURSE — GROUND TRAINING

(a)General

The operator conversion training should include ground training and checking, including all of the following:

(1)aircraft systems,

(2)normal procedures, which include flight planning ground-handling and flight operations, including performance, mass and balance, fuel schemes selection of alternates, and ground de-icing/anti-icing;

(3)abnormal and emergency procedures, which include pilot incapacitation as applicable;

(4)a review of relevant samples of accident/incident and occurrences to increase awareness of the occurrences that may be relevant for the intended operation.

SPECIALISED OPERATIONS

If a flight crew member undergoes training with regard to SOPs related to a specialised operation, either as part of an equipment and procedure training or a conversion training, the following should apply:

(b)Initial training for a given specialised operation

(1)In-depth training should achieve competence in carrying out normal, abnormal and emergency procedures, covering the SOPs associated with the specialised task.

(2)The training should include ground training associated with the specialised task, completed before any flight training in an aircraft commences.

(3)If one or more task specialists are on board, the training should include emergency and safety equipment training, completed before any flight training in an aircraft commences. The training should ensure that all emergency equipment can be used timely and efficiently, that an emergency evacuation and first aid can be conducted, taking into account the training and operating procedures of the task specialist(s).

(4)Unless the flight crew member has significant experience in similar specialised operations as defined in the operations manual, the training should include aircraft/FSTD training associated with the specialised task.

(c)Initial training and experience for any level of HEC and HESLO operations: AMC1 SPO.SPEC.HEC.100 and AMC1 SPO.SPEC.HESLO.100 should apply in combination with point (b) above.

(d)Training when changing operators

(1)The training should focus on the elements of the SOPs that are specific to the operator.

(2)The operator should determine the amount of training required in the operator’s conversion course in accordance with the standards of qualification and experience specified in the operations manual, taking into account the flight crew member’s previous training and experience in the given specialised operation and in similar operations.

(e)Training when changing specialised operations within the same operator, with previous experience of the specialised operation: point (d) above should apply.

(f)Training when changing types or variants: The training should focus on the elements of the SOPs that are specific to the type or variant. The operator should assess whether the flight crew should require ground training, aircraft/FSTD training or both, when changing type or variants within the framework of the same specialised operations. The assessment should take the following into account:

(1)the validity of the flight crew type rating;

(2)the experience and recency of the flight crew on the type or variant;

(3)whether any type or variant specific procedures exist;

(4)differences in equipment related to the specialised operations;

(5)differences in limitations or procedures related to the specialised operations.

ED Decision 2022/014/R

STANDARD OPERATING PROCEDURES FOR MULTI-PILOT OPERATIONS — SINGLE-PILOT HELICOPTERS

MCC training is generic to all types. A pilot holding a certificate of completion of MCC training requires additional training to implement the multi-pilot SOPs of a given helicopter type.

ED Decision 2019/005/R

FLIGHT PATH MANAGEMENT (MANUAL OR AUTOMATIC, AS APPROPRIATE) DURING UNRELIABLE AIRSPEED INDICATION AND OTHER FAILURES AT HIGH ALTITUDE IN AEROPLANES WITH A MAXIMUM CRUISING ALTITUDE ABOVE FL300

For the operation of aeroplanes with a maximum cruising altitude above FL300, training elements from the following table should be integrated into:

(a)operator conversion training; and

(b)recurrent training at least every 12 calendar months, such that all elements are covered over a period not exceeding 3 years:

Regulation (EU) 2021/2237

(a)Flight crew members shall complete differences training or familiarisation when required by Annex I (Part- FCL) to Regulation (EU) No 1178/2011.

(b)Flight crew members shall complete equipment and procedure training when changing equipment or changing procedures requiring additional knowledge on types or variants currently operated.

(c)The operations manual shall specify when such differences training or familiarisation or equipment and procedure training is required.

ED Decision 2025/010/R

GENERAL

(a)Differences training requires additional knowledge of and training on the aircraft or an appropriate training device. It should be carried out:

(1)in the case of aeroplanes, when operating another variant of an aeroplane of the same type or another type of the same class currently operated;

(2)in the case of helicopters, when operating a variant of a helicopter currently operated;

(3)in the case of VCA, when operating a variant of a VCA different from the VCA currently operated.

(b)Familiarisation requires only the acquisition of additional knowledge. It should be carried out when operating another aircraft of the same type.

ED Decision 2022/014/R

OPERATOR DIFFERENCE REQUIREMENTS (ODRs)

When defining the needs for differences training, familiarisation or equipment training, the operator should make use of the concept of ODRs and of the methodology described in AMC1 ORO.FC.140(a), including the ODRs tables.

FORM OF OPERATIONS — SINGLE-PILOT HELICOPTERS

If the differences training, familiarisation, equipment or procedure training includes the conversion from single-pilot operations to multi-pilot operations and vice versa, it should take into account all elements described in AMC2 ORO.FC.120.

ED Decision 2022/014/R

OPERATOR DIFFERENCE REQUIREMENTS (ODRs)

The ODRs tables may result in different training programmes, depending on the training needs, regardless of the ‘base aircraft’ used to establish the table (e.g. the trainee may know the ‘other aircraft’ and be trained towards the ‘base aircraft’).

ED Decision 2022/014/R

SPECIALISED OPERATIONS

If the differences training, familiarisation, equipment and procedure training includes training for SOPs related to a specialised operation, points (b) to (f) of AMC3 ORO.FC.120 should apply.

ED Decision 2022/014/R

GENERAL

Introducing a change of equipment and/or procedures on types or variants currently operated may require additional knowledge or additional training on the aircraft, or an appropriate training device, or both.

ED Decision 2022/014/R

PROCEDURE TRAINING — STANDARD OPERATING PROCEDURES FOR MULTI-PILOT OPERATIONS — SINGLEPILOT HELICOPTERS

MCC training is generic to all types. A pilot holding a certificate of completion of MCC training requires additional procedures training to implement the multi-pilot SOPs of a given single-pilot helicopter type.

Regulation (EU) 2021/2237

(a)Each flight crew member shall complete annual recurrent flight and ground training relevant to the type or variant, and associated equipment of aircraft on which he or she operates, including training on the location and use of all emergency and safety equipment carried on board the aircraft.

(b)Each flight crew member shall be periodically checked to demonstrate competence in carrying out normal, abnormal and emergency procedures.

ED Decision 2025/010/R

RECURRENT TRAINING AND CHECKING TO DEMONSTRATE COMPETENCE FOR NON-COMMERCIAL OPERATIONS WITH COMPLEX MOTOR-POWERED AIRCRAFT (NCC) — AEROPLANES AND HELICOPTERS

(a)Recurrent training

Recurrent training should comprise the following:

(1)Ground training

The ground training programme should include:

(i)aircraft systems;

(ii)normal procedures, which include flight planning, ground-handling and flight operations, including performance, mass and balance, fuel schemes, selection of alternates, and ground de-icing/anti-icing;

(iii)abnormal and emergency procedures, which include pilot incapacitation as applicable;

(iv)a review of relevant samples of accidents/incidents and occurrences to increase awareness of the occurrences that may be relevant for the intended operation;

(2)Emergency and safety equipment training

(i)Emergency and safety equipment training may be combined with emergency and safety equipment checking and should be conducted in an aircraft or a suitable alternative training device.

(ii)Every year the emergency and safety equipment training programme should include the following:

(A)actual donning of a life jacket, where fitted;

(B)actual donning of protective breathing equipment, where fitted;

(C)actual handling of fire extinguishers of the type used;

(D)instruction on the location and use of all emergency and safety equipment carried on the aircraft; and

(E)instruction on the location and use of all types of exits.

(3)Elements of CRM as specified in Table 1 of AMC1 ORO.FC.115 should be integrated into all appropriate phases of recurrent training.

(4)Aircraft/FSTD training

(i)The aircraft/FSTD training programme should be established in such a way that all the major failures of aircraft systems and associated procedures will have been covered in the preceding 3-year period.

(ii)When engine-out manoeuvres are carried out in an aircraft, the engine failure should be simulated.

(iii)When an FSTD is not available or accessible, the operator should establish mitigating measures to ensure that an adequate level of safety is maintained when conducting the training or checking in an aircraft. If one or more of the major failures cannot be practised in the aircraft because of their associated risks or because of environmental considerations, the failure(s) may be partially replicated for crew training purposes using pre-briefed, risk-assessed measures that avoid degrading the aircraft’s performance below a predetermined level, and which permit immediate reversion to normal operating conditions.

(b)Periodic check to demonstrate competence

(1)Each flight crew member should complete the periodic check as part of the normal crew complement.

(2)Periodic demonstrations of competence should be conducted every 12 months and may be combined with the proficiency check required by Commission Regulation (EU) No 1178/2011.

ED Decision 2025/010/R

PERIODIC CHECKS

(a)For CAT operations with aeroplanes and helicopters and for IAM operations with VCA, the operator proficiency checks and the line checks are both part of the periodic checks. For EBT operators, the EBT module and the line evaluations of competence are both part of the periodic checks.

(b)For SPO operations with aeroplanes and helicopters, the operator proficiency checks are part of the periodic checks.

(c)For non-CAT operations with aeroplanes and helicopters, the periodic checks may include a line check.

ED Decision 2022/014/R

OPERATIONS WITH VARIATIONS IN AIRCRAFT CONFIGURATION

AMC1 ORO.FC.140(a) should be used to determine the recurrent ground training and checking relevant to variations in aircraft configuration, if all of the following apply:

(a)the pilot operates variations in aircraft configuration;

(b)the aircraft operated do not all belong to the same group of types defined under ORO.FC.140(b); and

(c)credit (as defined in point (a)(4) of AMC1 ORO.FC.140(a)) is sought.

Regulation (EU) No 965/2012

Flight crew members who may be assigned to operate in either pilot’s seat shall complete appropriate training and checking as specified in the operations manual.

ED Decision 2025/010/R

GENERAL

The training and checking for pilot qualification to operate in either pilot’s seat should include any safety-critical items as specified in the operations manual where the action to be taken by the pilot is different depending on which seat they occupy.

NON-COMMERCIAL OPERATIONS WITH COMPLEX MOTOR-POWERED AIRCRAFT (NCC) — AEROPLANES AND HELICOPTERS

Training should be arranged so that all such items will have been covered in the preceding 3-year period.

Regulation (EU) 2024/1111

(a)Flight crew members that operate more than one type or variant of aircraft shall comply with the requirements prescribed in this Subpart for each type or variant, unless credits related to the training, checking, and recent experience requirements are defined in the mandatory part of the operational suitability data established in accordance with Regulation (EU) No 748/2012 for the relevant types or variants.

(b)The operator may define groups of single-engined helicopter types. An operator proficiency check on one type shall be valid for all the other types within the group if both of the following conditions are met:

(1)the group either includes only single-engined turbine helicopters operated under VFR or it includes only single-engined piston helicopters operated under VFR;

(2)for CAT operations, at least two operator proficiency checks per type shall be conducted within a 3-year cycle.

(c)For specialised operations, elements of the aircraft/FSTD training and operator proficiency check that cover the relevant aspects associated with the specialised task and are not related to the type or group of types may be credited towards the other groups or types, based on a risk assessment performed by the operator.

(d)For operations with more than one helicopter type or variant or VCA type or variant used for conducting sufficiently similar operations, if line checks rotate between types or variants, each line check shall revalidate the line check for the other helicopter types or variants or VCA types or variants.

(e)Appropriate procedures and any operational restrictions shall be specified in the operations manual for any operation on more than one type or variant.

ED Decision 2022/014/R

GENERAL

(a)The concept of operating more than one type or variant depends on the experience, knowledge and ability of the operator and the flight crew concerned.

(b)The first consideration is whether operations on one aircraft type or variant allow the safe operation of all other types and variants.

(c)The second consideration is whether and how adequate training to address potential confusion and increased workload caused by the operation of several types or variants is achieved.