ORO.FC.100 Composition of flight crew

Regulation (EU) 2021/2237

(a) The composition of the flight crew and the number of flight crew members at designated crew stations shall be not less than the minimum specified in the aircraft flight manual or operating limitations prescribed for the aircraft.

(b) The flight crew shall include additional flight crew members when required by the type of operation and shall not be reduced below the number specified in the operations manual.

(c) All flight crew members shall hold a licence and ratings issued or accepted in accordance with Commission Regulation (EU) No 1178/201166 OJ L 311, 25.11.2011, p. 1. and appropriate to the duties assigned to them.

(d) The flight crew member may be relieved in flight of his or her duties at the controls by another suitably qualified flight crew member.

(e) When engaging the services of flight crew members who are working on a freelance or part-time basis, the operator shall verify that all applicable requirements of this Subpart and the relevant elements of Annex I (Part-FCL) to Regulation (EU) No 1178/2011, including the requirements on recent experience, are complied with, taking into account all services rendered by the flight crew member to other operator(s) to determine in particular:

(1) the total number of aircraft types or variants operated; and

(2) the applicable flight and duty time limitations and rest requirements.

(f) Specific requirements for helicopter operations

If the helicopter is operated with a crew of two pilots, each pilot shall either:

(1) hold a certificate of satisfactory completion of a multi-crew cooperation (MCC) course in helicopters in accordance with Regulation (EU) No 1178/2011; or

(2) have at least 500 hours of flight time as a pilot in multi-pilot operations.

LICENCE AND RATINGS IN ACCORDANCE WITH COMMISSION REGULATION (EU) No 1178/2011

When determining the composition of the crew, and monitoring whether the flight crew holds the appropriate licence and ratings, the operator needs to take into account any limitations prescribed in Regulation (EU) No 1178/2011 applicable to the flight crew members such as, but not limited to, recent experience and operational multi-pilot limitation.

ORO.FC.105 Designation as pilot-in-command/commander

Regulation (EU) 2021/2237

(a) In accordance with point 8.6 of Annex V to Regulation (EU) 2018/1139, one pilot amongst the flight crew, qualified as pilot-in-command in accordance with Annex I (Part-FCL) to Regulation (EU) No 1178/2011, shall be designated by the operator as pilot-in-command or, for commercial air transport operations, as commander.

(b) The operator shall only designate a flight crew member to act as pilot-in-command/commander if all of the following apply:

(1) the flight crew member has the minimum level of experience specified in the operations manual;

(2) the flight crew member has adequate knowledge of the route or area to be flown and of the aerodromes, including alternate aerodromes, facilities and procedures to be used;

(3) in the case of multi-crew operations, the flight crew member has completed an operator’s command course if upgrading from co-pilot to pilot-in-command/commander.

(c) In the case of commercial operations of aeroplanes and helicopters, the pilot‑in‑command/commander or the pilot to whom the conduct of the flight may be delegated shall have had initial familiarisation training on the route or area to be flown and on the aerodromes, facilities and procedures to be used and shall maintain this knowledge as follows:

(1) The validity of the aerodrome knowledge shall be maintained by operating at least once on the aerodrome within a 12 calendar months’ period.

(2) The route or area knowledge shall be maintained by operating at least once to the route or area within a 36 months’ period. In addition, refresher training is required regarding route or area knowledge if not operating on a route or area for 12 months within the 36‑month period.

(d) Notwithstanding point (c), in the case of operations under VFR by day with performance class B and C aeroplanes and helicopters, familiarisation training on the route and aerodromes may be replaced by area familiarisation training.

GENERAL

The operator should comply with the national training and checking requirements published in the aeronautical information publication (AIP).

ROUTE, AREA AND AERODROME KNOWLEDGE FOR COMMERCIAL OPERATIONS

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

(a) Area and route knowledge

(1) An objective of the area and route training 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) Another objective of the area and route training should be to ensure that the pilots are aware of the most significant underlying risks and threats of a route or an area that could affect their operations following the ‘threat and error management model’ or an alternative risk model agreed with the authority.

(3) The area and route familiarisation training should:

(i) be based on an assessment by the operator of the underlying risks and threats of a route or an area using:

(A) internal evidence;

(B) external evidence;

(ii) be conducted:

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

(B) as a refresher training after not operating to a route and area for 12 months.

(4) The area and route familiarisation training should be delivered using different methods and tools.

(i) The selection of the method and tools should result from a combination of the learning objectives and the type of risk or threat that needs to be trained.

(ii) The selection of the appropriate method and tool should be driven by the desired outcome in terms of adequate knowledge and awareness.

(iii) The methods and tools employed should include one or more of the following: Training in a flight simulation training device (FSTD), computer-based training, familiarisation flight as a pilot in-command/commander or co-pilot under supervision or an observer, video training, virtual reality training, familiarisation by self-briefing with route documentation and audio training.

(b) Aerodrome knowledge

(1) Aerodrome familiarisation training 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 operations manual should describe the method of categorisation of aerodromes and, in the case of CAT operations, provide a list of those aerodromes categorised as B or C.

(3) All aerodromes to which an operator operates should be categorised in one of these three categories:

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

(A) a straight-in 3D instrument approach procedure with a glide path angle of not more than 3.5 degrees to each runway expected to be used for landing;

(B) at least one runway with no performance-limited procedure for take-off and/or landing, such as no requirement to follow a contingency procedure for obstacle clearance in the event of an engine failure on take-off from any runway expected to be used for departure; and

(C) night operations capability.

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

(A) non-standard approach aids and/or approach patterns, such as restrictions on the availability of straight-in instrument approach procedures;

(B) unusual local weather conditions, such as environmental features that can give rise to turbulence, windshear or unusual wind conditions;

(C) unusual characteristics or performance limitations, such as unusual runway characteristics in length, width, slope, markings or lighting that present an atypical visual perspective on approach;

(D) any other relevant considerations, including obstructions, physical layout, lighting, etc., such as restrictions on circling in certain sectors due to obstacles in the circling area;

(E) training or flight crew experience requirements stipulated by the competent authority responsible for the aerodrome that do not include instruction in an FSTD or visiting the aerodrome.

(iii) category C — an aerodrome:

(A) that requires additional considerations to those of a category B aerodrome; or

(B) for which flight crew experience or qualification requirements stipulated by the competent authority responsible for the aerodrome include instruction in an FSTD or visiting the 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’.

(c) Prior to operating to a category B aerodrome (planned destination or required alternate), the pilot-in-command/commander should:

(1) comply with any requirements stipulated by the competent authority responsible for the aerodrome; and

(2) be briefed, or self-brief by means of programmed instruction, about the additional considerations applicable to operations to that category B aerodrome. The completion of the briefing should be recorded. This recording may be accomplished after completion or confirmed by the pilot-in-command/commander before departure on a flight involving category B aerodrome(s) as destination or alternate aerodromes.

(d) Prior to operating to a category C aerodrome (planned destination or required alternate), the pilot-in-command/commander should:

(1) comply with any requirements stipulated by the competent authority responsible for the aerodrome; and

(2) be briefed or self-brief by means of programmed instruction, about the additional considerations applicable to operations to that category C aerodrome; and

(3) visit the aerodrome as an observer and/or undertake instruction in a suitable FSTD. The observer should occupy an observer’s seat where installed. If an observer’s seat is not available and cannot be installed, the pilot-in-command/commander may occupy a pilot seat to conduct the aerodrome visit with a suitably qualified commander nominated by the category C aerodrome operator.

The completion of the briefing, visit and/or instruction should be recorded.

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

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 pilot‑in‑command.

(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.

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.

AERODROME KNOWLEDGE FOR NON-COMMERCIAL OPERATIONS

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’.

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.

ROUTE/AREA AND AERODROME RECENCY

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

(1) when the 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 should be counted from the last day of the month:

(1) when the familiarisation training was undertaken; or

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

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.

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 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) Operator-specific evidence gathered through the safety management process in accordance with 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.

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.

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.

ORO.FC.110 Flight engineer

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.

ORO.FC.115 Crew resource management (CRM) training

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.

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 line‑oriented 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

CRM training elements

Initial operator’s CRM training

Operator conversion course when changing aircraft type

Operator conversion course when joining an operator

Annual recurrent training

Command course

General principles

Human factors in aviation;

General instructions on CRM principles and objectives;

Human performance and limitations;

Threat and error management.

In-depth

Not required

Required

Required

Required

Relevant to the individual flight crew member

Personality awareness, human error and reliability, attitudes and behaviours, self-assessment and self-critique;

Stress and stress management;

Fatigue and vigilance;

Assertiveness, situation awareness, information acquisition and processing.

In-depth

Not required

Required

Required

In-depth

Relevant to the flight crew

Automation and philosophy on the use of automation

Required

In-depth

In-depth

In-depth

In-depth

Specific type-related differences

Required

In-depth

Not required

Required

Required

Monitoring and intervention

Required

In-depth

In-depth

Required

Required

Relevant to the entire aircraft crew

Shared situation awareness, shared information acquisition and processing;

Workload management;

Effective communication and coordination inside and outside the flight crew compartment;

Leadership, cooperation, synergy, delegation, decision-making, actions;

Resilience development;

Surprise and startle effect;

Cultural differences.

In-depth

Required

Required

Required

In-depth

Relevant to the operator and the organisation

Operator’s safety culture and company culture, standard operating procedures (SOPs), organisational factors, factors linked to the type of operations;

Effective communication and coordination with other operational personnel and ground services.

In-depth

Required

In-depth

Required

In-depth

Case studies

In-depth

In-depth

In-depth

In-depth

In-depth

(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.

CRM TRAINING — SINGLE-PILOT OPERATIONS

(a) For single-pilot helicopter 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.

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.

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.

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.

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

Step No

Description

Element

1

Needs analysis

Determine the necessary CRM competencies

Develop CRM training goals

Ensure the organisation is ready for CRM training

2

Design

Develop CRM training objectives

Determine what to measure and how to measure it

3

Development

Describe the CRM learning environment

Develop full-scale prototype of training

Validate and modify CRM training

4

Implementation

Prepare trainees and environment

Set a climate for learning (e.g. practice and feedback)

Implement the CRM training programme

5

Evaluation

Determine training effectiveness

Evaluate CRM training at multiple levels

Revise the CRM training programme to improve effectiveness

6

Incorporation

Establish an environment where CRM training is positively recognised

Reinforce CRM behaviours in daily work

Provide recurrent CRM training

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.

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

Category

Element

Behavioural marker (examples)

Cooperation

Team building and maintaining

Establishes atmosphere for open communication and participation

Considering others

Takes condition of other crew members into account

Supporting others

Helps other crew members in demanding situations

Conflict solving

Concentrates on what is right rather than who is right

Leadership and managerial skills

Use of authority and assertiveness

Takes initiative to ensure crew involvement and task completion

Maintaining standards

Intervenes if task completion deviates from standards

Planning and coordination

Clearly states intentions and goals

Workload management

Allocates adequate time to complete tasks

Situation awareness

Awareness of aircraft systems

Monitors and reports changes in systems’ states

Awareness of external environment

Collects information about environment (position, weather and traffic)

Anticipation

Identifies possible future problems

Decision-making

Problem definition and diagnosis

Reviews causal factors with other crew members

Option generation

States alternative courses of action

Asks other crew members for options

Risk assessment and option selection

Considers and shares estimated risk of alternative courses of action

Outcome review

Checks outcome against plan

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

Questions to assess a flight crew CRM trainer

Response yes/no

Did the CRM trainer demonstrate the knowledge required for the role?

 

Did the CRM trainer support CRM concepts?

 

Did the CRM trainer encourage trainees to participate, share their experiences and self-analyse?

 

Did the CRM trainer identify and respond to the trainees’ needs relative to expertise/experience?

 

Did the CRM trainer show how CRM is integrated in technical training and line operations?

 

Did the CRM trainer incorporate company CRM standards when appropriate?

 

Did the CRM trainer identify and discuss the non-technical reasons involved in accidents, incidents and events included in case studies?

 

Did the CRM trainer regularly check for understanding and resolve ambiguities?

 

Did the CRM trainer demonstrate effective instruction and facilitation skills?

 

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.

ORO.FC.120 Operator conversion training

Regulation (EU) No 965/2012

(a) In the case of aeroplane or helicopter operations, 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) when joining 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.

OPERATOR CONVERSION TRAINING FOR NON-COMMERCIAL OPERATIONS WITH COMPLEX MOTOR‑POWERED AIRCRAFT (NCC)

(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.

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.

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.

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.

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:

Element

Theoretical Knowledge

Practical training

Basic flight physics principles concerning flight at high altitude, with a particular emphasis on the relative proximity of the critical Mach number and the stall, pitch behaviour, and an understanding of the reduced stall angle of attack when compared with low-altitude flight.

Interaction of the automation (autopilot, flight director, auto-throttle/auto-thrust) and the consequences of failures inducing disconnection of the automation.

Consequences of an unreliable airspeed indication and other failures at high altitude and the need for the flight crew to promptly identify the failure and react with appropriate (minimal) control inputs to keep the aircraft in a safe envelope.

Degradation of fly-by-wire (FBW) flight control laws/modes and its consequence on aircraft stability and flight envelope protections, including stall warnings.

Practical training, using appropriate simulators, on manual handling at high altitude in normal and non-normal flight control laws/modes, with particular emphasis on pre-stall buffet, the reduced stall angle of attack when compared with low-altitude flight and the effect of pitch inputs on the aircraft trajectory and energy state.

 

The requirement to promptly and accurately apply the stall recovery procedure, as provided by the aircraft manufacturer, at the first indication of an impending stall. Differences between high-altitude and low-altitude stalls must be addressed.

Procedures for taking over and transferring manual control of the aircraft, especially for FBW aeroplanes with independent side-sticks.

Task sharing and crew coordination in high workload/stress conditions with appropriate call-out and acknowledgement to confirm changes to the aircraft flight control law/mode.

ORO.FC.125 Differences training, familiarisation, equipment and procedure training

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.

GENERAL

(a) Differences training requires additional knowledge 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; or

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

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

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.

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’).

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.

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.

PROCEDURE TRAINING — 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 procedures training to implement the multi-pilot SOPs of a given single-pilot helicopter type.

ORO.FC.130 Recurrent training and checking

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.

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

(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.

PERIODIC CHECKS

(a) For CAT operations, 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, the operator proficiency checks are part of the periodic checks.

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

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.

ORO.FC.135 Pilot qualification to operate in either pilot’s seat

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.

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)

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

ORO.FC.140 Operation on more than one type or variant

Regulation (EU) 2021/2237

(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 on more than one helicopter type or variant that are 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.

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

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.

GENERAL

(a) Terminology

The terms used in the context of operation on more than one type or variant have the following meaning:

(1) ‘Base aircraft’ refers to an aircraft used as a reference to compare differences with another aircraft.

(2) ‘Variant’ refers to an aircraft or a group of aircraft within the same pilot type or class rating that has differences with the base aircraft and requires differences training or familiarisation.

(3) A ‘variation in aircraft configuration’ refers to an aircraft or a group of aircraft within the same variant that has differences with the base aircraft and requires equipment and procedure training.

(4) ‘Credit’ refers to the recognition of recurrent training, checking or recent experience based on commonalities between aircraft.

(5) ‘Operator difference requirements (ODRs)’ refer to a formal description of differences between types or variants or aircraft configurations flown by a particular operator.

(6) ‘Training’ refers to differences training, familiarisation and equipment training.

(7) ‘Currency’ refers to the recurrent training on types and variants.

(b) Scope of ODRs

The operator should use the ODRs methodology, a means of evaluating aircraft differences and similarities, in order to define the training and checking in the following cases:

(1) for the introduction of a change of equipment on a type or variant currently operated;

(2) for the introduction of a new variant within a type or class currently operated;

(3) for the recurrent training and checking of variations in aircraft configuration. The operator may define credit based on ODRs tables;

(4) for the operation of more than one type or variant when credit is sought, in which case all of the following should apply:

(i) All training, checking and currency requirements should be completed independently for each type or variant unless credits have been established by using ODRs tables.

(ii) All recent experience requirements should be completed independently for each type unless credits have been established by using ODRs tables.

(iii) The operator may define credit based on ODRs tables that should not be less restrictive than the OSD.

(c) ODRs methodology

(1) The operator should conduct a detailed evaluation of the differences or similarities of the aircraft concerned in order to establish appropriate procedures or operational restrictions. This evaluation should be based on the OSD for the relevant types or variants and should be adapted to the operator’s specific variations in aircraft configuration. This evaluation should take into account all of the following:

(i) the level of technology;

(ii) operational procedures; and

(iii) handling characteristics.

(2) ODRs tables

The operator should first nominate one aircraft as the base aircraft from which to show differences with the second aircraft type or variant or variation in aircraft configuration, the ‘difference aircraft’, in terms of technology (systems), procedures, pilot handling and aircraft management. These differences, known as ODRs, preferably presented in tabular format, constitute part of the justification for operating more than one type or variant and also the basis for the associated differences/familiarisation or reduced type rating training for the flight crew.

(3) The ODRs tables should be presented as follows:

GENERAL OPERATOR DIFFERENCE REQUIREMENTS TABLE

DIFFERENCE AIRCRAFT:

BASE AIRCRAFT:

COMPLIANCE METHOD

TRAINING

CHECKING/

CURRENCY

General

Differences

Flt char

Proc chg

A

B

C

D

E

FLT CHK

CURRENCY

GENERAL

Range

ETOPS certified

No

Yes

 

CBT

 

 

 

 

 

DIMENSIONS

Configuration per AFM, FCOM

Yes

No

 

CBT

 

 

 

 

 

SYSTEM OPERATOR DIFFERENCE REQUIREMENTS TABLE

DIFFERENCE AIRCRAFT:

BASE AIRCRAFT:

COMPLIANCE METHOD

 

TRAINING

CHECKING/

CURRENCY

System

Differences

Flt char

Proc chg

A

B

C

D

E

FLT CHK

CURRENCY

21 AIR CONDITIONING

CONTROLS AND INDICATORS:

-     Panel layout

No

Yes

HO

 

 

 

 

 

 

21 AIR CONDITIONING

PACKS:

-     Switch type

-     Automatically controlled

-     Reset switch for both packs

No

Yes

 

CBT

 

 

 

 

 

MANOEUVRE OPERATOR DIFFERENCE REQUIREMENTS TABLE

DIFFERENCE AIRCRAFT:

BASE AIRCRAFT:

COMPLIANCE METHOD

TRAINING

CHECKING/

CURRENCY

Manoeuvre

Differences

Flt char

Proc chg

A

B

C

D

E

FLT CHK

CURRENCY

Exterior Preflight

Minor differences

No

No

HO

 

 

 

 

 

 

Preflight

Differences due to systems, ECL

No

Yes

 

CBT

FTD

 

 

 

 

Normal take-off

FBW handling v conventional; AFDS TAKE-OFF:

Autothrottle engagement FMA indications

No

Yes

 

CBT

 

 

FFS

 

 

(4) Compilation of ODRs tables

(i) ODRs 1: General

The general characteristics of the candidate aircraft are compared with the base aircraft with regard to:

(A) general dimensions and aircraft design (number and type of rotors, wing span or category);

(B) flight deck general design;

(C) cabin layout;

(D) engines (number, type and position);

(E) limitations (flight envelope).

(ii) ODRs 2: Systems

 Consideration is given to differences in design between the candidate aircraft and the base aircraft. For this comparison, the Air Transport Association (ATA) 100 index is used. This index establishes a system and subsystem classification and then an analysis is performed for each index item with respect to the main architectural, functional and operations elements, including controls and indications on the systems control panel.

(iii) ODRs 3: Manoeuvres

Operational differences encompass normal, abnormal and emergency situations and include any change in aircraft handling and flight management. It is necessary to establish a list of operational items for consideration on which an analysis of differences can be made.

The operational analysis should take the following into account:

(A) flight deck dimensions (size, cut-off angle and pilot eye height);

(B) differences in controls (design, shape, location and function);

(C) additional or altered function (flight controls) in normal or abnormal conditions;

(D) handling qualities (including inertia) in normal and in abnormal configurations;

(E) aircraft performance in specific manoeuvres;

(F) aircraft status following failure;

(G) management (e.g. ECAM, EICAS, navaid selection, automatic checklists).

(iv) Once the differences for ODRs 1, ODRs 2 and ODRs 3 have been established, the consequences of differences evaluated in terms of flight characteristics (FLT CHAR) and change of procedures (PROC CHNG) should be entered into the appropriate columns.

(v) Difference levels — crew training, checking and currency

(A) In order to operate more than one type or variant, the operator should establish crew training, checking and currency requirements. This may be done by applying the coded difference levels from the table in point (d)(2) to the compliance method column of the ODRs tables.

(B) Differences identified in the ODRs tables as impacting flight characteristics or procedures, should be analysed in the corresponding ATA section of the ODRs manoeuvres. Normal, abnormal and emergency situations should be addressed accordingly.

(d) Difference levels

(1) Difference levels — general

 Difference levels are used to identify the extent of a difference between a base and a candidate aircraft with reference to the elements described in the ODRs tables. These levels are proportionate to the differences between a base and a candidate aircraft. A range of five difference levels in order of increasing requirements, identified as A through E, are each specified for training, checking, and currency.

 Difference levels apply when a difference with the potential to affect flight safety exists between a base and a candidate aircraft. Differences may also affect the knowledge, skills, or abilities required from a pilot. If no differences exist, or if differences exist but do not affect flight safety, or if differences exist but do not affect knowledge, skills or abilities, then difference levels are neither assigned nor applicable to pilot qualification. When difference levels apply, each level is based on a scale of differences related to design features, systems, or manoeuvres. In assessing the effects of differences, both flight characteristics and procedures are considered since flight characteristics address handling qualities and performance, while procedures include normal, non-normal and emergency items.

 Levels for training, checking, and currency are assigned independently, but are linked depending on the differences between a base and candidate aircraft. Training at level E usually identifies that the candidate aircraft is a different type from the base aircraft.

(2) Difference levels are summarised in the table below regarding training, checking, and currency.

DIFFERENCE LEVEL

TRAINING

CHECKING

CURRENCY

A

Self-instruction

Not applicable or integrated with next proficiency check

Not applicable

B

Aided instruction

Task or system check

Self-review

C

System devices

Partial proficiency check using qualified device

Designated system

D

Manoeuvre training devices1 or aircraft to accomplish specific manoeuvres

Partial proficiency check using qualified device1

Designated manoeuvre(s)1

E

FSTDs2 or aircraft

Proficiency check using FSTDs2 or aircraft

As per regulation, using FSTDs2 or aircraft

Footnote (1):

             Aeroplane: FTD level 2, or FFS, or aeroplane

             Helicopter: FTD levels 2 and 3, or FFS, or helicopter

Footnote (2):

             Aeroplane: FFS level C or D, or aeroplane

             Helicopter: FSTDs having dual qualification: FFS level B and FTD level 3, or FFS level C or D, or helicopter

 Training levels A and B require knowledge, levels C and D require additional skills. Training level E means that the differences are such that type rating training is required or, in the context of equipment and procedure training, aircraft/FSTD training and checking is required.

(3) Difference levels — training

 The training difference levels specified represent the minimum requirements. Devices associated with a higher difference level may be used to satisfy a training differences requirement.

(i) Level A training

Level A differences training is applicable to aircraft with differences that can adequately be addressed through self-instruction. Level A training represents a knowledge requirement such that once appropriate information is provided, understanding and compliance can be assumed to be demonstrated.

Training needs not covered by level A training may require level B training or higher, depending on the outcome of the evaluations described in the aircraft evaluation process (CS FCD.420).

(ii) Level B training

Level B differences training is applicable to aircraft with system or procedure differences that can adequately be addressed through aided instruction.

At level B aided instruction, it is appropriate to ensure pilot understanding, emphasise issues, provide a standardised method of presentation of material, or to aid retention of material following training.

(iii) Level C training

Level C differences training can only be accomplished through the use of devices capable of systems training.

Level C differences training is applicable to variants having ‘part task’ differences that affect skills or abilities as well as knowledge. Training objectives focus on mastering individual systems, procedures, or tasks, as opposed to performing highly integrated flight operations and manoeuvres in ‘real time’. Level C may also require self-instruction or aided instruction of a pilot, but cannot be adequately addressed by a knowledge requirement alone. Training devices are required to supplement instruction to ensure attainment or retention of pilot skills and abilities to accomplish the more complex tasks, usually related to operation of particular aircraft systems.

The minimum acceptable training media for level C are interactive computer-based training, cockpit systems simulators, cockpit procedure trainers, part task trainers (such as inertial navigation system (INS), flight management system (FMS), or traffic collision avoidance system (TCAS) trainers), or similar devices.

(iv) Level D training

Level D differences training can only be accomplished with devices capable of performing flight manoeuvres and addressing full task differences affecting knowledge, skills, or abilities.

Devices capable of flight manoeuvres address full task performance in a dynamic ‘real time’ environment and enable integration of knowledge, skills and abilities in a simulated flight environment, involving combinations of operationally oriented tasks and realistic task loading for each relevant phase of flight. At level D, knowledge and skills to complete necessary normal, non-normal and emergency procedures are fully addressed for each variant.

Level D differences training requires mastery of interrelated skills that cannot be adequately addressed by separate acquisition of a series of knowledge areas or skills that are interrelated. However, the differences are not so significant that a full type rating training course is required. If demonstration of interrelationships between the systems was important, the use of a series of separate devices for systems training would not suffice. Training for level D differences requires a training device that has accurate, high-fidelity integration of systems and controls and realistic instrument indications. Level D training may also require manoeuvre visual cues, motion cues, dynamics, control loading or specific environmental conditions. Weather phenomena such as low-visibility conditions or wind shear may or may not be incorporated. Where simplified or generic characteristics of an aircraft type are used in devices to satisfy level D differences training, significant negative training should not occur as a result of the simplification.

Appropriate devices as described in CS FCD.415(a), satisfying level D differences training range from those where relevant elements of aircraft flight manoeuvring, performance, and handling qualities are incorporated. The use of a manoeuvre training device or aircraft is limited for the conduct of specific manoeuvres or handling differences, or for specific equipment or procedures.

(v) Level E training

Level E differences training is applicable to candidate aircraft that have such significant ‘full task’ differences that a full type rating training course or a type rating training course with credit for previous experience on similar aircraft types is required to meet the training objectives.

The training requires a ‘high-fidelity’ environment to attain or maintain knowledge, skills, or abilities that can only be satisfied by the use of FSTDs or the aircraft itself as mentioned in CS FCD.415(a). Level E training, if done in an aircraft, should be modified for safety reasons where manoeuvres can result in a high degree of risk.

When level E differences training is assigned, suitable credit or constraints may be applied for knowledge, skills or abilities related to other pertinent aircraft types. The training programme should specify the relevant subjects, procedures or manoeuvres.

(4) Difference levels — checking

 Differences checking addresses any pertinent pilot testing or checking. Initial and recurrent checking levels are the same unless otherwise specified.

 It may be possible to satisfactorily accomplish recurrent checking objectives in devices that do not meet the initial checking requirements. In such instances, the applicant may propose for revalidation checks the use of certain devices that do not meet the initial checking requirements.

(i) Level A checking

Level A differences checking indicates that no check related to differences is required at the time of differences training. However, a pilot is responsible for knowledge of each variant flown.

(ii) Level B checking

Level B differences checking indicates that a ‘task’ or ‘systems’ check is required following initial and recurring training.

(iii) Level C checking

Level C differences checking requires a partial check using a suitable qualified device. A partial check is conducted relative to particular manoeuvres or systems.

(iv) Level D checking

Level D differences checking indicates that a partial proficiency check is required following both initial and recurrent training. In conducting the partial proficiency check, manoeuvres common to each variant may be credited and need not be repeated. The partial proficiency check covers the specified particular manoeuvres, systems or devices. Level D checking is performed using scenarios that represent a ‘real-time’ flight environment and uses qualified devices permitted for level D training or higher.

(v) Level E checking

Level E differences checking requires that a full proficiency check be conducted in FSTDs or in an aircraft as mentioned in CS FCD.415(a), following both initial and recurrent training. If appropriate, alternating Level E checking between relevant aircraft is possible and credit may be defined for procedures or manoeuvres based on commonality.

Assignment of level E checking requirements alone, or in conjunction with level E currency, does not necessarily result in assignment of a separate type rating.

(5) Difference levels — currency

 Differences currency addresses any currency and re-currency levels. Initial and recurrent currency levels are the same unless otherwise specified.

(i) Level A currency

Level A currency is common to each aircraft and does not require separate tracking. Maintenance of currency in any aircraft suffices for any other variant within the same type rating.

(ii) Level B currency

Level B currency is ‘knowledge-related’ currency, typically achieved through self‑review by individual pilots.

(iii) Level C currency

(A) Level C currency is applicable to one or more designated systems or procedures and it relates to both skill and knowledge requirements. When level C currency applies, any pertinent lower-level currency is also to be addressed.

(B) Re-establishing level C currency

When currency is lost, it may be re-established by completing required items using a device equal to or higher than that specified for level C training and checking.

(iv) Level D currency

(A) Level D currency is related to designated manoeuvres and addresses knowledge and skills required for performing aircraft control tasks in real time with integrated use of associated systems and procedures. Level D currency may also address certain differences in flight characteristics including performance of any required manoeuvres and related normal, non-normal and emergency procedures. When level D is necessary, any pertinent lower-level currency is also to be addressed.

(B) Re-establishing level D currency

When currency is lost, currency may be re-established by completing pertinent manoeuvres using a device equal to or higher than that specified for level D differences training and checking.

(v) Level E currency

(A) Level E currency requires that recent experience requirements of Part-FCL and operational requirements be complied with in each aircraft separately. Level E currency may also specify other system, procedure, or manoeuvre currency item(s) necessary for safe operations and may require procedures or manoeuvres to be accomplished in FSTDs or in an aircraft as mentioned in CS FCD.415(a). Provisions are applied in a way which addresses the required system or manoeuvre experience.

When level E is assigned between aircraft of common characteristics, credit may be permitted. Assignment of level E currency requirements does not automatically lead to a determination on same or separate type rating. Level E currency is tracked by a means that is acceptable to the competent authority.

When common take-off and landing credit (CTLC) is permitted, any credit or constraints applicable to using FSTDs, as mentioned in CS FCD.415(a), are also to be determined.

(B) Re-establishing level E currency

When currency is lost, currency may be re-established by completing pertinent manoeuvres using a device specified for level E differences training and checking.

(6) Competency regarding non-normal and emergency procedures — currency

Competency for non-normal and emergency manoeuvres or procedures is generally addressed by checking requirements. Particular non-normal and emergency manoeuvres or procedures may not be considered mandatory for checking or training. In this situation, it may be necessary to periodically practise or demonstrate those manoeuvres or procedures specifying currency requirements for those manoeuvres or procedures.

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’).

GROUPS OF SINGLE-ENGINED PISTON HELICOPTER TYPES FOR THE REVALIDATION OF THE OPC

When establishing groups of single-engined helicopter types for the purpose of crediting of proficiency checks, the operator should only take into account the helicopter types considered for crediting in AMC1 FCL.740.H(a)(3).

LINE CHECKS — HELICOPTERS

(a) Prior to using a line check on one helicopter type or variant to revalidate the line check on other helicopter types or variants, the operator should consider whether the type of operations are sufficiently similar in terms of:

(1) use of aerodromes or operating sites;

(2) day VFR or night VFR;

(3) use of operational approvals and specific approvals;

(4) normal procedures, including flight preparation, take-off and landing procedures; and

(5) use of automation.

(b) For IFR operations of helicopters, an operation should only be considered sufficiently similar to allow a line check on one type or variant to revalidate the line check for the other type or variant if such credits are defined in the operational suitability data established in accordance with Commission Regulation (EU) No 748/201267 OJ L 243, 27.9.2003, p. 6., as determined in point (a) of ORO.FC.140.

(c) Line check cross-crediting should be defined in the operations manual.

ORO.FC.145 Provision of training, checking and assessment

Regulation (EU) 2021/2237

(a) All training, checking and assessment required in this Subpart shall be conducted in accordance with the training programmes and syllabi established by the operator in the operations manual;

(b) When establishing the training programmes and syllabi, the operator shall include the relevant elements defined in the mandatory part of the operational suitability data established in accordance with Regulation (EU) No 748/2012.

(c) In the case of CAT operations, training and checking programmes, including syllabi and the use of the means to deliver the programme such as individual flight simulation training devices (FSTDs) and other training solutions, shall be approved by the competent authority.

(d) The FSTD used to meet the requirements of this Subpart shall be qualified in accordance with Regulation (EU) No 1178/2011 and it shall replicate the aircraft used by the operator, as far as practicable. Differences between the FSTD and the aircraft shall be described and addressed through a briefing or training, as appropriate.

(e) The operator shall establish a system to adequately monitor changes to the FSTD and to ensure that those changes do not affect the adequacy of the training programmes.

(f) The operator shall monitor the validity of each recurrent training and checking.

(g) The validity periods required in this Subpart shall be counted from the end of the month in which the recency, training or check was completed.

ACCEPTANCE OF PREVIOUS TRAINING FOR NON-COMMERCIAL OPERATIONS WITH COMPLEX MOTOR‑POWERED AIRCRAFT, INCLUDING NON-COMMERCIAL SPECIALISED OPERATIONS

(a) If the operator chooses to make use of previous training received by the pilot, the operator should develop a policy for the crediting of such training. Details of such policy should be included in the operations manual.

(b) The policy should as a minimum include measures to assess:

(1) the content of the previous training;

(2) whether the previous training was delivered by suitably qualified personnel or organisations;

(3) whether the aircraft, FSTD or other equipment used for the previous training was sufficiently similar to the aircraft and equipment the crew member will operate; and

(4) whether the operating procedures used during such previous training were sufficiently representative of the procedures used by the new operator.

(c) Where previous training delivered by other suitably qualified personnel or organisations is found to satisfy all or some of the requirements in ORO.FC.120, the training may be credited and an abbreviated conversion course may be used. Such an abbreviated course should cover all items not credited from previous training.

(d) Where a pilot flies for more than one operator and the training delivered by that other operator is found to satisfy some of the requirements of ORO.FC.130, then such training may be credited and an abbreviated recurrent training programme may be used. Such an abbreviated recurrent training programme should cover all items not credited from the training delivered by the other operator.

(e) An aircraft operator remains responsible for all training required by this Part regardless of whether the training is conducted by the operator, another operator, a certified organisation or another subcontractor, as defined in ORO.GEN.205.

(f) An operator accepting any previous training should be satisfied that the flight crew member is competent to operate in accordance with that operator’s procedures and to use the specific equipment installed on the aircraft to be operated.

(g) Previous training needs to be formally documented.

(h) The assessment under (b) and the documents referred to under (g) should be stored as part of the crew member training, checking and qualifications records.

POLICY FOR ACCEPTANCE OF PREVIOUS TRAINING AND CHECKING FOR OTHER THAN COMMERCIAL AIR TRANSPORT OPERATIONS (NCC)

If the operator chooses to make use of previous training received by the pilot, in accordance with AMC1 ORO.FC.145, the operator may wish to enter into arrangements with other operators in order to satisfy the requirements of ORO.GEN.205 in relation to contracted training providers or other aircraft operators.

TRAINING AND CHECKING PROGRAMMES AND SYLLABI

(a) Training and checking programmes and syllabi should include as a minimum:

(1) when training and checking take place during the same session, the distinction between the two;

(2) a list of the items covered;

(3) the minimum time allocation (duration);

(4) the means of delivery (e.g. FSTD, OTD, computer-based, VR, etc.);

(5) the personnel providing the training and conducting the checks.

(b) Further details on the training and checking programmes and syllabi should be included in the operations manual depending on the complexity of the operations (e.g. further contextualisation of the training programme, details of the airport in which some items will be covered, time allocation to brief and debrief, whether the item to be trained is a legal requirement or an SMS item, etc.).

TRAINING AND CHECKING PROGRAMMES AND SYLLABI

The syllabus lists the topics to be covered in a training and checking programme. A syllabus may include:

             the personnel providing the training and conducting the checks;

             a description of the content;

             the means of delivery (e.g. FSTD, aircraft, OTD, (virtual) classroom, computer-based training, VR, etc.);

             the minimum time allocation (duration);

             the prerequisites to be fulfilled before starting the training or checking;

             the standard of performance;

             the training objectives;

             a reference to training/checking material;

             the checking requirements, if any;

             when training and checking is combined, the distinction between trained and checked items.

NON-MANDATORY (RECOMMENDATION) ELEMENTS OF OPERATIONAL SUITABILITY DATA

When developing the training programmes and syllabi, the operator should include the non‑mandatory (recommendation) elements for the relevant type that are provided in the operational suitability data established in accordance with Commission Regulation (EU) No 748/2012.

FULL FLIGHT SIMULATORS (FFS)

The operator should classify any differences between the aircraft and FFS in accordance with the Air Transport Association (ATA) chapters as follows:

Compliance Levels

(a) Level A differences:

(1) no influence on flight characteristics;

(2) no influence on procedures (normal and/or abnormal);

(3) differences in presentation; and

(4) differences in operation.

Method: self-instruction via the operations manual or flight crew information.

(b) Level B differences:

(1) no influence on flight characteristics;

(2) influence on procedures (normal and/or abnormal); and

(3) possible differences in presentation and operation.

Method: flight crew information, computer-based training, system device training or special instruction by instructor.

(c) Level C differences:

(1) influence on flight characteristics;

(2) influence on procedures (normal and/or abnormal); and

(3) eventually differences in presentation and operation.

Method: special instruction by instructor, a selected partial training on another FSTD or aircraft or a waiver because of previous experience, special instruction or training programme.

(d) Level D differences:

(1) influence on flight characteristics; and/or

(2) influence on procedures (normal and/or abnormal); and/or

(3) differences in presentation and/or operation; and

(4) FSTD is level D qualified and is used for zero flight-time training (ZFTT).

Method: a specified partial training on another FSTD or aircraft or a waiver because of previous experience, special instruction or training programme.

FSTDs

(a) Before the operator extracts the data from an FSTD that can be related to a pilot, it should develop a data access and security policy.

(b) ‘Availability’ and ‘accessibility’ of FSTD used in this Subpart.

(1) ‘Available FSTD’ refers to any flight simulation training device (FSTD) that is vacant for use by the FSTD operator or by the customers irrespective of any time consideration.

(2) ‘Accessible’ refers to a device that can be used by the operator to conduct training or checking pertaining to this Subpart, and by the nominated person conducting the training or checking.

More information on these definitions can be found in Part-FCL of Regulation (EU) No 1178/2011.

CONFIDENTIALITY AND PROTECTION OF TRAINING DATA IN COMMERCIAL AIR TRANSPORT

(a) Without prejudice to applicable national legislation on the protection of individuals with regard to the processing of personal data, for the training conducted in accordance with ORO.FC.145 the operator may have a training data access and security policy (including the procedure to prevent disclosure of crew identity).

(b) If the operator decides to have such a policy, it should:

(1) be agreed by all parties involved (airline management and flight crew member representatives nominated either by the union or the flight crew themselves);

(2) be in line with the organisation’s safety policy in order to not make available or to not make use of the training data to attribute blame or liability.

(c) The training data access and security policy may include a policy for access to information only to specifically authorised persons identified by their position in order to perform their duties.

VALIDITY PERIOD OF RECURRENT ASSESSMENT, TRAINING AND CHECKING

(a) When the recency, training or check is completed within the last 3 months of the validity period, the new validity period should be counted from the original expiry date.

(b) When the recency, training or check is completed before the last 3 months of the validity period, the new validity period should be counted from the end of the month when the recency, training or check was completed and not from the original expiry date.

(c) Notwithstanding (a), the revalidation of CRM instructor and EBT instructor qualifications should follow AMC2 ORO.FC.146 and AMC2 ORO.FC.146(c).

ORO.FC.146 Personnel providing training, checking and assessment

Regulation (EU) 2023/217

(a) All training, checking and assessment required in this Subpart shall be conducted by appropriately qualified personnel.

(b) In the case of flight and flight simulation training, checking and assessment, the personnel that provide the training and conduct the checking or assessment shall be qualified in accordance with Annex I (Part- FCL) to Regulation (EU) No 1178/2011. Additionally, the personnel providing training and conducting checking towards specialised operations shall be suitably qualified for the relevant operation.

(c) For an EBT programme, the personnel that performs assessment and provides training shall:

(1) hold an Annex I (Part-FCL) instructor or examiner certificate;

(2) complete the operator’s EBT instructor standardisation programme. This shall include an              initial standardisation programme and a recurrent standardisation programme.

  Completion of the operator’s EBT initial standardisation will qualify the instructor to perform EBT practical assessment.

(d) Notwithstanding point (b), the line evaluation of competence may be conducted by a suitably qualified commander nominated by the operator that is standardised in EBT concepts and the assessment of competencies (line evaluator).

(e) Notwithstanding point (b), the aircraft/FSTD training and the operator proficiency check may be conducted by a suitably qualified commander holding a FI/TRI/SFI certificate and nominated by the operator for any of the following operations:

(1) CAT operations of helicopters meeting the criteria defined in point ORO.FC.005(b)(2);

(2) CAT operations of other than complex motor-powered helicopters by day and over routes navigated by reference to visual landmarks;

(3) CAT operations of performance class B aeroplanes that do not meet the criteria defined in point ORO.FC.005(b)(1).

(f) Notwithstanding point (b), the aircraft/FSTD training and the demonstration of competence/operator proficiency check may be conducted by a suitably qualified
pilot-in-command/commander nominated by the operator for any of the following operations:

(1) specialised operations;

(2) CAT operations of aeroplanes meeting the criteria defined in point ORO.FC.005(b)(1).

(g) Notwithstanding point (b), the line check may be conducted by a suitably qualified commander nominated by the operator.

(h) The operator shall inform the competent authority about the persons nominated under points (e) to (g).

PERSONNEL CONDUCTING TRAINING AND CHECKING — GENERAL

Training and checking should be provided by the following personnel:

(a) Ground and refresher training by suitably qualified personnel;

(b) Emergency and safety equipment training and checking by suitably qualified personnel as specified in the operator’s manual;

(c) CRM

(1) Integration of CRM elements into the different phases of training by all the personnel conducting the training, as per AMC1 and AMC2 ORO.FC.115.

(2) The operator should ensure that all personnel conducting such training are suitably qualified to integrate elements of CRM into this training.

(3) Classroom CRM training by at least one CRM trainer, qualified as specified in AMC2 ORO.FC.146 who may be assisted by experts in order to address specific areas.

FLIGHT CREW CRM TRAINER

(a) Applicability

The provisions described herein:

(1) should be fulfilled by flight crew CRM trainers responsible for classroom CRM training; and

(2) are not applicable to:

(i) instructors, holding a certificate in accordance with Commission Regulation (EU) No 1178/2011, when conducting CRM training in the operational environment; and

(ii) trainers or instructors when conducting training other than CRM training, but integrating CRM elements into this training.

(b) Qualification of a flight crew CRM trainer

(1) Prerequisites. A flight crew CRM trainer should:

(i) have adequate knowledge of human performance and limitations (HPL), whilst:

(A) having obtained a commercial pilot licence in accordance with Commission Regulation (EU) No 1178/2011; or

(B) having followed a theoretical HPL course covering the whole syllabus of the HPL examination;

(ii) have completed flight crew initial operator’s CRM training;

(iii) have received training in group facilitation skills; except for instructors holding a certificate in accordance with Commission Regulation (EU) No 1178/2011.

(2) In order to qualify as flight crew CRM trainer, a person meeting the prerequisites should:

(i) have adequate knowledge of the relevant flight operations at one operator, in accordance with (d);

(ii) receive the initial training in accordance with (c)(3); and

(iii) be assessed by that operator in accordance with (f).

(3) In order to act as flight crew CRM trainer at an operator, a qualified and current flight crew CRM trainer should meet one of the following conditions:

(i) have adequate knowledge of the relevant flight operations at that operator, in accordance with (d); or

(ii) be part of a team of trainers in accordance with (e).

(4) The period of validity of the flight crew CRM trainer qualification should be 3 years.

(5) Recency and renewal of the flight crew CRM trainer qualification

(i) The flight crew CRM trainer should complete CRM trainer refresher training within the last 12 months of the 3-year validity period; and

(ii) The flight crew CRM trainer should meet one or both of the following conditions:

(A) conduct at least 3 CRM training events within the 3-year validity period;

(B) be assessed within the last 12 months of the 3-year validity period in accordance with (f); and

(iii) If the flight crew CRM trainer qualification has expired, it can be renewed if all of the conditions below are met. The validity should be 3 years after completion of (A) and (C) below, whichever comes first:

(A) complete CRM trainer refresher training;

(B) receive refresher training on knowledge of the relevant flight operations, as necessary;

(C) be assessed in accordance with (f).

(c) Training of flight crew CRM trainer

(1) If the operator trains flight crew CRM trainers, the training syllabi should be described in the operations manual. The operator should ensure that the initial and refresher training of the flight crew CRM trainers are conducted by flight crew CRM trainers with a minimum of 3 years of experience.

(2) Training of flight crew CRM trainers should be both theoretical and practical. Practical elements should include the development of specific trainer skills, particularly the integration of CRM into line operations.

(3) The initial training of flight crew CRM trainers should include the following:

(i) introduction to CRM training and competencies for CRM trainers:

(A) ability to interact with and manage a group;

(B) ability to pre-plan an objective and timely training session;

(C) ability to deliver a good balance of ‘telling’, ‘selling’ and ‘facilitating’;

(D) ability to connect realistically poor and good CRM to the operations;

(E) ability to assess the performance, the progress and needs of trainees in a meaningfully way;

(ii) operator’s management system as defined in point (a)(7) of AMC1 ORO.FC.115; and

(iii) characteristics of the flight crew CRM training as defined in Table 1 of AMC1 ORO.FC.115 and its integration into line operations:

(A) the different types of CRM trainings (initial, recurrent, etc.);

(B) combined training; and

(C) training related to the type of aircraft or operation.

 Instructors holding a certificate in accordance with Commission Regulation (EU) No 1178/2011 may be credited towards (i) and (ii) if they have completed the refresher training defined in (4).

(4) The refresher training of flight crew CRM trainers should include new methodologies, procedures and lessons learned, as well as additional topics such as the following:

(i) Group facilitation skills including team dynamics, moderation skills and use of questions

(ii) Course preparation, defining objectives and selecting methods to best convey knowledge (e.g. lecture, group work, case analysis, gamification, scenario-based training, individual research)

(iii) Safety culture and management systems

(iv) An example of an analysis of CRM factors in an accident or serious incident.

(v) New developments or research in human factors and CRM

(vi) TEM principles and their practical implementation in normal operations

(5) Instructors, holding a certificate in accordance with Commission Regulation (EU) No 1178/2011, who are also CRM trainers, may combine the CRM trainer refresher training with instructor refresher training if the instructor refresher training meets all of the conditions defined in (4).

(6) Instructors for other-than complex motor-powered aeroplanes should be qualified as flight crew CRM trainers for this aircraft category with no additional training, as specified in (3) and (4) when:

(i) holding a certificate in accordance with Commission Regulation (EU) No 1178/2011; and

(ii) fulfilling the provisions of (b)(2) or (b)(5).

(d) Knowledge of the relevant flight operations

(1) The operator should evaluate the experience and knowledge of the flight crew CRM trainer. The evaluation of the operator should include at least:

(i) the operational experience of the flight crew CRM trainer as a flight crew member;

(ii) whether this experience as a flight crew member or a former flight crew member covers the aircraft category, the aircraft generation and the form of operations, as relevant to the operator.

(2) If the flight crew CRM trainer does not have the relevant knowledge of the relevant flight operation based on the evaluation in (1), the operator should provide training to the flight crew CRM trainer to provide the adequate knowledge.

(3) The operator should describe the assessment and training in the operations manual.

(e) Team of CRM trainers

If the flight crew CRM trainer is qualified in accordance with (b) but does not meet the conditions defined in (d), he or she may be assisted by a training assistant that has the knowledge of the relevant flight operations. The operator should ensure that all the following conditions are met:

(1) The training assistant should meet the condition defined in (c) but needs not meet the conditions defined in (b). The training assistant should be an instructor or have experience in ground training.

(2) The flight crew CRM trainer and the training assistant should prepare the training session together and adapt it to the operational needs of the operator.

(3) If the flight crew CRM trainer and the training assistant have already provided training for the operator or for a similar operator, the operator may determine that condition (2) is met.

(4) The flight crew CRM trainer and the training assistant should provide the training together.

(5) The flight crew CRM trainer remains responsible for the training.

(f) Assessment of a flight crew CRM trainer

(1)  The operator should ensure that the process for the assessment is included in the operations manual describing methods for observing, recording, interpreting and debriefing the flight crew CRM trainer. All personnel involved in the assessment must be credible and competent in their role.

(2) The assessment should enable the flight crew CRM trainer to demonstrate the knowledge and ability to train the CRM training elements in the non-operational environment. Special attention should be given to fields such as group management, group dynamics and personal awareness.

(3) The initial assessment of a flight crew CRM trainer by the operator may take place when conducting their first CRM training course.

(4) The assessment of flight crew CRM trainers should be conducted by flight crew CRM trainers with a minimum of 3 years of experience.

(g) The operator should only select a qualified and current flight crew CRM trainer meeting the conditions defined in (d) or (e).

PERSONNEL PROVIDING AIRCRAFT/FSTD TRAINING AND CONDUCTING OPERATOR PROFICIENCY CHECKING AND QUALIFIED UNDER ANNEX I (PART-FCL) TO REGULATION (EU) No 1178/2011

Training and checking should be provided by the following personnel:

(a) Flight training by a type rating instructor (TRI) or class rating instructor (CRI), flight instructor (FI) or, in the case of the FSTD content, a synthetic flight instructor (SFI). For commercial air transport, the FI, TRI, CRI or SFI should satisfy the operator’s experience and knowledge requirements sufficiently to instruct on aircraft systems and operational procedures and requirements.

(b) Operator proficiency check by a type rating examiner (TRE), class rating examiner (CRE) or, if the check is conducted in an FSTD, a synthetic flight examiner (SFE). The TRE, CRE or SFE should be trained in CRM concepts and the assessment of CRM skills.

(c) For aircraft/FSTD training, line flying under supervision, operator proficiency checks and line checks, if the training or checking includes multi-pilot operations in helicopters, in addition to (a) and (b) the personnel conducting training or checking should have 350 hours flying experience in multi-pilot operations.

(d) In the case of CAT operations in helicopters, the 350 hours flying experience in multi-pilot operations defined in (c) may be reduced on an individual basis, as part of the approval of the training and checking programmes. The operator may apply for such a reduced flying experience based on the unavailability of experienced pilots in both multi-pilot operations and in their types of operations. A FI/TRI/SFI rating and MCC training in helicopters should be a prerequisite for any reduced flying experience in multi-pilot operations. In addition, the operator should define mitigation measures after having performed a risk assessment. The following should be taken into account:

(1) flying experience criteria in single-pilot operations in the types of operations;

(2) any other training, checking, recency and experience criteria;

(3) robustness and maturity of multi-pilot SOPs.

(e) In the case of training and checking towards the relevant aspects associated with a specialised operation, points (j)(2) to (j)(4) of AMC1 ORO.FC.146(e);(f)&(g) should apply.

EBT INSTRUCTOR — INITIAL STANDARDISATION PROGRAMME

(a) Before delivering the operator’s EBT programme, the instructor should complete an EBT instructor initial standardisation programme composed of:

(1) EBT instructor training; and

(2) EBT assessment of competence.

EBT INSTRUCTOR TRAINING

(b) The EBT instructor training course should be delivered by at least one pilot who is or has been an EBT instructor, and who has demonstrated proficiency to train the elements specified in point (c) below.

(c) The EBT instructor training course should comprise theoretical and practical training. At the completion of EBT instructor training, the instructor should:

(1) have knowledge of EBT, including the following underlying principles:

(i) competency-based training;

(ii) learning from positive performance;

(iii) building resilience; and

(iv) data-driven training;

(2) demonstrate knowledge of the structure of an EBT module;

(3) demonstrate knowledge of the method of training delivery for each phase of an EBT module;

(4) demonstrate knowledge of the principles of adult learning and how they relate to EBT;

(5) conduct objective observations based on a competency framework, and document evidence of observed performance;

(6) relate specific performance observations of competencies;

(7) analyse trainee performance to determine competency-based training needs and recognise strengths;

(8) evaluate performance using a competency-based grading system;

(9) apply appropriate teaching styles during simulator training to accommodate trainee learning needs;

(10) facilitate trainee learning, focusing on specific competency-based training needs; and

(11) conduct a debrief using facilitation techniques.

(d) An instructor may be given credits for parts of point (c) if the instructor has demonstrated competencies in those topics.

EBT ASSESSMENT OF COMPETENCE

(e) Prior to conducting assessment and training within an EBT programme, the EBT instructor should complete an EBT assessment of competence where the EBT instructor delivers:

(1) an evaluation phase (EVAL) and a manoeuvres training phase (MT); or

(2) a scenario-based training phase (SBT).

(f) The assessment of competence has a validity period of 3 years.

(g) The EBT assessment of competence should be conducted by a person nominated by the operator, who:

(1) is qualified in accordance with Annex I (Part-FCL) to Regulation (EU) No 1178/2011 to conduct an assessment of competence; and

(2) has completed the EBT instructor standardisation.

(h) The EBT assessment of competence may be combined with the assessment of competence required in Annex I (Part-FCL) to Regulation (EU) No 1178/2011.

EBT INSTRUCTOR — RECURRENT STANDARDISATION PROGRAMME

The EBT instructor should:

(a) conduct six EVAL or SBT phases of an EBT module (or a combination of both) every 36 months. One of the EVAL or SBT should take place in the period of 12 months immediately preceding the expiry date. The 36-month period should be counted from the end of the month the module was taken. If this has not been fulfilled, the EBT instructor should complete an EBT assessment of competence. When the module is undertaken within the last 12 months of the validity period, the new period should be counted from the original expiry date;

(b) receive annual recurrent standardisation. The recurrent standardisation should include:

(1) refresher EBT training; and

(2) concordance training; and

(c) complete an EBT assessment of competence every 3 years. When the assessment of competence is conducted within the 12 months preceding the expiry date, the next assessment of competence should be completed within 36 calendar months of the original expiry date of the previous assessment of competence.

EBT INSTRUCTOR — INITIAL STANDARDISATION

(a) The intent of the practical training is to ensure that EBT instructors have exposure to assessment of performance and root cause identification within an EBT programme.

(b) EBT instructors receive practical assistance and guidance during standardisation in order to apply the learning from EBT instructor training. In particular, the focus should be on assessment of performance and the determination of root cause for remediation, plus facilitated debriefing based on root cause as a learning objective.

(c) The pilot delivering the training may be supported by a subject matter expert (or experts). The personnel providing the EBT training is selected by the operator to assess the instructor capability in delivering EBT and provide effective feedback in order that instructor practice meets the expectations of the operator.

(d) Practical EBT training includes the learning objective ‘Evaluate performance using a competency-based grading system’. This may be done with videos and other multimedia. It means that EBT instructors are exposed to:

(1) different levels of pilot performance. This enables EBT instructors to distinguish between pilots performing lower than the minimum acceptable level of performance (e.g. grade 1) and those whose performance is at an acceptable level in all competencies (e.g. grade 2). This EBT training may also include other performance examples (e.g. 3, 4 and 5); and

(2) different scenarios (e.g. complex to less complex) so that the instructor has exposure to assessments of competency in varying EBT scenarios.

(e) The EBT instructor training course may be a minimum of 14 hours (EBT instructor training alone) and the recommended length is between 21 to 24 hours (EBT instructor training plus assessment of competence).

EBT INSTRUCTOR — RECURRENT STANDARDISATION

(a) Refresher EBT training

The intent of this training is to provide the framework for existing instructors to develop their competence to conduct EBT. Further guidance can be found in the EASA EBT manual.

(b) Concordance training

This training is one of the elements to ensure concordance within the EBT instructor community. Those EBT instructors who do not demonstrate concordance may require further training. The operator’s instructor standardisation and concordance assurance programme provides insight in the areas that an instructor (or instructor population) requires concordance training. As such, concordance training varies in content and scale depending on the need for concordance improvement.

Instructor concordance training may include candidates grading the same controlled content (e.g. a video or paper case) followed by:

(1) a subsequent comparison of intra-group variance; and

(2) alignment of root-cause analyses between instructors.

EBT INSTRUCTOR COMPETENCY FRAMEWORK

Pilot competencies1

Description:

See pilot competency framework

Instructor observable behaviour (iOB)

See pilot competency framework

Management of the learning environment

Description:

Ensures that the instruction, assessment and evaluation are conducted in a suitable and safe environment

iOB 2.1

Applies TEM in the context of instruction/evaluation

iOB 2.2

Briefs on safety procedures for situations that are likely to develop during instruction/evaluation

iOB 2.3

Intervenes appropriately, at the correct time and level (e.g. progresses from verbal assistance to taking over control)

iOB 2.4

Resumes instruction/evaluation as practicable after any intervention

iOB 2.5

Plans and prepares training media, equipment and resources

iOB 2.6

Briefs on training devices or aircraft limitations that may influence training, when applicable

iOB 2.7

Creates and manages conditions (e.g. airspace, ATC, weather, time, etc.) to be suitable for the training objectives

iOB 2.8

Adapts to changes in the environment whilst minimising training disruptions

iOB 2.9

Manages time, training media and equipment to ensure that training objectives are met

Instruction

Description:

Conducts training to develop the trainee’s competencies

iOB 3.1

References approved sources (operations, technical and training manuals, standards and regulations)

iOB 3.2

States clearly the objectives and clarifies roles for the training

iOB 3.3

Follows the approved training programme

iOB 3.4

Applies instructional methods as appropriate (e.g. explanation, demonstration, learning by discovery, facilitation, in-seat instruction)

iOB 3.5

Sustains operational relevance and realism

iOB 3.6

Adapts the amount of instructor inputs to ensure that the training objectives are met

iOB 3.7

Adapts to situations that might disrupt a planned sequence of events

iOB 3.8

Continuously assesses the trainee’s competencies (e.g. by including the root cause(s) of the deficiency(-ies) observed according to the competency framework)

iOB 3.9

Encourages the trainee to self-assess

iOB 3.10

Allows the trainee to self-correct in a timely manner

iOB 3.11

Applies trainee-centred feedback techniques (e.g. facilitation, etc.)

iOB 3.12

Provides positive reinforcement

Interaction with the trainees

Description:

Supports the trainees’ learning and development and demonstrates exemplary behaviour (role model)

iOB 4.1

Shows respect for the trainee (e.g. for culture, language and experience)

iOB 4.2

Shows patience and empathy (e.g. by actively listening, reading non-verbal messages and encouraging dialogue)

iOB 4.3

Manages trainees’ barriers to learning

iOB 4.4

Encourages engagement and mutual support between the trainees

iOB 4.5

Coaches the trainees

iOB 4.6

Supports the goal and training policies of the operator/ATO and authority

iOB 4.7

Shows integrity (e.g. honesty and professional principles)

iOB 4.8

Demonstrates acceptable personal conduct, acceptable social practices, content expertise, a model for professional and interpersonal behaviour

iOB 4.9

Actively seeks and accepts feedback to improve own performance

Assessment and evaluation

Description:

Assesses the competencies of the trainee and contributes to continuous training system improvement

iOB 5.1

Complies with operator/ATO and authority requirements

iOB 5.2

Ensures that the trainee understands the assessment process

iOB 5.3

Applies the competency standards and conditions

iOB 5.4

Assesses trainee’s competency (-ies)

iOB 5.5

Performs grading

iOB 5.6

Provides recommendations based on the outcome of the assessment

iOB 5.7

Makes decisions based on the outcome of assessments

iOB 5.8

Provides clear feedback to the trainee

iOB 5.9

Reports strengths and weaknesses of the training system (e.g. training environment, curriculum, assessment/evaluation) including feedback from trainees

iOB 5.10

Suggests improvements for the training system

iOB 5.11

Produces reports using appropriate forms and media

The recommended competency assessment grading system methodology for instructor competencies should be the same as the one used for pilots. This is the Venn model. More information can be found in ORO.FC.231 point (d)(1) and the related AMC and GM, as well as in the EASA EBT manual.

SUITABLY QUALIFIED PIC OR COMMANDER NOMINATED BY THE OPERATOR — GENERAL

(a) The nominated PIC/commander conducting training should either be qualified as an instructor under Regulation (EU) No 1178/2011 or receive training which should cover at least:

(1) techniques of briefing and debriefing;

(2) CRM concepts and CRM assessment;

(3) for SPO, which manoeuvres the nominated PIC/commander should not train or check unless qualified as an instructor.

(b) In addition, the nominated PIC/commander conducting operator proficiency checks or line checks should either be qualified as an examiner under Regulation (EU) No 1178/2011 or receive additional training which should cover at least:

(1) how to perform a check;

(2) flight techniques applicable to checks performed in flight;

(3) the assessment of CRM skills.

(c) The nominated PIC/commander conducting aircraft/FSTD training, line flying under supervision, operator proficiency checks or line checks taking place under multi-pilot operations in helicopters should have 350 hours flying experience in multi-pilot operations.

(d) The nominated PICs/commanders, or the criteria for nominating PICs/commanders, should be included in the operations manual.

(e) The nominated PIC/commander should be type rated or class rated in the type or class where he or she provides the training, checking or assessment.

CAT — SUITABLY QUALIFIED COMMANDER OR INSTRUCTOR NOMINATED BY THE OPERATOR

(f) For CAT operations under VFR by day, the minimum experience of the nominated commander should be more than 750 hours total flight time with at least 50 hours on the type, class or the aircraft variant.

(g) For CAT operations in performance class B aeroplanes under night VFR or under IFR, the minimum experience of the nominated commander should be more than 1 000 hours total flight time with at least 100 hours on the type, class or the aircraft variant.

(h) In the case of CAT operations in helicopters, the 350 hours flying experience in multi-pilot operations defined in (c) may be reduced on an individual basis, as part of the approval of the training and checking programmes. The operator may apply for such a reduced flying experience based on the unavailability of experienced pilots in both multi-pilot operations and in their types of operations. An FI/TRI/SFI rating and MCC training in helicopters should be a prerequisite for any reduced flying experience in multi-pilot operations. In addition, the operator should define mitigation measures after having performed a risk assessment. The following should be taken into account:

(1) flying experience criteria in single-pilot operations in the types of operations;

(2) any other training, checking, recency and experience criteria; and

(3) robustness and maturity of multi-pilot SOPs.

(i) ORO.FC.220(f) allows the operator to develop a specific conversion course to address an operational circumstance, when the operator intends to have pilots temporally joining the operator to conduct line checks. The content of the specific operator’s conversion course is included in AMC1 ORO.FC.220(f).

SPO — SUITABLY QUALIFIED PIC OR INSTRUCTOR NOMINATED BY THE OPERATOR

(j) For SPO, the person conducting the aircraft/FSTD training and the operator proficiency check should meet the following criteria:

(1) Training and checking covering normal, abnormal and emergency procedures relevant to the type or variant should be conducted in accordance with AMC1 ORO.FC.146(b).

(2) Training and checking covering the relevant aspects associated with HEC and HESLO should be conducted by a HEC or HESLO instructor as defined in AMC1 SPO.SPEC.HEC.100 and AMC1 SPO.SPEC.HESLO.100.

(3) Training and checking covering the relevant aspects associated with a specialised operation other than HEC and HESLO should be conducted by a nominated PIC with the following flight experience:

(i) at least 750 hours total flight time with at least 50 hours on the type, class or aircraft variant;

(ii) for specialised operations other than HEC and HESLO, either:

(A) at least 350 hours in the applicable specialised operation; or

(B) 800 hours in specialised operations and the number of hours in the applicable specialised operation as defined by the operator, based on a risk assessment, taking into account the complexity of the relevant aspects associated with the applicable specialised operation. Flight experience in HHO, firefighting flight experience and flight experience in the search component of search and rescue flights may be credited towards the 800 hours in specialised operations. In addition, up to 200 hours of experience in CAT operations (other than HHO) may be credited towards the 800 hours in specialised operations.

(4) In addition to (2) and (3) above, flight training and checking of sensitive type-related manoeuvres in combination with the training and checking of the relevant aspects associated with a specialised task, should be conducted by a qualified instructor.

(k) In addition to (j) above, if the SPO operator combines the operator proficiency check with a licence proficiency check, the person conducting the check should meet the requirements for licence proficiency checks.