2.2 Phase I - Application

2.2.1 Joint Meeting

The applicant’s first step in establishing an AQP is sending a letter to the Principal Operations Inspector (POI), stating their intent to develop an AQP. Transport Canada will respond to the air operator with a letter, which will request a meeting with representatives of the air operator’s training department. The meeting shall include the POI, a representative from National Operations or from the Regional Office responsible for operational oversight (as applicable), a fleet typed Subject Matter Expert (SME) instructor (as applicable), and the air operator.

The focus of this meeting is to ensure that all parties understand AQP, specifically the responsibilities and the commitment needed to complete the project. Discussions will include the benefits of AQP, the development process requirements, AQP entry and exit strategies, possible problem areas, and available tools.

2.2.2 The AQP Application/Administration Document

The purpose of the Application/Administration Document is to establish the applicant's methodology and procedures for developing an AQP for some or all of its fleets, and for its instructors and evaluators. The Application/Administration Document provides the terms of reference under which the AQP will operate.

The Application/Administration Document is submitted when the air operator initially applies for AQP program authorization. It is then updated as information warrants changing (e.g., a changing transition schedule or adding new aircraft, etc.). The application is one of the six documents unique to AQP that is maintained in a current status throughout the life of the program and must have an acceptable revision control methodology.

In order to establish the applicant's intent and approach for developing an AQP, the Application/Administration Document shall thoroughly discuss the following topics:

  1. Statement of Intent

    The application should clearly state the air operator’s intent to develop, implement, and operate an AQP. In addition, the statement of intent should include:
    1. The specific concept, approach and methodology to be used for developing the AQP. This will include the specific methods and procedures for all steps;

      Note: Applicants may either cite acceptance of the methodology proposed in this document, or describe alternative approaches
    2. The specific concept, approach and methodology for implementing the AQP; 
    3. How the AQP will be operated and maintained; 
    4. How CRM will be integrated and measured; 
    5. How the Transportation of Dangerous Goods training will be addressed (as applicable); 
    6. How Security Training will be addressed; and 
    7. How LOS concepts will be integrated into both evaluation and training 
  2. Applicant AQP Staff Organization

    An applicant’s AQP staff may be comprised of personnel resources already existing within the airline. These may include regular employees as well as contractors. Generally, the staffing and expertise of an AQP applicant’s staff should support the following functions: 
    1. AQP Manager - This individual is usually a management or supervisory level person who is the company focal point for its AQP development effort. This person is not only responsible for AQP leadership, but is the primary contact with Transport Canada and any other external organizations that may impact the applicant’s AQP. Experience has shown that this position should be filled with an individual who understands Job Tasks Analysis (JTA) and the CARs/CASS training requirements the AQP is to address. 
    2. Subject Matter Expert (SME) - These are people that are current and qualified on the applicable fleet type with varying levels of expertise that represent the population of professionals the AQP will address. The individuals may be called upon to act as liaison with operational support personnel. 
    3. Document and Curriculum Developers - These individuals interface with the AQP Manager and the SMEs to develop the requisite AQP process, curriculum and instructor and evaluator documents. 
    4. Document Managers - These individuals ensure AQP document control and compliance with Transport Canada approval. 
    5. Computer Specialist/Database Manager - This individual provides oversight to the development and management of the performance/proficiency data acquisition and analysis system. In addition, this individual could be used for other functions related to the facilitation of an AQP. 
  3. Program Audit Database Master List (PADB)

    This is a list of the six applicant-developed documents and the annual report that are unique to AQP. All documents should be listed by title and have a brief corresponding summary description. The six PADB documents are listed below: 
    1. Application/Administration Document; 
    2. Job Task Analysis (JTA); 
    3. Qualification Standards; 
    4. Instructional Systems Development (ISD) Methodology; 
    5. Curriculum Outlines; and 
    6. Implementation and Operations (I&O) Plan. 
    See Appendix B for further details. 
  4. Documentation Procedures

    Management of an AQP depends on an organized, co-ordinated and well-maintained documentation control system. The AQP application must describe the air operator’s proposed AQP documentation design PADB, including revision methodology and how AQP documentation will integrate with, or replace the applicant's current traditional training program documentation, as the case may be.

    NOTE: An applicant may wish to consolidate all of the company’s AQP policies and methodologies into the Application/Administration Document. This will provide a “one stop shopping” approach. This document would be considered as the applicant’s AQP Standard Operating Procedures (SOP). 
  5. Data Submission

    The AQP applicant must acknowledge their understanding and acceptance of the AQP performance data requirements. 
  6. Supporting Documents and Manuals

    For each type, model, series or variant, the applicant must provide Transport Canada with the following documents or manuals:

    1. Company Operations Manual (COM); 
    2. Aircraft Operating Manual (AOM)/Flight Crew Operations Manual (FCOM) or Aircraft Flight Manual (AFM) and/or SOPs (as applicable); 
    3. Flight Crew Training Manual (FCTM); 
    4. General descriptive summary of each aircraft type, model, series or variant. 
  7. Operating Environment Description

    Applicants should describe their operating environment, including the general physical environmental factors expected to be encountered in operations. Environmental factors are critical to development of Line Operational Simulation (LOS) scenarios and meaningful proficiency objectives. Environmental factors include: 

    1. Weather norms and extremes; 
    2. Normal, abnormal and emergency equipment operation; and 
    3. Geographic areas of operations. 
  8. Trainee Demographics

    The application should provide a summary of demographic data on the experience level of the flight crewmember population that will be trained under AQP. This data includes the current ground and flight instructors and evaluators that are expected to continue these functions under AQP.

    For each fleet, this information would identify the: 
    1. Entry requirements for ground and flight instructors and evaluators; 
    2. Entry requirements for new hires; 
    3. Students should be identified as a group in terms of previous experience; and
    4. The current and anticipated need for replacement crew members by duty position. 
  9. Training Equipment Description and Location

    The application should describe the training equipment, its location and the organization responsible for its security and maintenance. If the type of training equipment for the AQP is not known at the time the application is submitted, the application will be updated when the training equipment requirements are identified. Flight simulators and/or FTDs are identified (including the level of qualification) by the Transport Canada identification number assigned by the Simulator Program Manager (AAROP). Other training devices will be listed and if qualification is required, the applicant should state when it intends to submit a test guide and a request for equipment qualification. Qualification requests are processed in accordance with the TP 9658 - Aeroplane and Rotorcraft Simulator Manual. 
  10. Facilities Description

    Each AQP submission should describe the facilities the applicant intends to use. The description should include the location, type of facility, classrooms, training aids, courseware, and other features that contribute to creating and maintaining a positive learning environment. 
  11. Master AQP Transition Schedule (MATS)

    The MATS will depict the projected transition/development schedule for all AQP curricula. Since these schedules usually change through the course of events, this section of the application must be updated accordingly. Transition from one type training program to another (i.e., traditional to AQP) may include a period of overlap as one program is phased in and the other phased out. The following guidelines for transition are applicable: 

    1. Currently qualified personnel may transition between traditional recurrent training curricula and Continuing Qualification Curricula. 
    2. Personnel who have completed a traditional training program initial, transition, difference, or upgrade curricula may enter a Continuing Qualification Curriculum. 
    3. Partial MATS (incomplete) are not acceptable. 
    4. The MATS may provide for incremental implementation of Qualification and Continuing Qualification Curricula. 
    5. The MATS must provide the time frame necessary to withdraw from AQP if it becomes necessary to revert to the traditional training program as outlined in the CARs/CASS.

2.2.3 Authorization

Transport Canada’s authorization to proceed with the curriculum development phase, following its satisfactory review of the air operator’s Application/Administration Document, will mark the end of Phase I and the beginning of Phase II.

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