SAE AIR 6155-2012 Multi-Crew Pilot License (MPL) Training Definitions and References《多组引航员执照(MPL)培训 定义和基准》.pdf

《SAE AIR 6155-2012 Multi-Crew Pilot License (MPL) Training Definitions and References《多组引航员执照(MPL)培训 定义和基准》.pdf》由会员分享，可在线阅读，更多相关《SAE AIR 6155-2012 Multi-Crew Pilot License (MPL) Training Definitions and References《多组引航员执照(MPL)培训 定义和基准》.pdf（6页珍藏版）》请在麦多课文档分享上搜索。

1、_ SAE Technical Standards Board Rules provide that: “This report is published by SAE to advance the state of technical and engineering sciences. The use of this report is entirely voluntary, and its applicability and suitability for any particular use, including any patent infringement arising there

2、from, is the sole responsibility of the user.” SAE reviews each technical report at least every five years at which time it may be reaffirmed, revised, or cancelled. SAE invites your written comments and suggestions. Copyright 2012 SAE International All rights reserved. No part of this publication m

3、ay be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of SAE. TO PLACE A DOCUMENT ORDER: Tel: 877-606-7323 (inside USA and Canada) Tel: +1 724-776-4970 (outside U

4、SA) Fax: 724-776-0790 Email: CustomerServicesae.org SAE WEB ADDRESS: http:/www.sae.org SAE values your input. To provide feedback on this Technical Report, please visit http:/www.sae.org/technical/standards/AIR6155 AEROSPACE INFORMATION REPORT AIR6155 Issued 2012-07 Multi-Crew Pilot License (MPL) Tr

5、aining: Definitions and References RATIONALE The purpose of this document is (1) to provide a definition of the “Multi-Crew Pilot License” training principles, and (2) to provide a list of references that are available for more information about MPL, and about examples of MPL implementations. FOREWO

6、RD Pilot training evolved in the United States of America to what is described in Federal Aviation Regulations Part 61 and which was later expanded to Part 121 and other sections for air carrier operations. This requires ground and flight instruction in actual aircraft, flight as the sole occupant o

7、f the aircraft (including flight away from the local airport), flight in various performance envelope regimes, and response to equipment failures. Topics such as effective actions upon encountering windshear, icing, or unusual attitudes were added, as were crew resource management topics. With limit

8、ed resources and evolving theory, significant portions of what had previously been considered necessary training were reduced and replaced with newer media technology that was presented as more effective, more efficient, and safer. This has occurred in basic (pre-airline) training, and even more in

9、air carrier operations training. Goals of aviation are successful (which includes safe) operations. Data shows this is more likely achieved with pilots that have participated in effective training. It has been a challenge over the decades to specify what achieves “effective” training. A longtime app

10、roach has been to have application requirements begin with experience in the form of a combination of actual flight hours in basic and complex aircraft. These requirements were thought to be sufficient to assure that a particular applicant is ready to perform as a co-pilot (and later as pilot-in-com

11、mand) in air carrier operations. It may be that some of the currently required flight hours in actual aircraft do not sufficiently assure applicant readiness. A different allocation of ground instruction/Flight Simulation Training Devices (FSTDs)/flight in actual aircraft may improve the readiness a

12、nd later performance of graduates. Current proposals include reducing minimum flight time in aircraft. These proposals replace some of the required time in actual aircraft with training modules specifically addressing operation on a multi-pilot flight deck. In addition, syllabus flexibility is propo

13、sed to increase response to a continuous applicant performance assessment and course evaluation. This proposal is called Multi-Crew Pilot Licensing training. Aerospace Information Report 6155 (this document) seeks to identify what data, reference material, and other documents exist that facilitate c

14、onsideration of this subject. SAE AIR6155 Page 2 of 6 TABLE OF CONTENTS 1. SCOPE 3 2. REFERENCES 3 2.1 Applicable Documents 3 2.1.1 ICAO Documents 3 2.1.2 Other Applicable Documents 3 2.2 Acronyms and Definitions . 4 2.2.1 Acronyms 4 2.2.2 Definitions . 4 3. NOTES 5 APPENDIX A LOCATION OF MPL REGULA

15、TORS AND OPERATORS AS OF AUGUST 2011 6 SAE AIR6155 Page 3 of 6 1. SCOPE The scope of this document is to provide a definition of “Multi-Crew Pilot License (MPL)” and its related training programs, and to provide a list of reference items for learning more details about MPL. 2. REFERENCES This commit

16、tee recommends the reference to read first is “Guidance Material and Best Practice for MPL Implementation” available for download from the IATA website. 2.1 Applicable Documents 2.1.1 ICAO Documents ICAO Annex 1 Personnel Licensing ICAO Annex 6 Operation of Aircraft ICAO Doc 9868 PANS-TRNG Manual IC

17、AO Doc 9841 Manual on the Approval of Training Organizations ICAO Doc 9625 Manual of Criteria for the Qualification of Flight Simulation Training Devices, Volume 1-Airplane, Edition 3 ICAO Doc 9379 Manual of Procedures for Establishment and Management of a States Personnel Licensing System 2.1.2 Oth

18、er Applicable Documents Air Line Pilots Association International (ALPA), “The Multi-Crew Pilot License (MPL), Safety Committee Statement of Position”, Revision 4, April 2008 (or current edition) Air Line Pilots Association International (ALPA), “Administrative Manual”, Part 1 “Organization and Admi

19、nistration,” Section 80 “Engineering and Air Safety” (current edition) Australia, MPL Program, http:/www.casa.gov.au Canada, MPL Training Program Guide Flight Training and MPL Knowledge Objectives and Study Reference Guide, http:/www.tc.gc.ca Canada, Approved Training Organization Certification Guid

20、e-Flight Training, http:/www.tc.gc.ca China, MPL Program, “Special Regulation for the Implementation of MPL” Europe, JAR-FCL Amendment 7, Joint Aviation Regulations “Flight Crew Licensing” European Aviation Safety Agency (EASA), “Part FCL” Hong Kong MPL Program, “CAD 54 Part 3 Chapter 14”, http:/www

21、.cad.gov.hk IATA, “Guidance Material and Best Practice for MPL Implementation”, 25 September 2011 United Arab Emirates, “Civil Aviation Advisory Publication (Airplane) 37 (1 August 2010), http:/www.gcaa.ae SAE AIR6155 Page 4 of 6 United States of America (USA), Department of Transportation (DOT), Fe

22、deral Aviation Administration (FAA), Federal Aviation Regulations (FAR) Parts “61”, “121”, and Appendices “H”, “N”, and “O” (current edition) United States of America (USA), Department of Transportation (DOT), Federal Aviation Administration (FAA), Federal Aviation Regulations (FAR) Part “142” (curr

23、ent edition) 2.2 Acronyms and Definitions 2.2.1 Acronyms KSA: Knowledge Skills and Attitude TEM: Threat and Error Management TCCA: Transport Canada Civil Aviation 2.2.2 Definitions COMPETENCY: A combination of KSAs required to perform a task to the prescribed standard. COMPETENCY BASED TRAINING: Tra

24、ining and continuous assessment that is characterized by a performance orientation, emphasis on standards of performance and their measurement (KSAs). CONTINUOUS ASSESSMENT: Assessment of observable performance criteria along a predefined norm. This begins with identifying a training task, its segme

25、ntation into observable performance criteria including standard and condition statements, measurement criteria (in other words the 9 KSAs), and ends with grading levels. KNOWLEDGE SKILL ATTITUDE (KSA): Performance indicators within which all observable behavior can be categorized. For example, (1) c

26、ommunication, (2) manual aircraft control, (3) situational awareness, (4) leadership-and-teamwork, (5) flight management-guidance-and-automation, (6) application of procedures and knowledge; (7) aeronautical knowledge, (8) workload management, (9) problem solving and decision making MPL COMPETENCY U

27、NITS (according ICAO Doc. 9868 - PANS-TRG): To apply threat and error management principles while performing the following flight phases: (1) Perform aircraft ground and preflight operations, (2) perform takeoff, (3) perform climb, (4) perform cruise, (5) perform descent, (6) perform approach, (7) p

28、erform landing, (8) perform after landing and post flight operations. MULTI-CREW PILOT LICENSE TRAINING: Competency-based training in multiple phases. The first phase is in single-pilot aircraft; later phases are in a multi-pilot environment. The goal of MPL is to qualify an air carrier applicant to

29、 operate as a co-pilot on a multi-engine aircraft certified for operation with a minimum of two pilots under visual flight rules (when appropriate) and instrument flight rules. The MPL training graduate is expected to complete the applicable “initial operating experience (IOE)” phase with a high pro

30、bability of success within “normal” IOE time. After fulfilling the experience and other requirements, the MPL holder is eligible for an ATPL and assignment as PIC. A core protocol of MPL is continuous assessment of the applicants performance along a predefined norm to measure the evolution of the ap

31、plicants training progress, and to evaluate and adjust the course content as appropriate. PRE-DEFINED NORM: Student performance expectations established prior to the beginning of training. During continuous assessment, if a representative number of students continuously perform above the norm the no

32、rm has to be adjusted or the complexity of the training task has to be increased. If a representative number of students continuously perform below the norm, either the norm has to be re-evaluated or the training task has to be adjusted (continuous course evaluation). SAE AIR6155 Page 5 of 6 THREAT

33、AND ERROR MANAGEMENT (TEM): An overarching pilot competency (consisting of knowledge, skills, and attitudes) which pervades the entire dynamic process of a flight, from the moment the crew meets at the check-in location until the completion of all post flight duties. It is conceptual framework that

34、assists in understanding, from an operational perspective, the interrelationship between safety and human performance in dynamic and challenging operational contexts. In other words, the goal of TEM is to identify threats and mitigate them to maintain and even increase the existing safety margin. TR

35、AINING DEVICES: The equipment (used for training and/assessments) appropriate to achieve terminal training objectives. 3. NOTES 3.1 A change bar (l) located in the left margin is for the convenience of the user in locating areas where technical revisions, not editorial changes, have been made to the

36、 previous issue of this document. An (R) symbol to the left of the document title indicates a complete revision of the document, including technical revisions. Change bars and (R) are not used in original publications, nor in documents that contain editorial changes only. PREPARED BY SAE SUBCOMMITTE

37、E G-10G, REALISTIC TRAINING OF COMMITTEE G-10, AEROSPACE BEHAVIORAL ENGINEERING TECHNOLOGY (ABET) STEERING GROUP SAE AIR6155 Page 6 of 6 APPENDIX A - LOCATION OF MPL REGULATORS AND OPERATORS AS OF AUGUST 2011 States Issuing MPL Regulations State Approved MPL Courses ATO / Operator of MPL Courses Arm

38、enia Australia Yes Alteon / Chinese Airline Brazil Canada Yes CAE / Air Asia Chile China Yes CAFUC / Air China Croatia Denmark Yes CAPA / Sterling Finland Germany Yes (1) LFT/ Lufthansa, German Wings, no further validation was conducted. In the case of state-approved MPL courses (“yes” in column 2), there was validation and identification of the MPL courses.