multi-crew pilot licence training program...

Multi-crew Pilot Licence Training Program Manual

- Flight Training -

Version 5 Issued 01 January 2012

MPL Training Program Manual – Flight Training

Version 5 Issued 01 Jan 2012 of 44

©Her Majesty the Queen in Right of Canada, as represented by the Minister of Transport (2012).

Permission is granted by the Department of Transport, Canada, to copy and/or reproduce the contents of this publication in whole or in part provided that full acknowledgment is given to the Department of Transport, Canada, and the material be accurately reproduced. While use of this material has been authorized, the Department of Transport, Canada, shall not be responsible for the manner in which the information is presented, nor for any interpretations thereof.

The information in this publication is to be considered solely as supplemental information to the applicable regulations and their associated standards and should not be quoted as or considered to be a legal authority. It may become obsolete in whole or in part at any time without notice.



Foreword This manual is intended for use by Approved Training Organizations (ATOs) that are certificated pursuant to Subpart 7 of Part IV of the Canadian Aviation Regulations (CARs), and intend to conduct Multi-crew Pilot Licence (MPL) training. The manual outlines the processes, policies, and procedures by which ATOs can develop and deliver MPL training programs. With the assistance of the MPL Advisory Board of Canada, this manual will undergo periodic revision designed to improve the depth and the clarity of the information provided. Therefore ATOs are encouraged to include this manual in their company’s documentation control procedures. Jacqueline Booth A/Director, Standards Transport Canada Civil Aviation Ottawa, Ontario



APPENDIX A – Transport Canada MPL Program Data Collection Form .............................25 APPENDIX B – Transport Canada MPL Course Data Form (Phase 1) .................................26 APPENDIX C – Transport Canada MPL Course Data Form (Phase 2) .................................27 APPENDIX D – Transport Canada MPL Course Data Form (Phase 3) .................................28 APPENDIX E – Transport Canada MPL Trainee Data Collection Form ................................29 APPENDIX F – Transport Canada MPL Graduate Data Form (Phase 4) ..............................31 APPENDIX G – Transport Canada MPL Line Check Evaluation form ..................................32 APPENDIX H – Training Event Assessment Report .............................................................34 APPENDIX I – MPL Conversion Process ...............................................................................36 APPENDIX J – MPL Instructor Task Analysis .......................................................................39

List of Figures

Figure 1 – (Basic ICAO Recommended MPL Training Program Design) ...................................10 Figure 2 – (Airline Licencing Pathway) ......................................................................................38



1.0 REVISION HISTORY

(1) Until such time as subpart 407 of the CARs is formally enacted into regulation this document will be amended and published annually. Where time critical issues arise between publishing dates a notice will be issued via an Advisory Circular or Staff Instruction and posted on the Transport Canada (TC) website.

(2) Major changes are summarized in Section 2.0 Change Summary and a bar in the margin highlights individual changes.

(3) Amendment suggestions or comments should be sent to:

ATO-MPL Implementation Team Transport Canada 330 Sparks Street Ottawa, ON CANADA K1A 0N8 Routing Symbol: AARTG

Edition Number Issue Date

Version 3 01 June 2010 Version 4 01 March 2011

Version 5 (Current) 01 January 2012

2.0 CHANGE SUMMARY

(1) The following is a summary of changes from Version 4:

(a) New version number and issue date;

(b) Addition of change bars in page margins;

(c) Addition of bookmarks;

(d) Addition of 8.0 Program Managing Authority. All following sections re-numbered;

(e) Changes to text contained in 14.0 Student Certificates And Identification; and

(f) Minor changes to Appendix E.



3.0 GLOSSARY OF ABBREVIATIONS

(1) The following abbreviations are used in this document:

(a) ATO: Approved Training Organization;

(a) ATPL: Airline Transport Pilot Licence;

(b) CAR: Canadian Aviation Regulation;

(c) CPL: Commercial Pilot Licence;

(d) CRM: Crew Resource Management;

(e) FCLTP: Flight Crew Licensing and Training Panel, established by ICAO;

(f) FSTD: Flight Simulation Training Device;

(g) IAW: In Accordance With;

(h) ICAO: International Civil Aviation Organization;

(i) IF: Instrument Flight;

(j) IFR: Instrument Flight Rules;

(k) ISD: Instructional Systems Design;

(l) KSA: Knowledge, Skill, Attitudinal;

(m) LMS: Learning Management System;

(n) LOFT: Line Oriented Flight Training;

(o) MPL: Multi-crew Pilot Licence;

(p) NAA: National Aviation Authority;

(q) PIC: Pilot In Command;

(r) PF: Pilot Flying;

(s) PNF/PM: Pilot Not Flying/Pilot Monitoring;

(t) PPC: Pilot Proficiency Check;

(u) PPL: Private Pilot Licence;

(v) RA: Resolution Advisory;

(w) RVSM: Reduced Vertical Separation Minima;

(x) SOP: Standard Operating Procedures;

(y) TA: Traffic Advisory;

(z) TC: Transport Canada;

(aa) TCAS: Traffic alert and Collision Avoidance System;

(bb) TEM: Threat & Error Management;

(cc) VFR: Visual Flight Rules; and

(dd) VMC: Visual Meteorological Conditions.



4.0 DEFINITIONS

(1) The following definitions apply to terms found within this document:

(a) Error – An action or inaction by the flight crew leading to variances from organizational or flight crew intentions or expectations;

(b) Minor error – Error or omission that does not jeopardize safety or successful completion of the task or manoeuvre;

(c) Major error – Error or omission with the potential to jeopardize safety or successful completion of the task or manoeuvre if not recognized and corrected in a timely manner;

(d) Critical error – Error or omission that jeopardizes safety or successful completion of the task or manoeuvre;

(e) Deviation – A variance in precision with respect to specified performance guidelines;

(f) Minor deviation – Deviation from the ideal but remaining within the prescribed performance guidelines for the assessed manoeuvre; and

(g) Major deviation – Deviation from the ideal exceeding the prescribed performance guidelines for the assessed manoeuvre.

5.0 INTRODUCTION

(1) At the request of the Air Navigation Commission, the International Civil Aviation Organization (ICAO) established a Flight Crew Licensing and Training Panel (FCLTP) to review ICAO's Annex 1 - Personnel Licensing. The panel was made up of sixty-four participants, including members and observers nominated by eighteen Contracting States and five international organizations and was to consider the significant advances in technology and increased complexities of pilot work environments since the previous review which was conducted more than 30 years earlier.

(2) Among the recommendations made by the panel was the need for directional changes with respect to current licensing practices. These involved the expanded use of simulation, determination of more relevant training standards, and the creation of a new licensing structure. Those changes are now reflected in Annex 1 and ICAO’s Procedures for Air Navigation Services - Training (PANS – TRG, Doc 9868) document, which came into effect 23 November 2006. Of particular significance is the fact this publication provides guidance for the implementation of a new internationally recognized pilot licence ... the MPL.

(3) The decision to introduce the MPL into the international aviation community was not precipitated by, nor intended to address, the shortages of qualified airline pilots experienced by some emerging air operators. The principal architects of this alternative approach to training professional pilots actually developed their recommendations under post 9/11 clouds, when the aviation industry was experiencing a massive global downturn. Their driving objective was to create conditions that would lead to improvements in training efficiencies, piloting competencies, and operational safety levels.

(4) Canada supports the changes made to ICAO’s Standards and Recommended Practices and has adopted the new licence. Following an extensive review of the current regulatory environment it was determined that a truly competency-based licence, such as the MPL, needed to reside in a separate subpart of the Canadian Aviation Regulations (CARs). Furthermore, in order to take full advantage of the continuous



advancements in simulation and learning methodologies to achieve the highest levels of piloting competencies, it was necessary to create a more resilient performance-based set of rules and codes of conduct.

(5) Since ICAO had mandated that only an ATO could provide MPL training, Subpart 407, Approved Training Organizations, of the Canadian Aviation Regulations was created. In order to benefit by operating in a performance-based regulatory environment, this new Canadian training entity would be required to implement and maintain the highest governance standards ever imposed on a flight training entity by a national aviation authority (NAA). And, it is within this new performance-based subpart that the regulations governing MPL training reside.

(6) Additional information related to requirements and expectations regarding an MPL program can be found in the following documents:

(a) Approved Training Organization Certification Manual;

(b) Multi-crew Pilot Licence Knowledge Objectives Guide; and

(c) Multi-crew Pilot Licence Flight Test Manual.

6.0 CANADA’S MULTI-CREW PILOT LICENCE

(1) The Canadian MPL will signify the bearer has successfully completed a Transport Canada (TC) authorized MPL flight-training program and has demonstrated the knowledge, skill and attitudinal (KSA) competencies to perform the duties of a co-pilot of a multi-engine, turbine-powered, pressurized aeroplane, which is certified to be operated by two or more pilots, flown under either visual flight rules (VFR) or instrument flight rules (IFR) conditions. In other words, an air operator can employ the licence holder as a first-officer, second officer, or a cruise-relief pilot. That air operator will have sponsored the training of the graduate pilot. There are some caveats and overriding principles governing the initial employment of an MPL holder, which are addressed elsewhere in this document.

(2) Since the MPL training programs will vary from one training provider to another, TC has decided to apply a universal standard to Canada’s MPL and restrict the privileges of the holder to only those described in paragraph (1), above.

(3) MPL holders seeking additional privileges will be required to acquire one of the traditional Canadian licences and, when applicable, the desired rating(s). The path for an applicant holding an MPL to acquire a different licence and/or rating was determined through a detailed gap/bridge analysis (see Appendix I).

7.0 AUTHORIZATION

(1) An approved training organization may make application to conduct MPL training by demonstrating to the Minster their program meets all the applicable requirements specified in CAR 407.

(2) Once done, provisional authority to conduct MPL training will be granted by the Minister. The provisional authority permits the conduct of beta testing in order to conclusively demonstrate the functionality and effectiveness of the proposed curriculum and the ability of the organization to successfully achieve the program’s objectives on a continual basis.

(3) Specific data analysis and reporting requirements exist while engaged in beta testing. See 19.0 Program Data Collection, Reporting and Analysis.



8.0 PROGRAM MANAGING AUTHORITY

(1) Program Managing Authority means the entity recognized by Transport Canada as having overall responsibility for the content and fidelity of an ATO’s authorized training program. A single source with overall program responsibility becomes essential where individual phases of an MPL training program are being conducted at more than one ATO location. An example of such a scenario might involve an aircraft manufacturer contracting out to several ATOs to conduct certain phases of its’ MPL training program as part of the manufacturer’s pilot provisioning efforts to facilitate the sale of its aircraft to specific client airlines. In this instance the aircraft manufacturer would be the Program Managing Authority

(2) The Program Managing Authority may or may not even be an ATO. In addition to the responsibility identified above, the Program Managing Authority assumes responsibility for all MPL Training Program data reporting/analysis as well as data reporting/analysis required for that employment period following successful completion of the MPL training program as required by Subpart 407 of the CARs.

(3) To ensure reporting continuity only one (1) organization may be designated the Managing Authority.

9.0 MPL TRAINING - OVERVIEW

(1) Prior to commencing the program, trainees should go through a careful selection process to determine if they have the attributes believed to optimize the chances of success. One area that must not be overlooked at this early stage is the assessment of each candidate’s English language abilities in an aviation environment. Supplemental English language training should be provided to bridge any shortcomings before commencing MPL training. Experience has clearly shown the over-riding hurdle that consistently results in poor performance is the student’s inability to effectively function in the English language. In an integrated, intense, and professionally oriented flight program, such as MPL training, the need to address functional deficiencies in communication skills cannot be overstated.

(2) The issuance of a Canadian MPL will follow the successful completion of a rigorous and continuous integrated four-phased training course designed specifically for the ab-initio (zero flight time) candidate. Throughout the training syllabus the focus will be on the student's ability to consistently achieve benchmarked performance levels of measurable KSA competencies. A critical element in all this is the continuous development of desirable behaviours and management skills through the adaptation of the principles taught in crew resource management (CRM) and threat and error management (TEM) training. To accomplish all the desired outcomes will necessitate a robust quality system and an on-going evaluation process designed to immediately detect and effectively deal with student performance deficiencies.

(3) The development of a performance-oriented syllabus will require an instructional systems design (ISD) approach with emphasis on defining progressive levels of individual KSA competencies. This will generate a learning environment focused on the outcomes of each training event and the continuous improvement of student performance. This type of program will need to be backed by an exacting validation process, which will be heavily dependent upon both real-time data analysis and follow-up airline feedback once the trainee enters the workforce. The following material supports CAR 407 and details the requirements for MPL training program design and delivery.



Figure 1 – (Basic ICAO Recommended MPL Training Program Design)

10.0 INSTRUCTIONAL SYSTEMS DESIGN (ISD)

(1) ISD is a term used to identify a structured process for the methodical analysis, development and evaluation of a training system. Simply stated, it is the process for sound decision making to determine the who, what, when, where, why, and how of a learning program.

(2) While there are variants of the basic ISD model, each with its own labels to describe the process, most learning design models follow a similar approach consisting of analysis, design, and evaluation. These three stages may be further subdivided into phases, with each phase identifying a specific output. Feedback loops are a critical element of any ISD model and are used to confirm assumptions or make adjustments when errors or omissions are discovered.

(3) During the first stage, analysis, the desired end state must be accurately identified. In the case of an MPL trainee this means defining the specific KSAs a graduate will require to perform the duties of a co-pilot in an airline environment. These KSAs are typically identified through tasks, sub-tasks and task elements. Once the desired end state has been identified the trainee population must be studied to determine the type of training and delivery method to be used. This stage must not be rushed as it forms the foundation on which all other training decisions will be made.



(4) The second stage, design, encompasses building the curriculum and training modules, and creating production and developmental tests. It is during this stage that decisions regarding the ―how‖ of a learning program are made. Each task identified in the analysis stage will now have a series of terminal objectives derived and the outline of a competency-based test for each terminal objective will be created, along with a list of relevant enabling objectives for each terminal objective. A check that each KSA identified as a job requirement has been covered will also be completed. Finally, similarities in enabling objectives will be determined; all objectives will be sequenced and then grouped into training modules. The training modules will then be sequenced to provide trainees with an effective, efficient and logical training program.

(5) The third stage focuses on evaluation. It is here where course validation and revision are conducted, followed by implementation and post training evaluation. To effectively validate the course, a representative sample of the target population is exposed to the training course and then tested. The results will confirm assumptions made in the first stage and validate the training developed in the second stage. When required, based on the results, changes to courseware can be made to improve trainee performance or better satisfy training objectives.

(6) Upon successful validation, the course can then be fully implemented and training can be delivered to the target population. Once a suitable number of trainees have completed the training, post-course evaluation is conducted to confirm the learning program has met the designed purpose and to determine if any further corrective actions are required. In the case of an MPL training program, ICAO requires the NAA to collect data from the ATOs related to the training program and each trainee’s performance. This information will assist both ICAO and TC to monitor the implementation of the MPL by providing empirical data.

11.0 SIMILARITIES AND DIFFERENCES (TRADITIONAL VS MPL)

(1) It is easy to see where there are similarities between training for traditional pilot licences and an MPL training programs. However, there are differences as well, and while some differences between the two training programs are obvious, others are less so.

(2) Demonstrating the competency necessary to effectively and safely operate a single engine aeroplane, as a single pilot, is a key component of an MPL training program, just as it is with any traditional pilot training program. Yet, none of the traditional training programs require the trainee to demonstrate competency in a multi-crew environment, which is a key component of the MPL training program.

(3) Developers of MPL training programs must carefully read MPL regulatory and supplementary materials and critically assess their contents. Because the new regulatory structure is performance based and not prescriptive, a casual reader, but one who has a comprehensive understanding of traditional programs and their regulations, may incorrectly assume traditional training methods and requirements exist when they do not.

(4) For example, the governing regulations for MPL training do not invoke the requirement for spin or stall recovery training to be conducted in an aeroplane during any phase of the program. However CAR 407 does obligate the ATO to include ―upset recovery training, which includes stalls and spins‖ in an aeroplane. This should not be taken to mean that actual spins and the ensuing recovery must be demonstrated in an aeroplane. It is intended to ensure that MPL students are trained to readily recognize conditions conducive to the onset of a spin, to understand the dynamics of such an event, and to take deliberate and effective avoidance action to prevent the likelihood of those situations resulting in an upset condition.



(5) The requirement for upset training must be understood in appropriate context. Because the MPL training program was developed using ISD principles to meet a desired outcome there is no expectation that upset training will include aerobatic flight manoeuvres. MPL trainees must be trained to correctly identify and recover from undesired aircraft states. The recovery must be appropriate for the aircraft type being flown at the time. The upset recovery techniques employed while flying a Pitts Special may be significantly different than those used when flying a B-767.

(6) Another important difference is the requirement for recovery training from energy-critical conditions in accordance with (IAW) CAR 407.66. Transport Canada has long recognized the hazards associated with low-energy states and issued Commercial and Business Aviation Advisory Circular No. 0141, recommending training related to low energy go-arounds or balked landings. MPL training programs are required to include this training.

(7) Like other flight training programs, it must be remembered that MPL students conducting flight training in Canada must possess a student pilot permit IAW CAR 421.19. The issue of a student pilot permit requires proof of medical fitness and successful completion of the applicable written examination(s).

(8) Traditional pilot training practices have tended to focus on prescriptive minimums relying solely on inputs. Any traditional training program that even loosely follows ICAO Annex 1 will focus on training inputs such as minimum hours of flight time, minimum hours of dual instruction and minimum hours of ground school. In a prescriptive environment these minimums quickly become maximums, which is not surprising in a competitive training marketplace.

(9) In a traditional program (following ICAO Annex 1) a pilot can obtain an instrument rating by completing 40 hours of instrument time in an aircraft (with credit available for simulation). The trainee will satisfy the requirement despite never having entered cloud. In fact the trainee need never have filed an IFR flight plan with air traffic control system (ATC) or interacted with a real IFR controller. The instructor could have provided the clearances while operating under VFR in VMC.

(10) Competency or performance based training focuses on measurable outcomes and demands a deep understanding of all the knowledge, skills and attitudinal competencies a pilot must possess in order to safely and effectively operate in the real world. By understanding these competencies and applying them against the actual conditions under which the pilot will be expected operate, training is developed and delivered that far better prepares the trainee.

(11) Traditional training also tends to rely on manoeuvre-based training whereby training events are approached in isolation, often without context. This approach to training may prove beneficial in some instances but can easily overwhelm and confuse trainees as they are forced to jump from manoeuvre to manoeuvre. This creates a tendency for trainees to link unrelated events.

(12) In competency or performance based training the use of carefully developed and managed scenarios allow the trainee to assess a situation and then act accordingly. It also provides the trainee with appropriate context greatly enhancing the lesson’s training value and retention. It is also important to provide realistic scenarios that accurately imitate the operational environment and permit the trainee to make decisions and then assess their consequences. Part of this realism is ensuring scenarios unfold in a logical manner and are taken to a full conclusion before moving on to another scenario.

(13) MPL holders who wish to exercise privileges outside of those attached to the MPL will be required to apply for a traditional licence separately and demonstrate those pre-requisite



skill requirements during a flight test. This is based on the distinct possibility that the MPL holder’s single pilot-in-command (PIC) competencies may not have been validated at any time by the regulator. See Appendix I for details.

12.0 THE COMPETENCY-BASED TRAINING ENVIRONMENT

(1) Although competency-based training has been in use for several years, its application to civil flight training is relatively new. Most modern military flight training is competency-based.

(2) Competency-based training is defined as a means of training that places emphasis on achieving benchmarked standards of performance, or more simply put, training that focuses on what a person will do in the workplace after completing the training program. In the context of MPL graduates, this means the provision of training and experience that will allow them to complete the duties of an airline co-pilot under the supervision of an aircraft captain. The successful introduction of a competency-based training program will only be possible if the principles of ISD are well understood and applied. The basic components of a competency-based training program are:

(a) KSA competencies carefully selected to meet job requirements;

(b) theory integrated with skill practice;

(c) training materials tied to the competencies required and support the acquisition of knowledge and skills;

(d) flexible training approaches and supporting materials; and

(e) satisfactory completion of training based only on achievement of all specified competencies.

(3) Despite seeming vague, a competency-based training program will, by design, ensure trainees only move on to more advanced sequences after they have consistently demonstrated the KSA competencies of the material just taught. In fact, competency-based training involves continuous trainee assessment against the established benchmarked standards using a learning management system (LMS) to monitor trainee performance and provide alerts when performance deviations occur. By providing trainees with constant and immediate feedback, any divergence from the ideal is quickly captured and corrected. This approach differs significantly from traditional pilot training programs by removing the prescriptive experience levels (minimum required flight hours) that do little to confirm the trainee has obtained the knowledge and mastered the skills required.

(4) The binding of training to job requirements through ISD and the effective use of competency-based training will ensure the MPL course graduate is ready to successfully complete a line indoctrination program without any need for supplemental or bridge training.

(5) To effectively deliver MPL training, the instructor must demonstrate competency in several areas. Ideally, these competencies should be present in all flight instructors regardless of airframe or the licence/endorsement being sought. Regrettably, they are not. Because MPL training represents a ‖gold standard‖ of truly integrated training that virtually spans a life cycle of training requirements, MPL instructor competency requirements will demand additional training. Your attention is drawn to a subsection of CAR 407 which mandates specific competency and experience requirements for MPL instructors.



(6) There are many different ways to identify the instructor competencies necessary and no specific method is expected. One method would be the use of a task analysis matrix. Please refer to Appendix J for an example of a generic MPL instructor task analysis matrix.

13.0 CANDIDATE SCREENING AND SELECTION

(1) The importance of effective screening and selection can’t be overstated. The working environment of a modern civil aircraft cockpit is uniquely complex and unknown to all but those who have experienced it. The early determination that MPL candidates are suitable, capable and sufficiently motivated to overcome the challenges of the training will be crucial to the ATO fielding a successful program.

(2) There are several methods available for screening and selection but the process used must be capable of distinguishing between those undesirable attributes that can be trained away, and those considered un-trainable. Most sponsoring air operators will have pre-screened and selected trainees based on their overt and latent characteristics. Understanding the selection criteria the air operator used will provide the ATO with a better appreciation of the trainee’s aptitudes and the thoroughness of the process. It is also possible the sponsoring air operator will select its trainees based on suitability for employment with the company, but engage the ATO to screen candidates for training. ATOs must be mindful of the risks they assume if they are completely disengaged from their trainee’s screening and selection activity.

(3) Regardless of who conducts the final selection, an obvious benefit to effective screening will be a significantly increased success rate and near elimination of those candidates who might voluntarily withdraw from training. There are no absolutes when it comes to screening and selection, but depending on the sample population and criteria used, it is possible a very small number of suitable candidates will be drawn from a given group of applicants. A final selection rate of 20-25 percent would not be alarming.

(4) Additionally, ATOs may want to consider the minimum age requirements for MPL holders when they screen candidates. While it’s possible to hold a Canadian student pilot permit as young as 14, applicants must be at least 18 before an MPL will be issued. It is desirable to avoid extensive delays between the completion of an MPL course and exercising the privileges of the MPL licence.

(5) A number of companies offer flight crew screening and selection services. TC does not endorse any specific company but suggests prospective ATOs consider using the expertise and services these companies provide to maximize their program’s success rate. Every sponsoring air operator will have its own unique needs, but the underpinning character traits of an effective and safe professional pilot are almost universal.

(6) It is generally true that given enough time and training anyone can be taught to fly an aircraft, but the reality is that time is precious and training resources finite. Under a performance-based system, such as an MPL training course, progression is based on the mastery of required KSA competencies. A trainee, or an ATO for that matter, will not have the luxury of unlimited training time. A carefully selected MPL trainee is one who will meet or exceed training demands within the course timeline imperatives.

14.0 STUDENT CERTIFICATES AND IDENTIFICATION

(1) Subpart 407 of the CARs outlines the requirement for an ATO or MPL Program Managing Authority as applicable to issue a course enrolment certificate. The certificate includes the name of the ATO(s), the name of the trainee (as it appears on the Transport Canada issued aviation document), the date of enrolment, course or phase duration (as



applicable), and the name of the training course. The name of the training course must be unique to permit differentiation from any other ATO and MPL course conducted. The certificate also requires an assigned student number and the trainee’s file number as appearing on the Transport Canada issued aviation document. This student number needs to be sufficiently unique to allow for differentiation between the student and any other MPL student at any other ATO.

(2) Once assigned, the student number cannot change. Where an MPL program requires the student to move between ATOs, the individual ATO can assign whatever tracking system they desire to student records, but for the purposes of required reporting (discussed in Section 19.0 of this document) use of the student number appearing on the course enrolment certificate first issued is required.

(3) The certificate must bear the signature of the MPL trainee as well as the name and signature of a suitably authorized representative.

(4) CAR 407 provides details related to the issuance of a course completion certificate. This certificate includes; the name of the ATO(s) and their certificate number(s), the name and TC file number of the graduate, the name of the MPL training course and course serial number, the total number of flight training hours (when applicable), the number of hours the trainee spent acting as pilot in command (when applicable), the date of course completion and the signature of a person authorized to attest to the accuracy of the information on the course completion certificate.

(5) Copies of the course enrolment certificate and the course completion certificate are to be submitted to:

ATO-MPL Implementation Team/Team Transport Canada 330 Sparks Street Ottawa, ON CANADA K1A 0N8 Routing Symbol: AARTG

15.0 AVIATION ENGLISH

(1) ICAO has directed that pilots on international flights be required to demonstrate language proficiency in either English or the language used by the station on the ground. The CARs have been aligned to reflect this requirement and all Canadian licences now bear the annotation English, French, or English/French to indicate the minimum acceptable proficiency in the indicated language(s) has been validated. All new Canadian licence applicants must demonstrate proficiency in at least one official language, regardless of their mother tongue.

(2) The advantages of having flight crew and ATC agencies able to communicate effectively are well understood. To this end, ICAO has established six levels for the classification of language proficiency. Canadian regulations have combined some of the ICAO levels and created three distinct ratings, Below Operational (ICAO level 1, 2 or 3), Operational (ICAO level 4 or 5) and Expert (ICAO level 6). A minimum rating of Operational is required before a Canadian licence can be issued. Operational level language proficiency must be re-tested every five years, whereas those who attain the Expert level require no further testing. The licence issued will bear no indication of proficiency level.

(3) While English may be the universal language of aviation, there are distinct differences between conversational English and aviation English. The unique technical aspects of aviation will necessitate specialized training for those non-native English speaking MPL trainees. Since the effective delivery of second language training is likely beyond the



capability of most ATOs, the services of an external agency specializing in aviation English language training will probably be necessary. Since this training represents the foundation for all that follows, care must be taken to ensure a trainee meets the language proficiency levels necessary to achieve success throughout the program.

(4) Details related to aviation language proficiency testing can be found in Aviation Circular 400-002 – Aviation Language Proficiency Requirements, or by visiting the flight crew-licensing page of TC’s Web site.

16.0 MPL PHASES

(1) The basic framework set by ICAO for MPL training is contained in their PANS - TRG. To align with ICAO’s vision, TC has written a complete subpart of new air regulations that define who can provide MPL training and what training must be delivered. It is interesting to note there is very little direction concerning how the training is to be delivered. What is clear though is an MPL training program shall be capable of providing a zero flight time candidate with the KSA competencies to safely and effectively complete the duties and responsibilities of a co-pilot in a multi-engine, turbine powered, pressurized, multi-crew, transport category aircraft.

(2) It is important to remember that an MPL training program is performance based, and progression will not occur until all required competencies have been demonstrated. As such, the trainee is subject to, and benefits from, continuous assessment and feedback. Because the MPL is new, its associated training is not analogous to any traditional aviation licence training program. MPL course developers must be mindful of this and not be tempted to try to modify existing programs to fit the MPL model. For example, the Core, or combination Core and Basic do not equate to a private pilot licence (PPL). There will always be similar training objectives between traditional aviation licence training programs and the MPL, but the focus and delivery of MPL instruction precludes the use of many existing practices and mindsets.

(3) This fact is highlighted in CAR 407 which states; ―no person shall grant any accreditation for a student’s previous flight experience gained prior to enrolment towards the completion of any portions of an authorized multi-crew pilot licence training program‖.

(4) With the exception of a few prescriptive benchmarks, how an ATO progresses the trainee from start to finish will depend on the program they develop (assuming the training institution has been authorized by TC to conduct the training). So, while there appears to be an infinite number of ways to accomplish the training to arrive at an acceptable end state, the ICAO four phase model lends itself well to MPL training and will form the basis of discussion for the paragraphs that follow. An ATO might select different titles, or move training objectives between phases, but the basic premise remains. Throughout the training, extensive use of flight simulation training devices (FSTD) is envisioned. The specifics of the FSTDs are tied to the authorized training program with associated fidelities appropriate to the training objectives.

(5) Phase 1 (Core) involves the acquisition of piloting competencies involving single pilot training in an aeroplane through dual flight instruction and solo flight time. The introduction of basic flight principles will be necessary but depending on the training program developed, an ATO may choose to include basic instrument flight (IF) and cross country flight.

(6) Phase 2 (Basic) builds on the lessons of phase 1 and introduces increasingly complex flight training profiles. The honing of IF and cross-country navigation skills will likely occur here. Initial exposure to multi crew operations will probably take place in this phase.



(7) Phase 3 (Intermediate) provides trainees the opportunity to further develop multi-crew competencies while operating a multi-engine turbine aeroplane in a multi-crew environment.

(8) To ensure effectiveness in phase 4, trainees should receive company indoctrination training, of an operational nature only, immediately prior to phase 4. This will provide them with the knowledge necessary to enhance decision-making and to put events, both routine and abnormal, in context using company specific procedures.

(9) Phase 4 (Advanced) allows the trainee to acquire the competencies required to hold a type rating on a multi-engine, turbine powered, pressurized, transport category aeroplane and operate in accordance with a specific operator’s standard operating procedures (SOPs). The requirement for a correlation between training at phase 4 and line operations is evident.

(10) It is during phase 4 that line oriented flight training (LOFT) can take place. The use of LOFT to consolidate skills in aircraft handling, decision making as well as procedural and company SOP knowledge is expected. In order for trainees to receive full benefit from LOFT the training must mirror actual line flight profiles as closely as is possible, including the provision of weather and dispatch packages. To achieve this, ATOs are strongly encouraged to develop scripted scenarios that require trainees to analyze data and inputs and then make effective, safe decisions. For obvious reasons the scripted scenarios must be periodically updated to reflect current operations and prevent stagnation. Bear in mind the objectives of initial LOFT will be different than those of recurrent LOFT.

(11) Through all four phases the MPL training program must provide a trainee with several key essentials:

(a) Theoretical knowledge competencies as expected of an ATPL holder qualified to operate a multi-engine, turbine powered, pressurized, transport category aeroplane in all phases of operation and under all possible flight conditions. It is important to understand the competencies addressed in the preceding sentence do not mean that the ―candidate is only capable of just passing an ATPL set of exams‖. Be very careful to read the text in its entirety. To that end, TC has authored a new set of exams exclusively designed for the MPL candidate, which takes a much deeper approach to validating the existence of those knowledge competencies.

(b) Practical training designed to provide the trainee with the same degree of skill competencies expected of an ATPL holder qualified to operate a multi-engine, turbine powered, pressurized, transport category aeroplane. This includes, but is not necessarily limited to:

(i) escape manoeuvre training involving windshear, traffic alert and collision avoidance system (TCAS) (resolution advisory (RA)/traffic advisory (TA) and terrain closure events, and

(ii) recovery from energy critical conditions

(c) CRM/TEM concepts taught and fostered throughout the syllabus to instil the attitudinal competencies expected of a qualified first officer, thus ensuring the successful completion of airline line indoctrination while consistently exhibiting sound judgement, synergistic behaviours and strong situational awareness.

(12) Although course design was discussed earlier in the ISD section, the specifics of course content were not addressed. The minimum theoretical course content is contained in CAR 427.66.



(13) The MPL provides a new and exciting opportunity to deliver the focused training needed for a new pilot to effectively and safely operate as a first officer in the multi-crew, airline transport environment. It is precisely for this reason a sponsoring air operator should never consider the assignment of an MPL graduate to a second officer or cruise relief pilot position until the MPL holder has had sufficient first officer experience to eliminate any likelihood of overall KSA performance degradation.

(14) The absence of prescriptive requirements allows a prospective ATO to develop innovative new training programs and instructional delivery methods or take advantage of advancements in technology to provide better training. Furthermore, an advantage of ATO certification allows MPL training establishments to seek alternative means of compliance, where, deviation from prescribed regulatory requirements can be substantiated. More on the alternative means of compliance process can be found in the Approved Training Organization Certification Manual.

17.0 TRAINEE ASSESSMENT

(1) Since competency-based training involves continuous assessment, ATOs must ensure their staff members are proficient in providing trainees with accurate, timely and well-documented assessments.

(2) Assessment methods generally fall into one of two recognized approaches; criterion-referenced and norm-referenced. Although the labels might seem foreign, the individual assessment methods are widely known and understood. Generally an assessment is designed to meet one of the two methods but it is possible to use a single test or assessment event to gather data to be used in both methods.

(a) Criterion-referenced assessment is nothing more than comparing a trainee’s response/performance to the specified subject. A criterion-referenced assessment will provide an indication of how well the trainee has understood or mastered a particular training objective measured against a quantifiable standard.

(b) Norm-referenced assessments compare the trainee’s result against the results produced when the assessment was first delivered to a suitable sample of the target population. Their results, once validated, become the benchmark or norm.

(3) The difference between the two approaches is obvious if we consider an individual who boasts about having graduated at the top of the class. Without knowing how well a particular class performed, there is no way to ascertain whether the trainee actually possesses the necessary KSAs necessary, we know only that the classmates were outperformed.

(4) Because competency-based training involves continuous trainee assessment against the established benchmarked standards, the benefit of using a criterion-referenced assessment method is clear. In fact most, if not all, assessment in aviation is criterion-referenced. Despite this, the common ―error of narrow criterion‖ must be avoided (for a more complete explanation of common evaluation errors please see TP14277 - Pilot Examiner Manual).

(5) Similar to the discussion related to MPL instructor competencies outlined in Section 12.0, the unique competencies required of an MPL trainee evaluator must also be considered. The task analysis matrix example provided in Appendix J could also be used to identify these competencies.

(6) During any long, complex and demanding training program individual performance will ebb and flow for any of a variety of reasons and an MPL training program will likely do



the same. When an individual’s performance drops below established expectations, a procedure must be available to training and management staff to determine why the trainee’s performance has failed to meet the specified level, and what, if any, remedial action or changes to the training program are necessary. Identifying problem areas early and ensuring the necessary corrections are carried out will permit trainees to attain the required performance levels and ensure they regain the ability to achieve the training program’s objectives.

18.0 CULTURAL AWARENESS

(1) Early indications have supported the assumption MPL candidates and MPL training would be truly international. Through all aspects of MPL training, from course design to screening and selection through to course delivery, ATOs are reminded to thoroughly consider the diverse backgrounds and accompanying cultural norms candidates will bring. ATO staff may need additional training to effectively understand potential differences and best meet the trainee’s needs.

19.0 PROGRAM DATA COLLECTION, ANALYSIS AND REPORTING

(1) As part of their ongoing monitoring effort, ICAO requires the NAA to collect data from ATOs related to each MPL trainee and the MPL training program. In part because of the newness of the MPL licensing environment, there are unique data collection and submission requirements that must be recognized by ATO operators to ensure compliance.

(2) The ATO shall, for the purposes of MPL training, maintain detailed records for each student to show that all regulatory and course-training requirements have been met. These records must be retained for five years following completion of training. Furthermore, the ATO will be required to submit data to TC on MPL holders pertaining to training and assessments conducted by the applicable air operator following graduation from the MPL course. This includes any base training, line indoctrination training and the subsequent two proficiency checks.

(3) Data collection and reporting exists throughout the MPL course and includes the two pilot proficiency checks immediately following graduation. In no case will the post graduation reporting requirement be less than one year, regardless of pilot proficiency check frequency. The requirement for overall MPL data reporting and analysis, and data reporting extending beyond successful completion of the MPL training program, is the responsibility of the MPL program managing authority as identified on the Transport Canada MPL Program Data Collection Form (Appendix A). This overarching responsibility in no way absolves individual ATOs from reporting and/or analysis requirements for those MPL phases conducted at their facilities. Additionally, while engaged in beta testing, ATOs are required to submit quarterly reports summarizing the following:

(a) Overall findings of the data analysis process including any feedback from the student/graduate’s employer;

(b) Identification of student performance difficulties;

(c) Identification of any required changes to the curriculum; and

(d) Measures taken to improve program effectiveness and student performance, including expected results.

(4) No specific format exists for these reports and ATOs may use whatever method best serves their needs.



(5) The importance of this data collection must be fully understood by ATO operators since the air operator sponsoring an MPL program must be legally bound to provide the necessary information to the ATO. ATO applicants intending to provide MPL training must demonstrate this legal relationship has been established before authority to proceed with beta testing will be granted. ATO applicants are advised to familiarize themselves with the specific format and content of the required reports. Samples are attached in Appendices A through Appendix G.

(6) The ATO shall also maintain very specific and detailed records for each employee involved in instructional, evaluation or maintenance activities. These records will include, among other things, a description of their appointment with position details, qualification completion documentation, copies of the two most recent competency evaluation reports and a means of documenting any performance deficiencies (including the tracking of remedial training, with results). These records shall be retained for two years following the date the individual ceases direct involvement in one of the aforementioned activities or leaves the organization.

(7) Please see CAR 427.60 for more detail concerning trainee and personnel records requirements as they relate to ATOs and MPL training.

(8) While MPL trainee and program data collection requirements are significant they need not be considered onerous. Appendices A to G provide copies of the forms necessary to submit reports to TC. Each form includes completion instructions. A brief description of each in the approximate order expected follows:

(a) Transport Canada MPL Program Data Collection Form: this form is completed by the applicable ATO or MPL program managing authority and outlines the MPL program. Information collected here will be de-identified and then forwarded to ICAO (A sample of this form can be found in Appendix A).

(b) Enrolment Certificate – no sample provided.

(c) Transport Canada MPL Course Data Collection Form (Phase 1): this form reports the results of phase 1 training. Information collected here will be de-identified and then forwarded to ICAO (A sample of this form can be found in Appendix B).

(d) Transport Canada MPL Course Data Collection Form (Phase 2): this form reports the results of phase 2 training. Information collected here will be de-identified and then forwarded to ICAO (A sample of this form can be found in Appendix C).

(e) Transport Canada MPL Course Data Collection Form (Phase 3): this form reports the results of phase 3 training. Information collected here will be de-identified and then forwarded to ICAO (A sample of this form can be found in Appendix D).

(f) Transport Canada MPL Trainee Data Collection Form: this form reports the results of the final phase 4 flight test (trainee specific). Information collected here will be de-identified and then forwarded to ICAO (A sample of this form can be found in Appendix E). Please note this is a data collection form only and the manoeuvres identified do not reflect all those required for the issuance of a Canadian MPL. Please refer to the Multi-crew Pilot Licence Flight Test Manual for a listing of required manoeuvres.

(g) Transport Canada MPL Course Graduate Data Collection Form (Phase 4): this form reports the results of phase 4 training. Information collected here will be de-identified and then forwarded to ICAO (A sample of this form can be found in Appendix F).

(h) Graduation Certificate: no sample provided.



(i) Transport Canada MPL Line Check Evaluation Form: this form reports the results of the line check. IAW CAR 407, the results of not less than two (2) pilot proficiency check-rides must be obtained. This form shall be used to collect the required data. Information collected here will be de-identified and then forwarded to ICAO (A sample of this form can be found in Appendix G).

(9) The following grading scale and reason codes have been provided by ICAO as Attachment C to State Letter AN 12/50-07/37 and further refined by TC. They are intended to be used when conducting the final course competency assessment (Appendix E) and during the two subsequent line assessments (Appendix G):

TRANSPORT CANADA GRADE

CRITERIA ICAO GRADE EQUIVALENT

The flight test item was not completed or is not required (if assigned requires supporting comment).

Incomplete / Not Observed

1 Performance does not meet the required standard. Critical error(s) and/or major deviation(s) from the prescribed qualification standards occur that are either not recognized, or not corrected in a timely manner. Individual or crew performance could result in hull loss or loss of life.

Unsatisfactory

2 Performance meets the required standard. Major error(s) and/or major deviation(s) from the prescribed qualification standards occur but are identified and corrected in a timely manner. Individual or crew performance is safe but would be unsatisfactory if diminished by any amount.

Satisfactory With Debrief

3 Performance meets the required standard. Minor error(s) and/or minor deviation(s) from the prescribed qualification standards occur and are quickly identified and corrected. Individual or crew performance meets expectations.

Standard

4 Performance exceeds the prescribed qualification standards. Individual or crew performance is exemplary

Excellent

(10) Reason codes explanation:

A

Airspeed – occurrence of airspeed deviations exceeding the operator’s prescribed limits for the phase of flight and/or inability to maintain a stabilized airspeed within the operator’s prescribed tolerances when a stable airspeed should be maintained.

AC Aircraft Control – positive aircraft control is not maintained at all times to the operator’s standards and/or aircraft attitude excursion beyond prescribed limits



AL Altitude – occurrence of altitude deviations exceeding the operator’s prescribed limits for the phase of flight.

AM Automation – inability to use the automation systems to the level required in the operator manuals/automation anomalies are not effectively captured.

C

Communications – failure to communicate and acknowledge plans and decisions; poor crosstalk or flow of information is not fluid. Includes radio communications where clearances are not understood or not accurately read back. Not using standard phraseology.

CRM CRM – crew resource management is ineffective.

D Decision Making – decisions are not made, not analyzed or not openly verified. An example would be inappropriate continuation of an instrument approach below landing minimums.

E Execution – incorrect execution of a manoeuvre, exceeding prescribed limits or in contradiction with the instructions of the operator’s manuals.

H Heading – occurrence of heading deviations exceeding the operator’s prescribed limits for the phase of flight.

K Knowledge – lack of required aeronautical knowledge

P Procedure – incorrect procedure applied (checklist, approach, SOP, etc.).

SA Situational Awareness – failure to use all resources available (including other crew members) to improve/increase SA.

T Teamwork – inability to ensure team coordination when executing required tasks. Example given: hesitation in making queries and in speaking up; automation setup not briefed to other crewmembers.

TEM TEM – ineffective or non-existent threat and error management knowledge, skills, or techniques.

W

Workload Management/Planning Skills – inadequacy of workload management/planning skills. Examples include attempting to accomplish certain tasks while engaged as the pilot flying, failing to properly monitor an assigned task, poor approach planning or failure to plan for any contingency, such as a non-normal or emergency situation

(11) Appendix H is provided as a sample student progress card and the inclusion is not intended to suggest its use is mandatory.

(12) CAR 407 outlines the requirement for ATOs to maintain and analyze sufficient data on each MPL candidate during their training and initial employment in order to demonstrate to the Minister their data and employment feedback confirms the continued effectiveness and relevancy of the MPL training program.

(13) In addition to the obligation to submit data related to MPL trainees and graduates,

(14) For the Transport Canada MPL Trainee Data Collection Form (Appendix E) and Transport Canada MPL Line Check Evaluation Form (Appendix G) the paragraphs above amplify the grading scale, reason codes and performance criteria. The grading scale is considered necessary for data analysis. Each manoeuvre is linked to one or more specific PANS-TRG MPL competency units but is precisely defined in order to



harmonize the specific manoeuvre being evaluated to ensure the validity of data comparison.

(15) ATOs are free to reproduce the applicable appendices as necessary to submit the required reports.

20.0 MPL TRAINING OVERSIGHT

(1) Applicants wishing to become MPL training providers will be exposed to a substantial level of NAA oversight activity. It begins with meeting the requirements of becoming an ATO pursuant to Subpart 407 of the CARs, which is a prerequisite for running such a training program. To help understand the rigorous ATO certification process, you are encouraged to consult TC’s Approved Training Organization Certification Manual.

(2) TC requires each submitted MPL training program to undergo beta testing. The beta test is, in essence, designed to validate the program’s ability to consistently produce a highly competent airline pilot who has been trained under varying conditions or complexities. Therefore, the beta test should ideally involve candidates from different educational, cultural, and linguistic backgrounds. The success of this closely monitored effort is ultimately dependent upon the trainees’ reaction to the training process, the output of the training, and the outcome of the post-training evaluation process.

(3) Additionally, TC will require each individual ATO to undergo a beta testing process even if the proposed MPL syllabus has already been proven effective in producing the desired results. The rationale for doing so is simple: although the program may have been proven capable of producing the desired results, a different ATO-applicant will not yet have demonstrated their ability to deliver such an exacting competency-based integrated program.

(4) TC has published the Approved Training Organization Certification Manual to provide those seeking to become an ATO (a requirement to conduct MPL training) with the critical information necessary to complete the application process. The following paragraphs will provide a brief outline of the processes involved in obtaining approval to conduct MPL training and highlight process gates where compliance validation inspections can be expected.

(5) While there are two distinct phases to ATO certification, those seeking approval to conduct MPL beta testing will, in effect, also experience a third phase. The processes conducted during the pre-certification and final certification phases are fairly rigid but the degree and frequency of TC oversight during the MPL beta testing phase will vary depending on a number of factors.

(6) MPL beta testing is the process by which the MPL training plan developed by the ATO is conducted as a validation effort. Every new MPL training course must be validated through a beta test. An MPL course is considered new when it is being conducted for the first time by an ATO. This is true even in the case where an MPL training plan has been conducted successfully by Company A for several years but will now be conducted by Company B. Despite the success enjoyed by Company A, Company B must validate its ability to effectively deliver the training through a beta test before it will be provided final approval to conduct the course. As well, it must be understood that in all likelihood a single course serial will be insufficient to meet the beta test requirements.

(7) A number of factors will affect the degree and frequency of TC oversight during the MPL beta test. Primary among these is the confidence of TC in the ATO’s quality system. The applicant’s risk profile, completed during the pre-certification phase as part of the ATO application, will serve to establish risk indicators or oversight trigger points. These



trigger points involve events or circumstances where regulatory overview would be prudent and may vary from one ATO to another.

(8) Another influencing factor is the type of LMS used. While there are different methods available, an LMS that allows access via an Internet connection would provide TC inspectors the ability to remotely observe trainee progress relative to the syllabus in near real time. This ability, while not required, may reduce the number of onsite evaluations required without reducing regulatory oversight.

(9) The institutional maturity of the ATO, and the MPL program itself, will also influence the degree of regulatory oversight during beta testing. Regardless of TC’s confidence, risk profile, LMS system, or ATO/MPL program maturity, applicants should expect no fewer than six trigger point assessments. These assessments will typically involve TC inspectors being onsite to review documentation, interview ATO staff and observe as necessary.

(10) Finally, the start of MPL beta testing is likely to generate interest from a wide variety of sources. The simple fact the MPL is a new licence with an innovative training approach will be enough to draw attention. Allowing non-essential observers access to the training facility, students, or staff may cause undesired distractions and the very real possibility of a visitor reaching inaccurate conclusions derived from short-term observations or discussion taken out of context. The purpose of a well co-ordinated beta testing process is to analyze the training program outputs, make the necessary adjustments, and validate the outcome. To permit concurrent oversight activities by agencies or individuals that are not a part of Transport Canada’s formal MPL training program evaluation process is to court unwarranted complexities and put the accuracy of an objective assessment at risk.

21.0 EXERCISING MPL PRIVILEGES

(1) Unless the MPL training program includes at least six take-offs and landings operating a multi-engine aircraft, IAW CAR 407, then prior to exercising the privileges of the MPL licence for the first time the MPL holder shall complete the manoeuvres listed in CAR 407.

(2) This requirement must be made clear to the MPL holder as they may not exercise the privileges of the MPL unless/until this condition has been met.

22.0 MULTI-CREW PILOT LICENCE ADVISORY BOARD OF CANADA

(1) In keeping with ICAO recommendations TC will convene and chair the MPL Advisory Board of Canada in order to remain engaged with principal stakeholders in the on-going development of the MPL regulatory environment. The board will review data and reports of current MPL activity and make recommendations to the Minister with the sole aim of improving existing TC MPL policies promulgated through various manuals and departmental staff instructions.

(2) While discussion will be open to all in attendance, participants must understand their role is limited to the provision of opinion and recommendations to the Minister.

(3) Until Canada’s MPL regulatory environment reaches full maturation it’s expected that manuals and supporting departmental instructions will be under near constant refinement. For this reason, ATOs must take great care to ensure they refer to the latest version of both the Approved Training Organization Certification Manual and this document.



(1) The following paragraphs are intended to provide basic information pertaining to those individuals who have been issued a Canadian MPL and are seeking the privileges associated with traditional Canadian pilot licenses. The following has been provided for information purposes only and may not cover every circumstance. Since personnel licensing regulations are being amended to include the MPL and subject to further change, it is strongly recommended individuals contact Transport Canada Headquarters – Personnel Licensing prior to making an application.

(2) Holder of a Canadian MPL seeking the issuance of a Canadian Private Pilot Licence.

Minimum Age The minimum age and medical category necessary for the issuance of an MPL exceed those required for the issuance of a PPL. Medical

Category

Knowledge Requirements

An applicant who has successfully completed a PPC within 24 months preceding the application date is considered to meet the knowledge requirements.

Experience Requirements

An applicant who holds an MPL is considered to meet the private pilot training requirements

Skill Requirements

The applicant must have successfully completed a flight test conducted to the standard outlined in Flight Test Guide Private Pilot Licence - Aeroplanes (TP13723E) within12 months preceding the application date.

NOTE: An instrument rating will be issued with the licence.

Reference: NPA 2008-159 – CAR 421.26

(3) Holder of a Canadian MPL seeking the issuance of a Canadian Commercial Pilot Licence (CPL).

Minimum Age The minimum age and medical category necessary for the issuance of an MPL meet those required for the issuance of a CPL. Medical

Category


An applicant who has successfully completed a PPC within 24 months of the application date is considered to meet the knowledge requirements.


An applicant who holds an MPL and who has completed 42 hours of PIC flight experience on an aeroplane is considered to have satisfied the experience requirement for the CPL. The 42 hours shall include at least 5 hours of solo flight time by night, during which a minimum of 10 take-offs, circuits and landings were completed, and a solo cross country flight to a point of a minimum of 300 nautical mile radius from the point of departure and shall include a minimum of 3 landings at points other than that of departure.



Skill Requirements

The applicant must have successfully completed a flight test conducted to the standard outlined in Flight Test Guide Commercial Pilot Licence — Aeroplane (TP13462E) within12 months preceding the application date.

NOTE: An instrument rating will be issued with the licence.

Reference: NPA 2008-161 – CAR 421.30

(4) Holder of a Canadian MPL seeking the issuance of a Canadian Airline Transport Pilot Licence (ATPL).

Note: When the applicant for an ATPL holds an MPL but does not hold either a PPL or CPL, the issued ATPL will not bear the blanket type rating ―All aeroplanes with a minimum flight crew requirement of one pilot excluding high performance‖, but will be endorsed only with a type rating for each type already endorsed on the MPL.

Minimum Age Applicant must be at least 21 years of age.

Medical Category

The minimum medical category necessary for the issuance of an MPL meets that required for the issuance of an ATPL.


An applicant who holds an MPL and has within the 24 months preceding the application passed a PPC in an aeroplane of a type endorsed on the MPL is considered to meet the knowledge requirements.


The applicant must have achieved a minimum of 1500 hours total flight time. This time shall include a minimum of 250 hours of PIC time unless the applicant has successfully completed a competency-based ATPL training program (see NPA 2008-157 – CAR 421.11 for more

information). Additionally, 200 hours of cross-country time of which 25 hours shall have been by night and 100 hours as PIC. Also 75 hours if instrument flight time of which a maximum of 25 hours may have been acquired in an approved FSTD is required. Instrument time acquired in the FSTD shall not be applied toward the 1500-hour total flight time requirement. An applicant who holds an MPL is considered to meet the requirement to have completed 65 hours of commercial pilot flight training.

Skill Requirements

Within the 12 months preceding the date of application for the licence, an applicant for an ATPL must have successfully completed an IFR PPC in an aeroplane of a type endorsed on the MPL and a Commercial Pilot Flight Test to the standard outlined in the Flight Test Guide Commercial Pilot Licence — Aeroplane (TP13462E). Note: An applicant who holds a Commercial Pilot Licence -Aeroplane Category is considered to have met the skill requirement of the commercial pilot flight test.

NOTE: An instrument rating will be issued with the licence. Reference: NPA 2008-162 – CAR 421.34



Figure 2 – (Airline Licencing Pathway)

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Applicable regulations and standards 28 3 3 3 3

Aircraft/FSTD operating procedures and limitations 27 3 3

Counselling techniques 26 3 3 3

Techniques to improve retention 25 2 2 2 2

Team building and group dynamics 24 2

Techniques for effective flight instruction 23 3 3

Completing and maintaining trainee records 22 3 3

Effective writing techniques 21 3 3

Progress review board process 20 3

Brief/debrief formats and techniques 19 3 3 3

Trainee escape mechanisms 18 2 2 2

Common rating errors and assessment guidelines 17 3 3 3

Explain, Demonstrate, Imitate and Critique (EDIC) 16 3 3

Aim, Motivate, Outline and Link (AMOL) 15 3 3

Body language 14 2 2

Elements of effective public speaking 13 2

Effective use of training aids 12 2 2 2 2

Effective questioning/listening techniques 11 3 3

Role of the instructor 10 2 2 2 2 2

Principles of instruction 9 3 3

Time appreciation 8 3 3 3 3

Active/passive student learning 7 3 3 3

Environmental effects on learning 6 2 2 2

Selection/preparation of instructional support 5 2 2

Instructional methods 4 2 2 2

Patterns of learning 3 2 2 2

Adult learning principles 2 3 3

Training documentation 1 2 2 2

Task Supervisory Level 3 3 3 3 3 3

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Apply/enforce regulations and standards 25 3 3 3 3

Counsel/interview trainees 24 2 2 2

Maintain trainee records 23 3

Complete assessments 22 3 3

Monitor trainee performance 21 2 2 2

Administer exams 20 2

Employ time management 19 2 2

Adapt lesson to changing situation 18 3 3

Demonstrate task/flight procedures 17 3 3 3

Explain task/flight procedures 16 3 3 3

Coordinate training activities 15 2 2 2

Prepare and brief/debrief a flight/FSTD training event 14 3 3 3 3

Determine learning emphasis 13 3 3

Interpret and reacting to body language 12 3 3

Conduct formative assessment 11 2 2 2

Manage learning environment 10

Utilize appropriate training aids 9 3 3

Apply effective questioning /listening techniques 8 3 3 3

Employ public speaking techniques 7 2

Apply the principles of instruction 6 3 3

Deliver lesson plans 5 3 3

Prepare instructional environment 4 3 3

Select learning activities (classroom, FSTD, flight etc) 3 3 3

Select delivery methods 2 2

Develop lesson objectives 1 3 3


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is ta

ilore

d to

th

e A

TO

a

nd

MP

L p

rogra

m.

The lis

t of

tasks,

required

know

ledge

and

associa

ted

leve

ls

are

consid

ere

d

to

be

repre

senta

tive

but

should

no

t be

regard

ed a

s d

efinitiv

e.

TA

SK

S

Pre

pare

a c

lassro

om

lesso

n

Cond

uct a c

lassro

om

lesso

n

Pre

pare

a f

light/F

ST

D tra

inin

g f

light

Cond

uct a f

light/F

ST

D tra

inin

g f

light

Evalu

ate

stu

de

nt p

erf

orm

ance

Cond

uct in

str

uction

al ad

min

istr

ation

1

2

3

4

5

6



K

no

wle

dg

e (

KL

s)

Ru

dim

en

tary

: A

n a

wa

ren

ess o

f th

e b

asic

de

finitio

ns a

nd

co

nce

pts

associa

ted

with

a

top

ic o

r bo

dy o

f kn

ow

led

ge

.

Ba

sic

:

The

le

vel

of

un

de

rsta

nd

ing

o

f

de

finitio

ns

and

b

asic

conce

pts

, w

hic

h

en

ab

les th

e re

latin

g o

f th

is kn

ow

led

ge to

job

req

uire

men

ts.

De

tail

ed

:

The

le

vel

of

unde

rsta

nd

ing

of

the

ory

an

d p

rincip

les o

f a

to

pic

or

bo

dy o

f

kn

ow

led

ge

th

at

is u

su

ally

gain

ed

th

rou

gh

form

al

tra

inin

g

and

e

duca

tio

n

an

d

job

exp

erie

nce

a

nd

w

hic

h

ena

ble

s

cri

tical

tho

ugh

t a

nd

in

de

pe

nde

nt

pe

rform

ance

.

En

ha

nc

ed

:

the

level

of

kn

ow

led

ge

, w

hic

h

en

ab

les

the

syn

the

sis

o

r in

teg

ratio

n

of

the

ory

, fa

cts

an

d p

ractical

lesso

ns l

ea

rne

d

to s

olu

tio

ns o

f n

on

-rou

tin

e p

rob

lem

s.

Th

is

is

usu

ally

g

ain

ed

thro

ug

h

form

al

tra

inin

g,

ed

uca

tion

, a

nd

co

nsid

era

ble

jo

b

exp

erie

nce

.

Ex

pe

rt:

A

re

co

gniz

ed

leve

l o

f e

xp

ert

ise

,

wh

ich

inclu

des

a

ma

ste

ry

of

theo

ry

an

d

ap

plic

atio

n,

rela

ted

to

a

giv

en

bo

dy

of

kn

ow

led

ge.

Skills

: P

rofi

cie

ncy L

evels

(P

Ls)

Ru

dim

en

tary

: L

imited

-skill

. B

asic

le

vel.

Cann

ot

pe

rfo

rm

with

ou

t assis

tan

ce

/ g

uid

ance

. P

rodu

ct

an

d/o

r P

rocess

cou

ld

be

e

xp

ecte

d

to

req

uire

len

gth

y

com

ple

tio

n

tim

es

and

w

ould

n

ot

mee

t

req

uire

d s

tan

da

rds o

f q

ualit

y.

Bas

ic:

Se

mi-

skill

ed

. C

an

pe

rfo

rm

bas

ic ta

sks

bu

t w

ould

have

difficulty w

ith c

om

plic

ate

d t

asks.

Pro

du

ct

an

d/o

r p

roce

ss

wou

ld

likely

b

e

incon

sis

ten

t w

ith

re

ga

rd t

o c

om

ple

tio

n t

ime

s a

nd

me

etin

g q

ualit

y s

tan

da

rds.

Co

mp

ete

nt:

S

kill

ed

. F

ully

qu

alif

ied

leve

l o

f skill

pro

ficie

ncy.

P

rod

uct

or

pro

ce

ss

wou

ld

co

nsis

ten

tly m

eet

tim

elin

es a

nd

qu

alit

y s

tan

da

rds.

En

ha

nc

ed

:

Hig

hly

skill

ed

.

Pe

rfo

rma

nce

le

ve

l

tha

t ca

n o

nly

be

achie

ve

d t

hro

ug

h con

sid

era

ble

tra

inin

g a

nd

pra

ctica

l exp

erie

nce

. P

rod

uct

and

/or

pro

cess

would

co

nsis

tently

be

com

ple

ted

in

min

imum

tim

e a

nd

exce

ed

qualit

y s

tan

da

rds.

Ex

pe

rt:

Ma

ste

ry.

To

p p

erf

orm

ance

an

d h

ighe

st

level

of

skill

in

dic

ate

d b

y m

aste

ry o

f te

chn

iqu

es

an

d e

xp

ert

a

pp

lica

tio

n o

f pro

cesses.

P

rod

ucts

an

d/o

r p

roce

sses

would

co

nsis

tently

be

co

mp

lete

d in

min

imum

tim

e a

nd

be

of

the

hig

hest

qu

alit

y s

tan

da

rds.

Tasks:

Su

perv

iso

ry L

evels

(S

Ls)

Ru

dim

en

tary

:

Assis

t u

nd

er

su

pe

rvis

ion

.

Can

p

erf

orm

p

art

s

or

ele

me

nts

o

f d

utie

s

an

d

tasks

on

ly

un

de

r co

ntin

uo

us s

up

erv

isio

n.

Bas

ic:

D

o un

de

r S

up

erv

isio

n.

C

an

pe

rfo

rm

duties

an

d

tasks

un

der

su

pe

rvis

ion

. S

upe

rvis

ion

may n

ot

be

co

ntin

uou

s.

Co

mp

ete

nt:

C

an in

de

pen

den

tly a

nd

co

rrectly p

erf

orm

th

e d

utie

s a

nd

ta

sks.

En

ha

nc

ed

:

Do

an

d

su

pe

rvis

e.

Pe

rfo

rms a

p

ort

ion

o

f th

e ta

sk w

hile

su

pe

rvis

ing

, o

r so

metim

es

pe

rfo

rm,

so

me

tim

es s

up

erv

ise

.

Ex

pe

rt:

S

up

erv

ise

.

Pro

vid

es

dir

ectio

n to

su

bo

rdin

ate

s fo

llow

ed

by

the

m

onito

rin

g o

f a

ctivitie

s to

e

nsu

re

co

mp

lian

ce

with s

tan

da

rds.

Level

1

2

3

4

5



NOTES: 1. The level of task involvement, skills and knowledge are the minimum required for

employment in the position designated.

2. A qualified member may have a mix of TSK levels. For example a single task profile might look like SL –2, PL- 4, KL - 1, where the member is required to perform the task under supervision, does not require in-depth knowledge of the subject but is required to be highly skilled. As a simple example, many 7-8 year olds are highly skilled at riding their bikes, require little theoretical knowledge of how a bike works, and yet require close supervision during a certain task – riding a bicycle on a busy street.



Intentionally Left Blank.

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