Guidance For Post Covid Restart of Operations Cbta Training Solutions

Guidance for Post-COVID Restart of
Operations: CBTA Training Solutions

Edition 2
Table of Content
1. Context and purpose............................................................................................................................................................................ 1
2. Training solutions philosophy ........................................................................................................................................................... 3
The roadmap............................................................................................................................................................................................ 3
3. Training solutions design following the principles of competency-based training and assessment (CBTA) .. 6
The pilot competencies....................................................................................................................................................................... 6
CBTA principles ...................................................................................................................................................................................... 7
4. Training solutions content ................................................................................................................................................................. 9
Ground training refresher ................................................................................................................................................................... 9
FSTD training ........................................................................................................................................................................................ 11
CBTA refresher session ................................................................................................................................................................... 12
Special emphasis in practice ......................................................................................................................................................... 13
CBTA consolidation session(s)...................................................................................................................................................... 14
Competency development in practice....................................................................................................................................... 16
Evidence-based training (EBT) principles ................................................................................................................................. 17
The SPA and UPRT training elements......................................................................................................................................... 20
Evaluation............................................................................................................................................................................................... 20
Line Flying Under Supervision (LIFUS)........................................................................................................................................ 21
5. Flight Instructors Restart Program .............................................................................................................................................. 24
Introduction ........................................................................................................................................................................................... 24
Goal .......................................................................................................................................................................................................... 24
Instructor and Evaluator (IE) pattern for restart ...................................................................................................................... 25
Line Training Captain (LTC) pattern for restart ....................................................................................................................... 26
Annex 1 - Pilot competencies ................................................................................................................................................................. 27
Annex 2 – Instructor and Evaluator Competencies ........................................................................................................................ 30
Annex 3 – Instructor “toolbox” ................................................................................................................................................................ 32
Annex 4 – Operators training curriculum examples........................................................................................................................ 36
Annex 5 – Example topics to be considered for inclusion in LIFUS Syllabus ....................................................................... 47
Annex 6 – IATA Survey-4 Report ............................................................................................................................................................ 50
1. Context and purpose
In response to the COVID-19 crisis and the need for an extension to the validity period of the pilot
license and associated ratings, National Aviation Authorities have approved globally, for a limited period,
alternative solutions to the traditional licensing and operational requirements.
The value of these alternative solutions was clearly to ensure operations when maintaining pilot recent
experience was difficult to achieve, the training capacity was limited, and the administrative licensing
revalidation process was disturbed.
Since Q4 2020, IATA Training and Licensing has conducted several surveys to gain a better
understanding on the status of IATA’s member airlines’ pilot populations in regard to ICAO Annex 1 and
Annex 6 standards, in terms of licensing and training recency validly, and recent experience in
operations.
On the 1st of November 2021, the results of the fourth survey, confirmed that almost all the respondent
airlines have been able to maintain the majority of their pilot population in compliance with the ICAO
standards.
The detailed results of Survey-4 are provided in Annex 6 in this document.

The macroscopic results are the following:
 Pilot population maintained on duty: 67.19% of the respondents indicated that they maintain 80%-
100% of their pilot population on duty (flight operations, instruction).
 Pilot population in compliance with ICAO standards: 96.35% of compliance, as an average, across
the six ICAO Annex 1 and Annex 6 standards for the pilot population maintained on duty.
 Average grounded time of the majority of population not maintained on duty: 73.44% of the
respondents indicated that the average grounded time of the majority (more than 50%) of their pilot
population that is not maintained on duty is 0-3 months or no longer applicable (34.38% said 0-3
months and 39.06% said not applicable, meaning no longer grounded).
 Expected training capacity limitations: 76.56% of the respondents indicated that they do not foresee
any training capacity limitations to bring back to operations their “grounded” pilot population.
 Expected pilot shortage beyond recovery of the grounded pilot population, in the context of
restart of operations: 64.13% of the respondents said that they do not foresee a pilot shortage, but
an important number of respondents, 35.87%, do foresee a shortage.
1 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

The above good results, in terms of pilot population compliance to the ICAO standards, must be
nuanced knowing that many (26.56%) of the respondents have “grounded” a significant number of
their pilots for long periods of time.
Hence, the purpose of this guidance is to support operators and training organizations implement
adapted training solutions for their pilot population to recover competence and confidence while
ensuring a safe and efficient restart of operations.
The proposed training solutions:

▪ present incremental training options that are adapted to each pilot’s individual situation in regard
to ICAO’s Annex 6 and Annex 1 standards compliance
▪ should be assessed by the safety and compliance management system of the operator to ensure
that the training options are suitable to the operator’s pilot population and, where necessary,
complemented
▪ respect the competency-based training and assessment (CBTA) principles and are applicable to
both traditional training and advanced training methodologies
The following acronyms are used in this paper:

▪ AOC: Operator holding an Air Operator Certificate
▪ ATO: Approved Training Organization
▪ NAA: National Aviation Authority

2. Training solutions philosophy
The roadmap
The training solutions consider, in particular, the pilots’ situation in regard to ICAO Annex 6 Standards,
the maintenance of operational exposure and potential training cycle disturbances.
Annex 6 standards related to training and checking sustain the maintenance and the assessment of pilot
competence, while the standards related to recent experience or recency in operations support the
maintenance of pilot confidence.
The Annex 1 standard related to the validity of the license has been integrated during the design of the
training solutions because pilot license revalidation is often combined with the Annex 6 Operator
checking requirements. This additional criterion is consequently presented in the template.
For the restart of operations, operators and National Aviation Authority (NAA) must be confident that
pilots are performing to the adequate performance standards to ensure safe and efficient operations.
Therefore, the proposed roadmap contains incremental training options based on the cumulative
duration with limited training and / or operational experience.

The template below illustrates the possible correlation between the pilot’s situation and the training options
Template pilot situation / training solutions
TOPIC Content as per SITUATION 1 SITUATION 2 SITUATION 3 SITUATION 4
ICAO annex 6
Prof check Compliant Compliant Non-compliant Non-compliant

TRAINING
(Competence) Flight Crew Compliant Compliant Non-compliant Non-compliant
Training Program
Recent experience Compliant Non-compliant Compliant Non-compliant
OPERATIONS
(Confidence) Aerodrome, route, Compliant Non-compliant Compliant Non-compliant
area recency
Additional criterion Annex 1 standard Compliant Non-Compliant

related to pilot license validity
OPTION 1 OPTION 2 OPTION 3 OPTION 4
Optional Ground Training Optional Ground Training Ground Training Ground Training refresher
refresher refresher refresher
CBTA TRAINING SOLUTIONS +
+ + +
*CBTA refresher session
*CBTA refresher session *CBTA refresher session *CBTA refresher +
session CBTA consolidation
if last flight was
+ session(s)
performed >60 days
**Evaluation +
**Evaluation
+
***LIFUS
* CBTA refresher session, includes the recent experience requirements
**Evaluation means the formal summative assessment of the pilot performance can be combined with a CBTA refresher session or a CBTA consolidation session(s)
***LIFUS, line flying under supervision (LIFUS) is recommended when last flight has been performed beyond 6 months

SITUATION 1: The operator has been able to maintain ICAO Annex 6 standards for both training and
operational elements.
SITUATION 2: The operator has been able to maintain ICAO Annex 6 standards for training elements.
SITUATION 3: The operator has been able to maintain ICAO Annex 6 standards for operational elements.
SITUATION 4: The operator has not been able to maintain ICAO Annex 6 standards.

3. Training solutions design following the principles of competency-based
training and assessment (CBTA)
The objectives of the CBTA training solutions are to:

▪ Validate that pilots are competent and confident for a safe and efficient return to operations
▪ Support the design of training sessions that cover equivalent or more training objectives
compared to traditional recurrent training and checking
▪ Provide operators with an alternative mean of compliance to their approved recurrent training and
checking program
The pilot competencies

IATA recommends following the latest ICAO provisions for competency-based training and assessment.
AOCs and ATOs should use two sets of competencies:
▪ 9 Pilot competencies (8 Pilot competencies as proposed by ICAO and the competency
“Application of Knowledge” as proposed by EASA for EBT - see Annex 1), and
▪ 5 Instructor and Evaluator competencies (5 Instructor and Evaluator competencies as proposed
by ICAO - see Annex 2)
The 9 pilot competencies (PC) are:

▪ PC 0 Application of Knowledge (KNO)
▪ PC 1 Application of Procedures and Compliance with Regulations (PRO)
▪ PC 2 Communication (COM)
▪ PC 3 Aeroplane Flight Path Management, automation (FPA)
▪ PC 4 Aeroplane Flight Path Management, manual control (FPM)
▪ PC 5 Leadership and Teamwork (LTW)
▪ PC 6 Problem Solving and Decision Making (PSD)
▪ PC 7 Situation Awareness and Management of Information (SAW)
▪ PC 8 Workload Management (WLM)
The 5 instructor and evaluator competencies (IEC) are:

▪ IEC 1 Pilot competencies (see above)
▪ IEC 2 Management of the Learning Environment
▪ IEC 3 Instruction
▪ IEC 4 Interaction with the Trainee
▪ IEC 5 Assessment and Evaluation

CBTA principles
Concept
This section describes a competency-based approach for pilot training sessions. Following the ICAO
“ADDIE” (Analyze, Design, Develop, Implement and Evaluate) model, the CBTA training program should
include the following five components and related outputs:
No. Component Output
1 Analysis of the training need Training specification
Design of the competency model including 2.1. Competency model

2
performance criteria 2.2. Training assessment plans
Development of the training and assessment Training materials, assessments, examinations

3
materials
4 Conduct of the course Competent and confident pilots
Evaluation of the course including the Course report

5
assessment and training plans
Preparing the CBTA training sessions

The first step (No. 1 above) of the ADDIE model is to thoroughly analyze the training need, which will
result in a training specification.
The resulting training specification should provide answers to questions regarding the purpose of the
training, the tasks associated with the purpose, the operational environment, the technical, regulatory
and organizational requirements. For the refresher training, these questions can be answered by
referring to the existing documentation of the AOC/ATO.
Output No. 2.1 requires the design of the competency model, including the performance criteria (the
competency standards and conditions). For the refresher training it is assumed that the competency
model of the AOC/ATO is already in place.
Standards: For the refresher training it is assumed that the final competency standard is already defined
and implemented for the existing recurrent training and assessment scheme.

Conditions: The conditions under which the competencies of the trainees will be assessed (nature and
complexity of the operational and environmental context; tools and systems/equipment) comprise the
given operating environment of the AOC/ATO.
Development of the assessment and training plans (No. 2.2) and the training materials (No. 3) is based on
the training specification, which will include any special emphasis of the program.
Special emphasis
The pilots need to be trained and assessed in all 9 pilot competencies to the organization’s final
competency standard. However, the AOC and the ATO may decide to put special emphasis on the
competencies that have been identified, during the training gap analysis, as critical for the successful
performance in the context of return to operations.

4. Training solutions content
Ground training refresher

This section proposes practical application of CBTA principles to the ground training.
Principles
The ground training refresher content should always be adapted and proportionate to the operator’s
pilot situation (refer to the Template pilot situation / training solutions on page 3).
Moreover, the operator should also consider providing additional training (refresher ground training)
when the operator has not been able to update the original ground training content that has been
impacted by the COVID crisis (e.g., modification of procedures, etc.) or when the operator’s safety
management system mandates training to mitigate specific risks.
In regard to situations 1 and 2 above (table on page 4 above), ground training refresher is optional
because the operator has been able to maintain compliance with ICAO Annex 6 standards. Therefore,
there is no formal ground training to be recovered as the pilot received the expected ground training
elements.
In regard to situations 3 and 4, the ground training refresher is mandatory because the operator has not
been able to maintain ICAO Annex 6 standards. Consequently, there is formal ground training to be
recovered as the pilot did not receive the expected ground training elements.
Components
Ground training includes several components. Some components are related to the delivery and
acquisition of specific knowledge elements (e.g., aircraft system, operator policy and procedures, UPRT
academic topic, etc.). Other components integrate on the job training by adding skills and attitude
training to the knowledge elements, such as safety and emergency procedures (SEP) training, and Crew
Resources Management (CRM) training.
Knowledge components
When designing the ground training refresher, the operator should consider reviewing and reinforcing
the following topics:
 Aircraft systems, limitations and procedures (normal, abnormal and emergency)

 Operational policy and associated procedures
 Safety events

 UPRT academics if necessary
 Special Approval (SPA) related knowledge, if necessary
[SPA concerns the following operations:
- performance-based navigation (PBN)
- minimum operational performance specifications (MNPS)
- reduced vertical separation minima (RVSM) airspace
- low visibility operations (LVO)
- extended range operations with two-engine aeroplanes (ETOPS)
- transport of dangerous goods (DGR)]
In the context of the restart of operations, specific Observable behaviors belonging to the competency
“Application of Knowledge” are success critical to demonstrate a suitable level of knowledge. The
Observable behaviors in bold below should be used to define the training objectives of the knowledge
part of the ground training refresher.
Competency Observable behaviors

Description
Application of Knowledge OB 0.1 Demonstrates practical and applicable
knowledge of limitations and systems and their
Demonstrates knowledge and understanding of
relevant information, operating instructions, aircraft interaction
systems and the operating environment OB 0.2 Demonstrates required knowledge of published
operating instructions
OB 0.3 Demonstrates knowledge of the physical
environment, the air traffic environment including
routings, weather, airports and the operational
infrastructure
OB 0.4 Demonstrates appropriate knowledge of
applicable legislation
OB 0.5 Knows where to source required information
OB 0.6 Demonstrates a positive interest in acquiring
knowledge
OB 0.7 Is able to apply knowledge effectively

Safety and Emergency Procedures (SEP) component
When designing the ground training refresher, the operator should consider reviewing and reinforcing
the following topics:
▪ actual donning of a lifejacket, where fitted
▪ actual donning of protective breathing equipment, where fitted
▪ actual handling of fire extinguishers of the type used
▪ instruction on the location and use of all emergency and safety equipment carried on the aircraft
▪ instruction on the location and use of all types of exits; security procedures
In the context of the restart of operations and to avoid potential overbooking of the SEP training centers,
some operators have decided to combine the SEP refresher training with the FSTD training. Practically,
there is a dedicated place (specific room or in some case in the briefing room) and a special time
allocation for the pilot to practice and review the SEP components.
Crew Resources Management (CRM) component

When designing the ground training refresher, the operator should consider the CRM training elements
that should be reviewed and reinforced in accordance with the different pilot situations. The magnitude
of the CRM refresher training may vary significantly depending on the time elapsed since the pilot’s last
CRM training.
Whenever practicable, the compliance-based approach CRM training should be substituted by a

competency-based approach such as CBTA, Evidence-Based Training (EBT), Advanced Qualification
Program (AQP) and Alternative Training and Qualification Program (ATQP). In this context, CRM training
should be characterized by a performance orientation, with emphasis on standards of performance and
their measurement, and the development of training to the specified performance standards.
FSTD training
Principles and components

The FSTD training content should always be adapted and proportionate to the operator’s pilot situation
(refer to the Template pilot situation / training solutions on page 4).
The FSTD training is composed by the CBTA refresher session followed, when necessary, by one or
more CBTA consolidation sessions.
The CBTA refresher session is foundational as this session has been designed to train and assess the
pilot competencies in the context of pilots with limited training and operational exposure, and who need
to recover the recent experience requirements (3 take-offs and landings in the last 90 days). Therefore,

the CBTA refresher session is optional for situation 1, but recommended when the pilot’s last flight was
performed several weeks ago (e.g., beyond 60 days). In this case the goal is to develop the pilot’s flight
path management competencies and reinforce maximum pilot confidence.
The CBTA consolidation session(s) is a complement to the CBTA refresher session when the pilot’s
performance needs to be further enhanced. The number of CBTA consolidation sessions is determined
by the operator based on the pilot’s training needs.
Therefore, the CBTA consolidation session(s) is proposed for situation 4 because it is expected that the
CBTA refresher session will not be enough to recover competence and confidence. Moreover, the
CBTA consolidation session(s) is always an option after any CBTA refresher session where a
remedial training is needed.
CBTA refresher session

The CBTA refresher session has been designed considering the following assumptions:
▪ The pilots’ licenses are still valid.
▪ The flight crew composition is two pilots. If there is only one pilot to be trained, the instructor acts
as pilot from one of the pilot seats.
▪ The pilots may have lost partially or totally their recent experience (3 takes-off and 3 landings in
the last 90 days).
▪ The pilots had limited training or operational experience in the last 6 months or more.
▪ The pilots’ documentation is up to date and the operator has provided the pilots with the
necessary policy and operational procedure knowledge refresher.
▪ The pilots have received the training program sufficiently in advance to prepare the session.
▪ The training session is conducted in an FSTD approved by the NAA to conduct recurrent training
and checking.
▪ The AOC and the ATO have criteria based on previous global competence and experience to
define the pilot population eligible to this session (e.g., pilot is not under remedial training).
▪ The AOC and the ATO design the session with some spare time to allow for the instructor to adapt
to the pilot’s needs. For example, the instructor further develops pilot competencies or the pilot
requests to train specific events to gain confidence.
The global training objective of this refresher CBTA session is the following:
▪ The pilots must be able to conduct normal and abnormal operations in accordance with the
performance standard defined by the AOC or the ATO, in an FSTD approved by the NAA for
recurrent training and checking, under realistic conditions that are representative of the nature
and the complexity of their operational and environmental context.

The detailed training objectives of this refresher CBTA session are the following:
▪ The pilots must be able to conduct normal SOPs in an operational context in accordance with the
performance standard under real time operational conditions.
▪ The pilots must be able to perform abnormal SOPs including emergency procedures in operational
context, in accordance with the performance standard under operational conditions. At least one
of the abnormal procedures should have an impact on aircraft performance.
▪ The pilots must be able to manage the flight path manually and with automation, in accordance
with the performance standard under operational conditions, including a combination of precision
and non-precision approach, and visual approach.
Note concerning the condition related to the level of the instructor: for all exercises above
mentioned, the instructor’s support and intervention are acceptable at the beginning of the
session, but pilots must be fully autonomous at the end of the session.
Special emphasis in practice

The special competency emphasis of this CBTA refresher session is the result of an analysis of the pilot
competencies and their associated observable behaviors, combined with the training need of an
average already qualified pilot population lacking both training and operational experience.
Pilot competencies to be trained during CBTA refresher session

PC 0 Application of Knowledge TA
PC 1 Application of Procedures and Compliance with Regulations TA-SE
PC 2 Communication TA
PC 3 Aeroplane Flight Path Management, automation TA
PC 4 Aeroplane Flight Path Management, manual control TA-SE
PC 5 Leadership and Teamwork TA
PC 6 Problem Solving and Decision Making TA
PC 7 Situation Awareness and Management of Information TA-SE
PC 8 Workload Management TA-SE
Note: TA: Means competencies trained and assessed

SE: Means competencies requiring special emphasis during training

As an example, from Annex 1 Pilot Competencies, Application of Procedures and Compliance with
Regulations, the Observable behaviors in bold have been used to define the training objectives of the
session.
Competency Observable behaviors

Description
Application of Procedures and OB 1.1 Identifies where to find procedures and

Compliance with Regulations regulations
OB 1.2 Applies relevant operating instructions,
Identifies and applies appropriate procedures and techniques in a timely
procedures in accordance with manner
published operating instructions and
applicable regulations OB 1.3 Follows SOPs unless a higher degree of safety
dictates an appropriate deviation
OB 1.4 Operates aeroplane systems and associated
equipment correctly
OB 1.5 Monitors aircraft systems status
OB 1.6 Complies with applicable regulations.
OB 1.7 Applies relevant procedural knowledge
CBTA consolidation session(s)

The CBTA consolidation session(s) is a complement to the CBTA refresher session that has been
designed considering the following assumptions:
▪ The CBTA consolidation session(s) is delivered after the CBTA refresher session
▪ The pilots’ licenses validity period may have lapsed
▪ The pilots may need to recover some training and checking elements that are related to the
operator’s Special Approvals (PBN, RVSM, MNPS, ETOPS, LVO, DGR) or part of the operator’s
approved training program (e.g., UPRT)
▪ The pilots had limited training or operational experience for 12 months or more
▪ The flight crew composition is two pilots
▪ The training session is conducted in an FSTD approved by the NAA to conduct recurrent training
and checking

The global training objective of the CBTA consolidation session(s) is similar to the CBTA refresher
session and is the following:
▪ The pilots must be able to conduct normal and abnormal operations in accordance with the
performance standard defined by the AOC or the ATO, in an FSTD approved by the NAA for
recurrent training and checking, under realistic conditions that are representative of the nature
and the complexity of their operational and environmental context.
The detailed training objectives of the CBTA consolidation session(s) are the following:
▪ The pilot’s performance demonstrated during the CBTA refresher session must be enhanced (or
consolidated) to demonstrate consistently the performance standards defined by the AOC/ATO
across the 9 pilot competencies.
▪ The pilot must demonstrate a level of performance that exceeds the minimum license proficiency
checks standards.
▪ The pilot must be able to perform normal SOPs, in accordance with the performance standard,
under real time operational conditions using a representative operator network (including network
that necessitate an area, route and aerodrome (ARA) qualification).
▪ The pilot must be able to perform abnormal SOPs including emergency procedures that place a
significant demand* on a proficient crew, in operational context and in accordance with the
performance standard.
▪ The pilot must be able to manage the flight path manually and with automation, in accordance with
the performance standard under operational conditions, using a combination of precision and non-
precision approaches, and visual approach (including the approach that necessitate special
approval).
*Significant demand on proficient crew

The recovery procedure of a malfunction (e.g., abnormal or emergency) may be considered to place a
significant demand on a proficient crew member when one or more of the following criteria are fulfilled:
(1) The associated procedures include one or more action items and not only a set of information for crew
awareness,
(2) The flight crew’s cognitive load (resources required by the mental processes of perception, memory,
judgment, and reasoning) significantly increases, during, or after, the application of the
abnormal/emergency associated procedure. The cognitive load is considered as significantly increased
when it is well above the cognitive load required by the application of the Normal Standard Operating
Procedures.
(3) The flight crew’s workload significantly increases, during, or after, the application of the
abnormal/emergency procedure. The workload is considered as significantly increased when it is well
above the workload induced by the application of the Normal Standard Operating Procedures.
(4) The aircraft handling perceived by the pilot when flying in abnormal conditions is different compared to
the aircraft handling in normal conditions. E.g., the symmetry of the flight is affected…


Competency development in practice
The goal of CBTA is to ensure that the training is tailored to the needs of the pilot as an individual, the
pilot population (e.g., pilot fleet needs) and the organization (e.g., airline). The training designer should
ensure that the curriculum permits to achieve this goal by integrating the scenarios that are relevant and
realistic to the operator and the fleet level.
Concerning the competency development at the individual pilot level, the training designer should use
the following options for the CBTA consolidation session(s):
1. The content of the session is totally prescriptive, but the instructor can choose different routes within
the session in order to develop different competencies. Each route places special emphasis on
specific pilot competencies.
Example
CBTA consolidation session content
All pilot competencies are trained and assessed
The instructor selects the route Route 1: Special emphasis SAW and LTW
according to the pilot’s performance
demonstrated during the CBTA
refresher session
Route 2: Special emphasis COM and WLM
2. The content of the session is partially prescriptive and there is dedicated spare time within the
session which allows the instructor to develop the pilot’s competencies with the instructor “toolbox”.
The instructor selects the exercises that place special emphasis on specific pilot competencies.

Illustration
CBTA consolidation session content
All pilot competencies are trained and assessed
Spare time within the session
The organization provides the instructor with a set of events-exercises that permits to place special
emphasis on the competencies that have been identified as “to be enhanced” (or consolidated) during
the CBTA refresher session
The so called “instructor toolbox” is organized by family of events-exercises and by competencies.
Refer to Annex 3 for an instructor toolbox example.
Evidence-based training (EBT) principles

The aim of EBT is to identify, develop and evaluate the competencies required to operate safely,
effectively and efficiently in a commercial air transport environment whilst addressing the most relevant
threats according to evidence collected in accidents, incidents, flight operations and training.
During COVID operations, the IATA Safety Department identified a significant increase of events related
to unstable approaches due to the pilot mismanagement of the energy, and unreliable airspeed
indications due to the contamination of pitot/static systems on aircraft returned to service after a period
of storage.
Therefore, this simulator refresher session should use scenarios that integrate the management of the
above-mentioned events as “vehicles” to develop the pilot competencies.

Example of Scenario elements challenging the pilot’s ability to manage the energy of the airplane:
▪ Scenario element 1: ATC or terrain related environment creating a high energy descent with the
need to capture the optimum profile to complete the approach in a stabilized configuration
▪ Scenario element 2: ATC or terrain related environment creating a high energy descent leading to
unstable conditions and requiring a go-around
Competency map, when the scenario is conducted in the descent-approach phase and pilot flying using
automation.
Pilot Competencies Scenario element 1 Scenario element 2
Application of Knowledge X X
Application of Procedures and X X

Compliance with Regulations
Communication
Aeroplane Flight Path X X

Management, automation
Aeroplane Flight Path
Management, manual control
Leadership and Teamwork
Problem Solving and Decision

Making
Situation Awareness and X X

Management of Information
Workload Management
Further details about scenario elements concerning the unstable approach can be found in ICAO Doc
9995 Manual of Evidence-based Training.
Example of scenario elements challenging the pilot’s ability to manage unreliable airspeed indication:
▪ Scenario element 1: During a very short positioning flight without passengers on board, repetitive
and intermittent Air Data Reference Unit 2 fault [identical to pitot probe #2 blocked by insects].
Keep malfunction steady when already in approach.
▪ Scenario element 2: During cruise, Air Data Reference Unit 2 fault [due to blocked pitot #2] and Air
Data Reference Unit disagreement leading to the degradation of flight control laws.
▪ Scenario element 3: During take-off run introduce airspeed discrepancy between Air Data
Reference Unit 1 and Air Data Reference Unit 2 before 100kt.

Pilot Competencies Scenario element 1 Scenario element 2 Scenario element 3
Application of Knowledge X X
Application of Procedures and X X X

Compliance with Regulations
Communication
Aeroplane Flight Path

Management, automation
Aeroplane Flight Path X
Management, manual control
Leadership and Teamwork
Problem Solving and Decision X X X

Making
Situation Awareness and X
Management of Information
Workload Management X X
Link to the IATA Safety and Flight Ops Operational notices, Unstable Approaches during Reduced
Operations: https://www.iata.org/contentassets/e5bc94292b44433ba852925ee9ac47bb/validation-
extension_on_002_20_ua_during_reduced_operations_30april2021.pdf
Link to the IATA Safety and Flight Ops Operational notices, Contaminated Pitot/Static Systems on
Aircraft Returned to Service after a Period of Storage:
https://www.iata.org/contentassets/e5bc94292b44433ba852925ee9ac47bb/operational-notice-003_20-_-
contaminated-pitot_static-systems-on-aircraft-returned-to-service-after-a-period-of-storagefinal-20-august.pdf

The SPA and UPRT training elements
It is expected that the CBTA consolidation session(s) may be used to recover some SPA and UPRT
training elements that must be performed in an FSTD. When designing the FSTD training, the operator
should consider the UPRT elements and the following topics, which must be trained or checked to
maintain the associated SPA.
- performance-based navigation (PBN)
- minimum operational performance specifications (MNPS)
- reduced vertical separation minima (RVSM) airspace
- low visibility operations (LVO)
- extended range operations with two-engine aero planes (ETOPS)
- transport of dangerous goods (DGR)
The purpose of this section is not to elaborate on each regulatory requirement but to provide examples
on how to use the above training topics to develop pilot competencies.
As an example, an ETOPS scenario in MNPS airspace with marginal weather conditions at en route
alternates is supposed to place special emphasis on such competencies as KNO, PRO, and SAW. If
during the flight, the curriculum introduces a technical malfunction that necessitate to divert, the
competencies WLM and PSD should be solicited as well.
Another example regarding UPRT, beyond the competencies FPA and FPM, a lot of prevention scenarios
can place emphasis on SAW, LTW and PSD.
Evaluation
Evaluation means the formal summative assessment of the pilot’s performance. During summative
assessments, the decision is either “competent” or “not competent” with respect to the final
competency standard(s).
Note : The evaluation can be combined with a CBTA refresher session or a CBTA consolidation
session(s).
For operators delivering advanced training programs such as Evidence-Based Training (EBT), Advanced
Qualification Program (AQP) and Alternative Training and Qualification Program (ATQP), the evaluation
can be performed during the Line Oriented Evaluation (LOE) phase of a training session.
For operators delivering traditional training and checking programs, the evaluation is performed during
the Operator Proficiency Checks (OPC). The OPC can be combined with a License Proficiency Check
(LPC).

From a regulatory perspective, the proficiency check’s content is very prescriptive and is focused on the
restitution of exercises where the measurement of pilot performance is mainly based on a set of fixed
predetermined criteria represented by the flight path deviation numeric tolerances. Consequently, the
training designer should ensure that the proficiency check’s content integrates scenarios that are
operationally realistic and that permit to also assess the competencies situation awareness,
communication, workload management, leadership and decision making, which are crucial for safety in
operations.
The evaluation of the pilot’s performance is proposed for a pilot in situations 3 and 4 as it is expected
that a competency assessment is necessary to recover the operator proficiency check and/or the
license proficiency check.
Line Flying Under Supervision (LIFUS)

LIFUS or Supervised Line Flying (SLF) training is an integral stage of the CBTA program as it provides a
vehicle for pilots to consolidate competence and confidence in line operations. The aim of LIFUS is to
allow the trainee to regain practical experience and exposure to the operator’s route structure. By the
end of the LIFUS, the trainee will have demonstrated the ability to undertake effectively normal rostered
duties.
The number of sectors should be tailored to the needs of the pilot as an individual, taking into account
their experience with the operation, the complexity of the network and the period of time since the last
operational duties. The training designer should ensure sufficient exposure to the network to meet the
global training objective of the LIFUS element. LIFUS is also a method to recover Area, Route and
Aerodrome qualification and associated recency.
The global training objective of the LIFUS element is the following:

▪ The pilots must be able to conduct normal operations in accordance with the performance
standard defined by the AOC or the ATO, in an aircraft, during normal line operations.
The detailed training objectives of the LIFUS element are the following. The pilot must be able to:
▪ perform normal SOPs in all phases of flight, in accordance with the performance standard.
▪ manage the flight path manually and with automation, in accordance with the performance
standard under operational conditions.
▪ demonstrate a competent standard of operational and regional knowledge, including published
operating instructions, and where to source required information.
▪ appropriately manage workload in order to maintain proper situational awareness during
operations.

▪ achieve safe and efficient line operations by demonstrating an effective decision making process.
▪ perform effectively monitoring duties and use appropriate intervention strategy (when necessary)
to maintain safe aircraft operations throughout all phases of flight.
▪ demonstrate effective communication by conducting interactive threat-based briefings and using
correct R/T procedures and phraseology at all times.
▪ demonstrate commercial awareness.
Special emphasis
The special competency emphasis during LIFUS is the result of an analysis of the pilot competencies
and their associated observable behaviors, combined with the training need of an average already
qualified pilot population lacking both training and operational experience for more than 12 months and
having received ground and FSTD refresher training.
Pilot competencies to be trained LIFUS

PC 0 Application of Knowledge TA
PC 1 Application of Procedures and Compliance with Regulations TA
PC 2 Communication TA
PC 3 Aeroplane Flight Path Management, automation TA
PC 4 Aeroplane Flight Path Management, manual control TA
PC 5 Leadership and Teamwork TA
PC 6 Problem Solving and Decision Making TA
PC 7 Situation Awareness and Management of Information TA-SE
PC 8 Workload Management TA-SE
Note: TA: Means competencies trained and assessed

SE: Means competencies requiring special emphasis during training

LIFUS syllabus
The LIFUS syllabus should consist of ground training and line training to ensure that flight crews are
qualified to operate in areas, on routes or route segments and into the airports used by the operator.
This is achieved by means of the following:
▪ For the less complex routes, familiarization by self-briefing with route documentation, or by means
of programed instruction; and
▪ For more complex routes, in-flight familiarization as a commander, co-pilot or observers under
supervision, or familiarization in a Synthetic Training Device using a database appropriate to the
route concerned.
The achievement of LIFUS competency requires Knowledge, Skills and Attitude elements. Knowledge is
built from previous experience and throughout the ground training phase. LIFUS provides an opportunity
to expand this knowledge base and to apply it to develop and reinforce practical line Skills.
LIFUS discussion elements

The development and maintenance of an appropriate knowledge base is primarily the responsibility of
the trainee, however in the context of the restart of operations, specific Observable Behaviors belonging
to the competency “application of knowledge” are success critical to demonstrate a suitable level of
knowledge and should be included as part of the ground training refresher. The role of the trainers is to
identify and assist in filling knowledge gaps during LIFUS, using practical scenarios to improve
understanding.
An example of topics to be considered for inclusion in a LIFUS Syllabus is available in Annex 5 of this
document.

5. Flight Instructors Restart Program
Introduction
For the purpose of this section, the flight instructor population is composed of the following:
▪ Instructor and Evaluators (IE)
- Pilot instructors and evaluators having the privilege to instruct for the issue, revalidation and
renewal of type ratings or having the privilege to conduct skill tests for the initial issue of type
ratings and proficiency checks for revalidation or renewal of type ratings
▪ Line Training Captains (LTC)
- Pilot in Command specifically trained and nominated by the operator, generally called “Line
Training Captain” (LTC) who conducts the line flying under supervision (LIFUS) of another
flight crew member.
LIFUS: Line Flying Under Supervision (LIFUS) means a flight crew member operating sectors and/or flight
hour under the supervision of a flight crew member nominated by the operator.
In the context of the restart of the operations post COVID and taking into account the individual
pilot recent experience and competence, the operator may decide that the first sectors of the
Captain and/or First Officers in operations should be conducted under the supervisions of the IEs.
Goal
This section proposes a restart program for both Instructor and Evaluator (IE) and for Line Training
Captains (LTC) with the goal to ensure the safe return to operations of the entire pilot population.
Therefore, the instructor’s restart program focuses on Flight Intervention Training (FIT) and the
instructor recovery of operational recent experience. Those elements are obvious strong mitigation
measures when the instructors must bring back safely a significant amount of pilot into operations.
Additionally, the instructor restart program is based on the following consistent sequence where:
▪ The Instructors and Evaluators (IEs) (or a core group of IEs):
- Are compliant with the ICAO Annex 1 and Annex 6 standards, as pilots (pilot situation 1 of the
Template pilot situation / training solutions on page 3).
- The most qualified instructors are selected and are following a specific restart training and
operational pattern for IEs.
▪ The Line Training Captains (LTC) are:
- Starting to achieve compliance, where necessary, with the ICAO Annex 1 and Annex 6
Standards as pilots; due to the low operational and training activity during COVID the LTCs
may need to recover compliance with the ICAO Annex 1 and/or Annex 6 Standards as pilot
(pilot situation 1 to pilot situation 4 of the Template pilot situation / training solutions).

- Selected and are following a specific restart training and operational pattern for LTCs under
the supervision and to the satisfaction of the IEs.
Instructor and Evaluator (IE) pattern for restart

To bring IEs back to operational recency, the following considerations and actions are proposed:
▪ IEs participating in this program should be selected based on operational and training record
(preferably IE in pilot situation 1 of the Template pilot situation / training solutions).
▪ With the CBTA refresher session IEs achieve a minimum of 4 take-offs and landings.
▪ Undergo Flight Intervention Training (FIT), an Intervention Training in an FSTD qualified to an
appropriate level in accordance with civil aviation authority rules. FIT represents a countermeasure
for the risks related to the LIFUS conducted for Line Training Captains (LTC) or Captains and First
Officers.
▪ IEs may undergo “on aircraft” training depending on the date of the last flight (optional on aircraft
training).
▪ IEs are rostered through the restart program before the LTCs to ensure enough IEs to conduct the
restart program for the LTCs.
▪ IEs not selected for IE pattern for restart may undergo the LTC pattern for restart.
FIT simulator Optional

CBTA 2 sectors as
(intervention On aircraft Operational
refresher PF
training) training

Line Training Captain (LTC) pattern for restart
To bring LTCs back to operational recency, the following considerations and actions are proposed:
▪ LTCs with highest LTC experience/competence levels should be selected for this program.
▪ LTCs participating in this program should be selected based on operational and training record
(Consideration of the LTC pilot situation 1 to pilot situation 4 of the Template pilot situation /
training solutions).
▪ With the CBTA refresher session LTCs achieve a minimum of 4 take-offs and landings.
▪ Undergo Flight Intervention Training (FIT), an Intervention Training in a FSTD qualified to an
appropriate level in accordance with civil aviation authority rules. FIT represents a countermeasure
for the risks related to the LIFUS conducted for Captains and First Officers.
▪ Following the FSTD portion of the training, 2 sectors of LIFUS with IE allows for consolidation of
training in the operational environment.
▪ Four sectors as PF on the line to consolidate. During these four sectors the LTCs are not allowed
to conduct LIFUS.
CBTA
FIT simulator
Training 2 sectors 4 sectors as
(intervention Operational
solution with a IE PF
training)
Option 1 to 4

Annex 1 - Pilot competencies
Competency
Observable behaviors
Description
Application of Knowledge OB 0.1 Demonstrates practical and applicable knowledge of limitations
and systems and their interaction
Demonstrates knowledge and OB 0.2 Demonstrates required knowledge of published operating
understanding of relevant information, instructions
operating instructions, aircraft OB 0.3 Demonstrates knowledge of the physical environment, the air
systems and the operating traffic environment including routings, weather, airports and the
environment operational infrastructure
OB 0.4 Demonstrates appropriate knowledge of applicable legislation
OB 0.5 Knows where to source required information
OB 0.6 Demonstrates a positive interest in acquiring knowledge
OB 0.7 Is able to apply knowledge effectively
Application of Procedures and OB 1.1 Identifies where to find procedures and regulations
Compliance with Regulations OB 1.2 Applies relevant operating instructions, procedures and
techniques in a timely manner
Identifies and applies appropriate OB 1.3 Follows SOPs unless a higher degree of safety dictates an
procedures in accordance with appropriate deviation
published operating instructions and
OB 1.4 Operates aeroplane systems and associated equipment
applicable regulations
correctly
OB 1.5 Monitors aircraft systems status
OB 1.6 Complies with applicable regulations.
OB 1.7 Applies relevant procedural knowledge
Communication OB 2.1 Determines that the recipient is ready and able to receive
information
Communicates through appropriate OB 2.2 Selects appropriately what, when, how and with whom to
means in the operational communicate
environment, in both normal and non OB 2.3 Conveys messages clearly, accurately and concisely
normal situations
OB 2.4 Confirms that the recipient demonstrates understanding of
important information
OB 2.5 Listens actively and demonstrates understanding when
receiving information
OB 2.6 Asks relevant and effective questions
OB 2.7 Uses appropriate escalation in communication to resolve
identified deviations
OB 2.8 Uses and interprets non-verbal communication in a manner
appropriate to the organizational and social culture
OB 2.9 Adheres to standard radiotelephone phraseology and
procedures
OB 2.10 Accurately reads, interprets, constructs and responds to
datalink messages in English

Aeroplane Flight Path Management, OB 3.1 Uses appropriate flight management, guidance systems and
automation automation, as installed and applicable to the conditions
OB 3.2 Monitors and detects deviations from the intended flight path
Controls the flight path through and takes appropriate action
automation
OB 3.3 Manages the flight path safely to achieve optimum operational
performance
OB 3.4 Maintains the intended flight path during flight using automation
while managing other tasks and distractions
OB 3.5 Selects appropriate level and mode of automation in a timely
manner considering phase of flight and workload
OB 3.6 Effectively monitors automation, including engagement and
automatic mode transitions
Aeroplane Flight Path Management, OB 4.1 Controls the aircraft manually with accuracy and smoothness as
manual control appropriate to the situation
OB 4.2 Monitors and detects deviations from the intended flight path
Controls the flight path through and takes appropriate action
manual control.
OB 4.3 Manually controls the aeroplane using the relationship between
aeroplane attitude, speed and thrust, and navigation signals or
visual information
OB 4.4 Manages the flight path safely to achieve optimum operational
performance
OB 4.5 Maintains the intended flight path during manual flight while
managing other tasks and distractions
OB 4.6 Uses appropriate flight management and guidance systems, as
installed and applicable to the conditions
OB 4.7 Effectively monitors flight guidance systems including
engagement and automatic mode transitions
Leadership and Teamwork OB 5.1 Encourages team participation and open communication
OB 5.2 Demonstrates initiative and provides direction when required
Influences others to contribute to a
OB 5.3 Engages others in planning
shared purpose.
OB 5.4 Considers inputs from others
Collaborates to accomplish the goals OB 5.5 Gives and receives feedback constructively
of the team. OB 5.6 Addresses and resolves conflicts and disagreements in a
constructive manner
OB 5.7 Exercises decisive leadership when required
OB 5.8 Accepts responsibility for decisions and actions
OB 5.9 Carries out instructions when directed
OB 5.10 Applies effective intervention strategies to resolve identified
deviations
OB 5.11 Manages cultural and language challenges, as applicable

Problem Solving and Decision OB 6.1 Identifies, assesses and manages threats and errors in a timely
Making manner
OB 6.2 Seeks accurate and adequate information from appropriate
sources
Identifies precursors, mitigates
OB 6.3 Identifies and verifies what and why things have gone wrong, if
problems; and makes decisions
appropriate
OB 6.4 Perseveres in working through problems while prioritizing safety
OB 6.5 Identifies and considers appropriate options
OB 6.6 Applies appropriate and timely decision-making techniques
OB 6.7 Monitors, reviews and adapts decisions as required
OB 6.8 Adapts when faced with situations where no guidance or
procedure exists
OB 6.9 Demonstrates resilience when encountering an unexpected
event
Situation Awareness and OB 7.1 Monitors and assesses the state of the aeroplane and its
Management of Information systems
OB 7.2 Monitors and assesses the aeroplane’s energy state, and its
Perceives, comprehends and anticipated flight path
manages information and anticipates
OB 7.3 Monitors and assesses the general environment as it may affect
its effect on the operation.
the operation
OB 7.4 Validates the accuracy of information and checks for gross
errors
OB 7.5 Maintains awareness of the people involved in or affected by the
operation and their capacity to perform as expected
OB 7.6 Develops effective contingency plans based upon potential risks
associated with threats and errors
OB 7.7 Responds to indications of reduced situation awareness
Workload Management OB 8.1 Exercises self-control in all situations

OB 8.2 Plans, prioritizes and schedules appropriate tasks effectively
Maintain available workload capacity
OB 8.3 Manages time efficiently when carrying out tasks
by prioritizing and distributing tasks
using appropriate resources OB 8.4 Offers and gives assistance
OB 8.5 Delegates tasks
OB 8.6 Seeks and accepts assistance, when appropriate
OB 8.7 Monitors, reviews and cross-checks actions conscientiously
OB 8.8 Verifies that tasks are completed to the expected outcome
OB 8.9 Manages and recovers from interruptions, distractions,
variations and failures effectively while performing tasks

Annex 2 – Instructor and Evaluator Competencies
Competency
Description
Observable behaviors
Pilot Competencies Refer to observable behaviors in the Pilot Competencies.
(See Annex 1 above)

Management of the learning OB 2.1 Applies TEM in the context of instruction/evaluation
environment OB 2.2 Briefs on safety procedures for situations that are likely to
develop during instruction/evaluation
Ensures that the instruction, OB 2.3 Intervenes appropriately, at the correct time and level (e.g.,
assessment and evaluation are progresses from verbal assistance to taking over control)
conducted in a suitable and safe OB 2.4 Resumes instruction/evaluation as practicable after any
environment. intervention
OB 2.5 Plans and prepares training media, equipment and resources
OB 2.6 Briefs on training devices or aircraft limitations that may
influence training, when applicable
OB 2.7 Creates and manages conditions (e.g., airspace, ATC,
weather, time, etc.) to be suitable for the training objectives
OB 2.8 Adapts to changes in the environment whilst minimizing
training disruptions
OB 2.9 Manages time, training media and equipment to ensure that
training objectives are met
Instruction OB 3.1 References approved sources (operations, technical, and

Conducts training to develop the training manuals, standards and regulations)
trainee’s competencies. OB 3.2 States clearly the objectives and clarifies roles for the
training
OB 3.3 Follows the approved training program
OB 3.4 Applies instructional methods as appropriate (e.g.,
explanation, demonstration, facilitation, discover with
assistance, discover without assistance)
OB 3.5 Sustains operational relevance and realism
OB 3.6 Adapts the amount of instructor inputs to ensure that the
training objectives are met
OB 3.6 Adapts to situations that might disrupt a planned sequence
of events
OB 3.7 Continuously assesses trainee’s competencies
OB 3.8 Encourages the trainee to self-assess
OB 3.9 Allows trainee to self-correct in a timely manner
OB 3.10 Applies trainee-centered feedback techniques (e.g.,
facilitation, etc.)
OB 3.11 Provides positive reinforcement

Interaction with the trainees OB 4.1 Shows respect for the trainees (e.g., for culture, language,
Supports the trainees’ learning and experience)
development OB 4.2 Shows patience and empathy (e.g., by actively listening,
reading non-verbal messages and encouraging dialogue)
OB 4.3 Manages trainees’ barriers to learning
OB 4.4 Encourages engagement and mutual support
OB 4.5 Coaches the trainees
And
Demonstrates exemplary behavior OB 4.6 Supports the goal and training policies of the operator/ATO
(role model) and Authority
OB 4.7 Shows integrity (e.g., honesty and professional principles)
OB 4.8 Demonstrates acceptable personal conduct, acceptable
social practices, content expertise, a model for professional
and interpersonal behavior
OB 4.9 Actively seeks and accepts feedback to improve own
performance
Assessment and Evaluation OB 5.1 Complies with Operator/ATOs and Authority requirements
Assesses the competencies of the OB 5.2 Ensures that the trainee understands the assessment
trainee process
OB 5.3 Applies the competency standards and conditions
OB 5.4 Assesses trainee’s competencies
OB 5.5 Performs grading
OB 5.6 Provides recommendations based on the outcome of the
assessment
OB 5.7 Makes decisions based on the outcome of the summative
assessment
OB 5.8 Provides clear feedback to the trainee
and OB 5.9 Reports strengths and weaknesses of the training system

Contributes to continuous training (e.g., training environment, curriculum,
system improvement assessment/evaluation) including feedback from trainees)
OB 5.10 Suggests improvements for the training system
OB 5.11 Produces reports using appropriate forms and media

Annex 3 – Instructor “toolbox”
The following template provides Instructors-Evaluators with a set of exercises that permits to develop
the pilot competencies that have been identified as “to be enhanced” during the CBTA refresher
session. This so called “instructor toolbox” is organized by family of exercises and by competencies. The
instructor should consider the following exercises to develop pilot competencies but should also
integrate the training objectives of the session, the spare time and his experience before using the
template.
Scenario elements per topics and per competencies
Description Timing KNO PRO COM FPA FPM LTW PSD SAW WLM
(min)
Manual Flying
“Base training” pattern with 10 

cross wind
ENG OUT ILS AP OFF, FD 10 

ON, followed by GA
Aborted landing 5  
Engine Failure during T.O 10  

heavy weight aircraft
Engine Failure during T.O 10 

light weight aircraft

Automation
glide interception from 5   

above
NPA 2D Approach 10    
Circling RNAV visual 10   

approach
all engines GA with AP 5 
all engines GA with AP in 5 

clean flaps configuration
Level bust management 5 
Cancellation of Approach 5 
mode
Non-Complex Failures
Management
one Hydraulic circuit low 15 

level
one electric generator 15 

failure
Engine failure on final 10   

Complex or Multiple Failures
Management
Major hydraulic system 35   

failures (flight phase cruise)
Major electrical failures 35   

(flight phase cruise)
All engine failures 15   
(flight phase cruise)
Landing with abnormal 25 

landing gear configuration
All engine failures (flight 5   

phase initial climb)
Management of the
Priorities
uncontained engine fire 10 
smoke 10     
pilot incapacitation during 5  

take-off roll

Memory Items
rejected take off, engine fire 5  

V1-20Kt
rejected take off, followed 10   

by request of evacuation par
chief purser
TCAS 5   
windshear at take off 5   
windshear in final approach 5   
GPWS 5  
Unreliable airspeed 10-30  
loss of braking 5  
emergency descent 10  
Miscellaneous
engine stall at take off 10  
engine failure during cruise 10 
briefing 
return to the gate after push  

back

Annex 4 – Operators training curriculum examples
Example from Lufthansa

Example from Air France
Time (T) in T ൑30 D 31 D ൑ T ൑44 D 45 D ൑ T ൑89 D

Days (D)
without flight
or sim activity ൒90 D
Colum 1 Colum 2 Colum 3
According to the
professional
records, the Chief - distance
Pilot will decide learning - distance learning Additional Training
between column 1 additional - the CBTA refresher sim session
It is recommended Training
and column 3 - regular Recurrent Training sessions
Recurrent to perform the - the CBTA
Training Validity distance learning refresher
As a minimum, sim
VALID additional training
distance session
(with or without learning
exemption) additional
training will be
performed
Recurrent According to the

professional - distance learning additional Training
Training Validity Regular
Recurrent records, the Chief - the CBTA refresher sim session
Training Pilot will decide - regular Recurrent Training sessions
Sessions between column 1
NOT VALID and column 3

CBTA REFRESHER SIMULATOR SESSION
CPT
PART 1: PROCEDURE REFRESH 1H05
CDG
COCKPIT PREPARATION (SOP with instructor supervision)
1.1 0h30
ENG START
0h30
▪ Aircraft in Secured stop
Simulator
▪ INIT LFPG GATE
▪ FMS : LFPG26R – LGLxB-LFPG ILS26L
ATC
ATIS A : T/O 26R LDG 26L – 33020KT BKN035 20/12 Q1005
▪ CLR: « LGL2B squawk 1000 121,930 For push »
Training Objectives
▪ Perform full cockpit preparation including the performance calculation
▪ Instructor reinforce realistic conditions by role playing Ground staff for task interruption
0h05
1.2 TAXI RWY 26R & TAKE OFF
0h35
▪ « AF146, Taxi to holding point T11, Runway 26R »
ATC ▪ « AF146, After take-off, maintain 4000ft »
▪ « AF146, RWY26R cleared for take-off, wind 330/20KT »
Radar Vectors
Aircraft Handling 0h15
1.3 Simple system malfunction with impact on aircraft
performance (e.g. LDG DIST PROC) 0h50
▪
Instructor to trigger the malfunction after the manual flying part :
Example :
A320/330/340 : HYD Y RSVR LOW LVL
Simulator B777/787 : HYD PRESS SYS C
▪
▪ Position Freeze during downwind if necessary
IOS: Instructor activates RW 26L or keep RW 26R depending pilot’s decision-making process
ATC ▪ « AF146, Turn Left HDG 090°, radar vectors for ILS APP RWY 26L/R»
Pilot to control the flight path through manual control
▪ Pilot to review abnormal SOPs
Training Objectives
Pilots to manage landing performance calculation with malfunction impact on landing distance
▪ Pilots can express to manage specific malfunction having the above characteristic

0h10
1.4 3D - RNAV (RNP) 26L (N) ENG, AP & FD & A/THR ON
1h00
Training Objectives If necessary, the instructor reminds key elements of the RNAV approach to the pilots
0h05
1.5 Landing (N) ENG RWY 26L/R
1h05
ATC ▪ « AF146, RWY26L/R cleared to land, wind 330/20KT »

CPT
PART 2: AIRCRAFT HANDLING 0H40
0h05
2.1 Take-off RWY 26R
1h10
▪ MTO CAVOK
Simulator ▪ INIT LFPG T/O 26R
▪ FMS : T/O 26R CLB 3000’ RWY HDG LDG ILS 26R
ATC
▪ « AF146, After T/O, maintain 3000ft »
0h35
2.2 Exercises “a la carte” including 2 take-offs and 2 landings
1h45
▪ Pilot to review abnormal SOPs and emergency procedures to include memory items
“a la carte” means that the pilot can request specific exercises to build confidence or the
Training Objectives
instructor decides to further develop pilot competencies by selecting specific events
Example: windshear procedures at take-off or during final approach…

F/O
PART 3: AIRCRAFT HANDLING 0H40
0h05
3.1 Take-off RWY 26R
1h50
▪ MTO CAVOK
Simulator ▪ INIT LFPG T/O 26R
▪ FMS : T/O 26R CLB 3000’ RWY HDG LDG ILS 26R
ATC
▪ « AF146, After take-off maintain 3000ft »
Visual Approach RWY 26R 0h05

3.2 Landing N (ENG) RWY 26R
1h55
Training Objectives
▪ Pilot to review visual patterns
0h30
3.3 Exercises “a la carte” including 2 take-offs and 2 landings
2h25
▪ Pilot to review abnormal SOPs and emergency procedures to include memory items
“a la carte” means that the pilot can request specific exercises to build confidence or the
Training Objectives instructor decides to further develop pilot competencies by selecting specific events
Example: windshear procedures at take-off or during final approach…

F/O PART 3: AIRCRAFT HANDLING 0H05
0h05
4.1 Taxi in and Perform SOPs
2h30
Training Objectives Pilots to apply after landing and parking normal procedures
END OF THE SESSION

Example from Emirates
4.4.7.4 Session Guide
COVID‐19 PHASE 1 SINGLE DAY RECURRENT
Brief
OPT
Time Event Sim Examiner Examiner
Event Line Time Scenario Set Set‐up Guide Elements
00:00 00:10 ADIRU ON.
Position Set: REF ARPT OMDB; RWY 30R; Hold Clear.
Aircraft Set: ZFW 221T; CG 28% ALL; FUEL 30T. ADIRU RAPID ALIGN.
Environment Set: 210/15KT 3000 OVC005 25 1010. Insert WS FAA #5 TKOF MOD.
CANDIDATE 1 (Captain)
Load FMC
Quick set‐up for Take‐off.
ENG RAPID START. EXT Power OFF.
Flaps 5, FMS STORE.
Cabin Ready
1.6 Before take‐off checks
OBS Before take‐off Procedure.
Line up 30R
1.5 Taxiing in compliance with air traffic control or

instructions of instructor
OBS Correct taxi technique.
1 00:10 00:05 Windshear on takeoff
2.1 Normal take‐offs with different flap settings, including
x x
expedited take‐off
OBS Take‐off Procedure.
OBS Correction rotation.
OBS Correct crosswind technique.
3.6.5 Wind shear at take‐off/landing
OBS Windshear escape manoeuvre.
OBS PM duties.

Brief
OPT
OBS Flap retraction schedule.
OBS Autopilot engagement.
2 00:15 00:05 SID Adherence
ATC advise turn right heading 090, maintain 4000' due inbound traffic.
3.9.1 Adherence to departure and arrival routes and ATC
x
instructions
OBS Correct navigation of SID or ATC instructions.
3 00:20 00:05 Traffic Avoidance
TCAS Climb RA.
TCAS Event – Climb RA
3.6.9 ACAS Event
OBS Correct Crew actions for TCAS Event.
OBS Correct ATC terminology.
4 00:25 00:05 Non‐Normal Management
ATA 29: HYD PUMP LOW PRESS PRI ‐ R. .
HYD PRESS PRI R
3.4.5 Hydraulic system.
OBS Timely management of Priorities.
OBS Correct application of EICAS procedures.
OBS Situation Awareness.
OBS Decision Making and Problem Solving.
OBS Use of FMC ALTN page or DEP/ARR page if appropriate.
OBS Communication.
The Candidates will need to decide to continue or return. Send an ACARS message
requesting EK 502 to return to OMDB. Provide vectors for return to 30L.
5 00:30 00:10 Non‐ILS Approach

Position Set: RWY 30L.
Set up for RNAV 30L. x

Brief
OPT
3.9.4 Non‐precision approach down to the MDH/A
OBS Descent and Approach Preparation.
OBS Descent and Approach Checklists.
OBS Non‐ILS Approach Procedure using VNAV.
OBS PM duties.
5.1 Normal landings* also after an ILS approach with

transition to visual flight on reaching DH
End point: Stopped on runway.
CLEAR MALF.
6 00:40 00:05 Take‐off with engine failure between V1 and V2. x
Position Set: RWY 30R; T/O.
Aircraft Set: FUEL 79T.
Environment Set: CAT 1.
ATA 71: ENGINE N1 SEIZURE L, PRESET V1 (174).
FMS STORE/RECALL. Mini‐brief. Refresh Engine Out Procedure.
2.5.2 Take‐offs with simulated engine failure between V1 and

V2
3.4.0 Engine.
3.4.6 Flight control and Trim system.
3.6.3 Engine failures, shutdown and restart at a safe height
OBS Correct handling techniques and procedures during
EFATO (refer FCTM) completion of Non Normal and
Normal checklist.
OBS PM duties.
OBS Decision Making and Problem Solving.
End point: Flaps in desired position and CON thrust set.
Gear DOWN, Flaps 20, GRD PROX FLAP.
Aircraft Set: FUEL 30T.

Brief
OPT
7 00:45 00:05 ILS Manual Engine Inoperative. x
Position Set: RWY 30L. 8 NM.
3.9.3.4 ILS Manual Engine Inoperative.
OBS Landing Procedure – ILS
OBS Engine inoperative ILS
OBS Correct handling.
OBS PM duties.
8 00:50 00:05 Missed Approach One Engine Inoperative
Note: Missed Approach due insufficient visual reference.
Initial Go Around actions manually flown until passing 1000ft.
4.3 Manual go‐around with the critical engine simulated
inoperative after an instrument approach on reaching
DH, MDH or MAPt
OBS Go Around and Missed Approach Procedure.
OBS PM duties.
End point: Established at MISAP ALT.
Flaps 5.
9 00:55 00:05 ILS Engine Inoperative (A/P available).
Position Set: 12NM. Slew back outside IAF (ULDOT).
Engine inoperative ILS 30L. A/P available, TAC operative.
3.9.3.3 Precision approaches down to a decision height (DH) not

less than 60 m (200 ft) with autopilot
OBS Landing Procedure – ILS
OBS Engine inoperative ILS

Brief
OPT
OBS PM duties.
10 01:00 00:05 Landing with Engine Inoperative
Note: A/P available for the approach but landing must be manual.
5.5 Landing with critical engine simulated inoperative
OBS Flight from DA to touchdown.
OBS Correct landing roll procedure.
OBS Correct use of reverse thrust and braking.
CLEAR MALF.
ALL SYSTEM RESET
Fuel Control Switch RUN.
ENG RAPID START.
11 01:05 00:05 Rejected Take‐off & Evacuation x
ATA 26: ENGINE FIRE UNEXTINGUISHABLE R ‐ Preset 120KTS.
FMS RECALL. Mini‐brief.
2.6 Rejected take‐off at a reasonable speed before reaching

V1
OBS Correct RTO actions.
OBS PM duties.
3.6.1 Fire drills e.g. engine, APU, cabin, cargo compartment,

flight deck, wing and electrical fires including evacuation
OBS Correct CA and F/O on ground emergency actions.
OBS Correct FIRE ENG Memory Items.
OBS Decision Making.
OBS Communications.
OBS Evacuation NNC correctly accomplished.
End point: Evacuation Checklist complete and aware of evacuation actions.

Brief
OPT
Position Set: REF ARPT OMDB; RWY 30R; T/O.
12 01:10 00:55 CANDIDATE 2 (First Officer)
Repeat items 1‐10 (except item 4 not required)
Position Set: T/O.
Aircraft Set: FUEL 30T
Environment Set: 8000 OVC020
FMS RECALL.
13 02:05 00:10 Visual Circuit x
End point stopped on runway.
CANDIDATE 1
Complete a visual circuit or continue to RHS Revalidation as required.
RHS Revalidation
14 02:15 00:05 Take‐off with engine failure between V1 and V2.
ATA 71: ENGINE N1 SEIZURE L, PRESET V1 (167).
FMS RECALL. Mini‐brief. Refresh Engine Out Procedure.
7.1 Take‐offs with simulated engine failure between V1 and

V2
Secure Engine & Checklists as appropriate.
15 02:20 00:05 Visual Circuit with Go‐Around
Manually flown visual circuit and go‐around from 200ft with one engine

inoperative.
7.2 Missed Approach One Engine Inoperative
16 02:25 00:05 Landing with One Engine Inoperative
Visual Circuit to landing. Note: Full visual circuit or REPOS outside the IAF is

required for recency.
7.3 Landing with critical engine simulated inoperative
Brief
OPT
CLEAR MALF.
ALL SYSTEM RESET
Fuel Control Switch RUN. Flaps 5. FMS RECALL.
ENG RAPID START.
17* 02:30 00:05 Rejected Take‐off (time available)
Position Set: T/O.
ATA 71: ENGINE N1 SEIZURE L, PRESET 120KTS.
2.6 Rejected take‐off at a reasonable speed before reaching

V1
End point stopped, with PA complete.
Position Set: REF ARPT OMDB; RWY 12R; Gate F17.
TOTAL RESET, EICAS RESET.
02:35 Aircraft Set: EXT Power ON

Annex 5 – Example topics to be considered for inclusion in LIFUS
Syllabus
Example LIFUS Syllabus topics for CBTA restart
Cold Weather Operations
 Identify when de-icing and/or anti-icing is required.
 Demonstrate knowledge of the de-icing and anti-icing procedure and its application.
 Show knowledge of how to determine runway surface conditions.
 Demonstrate application of cold temperature altitude corrections.
Adverse Runway Conditions
 Determine runway condition.
 Apply runway condition to performance calculations (Take-off and Landing).
 Demonstrate knowledge of contaminated runway procedures and limitations (aircraft and company).
Continuous Descent Approach (CDA)
 Apply CDA techniques.
 Demonstrate knowledge of stabilisation requirements.
 Locate airport-specific requirements (e.g. minimum RoD).
DARD
 Demonstrate proficiency in determining 1EO and 2EO ceilings.
 Interpret flight plan DARD output and be able to apply an escape strategy in a practical manner.
 Interpret ND and VD terrain information and en-route charts to determine safe altitudes.
 Understand aircraft oxygen system requirements and demonstrate correct application of the related
pre-flight checks.
FANS/CPDLC/ADS
 Determine CPDLC capability of aircraft (FANS 1/A, ATN B1).
 Demonstrate proficiency in the use of CPDLC functions in normal situations.
 Locate any FIR-specific Datalink requirements.
 Determine the primary and secondary communication methods in Datalink environments and
establish contact with them as appropriate.
 Demonstrate a basic understanding of PBCS, including areas of use and required equipment.
 Demonstrate knowledge of CPDLC/ADS use in emergency or abnormal situations.
HF Comms
 Identify areas where HF is used.
 Demonstrate proficiency in HF communication and the use of SELCAL.
High Elevation Airports (> 5,000’ AMSL)
 Demonstrate knowledge of the effects of operating into high elevation airports, including density
altitude consideration.
 Demonstrate an ability to apply strategies to mitigate the effect of high elevation on aircraft
performance.

IATA In-Flight Broadcast Procedure (IFBP)
 Demonstrate ability to locate where IFBP is applicable and proficiency in its application.
 Demonstrate understanding of additional operating procedures/contingencies associated with IFBP
areas.
Adverse Weather (Adverse Runway conditions covered as separate topic.)
 Demonstrate knowledge and application of departure/arrival hazardous weather guidance.
 Demonstrate knowledge of turbulence procedures relating to aircraft (overspeed, severe turbulence)
and cabin management.
NAT HLA
 Demonstrate awareness of required aircraft capability/equipment for a NAT flight.
 Demonstrate ability to locate and apply FIR communication and navigation procedures in the various
NAT FIRs, including methods of obtaining an oceanic clearance and HF comms.
 Demonstrate proficiency in entry and cross-checking of FMS waypoints, including in the event of a
re-route.
 Demonstrate knowledge on the application of Oceanic procedural requirements during the various
phases of flight.
 Demonstrate understanding of NAT contingency procedures.
Polar Operations
 Demonstrate an understanding of the impact of space weather on polar operations (at pre-flight
planning stage and in-flight).
 Identify communication options and their potential limitations within the polar region.
 Identify navigational specificities to polar flight.
 Identify areas where cold fuel may be expected and demonstrate an understanding of the fuel
system in such a case.
 Demonstrate an awareness of nearest alternate airports during a polar flight.
PBN
 Determine required equipment for a given RNP/RNAV capability.
 Interpret the aircraft’s monitoring of navigation performance.
 Identify when amendment of the RNP field in the FMS may be required.
 Identify actions to be taken in the event of a downgrade in navigation capability.
RVSM
 Demonstrate knowledge of required equipment and actions in the event of any failure.
 Identify allowable tolerances of altitude indications.
 Identify any considerations to operating in RVSM airspace.
Thunderstorms and Weather Radar
 Demonstrate knowledge of company policy regarding thunderstorm avoidance.
 Demonstrate knowledge of turbulence procedures relating to aircraft (overspeed, severe turbulence)
and cabin management.
 Demonstrate effective use of the WXR functions.
 Demonstrate proficiency in weather analysis and avoidance based on the weather radar display (ND
and VD).
 Understand the limitations of the weather radar.

UPRT
 Demonstrate an understanding of the relevant environmental hazards, such as:
o Clear Air Turbulence (CAT),
o Intertropical Convergence Zone (ITCZ),
o thunderstorms,
o microbursts,
o wind shear,
o icing,
o mountain waves,
o wake turbulence, and
o temperature changes at high altitude.
 Be familiar with the evaluation and management of the associated risks of the relevant hazards
above; and the available mitigating procedures related to the specific route, route area, or
aerodrome.
 Identify an aircraft upset.
 Demonstrate knowledge of upset prevention and recovery techniques.
 Demonstrate knowledge of the intervention model.
Metric Altimetry
 Determine appropriate PFD altimeter display above and below transition.
 Apply conversions correctly (above and below transition as appropriate).

Annex 6
IATA Survey-4 – Report
Pilots population status (as of 1st November 2021), and airlines’ needs in the context of the
restart
Introduction
IATA Survey-4 was launched on 28 September 2021. It is the fourth in a series of four surveys launched in 2021 to
evaluate the status of the pilots population in the context of COVID-19 and restart of operations.
The objectives of this survey were to assess our member airlines’:
▪ pilot population compliance status in regard to ICAO Annex 1 and Annex 6 standards
▪ needs in terms of training resources to bring back to operations their “grounded” pilot population
▪ needs in terms of additional pilot workforce beyond the recovery of their “grounded” pilot population
The survey contained 16 questions. A total of 64 airlines completed the survey: 94% of them IATA member airlines.
Note: Where necessary, a comparison between the results of this survey and the previous ones is provided in the
analysis of the individual survey questions. In that case a link to the relevant previous survey is provided.
The first three questions of the survey were related to background information about the respondents, such as
the name of their airline, the country and region. This allowed us to establish the following breakdown of airline
respondents per region (as per the IATA regions).

Global overview of the survey results
As a caution mark, it is worth noting that the rate of responses is limited with only 64 airlines completing this fourth
survey, and that some regions are clearly underrepresented. Therefore, the results only provide partial visibility on
the global situation. In particular, the concerns expressed regarding training capacity limitations and forecasted
pilot shortages need further investigations.
The macroscopic results are the following:

 Pilot population maintained on duty: 67.19% of the respondents indicated that they maintain 80%-100%
of their pilot population on duty (flight operations, instruction).
 Pilot population in compliance with ICAO standards: 96.35% of compliance, as an average, across the six
ICAO Annex 1 and Annex 6 standards for the pilot population maintained on duty.
 Average grounded time of the majority of population not maintained on duty: 73.44% of the respondents
indicated that the average grounded time of the majority (more than 50%) of their pilot population that is not
maintained on duty is 0-3 months or no longer applicable (34.38% said 0-3 months and 39.06% said not
applicable, meaning no longer grounded).
 Expected training capacity limitations: 76.56% of the respondents indicated that they do not foresee any
training capacity limitations to bring back to operations their “grounded” pilot population.
 Expected pilot shortage beyond recovery of the grounded pilot population, in the context of restart of
operations: 64.13% of the respondents said that they do not foresee a pilot shortage, but an important
number of respondents, 35.87%, do foresee a shortage.
Hence, the general overview demonstrates that the pilot population of almost all the respondents (on average
96.35%) are compliant with the ICAO training and operational standards.
What is apparent in the results of this last survey is the operator’s growing concern of a potential pilot shortage,
beyond the recovery of their grounded pilot population.

Detailed survey results overview
Q4. What percentage of your pilot population do you maintain on duty (flight operations,
instruction, etc.)?
The graph below shows that a majority (67.19%) of the respondents maintain 80%-100% of their pilot population
on duty. However, it is important to keep in mind that this percentage is based on the remaining pilot population
after the layoffs and early retirements due to the COVID-19.
What percentage of your pilot population do you maintain on duty (flight

operations, instruction, etc.)?
80% - 100% 67.19%
60% - 80% 15.63%
40% - 60% 7.81%
20% - 40% 4.69%
0% - 20% 4.69%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Q5. to Q10.
The following section, which covers Q5. to Q10., inclusively, is related to the compliance to ICAO Annex 1 and
Annex 6 training and operational standards. Please see Appendix 1 in this report for the detailed description of
these standards.
The breakdown of the average percentages to Q5. to Q10. is as follows:

▪ 96.35% Fully compliant with ICAO standards
▪ 3.65% Not compliant with ICAO standards, but benefits from a valid exemption
Note: The average 96.35% fully compliant with ICAO standards confirms the increased compliance of the pilot
population status that has been recorded from one survey to the other, as shown in the graph below: 87% average
compliance in IATA Survey-1, 93.61% in IATA Survey-2, 93.80% in IATA Survey-3 and 96.35% in this fourth survey.
Average Results Surveys 1, 2, 3 and 4

100%
98%
96.35%
96%
94% 93.61% 93.80%
92%
90%
88%
87.00%
86%
84%
82%
80%
Survey-1 Survey-2 Survey-3 Survey-4
The following section shows the detailed results for Q5. to Q10. for Survey-4.

Q5. medical certificate validity (Annex 1, 1.2.4.4.1)
Answer Choices Responses

Fully compliant with ICAO standards 95.31% 61
Not compliant with ICAO standards, but benefits from a valid exemption 4.69% 3
Total 100% 64

Q6. flight crew license and rating validity (Annex 1, 1.2.5.1.2)

Total 100% 64

Q7. proficiency check (Annex 6, 9.4.4.1)
proficiency check (Annex 6, 9.4.4.1)

100% 96.88%
90%
80%
70%
60%
50%
40%
30%
20%
10%
3.12%
0%
Fully compliant with ICAO standards Not compliant with ICAO standards, but benefits
from a valid exemption

Total 100% 64

Q8. flight crew training program (Annex 6, 9.3.1)
flight crew training program (Annex 6, 9.3.1)

100% 96.88%
90%
80%
70%
60%
50%
40%
30%
20%
10%
3.12%
0%
Fully compliant with ICAO standards Not compliant with ICAO standards, but
benefits from a valid exemption

Total 100% 64

Q9. recent experience (3 take-off and landings in the last 90 days) (Annex 6, 9.4.1.1)
recent experience (3 take-off and landings in the last 90 days) (Annex 6,

9.4.1.1)
100%
95.31%
90%
80%
70%
60%
50%
40%
30%
20%
10%
4.69%
0%

Total 100.00% 64

Q10. area, route and aerodrome qualifications recency (Annex 6, 9.4.3.5)
area, route and aerodrome qualifications recency (Annex 6, 9.4.3.5)

100%
95.31%
90%
80%
70%
60%
50%
40%
30%
20%
10%
4.69%
0%

100.00% 64

Q11. If you answered "Not compliant with ICAO standards" to any of Q5. to Q10., please
indicate the reason (select all that apply).
Reminder: The breakdown of the average percentages to Q5 to Q10 is as follows:
▪ 96.35% Fully compliant with ICAO standards

▪ 3.65% Not compliant with ICAO standards, but benefits from a valid exemption
The graph below shows the breakdown of the answers provided by the respondents who said not compliant.
Please, keep in mind that these results represent the responses of an average 3.65% of the total respondents,
which represents a maximum 5 not compliant answers.
If you answered "Not compliant with ICAO standards" to any of Q5 to Q10,

please indicate the reason (select all that apply).
100%
90%
80%
70%
60%
50% 42.86%
40%
28.57% 28.57%
30%
20%
10%
0.00%
0%
Training capacity Travel limitations that Company policy reducing Other (please specify)
limitations (lack of prevent pilots to join the employees' travel
instructors, lack of FSTD training centers
availability, etc.)
Those who answered “Other” (28.57%), provided the following reasons in the comment box:
▪ Medicals being extended and completed via online appointments

▪ Low volume of flight sectors

Q12. What is the average “grounded time” of the majority (more than 50%) of your pilot
population that is not maintained on duty?
The results below show that 73.44% of the respondents said that the average “grounded time” of the majority
(more than 50%) of their pilot population that is not maintained on duty, is either no longer applicable (39.06%) or
between 0-3 months (34.38%).
The combination of these result with the results of Q4., where the majority (67.19%) of the respondents said that
they maintain 80%-100% of their pilot population on duty, indicates that most of the airlines have implemented a
“rotative” rostering to maintain their pilot population exposed to operations.
The remaining 26.56% of the respondents stating an average grounded time exceeding 3 months for the majority
of their pilot population will have to implement recovery training either for operational recent experience and/or
for compliance matters in regard to licensing and operator training requirements. The IATA Guidance for Post-
COVID Restart of Operations: CBTA Training Solutions, Edition 2, provides solutions to these licensing and training
requirements.
What is the average “grounded time” of the majority (more than 50%) of your pilot
population that is not maintained on duty?
100%
90%
80%
70%
60%
50%
39.06%
40% 34.38%
30%
20%
7.81% 9.38%
10% 4.69% 3.12%
1.56%
0%
Not 0 - 3 months 3 - 6 months 6 - 9 months 9 - 12 12 - 15 More than
applicable months months 15 months

Not applicable 39.06% 25
0 - 3 months 34.38% 22
3 - 6 months 7.81% 5
6 - 9 months 4.69% 3
9 - 12 months 1.56% 1
12 - 15 months 9.38% 6
More than 15 months 3.12% 2
Total 100% 64

Q13. In the context of the restart of operations, do you foresee any training capacity
limitations to bring back to operations your “grounded” pilot population?
The majority (76.56%) indicated that they do not foresee any training capacity limitations. These results are almost
identical to the results of Survey-3, August 2021, (76.74%).
In the context of the restart of operations, do you foresee any training capacity
limitations to bring back to operations your “grounded” pilot population?
100%
90%
80%
76.56%
70%
60%
50%
40%
30%
23.44%
20%
10%
0%
No Yes

No 76.56% 49
Yes 23.44% 15
Total 100% 64

Q14. If you answered YES to Q13, select the reason why (select all that apply).
The following graph presents the breakdown of the reasons selected by the 23.44% of the operators who
answered “yes” to Q13, foreseeing training capacity limitations to bring back to operations their “grounded” pilot
population. The respondents could select more than one answer.
The results are consistent with Survey-3 (August 2021).
Note: There was no question in IATA Survey-1 and Survey-2 related to training capacity limitations, the main focus
of those two first surveys was on compliance to ICAO training and operational standards.

Q15. In the context of the restart of operations, and beyond the recovery of the “grounded”
pilot population, do you foresee any pilot shortage?
64.13% of the respondents said that they do not foresee a pilot shortage, while in IATA Survey-3 (August 2021),
76.74% of the respondents had responded “No” to this question.
The results of this survey show a significant increase in the number of respondents who foresee a pilot shortage:
35.87% in Survey-4 versus 23.26% in Survey-3.
Note: There was no question in IATA Survey-1 and Survey-2 related to a foreseeable pilot shortage.

The following graph provides the breakdown, per region, of the 35.87% respondents who foresee a pilot shortage
beyond the recovery of their grounded pilot population.
The top three regions to foresee a pilot shortage are: Europe (24%), Africa (16%) and North America (16%).
In Survey-3 the top three regions were: Africa, the Commonwealth of Independent States (both at 20%), followed
by EUR and NAM (both at 15%) ex aequo.

Q16. If you answered YES to Q15, please indicate the reason why (select all that apply).
33.33% of the respondents foresee a lack of captains, followed by 26.19% for lack of first officers. These results
are consistent with the results of Survey-3 (August 2021), the majority identifying “lack of captains” and “lack of
first officers”.
Regional overview to the results of Q16.

The following three graphs provide a more detailed breakdown per region, in terms of foreseen pilot shortage, as
highlighted in the following points:
 Lack of flight instructors for line training: Majority from the AFI, EUR and NAM regions with 25% each.
 Lack of captains: Majority from the EUR (21.43%) and MENA (21.43%) regions.
 Lack of first officers: Majority from the EUR (27.27%) and MENA (27.27%) regions.
 Other (please specify): Please see below the graphs the comments made by the respondents.

The following are the comments made by the respondents under “Other Specify”, as potential causes for a pilot
shortage:
 Some pilots leaving the industry including legacy airline pilots taking pensions early. Big expansion LCC's.
 Delivery of new aircrafts to the current fleet.
 The ability of small airlines from developing countries in mobilising the required massive financial resources for
all the training required.
 Lack of pilots to recruit.
 Increase in US demand for travel compounded by mandatory retirements of senior US pilot population.
 Lack of pilots in the market.
 Lack of sectors for LIFUS.
 Lack of available flight to be used for training flights before the ramp-up.
 For now, we have good access to applicants but expect this to change when the rest of the industry recovers.

Conclusion
In regard to compliance to ICAO Annex 1 and Annex 6 training and operational standards, the results of the survey
have demonstrated that almost all the respondent airlines (96.35%) have maintained the majority of their pilot
population (over 50%) in compliance with the standards.
In terms of average “grounded time” of the majority (more than 50%) of their pilot population, the majority 73.44%
have indicated that it is no longer applicable (39.06%), meaning no grounded pilots, or between 0-3 months (34.38%).
For the 26.56% of the respondents stating an average grounded time exceeding 3 months for the majority of their
pilot population. Despite the low rate of response (64 airline respondents) most of the answers are consistent with
previous surveys, confirming the need for an efficient recovery training path for the grounded pilot population. IATA
proposes efficient recovery training solutions in its Guidance for Post-COVID Restart of Operations: CBTA Training
Solutions, Edition 2.
In terms of forecasted limitations and shortages, the results of the survey indicate that a fair number of respondents
(23.44%) foresee training capacity limitations to bring back to operations their “grounded” pilot population. The
survey results also indicate a significant increase in percentage, compared to Survey-3, of airlines foreseeing a
shortage of pilots beyond the recovery of their “grounded” pilot population.
In regard to the regional perspective, the results provide us with indications as to the challenges faced by the
different regions, but, considering the fact that some regions are under-represented, it is difficult to draw firm
conclusions as to the specific regional issues. IATA needs to get a better visibility on the actual regional situation in
order to propose the appropriate solutions to the concerns expressed by its members in regard to training capacity
limitations and forecasted pilot shortage.

Appendix 1 to IATA Survey-4
ICAO standard related to Question 4. What will be the status of the majority (more than 50%) of your pilot
population maintained on duty in terms of medical certificate validity (Annex 1, 1.2.4.4.1)
1.2.4 Medical fitness

1.2.4.4.1 The period of validity of a Medical Assessment may be extended, at the discretion of the
Licensing Authority, up to 45 days.
Note.— It is advisable to let the calendar day on which the Medical Assessment expires remain
constant year after year by allowing the expiry date of the current Medical Assessment to be the
beginning of the new validity period under the proviso that the medical examination takes place during the
period of validity of the current Medical Assessment but no more than 45 days before it expires.
ICAO Standard related to Question 5. What will be the status of the majority (more than 50%) of your pilot
population maintained on duty in terms of flight crew license and rating validity (Annex 1, 1.2.5.1.2)
1.2.5 Validity of licences

1.2.5.1.2 A Contracting State, having issued a licence, shall ensure that other Contracting States are
enabled to be satisfied as to the validity of the licence.
Note 1.— Until 2 November 2022, the maintenance of competency of flight crew or remote flight crew
members, engaged in commercial air transport operations, may be satisfactorily established by
demonstration of skill during proficiency flight checks completed in accordance with Annex 6.
Note 1.— As of 3 November 2022, the maintenance of competency of flight crew members, engaged
in commercial air transport operations, may be satisfactorily established by demonstration of skill during
proficiency flight checks completed in accordance with Annex 6.
Note 2.— Until 2 November 2022, maintenance of competency may be satisfactorily recorded in the
operator’s records, or in the flight crew member’s personal log book or licence.
Note 2.— As of 3 November 2022, maintenance of competency may be satisfactorily recorded in the
operator’s records, or in the flight crew or the remote flight crew member’s personal log book or licence.
Note 3.— Until 2 November 2022, flight crew members may, to the extent deemed feasible by the
State of Registry, demonstrate their continuing competency in FSTDs approved by that State.
Note 3.— As of 3 November 2022, flight crew and remote flight crew members may, to the extent
deemed feasible by the State of Registry, or Licensing Authority of the State of the Operator, respectively,
demonstrate their continuing competency in FSTDs approved by that State.
Note 4.— See the Manual of Criteria for the Qualification of Flight Simulation Training Devices (Doc
9625).
Note 5.— See the Manual of Procedures for Establishment and Management of a State’s Personnel
Licensing System (Doc 9379) for guidance material on the development of a risk assessment process.

population maintained on duty in terms of proficiency check (Annex 6, 9.4.4.1)
9.4 Qualifications
9.4.4 Pilot proficiency checks
9.4.4.1 An operator shall ensure that piloting technique and the ability to execute emergency
procedures is checked in such a way as to demonstrate the pilot’s competence on each type or variant of a type
of aeroplane. Where the operation may be conducted under instrument flight rules, an operator shall ensure that
the pilot’s competence to comply with such rules is demonstrated to either a check pilot of the operator or to a
representative of the State of the Operator. Such checks shall be performed twice within any period of one year.
Any two such checks which are similar and which occur within a period of four consecutive months shall note
alone satisfy this requirement.
Note1. – Flight simulation training devices approved by the State of the Operator may be used for those
parts of the checks for which they are specifically approved.
Note 2. – See the Manual of Criteria for the Qualification of Flight Simulation Training Devices (Doc 9625).
population maintained on duty in terms of flight crew training program (Annex 6, 9.3.1)
9.3 Flight crew member training programmes
9.3.1 The operator shall establish and maintain a ground and flight training programme, approved by
the State of the Operator, which ensures that all flight crew members are adequately trained to perform their
assigned duties. The training programme shall:
a) include ground and flight training facilities and properly qualified instructors as determined by the State
of the Operator;
b) consist of ground and flight training in the type(s) of aeroplane on which the flight crew member serves;
c) include proper flight crew coordination and training in all types of emergency and abnormal situations or
procedures caused by engine, airframe or systems malfunctions, fire or other abnormalities;
d) include upset prevention and recovery training;
e) include training in knowledge and skills related to visual and instrument flight procedures for the intended
area of operation, human performance including threat and error management and in the transport of
dangerous goods;
f) ensure that all flight crew members know the functions for which they are responsible and the relation of
these functions to the functions of other crew members, particularly in regard to abnormal or emergency
procedures; and
g) be given on a recurrent basis, as determined by the State of the Operator and shall include an assessment
of competence.

Note 1.— Paragraph 4.2.5 prohibits the in-flight simulation of emergency or abnormal situations
when passengers or cargo are being carried.
Note 2.— Flight training may, to the extent deemed appropriate by the State of the Operator, be
given in flight simulation training devices approved by the State for that purpose.
Note 3.— The scope of the recurrent training required by 9.2 and 9.3 may be varied and need not be
as extensive as the initial training given in a particular type of aeroplane.
Note 4.— The use of correspondence courses and written examinations as well as other means
may, to the extent deemed feasible by the State of the Operator, be utilized in meeting the requirements for
periodic ground training.
Note 5.— For more information on dangerous goods operational requirements see Chapter 14.
Note 6.— Guidance material to design training programmes to develop knowledge and skills in
human performance can be found in the Human Factors Training Manual (Doc 9683).
Note 7.— Information for pilots and flight operations personnel on flight procedure parameters and
operational procedures is contained in PANS-OPS (Doc 8168), Volume I. Criteria for the construction of
visual and instrument flight procedures are contained in PANS-OPS (Doc 8168), Volume II. Obstacle
clearance criteria and procedures used in certain States may differ from PANS-OPS, and knowledge of
these differences is important for safety reasons.
Note 8.— Guidance material to design flight crew training programmes can be found in the Manual of
Evidence-based Training (Doc 9995).
Note 9.— Guidance material on the different means used to assess competence can be found in
the Attachment to Chapter 2 of the Procedures for Air Navigation Services — Training (PANS-TRG, Doc
9868).
Note 10.— Procedures for upset prevention and recovery training in a flight simulation training
device are contained in the Procedures for Air Navigation Services — Training (PANS-TRG, Doc 9868).
Note 11.— Guidance on upset prevention and recovery training in a flight simulation training device
is contained in the Manual on Aeroplane Upset Prevention and Recovery Training (Doc 10011).

population maintained on duty in terms of recent experience (3 take-off and landings in the last 90 days)
(Annex 6, 9.4.1.1)
9.4 Qualifications
9.4.1 Recent experience — pilot-in-command and co-pilot
9.4.1.1 An operator shall not assign a pilot-in-command or a co-pilot to operate at the flight
controls of a type or variant of a type of aeroplane during take-off and landing unless that pilot has
operated the flight controls during at least three take-offs and landings within the preceding 90 days on the
same type of aeroplane or in a flight simulator approved for the purpose.
population maintained on duty in terms of area, route and aerodrome qualifications recency (Annex 6,
9.4.3.5)
9.4 Qualifications
9.4.3.5 An operator shall not continue to utilize a pilot as a pilot-in-command on a route or within an area
specified by the operator and approved by the State of the Operator unless, within the preceding 12 months,
that pilot has made at least one trip as a pilot member of the flight crew, or as a check pilot, or as an observer in
the flight crew compartment.
a) within that specified area; and
b) if appropriate, on any route where procedures associated with that route or with any aerodromes
intended to be used for take-off or landing require the application of special skills or knowledge.

Guidance For Post Covid Restart of Operations Cbta Training Solutions

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Guidance For Post Covid Restart of Operations Cbta Training Solutions

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Guidance for Post-COVID Restart of

Operations: CBTA Training Solutions

The detailed results of Survey-4 are provided in Annex 6 in this document.

1 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

The proposed training solutions:

The following acronyms are used in this paper:

2 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

3 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

Prof check Compliant Compliant Non-compliant Non-compliant

Additional criterion Annex 1 standard Compliant Non-Compliant

OPTION 1 OPTION 2 OPTION 3 OPTION 4

4 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

5 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

The objectives of the CBTA training solutions are to:

The pilot competencies

The 9 pilot competencies (PC) are:

The 5 instructor and evaluator competencies (IEC) are:

6 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

No. Component Output

1 Analysis of the training need Training specification

Design of the competency model including 2.1. Competency model

Development of the training and assessment Training materials, assessments, examinations

4 Conduct of the course Competent and confident pilots

Evaluation of the course including the Course report

Preparing the CBTA training sessions

7 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

8 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

Ground training refresher

 Aircraft systems, limitations and procedures (normal, abnormal and emergency)

9 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

Competency Observable behaviors

10 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

Crew Resources Management (CRM) component

Whenever practicable, the compliance-based approach CRM training should be substituted by a

Principles and components

11 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

CBTA refresher session

12 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

Special emphasis in practice

Pilot competencies to be trained during CBTA refresher session

PC 1 Application of Procedures and Compliance with Regulations TA-SE

PC 3 Aeroplane Flight Path Management, automation TA

PC 4 Aeroplane Flight Path Management, manual control TA-SE

PC 5 Leadership and Teamwork TA

PC 6 Problem Solving and Decision Making TA

PC 7 Situation Awareness and Management of Information TA-SE

PC 8 Workload Management TA-SE

Note: TA: Means competencies trained and assessed

13 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

Competency Observable behaviors

Application of Procedures and OB 1.1 Identifies where to find procedures and

CBTA consolidation session(s)

14 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

*Significant demand on proficient crew

15 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

Route 2: Special emphasis COM and WLM

16 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

Evidence-based training (EBT) principles

17 – Post-COVID Restart of Operations: CBTA Training Solutions, Ed. 2

Application of Procedures and X X

Aeroplane Flight Path X X

Problem Solving and Decision

Situation Awareness and X X