12/17/15

 

8900.1 CHG 94

VOLUME 3  general technical administration

CHAPTER 22  Aircraft Dispatcher training and qualification Programs

Section 3 Safety Assurance System: Aircraft Dispatcher Basic Indoctrination Curriculum Segments

Indicates new/changed information.

3-1656    GENERAL. This section contains direction and guidance to be used by principal operations inspectors (POI) when evaluating the content of aircraft dispatcher basic indoctrination curriculum segments. Title 14 of the Code of Federal Regulations (14 CFR) part 121, § 121.415(a)(1) requires that all new-hire aircraft dispatchers complete basic indoctrination ground training in the initial new-hire category of training. This section is related to SAS Element 3.1.1, (OP) Training and Qualification of Dispatchers and Flight Followers.

A.    Purpose of Basic Indoctrination Training. The basic indoctrination curriculum segment is unique to the initial new-hire category of training. An aircraft dispatcher basic indoctrination curriculum segment serves the following purposes: as an introduction for the new-hire employee to the operator, as the manner in which the operator complies with the requirements of part 121, and as the basis for subsequent aircraft dispatcher training. The aircraft dispatcher basic indoctrination curriculum segment consists of that information required as background for new-hire aircraft dispatchers for the ground training curriculum segment.

B.    Regulatory Requirements. Section 121.415(a)(1) requires that all new-hire aircraft dispatchers complete a minimum of 40 hours of basic indoctrination training. No reduction of hours in basic indoctrination training should be permitted unless coordinated with a Federal Aviation Administration (FAA) dispatch specialist. Section 121.415(a)(1) requires that training in the following subjects be included in the aircraft dispatcher basic indoctrination curriculum segment:

·    Aircraft dispatcher duties and responsibilities;

·    Appropriate provisions of 14 CFR;

·    Contents of the operator’s operating certificate and operations specifications (OpSpecs); and

·    Appropriate portions of the operator’s manual.

C.    Optional Training Subjects. Operators may include and take credit for training given on other subjects in the aircraft dispatcher basic indoctrination curriculum segment. These subjects may be in addition to the subject areas required by 14 CFR and are in addition to the minimum 40 hours required by § 121.415(a)(1). This training consists of the information that new-hire aircraft dispatchers need as a foundation for the specific and detailed training to be conducted in the ground training curriculum segment. Among the appropriate subjects for this type of training are the following:

·    Overview of Company: Type and scope of operations conducted.

·    Company Structure: Management organization, route structure, fleet composition (size and type), and facility locations.

·    Administrative Orientation: Required documentation, scheduling, and inner-company communications.

3-1657    AIRCRAFT DISPATCHER BASIC INDOCTRINATION TRAINING. Aircraft dispatcher basic indoctrination training curriculum segments must consist of at least the operator-specific training modules dealing with the requirements of §§ 121.415(a)(1) and 121.535, and other related topics. These operator-specific training modules include the following:

A.    Duties and Responsibilities Module. This module contains the duties the new-hire aircraft dispatcher will be assigned after becoming qualified. For example, a small operator may assign the aircraft dispatcher responsibilities for constructing flight plans, load planning, and performing Weight and Balance (W&B) calculations. The industry trend, however, is to assign these functions to specialized groups of employees. Section 121.533 requires that the aircraft dispatcher ensure that such functions have been adequately accomplished before releasing a flight, whether the functions have been accomplished by the aircraft dispatcher or by another employee. The new-hire aircraft dispatcher must be trained specifically as to how and by whom these tasks are to be accomplished in the operator’s operation. Since the qualified dispatcher will be required to evaluate the adequacy of flight and load planning, the operator must ensure that the new-hire dispatcher has a thorough knowledge of the basic principles of these subjects.

B.    Appropriate Provisions of the 14 CFR Module. This module contains policies and procedures that ensure that the aircraft dispatcher and the operator are in compliance with 14 CFR during flight operations. Operators should cite specific regulations (appropriate provisions of 14 CFR) during this module and show how the operator’s procedures are designed to comply with 14 CFR as follows:

1)    Inspectors must ensure that at least the following provisions of part 121 are covered:

·    Subpart I—Airplane Performance Operating Limitations;

·    Subpart P—Aircraft Dispatcher Qualifications and Duty Time Limitations;

·    Subpart Q—Flight Time Limitations and Rest Requirements: Domestic Operations;

·    Subpart R—Flight Time Limitations: Flag Operations;

·    Subpart T—Flight Operations;

·    Subpart U—Dispatching and Flight Release Rules; and

·    Subpart V—Records and Reports.

2)    Inspectors should also ensure that the following 14 CFR and Title 49 of the Code of Federal Regulations (49 CFR) provisions are covered:

·    Title 14 CFR parts 91 and 65 subpart C.

·    Title 49 CFR parts 830, Notification and Reporting of Aircraft Accidents or Incidents and Overdue Aircraft, and Preservation of Aircraft Wreckage, Mail, Cargo, and Records (National Transportation Safety Board (NTSB)); 1542, Airport Security (Transportation Security Administration (TSA)); and 1544, Aircraft Operator Security: Air Carriers and Commercial Operators (TSA).

C.    Contents of the Operator’s Operating Certificate and Operations Specifications Module. This module contains training in the specific operations the operator may conduct, such as operations which are prohibited, required weather minimums, and limitations. The new-hire aircraft dispatcher must be thoroughly familiar with this information before assuming dispatcher duties.

D.    Appropriate Portions of the Operator’s Manual Module. This module contains training on the organization and content of the relevant sections of the operator’s manuals. Usually, the training on the contents of the operator’s manuals is covered simultaneously with the training on the operator’s policies and procedures. Inspectors must ensure, however, that in this process the contents of the manuals are thoroughly covered. Operators must also provide aircraft dispatchers with information on the organization of the manuals and training on how to use the reference system of the manuals. Appropriate topics for this type of training are the following:

·    Overview of manual sections and correlation of manual sections to the aircraft dispatcher training program;

·    Use of reference, revision, and distribution systems for manuals;

·    Access to manual when performing assigned duties; and

·    Maintaining manual currency.

3-1658    AIRCRAFT DISPATCHER BASIC INDOCTRINATION TRAINING MODULES. An aircraft dispatcher basic indoctrination curriculum segment must include as many training modules as necessary to ensure adequate training. Each training module must include a module outline containing, at least, a descriptive title of the training module and a list of the related elements or events to be presented during instruction on the module.

A.    Training Module Outline. The training module outline must contain only those elements and events required to ensure that aircraft dispatcher students will receive adequate training. Operators are not required to include detailed descriptions of each element or event for initial approval, as detailed descriptions are more appropriate for courseware. During the final approval process, the inspector who evaluates the training must review the courseware to ensure that the scope and depth of the training modules are adequate.

B.    Construction of Modules. Operators have a certain amount of flexibility in the construction of aircraft dispatcher basic indoctrination training modules.

1)    A training module for students with significant experience in part 121 operations may be less comprehensive than a training module for students without that experience. This is usually the case with operators who hire only highly qualified personnel with extensive experience in part 121 operations.
2)    The training modules required by § 121.415(a) must be included in the basic indoctrination curriculum segment outline and counted toward the hours requirement for this segment. The actual sequence of the training can be determined by the operator. For example, while the training module containing pilot‑in‑command (PIC) weather briefing requirements must be included in the aircraft dispatcher basic indoctrination curriculum segment outline, the operator may actually conduct the training for this module after having completed the meteorology training module of the initial ground training segment.
3)    An operator may choose to put a training module in more than one curriculum segment. For approval purposes, however, the training module must be shown in the curriculum segment designated by 14 CFR. For example, in order to comply with § 121.415, the content of the operator’s OpSpecs must be covered in the basic indoctrination curriculum segment. This does not, however, prohibit the operator from covering applicable provisions of the OpSpecs in other curriculum segments, such as ground training.

C.    Training Module Outline Sample. The following is an example of one of the many acceptable methods of presenting an aircraft dispatcher basic indoctrination training module outline.

Table 3-81.  Training Module Outline—Sample

Table 3-81. Training Module Outline—Sample

D.    Training Module and Curriculum Segment Interrelationship. The following example illustrates the interrelationship between training modules in the aircraft dispatcher basic indoctrination curriculum segment.

Table 3-82.  Training Module and Curriculum Segment Interrelationship—Sample

Table 3-82. Training Module and Curriculum Segment Interrelationship—Sample

3-1659    CURRICULUM SEGMENT COMPLETION REQUIREMENTS. An instructor or supervisor must certify in the training records that an aircraft dispatcher student has completed a curriculum segment. This certification is usually based on the satisfactory results of a written or oral examination. The examination may be administered at the end of each segment or at the end of the course. With some training methods, such as computer-based instruction (CBI), the certification may be based on student progress checks administered during the training course.

3-1660    EVALUATION OF TRAINING HOURS. Section 121.415 specifies a minimum of 40 programmed hours of instruction for aircraft dispatcher basic indoctrination training. Operators who employ personnel with little or no previous part 121 experience should program 40 training hours for basic indoctrination. POIs must consider the complexity of both the operation and the aircraft itself when evaluating aircraft dispatcher basic indoctrination curriculum segment outlines. Training hours for complex operations may exceed the 40-hour regulatory minimum.

A.    Hazardous Material (Hazmat) Training. Hazmat training may not be included in the 40 hours required in the basic indoctrination curriculum. The hazmat training program is regulated by part 121 subpart Z and appendix O, and the operator’s approved program identified in OpSpec A055. Typically, the extent of hazmat training for dispatchers depends upon the operator. A dispatcher that is responsible for accepting and/or handling hazmat must receive more intensive training than one required to be familiar with hazmat as it pertains to 49 CFR part 830. If an operator chooses to include hazmat training in its basic indoctrination curriculum, the hours allotted to that training must be in addition to the required minimum 40 hours. The 40 hours required in the initial ground training curriculum in § 121.422 also may not include hazmat training.

B.    Security Training. Security training may not be included in the 40 hours required in the basic indoctrination curriculum. Security training is a Department of Homeland Security (DHS) requirement regulated by 49 CFR part 1544. If an operator chooses to include security training in its basic indoctrination curriculum, the hours allotted to that training must be in addition to the required minimum 40 hours. The 40 hours required in the initial ground training curriculum in § 121.422 also may not include security training.

3-1661    CREDITING DISTANCE LEARNING (DL) AS A COMPONENT OF TRAINING FOR AIRCRAFT DISPATCHERS.

A.    Background. In the so-called “Information Age,” many new information-sharing systems have been developed. Those systems have been centered largely on digital technology involving desktop computers and the Internet. Those systems include modern training products, many of which are being used effectively today in aviation courses conducted by accredited universities and in air carrier training programs approved by the FAA. Collectively, those products fall under a relatively new heading that has been called Distance Learning (DL). As the quality of those products continues to improve, the training/learning process stands to benefit even more. Previous FAA guidance seemed to presume that traditional classroom training was inherently superior to other training. That presumption was reflected in this order and elsewhere. Besides the proven effectiveness of modern training products, DL affords a low-cost alternative to classroom training, an alternative that is timely and appropriate in today’s challenging economic environment. The updated guidance that follows should promote wider implementation of modern training methods apart from the traditional classroom.

Indicates new/changed information.

B.    Applicability. This paragraph applies to aircraft dispatcher training programs subject to FAA approval under part 121. Creditability of hours spent in DL activities applies to the programmed hours of training specified in part 121 regulations.

NOTE:  Training programs that integrate DL and were approved under the guidance provided in Handbook Bulletin for Air Transportation (HBAT) 98-09 continue to be acceptable. However, major revisions of current training programs or approval of new training programs should follow the guidance in this document.

C.    DL Definition. DL is a term currently not used in FAA regulations. It is a term used in the FAA and in the aviation industry with various meanings depending on context. For the purposes of this section, DL means learning that is accomplished by any training method not including an instructor and a gathering of trainees collocated in a traditional classroom. DL is known by other terms, such as e-learning, home study, self-guided training, virtual classroom, distributed training, computer-based training (CBT), Web-based training (WBT), and others.

D.    Interim Guidance. Experts continue to develop a systematic approach for using the many effective training methods and products now available. It is unlikely that the last word will be written in the foreseeable future, if ever, since there is apparently no end to the prospects. The guidance contained in this paragraph applies until superseded, and should be used to help implement and standardize DL among air carriers.

E.    Training Objectives and Proficiency. A training objective is a desired performance or behavior demonstrated under certain conditions with respect to specific standards. One way to identify training objectives and to verify that they have been met (also known as validation), is by a three-tier scheme comprising knowledge, skill, and performance.

1)    Knowledge. Specific information required to enable a student to develop the skills and attitudes to effectively recall facts, identify concepts, apply rules or principles, solve problems, and think creatively. Because knowledge is covert, students must be assigned overt activities to demonstrate their knowledge base. May be validated through written, electronic, or oral testing. Examples include learning facts by rote, such as an operator’s history, organization, and general policies; committing an Aircraft Flight Manual’s (AFM) limitations to memory; or getting a basic understanding of an airplane’s systems.
2)    Skill. An ability enabled by knowledge to perform an activity or action. Skills are often grouped into cognitive skill and psychomotor skill categories.
a)    Cognitive Skill. Ability to perform a task requiring the manipulation of words, numbers, and symbols. Requires the application of knowledge. Usually involves classification, the application of (mental) rules, procedures or principles, the solution of problems, or the application of creative thinking.

1.    May be validated through written, electronic, or oral testing or through task performance.

2.    Examples: Challenging a dispatch trainee to apply knowledge of an airplane’s limitations to a W&B computation; or to apply basic systems knowledge to operating aircraft systems, and populating data in the flight planning system.

b)    Psychomotor Skill. Ability to perform a task requiring dexterity, coordination, and muscular activity. Requires the application of knowledge. Usually involves the manipulation of objects or materials and the use of fine and gross muscular movement in a coordinated manner.

1.    May be validated through performance of a task.

2.    Example: Proper and efficient utilization of performance and flight planning tools to achieve the desired results.

3)    Performance. Ability to accomplish useful work by combining knowledge, skill, and intangibles (sometimes called “soft skills”) such as inference and judgment. Practice and application develop abilities for demonstration.
a)    May be validated through performance of related tasks, sometimes called event sets.
b)    Example: Demonstrating competence as a dispatcher in any operational situation or simulation involving flight planning, dispatch release, or flight following.

F.    Scope of Creditability of DL. DL credit is appropriate for knowledge objectives and for cognitive skill objectives. Creditability of DL is more complicated in regard to psychomotor skills and performance, and is not addressed in this section.

G.    Limits on Creditability of DL.

1)    The FAA recognizes the great training potential of DL that is well planned and effectively validated. That potential is already being exploited under the Advanced Qualification Program (AQP). Training developed in accordance with an implementation plan (described in subparagraph 3-1661I) is subject to FAA approval. In the past, credit for DL for flight dispatch training was limited to recurrent and requalification training and there were limits to the number of program hours that could be initially credited. Initially, DL may now be as much as 50 percent creditable toward the knowledge and cognitive skill training objectives in all ground training, including the following training categories:

·    Basic indoctrination;

·    Initial and transition ground training;

·    Recurrent; and

·    Requalification.

2)    Applicants for DL must be able to show, for those categories chosen, that DL methods are at least as effective as instructor-led, traditional classroom training, relative to knowledge and cognitive skill training objectives. Dispatch applications, supervised operating experience, area qualification, and practice would be excluded from DL. Dispatch resource management (DRM) is considered a dispatch application. Due to the critical nature and safety implications of these categories, they are initially excluded from DL. Consideration for some DL in these categories is possible, based on the quality of that DL.

H.    Training Media. The general nature and specific characteristics of training media used for DL vary widely. Examples include paper media, videotape, CBT, CDs, WBT, and virtual classroom. The media used should meet the requirements of the respective training objective. Validation of training effectiveness is one of the most important components of the implementation plan described below.

I.    Implementation Plan. Any proposal for ground training to be accomplished by DL should include a plan for start-up, validation, operation, and maintenance of that training. This plan should include at least the following elements:

1)    Startup. Identification of knowledge and cognitive skill areas, and specific training objectives.
a)    Training objectives can be reduced to simple terms, such as being able to:

·    Recall,

·    Recognize,

·    Comprehend, and

·    Apply.

1.    Identification of the media to be used for training and testing.

2.    A validation strategy that addresses (1) the effectiveness of the training itself, and (2) the learning accomplished by each person trained. Key features of a validation strategy are shown below.

b)    Effectiveness of the ground training being conducted:

1.    Setting a reference. One validation method is to establish a performance baseline from which to measure the effectiveness of the training proposed. Baselines exist in most ongoing air carrier training programs. Examples of performance baselines include: average training hours a trainee spends in learning a certain subject, average pass–fail rates for tests of training content, median scores, average pass–fail rates for proficiency checks, and many others. A performance baseline may be set by using an existing baseline or by referring to some other existing standard.

2.    Maintaining currency. Validation depends upon maintaining the currency of the training to be conducted. A reliable method to do so is an essential part of a training proposal.

3.    Tracking. A method for keeping test results and tracking overall performance.

c)    Learning accomplished by each person trained:

1.    A strategy for testing. Testing should be designed to determine that training objectives are being met by each trainee.

2.    Integrity of tests. A method should be developed to ensure integrity of tests, including integrity of test questions and test answers, and controlled access to tests and test results.

3.    Tracking. A method for keeping test results and tracking each individual’s performance.

2)    Validation. Validation of training is a determination that the training proposed actually succeeds in meeting the performance objectives for that training. Two essential assessments comprise validation of training.
a)    Knowledge Validation. Assessment of a student’s technical knowledge, accomplished by written or oral test.
b)    Cognitive Skill Validation. Assessment of an individual’s practical application of knowledge, which may be accomplished by written or oral test, or by a more subjective evaluation by a flight dispatch instructor.
3)    Passing Grade—80 Percent. The dispatcher should satisfactorily accomplish the knowledge test (oral, written, or computer-based), with a minimum passing score of 80 percent. Any incorrect test answers should be addressed at the time of the test, and should be corrected to 100 percent. A score less than 80 percent would require retraining in all substandard areas, retesting before entry, and continuance of training in practice, application, and demonstration.
4)    Integrity. Integrity of test questions depends on several factors.
a)    Scope. A test for an initial trainee should include at least one question for each element contained in each training module. Ground training and testing for trainees in other curriculum segments, such as recurrent, may be less comprehensive, but should cover significant and timely subjects, particularly new material and changes since one’s previous recurrent ground training.

NOTE:  An element is a subgroup of related content within a training module. It is the fourth level of curriculum detail (curriculum, curriculum segment, training module, element). For example: Weather is one training module; domestic weather reports, international weather reports, and the use of actual and prognostic weather charts are elements.

b)    Library. A library of questions should be developed that thoroughly cover the training objectives.
c)    Multiple Questions. Where possible, multiple questions should be developed for each training objective.
d)    Uniqueness. Tests should be generated by random selection of questions from the library, so that no two tests are alike.
e)    Currency. Test questions should be reviewed as often as necessary to assure their relevancy, and to incorporate new or changed material.

J.    Integrity of Test Answers. Trainers should develop measures by which the identity of a person taking the test may be confirmed, and printed or electronic test answers may not be reproduced and distributed among trainees so as to beat the test.

K.    Operations and Maintenance. Includes quality control (QC) procedures for the collection, protection, and analysis of data for tracking training effectiveness; also, a strategy for equipment upgrade, program adjustments driven by data, and feedback from trainers and trainees.

1)    A description of the overall training process, its attributes, and mechanisms for improvement using validation tools would be required for approval. Acceptable attributes would include responsibility, process, controls, measurement, improvement process, and any interface.
2)    Qualification as an aircraft dispatcher requires knowledge. Because of the critical nature of that knowledge, an effective training program requires practice, application, and demonstration of that knowledge. Knowledge can be taught through DL. Initially, practice, application, and demonstration must occur in a classroom, instructor-led environment, accomplished by a physical/verbal practice of skills that encourages interaction among participants for the specific area of knowledge.
3)    DL can be incorporated in new and existing training programs.
4)    Up to a 50 percent DL and 50 percent classroom, Instructor-Led Training (ILT) program may be initially approved, in each of the pertinent training categories (initial new-hire training, transition training, recurrent training, and requalification training) based on the merits of the proposed program. The 50 percent DL may be increased in any pertinent training category based on the sophistication and innovation of the DL.
5)    Incorporation of process in the approved training program will place the 50/50 (more or less) where it needs to be, based on performance.

L.    Interactivity. Training developers should provide for interactivity between trainees and instructors, and between the trainees themselves.

1)    In the Field. In particular, a trainee should have ready access to an authorized ground instructor on weekdays during normal business hours to resolve questions encountered during DL and pertinent testing.
2)    At a Centralized Training Location. Before any phase of training that incorporates practice, application, and demonstration, trainees should be convened in a proctored classroom setting with an instructor to resolve any remaining issues arising during DL. This interactivity is particularly beneficial in respect to standardization of trainees in initial new-hire and initial equipment curricula.

3-1662    DRUG AND ALCOHOL TESTING PROGRAM AND INCLUSION IN BASIC INDOCTRINATION TRAINING.

A.    Drug and Alcohol Testing Programs. The regulations require 14 CFR part 119 certificate holders operating under 14 CFR parts 121 and/or 135 to obtain OpSpec A449 to certify compliance with the drug and alcohol testing regulations. The operator’s drug testing program must include an Employee Assistance Program (EAP) that includes education and training on drug use and abuse for employees. Operators must distribute educational materials that explain the alcohol misuse program regulatory requirements and the operator’s policies and procedures.

B.    Responsibility for Surveillance, and Enforcement of Operator Drug and Alcohol Training. The Drug Abatement Division (AAM-800) is responsible for the surveillance and enforcement of drug and alcohol testing programs that includes the training requirements under the regulations. POIs who receive drug and alcohol testing documentation other than information for OpSpec A449 should return them to the operator with instructions to submit them to the FAA at the following address: Federal Aviation Administration, Drug Abatement Division, AAM-800, 800 Independence Avenue, SW, Room 806, Washington, D.C. 20591, (202) 267-8442.

C.    Inclusion of Operator Drug and Alcohol Training Programs as a Module in Basic Indoctrination and Recurrent Training Curriculum Segments. Operators may, but have no requirement to, include EAP training (part of the operator’s overall drug and alcohol training program) as a module in the operator’s basic indoctrination and recurrent training. POIs have no requirement to review the EAP training module content or to conduct surveillance of the training conducted in the EAP training module. Direct any concern about operators’ EAP module to AAM-800.

1)    Credit for EAP Training Module Hours. Operators who have currently approved training curriculums and who wish to receive credit for EAP training hours should submit a revised outline for the basic indoctrination and recurrent training curriculum segment, including the EAP module, to the POI. The operator’s outline must indicate the additional number of course hours required to include EAP training. POIs and operators may not count these hours in the total hours of the basic indoctrination and recurrent training curriculum segment. The POI will stamp the revised pages/control page of the curriculum segment outline according to the instructions in Volume 3, Chapter 19, Section 2.
2)    New Operator Awareness of EAP Training Requirements. Inspectors who are responsible for certificating new operators must ensure that the operators are aware that they may take credit for the training hours in the basic indoctrination curriculum segment. POIs must also ensure that the operators know of the EAP training requirements. POIs must ensure that an operator’s basic indoctrination and recurrent training curriculum segment outline lists the operator’s proposed training hours.

D.    Points of Contact (POC). Operators or POIs with questions about EAP training program content should contact AAM-800.

3-1663    EVALUATION OF AN AIRCRAFT DISPATCHER BASIC INDOCTRINATION CURRICULUM SEGMENT OUTLINE FOR INITIAL APPROVAL. Inspectors must determine whether the training modules in the operator’s basic indoctrination curriculum segment outline contain the required information for aircraft dispatchers to fully understand the operator’s manner of conducting operations, the operator’s means of regulatory compliance, and the guidance materials pertinent to an aircraft dispatcher’s duties and responsibilities. Inspectors should use the job aid in this section when evaluating an operator’s proposed aircraft dispatcher basic indoctrination curriculum segment outline (see Table 3-83, Aircraft Dispatcher Basic Indoctrination Training Job Aid).

A.    Basic Indoctrination Curriculum Segment Job Aid. This job aid (see Table 3-83) is provided for guidance only and must not be construed as being a document that contains mandatory rules or regulatory requirements. The job aid is intended to assist inspectors during the evaluation of individual basic indoctrination training curriculum segment modules.

B.    Use of Job Aid.

1)    When using the job aid, inspectors should make a side-by-side comparison of the operator’s proposal to make the following determinations:

·    Whether the proposal serves to acquaint the student with the operator’s procedures, policies, practices, and methods of compliance; and

·    Whether sufficient training module elements are listed to ensure that the appropriate depth and scope of the material will be presented.

2)    The job aid is organized with training subjects listed in the left column and evaluation criteria or remarks listed across the top. Inspectors may use the spaces within the matrix for items such as notes, comments, dates, or checkmarks. There are also blank columns and rows in each job aid for inspectors to include additional training modules or evaluation criteria. This job aid is not intended to be retained after entry of the data into the Safety Assurance System (SAS) automation. This section is related to SAS Element 3.1.1, (OP) Training and Qualifications of Dispatchers and Flight Followers.

Table 3-83.  Aircraft Dispatcher Basic Indoctrination Training Job Aid

TRAINING SUBJECTS

EVALUATION CRITERIA

Adequacy of Elements/Events

Adequacy of Courseware

Training Aids and Facilities

 

 

Company Orientation

 

 

 

 

 

Operator Policies and Procedures, Including the Drug and Alcohol Program

 

 

 

 

 

Dispatcher, General Operations Manual (GOM), Weather Manuals

 

 

 

 

 

Operations Specifications (OpSpecs)

 

 

 

 

 

Title 14 of the Code of Federal Regulations (14 CFR) and Applicable Rules/Regulations

 

 

 

 

 

Part 91, Subpart B Flight Rules

 

 

 

 

 

Part 121, Subpart I Airplane Performance Operating Limitations

 

 

 

 

 

Part 121, Subpart P Aircraft Dispatcher Duty Time

 

 

 

 

 

Part 121, Subpart P Aircraft Dispatcher Qualification

 

 

 

 

 

Part 121, Subparts Q and R Crew Duty Time

 

 

 

 

 

Part 121, Subpart T Flight Operations

 

 

 

 

 

Part 121, Subpart U Dispatching and Flight Release Rules

 

 

 

 

 

U.S. and Int’l Aeronautical Information Manual (AIM), International Civic Aviation Organization (ICAO) Flight Planning Doc.

 

 

 

 

 

Title 49 of the Code of Federal Regulations (49 CFR) Parts 1542 and 1544

 

 

 

 

 

49 CFR Part 830

 

 

 

 

 

Dispatch Resource Management (DRM)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

RESERVED. Paragraphs 3-1664 through 3-1680.