ORO.CC.115 Conduct of training courses and associated checking

EQUIPMENT AND PROCEDURES The following definitions apply for the purpose of training programmes, syllabi and the conduct of training and checking on equipment and procedures:

(a)‘Safety equipment’ means equipment installed/carried to be used during day-to-day normal operations for the safe conduct of the flight and protection of occupants (e.g. seat belts, child restraint devices, safety card, safety demonstration kit).

(b)‘Emergency equipment’ means equipment installed/carried to be used in case of abnormal and emergency situations that demand immediate action for the safe conduct of the flight and protection of occupants, including life preservation (e.g. drop-out oxygen, crash axe, fire extinguisher, protective breathing equipment, manual release tool, slide-raft).

(c)‘Normal procedures’ means all procedures established by the operator in the operations manual for day-to-day normal operations (e.g. pre-flight briefing of cabin crew, pre-flight checks, passenger briefing, securing of galleys and cabin, cabin surveillance during flight).

(d)‘Emergency procedures’ means all procedures established by the operator in the operations manual for abnormal and emergency situations. For this purpose, ‘abnormal’ refers to a situation that is not typical or usual, deviates from normal operation and may result in an emergency.

TRAINING METHODS AND TRAINING DEVICES

(a)The operator should establish training methods that take into account the following:

(1)training should include the use of cabin training devices, audio-visual presentations, computer-based training and other types of training, as most appropriate to the training element; and

(2)a reasonable balance between the different training methods should be ensured so that the cabin crew member achieves the level of proficiency necessary for a safe performance of all related cabin crew duties and responsibilities.

(b)When assessing the representative training devices to be used, the operator should:

(1)take into account that a representative training device may be used to train cabin crew as an alternative to the use of the actual aircraft or required equipment;

(2)ensure that those items relevant to the training and checking intended to be given accurately represent the aircraft or equipment in the following particulars:

(i)layout of the cabin in relation to doors/exits, galley areas and safety and emergency equipment stowage as relevant;

(ii)type and location of passenger seats and cabin crew stations;

(iii)doors/exits in all modes of operation, particularly in relation to the method of operation, mass and balance and operating forces, including failure of power-assist systems where fitted; and

(iv)safety and emergency equipment of the type provided in the aircraft (such equipment may be ‘training use only’ items and, for oxygen and protective breathing equipment, units charged with or without oxygen may be used); and

(3)assess the following factors when determining whether a door/exit can be considered to be a variant of another type:

(i)door/exit arming/disarming;

(ii)direction of movement of the operating handle;

(iii)direction of door/exit opening;

(iv)power-assist mechanisms; and

(v)assisting evacuation means such as slides and ropes.

CHECKING

(a)Checking required for each training course should be accomplished by the method appropriate to the training element to be checked. These methods include:

(1)practical demonstration;

(2)computer-based assessment;

(3)in-flight checks;

(4)oral or written tests.

(b)Training elements that require individual practical participation may be combined with practical checks.

RESOURCE MANAGEMENT (CRM) TRAINING – MULTI CABIN CREW OPERATIONS

(a)General

(1)Training environment CRM training should be conducted in the non-operational environment (classroom and computer-based) and in the operational environment (cabin training device and aircraft). Tools such as group discussions, team task analysis, team task simulation and feedback should be used.

(2)Classroom training Whenever possible, classroom training should be conducted in a group session away from the pressures of the usual working environment, so that the opportunity is provided for cabin crew members to interact and communicate in an environment conducive to learning.

(3)Computer-based training Computer-based training should not be conducted as a stand-alone training method, but may be conducted as a complementary training method.

(4)Cabin training devices and aircraft Whenever practicable, relevant parts of CRM training should be conducted in representative cabin training devices that reproduce a realistic operational environment, or in the aircraft. During practical training, interaction should be encouraged.

(5)Integration into cabin crew training CRM principles should be integrated into relevant parts of cabin crew training and operations, including checklists, briefings and emergency procedures.

(6)Combined CRM training for flight crew and cabin crew

(i)Operators should provide combined training for flight crew and cabin crew during recurrent CRM training.

(ii)The combined training should address at least:

(A)effective communication, coordination of tasks and functions of flight crew and cabin crew; and

(B)mixed multinational and cross-cultural flight crew and cabin crew, and their interaction, if applicable.

(iii)Combined CRM training should be conducted by flight crew CRM trainer or cabin crew CRM trainer.

(iv)There should be an effective liaison between flight crew and cabin crew training departments. Provision should be made for transfer of relevant knowledge and skills between flight crew and cabin crew CRM trainers.

(7)Management system CRM training should address hazards and risks identified by the operator’s management system described in ORO.GEN.200.

(8)Competency-based CRM training Whenever practicable, the compliance-based approach concerning CRM training may be substituted by a competency-based approach. In this context, CRM training should be characterised by a performance orientation, with emphasis on standards of performance and their measurement, and the development of training to the specified performance standards.

(9)Contracted CRM training If the operator chooses not to establish its own CRM training, another operator, a third party or a training organisation may be contracted to provide the training in accordance with ORO.GEN.205. In case of contracted CRM training, the operator should ensure that the content of the course covers the specific culture, the type of operations and the associated procedures of the operator. When crew members from different operators attend the same course, the CRM training should be specific to the relevant flight operations and to the trainees concerned.

(b)Operator’s CRM training The operator’s CRM training should cover all elements listed in Table 1 of (g). Several training elements are specified as ‘not required’ for the operator’s CRM training, since they are covered under the introductory CRM course for cabin crew as required in Annex V (Part-CC) to Commission Regulation (EU) No 1178/2011.

(c)Operator aircraft type conversion CRM training If the cabin crew member undertakes the operator’s conversion training on an aircraft type, the applicable CRM training elements should be covered as specified in Table 1 of (g).

(d)Annual recurrent CRM training

(1)Annual recurrent CRM training should be provided in such a way that all CRM training elements specified for the annual recurrent training in Table 1 of (g) are covered over a period not exceeding 3 years.

(2)Operators should update their recurrent CRM training programme over a period not exceeding 3 years. The revision of the programme should take into account information from the operator’s management system.

(e)Senior cabin crew member course

(1)CRM training for senior cabin crew members should be the application of knowledge gained in previous CRM training and operational experience relevant to the specific duties and responsibilities of a senior cabin crew member. The operator should ensure that for the senior cabin crew member course the CRM training elements are integrated into the training, as specified in Table 1 of (g).

(2)During the training the senior cabin crew member should demonstrate the ability:

(i)to manage the operation; and

(ii)to take appropriate leadership and management decisions.

(f)Training elements The CRM training elements to be covered are specified in Table 1 of (g). The operator should ensure that the following aspects are addressed:

(1)Resilience development CRM training should address the main aspects of resilience development. The training should cover:

(i)Mental flexibility Cabin crew should be trained to:

(A)understand that mental flexibility is necessary to recognise critical changes;

(B)reflect on their judgement and adjust it to the unique situation;

(C)avoid fixed prejudices and over-reliance on standard solutions; and

(D)remain open to changing assumptions and perceptions.

(ii)Performance adaptation Cabin crew should be trained to:

(A)mitigate frozen behaviours, overreactions and inappropriate hesitation; and

(B)adjust actions to current conditions.

(2)Surprise and startle effect CRM training should address unexpected, unusual and stressful situations including interruptions and distractions. Therefore, CRM training should be designed to prepare cabin crew to master sudden events and associated uncontrolled reactions.

(3)Cultural differences CRM training should cover cultural differences of multinational and cross-cultural crews. This includes recognising that:

(i)different cultures may have different communication specifics, ways of understanding and approaches to the same situation or problem;

(ii)difficulties may arise when crew members with different mother tongue communicate in a common language which is not their mother tongue; and

(iii)cultural differences may lead to different methods for identifying a situation and solving a problem.

(4)Operator’s safety culture and company culture CRM training should cover the operator’s safety culture, its company culture, the type of operations and the associated procedures of the operator. This should include areas of operations that may lead to particular difficulties or involve unusual hazards.

(5)Case studies

(i)CRM training should cover aircraft type-specific case studies, based on the information available within the operator’s management system, including:

(A)accident and serious incident reviews to analyse and identify any associated non-technical causal and contributory factors, and instances or examples of lack of CRM; and

(B)analysis of occurrences that were well managed.

(ii)If relevant aircraft type-specific or operator-specific case studies are not available, the operator should consider other case studies relevant to the scale and scope of its operations.

(g)CRM training syllabus Table 1 below specifies which CRM training elements should be covered in each type of training. The levels of training in Table 1 can be described as follows:

(1)‘Required’ means training that should be instructional or interactive in style to meet the objectives specified in the CRM training programme or to refresh and strengthen knowledge gained in a previous training.

(2)‘In-depth’ means training that should be instructive or interactive in style taking full advantage of group discussions, team task analysis, team task simulation, etc., for the acquisition or consolidation of knowledge, skills and attitudes. The CRM training elements should be tailored to the specific needs of the training phase being undertaken.

Table 1 — Cabin crew CRM training

CREW RESOURCE MANAGEMENT (CRM) TRAINING — SINGLE CABIN CREW OPERATIONS For single cabin crew operations, AMC1 ORO.CC.115(e) should be applied with the following differences:

(a)Relevant training elements CRM training should focus on the elements specified in Table 1 of (g) of AMC1 ORO.CC.115(e) which are relevant to single cabin crew operations. Therefore, single cabin crew CRM training should include, among others:

(1)situation awareness;

(2)workload management;

(3)decision-making;

(4)resilience development;

(5)surprise and startle effect; and

(6)effective communication and coordination with

(i)the flight crew; and

(ii)other operational personnel and ground services.

(b)Virtual classroom training Notwithstanding (a)(2) of AMC1 ORO.CC.115(e), classroom training may take place remotely, using a videoconferencing tool for a cabin crew member operating on aircraft with a maximum operational passenger seating configuration of 19 or less. The tool should permit real-time interaction between the trainees and the trainer, including speech and elements of body language. It should also be capable of transmitting any document to the trainee that the trainer wishes to present. The CRM trainer should establish the list of trainees in advance. Their number should be limited to 6 to ensure a sufficient level of interaction during the training session.

CABIN CREW CRM TRAINER

(a)Applicability The provisions described herein:

(1)should be fulfilled by cabin crew CRM trainers responsible for classroom CRM training; and

(2)are not applicable to trainers or instructors conducting training other than CRM training, but integrating CRM elements into this training. Nevertheless, trainers or instructors who are integrating CRM elements into the aircraft type training, recurrent training or senior cabin crew member training should have acquired relevant knowledge of human performance and limitations, and have completed appropriate CRM training.

(b)Qualification of cabin crew CRM trainer

(1)A training and standardisation programme for cabin crew CRM trainers should be established.

(2)The cabin crew CRM trainer, in order to be suitably qualified, should:

(i)have adequate knowledge of the relevant flight operations;

(ii)have received instructions on human performance and limitations (HPL);

(iii)have completed an introductory CRM course, as required in Annex V (Part-CC) to Commission Regulation (EU) No 1178/2011, and an operator’s CRM training, as specified in AMC1 ORO.CC.115(e);

(iv)have received training in group facilitation skills;

(v)have received additional training in the fields of group management, group dynamics and personal awareness; and

(vi)have demonstrated the knowledge, skills and credibility required to train the CRM training elements in the non-operational environment, as specified in Table 1 of AMC1 ORO.CC.115(e).

(3)An experienced CRM trainer may become a cabin crew CRM trainer if he/she demonstrates a satisfactory knowledge of the relevant flight operations and the cabin crew working environment, and fulfils the provisions specified in (2)(ii) to (2)(vi).

(c)Training of cabin crew CRM trainer

(1)Training of cabin crew CRM trainers should be both theoretical and practical. Practical elements should include the development of specific trainer skills, particularly the integration of CRM into day-to-day operations.

(2)The basic training of cabin crew CRM trainers should include the training elements for cabin crew, as specified in Table 1 of AMC1 ORO.CC.115(e). In addition, the basic training should include the following:

(i)introduction to CRM training;

(ii)operator’s management system; and

(iii)characteristics, as applicable:

(A)of the different types of CRM trainings (initial, recurrent, etc.);

(B)of combined training; and

(C)related to the type of aircraft or operation.

(3)The refresher training of cabin crew CRM trainers should include new methodologies, procedures and lessons learned.

(4)The training of cabin crew CRM trainers should be conducted by cabin crew CRM trainers with a minimum of 3 years’ experience. Assistance may be provided by experts in order to address specific areas.

(d)Assessment of cabin crew CRM trainer

(1)A cabin crew CRM trainer should be assessed by the operator when conducting the first CRM training course. This first assessment should be valid for a period of 3 years.

(2)Assessment is the process of observing, recording, interpreting and debriefing the cabin crew CRM trainer. The operator should describe the assessment process in the operations manual. All personnel involved in the assessment must be credible and competent in their role.

(e)Recency and renewal of qualification as cabin crew CRM trainer

(1)For recency of the 3-year validity period, the cabin crew CRM trainer should:

(i)conduct at least 2 CRM training events in any 12-month period;

(ii)be assessed within the last 12 months of the 3-year validity period by the operator; and

(iii)complete CRM trainer refresher training within the 3-year validity period.

(2)The next 3-year validity period should start at the end of the previous period.

(3)For renewal, i.e. when a cabin crew CRM trainer does not fulfil the provisions of (1), he/she should, before resuming as cabin crew CRM trainer:

(i)comply with the qualification provisions of (b) and (d); and

(ii)complete CRM trainer refresher training.

CRM – GENERAL

(a)CRM is the effective utilisation of all available resources (e.g. crew members, aircraft systems, and supporting facilities) to achieve safe and efficient operation.

(b)The objective of CRM is to enhance the communication and management skills of the crew member, as well as the importance of effective coordination and two-way communication between all crew members.

MINIMUM TRAINING TIMES

(a)The following minimum training times are appropriate:

(1)multi cabin crew operations:

(i)combined CRM training: 6 training hours over a period of 3 years or, for EBT operators which have implemented a competency framework for cabin crew (e.g. ICAO PANS-TRG), a minimum of 3 training hours within 3 years; and

(ii)operator’s CRM training: 6 training hours;

(2)operator’s CRM training for single cabin crew operations: 4 training hours for a cabin crew member operating on aircraft with a maximum operational passenger seating configuration of 19 or less;

(3)cabin crew CRM trainer:

(i)basic training:

(A)18 training hours when the operator can justify that the trainee already has received sufficient and suitable instruction on training skills in order to conduct CRM training courses; or

(B)30 training hours for trainees not fulfilling (A); and

(ii)refresher training: 6 training hours.

(b)‘Training hours’ means actual training time excluding breaks.

DESIGN, IMPLEMENTATION AND EVALUATION OF CRM TRAINING The checklist in Table 1 provides guidance on the design, implementation and evaluation of CRM training, and on their incorporation into the operator’s safety culture. Elements of the operator’s management systems and the competency-based approach are incorporated in the checklist.

Table 1 — Checklist for design, implementation, evaluation and incorporation of CRM training

RESILIENCE DEVELOPMENT

(a)The main aspects of resilience development can be described as the ability to:

(1)learn (‘knowing what has happened’);

(2)monitor (‘knowing what to look for’);

(3)anticipate (‘finding out and knowing what to expect’); and

(4)respond (‘knowing what to do and being capable of doing it’).

(b)Operational safety is a continuous process of evaluation of and adjustment to existing and future conditions. In this context, and following the description in (a), resilience development involves an ongoing and adaptable process including situation assessment, self-review, decision and action. Training on resilience development enables crew members to draw the right conclusions from both positive and negative experiences. Based on those experiences, crew members are better prepared to maintain or create safety margins by adapting to dynamic complex situations.

(c)The training topics in (f)(1) of AMC1 ORO.CC.115(e) are to be understood as follows:

(1)Mental flexibility

(i)The phrase ‘understand that mental flexibility is necessary to recognise critical changes’ means that crew members are prepared to respond to situations for which there is no set procedure.

(ii)The phrase ‘reflect on their judgement and adjust it to the unique situation’ means that crew members learn to review their judgement based on the unique characteristics of the given circumstances.

(iii)The phrase ‘avoid fixed prejudices and over-reliance on standard solutions’ means that crew members learn to update solutions and standard response sets, which have been formed on prior knowledge.

(iv)The phrase ‘remain open to changing assumptions and perceptions’ means that crew members constantly monitor the situation, and are prepared to adjust their understanding of the evolving conditions.

(2)Performance adaptation

(i)The phrase ‘mitigate frozen behaviours, overreactions and inappropriate hesitation’ means that crew members correct improper actions with a balanced response.

(ii)The phrase ‘adjust actions to current conditions’ means that crew members’ responses are in accordance with the actual situation.

CABIN CREW CRM TRAINER ASSESSMENT

(a)For assessing cabin crew CRM trainers, the operator may nominate experienced cabin crew CRM trainers who have demonstrated continued compliance with the provisions for a cabin crew CRM trainer and capability in that role for at least 3 years.

(b)An operator that does not have the resources to conduct the assessment may employ a contractor. The standard as regards the assessment is confirmed on a 3-year basis by the operator.

(c)The checklist in Table 1 provides guidance on the assessment of a cabin crew CRM trainer. If a cabin crew CRM trainer is competent in his/her role, the response to the questions in Table 1 should be ‘yes’. When answering the questions in Table 1, justifications and examples related to the responses given should be provided.

Table 1 — Cabin crew CRM trainer assessment checklist

CRM TRAINING — VIRTUAL CLASSROOM TRAINING — SINGLE-CABIN CREW OPERATIONS OF AIRCRAFT WITH AN MOPSC OF 19 OR LESS

(a)A successful virtual classroom training relies on the ability of the trainer to make best use of the associated technologies in the context of CRM training. The cabin crew CRM trainer may need to receive appropriate training covering the following:

(1)learning style;

(2)teaching method associated with virtual classroom instruction, such as videoconferencing, and a familiarisation with the virtual classroom instruction system in use, including management of time, training media and equipment and tools.

(b)The requirement of ORO.GEN.140 for the operator to grant access to the competent authority also applies to the virtual classroom training.

(c)More information on virtual classroom training is provided in the EASA Guidance for allowing virtual classroom instruction and distance learning.