About this manual format

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1 Part 141 Exposition Template Revision 3, 10 January 2000 Revision 3: Amendment of the Table of Courses and Assessments see 3.4 About this manual format No two people will agree on the best way to lay out a manual. What is a logical progression to one is illogical to another. To make this exposition layout user friendly, apart from the introduction we have largely laid out the sections alphabetically using approximations to Rule Sub-part headings. Then in each section the headings are again mainly alphabetical. In granting a certificate, the Director has to have confidence that the organisation knows what it is about and can carry out its business safely. Certification involves three things: A. Certain information that has to be in an exposition. B. Other matters where the Director requires the certificate holder to ensure something. This can generally only be done by putting it in writing. The Inspector doing the certification will therefore look in the exposition or elsewhere for additional descriptive text that will ensure whatever... At the end of this sample exposition are the further matters that need to be addressed in documentation somewhere, if not in the exposition itself. C. During the Entry or Compliance Inspections, there are also other rule requirements that will be looked at for compliance, but do not involve anything in writing. We hope this example will be helpful to you.

2 Part 141 Exposition Template Revision 3, 10 January 2000 General advice Because Part 141 is a certification rule for training organisations, you have probably made this exposition a stand alone document in its own right. It may have been included in a Part 119 exposition, but if so, it must still contain its own Company Statement signed by the Chief Executive, unless covered by a statement embracing both 141 & 119 activities. If you choose to use this format, and use it precisely as laid out, there is no need to complete a separate CAA Part 141 matrix. It effectively contains the 141 matrix. But if you prefer your own manual layout, then you need to complete CAA matrix, which is available off the web, or by or hard copy from CAA. CAA s purpose in providing the matrix, or this example, is to save you money by: (a) Tabulating every rule clause that demands be in an exposition. (b) Adding (at the end) those things that the Director needs to be assured about. (c) Focusing your attention on each clause and sub-clause so that it is answered precisely. (d) Reducing the time that someone in the Certification Unit must spend in checking that the exposition totally meets Rule requirements. If you use the matrix, it will minimise the cost if you record your exposition clause number precisely against each Rule requirement. If you just refer to a page or section it takes time to read in searching for how you ve answered the rule. Don t use bullets, they can t be referred to easily. If the matrix leads the reader straight to the answer, you will save a lot of money. If the rule asks for a procedure, then give it as (a), (b), (c) or 1, 2, 3, etc answering who, what, when, where, how and sometimes why. If it says ensure that, then the exposition must say who ensures, and how they ensure. Often all you can do is reiterate, in your own words, what the rule says eg. thou shalt not fly below 500 ft. This document is available on the web site in PDF format as an example of layout and content. It cannot be opened as a Word document and massaged to your requirements. The CAA has an excellent web site at which is free and contains all the rules, ACs, and a mass of other useful information. When you use the web for the first time you will find you have to down-load the program Adobe Acrobat and save it to your disc. It is free and the instructions are clearly given on the screen.

3 GOOD COMPANY LTD EXPOSITION Part 141 [Specimen Format] Copy Nr

4 Table of Contents Table of contents 1. Introduction Company statement (a)(1)(i) List of effective pages Record of amendments Exposition manuals Distribution list copy numbers Definitions and abbreviations Administration Senior persons (a)(2) Duties and responsibilities (a)(3) Organisation chart (a)(4) Courses Course outlines & curricula & assessments (a)(7) Part 135 courses Location of training (a)(6) Training courses and assessments (a)(5) Documentation Exposition control Master copy (1) Procedure to amend the exposition (a)(9) Procedure to distribute the exposition (a)(9) Instructors and Assessors Competence Initial assessment (b) On-going training Procedures for courses Assessment syllabi (b)(2) Exams Facilities Other course details Reviews Staff qualifications (b)(3) Training syllabi (b)(1) Quality Assurance Corrective actions (b)(3) Internal QA program Management Review (b)(6) Preventive actions (b)(4) Quality indicators (b)(2) Safety policy (b)(1) Safety policy implementation (c) Records Control AC Legibility of records (b)(4) Personal records Quality Assurance review (b)(3) Retention period (b)(5) Forms Instruction for inserting exposition amendment Problem Report Suggested format for a year s checklist January 2000 i

5 Table of Contents 11. Additional matters to ensure rule compliance Course Examinations Facilities Other details AC (a)(7) Time scale of a course January 2000 ii

6 Introduction 1. Introduction 1.1 Company statement (a)(1)(i) Insert here your statement to satisfy this clause (why not adapt the rule s wording?). Note the need to ensure financial resources for the training carried out under (a)(1). Your statement should embrace both.63(a)(1)(i) and.51(a)(1). Insert here your statement to satisfy this clause (why not just use the rule s simple wording?) (a)(1)(ii) Under Quality Assurance the Rule requires a Safety Policy be stated (b)(1) What follows is just an example, submitted to CAA as a suggestion of what such a policy could say. If you used it you would need to modify it to buy into it for your company. It is only offered to stimulate your thinking. SAFETY POLICY This company supports all requirements of law regarding safety and intends to provide all employees with a safe and healthy working environment. It is the company s intention try to eliminate, or at least reduce, all accidentally caused damage to equipment and property, and injury to personnel and passengers. The company s Safety Program will include all aspects of operations. The Chief Executive Officer assumes full responsibility for the safety of employees and the public. Responsibility for implementing the Safety Program rests with the senior person responsible for training. That responsibility includes authority to establish support for the Program in each department. These Managers will be held accountable to ensure that all reasonable steps are being taken to prevent accidents. This same senior person (or in a larger company, another senior person) is designated to manage the program and report directly to the Chief Executive Officer. It is his/her responsibility to develop the program, provide advice and guidance on its implementation and evaluate its results. This responsibility includes the requirement to inform all employees about the program and specify internal safety reporting, safety audits, and incentive programs. Each employee has the responsibility to perform his or her job in a safe and efficient manner. I expect all employees to adopt the standards and procedures set forth in the Company Safety Program. 10 January

7 Introduction Our safety policy can be summarised into one sentence: "Safety is an attitude, if it can t be done safely, we don t want you to do it." That s not just a slogan it s a commitment There is no job so important that it cannot be accomplished in a safe, efficient manner. Signed Chief Executive 10 January

8 Introduction 1.2 List of effective pages Page Dated Page Dated October October October October October October October October October October October October October October October 1999 etc. This page must be replaced every time an amendment is issued. Appendix October 1999 Appendix October 1999 Appendix October 1999 Appendix October 1999 etc. 1.3 Record of amendments 10 January

9 Introduction Amendment Nr Effective Date Date Inserted Inserted by: Signature Original Issue 19 January October This page is never replaced until it is filled, or the entire manual is reprinted and reissued 10 January

10 Introduction 1.4 Exposition manuals Show a hierarchy of manuals if this is appropriate to your exposition. [The illustration is not saying this lower level of named manuals should exist.] This Exposition comprises the following manuals: Training Manual Course Specifications Procedures Manual Under-slung Loads Manual The following manuals are associated with the exposition but are not a part of it: Distribution list copy numbers Training Manual Course Specifications Under-slung Load Manual Master Copy CEO CAA Training Mgr Training Captain Ground Instructor Check Captain Tailor to your own requirements 10 January

11 Introduction 1.6 Definitions and abbreviations This page is not mandatory. 10 January

12 Administration A. MANDATORY CLAUSES TO BE ADDRESSED IN THE EXPOSITION 2. Administration 2.1 Senior persons (a)(2) List here the senior persons you re nominating under (a)(1) and (2) 2.2 Duties and responsibilities (a)(3) When you give the responsibilities remember to include who can deal with the Director. Include also any authorisations you give staff. AC Organisation chart (a)(4) If you put names on the page by computer, without lines joining them, don t forget to draw them in afterwards. If your chart shows more than just your Part senior persons, ensure it makes clear which are the senior persons for whom you need the Director s approval before appointment. The chart must show the QA person, and show them as being responsible to the CEO (h) From here on, if you print your exposition pages double sided, the header and footer needs to swap between odd/even so that the page numbers are to the outside edge of the page unless they are printed in the centre. 10 January

13 Courses 3. Courses 3.1 Course outlines & curricula & assessments (a)(7) Give both the OUTLINE and the CURRICULUM for each course obtainable from Part 61. [If you want guidance on what a course outline could look like, the following headings may be helpful in formulating your standard. This is not something mandatory, but might help thinking through the basic material for an instructor.] Suggested outline for a training course: 1. Course title. 2. Who it is tailored for. 3. Qualifications required for the student. 4. Qualifications required for the instructor. 5. Standards for the course Rules or company requirements etc. 6. Objective for the course. 7. Syllabus bullet points see Instructor s guide. 8. Course detail timetable of phases etc as appropriate. 9. Assessment of student. 10. Student s result and completion of records. 11. Critique of course: Student s materials Instructor s materials You could have an Instructor s Guide as one separate document, or a Guide produced individually for each training course whatever is convenient. 1. Course title 2. Lesson summary 3. Objective of the lesson 4. Syllabus: Briefing Flight Debriefing Report and recording. 3.2 Part 135 courses A Part 119 operator is responsible for the initial, transition and recurrent training of crew members and assessment of their on-going competency. If such an operator contracts with you to do any of their training, they need to provide the course outline and syllabus to meet their requirements. Your documentation will need to provide the framework to accept these requirements, including a written contract between the parties. 10 January

14 Courses 3.3 Location of training (a)(6) Give all locations if more than one. If the courses offered differ at each location, say what is offered and where. 3.4 Training courses and assessments (a)(5) List all your courses here. The following courses or assessments can currently be done without seeking specific approval: Any pilot licence training PPL or CPL. Any Instructor training. Instrument rating training ground and air. Instructional techniques pilot instructor: Cats C and D (was P3) As at 10 th January 2000 approvals are required for any of the following: Training Courses Remarks P1 Pilot type rating specific to type > 5700 kg & multi-engined helicopters P2 Pilot licence training (a/c & helicopter) Applicable only for reduced hours courses. P3 P5 P6 P7 P8 Reserved Basic gas turbine rating Flight simulators specific to type Cat II & III approaches Aerobatic flight rating P9 ETOPS Under development P10 E1 E2 E3 E4 M1 M2 M3 M4 Agricultural rating Engineer type rating training Engineer licence training Flight engineer type rating Flight engineer licence training Dangerous goods Reserved Human factors Reserved M6 Crew training 121/125/135 AQP As applicable M7 Cabin crew training As applicable 10 January

15 Courses Assessments A1 PPL demonstration flight test to recommend issue A2 CPL demonstration flight test to recommend issue Only available under DCA s delegation. A3 ATPL Flight test A4 Flight instructor rating initial issue Only available under DCA s delegation. A5 A6 A7 A8 A9 A10 A11 Instrument rating Additional aid Continued competency Multi-engine Instructor rating - currency test Cat A Cat B Cat C Instructor rating additional privileges Aerobatic Multi-engine Night Spinning Operational Competency Parts 121/125/135 operations Aerobatic flight rating Agricultural rating Helicopter winching, rappelling, & human sling load. Cat A only done by CAA 10 January

16 Documentation 4. Documentation 1. What documents do you hold? For example: Civil Aviation Act 1990; Rule Parts 1, 12, 61, 91, 141, etc. ACs 141, and/or ; etc. 2. How do you know they are current? 3. Who is the person responsible for the library of these documents? 4. What are your procedures (a), (b), (c), (d) or (i), (ii), (iii) (iv) etc. answering who, what, when, where, and how, to ensure: (a) That (b)(1) concerning review and authorisation of course documentation etc. mentioned in (a), is complied with? (b) That (b)(2) concerning availability to personnel is complied with? (c) That (b)(3) concerning destruction of what is old, is complied with, or otherwise prevented from unintended use? (d) That (b)(4) concerning approval of changes etc. is complied with? 10 January

17 Exposition Control 5. Exposition control How will you control your exposition? (a)(9) Give the procedure who, what, when, how etc: (a) Who makes and authorises amendments etc? (b) Who, in day to day terms is responsible for the currency and accuracy of the exposition? 5.1 Master copy (1) State where the master copy is held. Note: (5). 5.2 Procedure to amend the exposition (a)(9) Say how you go about amending the exposition. 5.3 Procedure to distribute the exposition (a)(9) (a) Who is responsible for distributing amendments? (b) To whom? (c) Recording that they were distributed on a certain date? (d) Filing acknowledgment of receipt of amendments and their incorporation by the copy holder (see suggested Instruction For Inserting Exposition Amendment form) etc. 10 January

18 Instructors and Assessors 6. Instructors and Assessors 6.1 Competence Give your procedure for periodic assessment of staff. Note the requirements of AC (a) (b) (c) etc. 6.2 Initial assessment (b) Note the requirements of AC The rules requires a procedure for initially assessing, so give what you do: (a) (b) etc. or a procedure could be shown by the existence and use of an Initial Assessment Form which you would show with other Forms in Chapter 10. It would contain details of your minimum requirements for appointment (i) (ii) (iii) training; qualification; experience. 6.3 On-going training Give your procedure for on-going training. Note the 4 requirements of AC and make sure you say how you cover each of them. (a) (b) (c) etc. 10 January

19 Procedures for Courses 7. Procedures for courses 7.1 Assessment syllabi (b)(2) There must be a procedure to ensure that Rule requirements are met when drawing up an assessment: (a) (b) (c) etc. and there is no compromise of integrity. [See also * below]. 7.2 Exams See the comments under Facilities See the comments under Other course details See the comments under Reviews requires review of documentation. Therefore the procedures for courses must make provision for the review of each course or assessment. State: (a) How, when and who will carry out such reviews; and (b) The form of record you will keep of having done each review. 7.6 Staff qualifications (b)(3) State how you will ensure that the teacher is more qualified than the person taught or assessed? 10 January

20 Procedures for Courses 7.7 Training syllabi (b)(1) There must be a procedure to ensure that Rule requirements are met when drawing up a training course and syllabus: (a) (b) (c) etc. * AC has 6 bullet points that should be addressed concerning examinations. The Chief Executive should address these in the exposition thus ensuring the points are adequately covered. 10 January

21 Quality Assurance 8. Quality Assurance 8.1 Corrective actions (b)(3) The procedure must include the items (d)(1) (d)(2) (d)(3) The procedure could be simply a reference to the sample Problem Report that is illustrated in Forms, if you care to adopt the suggestion. 8.2 Internal QA program (a) Must achieve the purpose set out in (b) The procedure must specify the two items in (c) Require trained & independent personnel (d) Reported as per (b)(5) (f)(1) (f)(2) (f)(3) (e) Require action be taken as per (f)(4) a means of dealing with any problems that are raised, and following them up, and closing them, could be the use of the universal Problem Report found in the FORMS section of the exposition. (f) Require follow up audits to confirm the effectiveness (f)(5) if the Problem Report is used, as suggested in (e), the follow up will be accomplished. 8.3 Management Review (b)(6) The Management Review is to look at the whole QA system and see if it works, or if it can be improved or needs changing somewhere. So it needs a procedure: (a) State frequency of holding reviews (g)(1). Once up and running and shown to be effective, the frequency might be reduced from say monthly to quarterly. (b) Identify the responsible manager (g)(2). This person must appear in the organisation chart and be named among your senior persons in para. 2.1 (c) Evaluate and record all reviews (g)(3). 10 January

22 Quality Assurance 8.4 Preventive actions (b)(4) The procedure must include the items (e)(1) (e)(2) (e)(3) (e)(4) The procedure could again refer to the sample Problem Report that is illustrated under Forms, if you adopt the suggestion. But text should cover the four.61(e) items. (a) (b) (c) (d) 8.5 Quality indicators (b)(2) Must at least include the four indicators mentioned in (b)(2) and say how you are going to monitor and use them. A very serious quality indicator, not suggested in the rule, could be airspace infringements. But hopefully you never have them. If you do, a root cause analysis, and fix, is vital in a training organisation where they should never occur. What is your procedure to identify your quality indicators and to what use will you put them? (a) (b) etc. 8.6 Safety policy (b)(1) If you have not put your policy statement in the Introduction with the statement signed by the Chief Executive, put it here. Note the need for organisational goals; and expectations and needs of customers. 8.7 Safety policy implementation (c) Show your procedure for ensuring staff understand; implement; and maintain your safety policy throughout the organisation? By: (a) (b) (c) etc. 10 January

23 Records 9. Records Note that the procedures below need to cover: identifying (a name on the top), collecting, indexing (for retrieval), storing (how and where), and maintaining records (ensuring that required data is collected and kept). 9.1 Control AC Access to records should be controlled to ensure integrity. Who controls access and how is it controlled? 9.2 Legibility of records (b)(4) How will you ensure records are legible? Probably just a statement in your procedures that all staff are to ensure all records are legible. 9.3 Personal records Staff (b)(1) There must be a procedure to ensure that the requirements are met. Under the Forms section of the exposition there should be the master copy of the Personal Staff Record, and it must contain at least the four matters asked for in (b)(1). There should be text giving the procedure: (a) Who fills in the forms? (b) Show an example of a correctly filled in form. (c) Where are they filed? (d) How are recency records transferred to an ops status board or spreadsheet or however you keep track of staff currency on a daily basis? Etc. etc Non-staff (b)(2) Similar requirements to staff but the Training Record for anyone being trained or assessed must make provision for the six items required where applicable. Any reader of the form must be able to comprehend whether a person s progress is good or poor etc. and where problems may lie, and how they need to be, or were, overcome etc. (a) Procedure for recording etc. similar to that for instructors. (b) (c) (d) etc. 10 January

24 Records 9.4 Quality Assurance review (b)(3) Records must be kept for all QA. Tie this in with the requirement of (b)(5) and (g)(3). The format of a suggested Problem Report is found in Section 10. Show here: (a) Who is responsible for maintaining QA records; (b) Where are they kept? (c) How are they easily traced? [If they are filed in groupings of similar sorts of problems it is easy to grab the bunch of similar problems to count them and analyse a common root cause, if it exists.] (d) How are those problems that can not be immediately fixed, to be filed so that their pending status is not lost sight of? These records can then form a basis of an internal QA review, of which a record must also be kept. 9.5 Retention period (b)(5) Restate the requirement in your own words. 10 January

25 Forms 10. Forms 10.1 Instruction for inserting exposition amendments 10.2 Problem Report 10.3 Format for a year s checklist 10.4 Illustration of a number of years checklists 10 January

26 Forms 10.1 Instruction for inserting exposition amendment GOOD COMPANY LTD Instruction for inserting [named] Manual Amendment To: Amendment Nr: Holder of Copy Nr: Date: / / Please promptly amend your copy of this manual by: Deleting pages Inserting pages Number Date Number Date Record the amendment on the Record of Amendments page Sign this form and return to: The Chief Executive return address I confirm that I have amended my exposition and it is up-to-date according to the latest List Of Effective Pages that was supplied with this current amendment. Signed: I confirm my Copy Nr is: 10 January

27 Forms 10.2 Problem Report GOOD COMPANY LTD Problem Report SUBJECT: Describe problem: What, where etc. Found by: Designation: Date: / / Suggested fix: How it was fixed: Corrective action now closed: Designation: Date: / / Root cause was: (Digging Why? Why? Why?) Preventive action to stop recurrence: Preventive action taken: Designation: Date: / / Should any part of the system be improved? What improvement was made: Improvement made by: Designation: Date: / / 10 January

28 Forms Instructions for use: Where any problem is found that needs recording and tracking a checklist item not done; something unserviceable, even temporarily; an internal QA finding etc. a Problem Report of that date should be raised. Reports are to be filed as PENDING or CLOSED. The PENDING file is to be reviewed every [days?] by and, if possible, signed off and moved into the appropriate CLOSED file. CLOSED reports are filed in groupings, according to the similarity of problems, to make subsequent analysis easy. 10 January

29 Forms 10.3 Suggested format for a year s checklist 1999 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Pt Cert. Renewal A. Blaggs medical Assessment I. Bliggs medical Assessment O. Bloggs medical Assessment 1 st Aid Refresher Scales calibration QA internal audit QA Management review Review of Exposition Review of course & syllabi Instructions for use: After checks have been completed, initial and date the box. If a problem is found, put an X in the box, and complete a Problem Report Form of the same date to describe the problem, its fixing, and investigation. 10 January

30 Forms 10.4 Illustration of a number of years checklists that can be rolled over as year succeeds year QA CHECKLIST 2002 JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC QA CHECKLIST 2001 JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC QA CHECKLIST 2000 JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC QA CHECKLIST 1999 JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC Item X Item Y Analyse Problem Reports Review manuals (incl. compliance) Security Ltrs of Agreement Review Training for Training for Certificate renewal 5 yrly List all periodic checks from the exposition that must be remembered, and give them an anchor date. 10 January

31 Additional Matters to Ensure Rules are Complied With 11. Additional matters to ensure rule compliance 11.1 Course Examinations The facilities and conduct of examinations are addressed in AC Examination rooms While training and examinations may be conducted in the same facilities, the last 5 bullets of AC need comment as a matter of the organisation s policy in the conduct of exams Examination papers AC enlarges on the requirement of (b) in that it asks for confirmation: (a) That you have examinations paper banks; (b) That they are an adequate size; (c) That questions are checked and updated periodically; (d) That the type of questions are appropriate; (e) That examinations are conducted responsibly; (f) That exam answers are analysed etc. and (g) That examination papers and scripts are securely stored [AC last bullet]. Assurance of these matters needs to be in the exposition Facilities In granting a certificate the Director must be satisfied that the organisation has adequate facilities to carry out the training and that these facilities continue to be maintained to the standard they met when inspected for initial certification. Unless a description is in writing the continued maintenance of the facilities cannot be assessed. Therefore there should be a description somewhere of the facilities you have for training courses as per AC For example: Our training facilities comprise: (a) x lecture rooms, with desks and chairs catering for x students (b) A briefing room having current aeronautical charts, flight planning information, phone, fax machine for weather forecasts etc. (c) Rooms that are well lit, heated and ventilated. 4 October

32 Additional Matters to Ensure Rules are Complied With (d) Training aids include x overhead projectors; x videos and TV screens; a blackboard/whiteboard in each lecture room etc. And a description of the mock-ups or aircraft components used during lectures. (e) Text books and study notes available to students include the following (f) x aircraft, which are sufficient for training to be sequentially conducted allowing for weather interruptions Other details AC (a)(7) (a) Description of pilot ground trainers. (b) List aerodromes that are permitted to be used, and brief description of their facilities as used by this organisation. (c) Description of aircraft and any special equipment that may be used during instruction. (d) Prerequisites for enrolment in a course Time scale of a course (a) Required student attendance. (b) Checks and tests used to measure a student s progress. 4 October

33 Additional Matters to Ensure Rules are Complied With Quality Assurance Information Quality Assurance is a requirement that will be new to most organisations. It is therefore approached with some trepidation what does it all mean and how do we actually get it on to paper in a simple and meaningful way? To assist you with ideas, we included some forms that will convey how to achieve it. Modify them to your own use or ignore them if you prefer. The Problem Report Form embraces a procedure for: 1. a corrective action finding a problem and fixing it. 2. a preventive action having found a problem, trying to prevent it happening again (through asking why? why? why? and getting at the root cause), and 3. a panel pointing you to a Management Review. Quality Assurance is the technical term for helping you be assured that your company is performing to the standards and quality that you want. Basically it does six things: (a) Ensures services etc. are provided in accordance with company procedures and standards, and CAA rules; (b) Helping you, or others, to remember to do things that have to be done; (c) Checking afterwards to see if you, or the others, did do them; (d) Keeping a simple record of things that go wrong, and filing the records; (e) Analysing why something has gone wrong, particularly if it is repeated, so that the root cause of the problem can be fixed. If the root cause is fixed, in theory the problem will go away. (f) Regularly reviewing written policies and procedures, to see they reflect your current intention, and practice, and check ongoing compliance with Rules or ACs if CAA has amended them. You probably already partially do this with wall planner charts or a diary, but they are not specifically for QA. The following is a simple QA system that you might adapt to your needs. The QA checklist Use a spreadsheet type format for any items that have to be checked or actioned periodically. If some items are as infrequent as five yearly, have a page for each year (1998, 1999, 2000, 2001, 2002) and annually delete one (1998) and add one (2003) just rolling them over saves rewriting each year. How it works Include instructions on how to use the form. 4 October

34 Additional Matters to Ensure Rules are Complied With A problem is found Fill in a Problem Report PENDING If action must be pending, check regularly to close it as soon as possible CLOSED When closed, file it with record of similar problems Periodically see if similar problems continue to have a common root cause. If so, fix it again! Repetitive things could be Quality Indicators Recording problems and filing them Whenever a problem is found in the company operation, or an internal audit, record in on an Problem Report or use some other catch-all name. [See the example for the minimum information it should contain]. You may perhaps want to add a verification for return to service or some confirming signature of acceptance. Analysing recurring problems This is a most useful aspect of QA. Only by recording problems can you remember they happened and see if they are recurring; and only by analysing them can you find the root cause. For example, if you operated an aerodrome and found in a year that there were 17 driver accidents on the apron, analysing them might show that Mr Jehu caused 14 of them. You can guess the solution that you should have used sooner! Unless the record is in the form of one piece of paper per problem, analysis is much more difficult. Many organisations use forms that list a great variety of problems on one piece of paper, just as they happen. This may save some paper, but is not practical for the person trying to group similar problems to see if there is a common root cause, or to see how many time the same problems has occurred over a given period. 4 October

35 Additional Matters to Ensure Rules are Complied With Quality Assurance is described in more detail in AC October