APPENDIX H—DANGEROUS GOODS TRAINING …

1 APPENDIXH DANGEROUSGOODSTRAININGGUIDELINES doesso by the levelof proficiencyto be achieved,Thissectionhas beendevelopedby the IATAD angerousdeterminingthe mosteffectiveway of achievingthemandGoodsTrainingWorkingGrou p(DGTWG)supportedbyestablishingvalidand reliableassessmenttoolsto evalu-the IATAD angerousGoodsBoard(DGB)(seeappendi-ate the ) withthe objectiveof (b) statesthatpersonnelployersto establishdangerousgoodstrainingprogramsm ustbe trainedto competentlyperformthe functionforunderthe competency-basedtrainingandassessmentwhi chtheyare describedin the specificfunctionsthe personnelper-Theseguidelinespresentan industryconsultedbench-formand not by theirjob functionsmarkthat can be usedby in developingdangerousgoodsand responsibilitiesratherthana job title or description.

2 This approachis tomeansthat the trainingprovidedensuresthat a personisequipthe employeeswith the necessaryknowledgeandcompetentto performthe functionin compliancewithskillsthat allowthemto performthe functionfor For example,groundserviceproviderstheyare assignedat the requiredperformancelevelthatmayperformso mefunctionsthat are relatedto in full alignmentwithof dangerousgoodsat the directionof ; however,the employeror thoseactingongroundservicepersonnelmustb e trainedto performthetheirbehalfmusttailorthe materialin theseguidelinestoassignedfunctionscompet entlyregardlessof entitieswithlargeoperations,per-A safeand efficientair transportsystemis dependentonsonnelin smallercompaniesmaybe assignedto performa per ,tasksacrossmultiplefunctions,suchas performingemployersare requiredto ensurepersonnelare com-dangerousgoodsacceptance.

3 And loadingand securingpetentto performany functionfor whichtheyare respon-dangerousgoodson boardan thesepersonnelmustaddressall of thesefunctionsso thattheycanperformcompetentlyin competencyis a dimensionof humanper-Assessmentis a criticalfeatureof competency-basedformancethatis usedto reliablypredictsuccessfultraining,it ensuresthat trainingis efficientand effectiveinperformanceon the job. It is manifestedand observeddevelopingthe levelof proficiency/competencyrequiredthroughbeh avioursthat mobilisethe relevantknowledge,to performthe attitudesto carryout activitiesand tasksunderspecifiedconditionsto achievea competency-basedtrainingandassessmentis to producea competentworkforceby63rdEDITION,1 ,skillsandattitude(KSA)are thepersonto workautonomouslyand solveproblemswithoutthreecorecompetencyf actors:specialassistance.

4 (a) Knowledge:is the theoreticalinformationof a sub-Advanced( ):coverscomplextechnicaland pro-ject that enablesa personto understandthe con-fessionalactivitiesin a widevarietyof contexts,whichceptsand personnelto (b) Skills:are the abilitiesto performan activityortrainingcourseinstructorsshoul dhaveacquiredthis levelaction,whichcan be developedthroughthe processof proficiencyon the tasksor functionsthattheywillof acquiringknowledgeand deliveringsuchcourse(s).(c) Attitude:is a individual'schoiceof action,suchasLevelsof Proficiencythe levelof Competency-BasedTraining& AssessmentA competency-basedtrainingand assessmentapproachis basedon the followingprinciples:(a)relevantcompetenc iesareclearlydefinedfor aparticularfunction;(b)thereis an explicitlink betweencompetenciesandtraining,requiredp erformanceon the job, and as-sessment.

5 H(c)competenciesare formulatedin a way that dangerousgoodstask may requiretheycanbe trainedfor, observedandassesseddifferentlevelsof knowledge,skillsandattitude,de-consisten tlyin a widevarietyof workcontextsfor apendingon the complexityof the specifictaskand thegivenfunction; levelof proficiencyshouldbe(d)traineessuccessful lydemonstratecompetencybydevelopedto determinehowcriticalthe employee'smeetingthe associatedcompetencystandard;knowledge,s killsandattitudeare for the successfulcompletionof a ,to determinethe relevant(e)eachstakeholderin the process( ,levelof proficiencyof an employee'scompetencyfactors,shipper,frei ghtforwarder,groundserviceproviderthe employershouldconsiderthe complexityof tasksandandoperator,instructor,traininga ndassessmentcontext,the rangeof work(routine,predictability,andpersonnel ,traineeandregulator)hasa commondependencies)andthe levelof autonomyof the em-understandingof the competencystandards;ployeein performingthe tasks.

6 (f)clearperformancecriteriaare establishedfor as-sessingcompetence;Proficiencycan be dividedinto four levels,introductory,basic,intermediatean d advance,and appliedto individual(g)evidenceof competentperformanceis validandtasksinvolvedin the function(s)thatan employeeisreliable;assignedto.(h)instruc tors andotherassessmentpersonnel,andassessors judgementsare calibratedto achieveaIntroductory( ):coversgeneralknowledgeor under-high degreeof interrelatedreliability;standingof basicconceptsand techniques.(i)assessmentof competenciesis basedon multipleBasic( ):deliverscompetencythat is sufficientfor anobservationsacrossmultiplecontexts.

7 Andindividualto carryout simpleworkactivities,mostof it(j)to be consideredcompetent,an individualdemon-routineand assistancefromanstratesan integratedperformanceof all the requiredexpertmay be requiredfromtime to a ( ):comprisesof complexor criticalactivities,in a non-routinecontext,whichenablesa63rdEDIT ION,1 JANUARY20221030 AppendixHproviderscanaddressthe Responsibilitiesin regu-Traininglatorto ensurethatall fundamentalrequirementsareconsideredprio rto proceedingwiththe trainingprogramincludeselements, , TRAINING ,assessment,instructors'andothe rpersonnel'squalificationsandcompetencie s,In competency-basedtraining.

8 Traineesare activepartici-trainingrecordsand evaluationof its theirlearningprocessand the achievementofployersneedto determinethe purposeand objectiveofcompetenciesas opposedto beingpassiverecipientsofthe competency-basedtrainingbasedon the competency-basedtrainingprogrampro-which theirpersonnelre a clearviewof theirlearningpathtowardsensurethat a trainingprogramis designedand developedcompetencyduringthe establishclearlinksamongthe competenciesto beCompetency-basedtrainingshoulddirectly contributetoachieved,learningobjectives, assessmentmethodsandimprovingtheirperfor manceon the job.

9 Trainees' essentialin ensuringthatcompetency-basedtrainingis employermuststudythe targetpopulation(trainees)with a viewto identifythe knowledge,skillsandNote:attitudethat theyalreadypossess,to collectinformationTraineesare sometimesreferredto employeesin thison preferredlearningstyles,andon the socialanddocumentwhenexplainingthe relationshipbetweenem-linguisticenvironm entsof targetployersand theirpersonnelthat needto be a mixtureof experiencedand newlyrecruitedpersonnel,or groupsdifferingin not a corecompetencyfactor,this shouldbe consideredwhendevelopinga recurrentdangerousThe term instructor is mainlyusedto com-one'sskillsovertime,and therefore.

10 Evenif everytraineepetency-basedtraining,multip letrainingeventsshouldbeattendedthe sameinitialtrainingcourse,regardlessofde velopedbasedon the trainingplan,and trainingcoursetheirexperience,the extensivenessof coverageon vari-is one of the trainingeventsin the tasksshouldbe reviewedand adjustedfor a recur-deliveringor receivinga trainingcourseis only part of therent accountwholecompetency-basedtrainingprog ram,coursein-all thesecomponentsandvariablesbecausetheyca nstructorsdo playa criticalrole becausethe fundamentalaffectthe the traineesshouldbe that reason,courseinstructorsare additionto the internationalregulatoryre-in facilitatingthetrainees' progressiontowardsthequirementsthat mustbe coveredin the trainingprogram,achievementof alsopro-employersmustalsoconsiderthe domesticandinter-videinformationaboutthe effectivenessof the trainingnationalregulatoryrequirementsth at applyto theiroper-materials.