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, 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.

2 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,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.

3 (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;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.

4 Knowledge,skillsandattitudeare 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.(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.

5 (i)assessmentof competenciesis basedon multipleBasic( ):deliverscompetencythat is sufficientfor anobservationsacrossmultiplecontexts;and individualto 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,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.

6 Assessmentmethodsandimprovingtheirperfor manceon the job. 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,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.

7 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, ,eitherfor the full implemen-Trainingdesignersare responsiblefor reviewingthetationof the trainingprogram,or onlyfor the trainingtrainingand assessmentplansthat are derivedfromthecourse(s).Thisapproachmayb e the mostsuitablefortrainingspecification,det erminingwhattrainingmaterialsemployerswh odo not havethe resourcesto traintheir( ) trainingfunctionbe out-typesof assessment( ,employersare still responsiblefor determiningexercises)are the mostsuitablefor the trainingneedsof theiremployees,ensuringthealsoneedto planthe trainingscheduleso that differentemployeescan acquirethe necessarycompetentleveltotrainingeventsc antakeplacein the the third-partytraining63rdEDITION,1 JANUARY20221031 DangerousGoodsRegulations(a)targetingfun ctionspecifictrainingneeds; (b)supportingcontinuouslearningand performanceim-The essenceof competency-basedtrainingand assess-provement;mentapproachis to strivefor continuousimprovement(c)gearingtowardsle arningratherthansimplypassingthrougheval uatingthe effectivenessof a trainingprograma test.

8 In meetingthe levelof competenciesrequiredfor different(d)ensuringthe integrationof knowledge,skills,attitudestasksof a specificfunction,and therefore,an assessorisandexperienceneededto performa job at role of an assessoris to fully understandtherequiredlevelof proficiency;competenciesof varioustasksunderthe function,ob-servethe performanceof the traineesaftertheyhad(e)supportingthe applicationof safetymanagementsuccessfullycompletedthe trainingand assessmentpro-systems(SMS);andcess,evalu atethe effectivenessof the programand(f)establishingsufficient,well -trainedandcompetentprovidefeedbackto the employersfor takenup by criticalto competentworkforcecan not only reducecost causedby shipmentrejectionsor delaysand importantdifferencesbetweentheof job expectationsbut alsoimprovesafetyby reducingwaythe regulatorwouldoverseea traditionaltrainingthe numberof wrongdoingsassociatedwith incompetentprogramversusa the classicexamplesis that,ident-traditionaltrainingprogram,th e regulatormayassesstheifying,classifying, packing,marking,labellingand docu-trainingcoursecomponentsand finaltest againstknowl-mentingdangerousgoodsfor transportare criticalto theedgecomponentsand not on the competenciesthat needsafetransportof dangerousgoodsby air.

9 The operatorto be fact that all knowledgecomponentsdependson thesefunctionsbeingcompetentlyperformeda re addressedor appearto be includedin a courseandby thosepreparingand offeringa consignmentfor trans-all traineeshavepassedthe requiredtestdoesnotport so that they are awareof the hazardsposedand thenecessarilymeanthat theycan performtheirassignedrequiredmeasuresto not trainedto competentlyperformthem,unknownrisksmaybe introducedinto ,for pack-implemented,regulatorsshouldoversee the trainingpro-agesthat are restrictedto carriageon a cargoaircraft,thegramto ensurethatit producespersonnelwhocanHshippermustalway saffixthe CargoAircraftOnly labelperformthe functionsfor whichtheyare responsiblein aon the samesurfaceof a packagenearthe hazardspecificoperationalsettingand in compliancewiththelabel(s).If the CargoAircraftOnly labelis affixedon hazardlabel(s),the packagewillbe rejected,andthe shipperwill haveto makethecorrectionbeforetenderingthe Competency-Basedoccasions,shippersmayeve nhaveto travelto the officefromthe cargoterminalfor makingthe necessarycorrec-Trainingand Assessmentfor thetion, whichcan be time consumingand implementationof a competency-by Airbasedtrainingand assessmentapproach,the a competency-basedap-will havea betterunderstandingon the task(s)involvedinproachto trainingandassessmentis its potentialtothe functionthat theyneedto performand the levelofencourageand enablepersonnelto reachtheirhighestproficiencythat they capabilitywhileensuringa basiclevelof com-petenceas a is achievedby:63rdEDITION,1 a Competency-Competency BasedTrainingand AssessmentBasedTrainingand AssessmentWorkflowsProgramThefollowingco mponents,as summarisedin , are essentialfor forminga competentworkforceforthe safe and efficienttransportof dangerousgoodsby air.

10 (a)a trainingspecificationthat describesthe AnalyseTrainingtraining,the task list and the requirementsthat mustNeedsbe fulfilledwhendesigningthe TRAINING ; the developmentandim-(b)an assessmentplanprovidingthe processand toolsplementationof a competency-basedtrainingand assess-for gatheringvalidand reliableevidenceat differentmentprogramis to analysethe ;the trainingneedsis veryimportantbecausethe needs(c)a trainingplandescribingthe trainingrequiredtoidentifiedwill formthe basisof the type(s)of trainingandachievethe competencies;assessmentmethodologiesto be (d)trainingandassessmentmaterials,andany otherneedsare specificto the employer'senvironmentandorganisationalre sourcesneedto implementtrainingrequirements,largelydep endenton the internalprocessand assessmentplans;andflow.(e)a Analysingthe TrainingNeedsCompetency BasedTrainingand assessmentprogramscan involvefive phases,analyse,design,de-velop,implement and ,1 objectivesof this phaseare:Agent ) andworkat the passengerterminal,theirjobfunctionsare very different.