APPENDIX H—DANGEROUS GOODS TRAINING …

1 APPENDIXH DANGEROUSGOODSTRAININGGUIDELINES (DGTWG)supportedbytheIATAD angerousGoodssessmentistoproduceacompete ntworkforcebyprovid-Board(DGB)( ) , (b) , ,howevertheemployerorthoseactingontheirb ehalfexample,entitiessuchasgroundservice providersandmusttailorthematerialfoundin theseguidelinestoreachfreightforwarders, , , .Itismanifestedandobservedthroughbehavio urscompetency-basedapproachtoadangerousg oodstrain-thatmobilizethefourcompetencyf actors:knowledge, , , :Advanced( ) (a) (b) (c) , ,theoutcomeor, (d)Experience:isrelatedtotheappliedknowl edgeandskills:Howoften?Where?When? , :(a)targetingfunctionspecifictrainingnee ds;(b)supportingcontinuouslearningandper formanceim-provement;(c)gearingtowardsle arningratherthansimplypassingNote:atest; *ExperienceisnotoneofthetraditionalKSAfa ctors,but(d)ensuringtheintegrationofknow ledge,skills, ; (e)supportingtheapplicationofsafetymanag ementmustconsiderthecomplexityoftasksand context,thesystems(SMS);andrangeofwork(r outine,predictability,anddependencies)(f )establishingsufficient, ( ):simpleworkactivities, ,itcouldresultinBasic( ):variousworkactivities, ,ident-individualhassomeresponsibilityor autonomyandthereifying,classifying,packi ng,marking, ( ):broadrangeofactivities, , ( ).

2 Formingthesefunctionsarenottrainedtocomp etently62ndEDITION,1 JANUARY20211042 AppendixHperformthem, ,whetherthetrainingneedsarebeingaddresse dAsanotherexample, , , ,theinstructorfacilitatesthepectedtocomp etentlyperformandtrainerstoknowwhattrain ee , ,initialandrecurrenttraining,assess-them withaclearviewoftheirlearningpathtowards ment,instructorqualificationsandcompeten cies, ,learningobjectives,assessmentmethods, (trainees)withaviewtoidentifyingtheknowl edge,skillstraditionaltrainingprogram,th eregulatorassessestheandattitudesthatthe yalreadypossess,tocollectinfor-coursecom ponentsandfinaltestagainstknowledgematio nonpreferredlearningstyles, ,groupsdifferinginage, , ,eitherforthefullimplementationperformth efunctionsforwhichtheyareresponsibleinao fthetrainingprogram, , (a) ,thefollowinghigh-levelmajortasksapply:D angerousGoods0 Understandingthebasicsofdangerousgoods;1 Classifyingdangerousgoods; Analysis2 Preparingadangerousgoodsshipment; :3 Processing/acceptingcargo;(a)todefinethe problemtobeaddressedanddetermine4 Managingcargopre-loading; Acceptingpassengerandcrewbaggage; ,determiningtheneed6 Transportingcargo/baggage; Collectingsafetydata.

3 (b)toestablishthejobfunctionrequiringthe trainingItisimportanttoreiteratethatapar ticularfunctionprogram,theemployee'scomp etenciesandthelevelmayincludevariousmajo rtasksthatanemployeeofproficiencyrequire d,andneedstofulfiltobecompetentwhenperfo rmingtheir(c)todeterminetheemployee' (b)Sub-tasks:oncetheemployeefunction(s) (s).Thisperformatrainingneedsanalysis(TN A)toestablishthestepisimportantinsetting thescopeoftheknowl-competenciesspecifict oanemployer sfunction,environ-edge, , ;fitstheemployer (c)Performancecriteria(PC):referstosmall eractionsincludethepurposeofthetraininga longwithoperational,andbehaviourthatwill helpmeasuringwhetherthetechnical, , (PC)willdirectlyprovideinfor-Toperformap roperTNAthereshouldbeajobanalysismationo ntheobservablebehavioursthatthetraineean dvariousinputs( ), ,sub-tasksisthestartofthethelevelofknowl edge, DangerousGoodsFunctions ,tasks,sub-tasksandPChavebeenThisflowcha rtrepresentsmajorareasthatareclusteredid entifiedinthematrix( ) , :whatisthecorejobfunctionfunctionisnotaj obtitlebutonethatdescribesthecoreandresp onsibilitiesoftheemployee?

4 ,ajobfunctionmayincludevarioustasksandsu b- , (knowledge,skills, ,sub-tasksandperienceandattitude) stars codingsystemhasbeendonebybreakingdownthe jobtofacilitatetheoutputofausedtoidentif ythatthehigherthelevelofproficiency, ,theemployerortrainingprogramdesignerand 62ndEDITION,1 JANUARY20211044 AppendixHtargetpopulationandtheirlevelof competency,contents, :Factor(a) ,itreferstothefirsttimeatraineeExperienc e0123receivesdangerousgoodsinstructionsa ccordingtoAttitude3444theirfunctionorane wfunctionifgapshavebeenCoding identified.(b)Recurrenttrainingmustbepro videdwithin24 , , , ,tasks,sub-tasksandperformancecriteria,t hetoolillustratedinHowever, , ,sub-tasks, , ,assigningtherightinstructororinstructio nalmethod,choosingtheappropri-Between3an dInadditiontotheabove,undergooneatetrain ingaids,sizingthelevelofdifficultyofthe1 2monthspracticalassessmentforexample onassessment, Thefirstconsiderationisobservationreport fortheemployeewhetherthetraineeswillbeap rimarypopulation, , , , ,bookingteams,management, , , ,obtainingandmain-accountwhatresourcesex isttoachievetheseresultsortainingthecomp etency Intermsofthefrequencyandthewhatresources needtobefoundtoaccomplishthespecificcirc umstances, , (f)thepassmarksforprojects, ,itassessments;couldbeagoodreasonforchoo singoneoranother(g)ifrequired, ,mentstobeundertakenpriortostartingsumma tivedigitallearningorself-pacedsolutions benefitstraineesassessments;andwherethel anguageofdeliveryisnottheirmothertongue.

5 (h) :formancefortheinterimandfinalcompetency stan-dards. entrylevelintermsofeducation,previousvoc ational/operationaltraining,workexperien ce; learningstyles(age,educationlevel,pace,e xperi-mentofthetrainees progressuntiltheyarecompetenttoence,deli verymethod,etc). , (CBTA)Thisconceptallowsforongoing checks ( ,assessmentofthetrainee )andwillinvolve:continuesuntiltheyarecom petenttoperformthefunc- ;endofthelearningeventaretoolateinthelea rning , ,definedassessmentplanassessment, (a)Fortheemployertoprovethelevelofcompet encyofare:theiremployeesandjustifyitforr egulatorypurposes,operationalandtechnica lrequirements.(a)writtenoronlinetest;(b) Fortheinstructortohaveastatusoftheknowle dge(b)oraltest;transferandtheskillsappli cationofthetrainees.(c)observationoftask ;(c)Fortheemployeetogaintheconfidenceoft heir(d)practicequestionsor groupanswered questions;competencyandtofocusontheareas ofknowledge(e) , (a)thefinalcompetencystandardassociatedw iththeassessmentplanshouldstartbydetermi ningmajorkeyfunction;performanceindicato rswhichwillmeasureifthetaskis(b) (ifrequired); (c)thelistofassessments( ,examinations,oralassessments,etc.)

6 Tablebelowrepresentsanexampleofanassessm entrequiredforeachofthetask(s) ;ateforeachtask,thecoresub-tasksandtheke y(d)whenassessmentsshouldtakeplace; (e)thetoolstobeusedtocollectevidenceduri ngfunction: Personnelresponsibleforprocessingorac-pr acticalassessment;ceptingdangerousgoodsc onsignments ( ).62ndEDITION,1 JANUARY20211046 AppendixHKPI( ) , (AWB,DGD,Ap-rately x (wherexisproval)andpackagingbytrainingsh ouldbebasedonthelevelofproficiencyanumbe r)ofship-fulfillingthecompletecheck- x (wherexisacurrentlybeingusedare:number)d angerous(a) , (b) ,polls,screensharing, ,Hpartytrainingprovidersalsoneedtoestabl ishanassess-WebEx,AdobeConnect,SabaMeeti ng,Blackboard, sassessmentintotheirestab-Nottobeconfuse dwithawebinarwhichisusedlishedassessment plan,butit suptotheemployertomainlyforapromotionalo rinformationdistributiondeterminehowthey measuretheeffectivenessofthepurposeandab iggeraudience, ,(c)e-learning:alsoknownascomputer-based trainingtheycanstillchoosetoassessthetra ineeinthe(CBT) (computer,tabletormobile) , ,recordkeeping,actionstobetakenifatraine efailsacompetencyassessment,etc.

7 (d)Distancelearning(self-study) (readingmaterial,videos, ,notes) (a)compositionandstructureoftheprogram;m ayormaynotbegivenopportunitiestointeract withacoachorinstructorduringthelearningt ime.(b)modules,trainingeventsandtheirdel iverysequence;Theymaybealsoaskedtofulfil thetrainingina(c)deliveryformat(typeoftr aining,media,etc);determinedperiodorcomp letelyattheirownpace.(d)syllabus;Assessm entsareusuallyproctorinterventionsata(e) milestones(ifrequired);anddeterminedloca tion.(f)programschedule.(e)Applications( smartdevices) ,developer(s)tocreatethetrainingandasses smentma-readingmaterial,games, , ,1 JANUARY20211047 DangerousGoodsRegulations(f) ,skills, ,skills,attitudesandexperiencearedetermi nedontunitytointroducetheworkenvironment priortothebasisofthetasklistinconjunctio nwithoperational,workinginoneaswellastot estpotentialsituationstechnical, ,thepersonac-(g)On-theJobtraining(OJT):i treferstoperformingceptingdangerousgoods willnotrequirethesameleveltheactivityorf unctionexpectedeithersupervisedatofknowl edgeand/orskillsrelatedtoclassificationa sanappropriatelevel,whiledoingthejoboraf terthesomeonewhoisclassifyingdangerousgo ods, (h)Groupdiscussions&tutorials:alsoknowna scasescenarios, ,theTNA,notthesyllabus, ,theperformancecriteriaareusedtoas-back, vehicle , , : Personnelresponsibleplementationofacompe tency-basedtrainingandassess-forprocessi ngoracceptingdangerousgoodsconsign-mentp rogramisthedevelopmentofthetrainingandme nts ( ).

8 , ,exercises,casepracticalexer-thebasicsof cises,roleplay, :checklists,videos, ,simulations,preself-testorCollectingBas icGroupdiscussion&surveys,progresschecks ,quizzes, (scenarios) ConductthePrograminAccordancewiththeTrai ningandNote: ,feedbackonperformanceonthejobusedtoprep arethetraineetoundertakeassessmenttofrom trainees,instructors, , ,traineefeedback, ,auditreports, , (in-housetraining), (a)Improvetrainingprogram , ,thenrelevant,sincetrainingisnotonesingl eevent,butthetrainingprovidershoulduseth etrainingcontracttorepeatsthroughoutthet rainee (a)and(b)oftrainingprogramevalu-Therefor e, ,butalsoclassicaltoolsforachievingthis( , ),butunderCBTA approachamuchcloserdialogueshouldbebuilt withtheemployerinorder(b)Confirmtraining effectiveness , (c) Designanassessmentplan contract; ,ifthetrainingisnotbeingeffective, ,itisstillanissueinthetrainingprogram, ,butfocusingmainlyonpoint(c)Provideevide nceoftheaddedvalue (b)and(c). ,alinkshouldbemadebetweentheskillsandatt itudeparttrainingandassessmentarethereso urcesandcostsinvolvedversustheactualther esponsibilityoftheemployer, ,itmustdemonstrateprovider,andtheemploye rshouldcoverallthefoursharedbestpractice s,newbusinessimplemented, ,sincebusinessevolves, : , , ,theevaluationofthetrainingonthetypeofor ganization(employer,trainingprovider,pro gram,benefits:etc.)

9 : thesearethenessneeds;easiesttoolstousean dthereforecanbeusedbyany competentworkdirectedtobothtrainersandtr ainee ,force andthatislinkedtothebusinessneeds(addsqu estionslike: Wasthetrainingrelevanttoyourjob? ,orvalue); Wasthetraininglevelofdifficultyadequate? , Wasthematerialinterestingandengaging? , Wasthetrainer theemployeebytakingintoconsiderationthei rex-knowledgeableandhelpful? canbeusedtodetermineperienceandaddressin gtheirreal/onthejobneeds;theperceivedlev elofrelevancyandadequacyofthe ,whichisabasicFortrainers,questionslike: , Wereyouawareofthetrainingcontract? , Wasthematerialhelpfulandadequateforthetr aininggoals? , Wastheresufficientvarietyofmethodsusedto makethetrainingengaging? , Didtraineesfolloweasilyandwith-outstrugg ling? .62ndEDITION,1 JANUARY20211049 DangerousGoodsRegulationsTheissuewithman yoftheseevaluationformsisthatresultsshou ldthereforebebundledandanalysed,prefer-m anypeopledon )ensureExample1:ifastandardknowledgeclas sicaltestthatsurveysareanonymousand2)the necessaryatten-showsthatasignificantperc entageoftraineespro-tionisprovidedtolowe rresults,evenwhenthesearevideawronganswe raparticularquestion, , ,orAnothervariationthattraineesmightpref eristhe beforerecurrentquestionsareaskedofcollea guesonhowandafterquiz.

10 Traineesmightbemorewillingtopartici-tode alwithaspecificsituation, , , unliketheprevious3tools,whenappliedtoAtt itude:Didchangesoccurduetothistoolisonly availableforemployers(notfortrainingtrai ning?providers).However,wefindthisausefu lsourceofExample1 sjob, ,proceduresandacost/benefitspointofview, ,proceduresgaps,Example2:iftraineesrespo ndbeforetrainingtheywillinglyignoranceof processesandprocedures,lackofwouldnotkno whowtoreacttoadangerousgoodscompetence(k nowledge,skills,information), ,andifaftertrainingtheyrespond: Iconclusionislackofcompetence,thenthisin formationwouldcallmydangerousgoodscollea gue ,thenwemustbeactionedtotheTrainingDesign erandTrainingcanconcludethatnotonlythose individualsreachedProgramevaluator,sotha tthenecessaryadjustmentsthetraininggoals , ,theycanalsobeusedForexample, , , ,sincetheyhaveabetteroverviewonwhatisThe seobservationsshouldnotfocusontheindivid ual, ( ):aimingtoheartheteam spointofviewininginterviewswiththeEmploy ers, :ifsometraineesrespondthattheleveloflimi titselftooneofthecompetencyfactors,inste aditdifficultyistoohigh,thensomeparticip antscanbeshouldcoversallfourlevels:Knowl edge;Skills;Attitudes.