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Appendix Hperform them, unknown risks may be introduced into airtransport.As another example, accepting dangerous goods for airtransport requires an operator to verify that dangerousgoods are properly prepared for transport through the useof a checklist. If personnel accepting dangerous goodsare not trained to competently perform this function, theymay unnecessarily reject properly prepared shipmentsthereby delaying shipments and increasing costs to theshipper and the operator. Alternatively, personnel nottrained to competently perform this function may acceptimproperly prepared shipments of dangerous goods intoair transport thereby introducing risks to the aircraft andits occupants.H.3.3 A competency-based approach to training andassessment ensures trainees know what they are expected to competently perform and trainers to know whatcompetencies to assess.H.4 Roles and Responsibilities in aCompetency-Based Approach toTrainingH.4.1EmployerH.4.1.1 A training program includes elements such asdesign methodology, initial and recurrent training, assessment, instructor qualifications and competencies, trainingrecords and evaluation of its effectiveness. Employersneed to determine the purpose and objective of thecompetency-based training program based on the functions for which their personnel are responsible. Employersshould ensure that training is designed and developed toestablish clear links among the competencies to beachieved, learning objectives, assessment methods, andcourse materials.H.4.1.2 The employer must study the target population(trainees) with a view to identifying the knowledge, skillsand attitudes that they already possess, to collect information on preferred learning styles, and on the social andlinguistic environments of prospective trainees. The targetpopulation may be a mixture of experienced and newlyrecruited personnel, groups differing in age, etc. All thesecomponents could have an impact on the design of thetraining. Employers must also consider the domestic andinternational regulatory requirements that apply to theiroperations.H.4.1.3 Some employers may utilize third-party trainingproviders for assistance, either for the full implementationof the training program, or only for certain elements. Thisapproach may be the most suitable for employers who do62nd EDITION, 1 JANUARY 2021not have the resources to train their personnel in-house.While utilizing third-party training providers may be costeffective, whether the training needs are being addressedneeds to be the deciding factor in selecting a third-partytraining provider. Employers remain responsible for ensuring its personnel are competent to perform theirfunctions prior to performing them even if certain aspectsof the training program have been delegated to thirdparties.H.4.1.4 Employers should liaise directly with the regulator to ensure that the latter’s requirements are considered prior to proceeding with the development ofcompetency-based training.H.4.2TrainerIn competency-based training, the instructor facilitates thetrainee’s progression towards the achievement of competencies. Instructors also collect information about theeffectiveness of the training materials which supportscontinuous improvement. More details on trainers competencies are found in H.5.7.H.4.3TraineeIn competency-based training, trainees are active participants in their learning process and the achievement ofcompetencies as opposed to passive recipients of knowledge. The competency-based training program providesthem with a clear view of their learning path towardscompetency during the training program and beyond.Competency-based training should directly contribute toimproving their performance on the job. Trainees’ feedback is essential in ensuring that competency-basedtraining is effective.H.4.4RegulatorH.4.4.1 There are important differences between theway the regulator would oversees a traditional trainingprogram versus a competency-based training one. In atraditional training program, the regulator assesses thecourse components and final test against knowledgeelements and not on the competencies that need to beacquired. The fact that all knowledge components areaddressed or appear to be included in a course and alltrainees have passed the required test does not necessarily mean that they can perform their assigned functionscompetently.H.4.4.2 Where competency-based training has beenimplemented, regulators should oversee the training program to ensure that it produces personnel who canperform the functions for which they are responsible in aspecific operational setting and in compliance with thenational regulatory framework.1043H

Dangerous Goods RegulationsH.5 Framework to ImplementCompetency-Based Training andAssessment Programs forDangerous GoodsH.5.1Phase 1—AnalysisH.5.1.1 The main objectives of this important phase are:(a) to define the problem to be addressed and determineif there is a need for a training program. Dangerousgoods training is a regulatory requirement mandatedin Appendix I.1.5. Therefore, determining the needfor training is covered by this requirement.(b) to establish the job function requiring the trainingprogram, the employee's competencies and the levelof proficiency required, and(c) to determine the employee's concerns and challenges when performing their tasks as well as theirmotivations to learn.HH.5.1.2 The following step on this first phase is toperform a training needs analysis (TNA) to establish thecompetencies specific to an employer’s function, environment and requirements. An employer conducts a trainingneeds analysis to determine the results that the trainingneeds to achieve and what resources exist to achievethese results. This critical step will ensure that the trainingfits the employer’s purpose and is effective. This shouldinclude the purpose of the training along with operational,technical, regulatory and organizational requirements.The organizational requirement should be measurableagainst key performance indicators that validate theperformance of the employees.To perform a proper TNA there should be a job analysisand various inputs (see H.5.1.2 and H.5.1.3), some ofwhich have already been created by subject matterexperts and are offered in these guidelines:H.5.1.2.1 The identification of the specific job functionand the different tasks, sub-tasks is the start of theprocess. The identification of general high-level functionshas already been done and is reflected in FigureH.5.B–Dangerous Goods Functions–Process Flowchart.This flow chart represents major areas that are clusteredinto high level tasks. Based on that flow chart theseguidelines provide a list of well-established functionsinvolved in the flow of cargo and passenger baggagewhere dangerous goods training is required. This list isnot exhaustive, but it provides the main functions found inthe supply chain. It is important to remember that afunction is not a job title but one that describes the coreresponsibility of an employee in their function. Additionally, a job function may include various tasks and subtasks which may be common to different job functions,see examples in H.6.H.5.1.2.2 Establishing a list of tasks, sub-tasks andperformance criteria is next in the analysis phase. This isdone by breaking down the job to facilitate the output of atask matrix. This input part of the TNA is also beenprovided in these guidelines in Table H.5.C. By using thistool, the employer or training program designer and1044developer can customize the training needs per functionrelevant for a particular job.(a) Tasks: establishing the tasks to be performed by theemployee. Based on the flowchart in Figure H.5.B,the following high-level major tasks apply:0–Understanding the basics of dangerous goods;1–Classifying dangerous goods;2–Preparing a dangerous goods shipment;3–Processing/accepting cargo;4–Managing cargo pre-loading;5–Accepting passenger and crew baggage;6–Transporting cargo/baggage; and7–Collecting safety data.It is important to reiterate that a particular functionmay include various major tasks that an employeeneeds to fulfil to be competent when performing theirfunction.(b) Sub-tasks: once the employee function(s) and taskshave been identified the next step is to determine thesub-tasks suitable for that specific function(s). Thisstep is important in setting the scope of the knowledge, skills and experience required of the personperforming the function. A sub-task is considered tobe an action to be performed when completing atask, the action should be measured by predefinedperformance criteria;(c) Performance criteria (PC): refers to smaller actionsand behaviour that will help measuring whether theknowledge and the skills have been acquired to therequired level. The PC are helpful in defining keyperformance indicators to evaluate against, seeH.5.2.1–Design an assessment plan. Identifying theperformance criteria (PC) will directly provide information on the observable behaviours that the traineeshould be able to demonstrate.H.5.1.2.3 Identifying the level of proficiency is an essential part of the process as it will directly provide information to the training designer and the employee aboutthe level of knowledge, skills that will be assessed andtherefore the level of proficiency to be expected atcompletion of the program.Once the function, tasks, sub-tasks and PC have beenidentified in the matrix (see Table H.5.C) then the level ofproficiency should be assigned to each of them answeringto the basic question: what is the level of the fourcompetency aspects expected from the employee ortrainee at the training program conclusion? Anotheraspect to be considered in assigning the level ofproficiency/competency is: what is the core job functionand responsibilities of the employee? The closer the taskis to the core responsibilities the higher the level ofproficiency/competency should be.The following table illustrates the relationship between thedifferent elements of competency (knowledge, skills, experience and attitude) and the level of proficiency. Foreasy understanding a “stars” coding system has beenused to identify that the higher the level of proficiency, thehigher the level of competency factor applies and therefore the higher number of stars assigned.62nd EDITION, 1 JANUARY 2021

Appendix HTABLE H.5.ALevel of Proficiency in Terms of CompetencyFactorsCompetencyFactorLevel of ing Note:To assign the right level of proficiency bear in mind theconcepts described for each level as described in H.2.4.2and the four competency factors as described in H.2.4.1.H.5.1.2.4 With this basic understanding of the interrelation between the four competency factors, the level ofproficiency and the clear breakdown of function, tasks,sub-tasks and performance criteria, the tool illustrated inTable H.5.C can be used to provide a standardised wayto establish the TNA.H.5.1.2.5 A range of benchmarked TNAs for welldefined functions is provided for industry guidance underH.6 where tasks, sub-tasks, performance criteria and thelevel of proficiency has already been considered. All tasksand sub-tasks included for each well-defined function canbe identified in the flowchart in Figure H.5.B.H.5.1.3 Taking into consideration various characteristicsof the target population provides valuable details fordesigners and developers on assigning the appropriateresources, e.g. method of delivery, assigning the rightinstructor or instructional method, choosing the appropriate training aids, sizing the level of difficulty of theassessment, etc. to be used in the training program.H.5.1.3.1 Population type–The first consideration iswhether the trainees will be a primary population, whichmeans they will be primarily using the training to performtheir job. In other words, the training program or part of itis their core activity. This can also be reflected in thedesignation of the level of proficiency/competency duringthe TNA. For trainees that meet the conditions of Appendix I.1.5.1.1.1 dangerous goods training is a primaryrequirement, therefore the considerations in H.5.1.2.2apply.Otherwise the trainees fit into a secondary populationtype which consists of trainees which have an indirectinput in the system performance but will not be actuallyperforming the tasks and sub-tasks related to a particularfunction e.g. sales teams, booking teams, management,SMS team members.These guidance materials concentrate on the primarytarget population.H.5.1.3.2 Frequency of training, obtaining and maintaining the competency–In terms of the frequency and thespecific circumstances, these may be determined byregulatory requirements whether international or nationaland by business and corporate needs. These characteristics have a direct impact in the considerations of the62nd EDITION, 1 JANUARY 2021target population and their level of competency, contents,method of delivery and other aspects highly important inthe design and development phases.Dangerous goods initial and recurrent training are required by the regulations:(a) Initial training must be provided prior to a personperforming their responsibilities related to the transport of cargo or managing passenger and baggage.Effectively and unless otherwise required by thenational authorities, it refers to the first time a traineereceives dangerous goods instructions according totheir function or a new function if gaps have beenidentified.(b) Recurrent training must be provided within 24months of previous training to ensure knowledge iscurrent. However, if recurrent training is completedwithin the final 3 months of validity of previoustraining, the period of validity extends from the monthon which the recurrent training was completed until24 months from the expiry month of that previoustraining.However, there are situations in which there are irregularities in the job continuity of an employee. In this case,an intervention is needed to ensure the competency ofthe employee and any potential gaps to be coveredbefore restarting their job function. The following table is aproposal of actions to be taken into consideration:Period ofAbsenceSuggested ActionHUp to 3 monthsProvide the employee with regulatoryor business requirements changes orupdates and ensure understanding ofthese changes.Between 3 and12 monthsIn addition to the above, undergo onepractical assessment for example “onthe job session” or simulation. Theemployer must provide a briefobservation report for the employeewith any identified gaps to be filledand with information to becomplemented in order to reach thecurrently required competency andproficiency level again.More than1 yearRecurrent training programWhen choosing the method of training delivery, the typeof assessment must be considered. The assessment planmust be fit for purpose considering how the knowledgeand practice of the skill have been delivered during thetraining. Ultimately the assessment must demonstratethat the employee can perform the job function competently, and that the objectives of the training programhave been achieved.In determining the assessment, it is important to take intoaccount what resources exist to achieve these results orwhat resources need to be found to accomplish thedesired result. The following phase in these guidelinescovers assessment in more detail.1045

Dangerous Goods RegulationsH.5.1.3.3 Language has a big impact in acquiring thecompetency and the pace of the training. Additionally, itcould be a good reason for choosing one or anothermethod of delivery in the design phase. For example,digital learning or self-paced solutions benefits traineeswhere the language of delivery is not their mother tongue.H.5.1.3.4 Other characteristics:— entry level in terms of education, previousvocational/operational training, work experience;— learning styles (age, education level, pace, experience, delivery method, etc).H.5.2 Phase 2—Design CompetencyBased Training and Assessment (CBTA)The second phase in the implementation of acompetency-based training and assessment program isits design. This is done taking into account the trainingspecifications identified in Phase 1 (see paragraphH.5.1.3) and will involve:— designing an assessment plan that will be used toassess the competence of trainees;— designing a training plan that will enable the development and delivery of the training course.H.5.2.1 Designing an assessment planHH.5.2.1.1 The purpose of the assessment plan is todetail how the competency is going to be measured. Atraining program without a solid, defined assessment plancould be ineffective and costly to an organization. A welldefined and constructed assessment plan allows:(a) For the employer to prove the level of competency oftheir employees and justify it for regulatory purposes,operational and technical requirements.(b) For the instructor to have a status of the knowledgetransfer and the skills application of the trainees.(c) For the employee to gain the confidence of theircompetency and to focus on the areas of knowledgethat may require reinforcement and the skills thatmust be further developed.In basic terms, the assessment plan describes howcompetency is measured.H.5.2.1.2 The assessment plan details:(a) the final competency standard associated with thefunction;(b) the interim competency standard associated witheach task (if required);(c) the list of assessments (formative and summativeassessments, examinations, oral assessments, etc.)required for each of the task(s) that have beendefined;(d) when assessments should take place;(e) the tools to be used to collect evidence duringpractical assessment;1046(f) the pass marks for projects, examinations or oralassessments;(g) if required, the minimum number of formative assessments to be undertaken prior to starting summativeassessments; and(h) the number of observations required to assess performance for the interim and final competency standards.H.5.2.1.3 Competency-based training requires assessment of the trainees’ progress until they are competent toperform their assigned function. CBTA encourages assessment throughout the learning cycle. Instead of anassessment at the end of the training, assessmentsshould be included throughout a training event or class.This concept allows for ongoing “checks” and confirmation that learning is occurring. This approach providesthe trainer the inputs to adjust or review the training planto fit the competencies as needed. It provides the traineeinstant feedback and confirmation that learning is occurring. In CBTA, assessment of the trainee’s progresscontinues until they are competent to perform the function. Traditional assessment methods that wait until theend of the learning event are too late in the learningprocess. In order for assessment tools to be effective,they must be valid and reliable both in terms of being anappropriate measure of the competency being assessedand of obtaining consistent results when administered bydifferent people.H.5.2.1.4 CBTA encourages the use of different types ofassessment, as each trainee is different and learns indifferent ways. The key is to accurately determine if thetransfer of knowledge was completed and the competency has been achieved by the trainee. Common examplesare:(a) written or online test;(b) oral test;(c) observation of task;(d) practice questions or “group answered” questions;(e) simulated exercises.H.5.2.1.5 Program designers or instructors may chooseone or a combination of methods to complete theirlearning assessments. It is important to have an assessment plan that appropriately outlines what the employeeneeds to achieve and accomplish with the training according to the TNA performance criteria determined. Anassessment plan should start by determining major keyperformance indicators which will measure if the task issatisfactorily achieved. The TNA established by using theDangerous Goods Tasks List in Table H.5.C can befollowed when deciding what to measure against. Thetable below represents an example of an assessmentplan. Note that the assessment type should be appropriate for each task, the core sub-tasks and the keyperformance indicator established to measure the proficiency. The table below offers an example based on thefunction: “Personnel responsible for processing or accepting dangerous goods consignments” (see the TNAunder H.6.3).62nd EDITION, 1 JANUARY 2021

Appendix HTASK/MODULEKPI (KeyPerformanceIndicator)ASSESSMENT TYPE0 - Understandingthe basics ofdangerous goodsAble to identify different hiddendangerous goodsand take the correctactions in emergency circumstanceQuizzes and task observation3 - Processing/accepting cargo100% Able toaccept/reject accurately “x” (where x isa number) of shipments containingdangerous goods independentlya. Simulation including documentation (AWB, DGD, Approval) and packaging byfulfilling the complete checklist.7 - Collectingsafety datab. Job shadowing for2 weeks with peer reports.90% accuracy onGroup discussions and presactioning the correct entation.emergency response procedure in“x” (where x is anumber) dangerousgoods incident scenariosH.5.2.1.6 In order for assessment tools to be effective,they must be valid and reliable both in terms of being anappropriate measure of the competency being assessedand of obtaining consistent results when administered bydifferent people. The employer therefore establishes theassessment plan with all the specific details that wouldneed to be accomplished to determine whether competence has been achieved by the trainee.H.5.2.1.7 Employers electing to send personnel to

Dangerous Goods Regulations H.2.4.1 The four competency factors are described as: Advanced (): broad range of work. Complex (a) Knowledge: is the theoretical or practical under- technical and professional activities in a wide variety of standing of a subject. It is a means to understand contexts. From substantial to wide scope for personal