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Dangerous Goods RegulationsH.2.5AssessorThe essence of competency-based training and assessment approach is to strive for continuous improvementthrough evaluating the effectiveness of a training programin meeting the level of competencies required for differenttasks of a specific function, and therefore, an assessor isneeded. The role of an assessor is to fully understand thecompetencies of various tasks under the function, observe the performance of the trainees after they hadsuccessfully completed the training and assessment process, evaluate the effectiveness of the program andprovide feedback to the employers for continuous improvement. This role can also be taken up by theemployer.H.2.6RegulatorH.2.6.1 There are important differences between theway the regulator would oversee a traditional trainingprogram versus a competency-based training one. In atraditional training program, the regulator may assess thetraining course components and final test against knowledge components and not on the competencies that needto be acquired. The fact that all knowledge componentsare addressed or appear to be included in a course andall trainees have passed the required test does notnecessarily mean that they can perform their assignedfunctions competently.HH.2.6.2 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.H.3 Benefits of Competency-BasedTraining and Assessment for theSafe Transport of Dangerous Goodsby AirH.3.1 The main benefit of a competency-based approach to training and assessment is its potential toencourage and enable personnel to reach their highestlevel of capability while ensuring a basic level of competence as a minimum standard. This is achieved by:1032(a) targeting function specific training needs;(b) supporting continuous learning and performance improvement;(c) gearing towards learning rather than simply passinga test;(d) ensuring the integration of knowledge, skills, attitudesand experience needed to perform a job at therequired level of proficiency;(e) supporting the application of safety managementsystems (SMS); and(f) establishing sufficient, well-trained and competenttrainers.H.3.2 Ensuring personnel can competently perform theirfunctions is critical to any organisation. A competentworkforce can not only reduce cost caused by unnecessary shipment rejections or delays and miscommunicationof job expectations but also improve safety by reducingthe number of wrongdoings associated with incompetentperformance. One of the classic examples is that, identifying, classifying, packing, marking, labelling and documenting dangerous goods for transport are critical to thesafe transport of dangerous goods by air. The operatordepends on these functions being competently performedby those preparing and offering a consignment for transport so that they are aware of the hazards posed and therequired measures to mitigate them. If personnel performing these functions are not trained to competentlyperform them, unknown risks may be introduced into airtransport. Herewith another practical example, for packages that are restricted to carriage on a cargo aircraft, theshipper must always affix the “Cargo Aircraft Only” labelon the same surface of a package near the hazardlabel(s). If the “Cargo Aircraft Only” label is affixed on adifferent surface than the hazard label(s), the package willbe rejected, and the shipper will have to make thecorrection before tendering the shipment again. On someoccasions, shippers may even have to travel to the officefrom the cargo terminal for making the necessary correction, which can be time consuming and costly.H.3.3 Through the implementation of a competencybased training and assessment approach, the employeeswill have a better understanding on the task(s) involved inthe function that they need to perform and the level ofproficiency that they must achieve.63rd EDITION, 1 JANUARY 2022

Appendix HH.4 Components of a CompetencyBased Training and AssessmentProgramThe following components, as summarised in FigureH.4.A, are essential for forming a competent workforce forthe safe and efficient transport of dangerous goods by air:(a) a training specification that describes the purpose oftraining, the task list and the requirements that mustbe fulfilled when designing the training;(b) an assessment plan providing the process and toolsfor gathering valid and reliable evidence at differentstages during training;(c) a training plan describing the training required toachieve the competencies;(d) training and assessment materials, and any otherorganisational resources need to implement trainingand assessment plans; and(e) a program evaluation report.FIGURE H.4.ACompetency—Based Training and AssessmentComponentsFIGURE H.5.0.ACompetency—Based Training and AssessmentWorkflowsH.5.1 Phase 1—Analyse TrainingNeedsH.5.1.1 The first phase in the development and implementation of a competency-based training and assessment program is to analyse the training needs. Analysingthe training needs is very important because the needsidentified will form the basis of the type(s) of training andassessment methodologies to be required. Trainingneeds are specific to the employer's environment andrequirements, largely dependent on the internal processflow.FIGURE H.5.1.APhase 1—Analysing the Training NeedsHH.5 Establishing CompetencyBased Training and AssessmentProgramsH.5.0GeneralEstablishing competency-based training and assessmentprograms can involve five phases, analyse, design, develop, implement and evaluate.63rd EDITION, 1 JANUARY 20221033

Dangerous Goods RegulationsH.5.1.2 The objectives of this phase are:(a) to identify the purpose of the training;(b) to define the job functions that related to dangerousgoods, establish task list(s) with the competencyfactors associated with the job functions; and(c) to determine various requirements, such as operational, technical, regulatory and organisational requirements.H.5.1.3 When employers analyse the training needs,they should take into account the results of the trainingprogram that they want to achieve, which is essential toensure that the program is fit for purpose and effective. Inthis process, employers should carry out a thoroughanalysis on different job functions that involve the handling and processing of dangerous goods in the organisation so as to build the relevant task list along with thenecessary competencies.HH.5.1.3.1 To illustrate what job functions are, a flowchart(Figure H.5.7.A) has been developed to show the majorjob functions in the end-to-end process of handlingdangerous goods in both cargo and passenger operations. The job functions in Figure H.5.7.A are notexhaustive and some organisations may have defined thefunctions differently, depending on their operational environment; however, they are the most common ones thatare already well established today. Although some administrative or non-operational job functions (e.g. reservationand sales staff) are not included in Figure H.5.7.A, thesame principle can still be applied. For example, if dry iceis accepted by an operator, even though the cargoreservation staff do not necessarily need to know all thepacking, labelling and documentation requirements, theymust be made aware of their own aircraft loading limitation before confirming the booking; otherwise, if the totalquantity of dry ice of the confirmed bookings exceed theaircraft loading limitation, some accepted shipments willnot be flown as booked. It is important to remember that afunction is not a job title but one that describes the coreresponsibility of an employee in their function. For instance, some personnel of a ground service provider atthe passenger terminal can share a title of “HandlingAgent”, some of them are assigned to man the check-incounters, solely responsible for checking-in passengerswhile others are responsible for loading baggage.Although both teams have the same job title (“Handling1034Agent”) and work at the passenger terminal, their jobfunctions are very different.H.5.1.3.2 Once the job functions are defined, a thoroughtask list can then be developed corresponding to eachfunction, which will become the foundation of what eachemployee will be trained. To assist employers in buildingtheir list of tasks and sub-tasks, a generic list is providedin Table H.5.7.B based on the major job functionsincluded in Figure H.5.7.A.(a) Tasks: below are the eight common tasks that areperformed by the functions shown in Figure H.5.7.A: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.(b) Sub-tasks: after the tasks have been identified, theyshould be further defined with the relevant sub-tasks,which will later form the scope of the training program. Sub-tasks are actions to be performed by theemployee when completing a task.The generic task list (Table H.5.7.B) exhibits the eightcommon tasks in today's operations. Different organisations may divide their tasks differently even within thesame job function, for example, some ground serviceproviders are accepting dangerous goods for multipleoperators and these operators may be issuing NOTOCthemselves. In this case, issuing NOTOC is clearly not atask for the function of accepting dangerous goods.(c) Competency factors: once the task and sub-taskslists are established, the employer can continue todetermine the competency factors (knowledge, skillsand attitude) required for the individual tasks andsub-tasks. When identifying the competency factors,the employer may at the same time define the levelof proficiency needed for the individual tasks and/orsub-tasks. Some examples of the competency factors mapping against different tasks with indicationon the level of proficiency can be found in TableH.5.1.C.63rd EDITION, 1 JANUARY 2022

Appendix HTABLE H.5.1.CExamples of Competency Factors Mapping Against TasksJob FunctionPersonnel who prepare dangerousgoods consignmentTaskPrepare dangerousgoods consignmentSub-TaskApply marksComplete the Shipper’s DeclarationPersonnel who process or acceptdangerous goodsconsignmentProcess/accept cargo Complete acceptance checklistCollect safety dataReport undeclareddangerous goods(to the company’sresponsible department, e.g. safety department)KnowledgeThe marks appliHow to apply thecable to the danger- marks on the packous goods package age (e.g. location ofthe marks)AttitudeBeing motivated toensure safety and tocomply with applicable regulationsWanting to adhereInformation required How to complete theto regulations inon the Shipper’sShipper’s Declarasking relevant andDeclarationation accuratelyeffective questionsItems on the accept- How to complete the Appreciating feedance checklist thatacceptance checkback from teamneed to be checked listmembersThe definition of undeclared dangerousgoods and that undeclared dangerousgoods occurrencesneed to be reported(and to who)H.5.1.4 In addition to developing task lists, employersshould consolidate and analyse all the relevant documents, such as local regulations and internal standardoperating procedure (SOP), which contain informationthat their employees must be trained to perform theassigned function. Through the analysis, the specificrequirements will be identified and can later be includedin the training program comprehensively. This step isimportant even if the employer decides to engage with athird-party training service provider for their service because these company specific requirements are often notcovered but the employer must ensure that the employees will be provided with the necessary information.Occasionally, third-party training service providers offercustomised solution on request, which can potentiallyaccommodate any company specific requirements.H.5.1.5 When analysing the training needs, the targetpopulation should also be studied. The characteristics ofthe target population, such as their background, experience and language skills, can have an influence on howthe training designers design the training and assessmentmaterials. This information can assist designers to selectthe appropriate training delivery method and developdifferent levels of challenges for the assessments.H.5.1.6 Frequency of training is another element thatshould be considered in this phase. In competency-basedtraining, dangerous goods training courses belong to atraining event, and other training events should be introduced between courses, especially for personnel whomay be carrying out certain tasks within the functioninfrequently. These training events may not be a structured taught courses but some brief online courses or aset of practicals exercises to refresh their memories andremain competent.H.5.1.6.1 Dangerous goods training courses are traditionally divided into initial training and recurrent training63rd EDITION, 1 JANUARY 2022SkillsHow to report (e.g.any form to complete, the details required)Level ofProficiency for certain functions, which contain different course contents. In general, initial training courses are suitable foranyone who possesses minimal knowledge of dangerousgoods and recurrent training courses are for participantswho hold a valid dangerous goods qualification. Differentiating between an initial and a recurrent training isparticularly suitable for functions that require vast knowledge and involve complex tasks, such as processing/accepting cargo because some of these details can bemore challenging for participants who attend an initialcourse.H.5.1.6.2 Dangerous goods initial and recurrent trainingare required by the regulations:(a) Initial training must be provided prior to a personperforming their functions related to the transport ofcargo or managing passenger and baggage. Effectively and unless otherwise required by the nationalauthorities, it refers to the first time a trainee receivesdangerous goods instructions according to their function or a new function if gaps have been identified.(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.H.5.1.6.3 However, there are situations in which thereare irregularities in the job continuity of an employee. Inthis case, an intervention is needed to ensure thecompetency of the employee and any potential gaps to beaddressed before restarting their job function. TableH.5.1.D are some suggestions on what actions can betaken corresponding to the duration of absence of theemployees from the assigned function.1035H

Dangerous Goods RegulationsTABLE H.5.1.DSuggested Actions Based on the Duration ofAbsenceDuration ofAbsenceUp to 3 monthsHSuggested ActionProvide the employees with regulatoryor business requirements changes orupdates and ensure theirunderstanding of these changes.Between 3 and12 monthsIn addition to the above, undergo apractical 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 again.More than 12monthsRecurrent training programThis phase includes designing two major componentsbased on the training specification produced in theprevious phase (Figure H.5.2.A):— an assessment plan that will be used to assess thecompetence of trainees;— a training plan that will enable the development anddelivery of the training course.FIGURE H.5.2.APhase 2—Design Competency-Based Trainingand Assessment PlansH.5.1.7 At the end of this phase, the employer will havea training specification, which contains a list of tasks thateach identified function will be trained on, the specificoperational, technical, regulatory, organisational and othernecessary requirements, qualitative information about theemployees to be trained, and other special requests (e.g.training frequency and language to be used). This trainingspecification is compulsory for designing the training andassessment plans in the next phase.H.5.1.8 In addition to the training specification, someemployers may also want to develop a list of genericcompetencies that they find relevant to their employees.These competencies can be very general, related to theday-to-day work environment, such as communication,leadership, teamwork, problem solving and decision making, but not specific to dangerous goods functions. Thesegeneric competencies can be considered together withthe training specifications at a later stage.H.5.2 Phase 2—Design CompetencyBased Training and Assessment (CBTA)Analysis of the training needs will form the foundation ofthe competency-based training and assessment program,and this phase will develop the backbone of the program.1036H.5.2.1 Designing an Assessment PlanH.5.2.1.1 The purpose of the assessment plan is todetail how the trainees are to be measured against thecompetency that they are expected to have and the tasksthey are assigned to perform. A well-defined and constructed assessment plan allows:(a) the employer to prove the level of competency oftheir employees and justify it for regulatory purposes,operational and technical requirements.(b) the employee to gain the confidence of their competency and to focus on the areas of knowledge thatmay require reinforcement and the skills that must befurther developed.63rd EDITION, 1 JANUARY 2022

Appendix HH.5.2.1.2 When developing the assessment plan, theemployer should work backward by first determining whatthe ultimate competency standard the job function mustachieve, and then put together the pieces that will assistin reaching that ultimate goal. A complete assessmentplan should include the following elements:(a) the final competency standard associated with thejob function;(b) the interim competen

Dangerous Goods Regulations H.1.2.2 Knowledge, skills and attitude (KSA) are the person to work autonomously and solve problems without three core competency factors: special assistance. (a) Knowledge: is the theoretical information of a sub-Advanced (): covers complex technical and pro- ject that enables a person to understand the con- fessional activities in a wide variety of contexts, which