ORGH.TRG.100 Training and assessment programme

GENERAL

(a)The training and assessment programme should be flexible enough to cater for specific needs related to the delivery method, such as online training or classroom training.

(b)Training and assessments may be delivered either internally by the GH organisation’s qualified instructors or externally by a qualified training provider. If the delivery of the training and assessment programme is contracted to an external provider, the responsibility for the standards and quality of the programme remains entirely with the GH organisation.

(c)The GH organisation’s training and assessment programme should include the following elements:

(1)the process for conducting a training gap analysis and criteria to enable crediting of training received by an individual from other organisations prior to employment at the current organisation;

(2)defined training objectives and targets for training and assessment for the trained GH functions;

(3)a training and assessment plan enabling the development of knowledge, skills and attitudes (KSAs) components and ensuring errorfree learning;

(4)standards for training material, including procedures of the aircraft operators to which GH services are provided, and progress monitoring;

(5)a nonpunitive staff competence evaluation and a training concept based on realistic elements;

(6)qualification criteria as required for the trained function;

(7)a description of methods and intervals for recurrent assessment and subsequent retraining;

(8)criteria for the competence and qualifications of instructors and assessors;

(9)a description of procedures for evaluation of the training process; provision of feedback, including anonymous feedback; and improvement of the training process to ensure that the training objectives are met.

(d)The knowledge and skills components of training should go hand in hand. The attitude component should be integrated as early as possible into the training process.

(e)The training and assessment programme should reflect the daily tasks performed by the trainees. The assessment should be conducted using live or simulated operations, to confirm that the individual being trained can perform the tasks correctly.

(f)Training and assessment using online tools should be conducted onsite to ensure the validity of the results.

(g)The GH organisation should allocate a sufficient amount of time for the completion of the required training courses.

ASSESSMENT

(a)Assessments should address the required KSAs.

(b)When conducting an operational assessment to validate or revalidate a person’s competence, the individual should be assessed against the current operational procedures of the organisation. The assessment should be without error, and sufficient questions should be asked to check the underpinning knowledge of the employee.

(c)Written evidence of an assessment should specify which elements were assessed, when they were assessed and the results of the assessment. Where the operational assessment shows a performance failure or lack of knowledge, the instructor/assessor should retrain the trainee to both correct their performance and fill any knowledge gaps.

(d)Upon successful completion of the assessment phase, the training and assessment should conclude with the issuance of a document confirming that the trainee has successfully completed the training and is qualified for the function in which they received training.

(e)The GH organisation should establish procedures:

(1)for a situation in which an individual fails the assessment;

(2)to ensure that the instructor/assessor reviews the incorrect answers together with the trainee in order that the trainee’s knowledge is 100 % error free on leaving the learning environment.

TRAINING PROGRAMME FOR SMALL GH ORGANISATIONS

(a)A small GH organisation should ensure that its personnel receive training based on the tasks and safety objectives associated with their role.

(b)The training should be based on the operational procedures applied by individuals in their daily activities and should include, as applicable, specific instructions of the aircraft operator and the aerodrome operator.

(c)Practical training may be replaced by onthejob training, where the individual may perform assigned tasks under supervision.

(d)The training should be completed by a final assessment of the individual’s competence to perform their assigned tasks in accordance with the relevant standards and safety objectives and to ensure errorfree learning.

(e)Training to ensure continued competence should be provided, as applicable, in accordance with point ORGH.TRG.100(d).

(f)The training may be provided internally or by a third party.

(g)Training and assessment using online tools should be conducted onsite to ensure the validity of the results.

ASSESSMENT AND ERRORFREE LEARNING

(a)It is recommended that some assessments be conducted in pairs or groups, to allow trainees to assess themselves by comparing themselves to others and to avoid subjective assessment. Criteria should be clearly identified to indicate when a standard has been met. For example, the correct responses to questions should be available for any assessor marking an exam.

(b)The development and assessment of skills and attitudes within a group could be based on tasks allowing interaction during communication, workload management, problemsolving and decisionmaking, and teamwork.

(c)An individual’s attitude is developed and monitored along with the knowledge and skills components of training. Their attitude is closely linked to their motivation. It can be assessed based on the quality of their participation in the training or by designing exercises that require them to use attituderelated competencies, such as communication, situational awareness, problemsolving and decisionmaking. The attitude component monitors the development of an individual’s awareness of their role in maintaining and improving safety, and in fostering a safety culture.

(d)Errorfree learning should not be understood as meaning that a trainee must pass every exam with a score of 100 %. It means that the assessor discusses the incorrect answers with the trainee to correct any misunderstandings, while their original exam mark remains unaltered. If the trainee fails an exam, they are required to complete a resit.

TEMPORARY AND LEASED GH PERSONNEL Temporary and leased GH personnel are included in the scope of point ORGH.TRG.100.

STEPBYSTEP PROCESS FOR TRAINING AND ASSESSMENT PROGRAMME DEVELOPMENT Step 1. Perform a training gap analysis — what is the level of training and qualifications of the trainee in the relevant function before training, and what should it be after training? Step 2. Set the training objectives, based on the safety objectives to be achieved by that GH function. These are usually expressed in general sentences. Step 3. Set the training targets, based on the tasks specific to the GH function established in Step 1 (see examples of safetycritical functions in GH below). These are expressed through specific sentences that detail what the trainee should be able to do at the end of their training. The training targets should be realistic — that is, things that the individual is usually expected to do during their daily activities. They should also address the operational risks to be mitigated through training. Step 4. The tasks that the trainee should be able to perform are usually described in their job profile. The choice of tasks will determine the conditions under which the meeting of training targets has to be demonstrated. Those conditions represent the operational and environmental context in which the operations take place and the tools used for the execution of the service (equipment, systems, etc.). Multiple tasks can and should be integrated into one exercise or one assessment scenario. Step 5. Develop the training and assessment programmes based on the development of KSAs. Create exercises based on real tasks from daily operations and reflecting the operational context of the aerodrome in which the GH organisation provides services. To create realistic exercises, the trainer should use the GH manual and specific procedures of the organisation, including the procedures provided by the aircraft operators to which services are provided, safety data from reported events and the organisation’s tools, equipment or GSE, as required. Elements of the applicable regulations should also be integrated into the course and exercises. Step 6. Design the training plan for each phase of training and determine the minimum number of hours to be allocated to the training (both theoretical and practical) and the phases of assessment, including onthejob training and allowing sufficient time for training delivery, learning, testing and retraining. Step 7. Develop the assessment process and tools, tests, the pass/fail grading system, the procedures for errorfree learning and the procedure for retraining. Step 8. Develop a feedback tool for the trainees. Step 9. Assess the training process, identifying areas for improvement to better address the risks and targets. Improve the training and assessment programme.

TRAINING GAP ANALYSIS AND CREDITING OF PREVIOUS TRAINING

(a)During the training gap analysis, the GH organisation should consider the mutual recognition and crediting of the GH training and skills attained by individuals in the interest of facilitating mobility across the GH industry workforce. This mutual recognition and crediting of previous training should be based on a common training syllabus and the alignment of assessment methods and marking.

(b)The training gap analysis should be performed to each individual before enrolling them for training.

(c)The GH organisation should develop a procedure for crediting training received by an individual from a previous organisation. The procedure should include measures to assess the following, as a minimum, and this assessment should be stored as part of evidence of the individual’s training record:

(1)the content of the previous training;

(2)whether the previous training was delivered by suitably qualified personnel or organisations;

(3)whether the knowledge and skills required for the execution of the operating procedures trained during the previous training were based on the same industry standards, best practices or common procedures used among several GH organisations or selfhandling aircraft operators.

(d)Evidence of an individual’s previous training should be recorded where it exists.

(e)Where previous training delivered by suitably qualified personnel or organisations is found to satisfy the training standards of the GH organisation, including the functionspecific training, onthejob and continued competence training, that previous training may be credited, and the GH organisation may apply only a differences training to cover the specific elements. Such a difference training should cover all items not credited from previous training.

(f)The GH organisation continues to remain responsible for all the training required by Subpart ORGH.TRG, regardless of whether the training is provided by itself, another GH organisation or a contracted training provider.

(g)The GH organisation should be satisfied that at the end of the training gap analysis, crediting of previous training and, if necessary, application of differences training, the individual is competent to perform the assigned tasks in accordance with the objectives and standards established by the organisation and included in its GH manual.

ONTHEJOB TRAINING Onthejob training is a component of the training programme conducted in the operational environment. It combines the KSAs acquired during the previous phases of training in a realistic environment. This component of training is different from the development of skills, which is carried out in a training environment.

TRAINING COURSES BY GH ACTIVITY

(a)GH training courses should cover the following, as applicable to the specific function and assigned tasks:

(1)passenger handling, including the provision of assistance to passengers with reduced mobility (PRMs):

(i)training required by Regulation (EC) No 1107/2006 (applicable to PRM),

(ii)training on dangerous goods,

(iii)as applicable, training on the movement of persons on the apron in accordance with Regulation (EU) No 139/2014; and

(iv)as applicable, training on the operation of equipment (ambulift, medilift, etc.) used for PRM boarding and disembarking;

(2)baggage handling;

(3)ramp handling and aircraft arrival and departure activities;

(4)aircraft towing/pushback;

(5)aircraft ground deicing/antiicing;

(6)aircraft refuelling/defuelling;

(7)aircraft exterior cleaning;

(8)potable water servicing;

(9)lavatory servicing;

(10)aircraft loading/unloading and stowage and securing of load;

(11)loading supervision;

(12)operation of GSE, operation of elevating equipment and hand signals for GSE guidance;

(13)operation of PBBs;

(14)turnaround coordination, for those performing the specific turnaround coordination function and, for all GH personnel involved in GH activities on the apron during turnaround, awareness training on safety in turnaround activities;

(15)operation of aircraft doors (cabin and cargo compartments);

(16)cargo acceptance;

(17)handling of ULDs;

(18)ULD buildup;

(19)activities specific to cargo and mail handling not listed above;

(20)departure control systems and any other IT tools and equipment used by the GH organisation and required by the operational procedures of the aircraft operators;

(21)allweather operations and operations in winter conditions, as applicable.

(b)For other training courses — for example, in the areas of dangerous goods, security and vehicle driving, the intervals for recurrent training established by the relevant regulations apply.

SAFETY AND SMS TRAINING The safety and SMS training should cover the following elements:

(a)Mitigation of safety risks in the following GH activities, as applicable:

(1)turnaround coordination;

(2)aircraft chocking;

(3)positioning and removal of GSE;

(4)passenger boarding and disembarking;

(5)operation of aircraft doors (cabin and cargo), as applicable;

(6)aircraft refuelling, including the initial intervention in the event of a fuel fire, the use of fire extinguishers, and summoning of the rescue and firefighting service in the event of a fire or major fuel spill;

(7)aircraft loading and unloading;

(8)aircraft pushback/towing;

(9)aircraft deicing/antiicing.

(b)Safety and awareness training specific to working safely on the apron and around aircraft with other GH organisations, particularly during potentially highrisk activities such as aircraft refuelling.

(c)Knowledge of aspects of the SMS tailored to the responsibilities associated with the GH functions, with a focus on hazard identification, safety risk assessment and risk mitigation. The SMS training should include practical exercises, mainly to enable trainees to practice hazard identification and safety risk assessment, and to enhance the understanding by frontline personnel of the purpose of safety management and safety culture.

(d)Safety culture and a just culture.

(e)Safety reporting, including the reportable events detailed in Commission Implementing Regulation (EU) 2015/1018. The focus should be on understanding why it is important to report safety events or nearmiss events and how to use the reporting tool.

(f)The GH organisation should also comply with the training requirements applicable to it and included in Regulation (EU) No 139/2014, particularly point ADR.OR.D.017 and the related AMC1 ADR.OR.D.017(a);(b) and ADR.OR.D.017(c);(d) on SMS training.

TRAINING ON THE OPERATION OF EQUIPMENT, FACILITIES OR INSTALLATIONS PROVIDED BY THE AERODROME OPERATOR

(a)All personnel using equipment, facilities or installations provided by the aerodrome operator for the provision of GH services should receive safety training relevant to their tasks for the operation of such equipment, facilities or installations.

(b)Such equipment, facilities or installations include but are not limited to the following:

(1)deicing/antiicing facilities,

(2)centralised baggage handling system,

(3)PBBs,

(4)equipment for the boarding and disembarkation of PRMs.

(c)The training for the operation of the relevant equipment, facilities or installations should be delivered in accordance with the instructions provided by the aerodrome operator or, if available, the manufacturer of that equipment, facility or installation.

AWARENESS TRAINING ON AIRCRAFT REFUELLING/DEFUELLING

(a)The GH organisation should ensure that the personnel performing various tasks around the aircraft during turnaround undergo a minimum level of safety awareness training, with a focus on safety risks of apron operations during aircraft refuelling/defuelling and the associated safety precautions.

(b)The organisation should have means of checking that personnel understand and apply the safety precautions at all times when working around the aircraft during refuelling/defuelling.

OTHER TRAINING COURSES

(a)The training programme should include training on the following areas, as applicable to individuals’ specific GH functions and assigned tasks.

(1)Accident/incident investigation

(2)Root cause analysis

(3)Any additional training as required by the aircraft type and the type of technology and energy used for aircraft propulsion

(4)Ramp resource management (RRM), which is teamrelated training for personnel and their supervisors executing GH tasks on the apron during aircraft turnaround. The objective of this training is to ensure effective communication on the airside, the safe provision of services and effective use of all available resources — people, equipment and information — to optimise ground and flight safety and the efficiency of aircraft turnaround. Elements of RRM may be included in other GH training courses, such as those relating to human factors or safety, or RRM training may be delivered as a standalone course.

(b)Other training courses that should be included in the training programme, as applicable to individuals’ specific GH functions, may be required for compliance with other regulations. Examples of such courses are:

(1)FOD, in accordance with Regulation (EU) No 139/2014;

(2)airside driving, in accordance with Regulation (EU) No 139/2014;

(3)control of pedestrians, in accordance with Regulation (EU) No 139/2014;

(4)operating in lowvisibility conditions and winter, in accordance with Regulation (EU) No 139/2014;

(5)aviation security;

(6)emergency response procedures, as appropriate to assigned roles and in accordance with aircraft operators’ and aerodrome operators’ manuals and procedures;

(7)various software used by GH organisations and necessary for individuals to perform their tasks in accordance with the established standards and objectives.

AWARENESS TRAINING ON SAFETY IN TURNAROUND ACTIVITIES ON THE APRON DURING AIRCRAFT REFUELLING AND DEFUELLING It is recommended that the training material supporting AMC4 ORGH.TRG.100(c) follow the JIG standards and cover the following aspects as a minimum:

(a)for all GH personnel performing tasks around the aircraft at the same time (during turnaround):

(1)the work environment and the importance of situational awareness in staying safe and keeping others safe;

(2)the dangers of fuelling — what can go wrong during aircraft refuelling (e.g. ground damage or incidents involving hydrant pits or fuel trucks);

(3)fuel spillage;

(4)fuelling safety zone;

(5)how to stop a fuelling vehicle if the operator is incapacitated;

(6)emergency stop button;

(b)for personnel performing tasks related to fuelling operations, in addition to the elements of point (a):

(1)fuel knowledge and basic safety, bonding, public protection, fire classification and extinguisher types, control of access to storage areas, fire safety and misfuelling prevention;

(2)regular testing and checks of fuel, hoses and electrical bonding;

(3)procedures for ensuring fuel quality in storage or prior to refuelling (as appropriate);

(4)manoeuvring of elevating platforms;

(5)securing the fuel truck to prevent movement during fuelling;

(6)walkaround of the fuel vehicle before moving;

(7)fire extinguishers, including handheld fire extinguisher training;

(8)operation of fuel truck or other equipment used for refuelling/defuelling;

(9)aerodromes’ local procedures;

(10)human factors, including elements of enhancing situational awareness;

(11)additional elements necessary for fuelling supervisors.

HUMAN FACTORS AND HUMAN PERFORMANCE

(a)General elements guiding the design of training programmes to develop knowledge and skills in relation to human performance can be found in the Human Factors Training Manual (ICAO Doc 9683). However, it should be taken into account that the ICAO documents are not specifically based on the human factors in GH.

(b)Human factors training is intended to enhance attitudes conducive to safe and efficient GH operation. The development of soft skills such as those listed below increases the likelihood of the candidate successfully completing the training programme and acquire the desired competence:

(1)interpersonal, communication and language skills,

(2)ability to be a team player,

(3)ability to work well under pressure and manage stressful situations,

(4)capacity to focus and avoid distractions.

(c)Training to develop situational awareness addresses and mitigates the incorrect or inadequate perception of individuals in an aerodrome and GH operational environment. It also addresses the risks of complacency when performing routine/repetitive tasks. Recognition of and knowledge about what constitutes a threat or a hazard in the operational environment is an essential part of deciding on the most appropriate action. This should be part of the initial and ongoing training for GH personnel, but reduced training opportunities and staffing or other resource issues can often mean that the personnel are not fully cognisant of the potential dangers of their working environment. At the other end of the continuum, longerserving personnel may find that the risk of working around aircraft has become normalised, creating a perception of familiarity and invulnerability. There are many theories that explain how people perceive risks, and how they process risk information and make decisions or take actions based on that information, both consciously and unconsciously. The key findings from the literature that are relevant to GH activities are that:

(1)people are not good at estimating or evaluating risk;

(2)people who underestimate risk are more likely to take risks;

(3)people often overestimate their own capability or invulnerability and underestimate the severity of outcomes;

(4)the perception of risk becomes normalised over time.

(d)Training objectives: In order to take appropriate action in any given situation, the individuals are expected to:

(1)have a good understanding of the risks associated with working around aircraft;

(2)be able to accurately perceive risk — this involves providing a correct assessment of the likelihood and severity of the impact of a risk, which is subjective and is based on what people know and think (cognition), how they feel (emotion), and their experience, age and characteristics, and patterns of behaviour, as well as the environmental and sociocultural context;

(3)understand the impact of the working environment on the cognitive processing of risk information;

(4)understand the difference in individual risk appetite and perception and the normalisation of risk over time.

RAMP RESOURCE MANAGEMENT

(a)RRM and communication, including language proficiency (languages used in accordance with point GH.OPS.030), use of standard terminology, hand signals, visual communication, distraction from outer sources (e.g. mobile phones) are all factors that may lead to unsafe situations in the airside operational environment if they are improperly managed or mastered.

(b)Training on RRM is a mitigation measure to ensure the safety of GH services on the apron, in addition to the implementation of the standard operational procedures and compliance with the GSE requirements. The RRM training syllabus supporting document (NLR-TR-2012-483-tr) may be used as a basis to develop RRM training elements.

(c)The ultimate goal of RRM is to prevent aircraft accidents through reducing errors during the aircraft turnaround process and managing the effects of errors that still occur. The purpose of the RRM training is to:

(1)decrease the number of instances of aircraft/equipment damage and personal injuries;

(2)increase awareness and recognition of human factors and their effect on aircraft turnaround;

(3)improve safety barriers against human error;

(4)decrease disruption to operations;

(5)increase efficiency;

(6)increase individuals’ awareness of being part of a larger and more efficient team.

(d)The effectiveness of the RRM training is enhanced if it is:

(1)based on the operational environment,

(2)integrated into the current HF training as much as possible,

(3)realistic and practical,

(4)scheduled outside peak hours.

(e)The RRM training is expected to cover the following key areas of risk, which are all found in interfaces and communication between the individuals or stakeholders involved in aircraft handling activities:

(1)between the members of a team of stakeholders involved (e.g. a loading team),

(2)between different stakeholders (e.g. aircrew and GH personnel, aerodrome operator personnel and GH personnel),

(3)between humans and technology (e.g. computerised turnaround coordination, interpretation of a docking system display),

(4)between humans and procedures (e.g. approaching an aircraft during the arrival process),

(5)between humans and the environment (e.g. weather conditions, low visibility, slippery apron).

(e)It is recommended that the RRM training reflect the operational context at the aerodrome(s) where the GH organisation provides services. It isalso recommended that the RRM training be included in or closely linked to training related to human factors.

(f)The following learning objectives of the RRM training covering components of KSA can be used (source indicated in point (b)).

ENSURING CONTINUED COMPETENCE BY APPLYING RECURRENT TRAINING AND RECURRENT ASSESSMENT

(a)Recurrent training, conducted no less frequently than every 36 months, should be based on the initial training syllabus. The recurrent training should end with an assessment that acknowledges individuals’ continued competence. For certain types of GH activities, recurrent training should be performed at shorter intervals. Aircraft ground deicing/antiicing recurrent training should be performed in accordance with SAE AS6286.

(b)The GH organisation may also apply, when suitable for the size of its operation, recurrent assessment and subsequent retraining as a method of maintaining the competence of its personnel and ensuring that their knowledge and skills remain at the required level. A recurrent assessment is the equivalent of a proficiency check in other aviation regulations.

(1)When applied, the recurrent assessment should check KSAs simultaneously and should be performed at regular intervals, which are relevant to the operational context but shorter than 36 months from the previous training and assessment. A recurrent assessment does not need to cover all the tasks and responsibilities of an individual in one go; however, they should be assessed in their entirety within 36 months of the previous assessment.

(2)The recurrent assessment should be performed in an operational environment, during usual activities, by an appropriately trained supervisor, using a checklist based on the individual’s daily tasks. The minimum score to pass a recurrent assessment and achieve competence should be 90 %.

(3)The GH organisation should develop checklists to be used by assessors when performing recurrent assessments. These checklists should be based on the tasks and duties associated with the function assigned to the individual being assessed and should also include or have an associated score sheet.

(4)Subsequent retraining following a recurrent assessment should address areas where the individual performed their tasks below the established level of competence or where their performance was uncertain or below the required standard. Providing subsequent retraining that covers the full initial training syllabus should remain at the discretion of the supervisor and the nominated person responsible for the GH organisation’s training.

(c)The GH organisation may apply a combination of points (a) and (b), in which the recurrent assessment is performed at shorter intervals than 36 months, and the recurrent training performed every 36 months is adjusted in length and level of detail compared with the initial training syllabus.

TYPES OF TRAINING FOR CONTINUED COMPETENCE

(a)Recurrent training

(1)Recurrent training includes training in and assessment of the knowledge and skills that are necessary to perform GH tasks to the required standard.

(2)When the GH organisation applies a recurrent assessment (or proficiency check) to ensure continued competence, the individual is informed in advance that they are subject to a recurrent assessment. The results of the recurrent assessment may lead to retraining in those areas where the individual has performed their tasks below the established level of competence, and not necessarily to full recurrent training. The results of the recurrent assessment and the subsequent retraining may serve as proof of recurrent training.

(b)Refresher training addresses the gaps identified in the individual’s ability to perform their tasks to the established standards or provides updates related the latest changes in procedures, standards or regulations. It includes training in and assessment of the knowledge and skills appropriate to the individual’s function. It is conducted as follows:

(1)After a pause in the execution of tasks between 3 and 12 consecutive months or upon identifying a lower level of performance in an individual’s execution of assigned tasks during a recurrent assessment. Refresher training is followed by an assessment of competence.

(2)An individual undergoes update training when new or changed procedures or processes or amendments to the applicable regulations, which have not yet been included in the recurrent training, are implemented. The purpose is to ensure the continued competence of an individual following changes relevant to their tasks.

(i)Update training can be provided regardless of whether the individual has worked continually in their assigned role or has been absent for a period. The training is developed and delivered following an analysis of the impact of the changes and observing the change management process.

(ii)The update training can be delivered in various formats that include classroom sessions, online training, videos or formally documented briefings for employees.

(iii)Examples of situations in which update training should be provided are following changes to operational procedures or the introduction of a new aircraft type to be serviced, new operating systems or new GSE, or a combination of these.

(3)Update training and onthejob assessment are conducted in the following cases:

(i)when the individual has previously achieved the competence to perform a certain function but can no longer demonstrate the required competence; or

(ii)when the individual has been absent from their operational role for between 3 and 12 consecutive months.

(c)Requalification training is provided after a period of absence of between 12 and 24 consecutive months or when an individual does not perform their tasks to the established standards regardless of any interval of absence. Requalification training does not need to be identical to the initial training; only the gaps in the individual’s performance should be covered. Additionally, update training should be included. Requalification training ends with an assessment of competence to ensure that the individual has achieved the same level of competence as required after initial training.

RECURRENT ASSESSMENT

(a)The recurrent assessment programme is used for meeting the following objectives:

(1)identify the responsibilities of the assessors and the assessment methods, tools and procedures;

(2)include procedures to be applied if the personnel do not perform their tasks at the required standards.

(b)The recurrent assessment is performed during realtime activities (onthejob performance) and is based on realistic tasks specific to the role.

(c)The individuals being assessed are informed in advance of the date of the assessment and the expected assessment conditions.

(d)The assessment provides anonymous and confidential results and recommendations of corrective measures.

(e)The frequency of the recurrent assessment is driven by safety events, accident/incident reports, errors noticed or reported in the execution of operational procedures, changes to regulations or aircraft operators’ manuals and the results of regular, nonpunitive competence evaluations.

(f)Recurrent assessment and retraining are documented for recording and inspection purposes.

WAYS TO IMPLEMENT RECURRENT ASSESSMENT — CHECKLISTS FOR ASSESSORS The checklists will be used to assess the performance of individuals during daily operations and will constitute evidence for the completion of recurrent assessments/proficiency checks. The following is an example of a checklist that may be used by an assessor to perform recurrent assessments (proficiency checks) of individuals for the operation of a conveyor belt loader. Operational assessment checklist — user guide After the assessment, mark each task with ‘pass’ or ‘not yet compliant’ or ‘not checked’. If completing this on paper, write down the result manually. Afterwards rate each chapter with the criteria from the dropdown menu. Add notes/comments in the box below the question. An ‘errorfree learning’ philosophy is applied. To pass the assessment, a result of 100 % ‘pass’ for all checked tasks is mandatory. Fill out the ‘short summary’ with an overall comment or special observation. The answers can be found on the last page(s) of this document.

Note: In the columns containing ‘Choose an item’, the dropdown list contains the following values: ‘Pass’, ‘Not yet compliant’ and ‘Not checked’.

END

ANSWERS

NB: CBL = conveyor belt loader; PPE = personal protective equipment; APDS = aircraft proximity detection system.

TRAINER AND ASSESSOR TRAINING

(a)The GH organisation should ensure that its training programme includes minimum criteria for the competence and qualification of trainers and assessors.

(b)The trainer and assessor functions may be performed by the same person if that person is qualified for both. However, the assessment should be conducted, whenever possible, by an assessor who was not exclusively involved in training on the same subject and of the same target group, or by a person other than the trainer.

(c)The assessor should be able to provide feedback to the trainee and ensure errorfree learning.

(d)The persons performing recurrent assessment and onthejob trainers should also receive appropriate training for trainers or assessors, depending on the function assigned to them.

TRAINERS — QUALIFICATION AND COMPETENCE

(a)An individual should meet the following criteria to be qualified as a GH trainer:

(1)be qualified and have at least 12 months’ recent operational experience in the GH area in which they will deliver training;

(2)have adequate instructional skills, or be qualified as a trainer in line with industry best practices or, in the absence of such qualification, complete a trainthetrainer course;

(3)have a good performance record as a trainer or as a subject matter expert or both, and good interpersonal and communication skills;

(4)demonstrate familiarisation with the operational procedures applied by the GH organisation;

(5)whenever possible given the size of the organisation, deliver a training course under the supervision of a qualified trainer or assessor before receiving their qualification.

(b)Once qualified, the trainer should maintain their qualification and competence as a trainer in accordance with point ORGH.TRG.100(i). The trainer should:

(1)conduct at least one training course every 24 months in the GH area in which they were qualified as trainers;

(2)if more than 24 months have passed since the delivery of the last training, attend refresher and update training before conducting the next course;

(3)complete a recurrent assessment or a refresher training not later than every 36 months in the GH area in which they conduct training. ONTHEJOB (OJT) TRAINERS — QUALIFICATION AND COMPETENCE

(c)An individual should meet the following criteria to be qualified as an OJT trainer:

(1)be qualified and have at least 12 months’ recent operational experience in the GH area in which they will perform OJT;

(2)have good interpersonal and communication skills;

(3)have completed training for OJT trainer, to ensure that the OJT consolidates the trainee’s practical skills and attitude through errorfree learning.

(d)Once qualified, the OJT trainer should maintain their qualification and competence in the GH area of their training and as an OJT trainer. The OJT trainer should:

(1)conduct at least one training course every 24 months in the GH area in which they were qualified as OJT trainers;

(2)if more than 24 months have passed since the last OJT, attend refresher and update training before conducting the next OJT;

(3)complete a recurrent assessment or a recurrent training not later than every 36 months in the GH area in which they conduct OJT. ASSESSORS — QUALIFICATION AND COMPETENCE

(e)An individual should meet the following criteria to be qualified as an assessor:

(1)have at least 12 months’ recent operational experience in the area in which they will conduct assessment;

(2)have a good performance record as an assessor and good interpersonal skills;

(3)have completed adequate training on the assessment phase of the training process;

(4)whenever possible given the size of the organisation, conduct an assessment under the supervision of a qualified assessor before receiving their qualification.

(f)Once qualified, the assessor should maintain their qualification and competence as assessors in the GH area in which they conduct assessments. The assessor should:

(1)conduct at least one assessment every 24 months in the GH area in which they were qualified as assessors;

(2)if more than 24 months have passed since the last assessment, attend refresher and update training before conducting the next assessment;

(3)complete a recurrent assessment or a recurrent training not later than every 36 months in the GH area in which they conduct the assessment.

(g)The GH organisation should have procedures for requalifying a trainer, an OJT trainer or an assessor when they do not meet the criteria for their initial qualification or for maintaining their competence.

MENTORS A trainer is a competent person who officially delivers training to employees. An OJT trainer is a competent person who enables the delivery and aids in the development of theoretical knowledge and practical competence within the operational environment. A newly trained person may need support to build their experience in live operation. This support may come in many forms, such as from a trainer, an OJT trainer or a coach or mentor. In all cases, the person helping develop the newly qualified person’s experience should be trained, qualified and current in the task they are supporting. Mentors can assist and guide the newly qualified persons on technical matters and on a social (integration) level. A mentor could also contribute to a new employee’s development of the desired attitude. Below is a list of situations in which a mentor could provide support, as well as competencies that are desirable for them to have. The list is for guiding purposes, as one person is not expected to meet all these criteria:

(a)core tasks:

(1)provide technical expertise:

(i)help with developing and maintaining competencies;

(ii)support the learning process; (iii promote the safety culture;

(iv)provide feedback;

(v)act as a point of contact;

(2)promote social integration:

(i)share information on the purpose of the organisation;

(ii)communicate existing agreements and point out their importance (safety regulations, breaks, etc.);

(iii)promote equality by building a safe and honest relationship with the trainee;

(iv)guide the trainee in the organisation’s network;

(3)guide and motivate (new) employees optimally, in line with the agreed commitments;

(4)maintain their own skills and expertise, as well as their qualifications to perform the operational skills that they mentor in;

(5)apply means developed by the GH organisation for the execution of the mentoring function (by developing or using a checklist, information folder, etc.) in coordination with the safety manager and the supervisor.

(b)competencies:

(1)knowledge:

(i)knowledge and expertise in one’s own role;

(ii)knowledge about the structure of the organisation;

(2)skills:

(i)be able to lead by example;

(ii)be able to listen actively;

(iii)be able to motivate;

(iv)be available;

(v)be able to communicate efficiently;

(vi)be able to recognise nonverbal signals;

(vii)be able to provide feedback;

(viii)show respect;

(ix)stimulate autonomy;

(3)attitude:

(i)willing to invest time;

(ii)mature and experienced;

(iii)patient;

(iv)prepared to give trust;

(v)prepared to be coresponsible for someone’s development;

(vi)selfconfident;

(vii)trustworthy;

(viii)impartial;

(ix)tolerant;

(x)motivated.

EVALUATION OF THE TRAINING PROGRAMME The GH organisation should develop a process for a continuing evaluation of the training and assessment programme of its GH personnel. The evaluation process should ensure that:

(a)the training and assessment plans are relevant to the work in the specific context and environment to which they may be assigned after training;

(b)the programme enables the trainees to achieve the interim and final competency standards;

(c)remedial actions are taken if intraining and posttraining evaluations indicate evident criteria to do so; and

(d)the evaluation of the programme takes place regularly, with a frequency that is relevant to the organisation.