GM1 ORGH.TRG.100(b) Training and assessment programme

STEP‑BY‑STEP 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 safety‑critical 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 on‑the‑job 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 error‑free 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.