ED Decision 2025/007/R
(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)[23] 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)).
Topic |
Element |
Knowledge |
Behaviour |
Turnaround process |
Turnaround process |
Understanding the ‘bigger’ picture |
Feels part of a larger process |
Type and role of actors |
1. Understanding the roles and interests of other players 2. Understanding similarities and differences in interests |
1. Focuses on common goals 2. Considers interests of other actors |
|
Dependencies/interfaces |
Understanding the dependencies/interfaces between the various players/processes |
1. Considers the importance of safe aircraft handling 2. Considers the limitations of other players |
|
Situational awareness (risk awareness) |
1. Awareness of high‑risk situations/areas 2. Awareness of risk consequences |
1. Remains alert to hazards 2. Alerts colleagues/other organisations’ personnel to hazards |
|
Pressures on the process |
Awareness of pressures and their effect on the turnaround process |
Adequately manages pressures to avoid additional hazards |
|
|
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Applicable regulations (safety, security) |
Awareness of applicable regulations concerning the safe provision of GH services |
1. Adheres to procedures 2. Motivates others to adhere to procedures |
|
Security |
Awareness of aircraft security regulations |
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Teamwork |
Team dynamics |
1. Knowledge of team objectives 2. Awareness of individual and team responsibility |
1. Understands the team’s objectives 2. Feels responsible for team performance 3. Understands their role in the team 4. Takes the physical, emotional and mental state of other team members into account 5. Actively participates in the team’s activities 6. Encourages input and feedback from others 7. Offers assistance in demanding situations |
Leadership |
1. Awareness of being a role model 2. Understanding of various leadership styles and how they affect the team 3. Understanding of elements that build the team’s safety culture |
1. Leads by example 2. Motivates team members to work safely 3. Takes a fair share of the team’s workload 4. Applies assertive communication |
|
Communication |
1. Awareness of the importance of good communication 2. Awareness of the advantages of standardised communication 3. Awareness of potential communication breakdowns |
1. Uses standardised communication 2. Verifies that messages are understood 3. Asks for clarification if the message is unclear |
|
Cultural, ethnic and educational differences |
1. Understanding of cultural, ethnic and educational differences 2. Understanding of how differences may increase risk 3. Understanding of why conflicts arise and strategies to solve them |
1. Treats others with respect 2. Asks for clarification when unsure 3. Speaks up when necessary 4. Clarifies misunderstandings 5. Keeps calm in conflicts 6. Suggests solutions to conflicts 7. Concentrates on what is right instead of who is right |
|
Team situational awareness |
1. Awareness of the importance of knowing what is going on around you 2. Awareness of the condition of equipment 3. Anticipation of potential threats and errors |
1. Stays aware of activities going on around them 2. Checks equipment status 3. Reacts appropriately to potential threats and errors |
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Threat and error management |
Threat identification |
Knowledge of how to identify threats |
Correctly identifies threats |
Threat management |
Knowledge of how to manage threats |
Applies appropriate mitigation strategies for the threats and risks identified |
|
Error identification |
Knowledge of types and consequences of errors (what can go wrong?) |
1. Identifies errors 2. Reports errors without losing face |
|
Error management |
Knowledge of how errors can be managed to reduce risks (how do you handle them?) |
1. Appropriately manages errors 2. Learns from errors |
|
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Human performance and limitations |
Time pressure |
Knowledge of how time pressure affects human performance |
1. Notices when time pressure starts to affect human performance 2. Adequately manages time pressure |
Stress |
Knowledge of how stress affects human performance |
1. Notices stress factors 2. Adequately manages stress |
|
Fatigue |
Knowledge of how fatigue affects human performance |
1. Notices when fatigue starts to affect human performance 2. Adequately manages signs of fatigue |
|
Psychoactive substances and medicines |
Knowledge of how alcohol, medicines and drugs affect human performance |
1. Refrains from alcohol use prior to work 2. Reports medicine use 3. Refrains from drug use |
|
[23] Balk, A. D., Boland, E. J., Nabben, A. C., Bossenbroek, J. W., Clifton-Welker, N. et al., Ramp Resource Management Training Syllabus Development, NLR-TR-2012-483, Netherlands Aerospace Centre: Air Transport Safety Institute, Amsterdam, 2012, RRM training syllabus supporting document NLR-TR-2012-483-tr | EASA.
Guidance on Ramp Resource Management (RRM) training for ground handling: purposes, effectiveness conditions, risk areas, and detailed learning objectives covering knowledge, skills, and attitudes.
* Summary by Aviation.Bot - Always consult the original document for the most accurate information.
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