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GM4 ORGH.TRG.100(c) Training and assessment programme

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ED Decision 2025/007/R found in: Ground Handling (GH) (2025/23 and 2025/20) (Nov 2025)

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##### GM4 ORGH.TRG.100(c) Training and assessment programme

*ED Decision 2025/007/R*

**RAMP RESOURCE MANAGEMENT**

(a) RRM and communication, including language proficiency (languages
used in accordance with point [GH.OPS.030](#_DxCrossRefBm752106682)),
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]](#_ftn23)
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)).

<table bgcolor="#d9d9d9" cellpadding="7" cellspacing="0">
<col/>
<col/>
<col/>
<col/>
<thead>
<tr valign="top">
<td bgcolor="#808080">
Topic
</td>
<td bgcolor="#808080">
Element
</td>
<td bgcolor="#808080">
Knowledge
</td>
<td bgcolor="#808080">
Behaviour
</td>
</tr>
</thead>
<tbody>
<tr valign="top">
<td bgcolor="#808080" rowspan="5">
Turnaround
				process
</td>
<td bgcolor="#d9d9d9">
Turnaround
				process
</td>
<td bgcolor="#d9d9d9">
Understanding
				the ‘bigger’ picture
</td>
<td bgcolor="#d9d9d9">
Feels
				part of a larger process
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Type
				and role of actors
</td>
<td bgcolor="#d9d9d9">
1.	Understanding
				the roles and interests of other players

2.	Understanding
				similarities and differences in interests
</td>
<td bgcolor="#d9d9d9">
1.	Focuses
				on common goals

2.	Considers
				interests of other actors
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Dependencies/interfaces
</td>
<td bgcolor="#d9d9d9">
Understanding
				the dependencies/interfaces between the various players/processes
</td>
<td bgcolor="#d9d9d9">
1.	Considers
				the importance of safe aircraft handling

2.	Considers
				the limitations of other players
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Situational
				awareness (risk awareness)
</td>
<td bgcolor="#d9d9d9">
1.	Awareness
				of high‑risk situations/areas

2.	Awareness
				of risk consequences
</td>
<td bgcolor="#d9d9d9">
1.	Remains
				alert to hazards

2.	Alerts
				colleagues/other organisations’ personnel to hazards
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Pressures
				on the process
</td>
<td bgcolor="#d9d9d9">
Awareness
				of pressures and their effect on the turnaround process
</td>
<td bgcolor="#d9d9d9">
Adequately
				manages pressures to avoid additional hazards
</td>
</tr>
<tr>
<td bgcolor="#808080" colspan="4" valign="top">
 

</td>
</tr>
<tr valign="top">
<td bgcolor="#808080" rowspan="2">
Applicable
				regulations (safety, security)
</td>
<td bgcolor="#d9d9d9">
<a href="https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32025R0020&amp;qid=1759832314367">Regulation
				(EU) 2025/20</a>

<a href="https://eur-lex.europa.eu/eli/reg/2014/139/oj">Regulation
				(EU) No 139/2014</a>
<a href="https://eur-lex.europa.eu/eli/reg/2012/965/oj">Regulation
				(EU) No 965/2012</a>
</td>
<td bgcolor="#d9d9d9">
Awareness
				of applicable regulations concerning the safe provision of GH
				services
</td>
<td bgcolor="#d9d9d9" rowspan="2">
1.	Adheres
				to procedures

2.	Motivates
				others to adhere to procedures
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Security
</td>
<td bgcolor="#d9d9d9">
Awareness
				of aircraft security regulations
</td>
</tr>
<tr>
<td bgcolor="#808080" colspan="4" valign="top">
 

</td>
</tr>
<tr valign="top">
<td bgcolor="#808080" rowspan="5">
Teamwork
</td>
<td bgcolor="#d9d9d9">
Team
				dynamics
</td>
<td bgcolor="#d9d9d9">
1.	Knowledge
				of team objectives

2.	Awareness
				of individual and team responsibility
</td>
<td bgcolor="#d9d9d9">
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
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Leadership
</td>
<td bgcolor="#d9d9d9">
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
</td>
<td bgcolor="#d9d9d9">
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
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Communication
</td>
<td bgcolor="#d9d9d9">
1.	Awareness
				of the importance of good communication

2.	Awareness
				of the advantages of standardised communication

3.	Awareness
				of potential communication breakdowns
</td>
<td bgcolor="#d9d9d9">
1.	Uses
				standardised communication

2.	Verifies
				that messages are understood

3.	Asks
				for clarification if the message is unclear
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Cultural,
				ethnic and educational differences
</td>
<td bgcolor="#d9d9d9">
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
</td>
<td bgcolor="#d9d9d9">
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
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Team
				situational awareness
</td>
<td bgcolor="#d9d9d9">
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
</td>
<td bgcolor="#d9d9d9">
1.	Stays
				aware of activities going on around them

2.	Checks
				equipment status

3.	Reacts
				appropriately to potential threats and errors
</td>
</tr>
<tr>
<td bgcolor="#808080" colspan="4" valign="top">
 

</td>
</tr>
<tr valign="top">
<td bgcolor="#808080" rowspan="4">
Threat
				and error management
</td>
<td bgcolor="#d9d9d9">
Threat
				identification
</td>
<td bgcolor="#d9d9d9">
Knowledge
				of how to identify threats
</td>
<td bgcolor="#d9d9d9">
Correctly
				identifies threats
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Threat
				management
</td>
<td bgcolor="#d9d9d9">
Knowledge
				of how to manage threats
</td>
<td bgcolor="#d9d9d9">
Applies
				appropriate mitigation strategies for the threats and risks
				identified
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Error
				identification
</td>
<td bgcolor="#d9d9d9">
Knowledge
				of types and consequences of errors (what can go wrong?)
</td>
<td bgcolor="#d9d9d9">
1.	Identifies
				errors

2.	Reports
				errors without losing face
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Error
				management
</td>
<td bgcolor="#d9d9d9">
Knowledge
				of how errors can be managed to reduce risks (how do you handle
				them?)
</td>
<td bgcolor="#d9d9d9">
1.	Appropriately
				manages errors

2.	Learns
				from errors
</td>
</tr>
<tr>
<td bgcolor="#808080" colspan="4" valign="top">
 

</td>
</tr>
<tr valign="top">
<td bgcolor="#808080" rowspan="4">
Human
				performance and limitations
</td>
<td bgcolor="#d9d9d9">
Time
				pressure
</td>
<td bgcolor="#d9d9d9">
Knowledge
				of how time pressure affects human performance
</td>
<td bgcolor="#d9d9d9">
1.	Notices
				when time pressure starts to affect human performance

2.	Adequately
				manages time pressure
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Stress
</td>
<td bgcolor="#d9d9d9">
Knowledge
				of how stress affects human performance
</td>
<td bgcolor="#d9d9d9">
1.	Notices
				stress factors

2.	Adequately
				manages stress
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Fatigue
</td>
<td bgcolor="#d9d9d9">
Knowledge
				of how fatigue affects human performance
</td>
<td bgcolor="#d9d9d9">
1.	Notices
				when fatigue starts to affect human performance

2.	Adequately
				manages signs of fatigue
</td>
</tr>
<tr valign="top">
<td bgcolor="#d9d9d9">
Psychoactive
				substances and medicines
</td>
<td bgcolor="#d9d9d9">
Knowledge
				of how alcohol, medicines and drugs affect human performance
</td>
<td bgcolor="#d9d9d9">
1.	Refrains
				from alcohol use prior to work

2.	Reports
				medicine use

3.	Refrains
				from drug use
</td>
</tr>
</tbody>
</table>

---

[[23]](#_ftnref23) 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](https://www.easa.europa.eu/en/document-library/general-publications/rrm-training-syllabus-supporting-document-nlr-tr-2012-483-tr).