Chapter 2 - 9
•
General definitions in the explosive area and in the pyrotechnics
•
Impact of explosives material and pyrotechnic articles and compositions
•
Explanation of explosives materials and pyrotechnics which are dispatched
2.
General regulations and rules
•
Special regulation for the transportation of explosives material and pyrotechnics
•
Tasks and responsibilities of the people who carried out the transportation
process
•
Requirements of the explosives material and pyrotechnics for the transportation
•
Duties of the responsible people regarding to the safety and security
3.
General properties of dangerous goods
4.
Documentation concerning the transportation and storage of dangerous goods
5.
Types of vehicles and transport, enclosures, equipment
6.
Inscriptions, labeling and information of dangerous goods
7.
Carrying out of transportation process
8.
Activities after accidents and incidents in connection with transportation and storage
9.
Examination
29.
At the end of the process, we had a second spreadsheet showing …
Chapter 2 - 10
Chapter 3 - 1
CHAPTER 3 – DESIGNING A TRAINING COURSE
INTRODUCTION
1.
This chapter is intended to provide you with a good idea of the principles of designing a training
syllabus so that you can either:
1.1.
design a syllabus that you can request a training provider to deliver.
1.2.
Be an ‘intelligent customer’ when you request a training provider to design and deliver a
training needs analysis and/or training syllabus and/or training course.
1.3.
As a training provider, deliver a training package that is based on publicly available
Standards, using a systematic approach that is easily explained to, and understood by your
client
2.
Occupational standards can be used for many purposes, as shown in Figure 1, and in this section
we will show how the Standards are the base requirements for a training syllabus.
Figure 6. Use of Standards for HR purposes (HSQ Ltd)
3.
It seems self-evident that the requirement for a training syllabus is to fill knowledge and/or skills
gaps for an individual and/or a business, perhaps for professional development or as part of a
change programme. Either way, a systematic, structured approach based on the outcomes
described as either performance- or knowledge- criteria in the occupational standards can
provide a training syllabus that meets your requirements.
Chapter 3 - 2
4.
On the face of it, the process for designing a training course or syllabus is fairly simple. You need
to set the requirements for the syllabus, determine the best way for those requirements to be
met, develop the training and assessment methods and materials, and finally to package them
into the syllabus. This outline process is captured neatly in what is recognised worldwide as a
‘Systems Approach to Training’. At the highest level, a Systems Approach to Training is a 5-stage
process of analysis, design, development, implementation and evaluation (though evaluation is a
constant process that runs throughout the others). This model is often referred to as the ADDIE
model and is captured in Figure 2:
Figure 7. Systems Approach to Training model
5.
An open-source example of a comprehensive Systems Approach to Training is provided in the US
Marine Corps Systems Approach to Training Users’ Guide
18
. This handbook is not intended to be
a treatise on the implementation of a systems approach to training but will make use of the
principles given in the USMC Guide in this way:
18
http://www.marines.mil/Portals/59/Publications/NAVMC%201553.1_1.pdf
Chapter 3 - 3
Figure 8. Designing a training syllabus
6.
Implementation of the course design is the prerogative of the training provider and is not
covered in this handbook. This chapter therefore provides some guidance in the principles of
analysis, design, development and evaluation incorporating the use of occupational standards.
ANALYSIS PHASE
7.
The analysis phase traditionally includes ‘job analysis’, ‘training analysis’ and ‘determine the
instructional setting’ which we have called ‘Role Profile’, ‘Training Needs Analysis’ and ‘Key Skills
Analysis’ respectively. For our purposes, the analysis phase aims to:
7.1.
Define the task list based on Subject Matter Expert (SME) input.
7.2.
Develop Individual Training Criteria (ITC) that identify the conditions, standards, and
performance steps necessary for the successful completion of a task.
7.3.
Determine where the tasks will be instructed (formal school or experiential by so-called
‘On-The-Job’ (OTJ) training).
JOB ANALYSIS - ROLE PROFILE
8.
In a systems approach to training the first activity would be to conduct a job analysis,
the
process of ascertaining job requirements for the design of training. It provides raw data
about a job from a wide-ranging examination of the job. The end products of analysis are
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