Chapter 2 - 2
Training Objective
Key Learning Points
Occupational Standards
(P = Performance Criteria
K = Knowledge Criteria)
Understand UN Explosive
Hazard Classification System
and Codes
•
Explain relevant terms and
definitions: “compatibility
group”; “hazard class”;
“hazard division”.
•
Explain the purpose of
explosive Hazard
Classification Codes (HCC)
•
Describe the construct of a
HCC.
•
Describe the 7 hazard
divisions that can be
allocated to explosive
substances and articles.
•
Describe the 4 fire divisions
and how they relate to
hazard divisions
•
Describe the mixing rules for
compatibility groups
•
Describe the types of
conventional ammunition
that should always be
stored separately (or under
specific conditions) from
other types of ammunition.
11.13A: K - iii;
Understand National Explosives
Regulations
•
Explain relevant terms and
definitions: “explosives”;
“Explosive substance”;
“Explosive article”;
“ammunition”; “munitions”;
shall”; “may”; “can”;
“should”; “National
Explosives Regulations ….”
•
Describe the purpose of
national regulations
•
Be aware of the background
to the creation of explosives
regulations
•
Be aware of the risks posed
by inadequately managed
ammunition stockpiles:
Safety; Security; Stability;
Diversion of munitions
•
Be aware of the structure of
the regulatory framework
•
Be aware of the review
policy for national
explosives regulations
11.13A: K – i;
Supervise firefighting capability
when disposing of explosives by
burning
•
Review hose run-out and
testing
•
Establish a water supply
•
Indicate or specify assigned
personnel
11.13A: P – c. K - iv; viii;
11.13A: P – c;
11.13A: K- xiv;
Chapter 2 - 3
9.
Identify all the skills that the learner is expected to be able to undertake after completion of
training.
9.1.
An example from our matrix is to be able to run out a firefighting hose.
10.
Identify all the knowledge that the learner is expected to have at the end of the course
10.1.
An example from the matrix is to know and understand the structure of the national
explosives regulatory framework.
11.
For your own part, you will also need to know and understand the occupational standards that
are appropriate to the area or areas of the explosives sector for which the training course exists.
Taking that knowledge of the Standards, we can see that our hypothetical training course maps
to Occupational Standard 11.13A but there are significant gaps between the totality of 11.13A
(Performance Criteria a – h; Knowledge Criteria i – xviii) and the elements that are met by these
three training objectives.
12.
The courses of action available to the person using this map if they wish their member of staff to
achieve Standard 11.13A might be one or a combination of:
12.1.
Request that the course is expanded to include all the knowledge criteria
12.2.
Request that the course is expanded to include all the performance criteria
12.2.1.
Generically, so that the qualification gained is obviously transferable
12.2.2.
Specific to the organisation in a bespoke qualification
12.3.
Identify which elements can be met by either simply gaining experience in the
workplace, ‘On-the-Job’ (OTJ) or formal training within the organisation, or a combination
of the two. Request that the course is expanded to include the remaining knowledge and
performance criteria.
THE EVENT HORIZON EXPERIENCE
13.
Identifying appropriate occupational standards. Event Horizon has worked with BECTU for many
years and many members of their staff are members of the union in their own right. As such,
and having delivered the so-called Part 1 course, they were aware of the SkillSet occupational
standards for special effects
14.
After a short introductory session on how to map the course to the Standards, Event Horizon
went on to identify not only which of the Standards are covered in their current training but also
whether they covered it as either ’knowledge’ or ‘performance’ in keeping with the Standards.
The former was identified by whether the topic was assessed in the current end-of-course
examination and the latter would be considered as fully mapped if it was tested practically
during the training.
15.
GAP ANALYSIS
Chapter 2 - 4
16.
Event Horizon made use of a simple tabular map of the Standards to their training and the clever
part of their work was in identifying partial or complete gaps between their training and the
existing SkillSet and HSQ standards/qualifications. This was achieved by colour-coding: green for
completely mapped; amber for partially mapped; red for not included in current training, as
shown in this extract from an early draft.
17.
Once they had their accepted qualifications designs they could get around to mapping the
existing courses to not only the Standards but also to the qualifications. It made sense to wait
until this stage because of the previously mentioned issue of volume of Standards included in
the Role Profiles.
18.
Using the process outlined in the ‘Step-by-Step Guide to Implementing Occupational Standards’,
which is available as a separate document, they followed the ‘Which document is available? …
Programme …’ route shown in the flow chart.
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