Training, Development and Assessment of Personnel
This section covers Training, Development and Assessment of Personnel: how competence is planned, delivered, assessed and recorded. The exam tests training needs analysis, objective setting, assessment methods, feedback and evaluation.
The training cycle
- Identify needs through risk, performance and gap analysis.
- Set measurable objectives and design practical, realistic training.
- Deliver with clear briefings, safety control and sufficient practice.
- Assess against stated criteria; use observation, questioning and records.
- Evaluate at reaction, learning, behaviour and results levels, then revise.
Assessment and development
- Competence means consistent performance to standard, not just attendance.
- Feedback should be specific, timely and behavioural; agree actions.
- Keep records for audit, competence and legal defensibility.
- Coaching develops confidence; avoid doing the task for the learner.
Worked example
A BA wearer is assessed on a search in a smoke-filled compartment. The assessor observes door control, search technique, communications and air management against a checklist, questions the wearer afterwards, gives specific feedback and records the result. Reasoning: the assessment is criterion-referenced, so the outcome does not depend on personality or a single impression.
Traps
Assessing without criteria; bias or halo effect; giving vague feedback; failing to record; training that is not evaluated; assuming a passed course means ongoing competence.