Standards For The Competence of Rescue and Fire Fighting Service (RFFS) CAP699 PDF

Safety Regulation Group
CAP 699
Standards for the Competence of Rescue and
Fire Fighting Service (RFFS) Personnel
www.caa.co.uk
Safety Regulation Group
CAP 699
Standards for the Competence of Rescue and
Fire Fighting Service (RFFS) Personnel
May 2008
CAP 699
Standards for the Competence of Rescue and Fire Fighting Service (RFFS) Personnel
Civil Aviation Authority 2008

All rights reserved. Copies of this publication may be reproduced for personal use, or for use within a
company or organisation, but may not otherwise be reproduced for publication.
To use or reference CAA publications for any other purpose, for example within training material for
students, please contact the CAA at the address below for formal agreement.
ISBN 978 0 11792 024 8
First Edition, March 2000

Amendment 1, August 2002
Amendment 2, 10 March 2006
Second Edition, May 2008
Enquiries regarding the content of this publication should be addressed to:

Aerodrome Standards Department, Safety Regulation Group, Civil Aviation Authority, Aviation House,
Gatwick Airport South, West Sussex, RH6 0YR.
The latest version of this document is available in electronic format at www.caa.co.uk/publications,
where you may also register for e-mail notification of amendments.
Published by TSO (The Stationery Office) on behalf of the UK Civil Aviation Authority.
Printed copy available from:
TSO, PO Box 29, Norwich NR3 1GN
Telephone orders/General enquiries: 0870 600 5522
Fax orders: 0870 600 5533
www.tso.co.uk/bookshop
E-mail: book.orders@tso.co.uk
Textphone: 0870 240 3701
CAP 699
Amendment Record
Amendment
Number
Amendment Date
Incorporated by
Incorporated on
CAP 699
Amendment
Number
Amendment Date
Incorporated by
Incorporated on
CAP 699
List of Effective Pages

Chapter
Page
Date
iii
May 2008
iv
v
Contents
Contents
Chapter
Page
Date
Chapter 3
13
May 2008
May 2008
Chapter 3
14
May 2008
May 2008
Chapter 3
15
May 2008
May 2008
Chapter 3
16
May 2008
May 2008
Chapter 3
17
May 2008
Contents
May 2008
Chapter 3
18
May 2008
Revision History
May 2008
Chapter 3
19
May 2008
Glossary of Terms
May 2008
Chapter 3
20
May 2008
Glossary of Terms
May 2008
Chapter 3
21
May 2008
Glossary of Terms
May 2008
Chapter 3
22
May 2008
Glossary of Terms
May 2008
Chapter 3
23
May 2008
Glossary of Terms
May 2008
Chapter 3
24
May 2008
Introduction
May 2008
Chapter 3
25
May 2008
Introduction
May 2008
Chapter 3
26
May 2008
Introduction
May 2008
Chapter 3
27
May 2008
Introduction
May 2008
Chapter 3
28
May 2008
Chapter 1
May 2008
Chapter 3
29
May 2008
Chapter 1
May 2008
Chapter 3
30
May 2008
Chapter 1
May 2008
Chapter 3
31
May 2008
Chapter 1
May 2008
Chapter 3
32
May 2008
Chapter 1
May 2008
Chapter 3
33
May 2008
Chapter 1
May 2008
Chapter 3
34
May 2008
Chapter 2
May 2008
Chapter 3
35
May 2008
Chapter 2
May 2008
Chapter 3
36
May 2008
Chapter 2
May 2008
Chapter 3
37
May 2008
Chapter 2
May 2008
Chapter 3
38
May 2008
Chapter 2
May 2008
Chapter 3
39
May 2008
Chapter 2
May 2008
Chapter 3
40
May 2008
Chapter 2
May 2008
Chapter 3
41
May 2008
Chapter 2
May 2008
Chapter 3
42
May 2008
Chapter 2
Appendix A
May 2008
Chapter 3
43
May 2008
Chapter 2
Appendix A
May 2008
Chapter 3
44
May 2008
Chapter 2
Appendix A
May 2008
Chapter 3
45
May 2008
Chapter 2
Appendix A
May 2008
Chapter 3
46
May 2008
Chapter 3
May 2008
Chapter 3
47
May 2008
Chapter 3
May 2008
Chapter 3
48
May 2008
Chapter 3
May 2008
Chapter 3
49
May 2008
Chapter 3
May 2008
Chapter 3
50
May 2008
Chapter 3
May 2008
Chapter 3
51
May 2008
Chapter 3
May 2008
Chapter 3
52
May 2008
Chapter 3
May 2008
Chapter 3
53
May 2008
Chapter 3
May 2008
Chapter 3
54
May 2008
Chapter 3
May 2008
Chapter 3
55
May 2008
Chapter 3
10
May 2008
Chapter 3
56
May 2008
Chapter 3
11
May 2008
Chapter 3
57
May 2008
Chapter 3
12
May 2008
Chapter 3
58
May 2008
May 2008
Page iii
CAP 699
Chapter
Page
Date
Chapter 3
59
May 2008
Chapter 3
60
May 2008
Chapter 3
61
Chapter 3
Chapter 3
Page
Date
Chapter 3
107
May 2008
Chapter 3
108
May 2008
May 2008
Chapter 3
109
May 2008
62
May 2008
Chapter 3
110
May 2008
63
May 2008
Chapter 3
111
May 2008
Chapter 3
64
May 2008
Chapter 3
112
May 2008
Chapter 3
65
May 2008
Chapter 3
113
May 2008
Chapter 3
66
May 2008
Chapter 3
114
May 2008
Chapter 3
67
May 2008
Chapter 3
115
May 2008
Chapter 3
68
May 2008
Chapter 3
116
May 2008
Chapter 3
69
May 2008
Chapter 3
117
May 2008
Chapter 3
70
May 2008
Chapter 3
118
May 2008
Chapter 3
71
May 2008
Chapter 3
119
May 2008
Chapter 3
72
May 2008
Chapter 3
120
May 2008
Chapter 3
73
May 2008
Chapter 3
121
May 2008
Chapter 3
74
May 2008
Chapter 3
122
May 2008
Chapter 3
75
May 2008
Chapter 3
123
May 2008
Chapter 3
76
May 2008
Chapter 3
124
May 2008
Chapter 3
77
May 2008
Chapter 3
125
May 2008
Chapter 3
78
May 2008
Chapter 3
126
May 2008
Chapter 3
79
May 2008
Chapter 3
127
May 2008
Chapter 3
80
May 2008
Chapter 3
128
May 2008
Chapter 3
81
May 2008
Chapter 3
129
May 2008
Chapter 3
82
May 2008
Chapter 3
130
May 2008
Chapter 3
83
May 2008
Chapter 3
131
May 2008
Chapter 3
84
May 2008
Chapter 3
132
May 2008
Chapter 3
85
May 2008
Chapter 3
133
May 2008
Chapter 3
86
May 2008
Chapter 3
134
May 2008
Chapter 3
87
May 2008
Chapter 3
135
May 2008
Chapter 3
88
May 2008
Chapter 3
136
May 2008
Chapter 3
89
May 2008
Chapter 3
137
May 2008
Chapter 3
90
May 2008
Chapter 3
138
May 2008
Chapter 3
91
May 2008
Chapter 3
139
May 2008
Chapter 3
92
May 2008
Chapter 3
140
May 2008
Chapter 3
93
May 2008
Chapter 3
141
May 2008
Chapter 3
94
May 2008
Chapter 3
142
May 2008
Chapter 3
95
May 2008
Chapter 3
143
May 2008
Chapter 3
96
May 2008
Chapter 3
144
May 2008
Chapter 3
97
May 2008
Chapter 3
145
May 2008
Chapter 3
98
May 2008
Chapter 3
146
May 2008
Chapter 3
99
May 2008
Chapter 3
147
May 2008
Chapter 3
100
May 2008
Chapter 3
148
May 2008
Chapter 3
101
May 2008
Chapter 3
149
May 2008
Chapter 3
102
May 2008
Chapter 3
150
May 2008
Chapter 3
103
May 2008
Chapter 3
151
May 2008
Chapter 3
104
May 2008
Chapter 3
152
May 2008
Chapter 3
105
May 2008
Chapter 3
153
May 2008
Chapter 3
106
May 2008
Chapter 3
154
May 2008
May 2008
Chapter
Page iv
CAP 699
Chapter
Page
Date
Chapter 3
155
May 2008
Chapter 3
156
May 2008
Chapter 3
157
May 2008
Chapter 3
158
May 2008
May 2008
Chapter
Page
Date
Page v
INTENTIONALLY LEFT BLANK
CAP 699
Contents
List of Effective Pages
iii
Revision History
Glossary of Terms
Introduction
Compliance with Statutory Requirements
Origin
Purpose
1
3
3
4
Quality Assurance
Identified Training Needs
Recording
Airport Structured Learning Programmes
Chapter 1
Introduction to the Standards for the Competence of

RFFS Personnel
Introduction to Chapter 1 Competence Framework
The Role-Map Format
Using the Standards in the Workplace
The Station-Based Roles
The Supervisor Role
4
5
The Manager Role
Role Related Units and Underpinning Functions
Chapter 2
Training Providers
Introduction
Training Providers
Criteria for Training Providers (Tier 1)
1
1
Introduction
2
2
2
3
Introduction
Administration of the Approvals Procedure
Acceptance
May 2008
Contents
Page 1
CAP 699
3
4
4
4
4
5
5
Qualification
Management
Training Policy
Recording
Equality and Diversity
Task Analysis/Risk Assessment
Training Analysis
Criteria for Approved Training Providers (Tier 3 and Tier 4)
5
5
6
6
7
7
8
Introduction
Application Process
ATP Structure, Staffing and Facilities
Trainee Records Database
Pre-attendance Policy
Structured Learning and Assessment Programmes
Chapter 2
Appendix A Checklist of Key Areas for Tier 2 Training

Providers
Chapter 3
Standards for the Competence of Rescue and Fire

Fighting Service Personnel Employed at United
Kingdom Licensed Aerodromes
Introduction
Unit AFF1
Unit: AFF2
Unit AFF3
Unit AFF4
Unit
Unit
Unit
Unit
AFF5
AFF6
AFF7
AFF8
Unit: AFF9
Unit AFF10
Unit AFF11
Unit AFF12
Unit AWM1
Unit
Unit
Unit
Unit
May 2008
AWM2
AWM3
AWM4
AWM5
1
Save and Preserve Endangered Life at Incidents
Extinguish Fire at Aircraft Incidents
Maintain Operational Readiness and Resources
Prevent Occurrence of Emergencies through
Management of Aerodrome Hazards and Risks
Mobilise Resources to Respond to Emergency
Site and Position Fire Service Vehicles at Incident Site
Implement Action to Resolve Operational Incidents
Contain and Control Spillage or Release of Hazardous
Materials
Take Responsibility for Effective Performance
Maintain Activities to Meet Requirements
Investigate and Report on Events to Inform Future
Practice
Recognise Airside Hazards and Minimise Risks
Lead the Work of Teams and Individuals to Achieve
their Objectives
Manage Information for Action
Support the Development of Teams and Individuals
Contents
4
10
15
20
24
29
32
38
42
47
52
55
59
64
69
74
79
Page 2
CAP 699
Unit AWM6 Investigate and Report on Events to Inform Future

Practice
Unit AWM7 Lead and Support People to Resolve Operational
Incidents
Unit AFSM1 Lead, Monitor and Support People to Resolve
Operational Incidents
Unit AFSM2 Determine Solutions to Hazards and Risks Identified
Through Inspection and Investigation
Unit AFSM3 Plan and Implement Activities to Meet Service
Delivery Needs
Unit AFSM4 Manage the Effective Use of Resources
Unit AFSM5 Manage the Performance of Teams and Individuals to
Achieve Objectives
Unit AFSM6 Develop Teams and Individuals to Enhance Work
Based Performance
Unit AFSM7 Manage Yourself to Achieve Work Objectives
Unit AFSM8 Provide Information to Support Decision Making
Unit LD1
Enable Learning Through Presentations,
Demonstrations and Instruction
Unit LD2
Assess Candidates Using a Range of Methods
Unit LD3
Support Competence Achieved in the Workplace
Unit LD4
Conduct Internal Quality Assurance of the
Assessment Process
May 2008
Contents
85
88
96
100
105
110
116
123
130
135
141
144
150
153
Page 3
CAP 699
Revision History
The CAA has made many of the documents that it publishes available electronically. Where
practical, the opportunity has been taken to incorporate a clearer revised appearance to the
document.
This is a living document and will be revised at intervals to take account of changes in
regulations, feedback from industry, and recognised best practice. Contact addresses, should
you have any comments concerning the content of this document or wish to obtain
subsequent amendments, are given on the inside cover of this publication.
Revision 1/2002
August 2002
The opportunity has been taken as part of the remastering process to incorporate a few minor
changes to the text, these are indicated by the use of side line revision marks as shown to the
left of this paragraph.
Revision 1/2006
10 March 2006
Following consultation with industry, significant changes to the mandatory training scheme,
which incorporates the Structured Learning Programmes, are included in Sections 2 and 4.
Second Edition
May 2008
CAP 699 has been reviewed and amended by a Sub-Group of the Aerodrome Operators
Association Rescue and Fire Fighting Working Group.
May 2008
Revision History
Page 1
CAP 699
Glossary of Terms
Acquisition
The stage at which an individual is undertaking a structured

learning programme, which is designed to develop the
knowledge, skills, attitude and understanding identified for a
particular role. Once individuals have demonstrated that they have
acquired the knowledge and skills identified for their role, they are
described as competent in acquisition.
AFF
Aviation (or Airport) Firefighter
AFSM
Aviation (or Airport) Fire Service Manager
Airport Operators
Association (AOA)
The Airport Operators Association is the trade association that

represents the interests of British airports and is the principal
body with whom the UK Government and regulatory authorities
consult on airport matters.
Accreditation of Prior
Learning (APL)
The Accreditation of Prior Learning is one source of evidence of

current competence/achievement. (Institute of Personnel and
Development Assessor Awards).
Application
The stage at which individuals, having demonstrated that they are

competent in acquisition, are now able to consistently apply their
knowledge, skills and understanding in the workplace to the
standard described in their role-map. Individuals who can
consistently maintain this standard are described as having
demonstrated competence in application.
Approved Training
Provider (ATP)
An aerodrome licence holder or training establishment approved

by the Civil Aviation Authority to provide structured learning and
assessment programmes that may lead to the issue of a CAA
endorsed certificate of competence.
As Low As Reasonably This requires risk to be reduced to an acceptable and justifiable

Practicable (ALARP)
level.
Assessment(s)
The process of making judgements about performance. The

means by which evidence of performance is collected and
compared with the requisite standard and a judgement about
performance is made and recorded.
Assessor
A person acceptable to the CAA to make judgements about

performance against the requirements of the Standards published
in CAP 699.
Attitude
A term that has a specific meaning, which may be defined as: a

state of mind which governs the manner of an individuals
thoughts and actions.
AWM
Aviation (or Airport) Watch Manager
Certificate of
Competence
It is the evidence that an individual has satisfied the relevant

occupational standards in acquisition and application.
May 2008
Glossary of Terms
Page 1
CAP 699
Competence
The ability to apply knowledge, understanding and skills in

performing to the standards required in employment. This
includes problems and meeting changing demands.
Competence in
Application
The ability of individuals to demonstrate consistently that the

performance outcomes defined for their role can be achieved to
the standard expected in the workplace.
Competent in
Acquisition
The ability of individuals to demonstrate that they can apply the

learning acquired in the workplace to the standards defined in the
performance criteria for their role.
Continuous
Assessment
Continuous assessment is defined as regularly engaging in

processes that review the workplace performance of all aspects
of a firefighters work, measured against the standards applicable
to that role.
Continuing
Professional
Development (CPD)
The systematic maintenance, improvement and broadening of

knowledge and skill and the development of personal qualities
necessary for the execution of professional and technical duties
throughout the individuals life.
Debrief
A means of analysing an outcome of workplace activity. It

confirms the success of the activity or identifies where
modification of action or thought process needs to take place. The
debrief is applicable to most functions and roles and is key to
assessing competence in application of skills underpinned by
knowledge, skills and understanding.
Defence Fire Risk

DFRMO brings together the various elements of the Ministry of
Management
Defence Fire and Rescue services.
Organisation (DFRMO)
Dynamic Risk
Assessment
The continuous assessment of risk in the rapidly changing

circumstances of an operational incident, in order to implement
the control measures necessary to ensure an acceptable level of
safety.
Element
A description of the main activities necessary for the completion

of the function described in a unit of competence. They are the
subdivisions into which the function can be broken down.
Evidence
Anything that is presented as proof of competence. It includes:

a) Direct Evidence produced as a result of direct observation by
the Assessor, including Performance Evidence and
Supplementary Evidence.
b) Performance Evidence generated from observation of
personal work including simulation.
c) Supplementary Evidence the result of questioning to
determine understanding and underpinning knowledge.
d) Diverse Evidence the combination of Direct and Indirect
Evidence.
e) Indirect Evidence produced by other Assessors or qualified
instructors to support Direct Evidence.
May 2008
Glossary of Terms
Page 2
CAP 699
Fire and Rescue

Service (FRS)
The local authority fire and rescue service.
Function
A complete activity that may take into account a number of tasks.
Functional
Performance
Outcomes
This reflects a broader concept of competence than outcomes of

task or process. For these reasons functional outcomes have
greater relevance to the roles of individuals and the work that they
do, providing a better guide to their learning and development
needs. The role-maps, contained in the competence framework,
identify all the functions for a particular role and clearly show the
relationship with workplace performance and learning and
development needs.
Functional Title
The way that tasks are organised within a role, the context and
contingencies of how they are performed in the way that the
function seeks to establish.
Hazard
Something with the potential to cause harm. For example, a

physical situation often following some initiating event that can
lead to an accident.
Incident Command
System
A system that involves a number of critical factors that are integral

to the function of managing risk using the guidance published in
the Health and Safety Executive Guidance (HSG65) as the
framework for the design of the organisational structures for
managing safety as set out in the fire and rescue service manual
Incident Command.
Knowledge,
Understanding and
Skills (KUS)
What the individual must know or understand in order to carry out

a role to the standard required. The context and expression of
knowledge, skills and attitude and how they are applied in the job
environment.
Learning and
Development (L&D)
The ability of individuals to acquire the knowledge, skills, attitude

and understanding required in performing the functions defined
for their role.
Learning Outcomes
Learning outcomes serve the same purpose as learning

objectives. Learning outcomes are always derived from the
performance standards. They underpin the performance criteria to
be demonstrated in the acquisition stage. The training that would
provide the underpinning knowledge and skills needed to perform
these activities will first of all have to address more fundamental
issues. The trainer will have to develop outcomes that identify and
describe the outcomes of task and process.
Management
Standards Centre
(MSC)
The MSC has developed a set of National Occupational Standards

(NOS) for management and leadership. They describe the level of
performance expected in employment for a range of management
and leadership functions/activities. The management standards
have been imported from the MSC standards. These standards
were previously the Management Charter Initiative (MCI)
standards.
May 2008
Glossary of Terms
Page 3
CAP 699
Maintenance of
Competence (MoC)
Scheme
A scheme that Licensed Aerodromes, acting as Tier 2 training

providers, have accepted by the CAA, to maintain and assess the
competence of Rescue and Fire Fighting Service personnel.
Moderator
A representative of the Civil Aviation Authority responsible for

ensuring the uniformity of assessment and that courses/
programmes are run in conformity with the approval.
National Occupational The national framework for rescue and fire fighting services
Standards (NOS)
across the UK which provide guidance as to the knowledge,
understanding and skills for operations.
Operational
Experience
Experience gained whilst employed as part of the minimum

number of RFFS personnel designated to make an immediate
response to an aircraft accident (on-the-run).
Performance Criteria
A description of the performance standards necessary to

demonstrate that individuals have acquired the knowledge skills,
attitude and understanding identified for their role. Performance
criteria define the key outcomes underpinning the functional
activities in acquisition.
Performance
Outcomes
A definition of the key outcomes underpinning the standards in

application. They are used to confirm that the individual can
consistently apply the knowledge, skills, attitude and
understanding identified in their role-map.
Performance
Standards
Benchmarks or specifications of expected work performance.
QCA
Qualifications Curriculum Authority.
Rescue and Fire

Fighting Service
(RFFS)
The international term used to describe the airport fire service.
Risk Assessment
A risk assessment is an examination of what could cause harm to

people.
Risk
The possibility of suffering harm or loss.
Role
A group of functional activities.
Role-mapping
The collection of performance outcomes grouped together into

functions that define the activities relevant to a particular role.
Safe Person Concept
In normal safety management, the intent is to make the

workplace safe, because this safeguards everyone. However, an
operational incident can be an inherently dangerous workplace
and may be impossible to make safe. Aerodrome RFFS must,
therefore, direct their efforts to making the firefighter safe. This
approach is known as the Safe Person Concept.
Structured
Assessment
Programme (SAP)
An assessment Programme that forms part of a Structured

Learning Programme and confirms acquisition of knowledge,
understanding and skills.
May 2008
Glossary of Terms
Page 4
CAP 699
Simulation
Any structured assessment exercise involving the organisation

and achievement of a specific task, which seeks to reproduce a
real life situation. Simulations are used where assessment is
difficult to carry out (e.g. for safety reasons).
Skills
Behaviours or actions, which require practice in order to be

performed satisfactorily. The skills or abilities may be manual,
social, interpersonal or intellectual.
SQA
Scottish Qualifications Authority.
Structured Learning
Programme (SLP)
A Structured Learning Programme (SLP) comprises training

organised in a manner that enables individuals to achieve
competency in a particular set of roles and/or tasks according to
their grade (Firefighter, Supervisor and Manager).
Task Analysis
A task analysis enables the licence holder to identify the tasks

required to be carried out by each member of the RFFS in relation
to the role they are expected to perform.
Training Needs
Analysis (TNA)
A training needs analysis will identify the underpinning

knowledge, understanding and skills (KUS) required to carry out
the tasks required of RFFS personnel in relation to their role i.e.
firefighter, supervisor, manager. This analysis will also include an
evaluation process which measures the outcomes of the training
provided by the licence holders against published aims and
objectives to ensure that these are being fulfilled.
Training Provider
An aerodrome licence holder or training establishment accepted

by the Civil Aviation Authority to provide structured learning and
assessment programmes.
Unit
The grouping of elements of competence within a standard. A

unit is capable of being certified independently.
Verification
The process of monitoring and quality assuring assessment, its

systems and processes. Verification should provide quality
assurance of both the training and the assessment system.
Verifier
A verifier ensures that the assessment process is carried out

according to the set procedures and to the specified requirements
of the Standard.
Vocational
Qualifications
Certificates awarded to individuals whose performance has

satisfied an assessment process that is recognised by the Fire
and Rescue Sector Vocational Standards Group (FRSVSG) and
accredited by an awarding body acceptable to the CAA.
May 2008
Glossary of Terms
Page 5
CAP 699
Introduction
1
Compliance with Statutory Requirements
1.1
To ensure the requirements of the Air Navigation Order are met, the CAAs Safety
Regulation Group, Aerodrome Standards Department, requires the adoption and
application of the appropriate parts of this CAP by aerodrome licence holders.
Origin
2.1
The UK Civil Aviation Authority (CAA), in co-operation with industry, regularly reviews
the adequacy of the mandatory training and certification requirements for rescue and
fire fighting personnel contained in Civil Aviation Publication (CAP) 699. The vehicle
for this work is a joint working group, which comprises representatives from the
Airport Operators Association (AOA), Serco International Fire Training Centre (IFTC),
Defence Fire Risk Management Organisation (DFRMO), BAA Ltd Fire Service,
Highlands and Islands Airports Ltd (HIAL), Airport Fire Officers Association (AFOA)
and the UK Civil Aviation Authority (CAA).
2.2
The terms of reference of the group are:

a) To review the adequacy of mandatory training and certification requirements.
b) To review regularly the adequacy of rescue and fire fighting training in the light of
new developments and recent experience.
c) To make recommendations concerning rescue and fire fighting training through
the AOA to SRGs Head of Aerodrome Standards Department.
d) To disseminate information regarding rescue and fire fighting training to
Aerodromes and Approved Training Providers as may be appropriate.
Purpose
3.1
Aerodrome management should have a written corporate policy, which

acknowledges that training for competence is an integral part of its strategy. This
policy should be compliant with the regulators requirements. It should acknowledge
that the key objective of training for competence is the development and use of
training and assessment systems that contribute to the efficient delivery of services
while eliminating or reducing risk to the organization, its staff and equipment, the
community within the boundaries it serves and the environment.
3.2
Training for competence is a method by which training is defined in terms of

outcomes that can be delivered within a quality assured environment.
3.3
Methods of training have to be agreed by the CAA during the aerodrome licensing
process. Aerodrome licence holders have to meet nationally agreed standards for
training.
3.4
Training for competence is an essential part of the 'safe person concept' and when
operated by licence holders will enable all to demonstrate that they can consistently
and competently perform their work. Training for competence provides:
a) a systematic method of managing and organising the development, delivery and
evaluation of all the training provided by the licence holder.
May 2008
Introduction
Page 1
CAP 699
b) an objective assessment process that can be used to measure the acquisition and
application of knowledge, skills, attitude and understanding achieved by
individuals and teams against a framework of nationally agreed standards.
c) a generic framework on which initial acquisition training can be based in order to
assure consistency throughout the industry.
3.5
RFFS personnel at all levels must acquire and maintain competence to perform their
role in an effective manner.
3.6
All RFFS personnel employed at aerodromes of RFF Categories 3-10 shall commence
the process of acquiring competence through a Structured Learning Programme
(SLP) delivered at a Tier 3 or Tier 4 training provider (see Chapter 2, paragraph 2.1).
On successful completion of the SLP, a Certificate of Competence endorsed by the
CAA will be issued.
3.7
Certificates of Competence will be valid for four years, during which time
competence must be maintained in a manner acceptable to the CAA. Certificates of
Competence can be revalidated through an Approved Training Provider (ATP) or
maintain validity through an accepted MOC scheme.
3.8
In addition to formal training delivered by an ATP for the purposes of acquiring a

Certificate of Competence, it is a requirement that RFFS personnel maintain their
knowledge and skills. The licence holder should appoint a competent person to
establish and oversee a programme for this purpose. .
3.9
An aerodrome licence holder may wish to deliver initial and/or revalidation

programmes. To do this they must seek training provider status. For further details
see Chapter 2 below.
3.10
A licence holders training policy can appear in many formats but in every case it
should:
a) identify and define the licence holders strategic learning and development
process;
b) set the licence holders strategic learning and development aims, objectives and
priorities;
c) establish the structure, management, human and physical resources and facilities
for the delivery of training;
d) define assessment methodologies;
e) establish the process for auditing, evaluating and reviewing the training delivery;
f) detail the process for reviewing the training policy;
g) ensure that the units and elements related to the core tasks are practised or
simulated as defined herein;
h) be published in or cross-referenced to the licence holders Aerodrome Manual.
3.11
For the achievement of competence the individual shall meet the job performance
requirements defined for the role as explained in the Aerodrome Manual approved by
the licensing authority.
3.12
The ongoing training and assessment process to provide continuous evidence of

competence in role, may be achieved in a number or combination of ways. It is
essential that whichever process is employed, it is delivered in line with the licence
holders original policy statement.
May 2008
Introduction
Page 2
CAP 699
3.13
The licence holder may wish to use the services of an approved training provider to
assess competence in role and task of the RFFS personnel. This can be achieved by
individuals attending a formal revalidation which includes a combination of
assessment(s). This programme will assess individuals against the core
competencies required for his/her role and task. Following successful completion of
the programme, a Certificate of Competence will be issued which is valid for four
years. Guidance is provided in Chapter 2 for aerodrome licence holders utilising ATP
assessments.
3.14
If the training provider produces a training and assessment programme which

assesses against the criteria in Chapter 3, it should be managed to ensure that every
unit relevant to role and task is assessed appropriately within the validity of a
Certificate of Competence.
3.15
The process employed to deliver such a programme must comply fully with the
appropriate methods of assessment and evidence requirements as detailed in CAP
699. Guidance is provided in Chapter 2 for an aerodrome licence holder applying for
acceptance of an in-house maintenance of competence scheme.
3.16
A training needs analysis will identify the underpinning knowledge, understanding and
skills to carry out the tasks required of RFFS personnel in relation to their role i.e.
firefighter, supervisor, manager. This analysis will also include an evaluation process
which measures the outcomes of the training provided by the licence holders against
published aims and objectives to ensure that these are being fulfilled.
3.17
The licence holder shall carry out a frequency analysis to determine the interval at
which competence in each unit (and element) should be assessed. All RFFS
personnel employed at aerodromes where the RFFS category is 3 to 10 must be
assessed in skills and knowledge for every unit and element to ensure competencies
in role(s) and task(s) within a maximum period of four years.
3.18
The assessment process shall be operated in accordance with the acceptable means
of compliance outlined in CAP 699. It shall include the assessment of KUS be they
practical, manual, social, interpersonal or intellectual.
3.19
Assessors shall be qualified to or working towards a nationally recognised suitable

standard or equivalent.
3.20
The role of moderator (see 'Terminology') will be performed by the CAAs Aerodrome
Standards Department.
3.21
Quality Assurance
3.21.1
The licence holder must ensure that a robust quality assurance framework is in place.
3.22
Identified Training Needs
3.22.1
The licence holders policy shall include a section to set out the process by which an
individual may submit acquired prior learning or additional alternative evidence of
competence. This will also include the process for individuals to demonstrate
competence if they are returning to duty following a prolonged period of absence. It
will also be required to show how the training needs of any personnel transferring into
the organisation will be assessed, to ensure competency in role and task of that
individual within the organisation.
3.22.2
The licence holder is responsible for the initial selection and continuous assessment
of the competence of personnel engaged in operational RFFS duties in accordance
with the requirements set out in CAP 168 Chapter 8, and the acceptable means of
compliance published within this document. The current process of ensuring the
competence of RFFS personnel is based upon a robust initial training and certification
process.
May 2008
Introduction
Page 3
CAP 699
3.22.3
The policy should set out the procedures to be followed in the event of a dispute
regarding any individuals competence and/or assessment.
3.23
Recording
3.23.1
A robust and auditable recording system shall be established. It will validate for each
entry who assessed and confirmed the candidates competency.
Airport Structured Learning Programmes
4.1
The training programme should include initial and recurrent instruction in at least the
following areas:
a) Airport familiarisation.
b) Aircraft familiarisation.
c) RFFS personnel safety.
d) Human performance, including team co-ordination.
e) Communication systems.
f) Fire Fighting and rescue equipment.
g) Extinguishing agents.
h) Aircraft evacuation.
i) Fire fighting operations.
j) Dangerous goods.
k) Aerodrome emergency plan.
l) Personal protective equipment.
m) Driving and operation of appliances.
n) Low visibility operations.
May 2008
Introduction
Page 4
CAP 699
Chapter 1 Introduction to the Standards for the

Competence of RFFS Personnel
1
Introduction to Chapter 1 Competence Framework
1.1
Role-maps have been produced for the generic roles of Airport Firefighter, Supervisor
and Manager. Each role-map is a collection of the functions that have been identified
as being common to that particular role. These functions have been titled as Units.
The Units that make up the role maps are referred to collectively as the Standards for
the competence of rescue and fire fighting service personnel employed at United
Kingdom licensed aerodromes.
1.2
Role-maps provide a tool against which performance can be assessed and measured
in order to plan for the four stages of development, namely:
a) Learning and development.
b) Achievement of competence.
c) Maintenance of competence.
d) Continuous Professional Development (CPD).
The Role-Map Format
2.1
Below is a breakdown showing how the role-maps are structured (Figure 1), together
with an explanation of their component parts. Each role-map contains a number of
units (Chapter 3), presented as follows:
Figure 1
Unit and Role-Map Structure Firefighter, Supervisor, Manager
Key to Table:
C
Core A unit mapped to a core activity for the role. When this unit appears in
a role-map, competence in this function must be acquired and maintained.
Role Related Where competence is required for a specific role by an

individual within the organisation, it must be acquired and maintained.
Developmental A unit with a value as a developmental activity in this role.
Optional This is an optional unit that can apply to any role.

Where a box has been left 'blank', it is not applicable to the role.
May 2008
Chapter 1
Page 1
CAP 699
Unit
Number
Unit Title
Firefighter Supervisor
Manager
Aviation Firefighter Units

AFF1
Save and Preserve Endangered Life at

Incidents
AFF2
AFF3
Maintain Operational Readiness and

Resources
AFF4
Prevent Occurrence of Emergencies

through Management of Aerodrome
Hazards and Risks
AFF5
Mobilise Resources to Respond to

Emergency
AFF6
Site and Position Fire Service Vehicles

at an Incident Site
AFF7
Implement Action to Resolve

AFF8
Contain and Control Spillage or Release

of Hazardous Materials
AFF9
Take Responsibility For Effective

Performance
AFF10
Maintain Activities To Meet

Requirements
AFF11
Investigate And Report On Events To

Inform Future Practice
AFF12
Recognise Airside Hazards and

Minimise Risks
Aviation Supervisor Units
May 2008
AWM1
Lead The Work Of Teams And

Individuals To Achieve Their Objectives
AWM2
Maintain Activities To Meet

Requirements
AWM3
Manage Information For Action
AWM4
Take Responsibility For Effective

Performance
AWM5
Support The Development Of Teams

And Individuals
AWM6
Investigate And Report On Events To

Inform Future Practice
AWM7
Lead And Support People to Resolve

Chapter 1
Page 2
CAP 699
Unit
Number
Unit Title
Firefighter Supervisor
Manager
Aviation Fire Service Manager Units

AFSM1
Lead, Monitor And Support People To

Resolve Operational Incidents
AFSM2
Determine Solutions To Hazards And

Risks Identified Through Inspection And
Investigation
AFSM3
Plan And Implement Activities To Meet

Service Delivery Needs
AFSM4
Manage The Effective Use Of

Resources
AFSM5
Manage The Performance Of Teams

And Individuals To Achieve Objectives
AFSM6
Develop Teams And Individuals To

Enhance Work Based Performance
AFSM7
Manage Yourself To Achieve Work

Objectives
AFSM8
Provide Information To Support Decision

Making
Learning & Development Units

LD1
Enable Learning Through Presentation,

Demonstrations And Instruction
LD2
Assess The Candidate Using A Range

Of Methods
LD3
Support Competence Achieved In The

Workplace
LD4
Conduct Internal Quality Assurance Of

The Assessment Process
Using the Standards in the Workplace
3.1
It is important to understand that completion of a training module does not in isolation

determine that someone is competent. Competence can only be assessed and
confirmed when there is sufficient and satisfactory evidence of consistent workplace
performance.
3.2
The following example explains the use of these standards and how the components
of a unit are related:
3.2.1
One of the functions of a Supervisors role is Lead and Support People to Resolve
Operational Incidents (Unit AWM7). This unit contains four elements, one of which
is Plan action to meet the needs of the incident (Element 7.1). In order to perform
this competently, one of the criteria to be met is: You plan action to lead and support
your crews response to the incident. Performance Criteria (PC) 7.1.2.
May 2008
Chapter 1
Page 3
CAP 699
3.2.2
In meeting these criteria, a person must satisfy the knowledge, understanding and
skills specifications relevant to each of the PCs within the following areas: Health and
Safety; Organisational; Personal and Interpersonal; and Technical.
3.2.3
To meet the performance criteria it is necessary first to complete a learning and

development programme and, under close supervision, work towards competence,
as measured by the Standards in Acquisition. Once competence in acquisition has
been achieved, performance will be continuously and pro-actively measured and
assessed against the Standards in Application.
3.3
The importance of having evidence gained from workplace experience is critical.

Wherever possible, performance evidence should be collected from real workplace
activities supported by other relevant forms of evidence. However, given the nature
of the Aerodrome RFFS activities, realistic simulation is acceptable to permit the
performance evidence to be demonstrated.
3.4
Irrespective of the degree of realism that the learning environment or a simulated

scenario may offer, there will always be certain aspects of performance that cannot
be evidenced. Simulation cannot fully replicate a sufficiently dynamic environment
that will enable the person to respond to high stress and risk situations that include
time pressures and the tensions of communicating and working with people.
3.5
Consistent performance evidence obtained from workplace experiences is essential

in confirming competence in every function of an individual role.
The Station-Based Roles
4.1
The primary generic roles attributable to personnel engaged in the aerodrome RFFS
may be grouped under the headings of Firefighter, Supervisor and Manager. The
additional terms Crew Commander, Watch Commander/Manager, and Senior Airport
Fire Officer/Fire Service Manager have been used to assist licence holders in
understanding nationally agreed definitions; this terminology is a guide for licence
holders. The licence holder may choose to adopt their own specific terms within the
generic terminology of Supervisor and Manager.
4.2
The Firefighter Role
4.2.1
The Firefighter role is mapped to 8 core, 2 role related and 2 developmental units.
There are common features in all the main roles and in the aviation fire service there
is a general acceptance and understanding of what station-based roles involve.
However, there is no such thing as a typical Firefighter as all roles at aerodromes
can vary due to a number of factors such as risk, resource availability, organisational
structure.
4.3
The Supervisor Role

(Crew Commander/Manager and Watch Commander/Manager)
4.3.1
May 2008
The role of Supervisor differs considerably from aerodrome to aerodrome therefore

for the purposes of this document it is intended to sub-divide this function into two
levels, Crew Commander and Watch Commander. Investigation into the critical
differences between the supervisory roles has confirmed that the major development
aspects occur at Crew Commander level. The main distinction in the progression of
competence therefore occurs between Firefighter and Crew Commander. The
distinction between Crew Commander and Watch Commander relates to the
differences in responsibility and accountability.
Chapter 1
Page 4
CAP 699
4.4
The Manager Role

(Senior Airport Fire Officer/Fire Service Manager)
4.4.1
Progression will involve making the transition from Watch Commander to Fire Service
Manager introducing a higher management role. This significant change emphasises
the difference between a role involving direct supervision of watch, to one of coordinating and managing the overall activities and performance of the RFFS.
However, many of the core skills, which have been developed in previous roles, are
still appropriate. It is the range and context of a role within these functions that will
change.
4.4.2
The Fire Service Management units are provided for guidance where airports do not
have a corporate management development programme for staff. They are
considered optional but can be used as a framework where a development
programme is not established.
4.4.3
Personal Qualities and Attributes (PQAs) which relate to the fire and rescue service
NOS are available on the IPDS and IFTC website as a guide where an airport does not
have its own framework for selection, performance and development.
Role Related Units and Underpinning Functions
5.1
Figure 1 illustrates how the units are used to support development and progression
through the three roles of Firefighter, Supervisor and Manager.
5.2
A total of 31 units have been developed for the Firefighter, Supervisor (Crew
Commander, Watch Commander) and Manager (Senior Airport Fire Officer/Fire
Service Manager) roles and they have been mapped to provide the core functions for
each. (Chapter 1, Figure 1).
5.3
Competence in the role-related units must be demonstrated before progression to

the next role. Where a unit is relevant to a subsequent role, but not essential, the
individual will have to maintain competence in a context that specifically relates to
that role.
5.4
For example, the role of Firefighter and the competence required in many of the rolerelated fire fighting units underpin competence in all operational roles. The four units,
AFF1, AFF2, AFF3 & AFF8, are fire fighting functions that take place at operational
incidents:
a) AFF1. Save And Preserve Endangered Life At Incidents
b) AFF2. Extinguish Fire At Aircraft Incidents
c) AFF3. Maintain Operational Readiness And Resources
d) AFF8. Contain And Control Spillage Or Release Of Hazardous Materials
5.5
These units also support the role of the Supervisor in two ways:
5.5.1
The Supervisor will, as a Firefighter, have achieved competence in these four units.
However, there may be occasions when the Supervisor will perform the Firefighter
role as a team member. When working in this way, the functions are described as
role related. It will therefore be necessary for the Supervisor to maintain
competence in these four units, as they clearly relate to this role. This role may
involve local arrangements for supervision and could be deemed as an individual
supervising a crew.
5.5.2
When acting as a team leader the Supervisor may perform elements of the role of a
Firefighter but will in the main be responsible for Implement Action to Resolve
May 2008
Chapter 1
Page 5
CAP 699
Operational Incidents (Unit AFF7). However, these same units, AFF1, AFF2,
AFF3 and AFF8, will support or underpin the performance of the Supervisor in the
leadership role (Unit AFF7). Consequently, it is the knowledge specification of these
four units that must be maintained to support the competence of the Supervisor
when performing this function.
5.6
A number of units can be used to underpin performance in other roles. Progression

through each role depends on maintaining competence in the role-related functions.
5.7
It is clear that competence in the role-related units of a previous role must still be
maintained. It is also important to appreciate that units remain exactly the same in
content and structure across all related roles. The command functions in both the
Crew Commander and Watch Commander roles contain the same performance
standards and there is no difference in the standard of outcome that must be
achieved. What differs is the scope which includes:
a) Greater diversity of risk;
b) Additional human and physical resources;
c) Involvement with other agencies;
d) Increased responsibility and accountability;
e) Greater delegation of leadership.
5.8
This enables the same unit to be used in the assessment of Supervisors (Crew
Commander and Watch Commander), while providing a measure that can be used to
assess performance as it relates to each distinct role. The range will also provide an
indication of the training need an individual may have when progressing from the
Crew Commander to Watch Commander role (Supervisor).
5.9
The standards of competence have been developed to accommodate changes in

systems of work, procedures, or equipment. Using outcomes to specify the
performance standard allows for such changes without affecting the quality of
evidence gained from the assessment process.
May 2008
Chapter 1
Page 6
CAP 699
Chapter 2 Training Providers

1
Introduction
1.1
The purpose of this section is to set out the criteria against which the CAA will assess
all training providers.
Training Providers
2.1
In the context of this document, the delivery of training and assessments for
personnel engaged in RFFS duties at licensed aerodromes is divided into four tiers.
The criterion for each tier is set out in the paragraphs below:
a) Tier 1 is defined as any aerodrome that provides skills/knowledge maintenance
training/assessment for its RFFS personnel to complement and maintain
knowledge and skills acquired during initial training through a Tier 4 training
provider. The initial acquisition Certificates of Competence and subsequent
revalidation certificates will be issued, subject to satisfactory performance,
following training and assessments conducted by a Tier 4 training provider.
b) Tier 2 is defined as any individual aerodrome that has been accepted by the CAA
to carry out skills/knowledge maintenance training/assessments for its RFFS
personnel at specified role levels, and to issue certificates confirming competence
in application after initial training provided by a Tier 4 training provider. Note:
During the approval process the CAA will consider each role (Firefighter,
Supervisor, Manager) separately. (Also known as a maintenance of competence
scheme.)
c) Tier 3 is defined as any aerodrome or group of aerodromes that has been
approved by the CAA to train and assess its own RFFS personnel at specified role
levels and to issue initial and revalidation certificates of competence at the
specified level. Note: During the approval process the CAA will consider each role
(Firefighter, Supervisor, Manager as detailed in Chapter 1) separately.
d) Tier 4 is defined as an organisation that is specifically equipped to deliver
structured learning and assessment programmes and has been granted approved
training provider status by the CAA. The approval permits the organisation to
deliver initial and revalidation programmes to RFFS personnel from UK licensed
aerodromes of all categories.
3.1
Introduction
3.1.1
The aerodrome licencee will be responsible for the provision of a robust training
programme to maintain competence for RFFS personnel at all levels, which will be
supported by a process of revalidation through an approved training provider. The
programme will be reviewed and agreed by ASD through the aerodrome audit
process.
May 2008
Chapter 2
Page 1
CAP 699
4.1
Introduction
4.1.1
The purpose of this section is to provide guidance that will enable aerodrome licence
holders to meet the standards set out by the CAA in accordance with its aerodrome
licensing requirement for the maintenance of competence of rescue and fire fighting
staff forming part of the minimum staffing levels at United Kingdom aerodromes.
4.1.2
ASD is the department responsible for the initial granting of approval for accepted inhouse maintenance of competence schemes and their periodic review.
4.1.3
The following paragraphs set out the procedures and requirements for the approval
of aerodromes wishing to undertake accredited in-house maintenance of
competence of staff engaged on Rescue and Fire Fighting duties at United Kingdom
licensed aerodromes.
4.1.4
A checklist detailing the key areas that a Tier 2 Training Provider should consider can
be found at Appendix A.
4.2
Administration of the Approvals Procedure
4.2.1
A licensed aerodrome seeking to have their in-house maintenance of competence

scheme accepted, should apply in the first instance (in writing) to ASD. The objective
of the initial application is to outline the proposed process for maintaining and
assessing the competence of firefighters and should be supported by a detailed
description of the following elements:
a) The process employed to achieve the initial acquisition of competence;
b) Draft maintenance of skills programmes including time and calendar periods for
repeat evaluations and assessment opportunities;
c) The assessment methodology to be employed when assessing competence at
each level;
d) Assessment criteria for each level;
e) Clear policy for the management of safety during training evaluations.
4.2.2
The process for the acceptance of in-house maintenance of competence schemes

will normally consist of three distinct phases following receipt of the initial written
application.
a) An informal discussion at which the applicants proposals will be discussed and the
Authoritys requirement will be outlined and any questions answered.
b) A document approvals phase where the applicant will present a representative
sample of all aspects of the proposed scheme including: the maintenance of skills
programme; supporting presentations and training notes which underpin
knowledge; understanding and skills; assessment criteria and methodology; any
written assessment questions which will be included in the scheme; and an outline
of how the scheme will be managed.
c) A practical assessment phase where ASD will sample and inspect all aspects of
the proposed scheme at the location(s) where it is being employed. Where an
application for an in-house maintenance of competence scheme is made on behalf
of a group of airports or multiple sites, a representative sample of locations will be
inspected in agreement with ASD.
4.2.3
May 2008
Following successful completion of phase three, the aerodrome(s) will be provided

with a report and an agreed action plan, with timescales to rectify any identified
deficiencies within the proposed scheme.
Chapter 2
Page 2
CAP 699
4.2.4
On satisfactory completion of the action plan, the aerodrome will be considered for
approval of the in-house scheme on the basis of the information provided. ASD will
agree an implementation date and confirm its approval, in writing to the aerodrome
licence holder or the appointed person. Ongoing approval will be subject to a formal
review after the first annual cycle has been completed. Where groups of aerodromes
or multiple locations are approved, then a representative number of locations, agreed
with ASD will be reviewed.
4.2.5
Following the initial review, ongoing approval will be subject to periodic review, which
will form a part of ASDs planned audit process. If ASD becomes aware that the
agreed standards are not being met, it will give formal written notice to the licence
holder or appointed person. If after the issue of written notification, standards fail to
continue to meet the required level, ASD will consider revoking their acceptance or
varying the level of acceptance granted for continued use of the scheme.
4.2.6
The programme and scheme submitted for acceptance must meet the requirements
outlined by ASD. Minor changes may be made in the light of experience by notifying
such changes in writing to ASD. Significant changes to the process or approved inhouse scheme will only be acceptable following prior written agreement.
4.3
Acceptance
4.3.1
ASD will be responsible for accepting the proposed in-house maintenance of

competence scheme. This acceptance will be given against meeting the
requirements of standards which accord with ICAO and those promulgated by the
CAA and its publications.
4.3.2
In-house maintenance of competence schemes generally form a part of a structured

learning process which combines initial acquisition and maintaining competence in
application with personal development of firefighters. As with all learning, the
educational aspects of any in-house scheme are fundamental to its effectiveness.
ASD does not measure the educational effectiveness of proposed in-house schemes
and aerodrome licencees should consider the benefits of quality assuring its
proposed scheme through a recognised body with an educational foundation.
4.4
Qualification
4.4.1
Staff employed in the management and administration of in-house maintenance of

competence schemes should be appropriately qualified in its application.
4.4.2
Internal verification of the quality of the in-house scheme underpins its effectiveness.
The proposed scheme should provide sufficient verifiers to ensure that an adequate
level of sampling is achieved during application of the programme. Those staff whose
duties include a responsibility for quality assurance of the proposed scheme should
be suitably qualified by an accredited awarding body or to standards agreed by ASD.
4.4.3
Assessment of competence in application will be conducted periodically in

accordance with the scheme accepted by ASD. Those staff whose duties include
conducting assessment of competence should be suitably qualified by an accredited
awarding body or to standards agreed by ASD.
4.4.4
A key element of underpinning knowledge and skills is in the delivery of training either
as a form of refreshment or further development. The skills employed in the planning
and execution of training evolutions is specific and will ensure a consistent high
quality approach. Those staff whose duties include the planning or delivery of training
should be suitably qualified by an accredited awarding body or to a standard agreed
by ASD.
May 2008
Chapter 2
Page 3
CAP 699
4.5
Management
4.5.1
An aerodrome seeking approval for an in-house maintenance of competence scheme

will be required to demonstrate a suitable and robust management scheme is in place
and underpins the effectiveness and quality of the programme.
4.5.2
The proposed management structure should include clear roles and responsibilities
for each level of supervision. Clear strategic ownership at a local level should be
demonstrated. The management process should include any defined actions,
calendar driven events such as verification and sampling as well as other periodic
actions.
4.6
Training Policy
4.6.1
A licence holders training policy can appear in many formats but in every case it
should:
a) Identify and define the licence holders strategic learning and development needs
for RFFS personnel.
b) Set the licence holders learning aim, objectives and priorities.
c) Establish the structure, management, resources and facilities for the training
function.
d) Identify assessment methodologies.
e) Establish the process for auditing, evaluation and reviewing the training function.
f) Detail the process for reviewing the training policy.
g) Ensure that the unit and elements related to the core tasks are practised or
simulated.
h) Cross-reference to the aerodrome manual, or be published in the manual.
i) Incorporate the current regulatory requirements of CAP 168.
4.7
Recording
4.7.1
The applicant will be required to provide a robust and comprehensive recording

process to support the in-house maintenance of competence scheme. Whilst not
exhaustive, the proposed recording system functionality would typically include:
a) the ability to record single or multiple events;
b) individual or team involvement and specific elements;
c) details of events and scenarios;
d) the ability to predict assessments;
e) the assessment detail and results;
f) failure to attain the standard;
g) recovery to operational standards;
h) certificate of attainment where issued.
4.7.2
The recording system may be paper or electronic/software based and in all instances
should be auditable. All proposed recording systems should be 'backed up' and
retained for reference in line with national guidelines or regulatory requirements.
4.8
Equality and Diversity
4.8.1
All in-house maintenance of competence schemes presented for acceptance must be

able to demonstrate that the design permits equal access and attainment by all staff
May 2008
Chapter 2
Page 4
CAP 699
and where appropriate is able to accommodate any reasonable adjustment for staff
to attain the required standard in line with the guidance provided in the Disability
Discrimination Act (DDA).
4.8.2
All applications for acceptance of in-house maintenance of competence schemes will

be required to demonstrate to ASD that the systems and methodology used to
maintain skills adopt a safe system of work and reduces known risks to firefighters to
a level which is 'As Low As Reasonably Practicable' (ALARP).
4.8.3
Risk assessments, control measures and established safety briefs should be included
as part of phase two of the application.
4.9
Task Analysis/Risk Assessment
4.9.1
A task analysis will assist licence holders to determine the tasks required of the RFFS
personnel according to role(s). A Task Analysis should primarily consist of a qualitative
analysis of the RFFS response to realistic worst-case aircraft accident scenarios.
Following completion of an analysis an aerodrome will be able to utilise the event
trees to identify training needs. The analysis should remain live and be reviewed
appropriately.
4.9.2
It is worth remembering that personnel conducting an analysis of this nature must not
discount Health and Safety issues and deal only with the CAA regulatory
requirements.
4.10
Training Analysis
4.10.1
Experience of applying knowledge, understanding and skills is an important ingredient

and will only occur if training needs are identified. Training helps people acquire the
skills, and attitudes to make them competent in role and task. However, the training
officer will need to decide what and if training is required, identify the training needs,
identify training objectives, deliver the training and ensure they evaluate the
effectiveness of the training. This will require the training officer to 'close the loop' on
the training process. Training officers may decide to establish a Safety Training
Model. This should include the following aims:
a) Set Policy and Objectives;
b) Conduct Safety Reviews;
c) Identify Training Needs;
d) Design the Training;
e) Deliver the Training;
f) Evaluate the effectiveness;
g) Apply a structured formal assessment process.
Criteria for Approved Training Providers (Tier 3 and Tier 4)
5.1
Introduction
5.1.1
The purpose of this section is to provide guidance that will enable training providers
to meet the standards set out by the CAA in order to deliver initial and revalidation
programmes to RFFS personnel from UK licensed aerodromes.
5.1.2
ASD is the department responsible for the initial granting of approval for Approved
Training Providers (ATPs) and their periodic review.
May 2008
Chapter 2
Page 5
CAP 699
5.1.3
Prior to the granting of approved training provider status, all training providers will be
required to provide the CAA with evidence to confirm that suitable systems are in
place for the following:
a) Management of internal quality assurance;
b) Management of information;
c) Resource management;
d) Management of staff;
e) Management of candidates;
f) Complaints and grievance process;
g) Appeals;
h) Internal verification.
5.2
Application Process
5.2.1
A Training Provider seeking the CAAs approval should apply in the first instance (in
writing) to the Aerodrome Standards Department (ASD) of the CAAs Safety
Regulation Group.
5.2.2
The application should be accompanied by a full description of the facilities provided

for the proposed training, together with copies of the programmes syllabi,
assessment strategies, staffing structure and quality assurance arrangements.
5.2.3
The CAAs approval process will normally consist of three distinct phases as follows:
a) An informal discussion phase at which the CAAs overall requirements will be
explained and questions answered.
b) A paper assessment phase in which the programmes syllabi, assessment
strategies, staffing structure and quality assurance arrangements, will be
reviewed.
c) An inspection phase where all resources provided for the design, delivery,
evaluation and control of training and assessments for RFFS personnel will be
sampled.
5.2.4
On completion of the three phases, the Training Provider will be considered for
approval on the basis of the information provided and obtained.
5.2.5
ASD will formally confirm (in writing) acceptance of a Training Provider to conduct
approved structured learning programmes. Ongoing approval will be subject to
regular audit under arrangements administered by ASD.
5.2.6
The CAA reserves the right to suspend, vary or cancel the approval should any audit
reveal that the criterion for initial approval has not been maintained.
5.2.7
Significant changes to any of the resources must be discussed with ASD prior to
implementation.
5.2.8
The CAA, reserves the right to review the syllabus content and practical training
requirements from time to time.
5.2.9
Notice of required changes shall be given in writing.
5.3
ATP Structure, Staffing and Facilities
5.3.1
The structure, staffing and facilities to be provided by an ATP should be in line with
government guidance for the delivery of learning and development.
May 2008
Chapter 2
Page 6
CAP 699
5.3.2
The CAA will use the Quality Assurance Framework for Learning and Development
in the Fire and Rescue Service published by the Fire Service College and available
on its website, to inform the evaluation and oversight of training providers.
5.4
Trainee Records Database
5.4.1
A suitable means shall be provided for the secure storage of information relating to
trainees. The information shall include:
a) Unique identification number;
b) Name;
c) Date of birth;
d) Date of entry into the RFFS;
e) Location of employment;
f) Date of commencement of training at the Tier 4 ATP;
g) Date of completion of training at the Tier 4 ATP;
h) Assessment result(s);
i) Level of qualification (e.g. Firefighter, Supervisor, Manager);
j) Type and serial number of any certificate(s) issued;
k) Record of achievement / personal action plan;
l) Due date for revalidation of certificate;
m) Current level of qualification;
n) Additional relevant qualifications (e.g. BA, LGV if required as a pre-requisite);
o) Details of next of kin;
p) Confirmation by the trainees sponsor that the trainee is medically fit to participate
in the training.
5.4.2
The information described in 5.4.1 above may be kept in any suitable format and,
subject to the Data Protection Act, may be made available for audit by authorised
parties.
5.4.3
Trainee records must be retained for a minimum period of 5 years from the
completion of any training programme.
5.5
Pre-attendance Policy
5.5.1
A training provider should have a policy and procedure for promulgating and
monitoring the attendance requirements for individuals who are nominated to attend
any structured learning programme.
5.5.2
The person responsible for learning and development, in consultation with a

nominees sponsor, will ensure that a proposed programme of training is appropriate
to the role, experience and previous learning of the nominee.
5.5.3
As a guide for the suitability for attendance on a structured learning programme, the
following criteria should be assessed:
a) Accredited prior learning (APL);
b) Current Certificates of Competence;
c) Related qualifications (e.g. BA);
d) Experience;
e) Knowledge, understanding and skills.
May 2008
Chapter 2
Page 7
CAP 699
5.6
5.6.1
The table below gives details of structured learning and assessment programmes
which may be delivered by an approved training provider:
Table 1
Programme Title
Type of
Programme
Period of
Validity
Aimed At
Supervisor Initial
(Low Category)
SLP
RFFS supervisors employed at lower

category aerodromes
4 years
Supervisor
Revalidation (Low
Category)
SAP
RFFS supervisors employed at lower

category aerodromes who have
completed an initial SAP within the
previous 4 years
4 years
Firefighter - Initial
SLP
Personnel employed at UK licensed

aerodromes (category 3 10)
4 years
Firefighter Revalidation
SAP
Personnel employed at UK licensed

aerodromes (category 3 10) who have
completed an Initial SLP within the
previous 4 years
4 years
Firefighter Bridging
SLP
Personnel with skills and knowledge

(APL1) acquired during service within
other aerodrome fire and rescue
disciplines (e.g DFRMO etc)
4 years
Crew Commander SLP

Incident
Command - Initial
Firefighters who undertake some

supervisory role within the incident
command System in support of the
incident commander
4 years
Crew Commander SAP

Incident
Command
Revalidation
Firefighters who undertake some

supervisory role within the Incident
Command System in support of the
incident commander and who have
completed an initial SLP within the
previous 4 years
4 years
RFFS Supervisor Initial
SLP
Watch Commanders (or Crew

Commanders who would deputise for
Watch Commanders) employed at UK
licensed aerodromes who have completed
a Crew Commander incident command
SLP / SAP within the previous 4 years
4 years
RFFS Supervisor Revalidation
SAP
Watch Commanders (or Crew

Commanders who would deputise for
Watch Commanders) who have completed
an initial SLP within the previous 4 years
4 years
Fire Service
Manager
SLP
Airport Fire Service Managers (operational Annually

or non operational2) or other Airport
Managers / Directors who have
accountability for RFFS at a strategic level.
1.
APL The person responsible for learning and development shall review the suitability of any APL before the
potential trainee is accepted onto any programme of training.
2. Fire Service Managers who additionally / occasionally respond to incidents must also acquire and maintain
competence at RFFS Supervisor level.
May 2008
Chapter 2
Page 8
CAP 699
Chapter 2 Appendix A Checklist of Key Areas for

Tier 2 Training Providers
Maintenance of Competence Scheme Document
1.1
Quality Control Process
1.2
Periodic Review
1.3
Amendments
1.4
Local Operating Procedures/Instructions
1.5
Distribution
Scheme Organisation and Management
2.1
Defined Roles and Responsibilities for Specified Posts (any changes)
2.2
Training Officer/Competent Person
2.3
Staff Training and Development
2.4
Qualifications for Specified Posts
Change Management
3.1
Policy/Process
3.2
Process for Amending Documents/Procedures/ Lectures
3.3
Process for Updating Source/Reference Material
Training Review Group/Committee
4.1
Role//Responsibilities/Membership
4.2
Terms of Reference
4.3
Meeting Frequency, Notes/Reports
4.4
Actions/Follow Up
Training Programme
5.1
Overview
5.2
Task Analysis (Review, Changes)
5.3
Training Needs Analysis (Review, Changes)
5.4
Training Facilities Analysis (Review, Changes)
5.5
Training Plans (Process)
May 2008
Chapter 2 Appendix A Page 1
CAP 699
Teaching Material
6.1
Quality Control/Review/Amendments
6.2
Technical/Theory Session Assessment/Inspection (Policy/Process)
6.3
Practical Exercise/ Session Assessment/Inspection (Policy/Process)
6.4
Lecture Packs/Modules
Assessments
7.1
Policy/Process
7.2
Appeals
7.3
Recording
7.4
Personal Portfolios
Internal Audit
8.1
Policy/Process
8.2
Records, Actions/Follow Up
Internal Verification
9.1
Policy/Process
9.2
Terms of Reference/Qualifications
9.3
Records, Actions/Follow Up
10
Quality Assurance
10.1
Policy/Process
10.2
Terms of Reference
10.3
Records, Action/Follow Up
11
Return to Work Following Absence
11.1
Policy/Process
11.2
Records
12
Certification
12.1
Policy/Process
12.2
Records
May 2008
CAP 699
Flow Chart for Acceptance of Tier 2 Training Providers

NOTE: The acceptance process is broken into three distinct Phases.
Phase (1) An informal discussion stage at which the CAAs overall requirements will be
explained and questions answered.
Phase (2) A paper assessment stage in which the system/process content details of the
maintenance scheme will be reviewed and assessed.
Phase (3) A practical assessment stage in which the physical and practical facilities and
selected systems will be formally inspected and systems sampled.
Phase 1
Conduct informal discussions with licence holder and determine outcome/process.
Receive formal request from aerodrome licence holder.
Acknowledge request and confirm in accordance with CAA Code of Practice.
Request licence holder to produce manual.
Establish acceptable timescale.
Confirm Phase 1 complete and record on CAA file with date.
Phase 2
Receive Manual at Regional Office.
Where appropriate the Regional Inspector should seek assistance from the
Senior Aerodrome Inspector.
Regional Inspector will assess a manual against the checklist and confirm
findings to licence holder.
Assess amendment process for the manual.
Agree outcome with licence holder.
Accept manual/process/scheme.
Confirm Phase 2 complete and record on file with date.
May 2008
CAP 699
Phase 3
Regional Inspector will arrange site visit. Two Inspectors should conduct the initial site visit.
Conduct site visit.
The site assessment should take account of the principal areas from the Training
Manual: Practical Facilities; Practical Elements/Sessions; Theoretical Elements;
Assessment Process; Recording System; Safe Systems at Work; Internal Audit
Process/Scheme etc.
Confirm findings to licence holder and agree outcome.
Complete Phase 3 by consulting with the Senior Aerodrome Inspector (RFF) and
accepting the Maintenance of Competence Scheme. Record on file with date.
Phase 4
Ensure ongoing assessment of the agreed scheme through normal regulatory

oversight programme.
May 2008
CAP 699
Chapter 3 Standards for the Competence of Rescue

and Fire Fighting Service Personnel
Employed at United Kingdom Licensed
Aerodromes
1
Introduction
1.1
The materials in this document build on previous drafts and feedback and draw on:
a) previous industry working groups.
b) National Occupational Standards (NOS):
Fire Rescue Sector Vocational Standards;
Go Skills Transport;
Learning and Development standards;
DFRMO standards;
Management standards.
1.2
Effort has been made to retain comparability between the standards prepared by the
CAA and the NOS. This will ensure access to the revised NVQ structure remains an
option whilst ensuring the integrity of the framework and detailed competencies for
the aerodrome environment.
1.3
The structure of CAP 699 consists of the NOS which are broken down into various
parts that reflect the role of the Aerodrome Rescue and Fire Fighting Service. The
structure consists of Units, Elements, Performance Criteria, Knowledge,
Understanding and Skills, Evidence and Cross Referencing as defined below:
Table 1
Units:
Elements:
May 2008
Structure and Definition of Units, Elements, Performance Criteria,

Knowledge, Skills and Understanding, and Evidence Requirements
Units define the broad function carried out in a particular role. The Unit
title describes the task for example 'Save and Preserve Life at
Incidents'.
A unit is sub-divided into elements and each element describes the
components which will achieve the task 'Save and Preserve Life at
Incidents' will require 4 elements to achieve a satisfactory outcome to
the task:
1.1 Conduct a search to locate life involved in incidents.
1.2 Rescue trapped people affected by accidents and incidents.
1.3 Support and comfort people affected by accidents and incidents
1.4 Provide emergency first aid to people
Each element relates to the demonstration of knowledge,
understanding and skills which you will perform in order to achieve a
satisfactory conclusion of the work task.
Chapter 3
Page 1
CAP 699
Table 1
Structure and Definition of Units, Elements, Performance Criteria,

Knowledge, Skills and Understanding, and Evidence Requirements (cont)
Performance
Criteria:
These statements specify the level and quality of how a member of the
RFFS performs the activity in different contexts and is determined by a
number of statements called Performance Criteria which are used to
judge performance in achievement of the Unit title. All of the
performance criteria must be met.
Knowledge,
Understanding
and Skills
These statements describe what you know and understand and how
this applies to your job role. Knowledge, understanding and skills will
be implicit through outcomes of the candidates performance. Where
clear evidence of knowledge, understanding and skills does not fall out
naturally it will require separate evidence which will be in the form of
oral and written evidence.
Evidence
These specify the rules for the evidence that an assessor must ensure
is applied in order to ensure the evidence relating to the candidate
confirms he/she has attained the standards stated for the element.
This will ensure that the assessor sees evidence of consistent
application of performance over a period of time.
1.4
In combining Performance Criteria, Knowledge, understanding and skills, and

Evidence, the assessment process will ensure a competent workforce by
demonstrating that members of the RFFS can perform all of the specified tasks
consistently over a period of time to the agreed standard and in doing so apply
knowledge, understanding and skills in all contexts. Following the assessment,
evidence accepted during the assessment may then be used to support a claim of
competence for another unit or element.
1.5
When conducting an assessment, Performance Based Evidence needs to be

gathered to demonstrate competence over a range of contexts; this will require the
inclusion of historical evidence to demonstrate consistent performance over a period
time against the Unit and Element criteria.
May 2008
Chapter 3
Page 2
CAP 699
Table 2
Example of Framework Units, Elements, Performance Criteria, Knowledge,

Understanding and Skills, and Evidence Requirements
g
Unit:
AFF1
Element:
1.1
Conduct a search to locate life involved in incidents.
You must ensure that:
NOS
1) You confirm your objectives with 3.1a

relevant people.
2) You use equipment within its 3.1b
limitations and capabilities, to meet
the needs of the search objectives
and the known and anticipated
risks.
3) Your operational actions, access 3.1d
and
egress
are
maintained
3.3a
consistently through dynamic risk
assessment.
4) Your entry is effected and search is 3.1d
conducted with due regard to
procedures and nature of risk.
PERFORMANCE CRITERIA:
This is
5) Youin the
conduct
search
described
form of your
statements
that3.1e
accounting
for
all
factors
that
specify the level and quality to which RFFS
influence
outcome.
personnel
must the
perform
the activities that
contribute to the successful achievement of
6) You
establish
the overall
task.
Wherecasualty
a unit islocation
mappedand
to an3.1c
condition.
individuals role, all of the performance criteria
in the unit must be met.
7) The deceased are left in situ and 3.4k
actions are taken to prevent further
deterioration.
8) You preserve evidence as far as 3.4g
operational circumstances permit.
You must know and understand:

UNIT: Units define the broad function carried
Health
Safetyrole. The Unit title describes
out in aand
particular
the
task forand
example
Life at Aircraft
Hazards
risks ofSave
the workplace
Accident.
affecting people and the environment.
How to make and apply decisions
based on the assessment of risk.
How to apply practices that maximise
the health, safety and welfare of
yourself and others in the workplace.
Organisation
Applicable CAA, Fire Service or other
legislation.
ELEMENT:
The unit is sub-divided into
elements
and each
describesofthe
Sources
and element
availability
components
which will achieve the task
information.
Save Life at Aircraft Accidents.
Each
element
relates
the demonstration of skills,
Personal
and to
Interpersonal
knowledge and understanding which you will
Howin to
communicate
and
perform
order
to achieve clearly
a satisfactory
effectively
with
the
range
of
people
conclusion of the task.
involved.
How to treat colleagues and
members of the public with respect
and consideration, taking account of,
and accepting diversity.
Lines and methods of communication
and reporting
in the workplace.
CROSS
REFERENCING:
Identifying the
relevant
Element
within the and
NOSlimits
for NVQ
Roles,
responsibilities
of
purposes.
authority of yourself, others and other
agencies.
Technical
KNOWLEDGE,
SKILLS
AND
UNDERSTANDING:
These statements
describe what you know and understand and
how this applies to your job role. Knowledge,
skills and understanding will be implicit
through outcomes of the candidates
performance.
Where clear evidence of
knowledge, skills and understanding does not
fall out naturally it will require separate
evidence which will be in the form of oral and
written evidence.
May 2008
Capabilities
and
limitations
of
personal and operational equipment.
How to select and use personal and
operational equipment.
Roles and responsibilities within the
incident command system.
How to identify and preserve
evidence.
Types
of
evidence
and
its
importance.
Relevant search procedures.
Chapter 3
Page 3
CAP 699
Unit AFF1
Elements
AFF1.1
AFF1.2
Rescue trapped people affected by accidents and incidents.
AFF1.3
Support and comfort people affected by accidents and incidents.
AFF1.4
Provide emergency first aid to people.
SCOPE OF THIS UNIT

As this unit applies across a range of working contexts, the following guidelines apply at element
level:
Element AFF 1.1
This element concerns your ability to search for people who are in some form of difficulty or danger
through involvement in an incident. This may include searches in a range of locations and hazardous
environments usually as a team member.
Element AFF 1.2
This element concerns your ability to move endangered people to a place of safety. This may include
extrication using relevant equipment, releasing a trapped person, moving conscious and unconscious
people to a place of safety. You may also be involved in the rescue of trapped animals.
Element AFF 1.3
This element concerns your ability to administer immediate treatment to casualties to assist with
stabilisation of the casualtys condition and preservation of life. The level of treatment you provide
will be within the limits of the training you have received in line with your organisational policies and
will aim to prepare casualties for handover to appropriate agencies. This will include basic life support
and casualty handling.
Element AFF 1.4
This element concerns your ability to provide both physical and emotional support to people directly
and indirectly involved in a rescue incident. This will include reassuring and comforting people,
protecting their privacy and dignity, maintaining security at the scene of an incident and liaison with
other agencies. This element includes dealing with deceased.
EVIDENCE NEEDS TO BE OF YOU:
Conducting a search for people in difficulty or danger after having been involved in an incident.
Searching in a range of locations and hazardous environments.
Moving endangered people to places of safety.
Using relevant equipment to release trapped individuals.
Administering appropriate treatment to casualties.
Providing physical and emotional support to people who have been directly or indirectly involved in
incidents.
Dealing with the deceased.
NOTE: Evidence can be supplemented by questioning.
May 2008
Chapter 3
Page 4
CAP 699
KEY WORDS AND CONCEPTS

These definitions are provided to explain how key words and concepts are used in this unit:
Evidence
In this context refers to preservation of evidence including: observation,

physical items, including their condition and location, comments made by
people at the incident which may have relevance to subsequent investigations.
Other agencies
Other emergency services, direct and indirect support services.
Relevant people
May include team members, line managers, colleagues, specialists and

people outside of your organisation.
Rescue operation
Unaided removal, such as leading or guiding people to safety.

Aided removal such as carrying, stretchering, raising and lowering.
Extricating including cutting, jacking, spreading to preserve endangered life.
Search
Action to locate life which is known or thought to be missing, establish that all
persons are accounted for.
Treatment
Within the limits of the training you have received and in line with your
organisational policy.
May 2008
Chapter 3
Page 5
CAP 699
Unit: AFF1
Element:
AFF1.1
NOS
1) You confirm your objectives with

relevant people.
FF3.1a
Health and Safety
2) You use equipment within its

limitations and capabilities, to meet
the needs of the search objectives
and the known and anticipated risks.
FF3.1b
Hazards and risks of the workplace

3) Your operational actions, access and

egress are maintained consistently
through Dynamic Risk Assessment.
FF3.1d
FF3.3a
4) Your entry is effected and search is

conducted with due regard to
procedures and nature of risk.
FF3.1d
5) You conduct your search accounting

for all factors that influence the
outcome.
FF3.1e
6) You establish casualty location and

condition.
FF3.1c
7) The deceased are left in situ and

actions are taken to prevent further
deterioration.
FF3.4k
8) You preserve evidence as far as

operational circumstances permit.
FF3.4g
How to make and apply decisions

based on the assessment of risk.
How to apply practices that maximise
the health, safety and welfare of
yourself and others in the workplace.
Organisation
legislation.
Sources and availability of information.
Personal and Interpersonal
How to communicate clearly and
effectively with the range of people
involved.
How to treat colleagues and members
of the public with respect and
consideration, taking account of, and
accepting diversity.
Lines and methods of communication
and reporting in the workplace.
Roles, responsibilities and limits of
agencies.
Technical
Capabilities and limitations of personal
and operational equipment.
Incident Command System.
How to identify and preserve evidence.
Types of evidence and its importance.
Relevant search procedures.
May 2008
Chapter 3
Page 6
CAP 699
Unit: AFF1
Element:
AFF1.2
NOS
1) Your objectives and risks are clearly

understood, confirmed and acted
upon.
FF3.2c
Health and Safety
2) Casualties are moved to a place of

safety minimising further injury or
distress.
FF3.2e
3) Your prioritise your actions to meet

the urgency of the individuals
condition or threat to life.
FF3.2h
4) You select and use equipment

according to the risks and the
need(s) of the rescue.
FF3.2b
5) Liaison with other agencies

involved in the rescue is cooperative and relevant to the
rescue operation.
FF3.4e
6) You administer treatment to

minimise further injury and
suffering during rescue.
FF3.4j
FF3.2a

involved.
7) You progress the rescue applying

principles of risk assessment.
FF3.2h
How to treat colleagues and members of

the public with respect and consideration,
taking account of, and accepting diversity.

How to make and apply decisions based on
the assessment of risk.
How to apply practices that maximise the
health, safety and welfare of yourself and
others in the workplace.
Organisation
legislation.
Record systems and their use.
Lines and methods of communication and

reporting in the workplace.
agencies.
How to recognise and support distressed
people.
Technical
Capabilities and limitations of personal and
How to prioritise casualties and how and
when to apply immediate casualty handling
techniques.
Relevant rescue procedures.
May 2008
Chapter 3
Page 7
CAP 699
Unit: AFF1
Element:
AFF1.3
NOS
1) You deal with distressed people in a

supportive and compassionate
manner.
FF3.2g
FF3.4b
Health and Safety
2) You take action to maintain the

dignity and modesty of people.
FF3.4c
How to make and apply decisions based

on the assessment of risk.
3) Individuals needs beyond your

personal ability are identified and
referred to the relevant people.
FF3.4h

4) The deceased are treated with

respect and under the direction of
the relevant people.
FF3.4k
Organisation
5) Personal belongings are secured

and handed over to the relevant
people.
FF3.4d
6) You assist with actions to restrict

access and view of operations.
FF3.4c


legislation.
involved.
agencies.
people.
Technical
Protocols determining the status and
removal of the deceased.
May 2008
Chapter 3
Page 8
CAP 699
Unit: AFF1
Element:
AFF1.4
NOS
1) You take action to minimise actual

and potential risks to people.
FF3.3c
Health and Safety
2) You assess and prioritise the needs

of casualties.
FF3.3a

3) Emergency first aid is applied

within your level of expertise.
FF3.3b
FF3.3e
4) The need for action outside your

area of expertise is referred to the
relevant people.
FF3.3h
FF3.2f
5) You reassure casualties in a calm

and considerate manner.
FF3.3d
FF3.2g
6) Casualties are moved to a place of

safety minimising further injury or
distress.
FF3.2e
7) Details influencing the further

treatment of the casualty are
reported to the relevant people.
FF3.3f
8) Emergency first aid is continued

until you hand the casualtys care
over to the relevant people.
FF3.3g
9) You return and secure resources to

their correct location and report any
defects and deficiencies.
FF3.4f
10) Your records are in agreed format,

accurate, complete, legible and
accessible to the authorised users.
FF3.4i

Organisation
involved.
people.
agencies.
Technical
Relevant casualty treatment procedures.
How to prioritise the treatment of
casualties.
Protocols determining the status and
removal of the deceased.
May 2008
Chapter 3
Page 9
CAP 699
Unit: AFF2
Elements:
AFF2.1
Control and extinguish fires.
AFF2.2
Prevent re-ignition or spread of fire.
AFF2.3
Liaise and co-operate with other agencies.
SCOPE OF THIS UNIT

level:
Element AFF 2.1
This element refers to your ability to work as a team member to respond to emergencies involving
fires. You will be required to apply your skills and use appropriate equipment to contain and
extinguish fires.
Element AFF 2.2
This element refers to your ability to work as a team member to maintain the security of an incident
scene, identify the sources of ignition, prevent re-ignition of flammable substances and preserve the
integrity of structures to create and maintain survivable conditions.
Element AFF 2.3
This element concerns your ability to maintain security at the scene of an incident and liaise with
other agencies that are involved and provide physical and other resources to support people directly
and indirectly involved in the resolution of an operational incident.
Positioning appliances for the effective use of high output monitors.
Effectively using high output monitors for the suppression of large fuel fires.
Maintaining the integrity of the fuselage through appropriate application of media.
Conserving available media through responsible application.
Selecting the appropriate equipment to maintain an effective foam blanket.
Identifying potential sources of re-ignition or hot spots.
Interacting as part of a multi agency team.
Giving and receiving information to and from peers and subordinates.
Assisting and directing self evacuating passengers to a place of safety.
Evidence
In this context refers to preservation of evidence; observation, physical

items, including their condition and location, comments made by
people at the incident which may have relevance to subsequent
investigations.
Other agencies
Records
May include written, computerised, video and audio visual.
May 2008
Chapter 3
Page 10
CAP 699
Relevant people

people outside your organisation.
Resources
Operational appliances and equipment, extinguishing media.
Risk assessment
Continuous assessment of any hazards and identification of risks as

you progress your work.
May 2008
Chapter 3
Page 11
CAP 699
Unit: AFF2
Element:
AFF2.1
NOS
1) Your objectives are clearly

understood, confirmed and acted
upon.
FF4.1a
Health and Safety
2)
FF4.1b
You use equipment and

extinguishing media within its
limitations and capabilities to meet
the needs of the incident and the
known and anticipated risks.

3) You select and use equipment to

meet the risks and objectives.
FF4.1b
4) You identify the extent, nature and

location of the fire and report this
to the relevant people at the
earliest opportunity.
FF4.1d
FF4.1c
5) You progress your objectives using

risk assessment to minimise risk to
yourself and others.
FF4.1c

involved.
6) Your actions maintain access and

egress for yourself and others.
FF4.1g

7) You preserve evidence to meet the

needs of an investigation.
N/A

Organisation
legislation.

agencies.
Technical
Methods of controlling and extinguishing
fire.
Causes, effects and behaviours of fire.
The methods employed to gain access,
effect entry and maintain egress.
May 2008
Chapter 3
Page 12
CAP 699
Unit: AFF2
Element:
AFF2.2
NOS
1) You identify potential sources of

ignition and re-ignition.
N/A
Health and Safety
2) You isolate or remove combustible

materials from the risk area.
N/A

3) You take action to protect people,

property and the environment.
FF4.2c
4) You take action to protect damaged

aircraft and property from further
deterioration.
FF4.2d
5) You identify the nature of the

incident and report this to the
relevant people at the earliest
opportunity.
N/A

Organisation
legislation.
involved.
agencies.
Technical
How to mitigate environmental impacts
and damage to aircraft.
Methods employed to maintain egress and
structural integrity.
How to identify hot spots and sources of reignition.
May 2008
Chapter 3
Page 13
CAP 699
Unit: AFF2
Element:
AFF2.3
NOS
1) You use risk assessment to

minimise risks to yourself and
others and progress your
objectives including request for
support.
N/A
Health and Safety
2) You operate within your agreed

levels of authority and
responsibility.
N/A
3) You provide information on

aerodrome topography to other
agencies to facilitate emergency
action.
N/A
4) Your liaison with other agencies

involved is constructive and
supportive to meet the objectives
of an operational incident.
N/A
5) Your communications are clear,

accurate, relevant to objectives
and priority of task.
N/A

Organisation
legislation.
involved.
agencies.
people.
Technical
How to facilitate the self evacuation of
passengers and direct to a safe area.
May 2008
Chapter 3
Page 14
CAP 699
Unit AFF3
Elements
AFF3.1
Test and maintain operational equipment and resources.
AFF3.2
Locate and inspect supply of extinguishing media and systems.
AFF3.3
Ensure supply of extinguishing media to the point of

application.
SCOPE OF THIS UNIT

level:
Element AFF 3.1
This element is about your ability to check, test and conduct routine maintenance on internal
resources such as operational appliance and equipment including personal protective equipment.
Element AFF 3.2
This element is about your ability to collect information from a range of sources regarding
operational resources available for use. This will include inspecting and testing the condition of
medias and systems to ensure their suitability for immediate readiness.
Element AFF 3.3
Ensure supply of extinguishing media to the point of application.
This element is about your ability to collect and disseminate information based on the current risk.
This will include considering the immediate requirements of the operation and the media available to
sustain fire fighting operations and ensure the incident is resolved satisfactorily.
Planning tests and inspections.
Employing appropriate risk mitigation measures to safely conduct tests.
Demonstrating knowledge of the environmental impacts of testing.
Locating and inspecting supplies of media and equipment
Complying with manufacturers recommendations for testing regimes.
Complying with national standards for statutory testing.
Identifying the correct storage requirements for different types of media.
Giving and receiving information to and from peers and subordinates.
Locating and maintaining fixed and portable media supply systems.
Recording and reporting defects or deficiencies for rectification.
Compiling and completing records appropriately for assurance and audit purposes.
Demonstrating appropriate behaviours when managing diverse age, race, sex and ethnic groups
during all RFFS activities.
Consumable
Items for immediate use on operations.
Information
Sources of information such as procedures manuals, manufacturers manuals,

data cards and includes that termed as operational intelligence.
May 2008
Chapter 3
Page 15
CAP 699
Internal
Resources
Operational appliances, equipment and PPE.
Records
Relevant people
May include team members, line managers, colleagues, specialists and people
outside your organisation.
May 2008
Chapter 3
Page 16
CAP 699
Unit: AFF3
Element:
AFF3.1
NOS
1) You accurately identify items for

testing and plan to meet agreed
schedules and operational
demands.
FF6.3c
Health and Safety
2) You risk assess the work area to be

used for conducting the standard
test as fit for purpose.
FF6.3c

3) You ensure all tests are completed

to accepted test procedures within
Service and manufacturers
limitations.
FF6.3b

4) You take action to resolve any

defects or deficiencies in resource
availability.
FF6.2d
5) You ensure defective item(s) are

clearly marked, placed in the
agreed location and equipment
status and condition reported to
the relevant person as soon as
practicable.
FF6.2c
6) You return item(s) which were

successfully tested and secure in
the correct location ready for
immediate operational use.
FF6.2h
FF6.1g
7) You ensure support equipment

used for test and inspection is
returned to the correct location and
the work area is left clean, tidy and
ready for use.
FF6.3f
8) Your records are in the agreed

format, accurate, complete, legible
and accessible to authorised users.
FF6.2g
9) You ensure supplies of

consumables are replenished to
specified levels for operational
readiness.
FF6.3i

Organisation
legislation.
involved.
agencies.
Technical
How to interpret information of different
types and from a range of sources.
The provision of appropriate safety
arrangements.
How to maintain internal resources.
The availability and access to internal and
external resources and support.
May 2008
Chapter 3
Page 17
CAP 699
Unit: AFF3
Element:
AFF3.2
NOS
1) You ensure that the availability of

resources meets operational
demands in respect of sufficiency;
access and safe systems of work.
FF6.2c
Health and Safety
2) You ensure the availability and

quantity of resources under your
control are monitored at
appropriate intervals to ensure
effective operation.
FF6.2d
3) You identify and report deficiencies

in availability of consumables.
FF6.3i
4) You make recommendation to the

relevant person for improving the
use and/or control of resources as
soon as practicable.
FF6.3i

FF6.1h
6) You ensure that access to and

movement within aerodrome
restricted areas is within agreed
scope and level of authorisation.
FF6.2g
7) Your contact with people is

positive, supportive and
constructive.
FF6.1d
8) You conduct maintenance in

accordance with specified
requirements and in an area
assessed as being fit for purpose.
FF6.3c

Organisation
legislation.
How to access, interpret and provide
relevant information including feedback.
involved.
agencies.
Technical
arrangements.
May 2008
Chapter 3
Page 18
CAP 699
Unit: AFF3
Element:
AFF3.3
Ensure supply of extinguishing media to the point of application.
NOS
1) You ensure that supplies of

extinguishing media are organised
with sufficient supply to meet
specified needs.
FF6.2b
Health and Safety
2) Where incident demands exceed

available resources, you ensure
that acceptable alternatives are
obtainable.
FF6.3i
FF6.2d
3) You ensure additional or specialist

support is readily accessible.
FF6.3i
4) You identify and report actual and

potential shortfalls with the
relevant person.
N/A
5)
N/A
You select equipment and media

having taken into account their
limitations and capabilities.

Organisation
legislation.
involved.
agencies.
Technical
arrangements.
May 2008
Chapter 3
Page 19
CAP 699
Unit AFF4
Elements
Prevent Occurrence of Emergencies through Management of Aerodrome

Hazards and Risks
AFF4.1
Provide standby services during hazardous aerodrome activities.
AFF4.2
Assess and manage risks and hazards to people, property and the
environment.
SCOPE OF THIS UNIT

level:
Element AFF 4.1
This element relates to application of procedures during standby services involving hazardous
aerodrome activities or increased risk to people and the environment from aircraft operations.
Element AFF 4.2
environment.
This element relates to your responsibilities and obligations for assessing and managing hazards
and risks.
Demonstration of you monitoring actual and potential hazards and risks including
-- aircraft fluid leakage/accident;
-- storage and use of hazardous materials;
-- actions by others.
Determining or confirming solutions to eliminate or minimise risk to people.
Identifying actual or suspected contraventions.
Completing relevant documentation and ensure this is available to authorised people by agreed
deadlines.
Taking in or instigating action to disseminate information which affects other personnel and
agencies.
Authorised
people
People who have the authorisation of your organisation to access information.
Community
The community that you serve, both within and outside your organisation.
Diversity
Relating to differences in age, gender, sexual orientation, social background,

race, religion, status, ethnicity, appearance, work style, physical and mental
ability.
Information
Sources of information such as procedures manuals, manufacturers manuals,

data cards and includes that termed as operational intelligence.
Organisational
objectives
Your organisations priorities for service delivery, relating to collection of

information and provision of advice.
Records
May 2008
Chapter 3
Page 20
CAP 699
Relevant
people
Resources
Operational appliances, equipment and PPE.
Risk
assessment
Continuous assessment of any hazards and identification of risks prior to and

during your work.
May 2008
Chapter 3
Page 21
CAP 699
Unit: AFF4
Prevent Occurrence of Emergencies Through Management of Aerodrome

Hazards and Risks
Element:
AFF4.1
NOS

the relevant person and provide
them with timely reports.
FF4.2a
Health and Safety
2) You use equipment within its

FF4.2b
3) You progress your objectives using

risk assessment to minimise the
risk to yourself and others.
FF4.2c
4) You identify the nature of the

incident and report this to the
relevant people at the earliest
opportunity.
FF4.2d

level of authority and responsibility.
FF4.2e

their correct location and report
any defects or deficiencies.
FF4.2f
How to communicate clearly and effectively

with the range of people involved.

supportive, constructive, positive
and timely.
FF4.2g
How to treat colleagues and members of the

public with respect and consideration, taking
account of, and accepting diversity.
Hazards and risks of the workplace affecting

people and the environment.
Organisation
legislation.

Roles, responsibilities and limits of authority
of yourself, others and other agencies.
Technical
Roles and responsibilities within the Incident
Command System.
How to limit damage to property and the
environment.
Importance of limiting damage to property
and the environment
The methods employed to gain access,
effect entry and maintain egress.
May 2008
Chapter 3
Page 22
CAP 699
Unit: AFF4
Element:
Prevent Occurrence of Emergencies Through Management of Aerodrome

Hazards and Risks
AFF4.2
environment.
NOS
1) You assess potential risks and

hazards and implement action to
minimise or resolve risk.
N/A
Health and Safety
2) You provide information or make

recommendations for action which
support organisational objectives
within your own limits of authority.
N/A
3) You confirm and schedule actions

to meet any relevant timescales.
N/A
4) Your actions do not breach

legislation or regulations.
N/A
National and organisational objectives for

aviation safety.
5) You report on the suitability,

success of actions and possible
improvements.
N/A
6) When information is requested and

is not within your remit you direct
the enquirer to the relevant person.
N/A

and accessible to all authorised
people.
N/A

Organisation

involved.
agencies.
Technical
How to identify and provide appropriate
safety advice.
arrangements.
Your community and its needs.
May 2008
Chapter 3
Page 23
CAP 699
Unit AFF5
Elements

AFF5.1
Raise alarm and determine nature of accident/incident.
AFF5.2
Deploy resources to respond to accident/incident.
AFF5.3
Liaise and co-operate with external agencies.
SCOPE OF THIS UNIT

level:
Element AFF 5.1
This element refers to your ability to monitor communications from callers and other agencies
relating to requests for emergency and non-emergency assistance. This includes collecting
information from a range of sources to assist with the appropriate response.
Element AFF 5.2
This element refers to your ability to use information to mobilise the right resources at the right time.
It includes informing other agencies of needs for support services and taking account of all factors
which influence an effective response.
Element AFF5.3
This element refers to your ability to monitor communications and act on information received to
facilitate a successful conclusion to events. It includes your ability to make decisions based on
information received and to inform others of your action.
Operating communications equipment.
Receiving, recording and relaying messages and other communications.
Determining the nature of an incident.
Alerting and dispatching appropriate response.
Maintaining an accurate log of events.
Complying with emergency orders and other operational procedures.
Implementing procedures for vacating watchrooms where required.
Evidence
In this context refers to preservation of evidence including: observation, physical

items, including their condition and location, comments made by people at the
incident which may have relevance to subsequent investigations.
Other agencies
Relevant
people
May 2008
Chapter 3
Page 24
CAP 699
Rescue
operation
Unaided removal such as leading or guiding people to safety.

Aided removal such as carrying, stretchering, raising and lowering.
Extricating including cutting, jacking, spreading to preserve endangered life.
Search
Action to locate life which is known or thought to be missing, establish that all
persons are accounted for.
Treatment
Within the limits of the training you have received and in line with your
organisational policy.
May 2008
Chapter 3
Page 25
CAP 699
Unit: AFF5
Element:
AFF5.1
NOS
1) You obtain accurate and complete

information regarding the nature
and location of accident/incident.
CO3.1c
2) You raise the alarm within specified

timescale to ensure deployment.
CO3.2c
3) You clarify discrepancies in

information provided and resolve
immediately.
CO3.1e
CO3.2d
4) You ensure sufficient crews are

alerted to respond to the accident/
incident.
CO3.2b
5) You action Emergency Orders in

procedures.
CO3.2a
Health and Safety

Organisation
relevant information, including feedback.
Organisational policies, aims and
objectives.
Organisational output specifications for
control.
How to plan and prioritise work in response
to work demands.
people.
How to recognise signs and symptoms of
stress.
Role requirements and expected standards
of performance.
Technical
How to use applicable mobilising systems
and resources.
Your community people, risks, geography
and topography.
The requirements for availability,
operational readiness.
May 2008
Chapter 3
Page 26
CAP 699
Unit: AFF5
Element:
AFF5.2
NOS
1) You arrange for the correct

appliances to arrive at the correct
location and within specified
response time.
N/A
Health and Safety

2) You ensure a full complement of

crew arrives with the appliances.
N/A
3) You ensure the officer in charge has

all relevant information regarding
the accident or incident.
CO3.4a
CO3.4b
CO3.4g
4) You ensure the correct

extinguishing media is available for
use at the operational site.
FF4.1b
5) You ensure additional or specialist

resources are available within
specified response time.
CO6.4b

Organisation
objectives.
control.
to work demands.
people.
stress.
of performance.
agencies in the workplace.
involved.
Technical
and resources.
Your community people, risks, geography
and topography.
May 2008
Chapter 3
Page 27
CAP 699
Unit: AFF5
Element:
AFF5.3
NOS
1) You alert externally based

emergency services in accordance
with Emergency Orders.
CO3.2a
CO3.2f
Health and Safety
2) You do not exceed your limits of

authority prior to or during accident
or incident response.
CO3.2f
CO3.2h
FF4.1c

3) You provide full and accurate

information on aerodrome
topography to other agencies to
facilitate emergency action.
CO3.1c

4) You provide assistance and standby

support as instructed.
CO3.2a
CO3.2c
5) Your communications are clear,

accurate, relevant to objectives and
priority of task.
CO3.4a
CO3.4g

Organisation
objectives.
control.
to work demands.
people.
stress.
of performance.
agencies in the workplace.
involved.
Technical
and resources.
May 2008
Chapter 3
Page 28
CAP 699
Unit AFF6
Elements

AFF6.1
Drive Fire Service vehicles to incident site.
AFF6.2
Manoeuvre, position and re-deploy Fire Service vehicles.
SCOPE OF THIS UNIT

level:
Element AFF 6.1
This element concerns your ability to ensure that your vehicle is ready for use and your ability to plan
the optimum route to events whilst taking account of factors which may influence progress.
Additionally, this element is concerned with your ability to ensure your vehicle arrives at the event
safely, undamaged and in optimum response time.
Element AFF 6.2
This element concerns your ability to site your vehicle in a safe and secure location at the event,
operate the vehicle in a manner that does not exceed its capability and, following the event, return
your vehicle to its next appointed location.
Completing the checks carried out to ensure your vehicle is ready for immediate response.
Selecting routes to incidents and where factors may influence progress identifying alternatives.
Delivering the vehicle undamaged and in the optimum response time.
Positioning your vehicle in a safe and secure location at incidents.
Incident
Any occurrence requiring an emergency response.
Promoting a
positive image
Understanding of how attitude affects behaviour and therefore perception of

others. Calm and professional manner under stress.
Records
Relating to the vehicle as required by your organisation.
Re-deploy
Locate at next operational position.
Relevant
regulations
Road traffic law, aerodrome policy and procedures, civil law (duty of care), health
and safety law, highway code, road craft, human aspects of driving and any
applicable legal exemptions.
Systems
Radio communication.
Warning
devices
Audible and visual alarms and warnings.
May 2008
Chapter 3
Page 29
CAP 699
Unit: AFF6
Element:
AFF6.1
NOS
1) You take action to ensure that you

and your vehicle are ready to
immediate response.
FF9.1a
Health and Safety
2) You treat all colleagues and

members of the public in a manner
that promotes a positive image of
yourself and your organisation.
FF9.1e
FF9.1h
3) Applicable aerodrome regulations

are not contravened.
FF9.1d
4) You continually assess the driving

conditions and modify your driving
to minimise risk to yourself and
others.
FF9.1h
5) You confirm factors affecting

response to incidents with the
relevant people.
FF9.1h
6) You plan your route according to

the nature of the incident and local
conditions.
FF9.1b
7) You drive within your own

capabilities, whilst not exceeding
the limitations and capabilities of
the vehicle.
FF9.1c
FF9.1f
8) You use warning devices only

when they are appropriate to the
need of the response.
FF9.1g
9) You inform relevant people of

factors affecting the condition and
response of the vehicle.
FF9.1i
10) You return your vehicle to

operational readiness at the earliest
opportunity in accordance with
instruction from incident
command.
FF9.1a

Organisation
Applicable CAA, Fire Service and other
legislation.
involved.
Technical
Dimensions, weight limits and capabilities
of Fire Service vehicles.
How and when to apply exemptions from
the road traffic legislation.
How and when to use vehicle warning
devices and systems.
How to apply defensive driving techniques
when driving to incidents.
How to report accidents, damage and
defects involving Fire Service vehicles.
How to ensure that equipment is securely
stowed.
How to undertake routine maintenance of
vehicles.
Capabilities and limitations of operational
equipment.
May 2008
Chapter 3
Page 30
CAP 699
Unit: AFF6
Site And Position Fire Service Vehicles At Incident Site
Element:
AFF6.2
NOS
1) You manoeuvre and site the vehicle

to maximise the use of the vehicle
at the incident, avoiding undue risk
to the vehicle, yourself and others.
FF9.2a
Health and Safety
2) You deploy the vehicle so that

operational equipment is
accessible for immediate use and
at the closest possible position to
the incident.
FF9.2a
FF9.2b
3) Your siting and positioning of the

vehicle does not impede access to
and/or progress of operations.
FF9.2b
4) You disengage any unnecessary

systems and devices, taking
account of the needs of the
incident, local conditions and
security of the vehicle.
FF9.2c
5) You manoeuvre the vehicle upon

departure from the incident within
the constraints of local traffic
management schemes, regulations
and requirements.
FF9.2d
6) You report any vehicle damage,

defects and deficiencies to the
relevant people within specified
timescales.
FF9.2f
FF9.2g
7) Your operation of the vehicle does

not exceed its capabilities and
enables you to achieve the
objectives.
FF9.2e
FF9.2h

Organisation
legislation.
involved.
Technical
Dimensions, weight limits and capabilities
of Fire Service vehicles.
How and when to apply exemptions from
the Road Traffic Act.
How and when to use vehicle warning
devices and systems.
How to report accidents, damage and
defects involving Fire Service vehicles.
How to ensure that equipment is securely
stowed.
How to site and operate appliances.
Capabilities and limitations of operational
equipment.
May 2008
Chapter 3
Page 31
CAP 699
Unit AFF7
Elements

AFF7.1
Collect information on risks.
AFF7.2
Closing down operational phase.
SCOPE OF THIS UNIT

level:
Element AFF 7.1
This element is about your ability to collect information to support operational intelligence, from a
range of sources regarding actual and potential risks including life risks, property risks and process
risks. This will involve you exchanging information with internal and external contacts.
Element AFF7.2
This element involves the actions necessary to successfully conclude an incident in conjunction with
other agencies. This will also involve the restoration of services to operational status.
Recognising hazards within your community.
Assessing risk and prioritise resulting actions.
Confirming objectives with others.
Using appropriate resources to deal with the initial and developing needs of the incident.
Supporting testimony of you operating within your level of authority and competence.
Providing clear and concise communication with the range of people and agencies involved in the
event.
Contributing towards the closure of incidents.
Participating in debriefs.
Authorised users
People who have authorisation of your organisation to access information.
Communication
links
Radio and telephony equipment used to maintain internal and external

contacts.
Community
The community you serve both within and outside of your organisation
includes business, commercial and public.
Debriefs
Includes operational, psychological, critical incident, formal, informal, one to

one, group, structured, unstructured, immediately following the incident or
follow up.
Decision making
Dynamic assessment, allocation of tasks to individuals and teams,

application of available resources, implementation of emergency plan.
Event
Emergency and non-emergency within your community.
Incidents
Includes all types of operational incidents.
May 2008
Chapter 3
Page 32
CAP 699
Information
Spoken and written, about the event and related risks to and from caller and
other agencies.
Media
Organisational policy for media handling, protocols for contact with media,
those with potential to make information on incident public.
Mobilising
response
Emergency services response to your airport, emergency planning and

contingency planning.
Objectives within
immediate
responsibility of
the organisation
Objectives relating to resolution and closure of the incident within the scope
of the organisation.
Other agencies
Pre-determined
attendance
Planned attendance for known and anticipated risks.
Records
May include written, computerised, video, audio and audio-visual.
Relevant
legislation and
protocols
Includes organisational and national relating to resolution of incidents.
Relevant people

Resources
People, equipment, time, specialist skills.
May 2008
Chapter 3
Page 33
CAP 699
Unit: AFF7
Element:
AFF7.1
NOS
1) You confirm your objectives and

methods and avoid risk to yourself
and others.
FF6.1a
Health and Safety
2) You check validity of existing

information against the actual
FF6.1b

3) You confirm any changes affecting

risk to people, property and the
environment with relevant people.
FF 6.1c

4) Initial tactical options are adapted

to meet changing and developing
situations.
N/A

positive, supportive and
constructive.
FF6.1d
6) Emergency Orders and operational

procedures are actioned in
procedures
N/A
7) Individual strengths and

competencies are utilised to best
effect to resolve the accident/
incident.
N/A
8) You operate as a team leader

within agreed levels of your
authority and responsibility
FF6.1e

people.
FF6.1f

Organisation
legislation.
The range of external regulations and
requirements that impact on your work.
objectives.
How to provide information to influence
change or improve service delivery.
agencies.
involved.
How to make positive contributions to
effective teamwork.
of performance.
How to recognise problems that affect
performance and action appropriate and
timely solutions.
Lines and methods of communication/
How to contribute towards debriefs.
May 2008
Chapter 3
Page 34
CAP 699
Technical
Capabilities and limitation of personal and
How to match and use resources to meet
objectives.
external resources of support.
operational readiness and response of
human and physical resources.
How to support the investigation of an
event.
May 2008
Chapter 3
Page 35
CAP 699
Unit: AFF7
Element:
AFF7.2
NOS
1) You check the status of the incident

and agree any further action with
relevant people.
N/A
Health and Safety
2) You identify any unresolved risks

and hazards and minimise these.
N/A
3) You give relevant people the

information they need.
N/A
4) You make resources available for

redeployment and communicate
their availability to relevant people.
N/A

level of responsibility and authority.
N/A

6) You communicate with people in a

way that is supportive, constructive
and timely.
N/A

7) You make sure records are in the

agreed format, accurate, complete,
legible and available to authorised
users.
N/A

Organisation
legislation.

objectives.
agencies.
involved.
effective teamwork.
of performance.
timely solutions.
How to contribute towards debriefs.
May 2008
Chapter 3
Page 36
CAP 699
Technical
Operational readiness and response of
event.
Capabilities and limitation of personal and
objectives.
external resources of support.
May 2008
Chapter 3
Page 37
CAP 699
Unit AFF8
Elements
Contain and Control Spillage or Release of Hazardous Materials

AFF8.1
Manage hazardous materials within the risk area to minimise

effects to people, equipment and the environment.
AFF8.2
Assist with decontamination of people and property affected by

hazardous materials.
SCOPE OF THIS UNIT

level:
Element AFF 8.1
Manage hazardous materials within the risk area to minimise effects to

people, equipment and the environment.
This element refers to your ability to work as a team member to respond to aircraft emergencies
involving hazardous materials. You will be required to apply your skills and use appropriate
equipment to minimise actual and potential damage to the environment resulting from incidents
involving hazardous materials.
Element AFF 8.2

This element refers to your ability to work as a team member and use your skills to assist with the
set up of decontamination areas and apply correct decontamination methods with due regard for the
potential impact of the event on people, property and the environment.
Accurately identifying types and quantities of hazardous materials and their emergency actions.
Communicating clearly all relevant information to enable the correct course of action to be taken.
Applying risk control measures that are implemented by the incident manager.
Communicating your progress, hazards and risks, environmental conditions and achievements
with colleagues, the responsible officer and other agencies.

Decontaminati
on methods
Initial, wet, dry, contained, uncontained, neutralising agents.
Environment
The current working context including people and property.
Evidence
In this context refers to preservation of evidence including: observation, physical

items, including their condition and location, comments made by people at the
incident which may have relevance to subsequent investigations.
Hazardous
materials
May include; freight, materials used in aircraft construction, propulsion and

escape systems, extinguishing agents or by-products of combustion.
Incidents
Those involving hazardous materials including spillage (may include a real

incident or training event).
Information
Type, location, quantity and physical properties of hazardous materials.
May 2008
Chapter 3
Page 38
CAP 699
Relevant
people
May include team members, line manager, colleagues, specialists and people
outside of your organisation.
Risk
assessment
Continuous assessment of hazards and identification of risks as you progress

your work.
Risks
To people, equipment and the environment caused by hazardous materials.
May 2008
Chapter 3
Page 39
CAP 699
Unit: AFF8
Element:

AFF8.1
Manage, hazardous materials within the risk area to minimise

effects to people, equipment and the environment.
NOS
1) You confirm identity of hazardous

materials with relevant person prior
to action being taken.
FF5.1a
Health and Safety
2) You use your equipment within its

FF5.1b
3) You control access through risk

assessment.
FF5.1c

4) Your actions in dealing with the

incident minimise risk to life and
avoid unnecessary damage to
FF5.1e
How to recognise and interpret information

and labelling on hazardous substances.
5)
FF4.3e
Your liaison with other agencies

involved is constructive and
supportive to meet the objectives
of an operational incident.

Organisation
legislation.
6) You control hazardous material

minimising risk to life, property, and
the environment.
FF5.1c
7) You provide information relating to

the type location, quantity, and
physical properties of the
hazardous materials and report this
to the relevant people at the
earliest opportunity.
FF5.1d

FF5.1f

format, accurate, complete, legible,
and accessible to authorised
people.
FF3.3i

Technical
Command System.
Importance and methods of limiting damage
to property and the environment.
environment.
May 2008
Chapter 3
Page 40
CAP 699
Unit: AFF8
Element:

AFF8.2

NOS

the relevant person and provide
them with timely reports.
FF5.2a
Health and Safety
2) You assist with establishing

decontamination area for people
and equipment.
FF5.2c

3) You maintain a controlled,

considerate and compassionate
manner when supporting people.
FF5.3b

4) You avoid the unnecessary distress

of people and aid operational
activities by restricting the view
and access to the hazardous
materials incident.
FF5.3c
5) You assist with application of

selected decontamination methods
for people and equipment.
FF5.2d

accessible to authorised users.
FF5.3i
7) You assist with the disposal and

decontamination of contaminated
items.
FF5.2f
8) You confirm with relevant people

the arrangements for identifying
and removing any contaminated
items.
FF5.3j

their correct location and report any
defects or deficiencies.
FF5.1g

How to recognise and interpret information

and labelling on hazardous materials.
Organisation
legislation.
people.
Technical
Decontamination methods and types of
decontamination agents.
Command System.
Importance and methods of limiting damage
to property and the environment.
environment.
Methods of control and containment of
May 2008
Chapter 3
Page 41
CAP 699
Unit: AFF9
Elements:

AFF9.1
Take responsibility for personal performance.
AFF9.2
Establish and maintain effective working relationships with people.
AFF9.3
Develop your own skills to improve your performance.
SCOPE OF THIS UNIT

level:
Element AFF 9.1
This element concerns your proactive involvement in taking responsibility for your performance
including ensuring your own health and fitness for work in line with your organisations Occupational
Health Policy.
Element AFF 9.2
This element concerns your commitment to, and involvement in developing and maintaining
proactive working relationships with colleagues, team members, line managers and external
contacts.
Element AFF 9.3
This element concerns your personal involvement in and commitment to continually improving your
performance through self-assessment and proactive action to resolve your development needs. It
includes your involvement in debriefs and performance reviews and use of your Personal
Development Record.
Actively supporting the development of colleagues.
Actively supporting the development of yourself.
Completing development records.
Completing training plans.
Reporting on development needs outside of your own area of responsibility.
Authorised users
Community
The community that you serve, both within and outside of your
organisation.
Conditions of
employment
As specified in your contract of employment, conditions of service and

employment law.
Diversity
Relating to differences in age, gender, sexual orientation, social

background, race, religion, status, ethnicity, appearance, work style,
physical and mental ability.
May 2008
Chapter 3
Page 42
CAP 699
Hazards
Having the potential to cause harm to people, property, the environment

or your organisation.
Personal fitness level
Physical and psychological as required for your role.
Records
Written and computerised, including your own Personal Development

Record.
Relevant people
May include team members, line manager, colleagues, specialists and

Resources
Operational, non-operational, personal issue, common user,

consumables, materials and equipment used in normal work activities.
Risks
To people, equipment and the environment caused by hazardous

materials.
May 2008
Chapter 3
Page 43
CAP 699
Unit: AFF9
Take Responsibility For Effective Performance
Element:
AFF9.1
NOS
1) Your actions and behaviour avoid

threat, harm or damage to people,
property, the environment and your
organisation.
FF2.1a
Health and Safety
2) You monitor your personal fitness

level and take action to prevent
poor health, fitness and hygiene.
FF2.1b

FF2.1c
4) You report any factors that effect

your ability to meet the conditions
of your employment and factors
that influence personal work
performance, to the relevant
people at the earliest opportunity.
FF2.1d
5) You make constructive

contributions to performance
reviews to inform future practice
and support continuous
improvement.
FF2.1e

accessible to authorised users.
FF2.1f

7) You proactively monitor your

working environment for hazards,
and act with relevant urgency to
minimise any risks to people,
FF2.1g
How to maintain your required performance

standards including mental and physical
fitness.

FF2.1h
9) Your actions do not compromise

your availability for operational
response.
FF2.1i

Organisation
Own contractual obligations, rights of
employment and limits of authority.
Your organisations occupational health policy
and its application in the workplace.

effective teamwork.
How to promote a culture that positively
supports the organisational policy on equality
and fairness.
Role requirements and expected standards of
performance.
Technical
The requirements for availability, operational
readiness and response of human and
physical resources.
May 2008
Chapter 3
Page 44
CAP 699
Unit: AFF9
Element:

AFF9.2
Establish and maintain effective working relationships with

people.
NOS
1) Your behaviour demonstrates that

you accept and respect diversity of
people within your community.
FF2.2a
Health and Safety
2) You act constructively to resolve

conflict.
FF2.2b
3) You actively support and promote

your organisations stated values,
ethics and codes of practice.
FF2.2c

supportive and constructive.
FF2.2d
5) You promote a safe working

environment for yourself and your
colleagues.
FF2.2e
6) You respect privacy, confidentiality

and generate trust in your contact
with others.
FF2.2f

Organisation
Anti-discrimination and equal opportunities
policies and procedures.
Organisational policies, aims and objectives.
The situations, behaviours and interactions
between people that may cause conflict and
the actions needed to minimise disruption at
work.
The importance of challenging unacceptable
behaviour.
May 2008
Chapter 3
Page 45
CAP 699
Unit: AFF9
Element:
AFF9.3
Develop your own skills to improve your own performance.
NOS
1) You assess your skills, and identify

your development needs in order
to maintain your required level and
currency of competence.
FF2.3a
Health and Safety
2) Your assessment reflects the skills

you need to work effectively with
other team members.
FF2.3b
3) Your plans for developing your skills

are consistent with the needs you
have identified.
FF2.3c

contain specific, measurable and
realistic objectives.
FF2.3d
5) You undertake development

activities which are consistent with
your plans for developing your
skills.
FF2.3e
6) You obtain feedback from relevant

people and use it to enhance your
performance in the future.
FF2.3f
7) You update your plans for

developing your skills at
appropriate intervals.
FF2.3g

users.
FF2.3h

Organisation
Organisational policies, aims and objectives.
May 2008

The situations, behaviours and interactions
between people that may cause conflict and
the actions needed to minimise disruption of
work.
The importance of challenging unacceptable
behaviour.
Training and Development
How to recognise and action your own
development needs.
Chapter 3
Page 46
CAP 699
Unit AFF10
Elements
AFF10.1
Maintain work activities to meet requirements.
AFF10.2
Maintain safe and productive working conditions.
AFF10.3
Make recommendations for improvements to work activities.
SCOPE OF THIS UNIT

level:
Element AFF 10.1
This element concerns your ability to manage your day-to-day work activities to ensure that
deadlines and work objectives are consistently met. This includes ensuring that you agree
objectives on a daily and weekly basis and monitor progress, resolving any problems which arise.
Element AFF 10.2
This element concerns your ability to ensure that all health, safety and security measures are
consistently maintained in the workplace. It includes ensuring that working conditions conform to
your organisations and legal requirements and that breaches in health and safety are resolved.
Element AFF 10.3
This element is about your ability to encourage and support suggestions for improvement to working
practices, systems and to personal and organisational performance. This includes written and verbal
recommendations to relevant people throughout your organisation.
Demonstrated consultation with others and development of plans.
Managed information, provided verbal or written reports and presented information.
Demonstrated decision making that involved prioritising actions, which was communicated to
others involved.
Demonstrated leadership in promoting health and safety culture.
Applied systematic thinking in conjunction with appropriate questioning technique or process.
Conducted mentoring.
Exhibited leadership and effective communication.
Conducted and participated in reviews.
Activities
Actions, processes, operations or services in the workplace, which must be

carried out in order to achieve objectives.
Corrective
action
Altering activities, modifying the use of resources, or re-negotiating the

allocation of resources in response to deviations from plans.
Customer
The person(s), organisation(s) or department(s) either inside or outside your

organisation for whom you are providing services or products.
May 2008
Chapter 3
Page 47
CAP 699
Improvements
Changes to work conditions or practices designed to improve efficiency or

effectiveness.
Monitoring
Keeping a close eye on how resources are being used and comparing this with
budgets or other plans.
Relevant people
Requirements
The outputs of work agreed with customers, specified in terms of quality,

quantity, delivery and health and safety.
Team members
People who work with you as part of a functional or project team; team
members may report to you either as line manager or as the manager in charge
of a specific project or activity on which they are working.
Working
conditions
The circumstances in which you and your team work; these include the physical
environments, equipment, materials and working procedures.
May 2008
Chapter 3
Page 48
CAP 699
Unit: AFF10
Maintain Activities To Meet Requirements
Element:
AFF10.1
NOS
1) You agree requirements with

customers in sufficient detail to
allow work to be planned.
N/A
Communication
2) You explain requirements to

relevant people in sufficient detail
and at an appropriate level and
pace.
N/A
How to communicate effectively with team

members, colleagues, line managers and

their understanding of, and
commitment to, meeting
requirements.
N/A
4) You monitor your teams work to

ensure it takes place at appropriate
intervals and complies with your
organisations procedures.
N/A
5) The work under your control

normally meets agreed
requirements.
N/A
6) When products, services and

processes do not meet agreed
requirements, you take prompt and
effective corrective action.
N/A
7) Your records relating to work under

your control are complete, accurate
and in line with your organisations
procedures.
N/A
8) You give opportunities to relevant

people to make recommendations
for improving work activities.
N/A
May 2008
Customer Relations
The importance of a focus on customer
requirements and quality issues, and your
role and responsibilities in relation to this.
The differences between internal and
external customers.
How to identify customer requirements to
a level of detail sufficient for planning work.
Involvement and Motivation
How to encourage and enable team
members, colleagues and line managers to
help to improve efficiency.
Organisational Context
The records, which need to be completed,
and how this should be done.
Legal implications.
Planning
The principles of planning work activities,
setting objectives and priorities to ensure
requirements are met efficiently.
Chapter 3
Page 49
CAP 699
Unit: AFF10
Element:
AFF10.2
NOS
1) You inform relevant people about

their legal and organisational
responsibilities for maintaining
health, safe and productive
conditions.
N/A
Analytical Techniques
2) You give sufficient support to

relevant people to ensure they are
able to work in a health, safe and
productive way.
N/A

for improving working conditions.
N/A
4) Working conditions under your

control conform to organisational
and legal requirements.
N/A

control are as conducive to the
work activity as possible within
organisational constraints.
N/A
6) You respond to breaches in health

and safety requirements in ways
which are prompt and consistent
with organisational and legal
requirements.
N/A
7) You make recommendations for

improving working conditions
clearly and promptly to relevant
people.
N/A
8) Your records relating to health and

safety and working conditions are
complete, accurate and comply
requirements.
N/A
May 2008
How to assess current working conditions

and identify possible areas for
improvement.
Communication
Health and Safety
The importance of health and safety at
work and your role and responsibility in
relation to this.
The organisational and legal requirements
for maintaining a healthy, safe and
productive work environment.
The types of support it may be necessary to
provide on health and safety issues and
how to provide such support.
How to monitor work conditions to ensure
they meet health and safety requirements.
How to respond to contradictions between
health and safety requirements and
organisational demands and constraints.
The procedures to follow in order to
recommend improvements in working
conditions.
The records, which need to be kept, and
the organisational and legislative
requirements for doing so.
Workplace Organisation
The types of work conditions which are
most conducive to productive work.
Chapter 3
Page 50
CAP 699
Unit: AFF10
Maintain Activities To Meet Requirements
Element:
AFF10.3
NOS
1) You provide opportunities for

relevant people to suggest ways of
improving activities.
N/A
2) Your recommendations for

improvements to activities are
based on sufficient, valid and
reliable information.
N/A

improvement.

improvement are consistent with
the objectives of your team and
your organisation.
N/A
4) Your recommendations take into

account the impact of introducing
changes on other parts of your
organisation.
N/A
5) You make recommendations

promptly to the relevant people.
N/A
The importance of continuous

improvement in the management of
activities and your responsibilities in
relation to this.
6) You present your

recommendations in a manner and
form consistent with your
N/A
May 2008
How to identify the implications of change

for other parts of your organisation.
Communication
How to present and argue a case for
change most effectively.
Continuous Improvement

practices.
Chapter 3
Page 51
CAP 699
Unit AFF11
Elements
Investigate and Report on Events to Inform Future Practice

AFF11.1
Gather information to support the investigation of an event.
AFF11.2
Report the findings and conclusions of an investigation.
SCOPE OF THIS UNIT

level:
Element AFF 11.1
This element concerns your ability to collect information from a range of sources, which is relevant
to and supports the investigation of an event. This may include written, verbal and/or statistical
information from internal and external sources.
Element AFF 11.2
This element concerns your ability to prepare and present your findings and conclusions, based on
the collection and analysis of information you have collected. It includes your ability to present
information on specified formats, with supporting arguments, rationale and factual data.
Gathering information from diverse sources.
Analysing information to identify if it is relevant to the investigation.
Providing reports containing information in oral and written formats that may contain statistical
information from a number of sources.
Presenting your findings and conclusions that reflect the information you collected and analysed
in the required format.
Your report contains supporting arguments with rationale and factual data.
Information
Relating to an event and to similar events, textual, graphical, written and verbal.
Records
Written and computerised, relating to your work activity in respect of the

investigation.
Relevant
people
Supplementary
materials
Supporting information from a range of sources.
May 2008
Chapter 3
Page 52
CAP 699
Unit: AFF11
Element:
AFF11.1
NOS

the purpose of the investigation,
your methods, objectives and
timescales.
N/A
Health and Safety
2) You check the accuracy and

completeness of information from
all available sources.
N/A

positive, sensitive to the nature of
the investigation and avoids
conflict.
N/A
4) Your methods comply with

requirements and maintain
confidentiality and security.
N/A
5) You secure and preserve evidence

for further action.
N/A
6) You consistently minimise risk to

yourself and others and damage to
property.
N/A
7) You operate within agreed levels of

your authority and responsibility.
N/A

and available to authorised users.
N/A

Organisation
legislation.
Different types of investigation required
within the organisation.
involved.
authority of self, others and other agencies
in the workplace.
Technical
How to conduct an investigation.
How to gather and present evidence.
event.
May 2008
Chapter 3
Page 53
CAP 699
Unit: AFF11
Element:
AFF11.2
NOS
1) Your report contains clear

conclusions, recommendations,
priorities and analysis of risk critical
issues.
N/A
Health and Safety
2) You present your report in a format

and style relevant to the nature of
the investigation.
N/A
3) Your report is available to

authorised people within agreed
timescales.
N/A
4) You clarify access to and availability

of relevant supplementary
materials which support your
report.
N/A
5) Your presentation of conclusions

differentiates clearly between fact
and opinion.
N/A
6) Information on which your analysis

is based is valid and sufficient to
support your conclusions.
N/A

involved.

N/A

Organisation
legislation.

in the workplace.
Report writing techniques.
Methods and principles of report writing.
Technical
May 2008
Chapter 3
Page 54
CAP 699
Unit AFF12
Elements
AFF12.1
Recognise hazards, associated risks and safe working practices.
AFF12.2
Work safely on the aerodrome ensuring your own safety and that
of others.
Reference: This unit and associated elements have been adapted from Go Skills NOS Aviation
Operations on the Ground.
SCOPE OF THIS UNIT
level:
Element AFF 12.1
This element concerns your ability to ensure your Health and Safety. It concerns your ability to
recognise hazards and apply safe working practices to mitigate your exposure to risk and enable you
to work safely in a hazardous environment.
Element AFF 12.2
Work safely on the aerodrome ensuring your own safety and that of
others.
This element concerns the application of safe working practices on the aerodrome. This will include
the use of radio communication equipment and knowledge of the airfield topography, markings and
signage.
Demonstrating knowledge of hazards on the airside area of the airport and how to reduce your
exposure to harm.
Using appropriate PPE whilst working airside.
Demonstrating knowledge of ramp, taxiway and runway markings and signage.
Demonstrating safe working practices whilst working airside and around aircraft.
Demonstrating safe working practices for restricted areas and adverse weather such as low
visibility.
Specific legislation and guidance relating to completion of this unit:
CAP 393 The Air Navigation Order.
CAP 168 Licensing of Aerodrome
CAP 642 Airside Safety Management
CAP 700 Operational Safety Competencies
CAP 748 Aircraft Fuelling and Fuelling Installation Management
HSAW 1974
Manual Handling Regulations 1999 (as amended 2002)
NOTE: The above list is not exhaustive. Your assessor will advise on the legislation and guidance
material from the above list you will need to refer to. You will also have to refer to local guidance
documents which provide information on specific procedures that apply at your location.
May 2008
Chapter 3
Page 55
CAP 699

Hazards
Having the potential to cause harm to people, property, the environment or your
organisation.
Information and
support
From own experience and level of competence and workplace practice.
Internal
resources
Equipment and PPE.
Level of risk
As low as reasonably practicable.
Possible
improvements
Potential improvements to working practices, systems of work, promotional

resources and organisation and individual performance.
Promoting a
positive image
Understanding of how attitude affects behaviour and therefore perception of

others. Calm and professional manner under stress.
Relevant people
Relevant
regulations
environment
Road traffic law, civil law (duty of care), health and safety law, airside safety
code and aerodrome regulations and procedures. The current working context,
including people and property.
Risk assessment
Continuous assessment of any hazards and identification of risks prior to, and
during your work.
Systems
Radio communication and other communication equipment including

telephones.
May 2008
Chapter 3
Page 56
CAP 699
Unit: AFF12
Element:
AFF12.1
NOS
1) You can identify legislation covering

health and safety, and explain how it
affects you.
U1.1.1
Health and Safety
2) You can identify the consequences

of not operating safely in an
aerodrome environment.
U1.1.2

3) You can identify the causes and

consequences of accidents in an
aerodrome environment.
U1.1.3

4) You demonstrate an understanding

of the possible costs of not following
aerodrome and ramp safety.
U1.1.4
5) You can explain the procedures for

reporting incidents.
U1.1.5

Organisation
Compliance including those rules relating to
airside vehicle operations.
Reporting incidents, injuries, aircraft damage
and spillages.
Procedures for using and dealing with
incidents involving hazardous materials.
of self, others and other agencies in the
workplace.
to work demands.
Technical
Causes of accidents including complacency,
awareness, unfamiliarity and shortcuts.
Operating areas for aircraft, vehicles and
pedestrians.
Airport surface markings, no parking areas,
pedestrian walkways, fire assembly
markings and assembly areas for emergency
response vehicles.
The importance of adhering to established
procedures and safe systems of work.
May 2008
Chapter 3
Page 57
CAP 699
Unit: AFF12
Element:

AFF12.2
Work safely on the aerodrome ensuring your own safety and

that of others.
NOS
1) You can identify the hazards

associated with the aerodrome and
ramp area.
U1.2.1
Health and Safety
2) You can explain stand layout

markings and the importance of
each one.
U1.2.2
Hazards and risks associated with the ramp

area, the surface area from the building to the
rear of the aircraft stands including the apron,
inter-stand markings, service roads and
equipment parking areas.
3) You are able to demonstrate how

you keep yourself and others
(including passengers) safe.
U1.2.3
4) You recognise how hazards can be

identified and how the level of risk
can be mitigated.
U1.2.4
5) You identify what to do to deal with

any hazards that occur.
U1.2.5
6) You demonstrate the procedures to

be adopted for low visibility
operations.
U1.2.6
7) You identify the consequences of

runway incursion and how to avoid
them.
U1.2.7
8) You identify the risk of infringing

restricted areas, ILS, radar
installations, aircraft arresting
systems and the procedures for
safe access.
U1.2.8
Dangers from aircraft engine intakes and jet

efflux including being struck by propellers and
exposure to excessive noise.
Safe approach to aircraft with engines
running or systems active.
Dangers from vehicles.
PPE and its use including ear protection, high
visibility clothing, other personal protective
equipment.
Organisation
Designated passenger walkways.
Operational procedures for movement in
airside areas.
of self, others and other agencies in the
workplace.
Technical
Markings, stand segregation, demarcation
between aircraft parking stands and live
taxiways.
Dangers from foreign object debris (FOD) and
the importance of keeping area clean and tidy
at all times.
Dangers from birds and other wild animals
and the importance of making sure that the
area does not attract them.
The effects of severe weather (wind, snow
and ice) and precautions to take.
Requirements for driving and operating
aerodrome vehicles and equipment airside.
ILS landing systems, radar facilities, PAR
systems, aircraft arrestor facilities.
May 2008
Chapter 3
Page 58
CAP 699
Unit AWM1
Lead the Work of Teams and Individuals to Achieve their Objectives
Elements
AWM1.1
Plan the work of teams and individuals.
AWM1.2
Assess the work of teams and individuals.
AWM1.3
Provide feedback to teams and individuals on their work.
SCOPE OF THIS UNIT

level:
Element AWM1.1
This element concerns your ability to plan work for your watch on a daily and weekly basis, allocating
tasks and duties and setting objectives.
Element AWM1.2
This element concerns your ability to assess individuals and teams against their prescribed
standards of performance in their completion of the tasks you have allocated.
Element AWM1.3
This element concerns your ability to give feedback proactively and on request to your team and to
individuals. It includes your taking opportunities during normal work activity, during debriefs and
during performance reviews to provide constructive feedback to improve performance.
Planning the work of the Watch on a daily and weekly basis.

Setting objectives for allocated tasks and duties.
Assessing the performance of teams and individuals against agreed performance standards.
Provision of constructive feedback according to demands of team and individual needs.
Ensure debriefs continuously improve performance of individuals and teams.
Allocating work
Giving teams and individuals responsibility for tasks which should achieve
agreed work objectives.
Confidentiality
Only providing information to those who are authorised to have it.
Feedback on
performance
Information you give to team members on how well they are performing against
the objectives, which have been agreed.
Objectives
Clearly defined results, which you need to achieve and are specific, measurable,
agreed with others, realistic and time-bound.
Organisational
constraints
Your organisations policies, objectives and level of resources, which limit your
freedom to take decisions and action.
Plans
Documents or spoken agreements, which describe the work to be carried out,

when, by whom, to what standard and with what resources, in order that
requirements and objectives can be met.
May 2008
Chapter 3
Page 59
CAP 699
Schedules
Documents showing the work to be done, when and sometimes, by whom.
Team members
members may report to you either as their line manager or as the manager in
charge of a specific project or activity on which they are working.
May 2008
Chapter 3
Page 60
CAP 699
Unit: AWM1
Element:
AWM1.1
NOS
1) You give opportunities to your team

members to contribute to the
planning and organisation of their
work.
WM1.1a
Communication
2) Your plans are consistent with your

teams objectives.
WM1.1b
3) Your plans cover all those

personnel whose work you are
responsible for.
WM1.1c
4) Your plans and schedules are

realistic and achievable within
WM1.1d
5) You plan the way you allocate work,

taking full account of team
members abilities and
development needs.
WM1.1e
6) You explain your plans and their

work activities to your team
members in sufficient detail and at
a level and pace appropriate to
them.
WM1.1f
7) You confirm your team members

understanding of your plans and
their work activities at appropriate
times.
WM1.1g
8) You update your plans at regular

intervals and take account of
individual, team and organisational
changes.
WM1.1h
The importance of effective

communication when explaining work
plans and allocations.
How to present work plans in a way that
gains the support and commitment of
those involved.
The importance of regularly reviewing
work.
The importance of providing your team
members with the opportunity to
contribute to the planning and organisation
of their work.
The types of organisational constraints
which influence your planning.
Legal implication.
Planning
The importance of planning work activities
to organisational effectiveness and your
How to develop realistic and achievable
work plans for teams and individuals both in
the short and medium term.
The teams objectives and how your plans
succeed in meeting these.
Working Relationships
The difference between someone who is
within your line management control and
someone for whom you have functional
responsibility, and the implications this
difference may have for planning work.
May 2008
Chapter 3
Page 61
CAP 699
Unit: AWM1
Element:
AWM1.2
NOS
1) You explain the purpose of

assessment clearly to all involved.
WM1.2a
Communication
2) You give opportunities to team

members to assess their own
work.
WM1.2b
The importance of being clear yourself

about the purpose of assessment and
communicating this effectively to those
involved.
3) Your assessment of work takes

place at times most likely to
maintain and improve effective
performance.
WM1.2c
4) Your assessments are based on

sufficient, valid and reliable
information.
WM1.2d
Information Handling
5) You make your assessments

objectively against clear and agreed
criteria.
WM1.2e
How to gather and evaluate the information

you need to assess the work of teams and
individuals.
The importance of assessing the ongoing

work of teams and individuals and your role
and responsibilities in relation to this.

The importance of providing opportunities
to your team members to assess their own
work and how you can encourage and
enable this involvement.
Monitoring and Evaluation
The range of purposes of work
assessment, why work assessment may
play a role in an organisation and how they
apply to your own situation.
How to assess the work of teams and
individuals, and processes in the
workplace, which can support such
assessment.
The principles of fair and objective
assessment of work and how to ensure
this is achieved.
May 2008
Chapter 3
Page 62
CAP 699
Unit: AWM1
Element:
AWM1.3
NOS
1) You provide feedback to your team

members in a situation and in a
form and manner most likely to
maintain and improve their
performance.
WM1.3a
Communication
2) The feedback you give is clear and

is based on an objective
assessment of your team
members work.
WM1.3b
3) Your feedback recognises team

members achievements and
provides constructive suggestions
and encouragement for improving
their work.
WM1.3c
4) The way you give feedback shows

respect for the individuals work.
WM1.3d
5) You treat all feedback to individuals

and teams confidentially.
WM1.3e

members to respond to feedback
and recommend how they could
improve their work.
WM1.3f
The importance of good communication

skills when providing feedback
How to provide both positive and negative
feedback to team members on their
performance
How to choose an appropriate time and a
place to give feedback to teams and
individuals
How to provide feedback in a way which
encourages your team members to feel
that you respect them.
The importance of providing clear and
accurate feedback to your team members
on their performance and your role and
responsibilities in relation to this.
The principles of confidentiality when
providing feedback - which people should
receive which pieces of information.
How to motivate team members and gain
their commitment by providing feedback
The importance of being encouraging when
providing feedback to team members and
showing respect for those involved
Why it is important to provide constructive
suggestions on how performance can be
improved
The importance of giving those involved the
opportunity to provide suggestions on how
to improve their work.
May 2008
Chapter 3
Page 63
CAP 699
Unit AWM2
Elements

AWM2.1
AWM2.2
Maintain health, safe and productive working conditions.
AWM2.3
SCOPE OF THIS UNIT

level:
Element AWM2.1
This element concerns your ability to manage your day-to-day work activities to ensure that
deadlines and work objectives are consistently met. This includes ensuring that you agree
objectives on a daily and weekly basis and monitor progress, resolving any problems which arise.
Element AWM2.2
Maintain health, safe and productive working conditions.
This element concerns your ability to ensure that all health, safety and security measures are
consistently maintained in the workplace. It includes ensuring that working conditions conform to
your organisations and legal requirements and that breaches in health and safety are resolved and
actioned.
Element AWM2.3
This element is about your ability to encourage and support suggestions for improvement to
working practices, systems and to personal and organisational performance. This includes written
and verbal recommendations to relevant people throughout your organisation.
Managing day to day activities to ensure workplace activities deadlines are met.
Agreeing work objectives.
Monitoring of progress, including provision of support and guidance when required.
You ensure health and safety and security of workplace are maintained consistently.
You take action to resolve breaches in health and safety.
Providing documentary evidence of recommending improvements to improve organisation and
self.
Activities
Actions, processes, operations or services in the workplace, which must be

carried out in order to achieve objectives.
Corrective
action
Altering activities, modifying the use of resources or re-negotiating the

Customer
The person(s), organisation(s) or department(s), either inside or outside your

organisation for whom you are providing services or products.
Improvements
Changes to work conditions or practices designed to improve efficiency or

effectiveness.
May 2008
Chapter 3
Page 64
CAP 699
Monitoring
Keeping a close eye on how resources are being used and comparing this with
budgets and other plans.
Relevant
people
Team members, colleagues working at the same level as yourself, higher-level

managers or sponsors, specialists and people outside your organisation.
Requirements
The outputs of work agreed with customers, specified in terms of quality,

quantity, delivery and health and safety
Team members
Working
conditions
The circumstances in which you and your team work; these include the physical
environments, equipment, materials and working procedures
May 2008
Chapter 3
Page 65
CAP 699
Unit: AWM2
Element:
AWM2.1
NOS
1) You agree requirements with

customers in sufficient detail to
allow work to be planned.
WM2.1a
Communication
2) You explain requirements to

relevant people in sufficient detail
and at an appropriate level and
pace.
WM2.1b


their understanding of, and
commitment to, meeting
requirements.
WM2.1c
4) Your monitoring of your teams

work takes place at appropriate
intervals and complies with your
WM2.1d
5) The work under your control

normally meets agreed
requirements.
WM2.1e
6) When products, services and

processes do not meet agreed
requirements, you take prompt and
effective corrective action.
WM2.1f
7) Records relating to work under

your control are complete, accurate
and in line with your organisations
procedures.
WM2.1g

for improving work activities.
WM2.1h
May 2008
Customer Relations
The importance of a focus on customer
requirements and quality issues, and your
The differences between internal and
external customers.
How to identify customer requirements to
a level of detail sufficient for planning work.
members, colleagues and line managers to
help to improve efficiency.
The records, which need to be completed,
and how this should be done.
Legal implication.
Planning
The principles of planning work activities,
setting objectives and priorities to ensure
requirements are met efficiently.
Chapter 3
Page 66
CAP 699
Unit: AWM2
Element:
AWM2.2
Maintain healthy, safe and productive working conditions.
NOS
1) You inform relevant people about

their legal and organisational
responsibilities for maintaining
healthy, safe and productive
working conditions.
WM2.2a
2) You give sufficient support to

relevant people to ensure they are
able to work in a healthy, safe and
productive way.
WM2.2b

for improving working conditions.
WM2.2c

control conform to organisational
WM2.2d

control are as conducive to the
work activity as possible within
WM2.2e
6) You respond to breaches in health

and safety requirements in ways
which are prompt and consistent
requirements.
WM2.2f
7) You make recommendations for

improving working conditions
clearly and promptly to relevant
people.
WM2.2g
8) Your records relating to health and

safety and working conditions are
complete, accurate and comply
requirements.
WM2.2h
May 2008

improvement.
Communication
Health and Safety
The importance of health and safety at
work and your role and responsibility in
relation to this.
for maintaining a healthy, safe and
productive work environment.
The types of support it may be necessary to
provide on health and safety issues and
how to provide such support.
How to monitor work conditions to ensure
they meet health and safety requirements.
How to respond to contradictions between
health and safety requirements and
organisational demands and constraints.
conditions.
The records, which need to be kept, and
the organisational and legislative
requirements for doing so.
Workplace Organisation
The types of work conditions which are
most conducive to productive work.
Chapter 3
Page 67
CAP 699
Unit: AWM2
Element:
AWM2.3
NOS
1) You provide opportunities for

relevant people to suggest ways of
improving activities.
WM2.3a

improvement to activities are
based on sufficient, valid and
reliable information.
WM2.3b

improvement.

improvement are consistent with
the objectives of your team and
your organisation.
WM2.3c
4) Your recommendations take into

account the impact of introducing
changes on other parts of your
organisation.
WM2.3d
5) You make recommendations

promptly to the relevant people.
WM2.3e
The importance of continuous

improvement in the management of
activities and your responsibilities in
relation to this.
6) You present your

recommendations in a manner and
form consistent with your
WM2.3f
May 2008
How to identify the implications of change

for other parts of your organisation.
Communication
How to present and argue a case for
change most effectively.

practices.
Chapter 3
Page 68
CAP 699
Unit AWM3
Elements

AWM3.1
Gather required information.
AWM3.2
Inform and advise others.
AWM3.3
Hold meetings.
SCOPE OF THIS UNIT

level:
Element AWM3.1
This element concerns your ability to collect information from a range of sources in order to meet
specified objectives. This will include collecting information from both internal and external sources
and overcoming any difficulties with availability.
Element AWM3.2
This element concerns your ability to respond to enquiries and to proactively provide information and
advice on RFFS matters within your own areas of responsibility and authority. This will include
internal and external contacts.
Element AWM3.3
Hold meetings.
This element concerns your ability to plan, prepare and conduct meetings of small groups of people.
This includes setting clear objectives and agendas, managing and co-ordinating discussions and
ensuring that productive use is made of time. This will include meetings in your usual workplace or
with groups in your community.
Collecting information from diverse sources to meet specified objectives.
Collection of evidence from internal and external sources.
Providing evidence of you overcoming difficulties within the availability of the workplace or
community groups.
Providing evidence of response to enquiries and advice to external and internal contact.
Providing evidence of conducting meetings of small groups of people and this will include agendas
with specific objectives.
Controlling discussion to ensure a meeting is managed and co-ordinated to make productive use
of time.
Confidentiality
Contributions
Ideas and information which people want or need to raise in discussions.
Digressions
Discussions or contributions which wander away from the purpose and

objectives of the meeting.
Information
What you and other people need to carry out your work effectively.
May 2008
Chapter 3
Page 69
CAP 699
Meetings
Coming together with other people to give them information, consult with them
or reach decisions.
Objectives
Clear results which you want to achieve as a result of the meeting.
Organisational
policy and
procedures
The policies and procedures which affect any information or advice which you
give.
Recipients
The people who receive the information and advice you provide.
Resource
constraints
Limitations on the amount of time, effort and materials you can give to providing
others with information and advice.
Style of
leadership
The way you manage the discussions so that a satisfactory result can be
achieved.
Systems and
procedures for
recording and
storing
information
The methods of recording and filing information for future use which your
organisation requires.
May 2008
Chapter 3
Page 70
CAP 699
Unit: AWM3
Element:
AWM3.1
NOS
1) The information you gather is

accurate, sufficient and relevant to
the purpose for which is it needed.
WM3.1a
2) You take prompt and effective

action to overcome problems in
gathering relevant information.
WM3.1b
How to assess the effectiveness of current

methods of gathering and storing
information.
3) You record and store the

information you gather according to
your organisations systems and
procedures.
WM3.1c
4) The information you gather is

accessible in the required format to
authorised people only.
WM3.1d
5) You identify possible

improvements to systems and
procedures and pass these on to
the relevant people.
WM3.1e
The importance of gathering, validating and
analysing information to team and
organisational effectiveness and your role
and responsibility in relation to this.
The types of qualitative and quantitative
information which are essential to your role
and responsibilities.
How to gather the information you need for
your job.
The types of problems which may occur
when gathering information and how to
overcome these.
How to record and store the information
you need.
The procedures to follow in order to make
recommendations for improvements to
systems and procedures.
May 2008
Chapter 3
Page 71
CAP 699
Unit: AWM3
Element:
AWM3.2
NOS
1) You give information and advice at

a time and pace, and in a form and
manner appropriate to the needs of
the recipients.
WM3.2a
Communication
2) The information you give is

accurate, current, relevant and
sufficient.
WM3.2b
3) The advice you give is consistent

with your organisations policy,
procedures and resource
constraints.
WM3.2c
4) You use reasoned arguments and

appropriate evidence to support
your advice.
WM3.2d
5) You check and confirm recipients

understanding of the information
and advice you have given them.
WM3.2e
The importance of providing information

and advice to others and your role and
responsibility in relation to this.
6) You maintain confidentiality

according to your organisations
requirements.
WM3.2f
The types of information and advice which

other people may require.
7) You seek feedback from recipients

about the information and advice
you provide, and use this feedback
to improve the ways in which you
give information and advice.
WM3.2g
How to give information and advice

effectively both orally and in writing.
How to develop and present a reasoned
case when providing advice to others.
The importance of confirming the
recipient's understanding of the
information and advice you have provided
and how to do this.
The importance of seeking feedback on the
quality and relevance of the advice and
information you provided, and how to
encourage and enable such feedback.
The importance of checking the validity of

information and advice provided to others
and how to do this.
handling information and advice; the types
of information and advice which may be
provided to different people.
Organisational policies, procedures and
resource constraints which may affect
advice and information you give to others.
May 2008
Chapter 3
Page 72
CAP 699
Unit: AWM3
Element:
AWM3.3
Hold meetings.
NOS
1) You give sufficient notice of the

meeting to allow the necessary
people to attend.
WM3.3a
Communication
2) You make clear the purpose and

objectives of the meeting at the
start.
WM3.3b
How to identify unhelpful arguments and

digressions, and strategies which may be
used to discourage these.
3) Your style of leadership helps

people to make useful
contributions.
WM3.3c
4) You discourage unhelpful

arguments and digressions.
WM3.3d
5) The meeting achieves its objectives

within the allocated time.
WM3.3e
6) You give clear, accurate and

concise information about
outcomes of the meeting promptly
to those who need it.
WM3.3f
Leadership Styles
The styles of leadership which can be used
to run meetings and how to choose a style
according the nature of the meeting.
Meetings
The value and limitations of meetings as a
method of exchanging information and
making decisions.
How to determine when a meeting is the
most effective way of dealing with issues;
the possible alternatives which you may
use.
The importance of determining the purpose
and objectives of meetings and how to do
so.
How to manage discussions so that the
objectives of the meeting are met within
the allocated time.
How to determine who are the necessary
people to attend the meeting.
Procedures to follow when calling
meetings and preparing for them.
Minutes and note taking.
May 2008
Chapter 3
Page 73
CAP 699
Unit AWM4
Elements
AWM4.1
AWM4.2
Establish and maintain effective working relationships with

people.
AWM4.3
SCOPE OF THIS UNIT

level:
Element AWM4.1
This element concerns your proactive involvement in taking responsibility for your performance,
including ensuring your own health and fitness for work in line with your organisations Occupational
Health policy.
Element AWM4.2
This element concerns your commitment to, and involvement in developing and maintaining
effective working relationships with colleagues, team members, line managers and external
contacts.
Element AWM4.3
This element concerns your personal involvement in and commitment to continually improving your
performance through self-assessment and proactive action to resolve your development needs. It
includes your involvement in debriefs and performance reviews and use of your Personal
Development Record (PDR).
The measures you take to maintain your level of fitness both physically and mentally.
Working towards developing and maintaining effective working relationships with who you are in
contact.
Providing evidence of your efforts to continually improving own performance.
Providing evidence of your actions to resolve your development needs.
Providing evidence of involvement in debriefs.
Record of development is maintained.
Your contribution to performance reviews.
Authorised
users
Community
The community that you serve, both within and outside of your organisation.
Conditions of
employment
As specified in your contract of employment, conditions of service and

employment law.
May 2008
Chapter 3
Page 74
CAP 699
Development
activities
Activities undertaken by individuals either self-led or led by others, both internal

and external.
Diversity
Relating to differences in age, gender, sexual orientation, social background,

race, religion, status, ethnicity, appearance, work style, physical and mental
ability.
Hazards
Having the potential to cause harm to people, property, the environment or your
organisation.
Personal fitness
level
Physical and psychological as required for your role.
Records
Written and computerised, including your own Personal Development Record

(PDR).
Relevant people
Resources
Consumables, cleaning materials and items used personally in the workplace.
May 2008
Chapter 3
Page 75
CAP 699
Unit: AWM4
Element:
AWM4.1
NOS
1) Your actions and behaviour avoid

threat, harm or damage to people,
property, the environment and your
organisation.
WM4.1a
Health and Safety
2) You monitor your personal fitness

level and take action to prevent
poor health, fitness and hygiene.
WM4.1b


WM4.1c

4) You report any factors that effect

your ability to meet the conditions
of your employment and factors
that influence personal work
performance, to the relevant
people at the earliest opportunity.
WM4.1d
5) You make constructive

contributions to performance
reviews to support continuous
improvement.
WM4.1e

WM4.1f

involved.
7) You proactively monitor your

working environment for hazards,
and act with relevant urgency to
minimise any risks to people,
WM4.1g

taking account of, and accepting, diversity.

WM4.1h

in the workplace.
9) Your actions do not compromise

your availability for operational
response.
WM4.1i
How to maintain your own performance

fitness.

Organisational
Own contractual obligations, rights of
employment and limits of authority.
Your organisations Occupational Health
policy and its application in the workplace.
Records systems and their use.


effective teamwork.
to work demands.
How to promote a culture that positively
supports the organisational policy on
equality and fairness.
of performance.
Technical
May 2008
Chapter 3
Page 76
CAP 699
Unit: AWM4
Element:

AWM4.2
Establish and Maintain Effective Working Relationships with

People.
NOS
1) Your behaviour demonstrates that

you accept and respect diversity of
people within your community.
WM4.2a
Health and Safety
2) You act constructively to resolve

conflict.
WM4.2b

3) You actively support and promote

your organisations stated values,
ethics and codes of practice.
WM4.2c


constructive and supportive,
promotes co-operation and a
positive image of the organisation.
WM4.2d
Organisational
5) You promote and maintain a safe

working environment.
WM4.2e
6) You respect privacy, confidentiality

and generate trust in your contact
with others.
WM4.2f


objectives.
involved.
The situations, behaviour and interactions
between people that may cause conflict
and the actions needed to minimise
disruption at work.
The importance of challenging
unacceptable behaviour.
May 2008
Chapter 3
Page 77
CAP 699
Unit: AWM4
Take Responsibility For Effective Performance
Element:
AWM4.3
NOS
1) You assess your skills, and identify

your development needs at
WM4.3a
Health and Safety
2) Your assessment reflects the skills

you need to work effectively with
other team members.
WM4.3b

are consistent with the needs you
have identified.
WM4.3c

contain specific, measurable and
realistic objectives.
WM4.3d
5) You undertake development

activities which are consistent with
your plans for developing your
skills.
WM4.3e
6) You obtain feedback from relevant

people and use it to enhance your
performance in the future.
WM4.3.f

7) You update your plans for

developing your skills at
WM4.3g
How to maintain your own performance

fitness.

WM4.3h

Organisational
involved.
How to set objectives.

Technical
May 2008
How to recognise/identify, plan and action

your own development needs.
Chapter 3
Page 78
CAP 699
Unit AWM5
Elements

AWM5.1
Contribute to the identification of development needs.
AWM5.2
Contribute to planning the development of teams and individuals.
AWM5.3
Contribute to development activities.
AWM5.4
Contribute to the assessment of people against development

objectives.
SCOPE OF THIS UNIT

level:
Element AWM5.1
This element concerns your ability to take part in the active identification of training and
development needs for individuals on your watch and for the watch as a whole. It includes your
ability to accurately assess gaps in workplace performance.
Element AWM5.2
Contribute to planning the development of teams and individuals.
This element concerns your ability to prepare effective and efficient plans to meet identified gaps in
performance for individuals and teams. This will include the individuals on your watch and your
watch as a whole.
Element AWM5.3
This element concerns your ability to take part in the development of individuals and of your watch
as a whole, including suggestions for ideas and means to meet identified needs. It includes
coaching and on job development as well as one to one feedback and support.
Element AWM5.4

objectives.
This element concerns your ability to take part in the accurate assessment of improvements in
performance resulting from development activities. This will include providing feedback on your
evaluation of the effectiveness of training and development activities.
You identify training and development needs of your Watch and individual members of the team.
You prepare plans to address performance gaps for individuals and teams.
You developing individuals and teams to improve overall performance of team, this will involve
coaching with individuals and team feedback.
You make suggestions and develop ideas to improve effectiveness of training and development
activities.
Assessment
against
development
objectives
May 2008
Using various techniques such as tests, observations of performance and

discussions to measure team members current skills, knowledge and
performance against the agreed objectives for development.
Chapter 3
Page 79
CAP 699
Confidentiality
Development
activities
Any activities undertaken by team members to develop knowledge and skills,

such as carrying out work-based projects or assignments, observing expert
colleagues at work, reading books and specialist journals, undertaking open
learning or computer-based training, attending training courses or conferences.
Equal access
Giving every member of your team the same opportunity to be involved in

activities or to use resources.
Identification of
development
needs
Identification of the gap between the demands of team members' jobs (both
now and in the foreseeable future) and their current level of performance,
knowledge and skills.
Individual
aspirations
The personal wishes of individual team members to improve their performance

at work, their career prospects or their personal circumstances.
Objectives
Clearly defined results which you need to achieve which are specific,
measurable, agreed with others, realistic and time-bound.
Organisational
constraints
Your organisation's policies, objectives and level of resources, which limit your
Personnel
All people working for your organisation; these may be internal or external
workers, permanent or temporary, full-time or part-time, paid or voluntary.
Standards of
work
Relationships between individuals at work, relationships with suppliers,

customers and other stakeholders, personnel management and reward
systems, training, equal opportunities, health and safety and environmental
policies.
Team members
Values
The values of your organisation which may be reflected in your organisation's

mission.
May 2008
Chapter 3
Page 80
CAP 699
Unit: AWM5
Element:
AWM5.1
NOS

members to help identify their own
development needs.
WM5.1a
Communication
2) You identify their development

needs accurately and use
sufficient, reliable and valid
information.
WM5.1b
How to present development needs to

people in a way which is likely to influence
their decision-making positively.
3) The development needs you

identify are consistent with team
objectives and organisational
values.
WM5.1c
4) You present information on

development needs to authorised
people only, in the required format
and to agreed deadlines.
WM5.1d
The importance of team development to
the continuing effectiveness of your
organisation and your role and
responsibilities in contributing to this.
How to collect and validate the information
needed to identify development needs.
The importance of providing team
members with opportunities to help
identify their own development needs.
members to identify their development
needs.
Team objectives and organisational values
which have a bearing on development
needs.
How to decide whether development
needs are consistent with organisational
objectives and values.
How to identify development needs in the
team.
What information is needed to identify
development needs.
May 2008
Chapter 3
Page 81
CAP 699
Unit: AWM5
Element:
AWM5.2
Contribute planning the development of teams and individuals.
NOS
1) Your contributions to the planning

process reflect the identified
development needs of all those
you are responsible for.
WM5.2a
2) Your contributions are clear,

relevant, realistic and take account
of team and organisational
constraints.
WM5.2b
3) You agree your ideas with individual

team members, taking account of
their work activities, learning
abilities and personal
circumstances.
WM5.2c
4) You present information on

development needs to authorised
people only, in the required format
and to agreed deadlines.
WM5.2d
The importance of agreeing development

plans with those involved and how to reach
such agreements.
The team and organisational constraints
which influence the planning of
development activities.
How to contribute to planning the
development of teams and individuals.
The training needs you have identified and
how your contributions to the planning
process will help meet these needs.
How to take account of team and
organisational constraints in the planning
process.
The importance of taking account of team
members' work activities, their learning
abilities and personal circumstances and
how to build these factors into
development activities.
The correct procedures for presenting your
contributions to planning development
activities.
May 2008
Chapter 3
Page 82
CAP 699
Unit: AWM5
Element:
AWM5.3
NOS
1) Your contributions to development

activities support your team
objectives and plans.
WM5.3a
2) Your contributions meet the agreed
WM5.3b
objectives of the development

activity.
3) Your contributions take into
account the work activities,
learning abilities and personal
circumstances of your individual
team members.
WM5.3c
4) You encourage and use feedback

from those taking part in the
activities to improve your future
contributions to development
activities.
WM5.3d
The importance of monitoring and

reviewing development activities and
taking note of feedback from those who are
taking part.
How to encourage and gather useful
feedback from team members on the
development activities they are involved in.
The types of contributions which you could
make to development activities for your
team members.
How to choose contributions which are
appropriate to your team members, the
type of development activity which is
planned and your own abilities and
objectives.
How to ensure your own contribution is
meeting agreed objectives and plans for
the activities.
Why development activities should take
account of team members' work activities,
their learning abilities and personal
circumstances.
May 2008
Chapter 3
Page 83
CAP 699
Unit: AWM5
Element:

AWM5.4

objectives.
NOS
1) You agree the purpose of the

assessment and your role in it with
relevant people.
WM5.4a

members to contribute to their
own assessments.
WM5.4b
3) You give equal access to all team

members to be assessed against
development objectives.
WM5.4c
The importance of confidentiality when

carrying out and reporting assessments what types of information should be
provided to which people.
4) You carry out your role in the

assessments objectively against
clear, agreed criteria.
WM5.4d
5) You base your assessments on

sufficient, valid and reliable
information.
WM5.4e
6) You provide information about

assessments to authorised people
only, in the required format and to
agreed deadlines.
WM5.4f
The information needed to assess team

members' progress.
How to collect and check the validity of
information.
The importance of team members

contributing to the assessment of their
own progress.
How to encourage and enable them to do
so.
The organisational procedures for reporting
the results of assessment.
The importance of assessing team
members' development.
The range of purposes which the
assessment may have.
The importance of agreeing the purpose of
the assessment with team members, line
managers, colleagues and specialists.
The importance of fair and objective
assessment.
How to assess team members' progress
against development objectives.
Methods which may be used to assess the
progress of team members objectively and
fairly.
May 2008
Chapter 3
Page 84
CAP 699
Unit AWM6
Elements

AWM6.1
AWM6.2
SCOPE OF THIS UNIT

level:
Element AWM6.1
This element concerns your ability to collect information from a range of sources which is relevant to
and supports the investigation of an event. This may include written, verbal and/or statistical
information from internal and external sources.
Element AWM6.2
This element concerns your ability to prepare and present your findings and conclusions, based on
the collection and analysis of information you have collected. It includes your ability to present
information on specified formats, with supporting arguments, rationale and factual data.
Participating in or conducting an investigation of an event, including records of involvement.
Sourcing a range of evidence from different sources relevant to the investigation to provide
sufficient, valid and reliable verification that support findings.
Compiling a report based on the specific event which includes factual data, supporting arguments
and rationale in addition to an outcome that provides information on how you analysed the
evidence.
Presenting the report in the format required by your organisation to the appropriate person.
Maintaining confidentiality of all involved during the course of your investigation.
Information
Relating to an event and to similar events, textual, graphical, written and verbal.
Records
Written and computerised, relating to your work activity in respect of the

investigation.
Relevant
people
Supplementary
materials
Supporting information from a range of sources.
May 2008
Chapter 3
Page 85
CAP 699
Unit: AWM6
Element:
AWM6.1
NOS

the purpose of the investigation,
your methods, objectives and
timescales.
WM6.1a
Health and Safety
2) You check the accuracy and

completeness of information from
all available sources.
WM6.1b

positive, sensitive to the nature of
the investigation and avoids
conflict.
WM6.1c
4) Your methods comply with

requirements, and maintain
confidentiality and security.
WM6.1d
5) You secure and preserve evidence

for further action.
WM6.1e
6) You consistently minimise risk to

yourself and others and damage to
property.
WM6.1f

WM6.1g

WM6.1h

Organisational
legislation.
involved.
in the workplace.
Technical
event.
May 2008
Chapter 3
Page 86
CAP 699
Unit: AWM6
Element:
AWM6.2
NOS
1) Your report contains clear

conclusions, recommendations,
priorities and analysis of risk critical
issues.
WM6.2a
Health and Safety
2) You present your report in a format

and style relevant to the nature of
the investigation.
WM6.2b
3) Your report is available to

authorised people within agreed
timescales..
WM6.2c
4) You clarify access to and availability

of relevant supplementary
materials which support your
report.
WM6.2d
5) Your presentation of conclusions

differentiates clearly between fact
and opinion.
WM6.2e
6) Information on which your analysis

is based is valid and sufficient to
support your conclusions.
WM6.f

WM6.2g

Organisational
legislation.
involved.
in the workplace.
Report writing techniques.
Technical
May 2008
Chapter 3
Page 87
CAP 699
Unit AWM7
Elements
Lead and Support People to Resolve Operational Incidents

AWM7.1
Plan action to meet the needs of the incident.
AWM7.2
Implement action to meet planned objectives.
AWM7.3
Close down the operational phase of incidents.
AWM7.4
Debrief people following incidents.
SCOPE OF THIS UNIT

level:
Element AWM7.1
Plan action to meet the needs of incidents.
This element concerns your ability to prepare clear, realistic and appropriate plans for initial response
to operational incidents. It includes your plans for anticipated resource demands and your ability to
allow sufficient flexibility and contingency planning for potential changes during the events progress
of the incident.
Element AWM7.2
This element concerns your ability to implement plans you prepare to meet objectives for
operational incidents. You must demonstrate that you confirm objectives and deploy appropriate
resources to meet both initial and changing demands of operational incidents. You must
demonstrate that you consistently operate within your own level of competence and authority. It
includes your ability to communicate clearly, concisely and with the relevant degree of priority with a
range of people.
Element AWM7.3
This element concerns your ability to ensure that operational incidents are closed and all action is
taken to ensure that the incident is resolved or brought to a point at which handover to another
agency can take place. It includes your ability to ensure that effective handover takes place and all
relevant information is communicated.
Element AWM7.4
This elements concerns your ability to conduct a debrief of both individuals and groups, including
measurement and feedback of performance against specified standards relevant to work roles. It
includes your ability to ensure that risk-critical issues are addressed, that you recognise and support
successful actions and that you communicate clearly, concisely and constructively with a range of
people.
Developing a plan of action to deal with an incident.
Deploying the resources to deal with an incident.
Implementing a plan of action to meet objectives for events.
Confirming objectives with others.
Operating within your level of authority and competence.
Indicating clear and concise communications with the range of people and agencies involved in
the event.
Establishing investigations as appropriate.
May 2008
Chapter 3
Page 88
CAP 699
Taking the necessary steps to close down the incident.

Leading the debrief of incidents and recording of risk critical issues.
Ensuring that risk critical issues have been addressed.
Assessment
of risk
Identification of hazards with potential to cause harm.
Authorised
users
Incidents
Emergency and non-emergency.
Information
Relating to the event. Received from control, from incident command and people
involved in the event.
Records
Written and computerised, video, audio and audio-visual including your own
Personal Development Record (PDR).
Relevant
people
Resources
Operational appliances, equipment, people, external agencies and support

services.
May 2008
Chapter 3
Page 89
CAP 699
Unit: AWM7
Element:
AWM7.1
Plan action to meet the needs of the incident.
NOS
1) You collect and confirm information

relevant to the known and
anticipated risks to people,
WM7.1a
Health and Safety
2) You plan action to lead and support

your crews response to the
incident.
WM7.1b

3) You develop your objectives

through risk assessment.
WM7.1c

4) You determine initial action against

available resources, using a
realistic assessment of their
suitability for operational use.
WM7.1d
5) Your action plan provides sufficient

flexibility to meet the known and
anticipated needs of the incident.
WM7.1e

Organisational
objectives.
involved.
How to solve problems, make decisions
and plan for contingencies.
in the workplace.
to work demands.
Technical
objectives.
Capabilities and limitations of mobilising
equipment.
Incident Command Systems.
May 2008
Chapter 3
Page 90
CAP 699
Unit: AWM7
Element:
AWM7.2
NOS
1) You make appropriate adjustments

to your plan based on an initial
assessment of the incident.
WM7.2a
Health and Safety
2) You confirm your objectives and

deploy your resources to meet
priority needs.
WM7.2b
3) Your decisions continue to

minimise risk and maximise
progress towards your objectives.
WM7.2c
4) You re-deploy your resources to

meet the changing priorities of the
incident.
WM7.2d
5) You actively seek information to

update your plan and progress
action to meet your objectives.
WM7.2e
6) You operate within the agreed level

of your responsibility and authority.
WM7.2f
7) Your role and responsibilities at the

incident are known and understood
by those under your leadership and
support.
WM7.2g
8) Your records are accurate,

complete, in the agreed format,
legible and available to authorised
users.
WM7.2h

constructive, supportive and timely.
WM7.2i
Risks and hazards of the workplace

Organisational
legislation.
How to plan and prioritise work, including
time management.
How to plan the use of physical resources.
objectives.
involved.
effective teamwork.
in the workplace.
to work demands.
How to involve and motivate people.
of performance.
May 2008
Chapter 3
Page 91
CAP 699
Technical
Capabilities and limitations of mobilising
equipment.
objectives.
May 2008
Chapter 3
Page 92
CAP 699
Unit: AWM7
Element:
AWM7.3
NOS
1) You confirm your achievements

against the planned objectives with
relevant people.
WM7.3a
Health and Safety
2) You confirm the final status of the

incident and agree any further
action with relevant people.
WM7.3b

3) You identify any unresolved risks

and hazards and take action to
minimise these within operational
constraints.
WM7.3c

4) You collate and provide accurate

and complete information and
advice to relevant people and
confirm mutual understanding.
WM7.3d

supportive, sensitive to context and
presents a positive image of the
organisation.
WM7.3e
6) You make your resources available

for redeployment at the earliest
opportunity.
WM7.3f
7) You accurately confirm with

relevant people your resource
status and availability.
WM7.3g

involved.

WM7.3h
9) Your records are complete,

accurate, legible, in the agreed
format and available to authorised
users.
WM7.3i


Organisational
legislation.
objectives.
How to monitor and evaluate the
effectiveness of plans and objectives.

in the workplace.
to work demands.
How to involve and motivate people.
of performance.
May 2008
Chapter 3
Page 93
CAP 699
Technical
Matching and using resources to meet
objectives.
Incident Command Systems.
event.
May 2008
Chapter 3
Page 94
CAP 699
Unit: AWM7
Element:
AWM7.4
NOS
1) You measure performance against

specified standards relevant to
defined roles.
WM7.4a
Health and Safety
2) You identify opportunities and

action to improve future
performance.
WM7.4b

3) You conduct the debrief in a

manner which promotes
constructive, open and supportive
review of the incident.
WM7.4c
4) You recognise successful actions,

acknowledge effective
performance and report
meritorious actions to the relevant
people.
WM7.4d
5) You immediately address risk

critical issues identified through
performance of people, equipment,
working practices and systems.
WM7.4e
6) You identify and record all

significant learning points and
agree action to address these.
WM7.4f

WM7.4g
Organisational
objectives.
involved.
timely solutions.
How to select and use feedback
techniques.
Lines and methods of communication /
Methods of active and proactive monitoring
of achievement(s) of objectives.
of performance.
in the workplace.
The importance of challenging
unacceptable behaviour.
How to organise and conduct debriefs and
review of performance.
May 2008
Chapter 3
Page 95
CAP 699
Unit AFSM1
Lead, Monitor and Support People to Resolve Operational Incidents
Elements
AFSM1.1
Review and determine incident status.
AFSM1.2
Assume responsibility and implement action to support those

involved in the incident.
AFSM1.3
Debrief following resolution of incident.
SCOPE OF THIS UNIT

This unit relates to the leadership role taken at operational incidents. This includes initial review and
planning of incident management, operating within the Incident Command System. It includes
implementation, review and monitoring of plans and management of resources to resolve the
incident. It also includes planning and conduct of relevant briefings.
Element AFSM1.1
This includes your initial review of the incident type, status and progress, the collection of relevant
information and analysis of implications for the community and for resource allocation.
Element AFSM1.2
Assume responsibility and implement action to support those involved

in the incident.
This includes your formulation of a plan for resolution of the incident, taking account of anticipated
risks, monitoring the progress of activities against your plan and making relevant adjustments. It
includes obtaining advice from relevant specialists and the conduct of operational briefings with
relevant personnel.
Element AFSM1.3
This includes the arrangements and conduct of relevant briefings both immediately following and at
later stages of incident review.

Community
Includes business, commercial, public.
Debriefs
Includes, operational, psychological, critical incident, formal, informal, one to

one, group, structured, unstructured, immediately following the incident or
follow up.
Incidents
Includes all types of operational incidents for the control room context, this may
be 'events'.
Media
Includes local, national, international television, radio, press, freelance

photographers or reporters, Central Office of Information and those with
potential to make information on incidents public.
Objectives
within
immediate
responsibility of
the
organisation
Objectives relating to resolution and closure of the incident within the scope of
the organisation.
May 2008
Chapter 3
Page 96
CAP 699
Unit: AFSM1
Element:
AFSM1.1
You must know and understand
1) Obtain sufficient information from all

available sources on incident progress, risks,
deployment, resource availability and existing
incident management.
The range and sources of information required

to evaluate and manage incidents and how to
access this.
2) Confirm that current action complies with

relevant legislation and protocols.
3) Determine the current involvement of other
agencies, their current activities and key
contacts.
4) Determine and resolve discrepancies
between information obtained at the incident
and that provided pre-incident.
5) Confirm new roles, responsibilities and
communication channels with key personnel.
6) Confirm risks and implications for personnel,
for the community and for the wider context.
7) Anticipate likely future resource needs
including consideration of possible escalation
of incident.
Relevant legislation and its correct

interpretation and implementation.
Your role, responsibilities and level of
authority at operational incidents.
The roles, responsibilities, limitations and
capabilities of personnel and other agencies.
Lines of communication at incidents and the
The range and type of resources available at
incidents, their capabilities and limitations.
How to prioritise and allocate tasks and set
clear objectives at incidents to achieve
operational objectives.
Your local community, its characteristics and
associated risks.
Dynamic Risk Assessment and associated
health, safety and welfare issues.
8) Confirm the priority actions for resolution of

incident.
Organisational objectives, values and how to

operate within them.
9) Ensure that information concerning change in

roles and control of the incident reaches
those who are assisting with its resolution.
Methods, styles and principles of leadership

and their application in operational contexts.
How to formulate and implement an incident
plan and the factors affecting this.
How to distinguish between relevant and
irrelevant information and formulate plans and
decisions which influence successful
resolution of incidents.
May 2008
Chapter 3
Page 97
CAP 699
Unit: AFSM1
Element:

AFSM1.2
Assume responsibility and implement action to support those

involved in the incident.
1) Formulate a plan which takes account of all

available information and anticipated risks.
Your role, responsibilities and levels of

authority at operational incidents.
2) Implement plan, confirming roles,

responsibilities, tasks and communication
channels.
The roles, responsibilities, limitations and

capabilities of personnel and other agencies.
3) Actively monitor the progress of activity

against your plan.
4) Anticipate risks to health, safety and welfare
and ensure adequate and timely control
measures are implemented.
5) Adjust your incident plan to meet the
emerging needs of the incident.
6) Obtain technical and professional advice
from suitable sources to support decision
making.
7) Provide information to other agencies to
assist with their decision making.
8) Conduct comprehensive and timely briefings
with relevant people to obtain progress
reports and instigate action.
9) Continually evaluate the implications of the
incident on the organisation, the
environment, the local community and other
agencies roles and responsibilities.
Lines of communication at incidents and the

How to communicate effectively and
efficiently with personnel to achieve changing
objectives and manage sensitive issues.
How to anticipate needs and requirements of
the incident and of the personnel involved in
its resolution.
Issues of confidentiality, security including
Data Protection, intellectual property rights,
Human Rights and the implications of
potential litigation.
Methods, styles and principles of leadership
and their application in operational contexts.
The range, type and extent of information
needed for effective debriefs.
How to formulate and implement an incident
plan and the factors affecting this.
10) Ensure that relevant people are updated

regarding identified implications.
How to distinguish between relevant and

irrelevant information and formulate plans and
decisions which influence successful
resolution of incidents.
11) Provide accurate and timely information to

the media and utilise media resources to
inform and protect the community.
The range of specialists available and how to

make best use of their technical expertise and
support.
12) Confirm that all objectives within immediate

responsibility of the organisation have been
met.
13) Hand over status to relevant agencies before
withdrawing support from the incident.
May 2008
Chapter 3
Page 98
CAP 699
Unit: AFSM1
Element:
AFSM1.3
1) Arrange sufficient debriefs of suitable type

and frequency to meet the needs of the
incident type and scale.
Your local community, its characteristics and

associated risks.
2) Gather and review all pertinent information

from internal and external sources.
Dynamic Risk Assessment and associated

health, safety and welfare issues.
3) Support a full review of procedures and

performance relevant to the incident in order
to identify learning outcomes for the
organisation and individuals.
How to analyse trends, identify needs for

change to procedures and instigate action to
make relevant improvements.
4) Identify possible changes to procedures and

resource requirements that would improve
future practice and service delivery.
Methods of providing feedback and how to

select those appropriate to the context and
sensitivities of the situation.
5) Recommend improvements, with supporting

evidence, to relevant people.
Requirements and methods of reporting on

incidents and how to report to key internal,
external, political and community contacts.
6) Identify trends and their implications for

future service delivery.
7) Provide constructive feedback to personnel
and other agencies involved.
8) Establish the support needs of personnel
involved in the incident and instigate action
to deliver this.
9) Agree action to be taken following debrief
activities including responsibilities and
timescales ensure that agreed action is
taken.
10) Report meritorious action to relevant people
for recognition.
May 2008
Chapter 3
Page 99
CAP 699
Unit AFSM2
Determine Solutions to Hazards and Risks Identified Through Inspection and

Investigation
Elements
AFSM2.1
Plan inspections and investigations.
AFSM2.2
Implement inspections and investigations.
AFSM2.3
Respond to findings following inspections and investigations.
AFSM2.4
Present evidence at formal proceedings.
SCOPE OF THIS UNIT

This unit is about managing inspections and investigations to determine or confirm solutions and to
make recommendations to eliminate or minimise risk to people, property and the environment
Element AFSM2.1
In order to plan inspections and investigations, you need to gather relevant information, assess risk
and make the appropriate arrangements to conduct the activity.
Element AFSM2.2
In order to implement inspections and investigations, you need to confirm the purpose and status of
the activity, comply with organisational requirements and respond positively to identified risk(s).
Element AFSM2.3
In order to report findings of inspections and investigations you need to communicate effectively
with relevant people and carry out any follow up activities within agreed timescales.
Element AFSM2.4
In order to present evidence at formal proceedings you need to ensure all the identified facts are
available to relevant people and that your conduct during the proceedings complies with ethical,
legal and service requirements.
Inspections and
Investigations
Formal activities required by Service legislation and objectives which require

visual inspection, review of evidence and formal recording/reporting.
Authorised
people
Team members, colleagues, higher level managers, sponsors, personnel

specialists, members of the public who are authorised for access to
information, reports.
Proceedings
Formal legal or internal procedures which require presentation of information

collected in factual, evidential manner.
May 2008
Chapter 3
Page 100
CAP 699
Unit: AFSM2
Determine Solutions to Hazards and Risks Identified Through Inspection

and Investigation
Element:
AFSM2.1
1) Determine the purpose, scope and timescale

for the intended inspection or investigation.
How to access, interpret and provide relevant

information and data.
2) Identify and evaluate sufficient, relevant

information that may influence the planning
of the inspection or investigation or its
outcome.
How to identify and analyse qualitative and

quantitative information essential to your role
How to operate and manage within a legal and
regulatory framework.
3) Formulate a plan which optimises the use of

available resources and minimises potential
risk.
The roles, responsibilities, level of authority

and requirements of yourself and others
within the context of formal proceedings.
4) Refer matters beyond your own levels of

personal authority and competence to the
relevant people.

account of and accepting diversity.
5) Agree arrangements for required activities

with relevant people and confirm date, time
and location of inspection or investigation
activities.
6) Document your plan accurately, completely,
legibly, in the agreed format and make this
available to authorised people within the
agreed timescale.
May 2008
The range, type and purpose of investigations

and inspections with your personal level of
authority and responsibility.
Principles and methods of planning inspection
and investigations.
Existing systems, processes and procedures
relating to investigations and inspections and
their correct use.
Chapter 3
Page 101
CAP 699
Unit: AFSM2

and Investigation
Element:
AFSM2.2
1) Confirm with relevant people the purpose of

your activity, your legal status and the
manner in which the inspection or
investigation will be conducted.

2) Comply with relevant organisational and

statutory requirements and avoid all risks to
self and others.
3) Take immediate action to minimise identified
risks and recommend corrective action.
4) Refer matters beyond your own level of
responsibility, competence or authority to the
relevant person for advice or action.
5) Obtain sufficient information to determine
confident conclusions and accurately record
where evidence available is incomplete.

Relevant legislation and understanding of
generic/specific risk assessment.
6) Communicate relevant findings to authorised

people within the agreed timescale and
using agreed format and communication
method.
7) Maintain confidentiality and security of
information through the implementation
phase.
8) Document results accurately, completely,
legibly, in the agreed format and make these
available to authorised people within agreed
timescales.
May 2008
Chapter 3
Page 102
CAP 699
Unit: AFSM2

and Investigation
Element:
AFSM2.3
1) Determine the key findings of the relevant

inspection of investigation and generate
options for action.

2) Generate options which take full account of

the level and potential implications of hazards
and risks associated with the findings.
3) Refer matters beyond your own level of
competence, responsibility or authority to
relevant people for action or decision.
4) Make recommendations for action, including
prioritisation of proposed options and
expected outcomes.

5) Document all findings accurately, completely,

legibly, in the agreed format and make these
available to authorised people within the
agreed timescales.
May 2008
Chapter 3
Page 103
CAP 699
Unit: AFSM2

and Investigation
Element:
AFSM2.4
1) Determine the purpose, scope and

expectations of your attendance at formal
proceedings.

2) Collate and prepare sufficient factual data

and evidence to meet the requirements of
your attendance.
3) Serve documents for the proceedings within
the specified timescale.
4) Ensure your documentary submissions and
oral responses are accurate, objective,
complete, concise, in logical order and clearly
differentiate between fact and opinion.
5) Present evidence clearly and with relevance
to the questions posed.
6) Comply with ethical and legal requirements.

Requirements for presentation of evidence at
formal proceedings.
Your role and responsibilities at formal
proceedings.
The types and purpose of formal proceedings
at which you may be required to present
evidence.
How to distinguish fact from opinion when
preparing evidence for presentation.
May 2008
Chapter 3
Page 104
CAP 699
Unit AFSM3
Elements
Plan and Implement Activities to Meet Service Delivery Needs

AFSM3.1
Plan and allocate work activities to meet service delivery needs.
AFSM3.2
Agree budgets and resources for work activities.
AFSM3.3
Implement and evaluate work plans to achieve objectives.
AFSM3.4
SCOPE OF THIS UNIT

This unit relates to the planning and implementation of work activities on a daily basis to ensure
effective service delivery. It includes the planning and allocation of work to those for whom you have
responsibility, agreement and management of budgets and evaluation of work plans and
achievements against objectives. It also includes making recommendations for change to secure
continuous improvement.
Element AFSM3.1
Plan and allocate work activities to meet service delivery needs.
This includes the allocation of work to people with suitable levels of competence and experience
and the identification of shortfalls in resource requirements. It includes the instigation of action to
meet shortfalls and the provision of sufficient information to enable individuals to undertake their
allocated activities.
Element AFSM3.2
This includes preparation, submission and management of budgets within your area of
responsibility. It involves negotiation and preparation of contingency plans to deal with actual and
potential shortfalls. It also includes investigation of possible sources of alternative funding and
confirmation of budgets and resources.
Element AFSM3.3
This includes the implementation of work plans against individual, departmental and organisational
objectives, the negotiation and agreement of adjustment as required to meet changing demands
and ensuring that sufficient resources are available, with support, to meet operational needs.
Element AFSM3.4
This includes the review of performance, collation of information and analysis of data to identify
possible improvements in work activities and the submission of recommendations for action to
relevant people.
Contingency plans
Your own plans to ensure that arrangements are in place to manage

shortfalls.
Sources of funding
and resources
Internal and external sources within your own sphere of responsibility.
Service delivery
The full range of services within the responsibility of the person being
issued.
SMART Objectives
Specific, measurable, achievable, realistic and time based objectives.
May 2008
Chapter 3
Page 105
CAP 699
Unit: AFSM3
Element:

AFSM3.1
Plan and allocate work activities to meet service delivery

needs.
1) Provide individuals with opportunities to

utilise and develop their existing skills.
The current roles, responsibilities,

competences and level of authority of self and
others.
2) Allocate work activities to people with

relevant experience, skills and competence.
How to set SMART objectives.
3) Make optimum use of the resources

available to you.
The range, type and level of detail of

information required by people to enable them
to undertake the required work activities.
4) Plan to ensure all objectives are met and take

action to meet any shortfall between
requirements and resources.
The range and type of resources within your

control and how to allocate these to meet
service delivery needs.
5) Instigate action to provide development to

individuals to enable them to undertake the
required work activities.
Organisational goals and objectives and how

your work activities contribute to their
achievement.
6) Provide sufficient information to individuals

to enable them to undertake the required
work activities.
Procedures, processes and responsibilities for

budgets, resource procurement and
allocation.
7) Set clear and measurable objectives for work

activities.
8) Clarify how individual objectives are linked to
departmental and organisational goals.
9) Ensure that sufficient support is available to
enable work activities to be undertaken.
Your organisations financial policies and

practice.
The range of sources of funding and
resources available.
How to assess and identify individual potential
and development needs.
10) Establish and maintain a supportive review

system to measure performance against
objectives.
May 2008
Chapter 3
Page 106
CAP 699
Unit: AFSM3
Element:
AFSM3.2
1) Clearly show the costs involved and

anticipated benefits to be expected from the
investment in your requests for resources.
Procedures, processes and responsibilities for

budgets, resource procurement and
allocation.
2) Present proposals that include evaluation of

expected benefits.
Your organisations financial policies and

practice.
3) Clearly define the boundaries for negotiation

in respect of budgets and resources.
The range of sources of funding and

resources available.
4) Allow for shortfalls in requests and resources

available, including contingency plans.
5) Investigate possible sources of funding and
resources and evaluate their potential for
future use.
6) Confirm agreement on budgets and
resources in line with accepted policies and
practice.
May 2008
Chapter 3
Page 107
CAP 699
Unit: AFSM3
Element:
AFSM3.3
1) Review work plans against individual,

departmental and organisational objectives
and negotiate adjustment where necessary.
How to set SMART objectives.
2) Ensure that personnel have clear objectives

and understand the significance of their
achievement to organisational goals.
3) Ensure that sufficient support is available to
enable work objectives to be met.
4) Respond to requests for additional support
promptly and realistically.
5) Regularly review progress against work plans
with those responsible for their achievement.
Evaluation methods and measures at

individual, departmental and organisational
level and their interaction.
The range and type of support to be made
available to enable achievement of objectives
and how to implement this.
How to consult with relevant people to assist
with improvement in achievement of
objectives.
Processes and requirements for performance
review, including recording systems.
6) Seek contributions from people to assist with

improvement in achievement of objectives.
7) Discuss and agree measures for
improvement with relevant people.
8) Update plans regularly to meet emerging
needs and changes in priorities.
May 2008
Chapter 3
Page 108
CAP 699
Unit: AFSM3
Element:
AFSM3.4
1) Access sufficient, relevant and current

information to assist with recommendations.
Sources of relevant information and how to

access these, including confidentiality and
security requirements.
2) Investigate the specific reasons for

successful achievement and any apparent
shortfall in work requirements and establish
the key influencing factors.
3) Evaluate the options for action to improve
work activities.
Tools and techniques for analysis of data and

evaluation of options for action.
Methods and systems in place to support
individual development and organisation
continuous improvement.
4) Identify those options which are unrealistic

due to cost, time, or other influencing
factors.
How to communicate effectively to elicit

information, inform, advise, promote and gain
commitment to action, both verbally and in
writing.
5) Prioritise those options which are realistic

and would result in improvement.
How to adapt presentation of information to

meet the needs of the intended audience.
6) Determine the improvements which might

be obtained from selected options and how
these can be measured.
7) Present your recommendations in clear
language, at sufficient level of detail and in a
style and format suitable for intended
recipients.
May 2008
Chapter 3
Page 109
CAP 699
Unit AFSM4
Manage the Effective Use of Resources
Elements
AFSM4.1
Plan the use of physical resources.
AFSM4.2
Obtain physical resources.
AFSM4.3
Ensure the availability of supplies.
AFSM4.4
Monitor the use of physical resources.
SCOPE OF THIS UNIT

This unit is about efficiently managing the physical resources for which you are responsible. It covers
planning to use the resources you and your team need, obtaining those resources, ensuring the
availability of suitable supplies and monitoring the use of resources.
Element AFSM4.1
This includes identifying the resources your team needs. You need to look at past resource usage
and at trends and developments which may affect your choice of resources. Finally, your plans
should be in line with organisational objectives, policies and procedures and with legal
requirements.
Element AFSM4.2
This includes estimating costs and potential benefits and make requests to the relevant people. You
need to ensure that the physical resources you request are sufficient to support all the activities you
are responsible for and make amendments to your plans should the necessary resources not be
forthcoming.
Element AFSM4.3
This includes identifying what is required and ensure that suppliers provide equipment and materials
of the right quality. You have to negotiate with suppliers and reach agreements which provide good
value and meet organisational and legal requirements. You also need to ensure that supplies meet
agreed standards. You must keep accurate records of supplies and take appropriate action in the
event of problems with supplies.
Element AFSM4.4
Monitor the use of physical resources
This includes encouraging members of your team to take responsibility for how they use resources.
You must make sure resources are used efficiently with minimum adverse impact on the
environment. You need to monitor the quality of resources continuously and make sure standards of
service and product delivery are maintained. Where problems with the use of resources occur, you
need to take prompt and effective corrective action. Finally, you must keep accurate and complete
records.
Corrective action
Altering activities, modifying the use of resources or renegotiating the

Ensuring
consistency in
product and service
delivery
Making sure that the products and services for which you are responsible
continuously meet the standards agreed in your organisation and with your
customers.
Impact on the
environment
Improvements or damage to the local environment which may come about

through use of equipment and materials.
May 2008
Chapter 3
Page 110
CAP 699
Legal requirements
Laws relevant to physical resources, for example health and safety and
environmental legislation, industry specific legislation.
Monitoring
Keeping a close eye on how resources are being used and comparing this
with your plans; methods include directly observing activities yourself and
considering oral and written information provided by others.
Organisational
objectives &
policies
Objectives and policies relevant to the use of resources, for example

departmental planning and financial targets and procedures, policies
governing the supply of equipment and materials, health and safety
requirements and environmental concerns.
Physical resources
Equipment, materials, premises, services and energy.
Plans
Documents or spoken agreements which describe the work your team will
carry out, when, by whom, to what standard and with what resources, in
order that your requirements and objectives can be met.
Potential benefits
The positive results you expect, for example improved effectiveness and
efficiency of your team and the organisation as a whole, better results for
the customer.
Recommendations
Requesting budget allocations or proposing the supply of resources your

team needs to achieve its objectives; suggesting new methods of using
available resources to improve your teams effectiveness and efficiency.
Relevant people
Team members, colleagues working at the same level as yourself, higher

level managers or sponsors, specialists.
Suppliers
Internal or external.
Supplies
The ongoing provision of goods and services required.
Trends,
developments &
factors likely to
affect future
resource usage
Likely changes in the team, organisation and market, which you work, will
have to keep up with, for example new skills and working methods,
efficiency drives, new products and services, changes in customer
requirements.
May 2008
Chapter 3
Page 111
CAP 699
Unit: AFSM4
Element:
AFSM4.1
1) Give opportunities to relevant people to

provide information about the physical
resources required.
How to present and communicate plans on

resource usage effectively.
2) Take account of relevant past experience,

trends and developments and factors likely to
affect future resource use.
3) Ensure your plans are consistent with your
organisations objectives, policies and legal
requirements.
4) Present your plans to relevant people in an
appropriate and timely manner.
5) Communicate with people positively,
supportively and constructively.
6) Take immediate action to minimise the effect
of actual and potential risk(s).
How to encourage and enable staff to

communicate their needs for resources.
Organisational objectives, policies and legal
requirements relevant to resource usage, how
to interpret these and identify the implications
for resource planning.
The principles underpinning effective
resource planning and your role and
responsibility in relation to this.
How to develop short-, medium-, and longterm plans for the use of resources.
The types of trends and developments which
might impact on your use of resources, how
to analyse these and draw out the implications
for planning.
7) Provide sufficient details of proposed change

and recommendations for improvement to
the responsible line manager.
May 2008
Chapter 3
Page 112
CAP 699
Unit: AFSM4
Element:
AFSM4.2
1) Clearly show the costs involved and the

anticipated benefits you expect from the use
of the resources.
How to develop and present an effective case

for resources to relevant people.
2) Present your requests for physical resources

to relevant people in time for the necessary
resources to be obtained.
3) Present requests for physical resources in
ways which reflect the commitment of those
who will be using the resources.
4) Obtain sufficient physical resources to
support all activities within your control.
How to obtain and maximise commitment to

resource planning.
How to adjust work plans in the event of
required resources not being available.
How to carry out cost-benefit analyses for the
use of resources.
The range of physical resources which you
need to carry out your activities effectively.
5) Agree appropriate amendments to your plans

with relevant people where you cannot
obtain the physical resources you need in
full.
May 2008
Chapter 3
Page 113
CAP 699
Unit: AFSM4
Element:
AFSM4.3
1) Identify the supplies you need accurately.
The legal and organisational requirements

which govern the selection of suppliers, how
to interpret these and identify the implications
for your work.
2) Choose from a sufficiently wide a range of

suppliers to ensure adequate competition
and continuity of supplies.
3) Negotiate with suppliers in a manner which
will maintain good relations with them.
4) Reach agreements with suppliers which
provide good value and comply with
organisational and legal requirements.
5) Monitor the quality and quantity of supplies
at appropriate intervals.
6) Obtain supplies which consistently meet
your organisations requirements for quality,
quantity and delivery.
7) Resolve any actual or potential problems with
supplies promptly.
8) Maintain your records of supplies
completely, accurately and ensure they are
available only to authorised people.
May 2008
How to analyse work activities to identify

required supplies.
How to select from a range of suppliers to
ensure value for money, consistency, quality
and continuity of supply within organisational
How to establish effective agreements with
suppliers and the legal, ethical and
organisational requirements which govern
these.
How to monitor the provision of supplies to
ensure ongoing quality, quantity, delivery and
time requirements are being met.
The importance of continuity of supplies to
maintaining the quality of products and
services and your role and responsibility in
relation to this.
Chapter 3
Page 114
CAP 699
Unit: AFSM4
Element:
AFSM4.4
Monitor the use of physical resources.
1) Give opportunities to team members to take

individual responsibility for the efficient use
of physical resources.
How to encourage and empower team

members to take responsibility for the
efficient use of resources.
2) Ensure your teams use of physical resources

is efficient and takes into account the
possible impact on the environment.

regarding the impact of resource usage on the
environment and how to minimise adverse
effects.
3) Monitor the quality of physical resources

continuously.
4) Monitor the use of physical resources using
methods which are reliable and comply with
organisational requirements.
5) Monitor the actual use of physical resources
against an agreed plan at appropriate
intervals.
The importance of effective monitoring of

resource use to organisational efficiency and
your role and responsibility in relation to this.
How to monitor and control resource usage to
maintain consistency and quality in the
provision of products and services.
6) Take prompt corrective action to deal with

actual or potential significant deviations from
your plan.
7) Maintain records relating to the use of
physical resources which are complete,
accurate and available to authorised people
only.
8) Communicate with people positively, clearly
and constructively.
10) Present details of proposed change to the
responsible line manager, where service
delivery improvements are identified.
May 2008
Chapter 3
Page 115
CAP 699
Unit AFSM5
Elements
Manage the Performance of Teams and Individuals to Achieve Objectives

AFSM5.1
Allocate and delegate work to teams and individuals.
AFSM5.2
Agree objectives and work plans with teams and individuals.
AFSM5.3
Assess the performance of teams and individuals.
AFSM5.4
Provide feedback to teams and individuals on their performance.
AFSM5.5
Resolve performance issues with teams and individuals.
SCOPE OF THIS UNIT

This unit is about making the best use of your team and its members so that they can achieve your
organisations objectives. It covers allocating work, agreeing objectives and setting out plans and
methods of working. It also involves monitoring and evaluating the work of your team and its
members and providing feedback to them on their performance
Element AFSM5.1
This includes deciding with your team how to distribute tasks and responsibilities. You need to
make sure this allocation makes best use of team members abilities, and provides opportunities for
them to learn and develop their roles. You need to make it clear what is expected of team members
and check their commitment to their work. Where resources are limited, you may have to prioritise
objectives or reallocate resources while minimising the disruption this may cause.
Element AFSM5.2
This includes setting out and agreeing objectives and work plans which are specific, measurable,
realistic, time-bound and consistent with your organisations overall objectives and policies. You
need to explain ways of working in sufficient detail for your team members to understand their
objectives and responsibilities. You also need to update objectives and work plans in the light of
progress and changes.
Element AFSM5.3
This includes making it clear why you are monitoring and assessing their performance. You need to
encourage them to evaluate their own performance wherever possible. You need to evaluate their
performance against clear, agreed criteria, taking into account organisational constraints and
personal circumstances.
Element AFSM5.4
Provide feedback to teams and individuals on their performance.
This includes giving regular feedback based on your objective assessment of their performance. Your
feedback should acknowledge their achievements and provide constructive suggestions and
encouragement. At all times you need to maintain confidentiality and show respect for the
individuals concerned. You should also give them the chance to respond to your feedback and
suggest how they could improve their performance in the future.
Element AFSM5.5
This includes the investigation and management of incidents of poor performance or reduced
performance. It includes formal and informal review, disciplinary and grievance procedures.
Allocating
work
May 2008
Giving teams and individuals responsibility for tasks which should achieve
agreed work objectives
Chapter 3
Page 116
CAP 699
Assessment of
performance
A balanced analysis of performance against planned objectives, taking all

relevant factors into account
Confidentiality
Only providing information to those who are authorised to have it
Feedback on
performance
the objectives which have been agreed
Monitoring
Keeping a close eye on activities and results, and comparing these with planned
objectives; methods include considering spoken and written information
provided by others
Objectives
Clearly defined results which your team and its members need to achieve;
objectives should be specific, measurable, realistic and time-bound
Organisational
constraints
freedom to take decisions and action
Organisational
objectives
Clearly defined and measurable results which your organisation is scheduled to

achieve
Plans
Documents or spoken agreements, which describe the work to be carried out,

by when, by whom, to what standard and with what resources, in order that
requirements and objectives can be met
Policies
Guidelines which cover the allocation of work, such as equal opportunities,

training and development and performance management policies
Prioritisation
Deciding the relative importance and urgency of objectives and tasks, so that
you know in which order to tackle them
Relevant
people
Team members, colleagues working at the same level as the manager, higherlevel managers and sponsors, personnel specialists, people outside the
organisation, customers and suppliers
Resources
The people, time, equipment, materials, services, energy and premises which
you have at your disposal
Schedules
Documents showing the work to be done, when and sometimes, by whom
Values
The principles which your organisation believes in and seeks to realise in

everything it does; values may be reflected in your organisations mission,
standards of work, relationships between individuals at work, relationships with
suppliers, customers and other stakeholders, personnel management and
reward systems, training, equal opportunities, health and safety and
environmental policies
May 2008
Chapter 3
Page 117
CAP 699
Unit: AFSM5
Element:
AFSM5.1
1) Give opportunities to your team members to

recommend how you should allocate work
within the team.
The importance of defining and

communicating team and individual
responsibilities clearly and how to do this.
2) Ensure your allocation of work makes the

best use of your teams resources and the
abilities of all its members.
How to develop and present work plans using

spoken, written and graphical means.
3) Ensure your allocation of work provides your

team members with suitable learning
opportunities to meet their personal
4) Ensure your allocation of work is consistent
with your teams objectives and the
objectives, policies and values of your
organisation.
5) Clearly define the responsibilities of your
team and its individual members and the
limits of their authority.
6) Provide sufficient information on your
allocation of work in a manner and at a level
and pace appropriate to the individuals
concerned.
7) Confirm team and individual understanding
of, and commitment to, work allocations at
The importance of the effective allocation of

work to your teams performance and your
The factors which you need to consider when
allocating work to individuals within the team.
How to match the allocation of work to
learning needs and individual development
plans.
How to prioritise and re-prioritise work
allocations according to resource availability.
How your changes to work allocations and
negotiations around them can impact on cost,
time and convenience.
Your team objectives, and the organisational
policies and values which have a bearing on
the allocation of work within your team.
The relevant people with whom negotiations
on the allocation of resources need to take
place.
8) Reach agreement with relevant people on

the prioritisation of objectives or reallocation
of resources, where team resources are
insufficient.
9) Inform your team and its members of
changes to work allocations in a way which
minimises the impact on time, cost and
inconvenience.
May 2008
Chapter 3
Page 118
CAP 699
Unit: AFSM5
Element:
AFSM5.2
1) Give opportunities to your team members to

help define their own objectives and work
plans.
The importance of defining and

communicating team and individual
responsibilities clearly and how to do this.
2) Develop objectives and work plans which are

consistent with team and organisational
objectives and agree these with all personnel
in your area of responsibility.
The importance of consulting with team

members and achieving consensus and
agreement on objectives and work plans.
3) Ensure the objectives, work plans and

schedules are realistic and achievable within
4) Ensure the objectives and work plans take
account of team members abilities and
development needs.
5) Explain the objectives and work plans in
sufficient detail and at a level and pace
appropriate to your individual team
members.
6) Confirm team and individual understanding
of, and commitment to, objectives and work
plans at appropriate intervals.
7) Provide advice and guidance on how to
achieve objectives in sufficient detail and at
times appropriate to the needs of teams and
individuals.
How to encourage and enable team members

to define their own work objectives and plans.
How to gain the commitment of team
members to objectives and work plans
through effective leadership.
The types of issues on which your team
members may need advice and guidance.
The organisational objectives and constraints
which have a bearing on objectives and work
plans.
How to identify and devise objectives and
work plans for the short-, medium- and longterm.
The importance of agreeing objectives and
work plans which are realistic and achievable.
How to match objectives and work plans with
individuals abilities and development needs.
The importance of regularly updating
objectives and work plans.
8) Update the objectives and work plans

regularly and take account of any individual,
team and organisational changes.
9) Communicate with people positively
May 2008
Chapter 3
Page 119
CAP 699
Unit: AFSM5
Element:
AFSM5.3
1) Clearly explain the purpose of monitoring and

assessment to all those involved.
The purpose of monitoring and assessment

and communicating those effectively to those
involved.
2) Give opportunities to teams and individuals

to monitor and assess their own
performance against objectives and work
plans.
3) Monitor the performance of teams and
individuals at times most likely to maintain
and improve effective performance.
4) Ensure that your assessment of the
performance of teams and individuals is
based on sufficient, valid and reliable
information.
5) Assess objectively against clear agreed
criteria.
6) Ensure that your assessments take due
account of the personal circumstances of
team members and the organisational
constraints on their work.
9) Forward details of proposed change to the
responsible line manager, where service
delivery improvements are identified.
May 2008
The importance of providing opportunities to

team members to monitor and assess their
own work and how to enable this.
The importance of monitoring and assessing
the ongoing performance of team and
individuals.
Different purposes of work monitoring and
assessment.
How to make fair and objective assessments
on individual performance.
The standards against which work is to be
assessed.
The importance of providing clear and
accurate feedback to your team members on
their performance and your role and
responsibilities in relation to this.
How the necessary information should be
gathered and validated.
providing feedback - which peoples should
receive which pieces of information.
The types of personal circumstances which
may impact on individual performance.
Chapter 3
Page 120
CAP 699
Unit: AFSM5
Element:

AFSM5.4
Provide feedback to teams and individuals on their

performance.
1) Provide feedback to teams and individuals in

a situation and in a form and manner most
likely to maintain and improve their
performance.
How to provide both positive and negative

feedback to team members on their
performance.
2) Ensure the feedback you provide is clear and

is based on your objective assessment of
their performance against agreed objectives.
3) Acknowledge your team members
achievement.
4) Provide your team members with
constructive suggestions and
encouragement for improving future
performance against their work and
How to choose an appropriate time, place and

method to give feedback to teams and
individuals.
How to motivate team members and gain
their commitment by providing feedback and
effective leadership.
The importance of providing constructive
suggestions on how performance can be
improved.
5) Show respect for individuals and the need for

confidentiality.
6) Give opportunities to teams and individuals
to respond to feedback, and to recommend
how they could improve their performance in
the future.
May 2008
Chapter 3
Page 121
CAP 699
Unit: AFSM5
Element:
AFSM5.5
1) Determine the existence of actual

performance issues and the apparent
cause(s).
Organisational procedures for discipline,

grievance and management of poor
performance.
2) Investigate and confirm the actual causes of

performance difficulties with individuals
involved.
3) Determine your own role and responsibilities
in relation to the cause of performance
difficulties.
4) Explore and agree options for resolving
performance issues.
5) Record agreements and outcomes in line
with relevant informal or formal procedures.
6) Ensure that agreed action is followed up and
future performance monitored, with further
review within agreed timescale.
7) Refer matters beyond your own area of
competence or level of responsibility to
relevant people.
May 2008
Chapter 3
Page 122
CAP 699
Unit AFSM6
Elements
Develop Teams and Individuals to Enhance Work Based Performance

AFSM6.1
Identify the development needs of teams and individuals.
AFSM6.2
Plan the development of teams and individuals.
AFSM6.3
Develop teams to improve performance.
AFSM6.4
Deliver individual learning and support for development.
AFSM6.5
Evaluate the development of teams and individuals.
SCOPE OF THIS UNIT

This unit is about developing your teams skills and knowledge to ensure the best possible results at
work. It covers identifying the development needs of your team and its members, planning their
development and using a variety of activities to improve team performance. It also covers your role
in supporting individuals learning, assessing teams and individuals against agreed development
objectives, and continually improving development activities, policies and overall practice.
Element AFSM6.1
This includes giving all team members the opportunity to identify their needs. You need to make
your own judgement about these and may need to seek specialist advice to help you confirm your
decisions.
Element AFSM6.2
This includes identifying development objectives, resources and time scales. You need to agree
these plans with team members and colleagues.
Element AFSM6.3
This includes selecting and organising activities which support your development objectives. You
need to provide all team members with equal access to these activities and demonstrate your own
commitment through your personal support and involvement.
Element AFSM6.4
This includes identifying what support individuals need, monitor their progress and provide feedback
at appropriate times. You may need to deal with problems and obstacles to learning which
individuals have.
Element AFSM6.5
This includes using appropriate assessment techniques yourself and helps your team members to
assess their own progress. You need to ensure that the results of these assessments are available,
when required, to authorised people only.
Assessment
against
development
objectives
Using various techniques such as tests, observations of performance and

discussions to measure team members current skills, knowledge and
performance against the agreed objectives for development.
Confidentiality
May 2008
Chapter 3
Page 123
CAP 699
Development
activities
Any activities you organise to develop knowledge and skills, such as carrying out
work-based Projects or assignments, observing an expert colleague at work,
reading books and specialist journals, undertaking open learning or computerbased training, attending training courses or conferences.
Equal access
Giving every member of your team the same opportunity to be involved in

activities or to use resources.
Feedback on
performance
the objectives which have been agreed.
Identification of
development
needs
Identification of the gap between the demands of your and team members jobs
(both now and in the foreseeable future) and your and team members current
level of performance, knowledge and skills.
Individual
aspirations
The personal wishes of individual team members to improve their performance

at work, their career prospects or their personal circumstances.
Objectives
Clearly defined results which you need to achieve which are specific,
measurable, agreed with others, realistic and time-bound.
Obstacles to
learning
Physical obstacles, such as lack of resources, time or appropriate development

opportunities, or mental obstacles, such as the attitude of the learner, yourself
or your colleagues, which need to be modified if effective learning is to take
place.
Organisational
objectives
Clearly defined and measurable results which your organisation is scheduled to

achieve.
Organisational
procedures
Procedures to be followed in your organisation when developing teams and

individuals and recording information.
Personnel
All people working for your organisation; these may be internal or external
workers, permanent or temporary, full-time or part-time, paid or voluntary.
Plans for the

development of
teams and
individuals
Documents or spoken plans, which describe the development to be undertaken,

when, by whom, to what standard and with what resources, in order that
requirements and objectives can be met
Relevant people
Team members, colleagues working at the same level as yourself, higher-level

managers or sponsors, personnel specialists and people outside your
organisation.
Resources
The people, time, equipment, materials, services, energy and premises which
you have at your disposal.
Team members
Values
The values of your organisation which may be reflected in your organisations

mission, standards of work, relationships between individuals at work,
relationships with suppliers, customers and other stakeholders, personnel
management and reward systems, training, equal opportunities, health and
safety and, relationships between individuals at work, relationships with
suppliers, customers and other stakeholders, personnel management and
reward systems, training, equal opportunities, health and safety and
environmental policies.
May 2008
Chapter 3
Page 124
CAP 699
Unit: AFSM6
Element:
AFSM6.1
1) Give opportunities to team members to help

identify their own development needs and
those of the team as a whole.
How to present development needs and plans

to relevant people in a way which is likely to
influence their decision-making positively.
2) Identify development needs accurately and

base your decisions on sufficient reliable and
valid information.
The importance of human resource

development to organisational effectiveness.
3) Identify development needs for all the

personnel you are responsible for.
4) You seek guidance from competent
specialists, to support your development of
people.
5) Provide information on development needs
to authorised people only, in the format
required and to agreed deadlines.
6) Maintain records of identified development
needs comply with organisational
procedures.
May 2008
The importance of equality of opportunity in

human resource development.
How to collect and validate the information
you need to identify development needs.
The importance of providing your team
members with opportunities to identify their
own development needs and those of the
team as a whole and how to encourage this.
The team objectives and organisational values
which have a bearing on the identification of
training needs.
How to identify development needs for your
team and the information needed to do so.
The types of support and guidance which may
be needed from specialists and how to get it.
Chapter 3
Page 125
CAP 699
Unit: AFSM6
Element:
AFSM6.2
1) Reflect the identified training and

development needs for all the personnel you
are responsible for.
How to present development needs and plans

to relevant people in a way which is likely to
influence their decision-making positively.
2) Produce plans which contain clear, relevant

and realistic development objectives.
The importance of agreeing developmental

plans with those involved and processes
which may be used to achieve such
agreement.
3) Clearly identify the processes you will use

and the resources you need.
4) Ensure your plans are capable of being
implemented within the defined timescales.
5) Specify how your plans accurately reflect
organisational priorities where resources are
insufficient to meet all identified needs.
The principles of good practice which

underpin human resource development
planning.
How to develop effective and realistic plans
for individual and team development.
6) Present your plans to relevant people in an

appropriate and timely manner.
7) Update your plans at regular intervals after
discussion and agreement with relevant
people.
May 2008
Chapter 3
Page 126
CAP 699
Unit: AFSM6
Element:
AFSM6.3
1) Organise development activities which

support your team and organisational
objectives.
How to motivate staff and win their

commitment to and participation in,
development activities through effective
leadership.
2) Make best use of available resources.

3) Provide all team members with equal access
to relevant development activities.
The range of activities which you may use to

develop your team.
4) Demonstrate your own commitment to

individual and team development through
your personal support for, and involvement
in, the development activities.
How to select and implement development

activities which are appropriate to the team
members, their development needs and
work, the context in which you are operating
and the available resources.

How to ensure that development activities

meet agreed objectives and plans.

7) Evaluate the effectiveness of development
activities with your team and plan continuous
improvement.
May 2008
The importance of showing your own

commitment to development activities.
How to present a positive role model in this
regard to team members.
Chapter 3
Page 127
CAP 699
Unit: AFSM6
Element:
AFSM6.4
1) Provide support which is consistent with the

individuals needs, their objectives and
preferred learning styles.
How to monitor and evaluate individual

progress and make adjustments according to
a range of factors which you identify.
2) Provide support which takes account of the

individuals work constraints and overall team
objectives.
The importance of providing accurate,

objective and constructive feedback to
individuals on their progress.
3) Give all team members equal access to

support relevant to their learning needs.
4) Monitor the individuals learning and
development carefully so that you can modify
support promptly, according to their needs.
5) encourage, collect and respond constructively
to feedback from individuals on the quality of
support you provide.
How to provide feedback according to the

individual and the circumstances.
The importance of managers supporting
individual learning and development.
The range of obstacles to learning and
development which individuals may
encounter, how to identify these and
strategies to use in response to them.
6) Give feedback to individuals at points most

likely to reinforce learning and development.
7) Give accurate, objective and helpful
feedback.
8) Identify and remove any obstacles to learning
effectively and with the agreement of the
individuals involved.
May 2008
Chapter 3
Page 128
CAP 699
Unit: AFSM6
Element:
AFSM6.5
1) Agree the purpose of the assessment and

your own role in it with relevant people.
The importance of equality of opportunity in

providing opportunities for teams and
individuals to contribute to their own
assessments and how to ensure this.
2) Give opportunities to team members to

contribute to their own and their teams
assessments.
3) Give all team members equal access to
assessment against development objectives.
4) Carry out the assessments objectively
against clear, agreed criteria.
5) Base the assessments on sufficient, valid
and reliable information.
6) Provide information on the results of the
assessments to authorised people only, in an
appropriate format and to agreed deadlines.
The importance of good record keeping.

The importance of confidentiality when
carrying out and reporting assessments.
The importance of agreeing the purpose of
the assessments with relevant people.
The importance of team members
contributing to the assessment of their own
progress and how to encourage and enable
them to do so.
The importance of assessing team members
against development activities.
The range of assessments methods and the
purpose of each.
The principles of fair and objective
assessment.
May 2008
Chapter 3
Page 129
CAP 699
Unit AFSM7
Elements
Manage Yourself to Achieve Work Objectives

AFSM7.1
Organise and structure personal work activities to achieve

objectives.
AFSM7.2
Develop and continuously improve productive working

relationships.
AFSM7.3
Implement personal development plan to continuously improve

personal performance.
SCOPE OF THIS UNIT

This unit relates to the personal organisation and structuring of work activities to manage time and
workload effectively. It includes the development, maintenance and continuous improvement of
productive working relationships and taking personal responsibility for development to continuously
improve personal work performance.
Element AFSM7.1
Organise and structure personal work activities to achieve objectives.
This includes confirming understanding of work objectives, expectations and the personal
contribution to organisational goals. It includes the identification of people with whom you interact
and the collation of information to assist in personal work planning.
Element AFSM7.2
Develop and continuously improve productive working relationships.
This includes establishing key success factors for successful interaction and communication with
others, based on a clear understanding of roles, responsibilities, competences and level of authority
of yourself and others. It includes actively seeking feedback to improve working performance.
Element AFSM7.3
Implement personal development plan to continuously improve

personal performance.
This includes the agreement of SMARTER objectives for development goals and methods of
assessment with those who can support your personal development. It includes taking personal
responsibility for development, seeking opportunities to improve work performance.

Feedback
Information from line reports, line managers, colleagues and team about your
performance and interaction with others which is actively sought by you and
considered in relation to your personal development plans.
Internal and
external sources
of support
Manager, colleagues, team, specialist, supports, training and development and

information sources.
Key success
factors for
effective
working
relationships
Agreement of criteria for successful communication, interaction and working

with others.
Line manager
The person/people to whom you report. This may be the Fire Service Authority.
Personal
development
plan
Your own plan for personal development activities, agreed with your line
manager and updated regularly.
May 2008
Chapter 3
Page 130
CAP 699
Range of
opportunities
for personal
development
In-house programmes, mentoring, coaching, discovery learning, e-learning,

external providers, web-based information, job rotation, reading, secondment,
open or distance learning.
SMART
objectives
Specific, measurable, achievable, realistic and time based objectives with the
involvement of relevant people.
Work plan
Your personal work plan and objectives and its interaction with team and
colleagues work plans.
May 2008
Chapter 3
Page 131
CAP 699
Unit: AFSM7
Element:

AFSM7.1
Organise and structure personal work activities to achieve

objectives.
1) Confirm your understanding of your

objectives, work expectations and their
interaction with those of the team and the
organisation through discussion with your
line manager.
Your individual and team work objectives,

role, responsibilities and the process for their
agreement and review.
2) Identify key people with whom you will

interact and where your action and theirs
may influence or affect successful
performance.
How your work and that of others may

influence successful performance.
3) Obtain sufficient, relevant information to

assist in planning and achievement of your
objectives.
4) Produce and regularly update your work plan
to take account of current and emerging
work priorities.
People within your own team and related

teams with whom you will interact.
The range of support and development

activities available and how to access relevant
information.
Roles, responsibilities, competences and
level of authority of yourself, your team and
those with whom you interact at work.
How to set SMART objectives for personal
development.
5) Consult and obtain feedback from others

affected by your work activities.
How to maintain confidentiality and security of

information.
6) Review your progress against objectives and

those of your team and the organisation.
Occupational health and welfare services

available and how to access these.
7) Access relevant support from internal and

external sources to enable achievement of
your work objectives.
8) Produce, update and take responsibility for
implementing your personal development
plan.
9) Consistently maintain health, safety and
security of yourself and others in the
workplace.
May 2008
Expected and accepted systems and methods

for performance review.
Health and safety requirements in the
workplace including relevant legislation,
statutory and regulatory requirements.
Tools and techniques for effective time and
workload management.
How to promote a positive self image and
attitude to change.
How to manage personal stress within the
Chapter 3
Page 132
CAP 699
Unit: AFSM7
Element:

AFSM7.2
Develop and continuously improve productive working

relationships.
1) Confirm your understanding of expectations

of performance and interaction with others.

2) Establish key success factors for effective

working relationships.

3) Identify gaps in skills and competence which

may influence effective working
relationships.

4) Plan and agree action to meet identified

gaps.

5) Determine the roles, responsibilities,

competences and communication needs of
people with whom you work.
6) Determine the impact of your actions and
behaviour on others.
7) Actively seek and action feedback to improve
your interaction and effectiveness in working
with others.
How to give and receive constructive

feedback.
How to maintain confidentiality and security of
information.
Policies, practices and expected behaviour in
relation to equal opportunities, diversity, best
value and organisation goals.
Occupational health and welfare services
available and how to access these.
Principles of teamwork and how to apply
them to your working context.
Best practice in development, assessment,
performance review and feedback.
attitude to change.
May 2008
Chapter 3
Page 133
CAP 699
Unit: AFSM7
Element:

AFSM7.3
Implement personal development plan to continuously

improve personal performance.
1) Actively seek feedback to identify personal

development needs.

2) Agree SMART objectives for development

goals and methods of assessment with
those who can support development
activities.
3) Obtain sufficient information on development
opportunities available to identify suitable
solutions to your development needs,
determine measures and methods to review
personal performance against individual,
team and organisational goals.
4) Agree methods, time scales and objectives
of personal reviews with those responsible
for supporting your performance.
5) Actively seek a range of opportunities for
personal development and make
arrangements for continual professional
development.
6) Adopt a positive approach to management
and removal of constraints and obstacles to
personal learning and development.

The range of support and development
activities available and how to access relevant
information.
How to set SMART objectives for personal
development.
attitude to change.
May 2008
Chapter 3
Page 134
CAP 699
Unit AFSM8
Provide Information to Support Decision Making
Elements
AFSM8.1
Obtain information for decision making.
AFSM8.2
Record and store information.
AFSM8.3
Analyse information to support decision making.
AFSM8.4
Advise and inform others.
SCOPE OF THIS UNIT

This unit is about providing information so that sound decisions can be taken. It covers obtaining
relevant information, recording and storing this information, and analysing this information so that
decisions can be taken. It also covers advising and informing other people.
Element AFSM8.1
This includes finding reliable and appropriate sources of information and select methods of
gathering information which are efficient and effective. You need to obtain information which is
accurate and relevant, and find ways of dealing with insufficient, contradictory or ambiguous
information.
Element AFSM8.2
This includes selecting appropriate and efficient methods which comply with your organisations
policies and the law. You need to give your team members the chance to suggest improvements to
the way information is recorded and stored, and recommend improvements yourself.
Element AFSM8.3
This includes identifying the objectives of your analysis and select appropriate information to achieve
these objectives. You need to select and use effective methods of analysis, identify any patterns or
trends which emerge from the information and draw conclusions which are supported by good
evidence. Finally, you need to present your analysis and conclusions in a balanced way.
Element AFSM8.4
This includes identifying what their information needs are, provide that information in an appropriate
and effective way, and support your advice with sound evidence. You need to check the recipients
understanding of the information and advice you have provided, and observe rules and guidelines on
confidentiality.
Advice and
information
Provide all relevant people knowledge of a specific event or situation, and

provided with them with relevant advice based upon that information.
Analysis
The process of organising and interpreting information so that conclusions can

be drawn methods may be formal and planned, or informal and ad hoc.
Constraints
Aspects of the project or the environment which limit how the project will
achieve its goals; the most significant ones will be time, finance and other
resources, available techniques, legislation and regulatory requirements and the
sponsoring organisations policies and objectives.
Decisions
Reaching conclusions on action to be taken both in terms of day-to-day

operations and changes in organisational policy which may affect operations.
May 2008
Chapter 3
Page 135
CAP 699
Form
The most appropriate method of communicating any advice and information to

people. This may be verbal or written.
Information
What people need to get out of the system; their requirements will be
described.
Methods
Methods may include: listening and watching, reading, questioning, research

which you undertake or commission others to do on your behalf.
Organisational
constraints
Recipients
Those people receiving your information and advice.
Sources
Sources may include: people inside and outside your organisation, internal/
external information systems, published media and commissioned research.
Systems and
procedures
Methods of recording and filing information for future use.
May 2008
Chapter 3
Page 136
CAP 699
Unit: AFSM8
Element:
AFSM8.1
1) Identify the information you need to make

the required decisions.
How to judge the accuracy, relevance and

sufficiency of information required to support
decision making in different contexts.
2) Access sources of information which are

reliable and sufficiently wide-ranging to meet
current and likely future information
requirements.
How to identify information which may be

contradictory, ambiguous or inadequate and
how to deal with these problems.
3) Utilise methods of obtaining information

which are reliable, effective and make
efficient use of resources.
The importance of information management

to the team and organisational effectiveness
and your role and responsibilities in relation to
this.
4) Ensure your methods of obtaining

information are consistent with
organisational values, policies and legal
requirements.
The types of qualitative and quantitative

information which are essential to your role
and responsibilities and how to identify these.
5) Obtain information which is accurate,

relevant and sufficient to support decision
making.
6) Take prompt and effective action to deal with
information which is inadequate,
contradictory or ambiguous.
May 2008
The range of sources of information which are

available to you and how to ensure that these
are capable of meeting current and likely
future information requirements.
How to identify new sources of information
which may be required.
The range of methods of gathering and
checking the validity of such information and
their advantages and disadvantages.
Chapter 3
Page 137
CAP 699
Unit: AFSM8
Element:
AFSM8.2
1) Utilise systems and procedures for recording

and storing information which are suitable for
the purpose and make efficient use of
resources.
Different formats which may be required for

presenting qualitative and quantitative
information and how to select an appropriate
format.
2) Record and store information in compliance

with organisational policies and legal
requirements.
How to asses the effectiveness of current

methods of collecting and storing information
and the procedures to follow in order to make
recommendations on improvements.
3) Ensure that information you record and store

is readily accessible in the required format to
authorised people only.
4) Provide opportunities for team members to
make suggestions for improvements to
systems and procedures.
5) Make recommendations for improvements
to systems and procedures to the relevant
people.
6) Take account of organisational constraints
when making recommendations.
Different methods of recording and storing

information and their advantages and
disadvantages.
How to ensure that information is organised in
a way that makes it readily accessible.
The organisational policies and legal
requirements which have a bearing on the
collection, recording and storage of
information and how to interpret these.
The importance of providing opportunities for
team members to make recommendations on
improvements to systems and procedures.
How to encourage and enable team members
to make recommendations.
May 2008
Chapter 3
Page 138
CAP 699
Unit: AFSM8
Element:
AFSM8.3
1) Identify objectives for your analysis which are

clear and consistent with the decisions
which need to be made.
Different approaches to, and methods of,

analysing information and how to select
methods appropriate to decisions which you
have to make.
2) Select information which is accurate, relevant

to the objectives and sufficient to arrive at
reliable decisions.
How to draw conclusions on the basis of

analysing information.
3) Adopt methods of analysis which are suitable

to achieve the objectives.
The differences between fact and opinion,

how to identify these and present them
accordingly.
4) Correctly identify relevant patterns and

trends.
How to develop and present a reasoned case

based on the outcomes of an analysis.
5) Support your conclusions with reasoned

argument and appropriate evidence.
The importance of the effective analysis of

information; your role and responsibility in
relation to this.
6) Differentiate clearly between fact and

opinion.
7) Ensure your records of the analysis are
sufficient to show the assumptions and
decisions made at each stage.
May 2008
Types of information, both qualitative and

quantitative which you need to be able to
analyse.
The importance of record keeping in the
analysis of information and how such records
should be kept and used.
Chapter 3
Page 139
CAP 699
Unit: AFSM8
Element:
AFSM8.4
1) Research the advice and information needs

of your recipients in ways which are
appropriate and sufficient and take account
of your organisational constraints.
How to communicate advice and information

effectively both through speaking and in
writing.
2) Provide advice and information at a time and

place and in a form and manner appropriate
to the needs of your recipients.
3) Provide accurate, current, relevant and
sufficient information.
4) Provide advice which is consistent with
organisational policy, procedures and
constraints.
5) Supported your information and advice with
reasoned argument and appropriate
evidence.
6) Confirm your recipients understanding of the
advice and information you have given.
7) Maintain confidentiality according to
organisational and legal requirements.
8) Actively seek feedback from recipients to
improve the way you provide advice and
information.
The importance of confirming the recipients

understanding of information and advice
provided and how to do this.
The importance of providing advice and
information and your role and responsibilities
in relation to this.
The types of advice and information which
people may require.
How to identify information needs.
Situation in which it is appropriate to act on
ones own initiative in giving information and
advice.
The importance of seeking feedback on the
quality and relevance of the advice and
information you provide and how to
encourage such feedback.
The importance of checking the validity of
advice and information provided to others.
How to ensure accuracy, currency, sufficiency
and relevance of advice and information.
The principles of confidentiality when handling
information and advice what types of
information and advice may be provided to
what people.
Organisational policies, procedures and
resource constraints which may affect advice
given to others.
May 2008
Chapter 3
Page 140
CAP 699
Unit LD1
Elements
Enable Learning Through Presentations, Demonstrations and Instruction

LD1.1
Give presentations to groups and produce follow up exercises.
LD1.2
Demonstrate skills and methods to instruct learners.
SCOPE OF THIS UNIT

level:
Element LD1.1
This element is appropriate for you if your role involves making effective presentations to groups and
follow up activities.
Element LD1.2
This element is appropriate to you if your role involves demonstrating skills, methods and informing
learners about procedures and processes.
Identifying individual needs and learning styles.
Choosing appropriate presentation techniques.
Structuring presentations.
Adapting presentations to take account of and reviewing technology-based learning.
Demonstrating how equipment is used.
Showing a learner how to do something.
Giving learners instructions on what to do or how to carry out a particular activity.
Deciding when you should use demonstration or instruction to encourage learning.
Checking on the progress of learners.
Demonstration
A method of instruction in which an instructor shows learners how to perform a

process or procedure.
Exercises
Organised activities in which individuals or groups can experience new concepts

in order to aid learning.
Learning styles
Preferred ways in which individuals interact or process new information.
Presentation
Utilising available media to deliver the content of a topic in a way that will aid the
development of learners.
Records
May include written, computerised, video and audio visual, including your own
Personal Development Record.
Visual aid
A teaching device that uses visual perception e.g. pictures, models, charts,
DVDs etc.
May 2008
Chapter 3
Page 141
CAP 699
Unit: LD1
Element:
LD1.1
NOS
1) You take account of the size and

different needs of the people in the
group when deciding on how to
deliver the presentation.
L10.1a
The Nature and Role of Presentations
2) You present information in a tone,

manner and at a speed which is
appropriate to the needs and
capabilities of the learner.
L10.1b
3) You recognise and respond to

individual needs and learning styles.
L10.1c
4) You use visual aids which support

the information you are presenting
and use technology-based learning
if it is available.
L10.1d
5) You encourage learners to ask

questions and get explanations at
appropriate stages in the
presentation.
L10.1e
6) You give clear and accurate

information to reinforce learning
points in the presentation.
L10.1f
7) You reduce distractions and

disruptions as much as possible.
L10.g
Which factors are likely to prevent learning

and how to overcome them.
8) You ensure group members

understand the aims and expected
outcomes of the exercises and
activities.
L10.2a
How to check learners understanding and

progress.
9) You give clear guidance and

instructions on how to take part in
the exercises and activities.
L10.2b
10) You ensure that the manner, level

and speed of communication
throughout the process encourages
the learner to take part and
understand.
L10.2c
11) Your get involved in the exercises

and activities to make sure they are
effective.
L10.2d
12) You give learners positive feedback

on the process and learning
outcomes.
L10.2e
Which types of learning are best achieved

and supported through presentations.
The separate areas of exercises and
activities which encourage learning.
How to choose from a range of presentation
techniques.
How to put information in order and decide
whether the language you will be using is
appropriate for the learners.
How to adapt presentations and activities to
support learning.
How to identify and use different learning
opportunities.
How to structure presentations and
activities.
Principles and Concepts
How to put learners at their ease and
encourage them to take part.
How to choose appropriate activities.
How to choose and prepare appropriate

visual aids.
How to identify and evaluate changes and
developments in technology and e-learning
and whether they are relevant to delivering
learning and development.
How to use appropriate forms of questioning
during presentations.
The separate areas of presentations which
encourage learning.
How to choose from a range of exercises
and activities.
External Factors Influencing the Learning
Factor
How to make sure everybody acts in line
with health, safety and environmental
protection legislation and best practice
How to evaluate developments in education,
training and qualifications which have a direct
effect on the design of learning materials
How to analyse and use developments in
learning and new ways of delivery, including
technology-based learning
May 2008
Chapter 3
Page 142
CAP 699
Unit: LD1
Element:
LD1.2
NOS
1) You base the demonstration on an

analysis of the skills needed and the
order they must be learned in.
L11.1a
The Nature and Role of Demonstrations

and Instruction
2) You ensure that the demonstration is

accurate and realistic.
L11.1b
3) You structure the demonstration so

the learner can get the most out of
it.
L11.1c
4) You encourage learners to ask

questions and get explanation at
appropriate stages in the
demonstration.
L11.1d
5) You give learners the opportunities to

practice the skill being demonstrated
and give them positive feedback.
L11.1e
6) You give extra demonstrations of the

skills being taught to reinforce
learning.
L11.1f
7) Demonstrations take place in a safe

environment and allow learners to
see the demonstration clearly.
L11.1g
8) You respond to the needs of learners

during the demonstration.
L11.1h
9) You reduce distractions and

disruptions as much as possible.
L11.1i
10) You match instruction to the needs

of the learners.
L11.2a
11) You identify which learning

outcomes will be achieved through
instruction.
L11.2b
12) The manner, level and speed of the

instruction encourages learners to
take part.
L11.2c
13) You regularly check that learners

understand and adapt instruction as
appropriate.
LD11.2d
How to make sure everybody acts in line

with health, safety and environmental
protection legislation and best practice.
14) You give learners positive feedback

on the learning experience and the
outcomes achieved.
LD11.2e
How to analyse and use developments in

learning and new ways of delivery,
including technology-based learning.
15) You identify anything that prevents

learning and review this with the
learners.
LD11.2f
May 2008
The separate areas of demonstrations

which encourage learning.
and supported through demonstrations.
How to identify and use different learning
opportunities.
How to structure demonstrations and
instruction sessions.
How to choose from a range of
demonstration techniques.
How to put learners at their ease and
encourage them to take part.
How to choose between demonstration
and instruction as learning methods.
How to identify individual learning needs.
Which factors are likely to prevent learning
and how to overcome them.
How to check learners understanding and
progress.
How to put information in order and decide
whether the language you will be using is
appropriate for the learners.
How to choose and prepare appropriate
materials, including technology-based
materials.
The separate areas of instructional
techniques which encourage learning.
and supported through instruction.
External Factors Influencing Human
Resource Development
Chapter 3
Page 143
CAP 699
Unit LD2
Elements

LD2.1
Develop plans for assessing competence with candidates.
LD2.2
Judge evidence against criteria to make assessment decisions.
LD2.3
Provide feedback and support to candidates on assessment

decisions.
LD2.4
Contribute to the internal quality assurance process.
SCOPE OF THIS UNIT

level:
Element LD2.1
This element concerns your ability to develop plans for assessing competence with candidates,
using a range of assessment methods against the agreed standard. This will involve the
development of realistic plans for learning and assessment with candidates, planning and
preparation with all parties concerned, giving consideration to reviewing a candidates level of
competence and what will be required in order to achieve full competence.
Element LD2.2
Judge evidence against criteria to make assessment decisions.
This element concerns judging a range of evidence against agreed standards to make decisions.
This will include understanding assessment requirements, reviewing a candidates level of
competence and recording the sources of evidence produced in support of the assessment
decision.
Element LD2.3
Provide feedback and support to candidates on assessment decisions.
This element refers to your ability to provide feedback on performance using different types of
evidence to support your assessment decisions. This will include reviewing a candidates progress
throughout the assessment process and may require you to be involved in identifying the
candidates need(s) in order that they become fully competent, ensuring decisions are correctly and
accurately recorded. You will also be required to demonstrate the ability to help candidates meet
the agreed assessment requirements, providing support as necessary on a candidates different
needs.
Element LD2.4
This element concerns your ability to contribute to the internal quality assurance process. This will
include working with people involved with the assessment process and contributing towards
standardisation meetings.
Assessing candidates by using different assessment methods
watching candidates perform in the workplace,
asking the candidate questions,
taking account of past experience and achievements,
setting tests, projects and tasks,
arranging simulations,
assessing candidates report of work,
using evidence from other people, including peers and witnesses.
May 2008
Chapter 3
Page 144
CAP 699
NOTE: Assessment can include using material from Awarding Bodies and/or from within your own
organisation. It can also include assessing the competence of those who assess candidates as a
major part of their role. Observation may take place in person or using appropriate records.
Evidence may also include examining products. All candidates must show they have agreed
assessment requirements. You must also show you are aware of and understand the appeals and
complaints prcedures and the processes for handling them.
Assessment
A measurement process of learning that has taken place using stated learning
outcomes.
Competence
A requirement of an individual to properly perform a specific job

encompassing a combination of knowledge skills and behaviour.
Evidence
Data, documentation or information that can be used to support a judgement

or conclusion.
Records
Reliable
Consistently gives the same result.
Valid
Complete, accurate and reasonable.
May 2008
Chapter 3
Page 145
CAP 699
Unit: LD2
Element:
LD2.1
NOS
1) You develop and agree an

assessment plan with candidates.
A1.1a
The Nature and Role of Assessments of

Competence
2) You check that all candidates

understand the assessment
process involved, the support
available to them and the
complaints and appeals procedure.
A1.1b
How to identify and use different types of

evidence when carrying out assessments.
3) You agree fair, safe, valid and

reliable assessment methods.
A1.1c
How to collect evidence in ways that are

cost-effective and timely.
4) You identify appropriate and costeffective opportunities for

assessing performance.
A1.1d
How to collect and use evidence from

candidates prior experience and
achievements within the current
assessment process.
5) You plan for using different types of

evidence.
A1.1e
6) You identify how the past

experience and achievements of
candidates will contribute to the
assessment process.
A1.1f
7) You identify and agree any special

arrangements needed to make
sure the assessment process is
fair.
A1.1g
8) You identify how other people will

contribute to assessments and
what support they may need.
A1.1h
9) You identify how to protect

confidentiality and agree
arrangements to deal with
sensitive issues.
A1.1i
10) You agree how you will handle any

difficulties or disputes during the
assessment.
A1.1j
11) You agree when assessment will

take place with candidates and the
other people involved.
A1.1k
12) You agree arrangements with

candidates for reviewing their
progress against the assessment
plan.
A1.1l
13) You review and update assessment

plans to take account of what the
candidates have achieved.
A1.1m
May 2008
How to identify and compare different

types of evidence when making your
assessment decisions.
How to develop and agree assessment

plans with candidates and the other people
involved.
How to accurately assess performance
against specific parts of a standard.
How to take appropriate action and help
candidates develop their competence.
How to change assessment procedures to
meet the individual needs of candidates.
How to identify the difficulties in making
safe, fair, valid and reliable assessments of
evidence and who to involve in such cases.
How to follow standardisation and internal
quality assurance procedures.
Chapter 3
Page 146
CAP 699
Unit: LD2
Element:
LD2.2
Judge evidence against criteria to make assessment.
NOS
1) You use the agreed assessment

methods to assess competence in
appropriate situations.
A1.2a
2) You use the past experience and

achievements of candidates as part
of the assessment of their current
competence.
A1.2b
3) You ensure that the evidence

comes from the candidates own
work.
A1.2c
4) You make safe, fair, valid and

reliable decisions about the
competence of candidates, only on
the agreed standard.
A1.2d
5) You collect evidence from the other

people involved in the assessment
process.
A1.2e
How to encourage candidates to consider

and use their past experience and
achievements.
6) You apply any agreed special

arrangements to make sure the
assessment is fair.
A1.2f
How to give constructive feedback on

existing levels of competence and what
candidates need to do be fully competent.
7) You base your decisions on all the

relevant evidence of candidates
performance and knowledge. (Take
this evidence from as many places
as possible).
A1.2g
8) You explain and resolve any

inconsistencies in the evidence.
A1.2h
9) You make a record of the outcomes

of assessments by using the
agreed recording system.
A1.2i
10) You speak to the appropriate

person if you and the candidate
cannot agree on your assessment
of their performance.
A1.2j
May 2008
How to make valid and reliable

assessments of candidates knowledge.
How to make valid and reliable
assessments of candidates performance.
How to make sure you have covered all the
agreed criteria during an assessment.
How to check that the evidence is the
candidates own work.
How to make sure that supporting
evidence supplied by other people is
reliable.
How to involve candidates in planning

assessments.
How to keep to the Data Protection Act.
How to encourage candidates who have
different levels of confidence and
experience to take an active part in their
assessment.
How to use language and behaviour which
does not discriminate against any
candidate.
How to meet the different needs of
candidates.
Chapter 3
Page 147
CAP 699
Unit: LD2
Element:

LD2.3
Provide feedback and support to candidates on assessment

decisions.
NOS
1) You give candidates feedback at an

appropriate time and place.
A1.3a
2) You give candidates feedback in a

constructive and encouraging way,
which meets their needs and is
appropriate to their level of
confidence.
A1.3b
How to give feedback to candidates with

different levels of confidence and
experience.
3) You clearly explain your

assessment decisions on whether
candidates evidence of
competence is sufficient.
A1.3c
4) You give candidates advice when

they cannot prove their
competence and on how they can
develop the necessary skills or
provide more evidence.
A1.3d
5) You encourage candidates to get

advice on your assessment
decisions.
A1.3e
6) You identify and agree the next

steps in the assessment process
and how candidates will achieve
these.
A1.3f
7) You follow the agreed complaints

and appeals procedures if
candidates disagree with your
A1.3g
May 2008
How to encourage candidates to ask

questions and get advice.
How to monitor and review progress with
candidates.
How to identify changes in levels of
candidates competence and assess how
this affects your own competence.
How to use opportunities to update your
skills and experience.
How to identify and use information on
current assessment best practice.
How to use personal development
opportunities to improve your assessment
skills.
Chapter 3
Page 148
CAP 699
Unit: LD2
Element:
LD2.4
NOS
1) Your assessment records are

accurate and up to date, and
provide an audit trail of evidence.
A1.4a
External factors influencing the

assessment of national standards
2) You contribute to standardisation

arrangements so that your
assessment decisions are in line
with others.
A1.4b
3) You give accurate and timely

information on assessments.
A1.4c
4) You contribute to the agreed quality

assurance process.
A1.4d
How to meet candidates needs for access

to safe, fair, valid and reliable assessment,
in line with relevant legislation.
How to recognise and challenge unfair
discrimination in assessments.
Who to get advice from about meeting
candidates special assessment
requirements.
How to identify and plan for issues of
confidentiality and data protection during
the assessment process.
How to record, store and pass on
assessment decisions to other people
within an agreed system.
How to identify and assess things that can
influence your own competence.
How to identify appropriate sources of
support for your own development.
May 2008
Chapter 3
Page 149
CAP 699
Unit LD3
Elements

LD3.1
Assess performance in the workplace against agreed standards.
LD3.2
Give staff members support in the workplace and feedback on their

performance.
SCOPE OF THIS UNIT

This unit can be used to measure experienced assessor performance in the workplace. As this it
applies across a range of working contexts, the following guidelines apply at element level:
Element LD3.1
This element concerns your ability to identify opportunities to assess competence in the workplace
against agreed standards. This will include agreeing which aspects of competence will be
assessed, watching staff members perform tasks and where applicable asking them questions to
make sure they understand what they are doing and why.
Element LD3.2
Give staff members support in the workplace and feedback on their

performance.
This element involves you being able to identify opportunities to develop the competence in the
workplace, which will include agreeing work patterns allowing them to develop and show their
competence, giving guidance and feedback on their performance taking into account the
identification of any learning or development they need.
Observing assessors deeming the level of competence of candidates.
Listening to assessors asking questions to confirm candidates knowledge of role being assessed.
Assessing evidence produced by candidates in support of their claim of competence.
Setting realistic simulations to measure workplace performance.
Assessing evidence provided by peers, supervisors and others.
Recording CPD for assessor role.
Providing feedback to candidates and recording of feedback.
Updating candidate records.
Leading a professional discussion on a topic selected by the internal verifier or assessor
conducting assessment of the assessor.
Assessment
outcomes.
Competence
A requirement of an individual to properly perform a specific job encompassing a

combination of knowledge skills and behaviour.
Evidence
Data, documentation or information that can be used to support a judgement or

conclusion.
Records
May 2008
Chapter 3
Page 150
CAP 699
Unit: LD3
Element:
LD3.1
NOS
1) You agree with staff members

which tasks you will need to see
them perform in the workplace.
L20.1a
The Nature and Role of Assessments of

Competence
2) You agree with staff members how

and when you will watch them
perform their work activities to
compare their performance with
the agreed standards.
L20.1b
3) You give staff members advice on

how to collect appropriate
evidence from the workplace.
L20.1c
How to identify tasks you can see in the

workplace and which aspects of
competence they show.
4) You identify who may be involved in

or affected by your assessments
and agree arrangements with
them.
L20.1d
How to agree arrangements for watching a

staff member perform tasks in the
workplace.
5) You watch the staff members

performance safely and identify
where they have met the agreed
standards.
L20.1e
6) You ask questions to check staff

members knowledge,
understanding and skills of
workplace activities.
L20.1f
7) You ensure that the evidence you

consider meets the required
necessary standards and comes
from staff members own work.
L20.1g
8) You decide if you are prepared to

confirm that the staff members
performance meets relevant parts
of the agreed standards.
L20.1h
9) You identify any areas where staff

members are not competent and
decide how staff members can
provide the evidence they need in
the workplace.
L20.1i
10) You keep the records of your

assessments safe and pass them
on by following agreed procedures.
L20.1j
May 2008
How to provide opportunities for carrying

out assessments in the workplace.
How to review assessment plans and
identify where work activities can be
assessed.
How to watch staff members without

disrupting or affecting their work activities.
Who else in the workplace you should
involve when assessing staff members
competence.
How to record your assessments and pass
information on to other people.
How to use your assessments to motivate
staff members.
How to identify what the staff member
needs to meet agreed levels of
competence.
How to make accurate and fair comparison
between a staff members performance
and appropriate agreed standards.
How to use normal work activities to
assess staff members competence.
How to provide assessment opportunities
which are fair, consistent and do not
discriminate against any member of staff.
How to ask questions which check staff
members understanding of what they are
doing without leading them.
Chapter 3
Page 151
CAP 699
Unit: LD3
Element:
Support Competence Achieved In The Workplace

LD3.2
Give staff members support in the workplace and feedback on

their performance.
NOS
1) You make sure that the staff

member understands your
assessment decision.
L20.2a
2) You choose an appropriate time and

place to give feedback to the staff
member.
L20.2b
3) You give staff members clear and

useful feedback on their
performance as soon as possible
after your assessment.
L20.2c
External Factors Influencing Assessment in

the Workplace
4) You are constructive and

encouraging when giving feedback.
L20.2d
How to ensure that legal requirements to

protect the environment and health and
safety are met during the assessment
process.
5) You tell staff members how they

can improve their performance if
necessary.
L20.2e
6) You identify and agree any further

learning or development staff
members need before completing
your assessment process.
L20.2f
7) If you and the staff member cannot

agree on your assessment of their
competence, you refer the matter
to the appropriate person.
L20.2g
8) You record the follow-up action and

the next steps you and the staff
member have agreed on.
L20.2h
May 2008
How to give constructive feedback to staff

members.
How to encourage staff members to ask
questions and seek advice.
How to take account of the assessment

requirements of awarding bodies and
others when assessing competence in the
workplace.
Who to pass information on to, and when.
Who to involve when you have a problem
making an assessment judgement, and the
procedures you should follow.
Chapter 3
Page 152
CAP 699
Unit LD4
Elements
Conduct Internal Quality Assurance of the Assessment Process

LD4.1
Carry out and evaluate internal assessment and quality assurance

systems.
LD4.2
Support assessors.
LD4.3
Monitor quality of the assessors performance.
LD4.4
Meet external quality assurance requirements.
SCOPE OF THIS UNIT

level:
Element LD4.1
Carry out and evaluate internal assessment and quality assurance

systems.
This element relates to the evaluation of internal assessment and quality assurance systems to
ensure that consistent standards are being applied by all assessors and quality assurance systems
are being applied rigorously and effectively.
Element LD4.2
Support assessors.
This element relates to the mechanisms that exist within your organisation to provide support to
inexperienced assessors and experienced assessors. It also involves providing support to assessor
candidates whilst they work towards achieving competence as an assessor.
Element LD4.3
Monitor quality of the assessors performance.
This element involves observation of the assessor conducting assessments and review of past
assessments and making judgement on their performance to provide feedback. The objective being
to ensure the assessments are consistent, valid, sufficient reliable and authentic.
Element LD4.4
This element involves scrutiny of the documentation and materials presented for external
verification and acting on the outcome of the external verifiers visit, including provision of feedback
to the assessor team.
Ensuring health, safety and environmental procedures are applied within assessment
arrangements.
Applying and monitoring equal opportunities and access procedures throughout all assessment
procedures.
Monitoring the performance of assessors.
Supporting assessors to develop their skills.
Monitoring and supporting the people and organisations who provide administrative support to
the assessment process.
Monitoring and making arrangements on the resources needed to evaluate the assessment
process.
Ensuring an appropriate balance of candidates to assessors.
Monitoring and reporting on the achievement rates of candidates.
Monitoring the progress and satisfaction of candidates.
Meeting the assessment requirements of awarding bodies and other external agencies.
May 2008
Chapter 3
Page 153
CAP 699

Assessment
outcomes.
Records
Reliable
Consistently gives the same result.
Valid
Complete, accurate and reasonable.
Vocational
experience
Work based development where specialist knowledge and skills are put into
practice generally to make improvements to the situation.
May 2008
Chapter 3
Page 154
CAP 699
Unit: LD4
Element:

LD4.1
Carry out and evaluate internal assessment and quality

assurance.
NOS
1) You put your organisations

requirements into practice for
auditing internal assessments and
those of the external awarding
body.
V1.1a
The Nature and Role of Internal Quality

Assurance of Assessments
2) You identify outcomes needed by

the agreed standards and their
consequences for internal auditing.
V1.1b
3) You carry out appropriate

administrative and recording
arrangements to meet external
audit requirements.
V1.1c
How to ensure that assessment decisions

between assessors are monitored so
assessment standards are applied
consistently.
4) You identify and ensure the agreed

criteria for choosing and supporting
assessors are applied.
V1.1d
How to set up effective systems for

reviewing assessment decisions and the
progress of candidates.
5) You carry out assessment

standardisation arrangements.
V1.1e
6) A procedure for complaints and

appeals is in place, which meets
the requirements of the awarding
body and that it is followed when
necessary.
V1.1f
7) You identify and use internal and

external measures of performance
to adjust internal systems.
V1.1g
How to choose appropriate administrative

arrangements to support internal
assessment audits.
8) You make recommendations to

improve internal quality assurance
arrangements and develop a plan
to put these improvements into
place.
V1.1h
How to give roles and responsibilities to the

people involved in the internal audit
process.
How to monitor and review how candidate

competence is assessed and recorded.
How to ensure that individual assessors are
consistent and accurate in their
assessment judgements over time and
with different candidates.
How to create and apply complaints and

appeals procedures in line with the
requirements of awarding bodies.
How to monitor equality and access to
assessments and practices that do not
discriminate.
How to set and apply clear and effective

criteria for choosing assessors.
How to choose and use appropriate internal
assessment evaluation methods in line
with your organisations requirements and
procedures.
How to use assessment decisions as a way
of evaluating internal audit arrangements.
May 2008
Chapter 3
Page 155
CAP 699
Unit: LD4
Element:
LD4.2
Support assessors.
NOS
1) Assessors have appropriate

technical and vocational
experience.
V1.2a
2) Assessors are familiar with and can

carry out the specific assessments,
and follow the recording and
internal audit procedures.
V1.2b
How to use different ways of collecting

evidence and how to choose appropriate
and efficient methods of doing this.
3) You identify the development

needs of assessors in line with
assessments, the needs of
candidates and technical expertise
and competence.
V1.2c
4) You give assessors the chance to

develop their assessment
experience and competence and
monitor their progress.
V1.2d
5) Assessors have regular

opportunities to standardise
V1.2e
6)
V1.2f
You monitor how assessors are

capable of maintaining standards.
May 2008
How to choose different ways of

presenting evidence for assessment.
How to ensure that candidates past
experiences and achievements can be
recognized during their assessment.
How to ensure candidates knowledge and
performance is assessed.
How to adapt assessment procedures to
meet individual needs.
How to identify the difficulties you may
have in making safe, fair, valid and reliable
judgements of evidence.
How to identify the personal characteristics
good assessors need and how to measure
them.
Chapter 3
Page 156
CAP 699
Unit: LD4
Element:
LD4.3
Monitor the quality of assessors performance.
NOS
1) Individual assessors are preparing

for and planning assessments
effectively.
V1.3a
2) Individual assessors have effective

processes for making assessment
decisions.
V1.3b
How to evaluate assessors technical

competence against the agreed standards
and assessment procedures.
3) Individual assessors understand

the necessary outcomes.
V1.3c
4) Individual assessors apply safe, fair,

valid and reliable methods of
assessing candidates
competence.
V1.3d
5) You check individual assessors

judgements to ensure they are
consistent over time and with
different candidates, including
watching them carry out
assessments.
V1.3e
6) You check a sufficient number of

assessors to ensure consistency
between assessors over time and
with different candidates.
V1.3f
7) You check different assessment

sites to ensure assessment
decisions are consistent.
V1.3g
8) Assessors set up and maintain

effective working relationships with
candidates at all stages of the
assessment process.
V1.3h
9) Assessors apply relevant health,

safety and environmental
protection procedures, as well as
equality and assessment criteria.
V1.3i
10) You monitor how often assessment

reviews take place and how
effective these are.
V1.3j
May 2008
How to identify assessment principles and

make these clear to assessors.
How to identify appropriate standardisation
procedures which will help assessors make
effective decisions.
How to ensure that enough resources are
available to meet the needs of assessors.
How to ensure assessors keep up to date
with assessment practices and procedures.
How to give constructive feedback and
support to assessors.
How to identify the development needs of
assessors and where they can find the
support they need.
Chapter 3
Page 157
CAP 699
Unit: LD4
Element:
LD4.4
NOS
1) You identify how internal

assessments will be checked
externally and the information
needed for this purpose.
V1.4a
2) You plan, collect and analyse

information on internal assessment
decisions.
V1.4b
How to give effective feedback to candidates

and assessors on the external audit
decisions.
3) You agree the timing and nature of

external assessment audit
arrangements.
V1.4c
How to use external audit information in a

constructive way to improve internal
systems.
4) You give supporting background

information to external auditors
about the assessment process.
V1.4d
How to identify where and how changes to

internal assessment audit arrangements can
and should be made.
5) You explain any issues raised by

external auditors and give them
supporting information as
necessary.
V1.4e
6) You raise concerns and

disagreements about external audit
decisions in a clear and
constructive way.
V1.4f
7) You refer any questions or

concerns, which could not be dealt
with internally, to the awarding
body.
V1.4g
8) You give assessors feedback on

external audit decisions.
V1.4h
How to develop a sampling system which

ensures that the audit process meets the
needs of the awarding body.
9) External auditing decisions are

included in internal reviews of
procedures.
V1.4i
How to apply relevant health, safety and

environmental protection and equal
opportunities policies.
How to identify and present concerns about

external audit decisions in a constructive way.
External Factors Influencing Internal Quality

Assurance
How to give candidates access to valid and
reliable assessments in line with relevant
legislation.
How to identify and apply the requirements of
examining and awarding bodies.
How to ensure that internal systems meet
the monitoring and inspection requirements
of external agencies.
How to identify and plan for issues of
confidentiality and data protection during the
assessment process.
How to plan for the requirements, order and

timing of external auditing.
How to choose and set up appropriate
administrative arrangements to meet
external auditing requirements.
How to identify the extra information external
auditors are likely to need and how best to
provide it.
How to identify and evaluate external factors
that influence changes in your own area of
competence.
How to identify appropriate sources of
support for your own development.
May 2008
Chapter 3
Page 158

Standards For The Competence of Rescue and Fire Fighting Service (RFFS) CAP699 PDF

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Standards For The Competence of Rescue and Fire Fighting Service (RFFS) CAP699 PDF

Hochgeladen von

Copyright:

Verfügbare Formate

Safety Regulation Group

Safety Regulation Group

Civil Aviation Authority 2008

First Edition, March 2000

Enquiries regarding the content of this publication should be addressed to:

List of Effective Pages

INTENTIONALLY LEFT BLANK

List of Effective Pages

Compliance with Statutory Requirements

Airport Structured Learning Programmes

Introduction to the Standards for the Competence of

The Role-Map Format

Using the Standards in the Workplace

The Station-Based Roles

The Supervisor Role

The Manager Role

Role Related Units and Underpinning Functions

Criteria for Training Providers (Tier 1)

Criteria for Training Providers (Tier 2)

Criteria for Approved Training Providers (Tier 3 and Tier 4)

Appendix A Checklist of Key Areas for Tier 2 Training

Standards for the Competence of Rescue and Fire

Unit AWM6 Investigate and Report on Events to Inform Future

INTENTIONALLY LEFT BLANK

INTENTIONALLY LEFT BLANK

The stage at which an individual is undertaking a structured

Aviation (or Airport) Firefighter

Aviation (or Airport) Fire Service Manager

The Airport Operators Association is the trade association that

The Accreditation of Prior Learning is one source of evidence of

The stage at which individuals, having demonstrated that they are

An aerodrome licence holder or training establishment approved

As Low As Reasonably This requires risk to be reduced to an acceptable and justifiable

The process of making judgements about performance. The

A person acceptable to the CAA to make judgements about

A term that has a specific meaning, which may be defined as: a

Aviation (or Airport) Watch Manager

It is the evidence that an individual has satisfied the relevant

The ability to apply knowledge, understanding and skills in

The ability of individuals to demonstrate consistently that the

The ability of individuals to demonstrate that they can apply the

Continuous assessment is defined as regularly engaging in

The systematic maintenance, improvement and broadening of

A means of analysing an outcome of workplace activity. It

Defence Fire Risk

The continuous assessment of risk in the rapidly changing

A description of the main activities necessary for the completion

Anything that is presented as proof of competence. It includes:

Fire and Rescue

The local authority fire and rescue service.

A complete activity that may take into account a number of tasks.

This reflects a broader concept of competence than outcomes of

Something with the potential to cause harm. For example, a

A system that involves a number of critical factors that are integral

What the individual must know or understand in order to carry out

The ability of individuals to acquire the knowledge, skills, attitude

Learning outcomes serve the same purpose as learning

The MSC has developed a set of National Occupational Standards

A scheme that Licensed Aerodromes, acting as Tier 2 training

A representative of the Civil Aviation Authority responsible for

Experience gained whilst employed as part of the minimum

A description of the performance standards necessary to

A definition of the key outcomes underpinning the standards in