03.100.30 - Management of human resources
ICS 03.100.30 Details
Management of human resources
Menschenfuhrung
Gestion des ressources humaines
Vodenje ljudi
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This document describes the procedures for training personnel who will be involved in the operation of unmanned aircraft systems (UAS). This document defines: a) knowledge, skill, attitude and qualification criteria that are needed for UAS pilots and training organizations that provide training to UAS remote pilots and other personnel involved in UAS operations; b) training curriculum and contents for specific learning courses; c) qualification and confirmation criteria for the training organizations; d) general procedures for providing training of UAS personnel; the requirements for a specific course as described in Annex A can be more restrictive in some cases.
- Standard42 pagesEnglish languagesale 15% off
- Draft42 pagesEnglish languagesale 15% off
- Draft42 pagesEnglish languagesale 15% off
This document specifies the minimum training to be given to trainee crane slingers and crane signallers to develop the basic slinging skills and to impart the requisite knowledge for competency required for slingers and signallers as defined in ISO 15513.
- Standard19 pagesEnglish languagesale 15% off
This document specifies the scheme for assessment and verification of competence of personnel installing post-tensioning kits.
The document provides provisions for the training providers, assessment bodies and possible certification bodies.
Requirements to the minimum competence and experience for personnel installing post-tensioning kits are given in EN 17678-1.
This document can be amended with a national annex where indicated in the text.
- Draft9 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies criteria for the selection of and procedures for the training of trained sensory assessors and expert sensory assessors for food and beverages, as well as home and personal care products.
It is applicable to all industries concerned with the evaluation of products by the sense organs.
This document supplements the information given in ISO 6658.
- Standard48 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft43 pagesEnglish languagesale 10% offe-Library read for1 day
This document provides the basis for organizational improvement underpinned by quality workforce data that supports analysis and evidenced-based decision-making. Workforce data quality, for the purpose of this document, is the process of: a) workforce data determination; b) data capture; c) data maintenance; d) data review processes. The focus of this document is on the quality of data itself rather than on other critical aspects relating to the overall management of data, such as privacy and security of personal data, the analysis and reporting of data and the use of technology. This document does not cover the analysis of data and reporting structure or the definition of any metric other than quality of workforce data. Technology platforms in the form of human resource information systems, databases, spreadsheets, and the like, can improve the process of the capture and management of data. The focus of this document is the data itself. While data security and data privacy are also critical to the overall management of data, they are not dealt with in this document. This document is applicable to all types and sizes of organization across all industry sectors and regions.
- Standard13 pagesEnglish languagesale 15% off
This document provides recommendations on how to measure learning. Since the selection of metrics depends on the reason to measure and the user of the metrics, and since a balanced set of metrics is important to avoid unintended consequences, the document begins with a framework for organizational learning and development (L&D), including five categories of users, four broad reasons to measure and three types of metrics. This framework is then used to recommend 50 metrics organized by user, type of metric and size of organization, and provide a description of each. The document concludes with guidance on reporting metrics, including a description of the different types of reports and guidance on their selection based on the user’s reasons for measuring. Metrics for both formal and informal learning are included. The guidance is intended for all types of organizations, including commercial and nonprofit, as well as for all sizes. No previous knowledge of L&D metrics is required, although those new to L&D measurement can consult the suggested references on matters of frameworks, metrics and programme evaluation to learn more.
- Technical specification42 pagesEnglish languagesale 15% off
- Draft44 pagesEnglish languagesale 15% off
- Draft44 pagesEnglish languagesale 15% off
This document describes a framework of processes, practices and management activities for allocating work to workers. Its high-level principles and processes are applicable to all allocation methods and workforce types. It can be used in all types of organizations and industry sectors, and from small teams to large complex organizations. It applies to all workforce sourcing methods, whether the workforce is made up of internal employees or externally sourced workers. This document also addresses the relationship between allocation decisions and stakeholders, including operations, finance, human resource functions and, most importantly, workers. This document explains how to create an allocation framework, design an allocation process and document, communicate, measure and improve the process. It also suggests preventative actions to stop or mitigate undesirable outcomes. This document does not address: a) absence management or planning or timekeeping; b) role or skill-based workforce planning (refer to ISO 30409); c) labour standards; d) training or succession planning; e) recruitment (refer to ISO 30405 and ISO 30409); f) compensation or performance reviews; g) health and safety (refer to ISO 45001); h) work ergonomics (refer to ISO 6385); i) methods of organizing specific types of work (e.g. lean manufacturing, agile project management); j) automation of tasks using “digital workers”, such as physical robots and artificial intelligence bots. Annexes to this document describe details and foundational concepts of allocation applied in various industries as examples to support the theory.
- Standard38 pagesEnglish languagesale 15% off
- Standard38 pagesFrench languagesale 15% off
- Draft35 pagesEnglish languagesale 15% off
- Draft42 pagesFrench languagesale 15% off
This document provides guidance on how to attract, source, assess and employ people with the goal of meeting the organizational needs while fostering a positive candidate experience. It focuses on key processes and practices, including: — preparing and planning; — managing the different phases and stakeholders; — reviewing and learning. This document can be used by any organization, regardless of type or size. NOTE This document can be used by anyone managing or performing the recruitment function, whether this is a dedicated role within the organization or an additional task for someone with another role, as well as those who evaluate, teach or consult in recruitment.
- Standard16 pagesEnglish languagesale 15% off
- Standard19 pagesFrench languagesale 15% off
- Draft16 pagesEnglish languagesale 15% off
- Draft16 pagesEnglish languagesale 15% off
This document specifies criteria for the selection of and procedures for the training of trained sensory assessors and expert sensory assessors for food and beverages, as well as home and personal care products.
It is applicable to all industries concerned with the evaluation of products by the sense organs.
This document supplements the information given in ISO 6658.
- Standard48 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft43 pagesEnglish languagesale 10% offe-Library read for1 day
This European Standard defines the activities related to refrigerating circuits and the associated competence profiles and establishes procedures for assessing the competence of persons who carry out these activities.
NOTE As a refrigerating circuit is considered not to incorporate electrical and electronic systems, activities in this area are not part of this standard. For competences on electrical and electronic systems, it is recommended to refer to national regulations or appropriate European or national standards. This European Standard does not apply to persons carrying out work on self contained refrigerating systems as defined in EN 378-1 from the initial design of the product to the complete manufacture of the product, provided the process is controlled and the methods used are checked by an organisation or individual, responsible for the compliance with statutory requirements on health, safety and environment.
- Standard44 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft53 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies the requirements for the provisions of personnel dealing with the operation on natural gases (NG) fuelled vehicles in order to demonstrate their competence. This document specifies the minimum requirements for training and qualification of personnel according to the level of safety required by the activity.
- Standard30 pagesEnglish languagesale 15% off
- Draft30 pagesEnglish languagesale 15% off
- Draft30 pagesEnglish languagesale 15% off
This document specifies criteria for the selection of and procedures for the training of trained sensory assessors and expert sensory assessors for food and beverages, as well as home and personal care products. It is applicable to all industries concerned with the evaluation of products by the sense organs. This document supplements the information given in ISO 6658.
- Standard38 pagesEnglish languagesale 15% off
- Standard39 pagesFrench languagesale 15% off
- Draft36 pagesEnglish languagesale 15% off
- Draft45 pagesFrench languagesale 15% off
This document gives general guidance for the recruitment, selection, training, and monitoring of assessors for sensory analysis of milk and milk products. It specifies criteria for the selection, and procedures for the training and monitoring, of selected assessors and expert sensory assessors for milk and milk products. It supplements the information given in ISO 8586 that deals with expert assessors.
- Standard17 pagesEnglish languagesale 15% off
- Draft17 pagesEnglish languagesale 15% off
- Draft17 pagesEnglish languagesale 15% off
- Draft24 pagesEnglish languagesale 10% offe-Library read for1 day
This CEN workshop agreement defines a harmonized CBRN training curriculum to be used and valued by training institutes for first responders in Europe. It considers practitioner’s needs and possess a modular structure that enables national organizations to build upon based on their own examples, procedures and experiences.
The planned CEN Workshop is intended to be used by first responders and medical staff in all EU Member States.
- Standardization document13 pagesEnglish languagesale 10% offe-Library read for1 day
- Technical report13 pagesEnglish languagesale 10% offe-Library read for1 day
This document provides the specialized requirements to demonstrate competence of individuals in
performing IT product security evaluations in accordance with ISO/IEC 15408 (all parts) and ISO/IEC
18045.
- Standard42 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft39 pagesEnglish languagesale 10% offe-Library read for1 day
This document provides the minimum requirements for the knowledge, skills and effectiveness
requirements of individuals performing testing activities for a conformance scheme using ISO/IEC
19790:2012 and ISO/IEC 24759
- Standard42 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft39 pagesEnglish languagesale 10% offe-Library read for1 day
This document defines terms and establishes an organized set of concepts and relationships to
understand the competency requirements for information security assurance conformance-testing
and evaluation specialists, thereby establishing a basis for shared understanding of the concepts and
principles central to the ISO/IEC 19896 series across its user communities. It provides fundamental
information to users of the ISO/IEC 19896 series
- Standard19 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft16 pagesEnglish languagesale 10% offe-Library read for1 day
This CEN workshop agreement defines a harmonized CBRN training curriculum to be used and valued by training institutes for first responders in Europe. It considers practitioner’s needs and possess a modular structure that enables national organizations to build upon based on their own examples, procedures and experiences.
The planned CEN Workshop is intended to be used by first responders and medical staff in all EU Member States.
- Standardization document13 pagesEnglish languagesale 10% offe-Library read for1 day
- Technical report13 pagesEnglish languagesale 10% offe-Library read for1 day
This document defines the activities related to refrigerating systems according to ISO 5149‑1, ISO 5149‑2, ISO 5149‑3 and ISO 5149‑4 and other equivalent standards, such as EN 378‑1, EN 378‑2, EN 378‑3, EN 378‑4 and the associated competence profiles. It also establishes the competence criteria for persons who carry out these activities. Activities concerning electricity are excluded. NOTE 1 As a refrigerating circuit is considered not to incorporate electrical and electronic systems, activities in this area are not part of this document. National regulations or appropriate International or national standards can be referred to for competence on electrical and electronic systems. NOTE 2 This document does not apply to persons carrying out work on self‑contained refrigerating systems as defined in ISO 5149‑1 or EN 378‑1, from the initial design of the product to the complete manufacture of the product, provided the process is controlled and the methods used are checked by an organization or individual responsible for the conformance with statutory requirements on health, safety and environment (e.g. energy efficiency). NOTE 3 This document does not constitute a training programme.
- Standard36 pagesEnglish languagesale 15% off
- Standard43 pagesFrench languagesale 15% off
- Draft33 pagesEnglish languagesale 15% off
- Draft33 pagesEnglish languagesale 15% off
- Draft46 pagesFrench languagesale 15% off
This document specifies an AfA concept registry service, in particular: — requirements on registries; — requirements on concept submissions; — a data format (in JSON) for the exchange of registry entries (AfA concept records) between registry servers; — a set of RESTful operations for AfA concept registry servers to allow for the manipulation of AfA concept registry entries by external clients other than server-internal web interfaces.
- Standard20 pagesEnglish languagesale 15% off
This document specifies minimum nuclear criticality safety training requirements for operations staff, operations supervisors, and management.
This document is applicable to areas, processes or facilities containing quantities of fissile material for which nuclear criticality safety assessment is required as defined in ISO 1709.
This document is not applicable to the transport of fissile materials outside the boundaries of nuclear establishments.
- Standard16 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft13 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies minimum nuclear criticality safety training requirements for operations staff, operations supervisors, and management.
This document is applicable to areas, processes or facilities containing quantities of fissile material for which nuclear criticality safety assessment is required as defined in ISO 1709.
This document is not applicable to the transport of fissile materials outside the boundaries of nuclear establishments.
- Standard16 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft13 pagesEnglish languagesale 10% offe-Library read for1 day
This document indicates the minimum training and registration requirements for post-tensioning personnel involved in the installation of PT kits in concrete structures using bonded or unbonded tendons in accordance with the relevant execution specifications, product standard and/or European Technical Assessment (ETA).
This document describes the tasks that the various categories of PT personnel can undertake.
For the purposes of this document, PT personnel means: PT-Manager, Supervisors, Operatives and Trainees who are directly employed or indirectly employed on a sub-contract basis.
This document does not cover general safety and health aspects.
This document does not cover contractual issues.
prEN 17678-2 deals with the assessment of competence.
Note: It is within the concept of this document that supplementing requirements can be given in the execution specification or in a national annex.
- Standard13 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft13 pagesEnglish languagesale 10% offe-Library read for1 day
This document defines terms used in human resource management standards.
- Standard33 pagesEnglish languagesale 15% off
- Standard35 pagesFrench languagesale 15% off
This document is a Competence Quality Standard addressed to white and blue collars. It provides the Learning Outcomes, expressed in terms of knowledge and skills, necessary to achieve recommended competence’s levels in sustainable building. It is a tool useful to assess and report, in a common transnational format (Skill Passport), the level of competence in relation to reference Work Fields. The Competence Quality Standard can also be used to map qualification schemes and training courses and to transparently report the Learning Outcomes provided to white and blue collars. The Competence Quality Standard is useful to identify competence’s gaps and to support in the selection of the most appropriate training courses to fill them. It is a tool useful for public authorities and clients to express measurable competence requirements in tenders and to select the most competent professionals. The document provides guidance about how to validate and certify the assessment of competences.
- Standardization document212 pagesEnglish languagesale 10% offe-Library read for1 day
- Technical report212 pagesEnglish languagesale 10% offe-Library read for1 day
This document provides a reference of 42 knowledge units as required and applied in the Information and Communication Technology (ICT) professional work environment that can be understood across Europe. An intrinsic link with the EN 16234-1 (e-CF) is an essential characteristic of this document.
The document is created for application by:
— educational institutions, learning programme and certification providers of all types including:
• Vocational and Educational Training (VET);
• Higher education (HE);
• Continuous Professional Development (CPD);
— ICT service, user and supply organisations;
— ICT professionals, managers and human resource (HR) departments;
— social partners (trade unions and employer associations), professional associations, accreditation, validation and assessment bodies;
— market analysts and policy makers; and
— other organisations and stakeholders in public and private sectors.
This document is provided as one fundamental building block of ICT Professionalism for Europe.
The prime objective of this document is to provide a significant contribution to the broad concept of ICT professionalism founded upon four building blocks, body of knowledge, e-CF competence, professional ethics and education and training. Complementary to the EN 16234-1 (e-CF) that provides an efficient and broadly accepted common European language about ICT professional competence, the European ICT Foundational Body of Knowledge (ICT BoK) makes an additional contribution to ICT professional knowledge, increasing transparency and maturity of the ICT Profession across Europe.
Specifically, the document provides a structured library of knowledge elements applicable to ICT professionals across a broad spectrum of disciplines. The knowledge elements are identified as either:
a) common knowledge applicable to all ICT professionals regardless of speciality;
b) base knowledge that provides a foundation and underpins each of a range of different disciplines/specialisms;
c) specialised knowledge pertaining to in-depth, very specific expert knowledge.
Although providing and adding value to all stakeholders, knowledge defined by this document, provides a particularly useful perspective and entry point for educational institutions seeking to participate in ICT professional competence development. As a natural extension to EN 16234-1 (e-CF) dimension 4 knowledge examples, this document further facilitates the use of the shared European language for ICT Professional competence. By expanding the knowledge content of the EN 16234-1 (e-CF), it adds value to its application alongside further connected references.
- Standard104 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft90 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies the minimum training and registration requirements for post-tensioning personnel involved in the installation of PT kits. These PT kits are typically used in concrete structures using bonded or unbonded tendons in accordance with the relevant execution specifications, product standard and / or appropriate technical assessment.
This document specifies the tasks that the various categories of PT personnel can undertake.
For the purposes of this document, PT personnel means: PT Manager, PT Supervisors, PT Operatives and PT Trainees who are directly employed or indirectly employed on a sub-contract basis.
This document does not cover general safety and health aspects.
This document does not cover contractual issues.
prEN 17678-2:2022 deals with the assessment of competence.
- Standard13 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft13 pagesEnglish languagesale 10% offe-Library read for1 day
This document is a Competence Quality Standard addressed to white and blue collars. It provides the Learning Outcomes, expressed in terms of knowledge and skills, necessary to achieve recommended competence’s levels in sustainable building. It is a tool useful to assess and report, in a common transnational format (Skill Passport), the level of competence in relation to reference Work Fields. The Competence Quality Standard can also be used to map qualification schemes and training courses and to transparently report the Learning Outcomes provided to white and blue collars. The Competence Quality Standard is useful to identify competence’s gaps and to support in the selection of the most appropriate training courses to fill them. It is a tool useful for public authorities and clients to express measurable competence requirements in tenders and to select the most competent professionals. The document provides guidance about how to validate and certify the assessment of competences.
- Standardization document212 pagesEnglish languagesale 10% offe-Library read for1 day
- Technical report212 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies the knowledges, skills, responsibility and autonomy of ICT experts involved in the development of products and services (including digital contents) to increase the accessibility knowledge in different fields, for different competences and responsibilities.
This document:
- considers accessibility as "base line" (accessibility has been also recognized in EN 16234-1:2019 as a Transversal aspect);
- recognizes accessibility as the requirement in procurement for both public and private sectors;
- provides an overview of useful CEN, ISO and ESCO publications in the field;
- defines a set of knowledges, skills, responsibility and autonomy for different ICT areas to improve accessibility in the current professional roles and job positions (hardware, software, web);
- refers to ESCO ICT profiles, that can be adapted for the three main areas: hardware, software, web;
- refers to W3C activities for define knowledges, skills, responsibility and autonomy in web accessibility role profiles;
- supports activities for educational providers and exam/certification institutes.
This document should help, for example, to:
- avoid issues on the definition of third level profiles derived from European ICT Professional Role Profiles without missing accessibility requirements;
- enable easy application of accessibility related EU-level standards and references from CEN, ISO and ESCO;
- allow the market to adapt their current job profiles and/or training courses adding the accessibility skills.
This document supports the definition of knowledge and skills for each ICT professional role without creating new ICT role profiles which includes accessibility competences.
- Technical report30 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft31 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies requirements for the qualification and certification of personnel who perform industrial non-destructive testing (NDT) in the following methods.
a) acoustic emission testing;
b) eddy current testing;
c) leak testing (hydraulic pressure tests excluded);
d) magnetic testing;
e) penetrant testing;
f) radiographic testing;
g) strain gauge testing;
h) thermographic testing;
i) ultrasonic testing;
j) visual testing (direct unaided visual tests and visual tests carried out during the application of another NDT method are excluded).
The system specified in this document is also applicable to other NDT methods or to NDT techniques within an established NDT method, provided a comprehensive scheme of certification exists and the NDT method or NDT technique is covered by international, regional or national standards or the NDT method or the NDT technique has been demonstrated to be effective to the satisfaction of the certification body.
NOTE 1 The term "industrial" implies the exclusion of applications in the field of medicine.
NOTE 2 CEN/TR 14748 provides guidance on the methodology for qualification of non-destructive tests.
NOTE 3 This document specifies requirements for what are, in effect, third party conformity assessment schemes. These requirements do not directly apply to conformity assessment by second or first parties, but relevant parts of this document can be referred to in such arrangements.
NOTE 4 The term “direct unaided visual testing” implies where there is an uninterrupted optical path from the observer’s eye to the test area and the observer uses no tools or devices (e.g. mirror, endoscope, fibre optic).
NOTE 5 Calculations of strain based on other NDT methods are excluded.
- Standard53 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft48 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies the knowledges, skills, responsibility and autonomy of ICT experts involved in the development of products and services (including digital contents) to increase the accessibility knowledge in different fields, for different competences and responsibilities.
This document:
— considers accessibility as "base line" (accessibility has been also recognized in EN 16234-1:2019 as a Transversal aspect);
— recognizes accessibility as the requirement in procurement for both public and private sectors;
— provides an overview of useful CEN, ISO and ESCO publications in the field;
— defines a set of knowledges, skills, responsibility and autonomy for different ICT areas to improve accessibility in the current professional roles and job positions (hardware, software, web);
— refers to ESCO ICT profiles, that can be adapted for the three main areas: hardware, software, web;
— refers to W3C activities for define knowledges, skills, responsibility and autonomy in web accessibility role profiles;
— supports activities for educational providers and exam/certification institutes.
This document should help, for example, to:
— avoid issues on the definition of third level profiles derived from European ICT Professional Role Profiles without missing accessibility requirements;
— enable easy application of accessibility related EU-level standards and references from CEN, ISO and ESCO;
— allow the market to adapt their current job profiles and/or training courses adding the accessibility skills.
This document supports the definition of knowledge and skills for each ICT professional role without creating new ICT role profiles which includes accessibility competences.
- Technical report30 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft31 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies the training, assessment and approval of fusion operators, with the aim of establishing and maintaining their competency in the construction of unplasticized polyamide (PA-U) piping systems for the supply of gaseous fuels in accordance with ISO 16486‑6. It covers the butt fusion and electrofusion fusion jointing techniques and considers both the theoretical and practical knowledge necessary for making high-quality fusion joints.
- Technical specification10 pagesEnglish languagesale 15% off
- Draft10 pagesEnglish languagesale 15% off
- Draft10 pagesEnglish languagesale 15% off
This document will provide an “European Professional Ethics Framework for the ICT Profession (EU ICT Ethics)” to support the vision of establishing a profession for the ICT workforce. It will thereby offer the possibility to coalesce other ethics focused initiatives around a common structure.
This ethics framework will be directly linked to EN 16234-1. It will incorporate the structural concept of EN 16234-1 and, in a comparable way, describe a blueprint of what is required and what competencies, skills and knowledge are needed to identify and address the ethical challenges that ICT professionals face in their work.
Therefore it will extend the ethics principles already described in the "Transversal Aspects of the e-Competence Framework" in such a way that concrete requirements and procedures can be defined and implemented in the respective context on the basis of the roles, methods and processes defined in the framework.
The Scope therefore is to crystalize ‘ICT Professional Ethics” into a manageable, structure “European Professional Ethics Framework for the ICT Profession” and to provide guidance on practical application provided by a methodology and application guide that will support the establishment of codes of ethics.
- Technical specification103 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft103 pagesEnglish languagesale 10% offe-Library read for1 day
This document establishes a uniform, safe and consistent approach to training and assessment of personnel to enable them to establish and maintain the required competencies in relation to maintenance, thorough examination, operational testing, overhaul and repair of lifeboats, rescue boats, launching appliances and release gear. It also provides the necessary information for interested parties to grant authorization and effectively evaluate and audit training, supporting the IMO Requirements, section 3. It specifies the initial training programme for personnel certified by a manufacturer or by an authorized service provider to carry out maintenance, thorough examination, operational testing, overhaul and repair of lifeboats (including free-fall lifeboats) and rescue boats (including fast rescue boats), launching appliances and release gear. This document specifies the training requirements for initial service technician training only. This document is intended to be used in conjunction with ISO 23678-1, ISO 23678-3 and ISO 23678-4. This document is applicable to the following types of lifeboats (including free-fall lifeboats), rescue boats (including fast rescue boats), launching appliances and release gear. — Survival craft types: a) single fall totally enclosed lifeboats with sprinkler and air systems; b) twin fall totally enclosed lifeboats with sprinkler and air systems; c) partially enclosed lifeboats; d) tender lifeboats; e) freefall lifeboats; f) open lifeboat; g) inflatable rescue boats; h) rigid rescue boats; i) semi-ridged inflatable rescue boats; j) rigid fast rescue boats; k) rigid inflatable fast rescue boats. — Survival craft propulsion system types: a) inboard diesel engines; b) outboard engines; c) propeller drives; d) jet drives. — Davit types: a) gravity single and twin fall outrigger; b) hydraulic single pivoting/luffing; c) hydraulic multi pivot/luffing; d) telescopic; e) gravity roller track; f) gravity free fall primary; g) free fall hydraulic secondary; h) A-frame hydraulic; i) single arm slewing (manual, electric); j) davits with stored power systems. — Winch types: a) twin drum; b) single drum; c) gravity lowering, electric hoisting; d) gravity lowering, hydraulic hoisting; e) hydraulic hoisting and lowering. — Hook release system types: a) on-load/off load (load not over centre); b) on-load/offload (load over centre); c) off load; d) freefall hydraulic; e) automatic off load.
- Standard23 pagesEnglish languagesale 15% off
This document establishes a uniform, safe and consistent approach to training personnel to enable them to establish and maintain the required competencies in relation to maintenance, thorough examination, operational testing, overhaul and repair of lifeboats and rescue boats, launching appliances and release gear. It also provides the necessary information for interested parties to grant authorization and effectively evaluate and audit training, supporting the IMO Requirements, section 3. It describes the competence route, resources, facilities and certification requirements for personnel trained by a manufacturer or by an authorized service provider to carry out maintenance, thorough examination, operational testing, overhaul and repair of lifeboats (including free-fall lifeboats) and rescue boats (including fast rescue boats), launching appliances and release gear. This document also sets out the competence route of the candidate, and the resources that the training provider needs to deliver the training. This document is intended to be used in conjunction with ISO 23678-2, ISO 23678-3 and ISO 23678-4.
- Standard26 pagesEnglish languagesale 15% off
This document establishes a uniform, safe and consistent approach to the technical training of personnel for the maintenance, thorough examination, operational testing, overhaul and repair of lifeboats and rescue boats, launching appliances and release gear. It also provides the necessary information for interested parties to grant authorization, effectively evaluate and audit training, supporting the IMO Requirements, section 3. It specifies the training requirements for the level 1 controlled environment education and technical training for personnel certified by a manufacturer or an authorized service provider to carry out maintenance, thorough examination, operational testing, overhaul and repair of lifeboats (including free-fall lifeboats) and rescue boats (including fast rescue boats), launching appliances and release gear. The level 1 training is split into two stages, both covered in this document: — stage 1 service technician technical controlled environment education and training has five modules that consist of classroom-based theory followed by practical sessions. The five modules encompass the scope and range of technical knowledge and skills required to assume type-specific design coverage of survival craft, release systems, davits and winches. The modules focus on supporting the requirements in the IMO Requirements, section 8, paragraphs 8.1, 8.2.1.1 to 8.2.1.6, 8.2.2, and 8.2.3. — stage 2 service technician technical controlled environment experience and assessment requires candidates to undertake a minimum of four supervised scenarios-based practical exercises assessments covering the range of type specific complete systems for which they will be certified. This document is intended to be used in conjunction with ISO 23678-1, ISO 23678-2 and ISO 23678-4. This document is applicable to the following types of lifeboats (including free-fall lifeboats), rescue boats (including fast rescue boats), launching appliances and release gear. Survival craft types: a) single fall totally enclosed lifeboats with sprinkler and air systems; b) twin fall totally enclosed lifeboats with sprinkler and air systems; c) partially enclosed lifeboats; d) tender lifeboats; e) freefall lifeboats; f) open lifeboat; g) inflatable rescue boats; h) rigid rescue boats; i) semi-ridged inflatable rescue boats; j) rigid fast rescue boats; k) rigid inflatable fast rescue boats. Survival craft propulsion system types: a) inboard diesel engines; b) outboard engines; c) propeller drives; d) jet drives. Davit types: a) gravity single and twin fall outrigger; b) hydraulic single pivoting/luffing; c) hydraulic multi pivot/luffing; d) telescopic; e) gravity roller track; f) gravity free fall primary; g) free fall hydraulic secondary; h) A-frame hydraulic; i) single arm slewing (manual, electric); j) davits with stored power systems. Winch types: a) twin drum; b) single drum; c) gravity-lowering, electric hoisting; d) gravity-lowering hydraulic hoisting; e) hydraulic hoisting and lowering. Hook release system types: a) on-load/off load (load not over centre); b) on-load/offload (load over centre); c) off load; d) freefall hydraulic; e) automatic off load.
- Standard41 pagesEnglish languagesale 15% off
This document establishes a uniform, safe and consistent approach to the in-field competence assessment of personnel for the maintenance, thorough examination, operational testing, overhaul and repair of lifeboats and rescue boats, launching appliances and release gear. It also provides the necessary information for interested parties to grant authorization, effectively evaluate and audit training, supporting the IMO Requirements, section 3. It specifies the level 2 in-field initial and ongoing competence assessment for personnel certified by a manufacturer or an authorized service provider to carry out maintenance, thorough examination, operational testing, overhaul and repair of lifeboats (including free-fall lifeboats) and rescue boats (including fast rescue boats), launching appliances and release gear. The training an individual receives while following a development process is covered in ISO 23678-2 and ISO 23678-3. The competence requirements contained in this document provide a clear description of performance in-field in respect to: a) what practitioners are expected to do; b) the underpinning knowledge and skills they require to enable them to do what is expected; c) how they can demonstrate what is expected of them; d) how their performance can be assessed. This document is intended to be used in conjunction with ISO 23678-1, ISO 23678-2 and ISO 23678-3. This document is applicable to the following types of lifeboats (including free-fall lifeboats), rescue boats (including fast rescue boats), launching appliances and release gear. Survival craft types: a) single fall totally enclosed lifeboats with sprinkler and air systems; b) twin fall totally enclosed lifeboats with sprinkler and air systems; c) partially enclosed lifeboats; d) tender lifeboats; e) freefall lifeboats; f) open lifeboat; g) inflatable rescue boats; h) rigid rescue boats; i) semi-ridged inflatable rescue boats; j) rigid fast rescue boats; k) rigid inflatable fast rescue boats. Survival craft propulsion system types: a) inboard diesel engines; b) outboard engines; c) propeller drives; d) jet drives. Davit types: a) gravity single and twin fall outrigger; b) hydraulic single pivoting/luffing; c) hydraulic multi pivot/luffing; d) telescopic; e) gravity roller track; f) gravity free fall primary; g) free fall hydraulic secondary; h) A-frame hydraulic; i) single arm slewing (manual, electric); j) davits with stored power systems. Winch types: a) twin drum; b) single drum; c) gravity-lowering, electric hoisting; d) gravity-lowering hydraulic hoisting; e) hydraulic hoisting and lowering. Hook release system types: a) on-load/off load (load not over centre); b) on-load/offload (load over centre); c) off load; d) freefall hydraulic; e) automatic.
- Standard61 pagesEnglish languagesale 15% off
This document will provide an “European Professional Ethics Framework for the ICT Profession (EU ICT Ethics)” to support the vision of establishing a profession for the ICT workforce. It will thereby offer the possibility to coalesce other ethics focused initiatives around a common structure.
This ethics framework will be directly linked to EN 16234-1. It will incorporate the structural concept of EN 16234-1 and, in a comparable way, describe a blueprint of what is required and what competencies, skills and knowledge are needed to identify and address the ethical challenges that ICT professionals face in their work.
Therefore it will extend the ethics principles already described in the "Transversal Aspects of the e-Competence Framework" in such a way that concrete requirements and procedures can be defined and implemented in the respective context on the basis of the roles, methods and processes defined in the framework.
The Scope therefore is to crystalize ‘ICT Professional Ethics” into a manageable, structure “European Professional Ethics Framework for the ICT Profession” and to provide guidance on practical application provided by a methodology and application guide that will support the establishment of codes of ethics.
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1.1 Purpose
This document establishes the minimum requirements for the qualification and certification of personnel performing non-destructive testing (NDT), non-destructive inspection (NDI), or non-destructive evaluation (NDE) in the aerospace manufacturing, service, maintenance and overhaul industries. For the purposes of this document, the term NDT will be used and will be considered equivalent to NDI and NDE.
In Europe, the term "approval" is used to denote a written statement by an employer that an individual meets specific requirements and has operating approval. The term "certification" as defined in 3.2 is used throughout this document as a substitute for the term "approval". Except when otherwise specified in the written practice, certification in accordance with this document includes operating approval.
1.2 Applicability
1.2.1 General
This document applies to personnel using NDT methods to test and/or accept materials, products, components, assemblies or sub-assemblies. This document also applies to personnel: directly responsible for the technical adequacy of the NDT methods used, who approve NDT procedures and/or work instructions, who audit NDT facilities, or who provide technical NDT support or training.
This document does not apply to individuals who only have administrative or supervisory authority over NDT personnel or to research personnel developing NDT technology for subsequent implementation and approval by a certified Level 3.
Personnel performing specialized inspections using certain direct readout instruments as determined by a Level 3 person certified in the test method, do not require qualification or certification to this document.
1.2.2 Implementation
This document addresses the use of a National Aerospace NDT Board (NANDTB). NANDTBs are only used as specified according to Annex C and it is not mandatory to have such a board for compliance with this document. Personnel certified to previous revisions of NAS 410 or EN 4179 need not recertify to the requirements of this document until their current certification expires.
1.3 Test Methods
1.3.1 Common test methods
This document contains detailed requirements for the following common NDT methods:
Eddy Current Testing (ET)
Magnetic Particle Testing (MT)
Penetrant Testing (PT)
Radiographic Testing (RT)
Thermographic Testing (TT)
Ultrasonic Testing (UT)
1.3.2 Other test methods
When invoked by engineering, quality, cognizant engineering organization or prime contractor requirements, this document applies to other current and emerging NDT methods used to determine the acceptability or suitability for intended service of a material, part, component, assembly or sub-assembly. Such test methods can include, but are not limited to, acoustic emission testing (AT), neutron radiography, leak testing, holography, and shearography. The requirements for personnel training, experience, and examination for these other test methods are established in accordance with 6.4 and are documented by the employer.
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This document gives guidance for the organization of learning and development in the workplace. This guidance is concerned with formal and informal learning that addresses short-term operational needs and the long-term skills needs of an organization as well as the career-related and life-long learning needs of individual workers as these align with organizational context and strategy. The administrative operations connected with the organization of learning and development are outside the scope of this document. In this document, where any process involving one-to-one or group interaction is referred to, such interaction can be either face-to-face or through some form of online technology. Organizations include both commercial and non-profit employers of all sizes which directly employ individuals. The guidance principles set out in this document apply to all workers who have a relationship with the organization, such as contractors, subcontractors, trainees, interns and volunteers when they work on behalf of the organization in some contractual or non-contractual capacity.
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This document specifies requirements for the qualification and certification of personnel who perform
industrial non-destructive testing (NDT) in the following methods.
a) acoustic emission testing;
b) eddy current testing;
c) leak testing (hydraulic pressure tests excluded);
d) magnetic testing;
e) penetrant testing;
f) radiographic testing;
g) strain gauge testing;
h) thermographic testing;
i) ultrasonic testing;
j) visual testing (direct unaided visual tests and visual tests carried out during the application of
another NDT method are excluded).
The system specified in this document is also applicable to other NDT methods or to NDT techniques
within an established NDT method, provided a comprehensive scheme of certification exists and
the NDT method or NDT technique is covered by international, regional or national standards or the
NDT method or the NDT technique has been demonstrated to be effective to the satisfaction of the
certification body.
NOTE 1 The term "industrial" implies the exclusion of applications in the field of medicine.
NOTE 2 CEN/TR 14748 provides guidance on the methodology for qualification of non-destructive tests.
NOTE 3 This document specifies requirements for what are, in effect, third party conformity assessment
schemes. These requirements do not directly apply to conformity assessment by second or first parties, but
relevant parts of this document can be referred to in such arrangements.
NOTE 4 The term “direct unaided visual testing” implies where there is an uninterrupted optical path from
the observer’s eye to the test area and the observer uses no tools or devices (e.g. mirror, endoscope, fibre optic).
NOTE 5 Calculations of strain based on other NDT methods are excluded.
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This document will provide a generic underpinning body of knowledge shared by all ICT professionals regardless of speciality. It will establish a cornerstone of professionalism, changing the nature of ICT occupations from isolated areas of specialised knowledge to sharing of connected common knowledge leading to enhanced provision of products and services.
This document will exclude the IT user community but will cover ICT professionals defined by EN 16234-1.
It will support Information and Communication Technology (ICT) stakeholders, in particular:
— ICT service, demand and supply organisations;
— ICT professionals, managers and human resource (HR) departments;
— vocational education institutions and training bodies including higher education;
— social partners (trade unions and employer associations);
— professional associations, accreditation, validation and assessment bodies;
— market analysts and policy makers; and
— other organisations and stakeholders in public and private sectors
by applying the document as a reference standard.
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This document specifies the qualification criteria for persons performing sampling, testing, measuring, monitoring and installation of equipment (e.g. piezometers, borehole heat exchangers, inclinometers and extensometers) in the framework of geotechnical investigation.
- Technical specification25 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft22 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies the qualification criteria for persons who are responsible for the performance of sampling, testing, measuring, monitoring and installation of equipment (e.g. piezometers, borehole heat exchangers, inclinometers and extensometers) in the framework of geotechnical investigation.
- Technical specification11 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft8 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies the qualification criteria for enterprises performing sampling, testing, measuring, monitoring and installation of equipment (e.g. piezometers, borehole heat exchangers, inclinometers and extensometers) in the framework of geotechnical investigation.
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This document provides the practical guidance on how to develop curricula in support of ICT Professionals as scoped and defined by the EN 16234-1 (e-CF). It will support all cornerstones of ICT professionalism, leading to enhanced provision of products and services.
This document excludes the IT user community (which is covered by DigComp the Digital competence Framework for Citizens, see EN 16234-1 Annex B.4).
It covers ICT professionals defined by EN 16234-1 and supports Information and Communication Technology (ICT) stakeholders, in particular:
- learning program providers, including higher education, vocational education institutions and training bodies
- ICT service, demand and supply organisations;
- ICT professionals, managers and human resource (HR) departments;
- social partners (trade unions and employer associations);
- professional associations, accreditation, validation and assessment bodies;
- market analysts and policy makers and
- other organisations and stakeholders in public and private sectors.
It provides guidance and support on how to apply and benefit from the European ICT Professionalism reference standards in learning context.
- Technical specification148 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft141 pagesEnglish languagesale 10% offe-Library read for1 day
This document provides guidance and inspiration on how to design/redesign, develop, maintain, adjust, and compare ICT Professional curricula and learning programmes as scoped by EN 16234 1:2019 and related documents.
EN 16234 1:2019 (e-CF) is the starting guiding point for this document, for a shared European language for ICT professional development. Other framework sources can be used to apply the methodology outlined in this document.
This document is for application by educational institutions, learning programmes and certification providers of all types (public and private), providing ICT Professional education and training including:
• Higher Education (HE);
• Vocational Education and Training (VET);
• Any other educational or training institution or provider in professional ICT, e.g. Continuous Professional Development (CPD).
This document is focused on guiding education providers on how to align curricula and learning programmes with the structure and principles of EN 16234 1 (e-CF) e-Competences and CWA 16458 1 ICT Professional Role Profiles. It applies to all forms of education, supporting educational providers who plan to use a shared European language on knowledge, skills, competences and roles, as ingredients for the successful provision of ICT Professional education and training.
The guidelines, provided by this document, include formal, non-formal and industry developed education and training through the provision of high-level, consistent recommendations and guidance for ICT curriculum or learning programme design by any education provider.
In this document, a distinction is made between a learning programme and a curriculum. The term “curriculum” is strongly associated with formal educational institutions and degrees, the term “learning programme” indicates a broader, more encompassing concept, also incorporating training and other learning programmes, not restricted to only “curricula”. As the proposed methodology in this document relates to both curricula and learning programmes, the term ‘learning programme’ is used throughout the text. If the term ‘curriculum’ is used, then that narrower meaning is explicitly applicable in that situation.
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This document supports understanding, adoption and use of prEN 17748-1 (ICT BoK) that provides a reference of 42 knowledge units as required and applied in the Information and Communication Technology (ICT) professional work environment that can be understood across Europe.
This document supports Information and Communication Technology (ICT) stakeholders dealing with ICT Professional knowledge, skills and competences from multiple perspectives, in particular:
- educational institutions, learning programmes and certification providers of all types including:
- Vocational and Educational Training (VET);
Higher education (HE);
- Continuous Professional Development (CPD);
- ICT service, user and supply organizations;
- ICT professionals, managers and human resource (HR) departments;
- social partners (trade unions and employer associations), professional associations, accreditation, validation and assessment bodies;
- market analysts and policy makers;
- and other organizations and stakeholders in public and private sectors across Europe
to adopt, apply and use the Foundational Body of Knowledge in their environment as one fundamental building block of ICT Professionalism for Europe.
See Figure 1 for illustration of document scope and target groups.
...
A close connection with EN 16234-1 (e-CF) and CWA 16458 (ICT Profiles) are a design element of prEN 17748-1 (ICT BoK). This application support document details how to approach the complementary application of each structure by varied stakeholders of the European ICT Professionalism eco-system. It supports the use of a shared neutral reference for ICT professional development. This interconnected application is illustrated in Figure 2. Nevertheless, the ICT BoK can also be used as a stand-alone tool.
...
This document provides
- An ICT BoK EXECUTIVE OVERVIEW of the scope, target groups, underlying principles and main characteristics is provided in Clause 4.
- The ICT BoK USER GUIDE in Clause 5: guidance on how to apply the Foundational Body of Knowledge for the ICT Profession from multiple ICT stakeholder perspectives. It addresses the need to further enhance the flexibility and applicability of the competences described within the e-CF as it offers further delineation and articulation of the knowledge components of competences. prEN 17748-1 (ICT BoK) is intended for guidance and is designed to provide a common shared reference tool which can be implemented, adapted and used in accordance with ICT stakeholder requirements. The following implementation guidance is structured by target groups and complemented by two ICT BoK application cases. During the course of the prEN 17748-1 (ICT BoK) development, real world experience was a necessary contribution to ensuring future application of the structure. Dissemination of the ICT BoK development progress enabled testing of the structure as it developed. One outcome of this open approach was that some examples of practical application, despite that at the time, not published, could be tested and made available as two application cases.
- The ICT BoK METHODOLOGY DOCUMENTATION in Clause 6: here the ICT BoK creation process is explained as well as important aspects of its development. This section supports the methodology grounding for the development, implementation and future maintenance of the ICT BoK.
- A series of ANNEXES, allowing user-targeted ICT BoK navigation according to particular viewpoints.
- Technical report60 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft57 pagesEnglish languagesale 10% offe-Library read for1 day
This document supports understanding, adoption and use of EN 17748-1 (ICT BoK) that provides a reference of 42 knowledge units as required and applied in the Information and Communication Technology (ICT) professional work environment that can be understood across Europe.
This document supports Information and Communication Technology (ICT) stakeholders dealing with ICT Professional knowledge, skills and competences from multiple perspectives, in particular:
- educational institutions, learning programmes and certification providers of all types including:
- Vocational and Educational Training (VET);
- Higher education (HE);
- Continuous Professional Development (CPD);
- ICT service, user and supply organizations;
- ICT professionals, managers and human resource (HR) departments;
- social partners (trade unions and employer associations), professional associations, accreditation, validation and assessment bodies;
- market analysts and policy makers;
- and other organizations and stakeholders in public and private sectors across Europe
to adopt, apply and use the Foundational Body of Knowledge in their environment as one fundamental building block of ICT Professionalism for Europe.
See Figure 1 for illustration of document scope and target groups.
A close connection with EN 16234-1 (e-CF) and CWA 16458 (ICT Profiles) are a design element of EN 17748-1 (ICT BoK). This application support document details how to approach the complementary application of each structure by varied stakeholders of the European ICT Professionalism eco-system. It supports the use of a shared neutral reference for ICT professional development. This interconnected application is illustrated in Figure 2. Nevertheless, the ICT BoK can also be used as a stand-alone tool.
This document provides:
- An ICT BoK EXECUTIVE OVERVIEW of the scope, target groups, underlying principles and main characteristics is provided in Clause 4.
- The ICT BoK USER GUIDE in Clause 5: guidance on how to apply the Foundational Body of Knowledge for the ICT Profession from multiple ICT stakeholder perspectives. It addresses the need to further enhance the flexibility and applicability of the competences described within the e-CF as it offers further delineation and articulation of the knowledge components of competences. EN 17748-1 (ICT BoK) is intended for guidance and is designed to provide a common shared reference tool which can be implemented, adapted and used in accordance with ICT stakeholder requirements. The following implementation guidance is structured by target groups and complemented by two ICT BoK application cases. During the course of the EN 17748-1 (ICT BoK) development, real world experience was a necessary contribution to ensuring future application of the structure. Dissemination of the ICT BoK development progress enabled testing of the structure as it developed. One outcome of this open approach was that some examples of practical application, despite that at the time, not published, could be tested and made available as two application cases.
- The ICT BoK METHODOLOGY DOCUMENTATION in Clause 6: here the ICT BoK creation process is explained as well as important aspects of its development. This section supports the methodology grounding for the development, implementation and future maintenance of the ICT BoK.
- A series of ANNEXES, allowing user-targeted ICT BoK navigation according to particular viewpoints.
- Technical report60 pagesEnglish languagesale 10% offe-Library read for1 day
- Draft57 pagesEnglish languagesale 10% offe-Library read for1 day