ASTM D5829-96(2007)
(Guide)Standard Guide for Preparing a Training Program for Environmental Analytical Laboratories (Withdrawn 2015)
Standard Guide for Preparing a Training Program for Environmental Analytical Laboratories (Withdrawn 2015)
SCOPE
1.1 This guide is intended to assist the laboratories that analyze environmental samples with the development of a documented training program. The training program should develop and increase the competence of analysts and provide a means of recording the results of all proficiency testing.
1.2 Some of the functions within a laboratory that can be addressed using this guide are as follows:
1.2.1 Analysts,
1.2.2 Technicians,
1.2.3 Quality assurance (QA),
1.2.4 Sample receiving and control, and
1.2.5 Sample procurement (sampling).
WITHDRAWN RATIONALE
This guide was intended to assist the laboratories that analyze environmental samples with the development of a documented training program. The training program should develop and increase the competence of analysts and provide a means of recording the results of all proficiency testing.
Formerly under the jurisdiction of Committee D34 on Waste Management, this guide was withdrawn in September 2015. This standard is being withdrawn without replacement due to its limited use by industry.
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NOTICE: This standard has either been superseded and replaced by a new version or withdrawn.
Contact ASTM International (www.astm.org) for the latest information
Designation: D5829 − 96(Reapproved 2007)
Standard Guide for
Preparing a Training Program for Environmental Analytical
Laboratories
This standard is issued under the fixed designation D5829; the number immediately following the designation indicates the year of
original adoption or, in the case of revision, the year of last revision.Anumber in parentheses indicates the year of last reapproval.A
superscript epsilon (´) indicates an editorial change since the last revision or reapproval.
1. Scope 4. Significance and Use
1.1 This guide is intended to assist the laboratories that 4.1 Training is a key component in the development of a
analyze environmental samples with the development of a competent staff in the environmental laboratory.
documented training program. The training program should
4.2 This guide will assist in providing both the organiza-
developandincreasethecompetenceofanalystsandprovidea
tional structure and the direction for a laboratory training
means of recording the results of all proficiency testing.
program.
1.2 Some of the functions within a laboratory that can be
4.3 This guide will result in a documentation effort that will
addressed using this guide are as follows:
satisfy the requirements of environmental auditing groups.
1.2.1 Analysts,
1.2.2 Technicians,
5. Defining the Need for Training
1.2.3 Quality assurance (QA),
5.1 Each individual who handles or analyzes environmental
1.2.4 Sample receiving and control, and
samples must be knowledgeable in the proper procedures for
1.2.5 Sample procurement (sampling).
performing one’s job function. Any deficiencies must be
correctedbytraining.Trainingalsomaybeextendedtoinclude
2. Referenced Documents
those individuals who accept and record information prior to
2.1 EPA Standards:
receipt of a sample or who are responsible for generating a
EPA Method150.1
reportdetailingtheresultsoftheanalyses.Thoseinvolvedwith
SW846USEPATest Methods for Evaluating SolidWaste—
quality assurance functions need specialized training as well.
Physical/Chemical Methods, 9040 and 9045
5.2 The first step in developing a training program is to
identify the procedures or methods within the laboratory for
3. Summary of Guide
which an individual is responsible. These may range from
3.1 This guide is summarized in the following steps:
basic activities to very complex manipulations or interpreta-
3.1.1 Define the training needs;
tions.
3.1.2 Prepare training materials;
5.2.1 Basic activities might include: pH measurement,
3.1.2.1 Develop training objectives;
pipetting, titrating, unloading sample shippers, or data entry.
3.1.2.2 Develop performance evaluation materials;
5.2.2 Complex activities might include: operating an induc-
3.1.2.3 Develop a detailed training outline; and,
tively coupled plasma (ICP), cleaning the source of a mass
3.1.2.4 Develop a documentation form;
spectrometer, or data validation.
3.1.3 Identify trainers competent in the areas defined in
5.2.3 Within each activity certain tasks will have to be
3.1.1;
learned. A detailed analysis of these tasks must be performed
3.1.4 Determine need and frequency for retraining;
before specific training courses can be developed.
3.1.5 Assemble and store training materials; and,
5.2.4 Before beginning actual training, the level of training
3.1.6 Assign responsibility for training program.
should be determined using the task analysis.
5.3 Before starting a training program, an approved Stan-
This guide is under the jurisdiction of ASTM Committee D34 on Waste
dard Operating Procedure (SOP) must be available for each
Management and is the direct responsibility of Subcommittee D34.01.06 on
method or activity.
Analytical Methods.
5.3.1 A detailed manual or training video may serve as an
Current edition approved Feb. 15, 2007. Published April 2007. Originally
approved in 1996. Last previous edition approved in 2001 as D5829-96(2001).
SOP.
DOI: 10.1520/D5829-96R07.
5.3.2 Published or externally prepared materials must be
AvailablefromtheNationalTechnicalInformationService(NTIS)at5285Port
followed explicitly or an in-house document should be pre-
Royal Road, Springfield, VA 22161 (www.ntis.gov). SW-846 is additionally
available on-line at http://www.epa.gov/epaoswer/hazwate/test/sw846.htm. pared. It is often difficult to follow commercially prepared
Copyright © ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959. United States
D5829 − 96 (2007)
materials due to differences in the equipment, work areas, 6.3.3.1 Written exercises must be clear in their direction.
sample type, or even level of training of the analyst. For this Any questions must be worded in such a way that the desired
reason, it is advisable to prepare SOPs that detail the actual response will be easily recognized by a properly trained
situation that will be encountered by the trainee. individual.
6.3.3.2 Exercises requiring the demonstration of skills must
6. Preparation of Training Materials beexplicitintheirdirections.Anysuppliesorequipmentcalled
for must be readily available.Any hazards associated with the
6.1 An effective training program for environmental labo-
procedure must be clearly stated.
ratoriesshouldusetrainingcoursesthatinclude,asaminimum,
6.4 Detailed Outline:
thefollowingcomponents.SeeAppendixX1foranexampleof
6.4.1 Once objectives and performance evaluation tools
a training course employing these elements.
have been selected, a detailed outline of each aspect of the
6.2 Training Objectives:
process being trained must be developed. The development of
6.2.1 Each method or procedure for which training will be
this outline will help refine the performance evaluation tools
conducted must have a set of objectives;
indicated in
6.3. Much of this outline will be based on the task
6.2.2 Eachobjectiveshoulddealwithspecificaspectsofthe
analysis (see 5.3). In all cases this outline must focus on
training process that require a demonstrated response; and,
accomplishing the stated objectives and providing a result that
6.2.3 An objective should be written to include the follow-
can be measured.
ing components:
6.4.2 This outline should contain the general topics of:
6.2.3.1 Astatementofthedesiredresultofthetraining.This
6.4.2.1 Overview of task to be accomplished,
statement will often take the following form: “After complet-
6.4.2.2 Definitions and terminology,
ing this training course on (specific topic), the trainee will be
6.4.2.3 Theoretical considerations,
able to (specify result).” The specified result may be as simple
6.4.2.4 Safety issues,
as a new appreciation for the topic or the more difficult
6.4.2.5 Operational details,
development of a specialized skill or the complex ability to
6.4.2.6 Quality assurance,
perform problem solving activities.
6.4.2.7 Reference materials,
6.2.3.2 Astatement of the way in which the expected result
6.4.2.8 Documentation requirements,
will be demonstrated needs to be made. This might include
6.4.2.9 Maintenance procedures, and,
discussion with a trainer, completing a written exercise, dem-
6.4.2.10 Troubleshooting.
onstrating a skill, or performing an operation without assis-
6.4.3 The amount of detail included with each of these
tance. This statement should be very specific both for the
topics will depend on the complexity of the procedure identi-
trainee and the trainer. Ambiguity may lead to significantly
fiedinthetaskanalysis.Sometopicsmayhaveonlyoneortwo
different expectations and make the training process less
items requiring training. Others may have much longer lists
effective.
with several subheadings. Procedures involving modern com-
6.2.3.3 Astatement of the expected level of performance of
puter driven equipment may require more detailed outlines
the result detailed in 6.2.3.2. For discussions this may be more
than those processes involving only manual operations. Ex-
subjective and left up to the discretion of the trainer. For
plicit SOPs in these areas can also reduce the amount of detail
written exercises this can often be stated as the number of
necessary in the outline.
correct responses (7 out of 10) or as percentage of an expected
6.5 Documentation Form or Checklist:
score (80%). For demonstration of skills it may be the
6.5.1 Following the completion of a detailed outline, de-
performance on a sample of known composition within speci-
velopaformtodocumentthecompletionofitemslistedonthe
fied limits (80 to 120% of true value).
outlineandtorecordtheresultsoftheperformanceevaluation.
6.3 Performance Evaluation Tools:
6.5.2 Astraightforward way of preparing this form is to use
6.3.1 After a set of objectives has been formulated that
themajorheadingsfromtheoutline.Sincethisformalsocould
clearly defines the goals of the training exercises, the tools
be used as a training checklist, one may want to go into more
necessary to measure the success of the training must be
detail. Space for recording the scores of oral or written
prepared. Often the development of these performance evalu-
examinations, or both, and performance on skills-based exer-
ation tools will aid in refining the objectives formulated in 6.2.
cises should be customized to each task.
6.3.2 These tools should be carefully designed to measure 6.5.3 This form should have spaces to be initialed by both
exactly what has been defined in the objectives. For example,
the trainer and the trainee and dated to show that both parties
if the training objectives require the trainee to have a general involved are in agreement as to the status of the training
knowledge of a process, a written exercise should not include
process. Following the completion of each item on the form or
a detailed discussion of that process. If the objective requires a
checklist and the performance evaluation, a formal statement
complicated skill to be mastered, anything less than having the
describing the level of competency should be signed and dated
trainee perform that skill successfully will demonstrate inad-
by both the trainer and trainee.
equately the trainee’s competence.
6.5.4 Failure to reach agreement on the successful comple-
6.3.3 Performanceevaluationtoolsmustbepreparedsothat tion of a training element may require the intervention of a
thetraineecanusethemfordemonstratingcompetencewithout supervisor. Not everyone being trained for a particular process
ambiguity or confusion. may be able to meet all the criteria successfully and should be
D5829 − 96 (2007)
considered for alternate job assignments. The standard of 7.2.1 If available, effective trainers should be aware of and
successshouldnotbesetatalevelexceedingthatnecessaryfor use the following:
the job in question. 7.2.1.1 Leadership techniques,
6.5.5 Allformsandscoresshouldbeplacedintheindividu- 7.2.1.2 Proper training techniques,
al’s training or personnel file.
7.2.1.3 Learning styles and evaluation techniques, and,
7.2.1.4 Concepts of interpersonal relationships.
6.6 Supplementary Material:
7.2.2 Effective trainers should be familiar with resources
6.6.1 Wheneveramethodorprocedurerequiresinformation
that can aid in the training process. These may include:
not readily available in SOPs, method manuals, or instrument
7.2.2.1 Standard operating procedures (SOPs),
operational materials, supplementary materials should be sup-
7.2.2.2 Published methods,
plied.
7.2.2.3 Instrument manuals,
6.6.2 These materials may consist of published textbooks,
7.2.2.4 Reference materials, including books and audio or
journals, etc., or information prepared specially for this train-
video tapes, and,
ing exercise. Enough information should be provided to allow
7.2.2.5 Training courses and seminars.
thetraineetounderstandthemethodorprocedurebeingtaught.
7.2.3 Trainers should be committed to the concepts of
Oneshouldresistthetemptation,however,tomakethetraining
training and regularly participate in classes, workshops,
course an end in itself, losing sight of the ultimate goal of an
seminars, or trade journals to improve their own effectiveness.
analyst performing competently.
7.2.3.1 Many of the concepts listed in 7.2.1 may be unfa-
6.6.3 These materials also may include regulatory informa-
miliar to technically trained individuals. Each trainer should
tion that gives a background for the use of an analytical
become familiar with these concepts through organized ses-
method. Knowing how the results are going to be used can
sions designed to develop these skills relative to the specific
often emphasize the importance of performing an analysis
training needs of the laboratory.
properly.
7.2.3.2 Technical improvement also should be encouraged
7. Trainers
among trainers. As they become more comfortable with new
concepts, it will give them more confidence with the trainee.
7.1 Identification of Trainers:
7.1.1 Trainers should meet the minimum qualifications as
8. Retraining
follows:
7.1.1.1 Demonstrated competence in method or process to
8.1 Once an individual has completed a training course and
be trained;
has demonstrated competency, one should be certified to
7.1.1.2 Education necessary to understand and explain the
performthatjobforaspecifiedperiodoftime.Periodicreview
concepts involved in the method or procedure;
of the individual’s performance should indicate the need for
7.1.1.3 Ability to communicate effectively. Depending on
any additional or remedial training. If a deficiency exists,
the training needs this may require writing skills, speaking
immediate action should be taken to retrain in the areas of the
skills, or the use of other creative means to communicate
deficiency.
concepts and activities to the trainee;
8.2 Ifnodeficienciesarenoticedoveranextendedperiodof
7.1.1.4 Ability to be objective;
time, for example, one year, a formal process should be in
7.1.1.5 Understanding of the training program may require
place that requires an updated set of performance data be
training sessions for the trainers in the philosophy, goals, and
placed in the individual’s training personnel file.
practices of the training program. Trainers who are able to
8.2.1 These data may be from routine performance evalua-
perform the activities outlined in this guide become more
tion samples run by the laboratory.
useful in assisting the ongoing development of a successful
8.2.2 Ifaspecificsetofperformanceevaluationtoolsisused
program;
to determine continued competency, the individual must be
7.1.1.6 Willingness to put forth the effort necessary to see
notified of the need to complete it and the required proficiency
that the trainee follows through to the completion of the
and time frame.
training; and,
8.2.3 If a deficiency is noted based on any of the tools
7.1.1.7 Sensitivity to the needs of the trainee and a willing-
specified in 6.3, retraining should be institute
...
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