ASTM D5829-96(2007)

Standard Guide for Preparing a Training Program for Environmental Analytical Laboratories (Withdrawn 2015)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WITHDRAWN RATIONALE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Formerly under the jurisdiction of Committee D34 on Waste Management, this guide was withdrawn in September 2015. This standard is being withdrawn without replacement due to its limited use by industry.

General Information

• Status: Withdrawn
• Publication Date: 14-Feb-2007
• Withdrawal Date: 16-Sep-2015
• ICS: 03.100.30 - Management of human resources
• Technical Committee: D34 - Waste Management
• Drafting Committee: D34.01.06 - Analytical Methods

Relations

• Replaces: ASTM D5829-96(2001) - Standard Guide for Preparing a Training Program for Environmental Analytical Laboratories
• Effective Date: 15-Feb-2007

Standards Content (Sample)

NOTICE: This standard has either been superseded and replaced by a new version or withdrawn.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
1
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
2
EPA Method150.1
reportdetailingtheresultsoftheanalyses.Thoseinvolvedwith
SW846USEPATest Methods for Evaluating SolidWaste—
quality assurance functions need specialized training as well.
2
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-
1
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
2
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
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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 rec
...