ASTM D5829-96
(Guide)Standard Guide for Preparing a Training Program for Environmental Analytical Laboratories
Standard Guide for Preparing a Training Program for Environmental Analytical Laboratories
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).
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Standards Content (Sample)
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Designation: D 5829 – 96
Standard Guide for
Preparing a Training Program for Environmental Analytical
Laboratories
This standard is issued under the fixed designation D 5829; the number immediately following the designation indicates the year of
original adoption or, in the case of revision, the year of last revision. A number in parentheses indicates the year of last reapproval. A
superscript epsilon (e) indicates an editorial change since the last revision or reapproval.
1. Scope competent staff in the environmental laboratory.
4.2 This guide will assist in providing both the organiza-
1.1 This guide is intended to assist the laboratories that
tional structure and the direction for a laboratory training
analyze environmental samples with the development of a
program.
documented training program. The training program should
4.3 This guide will result in a documentation effort that will
develop and increase the competence of analysts and provide a
satisfy the requirements of environmental auditing groups.
means of recording the results of all proficiency testing.
1.2 Some of the functions within a laboratory that can be
5. Defining the Need for Training
addressed using this guide are as follows:
5.1 Each individual who handles or analyzes environmental
1.2.1 Analysts,
samples must be knowledgeable in the proper procedures for
1.2.2 Technicians,
performing one’s job function. Any deficiencies must be
1.2.3 Quality assurance (QA),
corrected by training. Training also may be extended to include
1.2.4 Sample receiving and control, and
those individuals who accept and record information prior to
1.2.5 Sample procurement (sampling).
receipt of a sample or who are responsible for generating a
2. Referenced Documents report detailing the results of the analyses. Those involved with
quality assurance functions need specialized training as well.
2.1 EPA Standards:
2 5.2 The first step in developing a training program is to
EPA Method 150.1
identify the procedures or methods within the laboratory for
SW 846 USEPA Test Methods for Evaluating Solid Waste—
which an individual is responsible. These may range from
Physical/Chemical Methods, 9040 and 9045
basic activities to very complex manipulations or interpreta-
3. Summary of Guide tions.
5.2.1 Basic activities might include: pH measurement, pi-
3.1 This guide is summarized in the following steps:
petting, titrating, unloading sample shippers, or data entry.
3.1.1 Define the training needs;
5.2.2 Complex activities might include: operating an induc-
3.1.2 Prepare training materials;
tively coupled plasma (ICP), cleaning the source of a mass
3.1.2.1 Develop training objectives;
spectrometer, or data validation.
3.1.2.2 Develop performance evaluation materials;
5.2.3 Within each activity certain tasks will have to be
3.1.2.3 Develop a detailed training outline; and,
learned. A detailed analysis of these tasks must be performed
3.1.2.4 Develop a documentation form;
before specific training courses can be developed.
3.1.3 Identify trainers competent in the areas defined in
5.2.4 Before beginning actual training, the level of training
3.1.1;
should be determined using the task analysis.
3.1.4 Determine need and frequency for retraining;
5.3 Before starting a training program, an approved Stan-
3.1.5 Assemble and store training materials; and,
dard Operating Procedure (SOP) must be available for each
3.1.6 Assign responsibility for training program.
method or activity.
4. Significance and Use
5.3.1 A detailed manual or training video may serve as an
SOP.
4.1 Training is a key component in the development of a
5.3.2 Published or externally prepared materials must be
followed explicitly or an in-house document should be pre-
This guide is under the jurisdiction of ASTM Committee D-34 on Waste pared. It is often difficult to follow commercially prepared
Management and is the direct responsibility of Subcommittee D34.02 on Physical
materials due to differences in the equipment, work areas,
and Chemical Characterization.
sample type, or even level of training of the analyst. For this
Current edition approved Jan. 10, 1996. Published March 1996.
reason, it is advisable to prepare SOPs that detail the actual
Available from the Superintendent of Documents, U.S. Government Printing
Office, Washington, DC 20402.
Copyright © ASTM, 100 Barr Harbor Drive, West Conshohocken, PA 19428-2959, United States.
D 5829
situation that will be encountered by the trainee. be explicit in their directions. Any supplies or equipment called
for must be readily available. Any hazards associated with the
6. Preparation of Training Materials
procedure must be clearly stated.
6.1 An effective training program for environmental labo-
6.4 Detailed Outline:
ratories should use training courses that include, as a minimum,
6.4.1 Once objectives and performance evaluation tools
the following components. See Appendix X1 for an example of
have been selected, a detailed outline of each aspect of the
a training course employing these elements.
process being trained must be developed. The development of
6.2 Training Objectives:
this outline will help refine the performance evaluation tools
6.2.1 Each method or procedure for which training will be
indicated in 6.3. Much of this outline will be based on the task
conducted must have a set of objectives;
analysis (see 5.3). In all cases this outline must focus on
6.2.2 Each objective should deal with specific aspects of the
accomplishing the stated objectives and providing a result that
training process that require a demonstrated response; and,
can be measured.
6.2.3 An objective should be written to include the follow-
6.4.2 This outline should contain the general topics of:
ing components:
6.4.2.1 Overview of task to be accomplished,
6.2.3.1 A statement of the desired result of the training. This
6.4.2.2 Definitions and terminology,
statement will often take the following form: “After complet-
6.4.2.3 Theoretical considerations,
ing this training course on (specific topic), the trainee will be
6.4.2.4 Safety issues,
able to (specify result).” The specified result may be as simple
6.4.2.5 Operational details,
as a new appreciation for the topic or the more difficult
6.4.2.6 Quality assurance,
development of a specialized skill or the complex ability to
6.4.2.7 Reference materials,
perform problem solving activities.
6.4.2.8 Documentation requirements,
6.2.3.2 A statement of the way in which the expected result
6.4.2.9 Maintenance procedures, and,
will be demonstrated needs to be made. This might include
6.4.2.10 Troubleshooting.
discussion with a trainer, completing a written exercise, dem-
6.4.3 The amount of detail included with each of these
onstrating a skill, or performing an operation without assis-
topics will depend on the complexity of the procedure identi-
tance. This statement should be very specific both for the
fied in the task analysis. Some topics may have only one or two
trainee and the trainer. Ambiguity may lead to significantly
items requiring training. Others may have much longer lists
different expectations and make the training process less
with several subheadings. Procedures involving modern com-
effective.
puter driven equipment may require more detailed outlines
6.2.3.3 A statement of the expected level of performance of
than those processes involving only manual operations. Ex-
the result detailed in 6.2.3.2. For discussions this may be more
plicit SOPs in these areas can also reduce the amount of detail
subjective and left up to the discretion of the trainer. For
necessary in the outline.
written exercises this can often be stated as the number of
6.5 Documentation Form or Checklist:
correct responses (7 out of 10) or as percentage of an expected
6.5.1 Following the completion of a detailed outline, de-
score (80 %). For demonstration of skills it may be the
velop a form to document the completion of items listed on the
performance on a sample of known composition within speci-
outline and to record the results of the performance evaluation.
fied limits (80 to 120 % of true value).
6.5.2 A straightforward way of preparing this form is to use
6.3 Performance Evaluation Tools:
the major headings from the outline. Since this form also could
6.3.1 After a set of objectives has been formulated that
be used as a training checklist, one may want to go into more
clearly defines the goals of the training exercises, the tools
detail. Space for recording the scores of oral or written
necessary to measure the success of the training must be
examinations, or both, and performance on skills-based exer-
prepared. Often the development of these performance evalu-
cises should be customized to each task.
ation tools will aid in refining the objectives formulated in 6.2.
6.5.3 This form should have spaces to be initialed by both
6.3.2 These tools should be carefully designed to measure
the trainer and the trainee and dated to show that both parties
exactly what has been defined in the objectives. For example,
involved are in agreement as to the status of the training
if the training objectives require the trainee to have a general
process. Following the completion of each item on the form or
knowledge of a process, a written exercise should not include
checklist and the performance evaluation, a formal statement
a detailed discussion of that process. If the objective requires a
describing the level of competency should be signed and dated
complicated skill to be mastered, anything less than having the
by both the trainer and trainee.
trainee perform that skill successfully will demonstrate inad-
6.5.4 Failure to reach agreement on the successful comple-
equately the trainee’s competence.
tion of a training element may require the intervention of a
6.3.3 Performance evaluation tools must be prepared so that
the trainee can use them for demonstrating competence without supervisor. Not everyone being trained for a particular process
may be able to meet all the criteria successfully and should be
ambiguity or confusion.
6.3.3.1 Written exercises must be clear in their direction. considered for alternate job assignments. The standard of
success should not be set at a level exceeding that necessary for
Any questions must be worded in such a way that the desired
response will be easily recognized by a properly trained the job in question.
individual. 6.5.5 All forms and scores should be placed in the individu-
6.3.3.2 Exercises requiring the demonstration of skills must al’s training or personnel file.
D 5829
6.6 Supplementary Material: 7.2.2 Effective trainers should be familiar with resources
6.6.1 Whenever a method or procedure requires information 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.
the trainee to understand the method or procedure being taught. 7.2.3 Trainers should be committed to the concepts of
One should resist the temptation, however, to make the training training and regularly participate in classes, workshops, semi-
course an end in itself, losing sight of the ultimate goal of an nars, 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
among trainers. As they become more comfortable with new
7. Trainers
concepts, it will give them more confidence with the trainee.
7.1 Identification of Trainers:
8. Retraining
7.1.1 Trainers should meet the minimum qualifications as
follows:
8.1 Once an individual has completed a training course and
7.1.1.1 Demonstrated competence in method or process to
has demonstrated competency, one should be certified to
be trained;
perform that job for a specified period of time. Periodic review
7.1.1.2 Education necessary to understand and explain the
of the individual’s performance should indicate the need for
concepts involved in the method or procedure;
any additional or remedial training. If a deficiency exists,
7.1.1.3 Ability to communicate effectively. Depending on
immediate action should be taken to retrain in the areas of the
the training needs this may require writing skills, speaking
deficiency.
skills, or the use of other creative means to communicate
8.2 If no deficiencies are noticed over an extended period of
concepts and activities to the trainee;
time, for example, one year, a formal process should be in
7.1.1.4 Ability to be objective;
place that requires an updated set of performance data be
7.1.1.5 Understanding of the training program may require
placed in the individual’s training personnel file.
training sessions for the trainers in the philosophy, goals, and
8.2.1 These data may be from routine performance evalua-
practices of the training program. Trainers who are able to
tion samples run by the laboratory.
perform the activities outlined in this guide become more
8.2.2 If a specific set of performance evaluation tools is used
useful in assisting the ongoing development of a successful
to determine continued competency, the individual must be
program;
notified of the need to complete it and the required proficiency
7.1.1.6 Willingness to put forth the effort necessary to see
and time frame.
that the trainee follows through to the completion of the
8.2.3 If a deficiency is noted based on any of the tools
training; and,
specified in 6.3, retraining should be instituted until compe-
7.1.1.7 Sensitivity to the needs of the trainee and a willing-
tency can again be demonstrated.
ness to adapt to meet those needs. Many of those needs will
9. Storage of Training Materials
depend on a trainee’s learning style.
7.1.2 In addition to those items listed in 7.1.1, effective
9.1 It is recommended that the master copy of all training
t
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