THE DEVELOPMENT OF A RISK-BASED TRAINING NEEDS ANALYSIS METHODOLOGY AND TOOL

The overall model for train driver training across Great Britain's railways has remained largely unchanged since the introduction of the first standardised training programme in the 1970s. The predominant structure of train driver training has centred on the use of a comprehensive block of theoretical learning, structured around the Rule Book and Traction Manual, prior to an extensive time-based period of on-the-job practical training (RSSB, 2009a: T718). Although the model is somewhat successful, it has focussed predominantly on the development of technical skills and underpinning knowledge and has not formally included the development of functional and non-technical skills (NTS). The introduction of the Railway and Other Guided Transport Systems (Safety) regulations (ROGS) in 2006 presented the railway industry with an opportunity to take a fresh look at training and review the overall model and current design of train driver training. A RSSB research programme (RSSB, 2011: T718) undertook this review with the aim of developing leading practice models that reflected the latest good practice in competence development, adult learning and training. It established the current state of training in GB railways and reviewed it against leading practice from within and outside the industry. One of the major learning points of the research was that driver training would benefit from having new driver training models developed but that in order to do this, the process for establishing a solid risk-based training needs analysis (RBTNA) was required. This paper begins with a brief introduction to driver training, competence, competence management systems (CMSs) and an explanation of the difference between a training needs analysis (TNA) and a RBTNA. This is followed by an outline of the RBTNA methodology and tool for driver training that can be customised by individual companies and an explanation of the benefits of using the RBTNA.