The document provides information about a training program on health and safety foundations. It aims to help participants understand their role as training leaders, explain the importance of training and development, describe the stages of the training cycle, and plan and deliver short training sessions. The stages of the training cycle discussed are identifying training needs, setting learning objectives, planning and designing training, delivering training, and evaluating training. Factors that can influence learning like the learner, environment, and trainer are also addressed.

1. HSE
Training and
Development
Develop by: Ammar Hassan

2. .
Aim and Objectives
• Understand your role as a training leader
• Explain the importance of training and development and
its contribution to the business
• Describe a range of training initiatives
• Identify and describe the stages of the training cycle
• Identify factors which might influence learning
• Describe the structure and techniques of an interactive
training session
• Plan, deliver and evaluate a short training session
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4. • HSE Consultancy- 12 years experience
– Associate Member International Institute of Risk & Safety Management IIRSM - UK
– Technician Member Institute of Occupational Safety & Health IOSH- UK
– Safety Training Specialist–International Association of Safety Professional USA IASP
STS
– Safety Planning Specialist - International Association of Safety Professional USA
IASP SPS
– Certified International Trainer – (CIPD – UK)
– OSHA Trainer
– Moody International Certification occupational health and safety systems – auditor /
lead auditor (OSHAS18001 & ISO 19011:2002)
– On going PhD Occupational HSE Legislation
– Started at the bottom in HSE, worked up into Senior HSE role
– Oil Industry, Manufacturing, training Services, Public Sector & Consultancy
– International HSE
– Key areas of expertise:
– Project/Operation Safety Management
– Process Safety
– Training & Development
– HSE System Development
– Upstream & Downstream Operation
Your tutor: Ammar Hassan

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ABOUT
IRCA
•IRCA Global is a leading Risk Management solutions provider in the areas of
Safety, Health, Environment and Quality, who Assesses, Advises and Assists
clients to address the avoidance of loss in a cost effective and practical manner
through high quality systems, products and services.
• IRCA has footprints in various countries around the world, where we have
assisted hundreds of organizations to reduce operational risk exposure
•In a world of corporate governance, risk and compliance, IRCA Global is a
mature global market leader. Our international involvement has equipped us
with in-depth experience.
•IRCA Global has had an uninterrupted growth pattern for the past 18 years and
has successfully established a global footprint.
•IRCA has footprints in various countries around the world, where we have
assisted hundreds of organizations to reduce operational risk exposure.

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7. Health and Safety Foundations

8. Program content
8
Managing & Designing Training
Delivering training
Practice
Skills assessment
Review Learning
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Training
vs.
Learning

11. Training and Development in Context
Training vs. Learning
Training
A planned and systematic effort to
modify or develop
knowledge/skill/attitude through
learning experience, to achieve
effective performance in an activity or
range of activities. Its purpose is to
enable an individual to acquire
abilities in order to perform adequately
a given task or job.
Learning
• The process whereby
individuals acquire
knowledge, skills and
attitudes through
experience,
reflection, study or
instruction.
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12. Training vs. Learning
Training
A planned and systematic effort to modify or
develop knowledge/skill/attitude through
learning experience
To achieve effective performance in an activity
or range of activities.
Its purpose is to enable an individual to acquire
abilities in order to perform adequately a given
task or job.
Learning
The process whereby individuals
acquire knowledge, skills and
attitudes through experience,
reflection, study or instruction.
12
Knowledge transfer Modified behaviour or attitude
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13. Traditional Training &
Development Management
Training Planned
External Consultant In-house design
Training Delivered
Feedback questionnaire
Manager requests
Training for staff
Employee requests
Training
External course
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14. Modern Training & Development
Management
• Business strategy
• Organisation, Technical, Market, Legal, People
Business Performance
• KPI performance
• Succession Plan
Business unit/Dept
• Performance review
• Career path
Individual Performance
Benchmarking
Where are we
now?
Where do we
want to be?
How do we
measure this?
Outcome–based training designed
Payback
calculated
Training needs
analysis
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When we train people
what do we expect from
them ?

16. Measurable outcomes
• Assertiveness
• Leadership
• Customer care/Sales
Behaviour
• Project Management
• IT systemSkills
• Professional qualification
• Machine/Process trainingTechnical
• Measure knowledge
transferImmediate
• Individual
• OrganisationLong term
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17. The Training Cycle
3. Plan and
design
training
1. Identify
Training
Needs
2. Set Learning
Objectives
5. Evaluate
training
4. Deliver
training
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TNA

18. Training Needs Analysis
TNA involves gathering information to find out where there
are gaps in the existing skills, knowledge and attitudes of
employees. It involves gathering data about existing
employees’ capabilities and organizational demands for
skills, and the analysis of the implications of new and
changed roles for changes in capability. It often flows from
the business strategy, as the aim of identifying needs is to
be able to build a plan to offer appropriate learning
opportunities to fill the gaps identified and ensure that there
is sufficient capability for the organisation to meet its
objectives.” (CIPD)
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19. Sources of Information for
TNA
Organization
Function/
Dept
Individual
Mission and values, business plans
Minutes of meetings (points that highlight needs)
KPIs, Statistical data (e.g. how many clients complaints)
Critical incident analysis
Appraisal records, performance targets
Assessment centres, tests
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20. The Training Cycle
3. Plan and
design
training
1. Identify
Training
Needs
2. Set Learning
Objectives
5. Evaluate
training
4. Deliver
training
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Learning Objectives

21. Aims and Objectives
Aims describe the overall purpose of the training.
Objectives describe what the delegates will know or
be able to do at the end of the training.
Objectives should be SMART. What does SMART
stand for ???
Exercise: write the aims and objectives for fire fighting training program
for Gas production platform
Hand out
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22. Aim & Objectives
• Provides focus
• Sets the theme
• Provides measurable outcomes
• Sets expectations on the delegate
• Always ask trainers for their aims and
objectives!
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23. The Training Cycle
3. Plan and
design
training
1. Identify
Training
Needs
2. Set Learning
Objectives
5. Evaluate
training
4. Deliver
training
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Planning & Design

24. • What problems that we may face with
training development and delivery
• Look @ the three elements !!
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Planning & Design

25. The problems with Training
Knowledge Transfer Barriers
Learning
Modified
Behaviour/
Attitude
What are the barriers that we need to overcome
when we are training?
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Planning & Design

26. Influences on learning
Learner
Environment
Trainer /
Training
Motivation
Learning Style
Personality
Training
methods
Noise
Other learners
Temperature
Room layout
Time of day
Level of knowledge
Previous learning
experiences
Credibility 26
Planning & Design

27. How do we overcome these
barriers?
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Planning & Design

28. Learning Cycle
Experience
Drawing conclusions /
theories
Experimenting / trying out what
you have learned
Observing and Reflecting
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Planning & Design

29. Learning Styles
Activists
involve themselves fully
in new experiences
Theorists
Adapt and apply
observations into logical
theories
Pragmatists
Try out new ideas and
approaches to see if they work
Reflectors
Observe, collect data, reflect on
it and come to a conclusion
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30. Planning for Learning
styles
30
Activists Reflectors
Pragmatists
Training event Real Life
++ =
Theorists

31. Learning theory
So we need to answer the “Why do I need to know this?”
question. Demonstrate benefits, applicability. Set
expectations.
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32. Planning a Training Activity
What are the objectives?
Who needs training?
How is the training going to be delivered?
 on-the-job training  coaching  presentations  seminars
 workshops  activity-based learning  computer simulation
When does the training need to be done?
How long will it take?
What resources will you need?
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Planning Your Training
Event
Objectives
Evaluation
Content
Methods
Structure
Resources
Aim
Introduction
Development
Consolidation
Learners
Materials
Instructors
Environment

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Structure: Introduction
• Interest - Get learners’ attention and interest. Make an impression
• Needs - Make sure learners know why they need the training
• Title - Tell them what the session is called
• Range - Tell them what will be covered, what won’t, what they will be
required to do, how long the session is
• Objective - Tell the learners what they will have learnt / achieved and to what
standard by the end of the session

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Structure: Content and methods
• MUST
• Vital information that should be given to
the learners if the objective is to be
reached.
• SHOULD
• Important information that should be
given to the learners to help their
understanding of the MUSTS, and help
the learners to reason.
• COULD
• Information not vital to achieving the
objectives but useful in enhancing the
session, providing it doesn't side-track.
Methods:
• Explanations
• Discussions
• Demonstrations
• Completing tasks
• Case Studies
• Role plays
• Videos
• Games

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Icebreakers and Energisers
• Icebreakers, not surprisingly, help to “break the ice”
at the start of a course.
• Good for assessing Learning styles
• Levels out the group
• An Energizer is an exercise that gives energy to the
group.
• Get people up off their feet (especially Activists)

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Structure
• Start simple, build up complexity
• Start off with common known information
• Keep recapping – build up knowledge
• Keep delegates involved – questions, practical
• Use presentation slides – 1 slide = 5 mins
• Logical sequence
• Avoid jargon

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Structure: Consolidation and close
• Test understanding (quiz / questionnaire / questions)
• Praise and thank the learners
• Any questions?
• Next steps

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Training notes
• Use a clear layout (see sample provided)
• Don’t write every word (key points)
• Number pages
• Space well out
• Use colour to highlight key points
• Staple or paperclip the pages together
• Use a big enough font that you can read it from the desk
• If using hand-outs or visual aids, make a note of this on your
script.

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Resources
• Flip chart
• PowerPoint
• OHP (Overhead Projector)
• Hand-outs
• Props
• Pens
• Anything else??

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The Training Cycle
3. Plan and
design
training
1. Identify
Training
Needs
2. Set Learning
Objectives
5. Evaluate
training
4. Deliver
training
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Delivery

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What makes a good trainer?

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Code of Conduct
Will -
• Keep confidences
• Keep promises
• Build self esteem
Will Not
• restrict access to learning because of your own prejudices
• discuss a participant with another participant – in a negative
way

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Presentation Skills
• Well-prepared – training materials,
equipment, timings
• Appearance – professional, credible
• Voice – clear, audible, appropriate pace,
variable
• Pauses – pause after each main point
• Positive body language – stand up straight,
eye contact, smile (build rapport), hands still.
• Approach – confident, relaxed, be yourself,
manage nerves
• Emphasis – signpost what is important,
critical

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Visual aids – what NOT to do
• Use low contrast
colours
• …or very bright ones
• Use too many colours
• Use very small fonts
• Use unclear fonts
which are hard to
read
• Use flashy animation, like
this
• …. Or this
• Include irrelevant
graphics
• Use annoying sound
effects

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Question Techniques
• Overhead questions
• Pose – Pause – Pounce
• Relay
• Reflect
• Reverse
• Make sure you involve all learners
• Avoid leading, multiple, irrelevant and “trick” questions

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Practice Session
You should have:
• A topic for your training
session
• Aim and objectives
• A plan (or the start of one)
This session is a chance to:
• Work on your plan, content,
materials etc.
• Discuss and share your
ideas and concerns
• Practise your delivery if you
are ready to do so

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The Training Cycle
3. Plan and
design
training
1. Identify
Training
Needs
2. Set Learning
Objectives
5. Evaluate
training
4. Deliver
training
Evaluation

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Evaluating the effectiveness of
Training
Return on Investment

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Levels of Evaluation
• Level 1 – Trainees feedback on reaction to training
• Level 2 – Assessment of learning developing knowledge, skills
and attitudes
• Level 3 – To discover if job behaviour/job performance has
changed
• Level 4 – Has training had benefits for department /
organisation

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Giving Feedback
• Good feedback is constructive
• Be specific, not generalise
• Feedback is perception of performance – not fact
• Treat people with dignity and respect
• Invite self-assessment
• Focus on improvement
• Share responsibility for acting on the feedback
• Feedback “sandwich”

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Safety is an Ethical Responsibility
8 Principles of a Safe Workplace
Ethics demonstrate our positive vision of what is right and what is
good. It defines what is "worth" pursuing as guidance for our
decisions and actions. Workplace injuries and deaths are too
often seen merely as statistics.
But when it happens to someone we love, we suddenly see the
reality of the horrible pain and suffering and its widespread effect.
It is our ethical responsibility to do what is necessary to protect
employees from death, injury, and illness in the workplace. This is
the only foundation upon which a true safety culture can be
established in any workplace

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Safety is a Culture Not a Program
8 Principles of a Safe Workplace
The combined commitment and participation of the entire
organization is necessary to create and maintain an effective
safety culture. Every person in the organization, from the top
management to the newest employee, is responsible and
accountable for preventing injuries.

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Management is Responsible
8 Principles of a Safe Workplace
Management's responsibility is to lead the safety effort in a
sustained and consistent way by:
• Establishing safety goals,
• Demanding accountability for safety performance, and
• Providing the resources necessary for a safe workplace.
Managing safety is the responsibility of everyone in
management, from the first line supervisor to the president.

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Employees Must Be Trained to Work Safely
8 Principles of a Safe Workplace
•Awareness of safety does not come naturally; we all
need to be trained to work safely
•Effective training programs both teach and motivate
employees to be a productive part of the safety culture

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Safety is a Condition of Employment
8 Principles of a Safe Workplace
The employer must exhaust every reasonable means to lead,
motivate, train, and provision employees to maintain a safe
workplace. But, in the event the employee refuses to take the
actions required to work safely, the employer must utilize a
system of progressive discipline to enforce safety requirements
and ensure the cooperation of the employee or the removal of
the employee from the workplace in order to protect the
employee and their coworkers

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All Injuries Are Preventable
8 Principles of a Safe Workplace
Sometimes accidents occur without the apparent
indication of fault or cause. But there is always some chain
of events that occurred leading up to the accident that, had
we realized the eventual outcome, someone could have
interceded. The fundamental belief that injuries are, by
their nature, preventable is a catalyst that encourages us
to prevent injuries

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Safety Programs Must Be Site Specific and Reflect
Audit Results
8 Principles of a Safe Workplace
The purpose of the workplace audit is to discover and remedy
the actual hazards of the site before they can injure workers.
Recurring hazard analyses, comprehensive inspections, and
aggressive investigation of accidents or near misses, will help
to discover potential workplace hazards and identify
weaknesses in safety plans, programs, policies, and
procedures. Safety regulations and generic safety programs
are not sufficient means to discover hazards because they are
not specific to the individual workplace. A safety audit program
is site specific. Whenever a safety deficiency is found, prompt
action is required both to overcome the hazard and to reinforce
the message that safety is more than a priority…it is a core
value shared by all employees.

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Safety is Good Business
8 Principles of a Safe Workplace
Reducing workplace injuries and illnesses reduces the costs of
workers' compensation, medical expenses, potential fines, and
the expenses of litigation. Effective workplace safety is not an
expense, it’s an asset.

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8 Principles of a Safe Workplace
A properly managed safety culture based on these 8 Principles
of Workplace Safety will produce employees who:
• Participate actively in training,
• Identify and alert each other and management to potential
hazards, and
• Feel a responsibility for their safety and the safety of others.
Accepting safety as an ethical responsibility demonstrates a sincere
concern for each employee, which establishes the foundation for an
effective safety culture.

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Strive to Improve
• Use the input from student evaluations to improve
your future performance
• Update your materials to keep them current
• Continue to improve your knowledge of the subject
matter

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QUESTIONS TIME