Train the hse trainer ammar

HSE Training and Development

Develop by: Ammar Hassan

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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

Learning contract & Domestic Arrangements

• 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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Health and Safety Foundations

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Program content

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Managing & Designing Training

Delivering training

Practice

Skills assessment

Review Learning

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Training vs.

Learning

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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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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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Knowledge transfer Modified behaviour or attitude

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Traditional Training & Development Management

Training Planned

External Consultant In-house design

Training Delivered

Feedback questionnaire

Manager requestsTraining for staff

Employee requestsTraining

External course

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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

Paybackcalculated

Training needs analysis

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When we train people what do we expect from them ?

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Measurable outcomes

•Assertiveness

•Leadership

•Customer care/Sales

Behaviour

•Project Management

•IT system

Skills

•Professional qualification

•Machine/Process training

Technical

• Measure knowledge transferImmediate• Individual• OrganisationLong term

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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

TNA

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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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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)

Interviews with key personnel

Questionnaires

Job descriptions & competency frameworks

Observation / job shadowing

Critical incident analysis

Appraisal records, performance targets

Assessment centres, tests

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The Training Cycle





4. Deliver training

Learning Objectives

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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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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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The Training Cycle





4. Deliver training

Planning & Design

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• What problems that we may face with training development and delivery

• Look @ the three elements !!

Planning & Design

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The problems with Training

Knowledge Transfer Barriers

LearningModifiedBehaviour/ Attitude

What are the barriers that we need to overcome when we are training?

Planning & Design

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Influences on learning

Learner

EnvironmentTrainer / Training

Motivation

Learning Style

Personality

Training methods

Noise

Other learners

Temperature

Room layoutTime of day

Level of knowledgePrevious learning experiences

Credibility

Planning & Design

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How do we overcome these barriers?

Planning & Design

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Learning CycleExperience

Drawing conclusions / theories

Experimenting / trying out what you have learned

Observing and Reflecting

Planning & Design

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Learning Styles

Activists involve themselves fully

in new experiences

TheoristsAdapt and apply

observations into logical theories

PragmatistsTry out new ideas and

approaches to see if they work

ReflectorsObserve, collect data, reflect on

it and come to a conclusion

Planning for Learning styles

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Activists Reflectors

Pragmatists

Training event Real Life++ =

Theorists

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Learning theorySo we need to answer the “Why do I need to know this?” question. Demonstrate benefits, applicability. Set expectations.

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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

LearnersMaterialsInstructors

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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ICEBREAKER

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Energizer

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Energizer

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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





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





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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WHAT IS THE QUALIFICATIONS REQUIRED

FOR THE HSE TRAINER ?

HSE

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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


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


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


•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


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


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


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


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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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

Education

Train the hse trainer ammar