STEP 1. PRACTICAL TRAINER, 3 DAYS.

ELEMENT 1. HEALTH AND SAFETY TRAINING IN MODERN COMPANIES: KEY TERMS.

• Safety minutes, introductions, procedures, goals and objectives.

• What is effective HSE training?

• Training methods.

ELEMENT 2. TRAINING PREPARATION AND ORGANIZATION.

• Informing participants about a training session.

• Preparation for a training session, a trainer’s ‘assault pack’ – what should a trainer always have prepared for a training session?

• Selection and preparation of the venue, equipment, seating methods, safety and security.

ELEMENT 3.  OPENING A TRAINING SESSION.

• Step-by-step practical techniques of a trainer’s motivated self-presentation.

• Dr. Robert Cialdini’s 5 rules of effective training. 

• Tools for getting to know participants of the training.

• Warm-Ups: quick psychological tools for encouraging active employee participation in HSE training. 

• Sharing the timing and rules of the training with the participants.

• How to get participants interested in the content of the training.

• Identifying participants’ expectations.

• Principles of andragogy and their application to HSE training.

• Participants with different psychological and physiological characteristics and interaction with them.

ELEMENT 4. THE ART OF PUBLIC SPEAKING FOR A HEALTH AND SAFETY TRAINER.

• Preparing a presentation .

• Presentation plan: logic, composition, scope of a presentation and holding an audience’s attention.

• Rhetorical devices: example, imitation, simile, extended metaphors, repetition, allegory, appeal, citation, antithesis, allusion, hyperbole, rhetorical questions, anticlimax, suspense, anacoluthon.

• Effective argumentation skills.

• Presentation delivery:

  • Voice: loudness, diction, intonation, speech tempo, pauses;

  • Behaviour: posture, gestures, non-verbal techniques, use of space.

ELEMENT 5. ACTIVE THEORETICAL METHODS IN HEALTH AND SAFETY TRAINING.

• Effective use of the theoretical methods to build new knowledge and explain learning material.

• Mini-lecture and discussion: psychological rules for organizing and conducting mini-lectures and discussions, making conclusions, tips on how not to lose control.

ELEMENT 6. ACTIVE PRACTICAL METHODS IN HEALTH AND SAFETY TRAINING.

• Procedures for tasks and exercises.

• Gamification of training, procedures for using role playing, business games and business cases.

​ ELEMENT 7. ASSESSMENT OF TRAINING EFFICIENCY.

• Closing a training session.

• Methods for evaluating the effectiveness of training.

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STEP 2. MASTER TRAINER, 2 DAYS.

WORKING WITH AUDIENCE AND MANAGING GROUP DYNAMICS DURING TRAINING.

• Conditions and techniques for effective interaction between a trainer and participants of a training session.

• Setting up training groups.

• Stages and crises in the development of a group.

• Specific nature of effective HSE training and engaging adult audience – more about andragogy.

• Specific nature of effective HSE training and engaging ‘millennials’ – the majority of working population – and keeping their attention in the world of fast-changing information and gadgets.

• Specific nature of effective HSE training for your superiors – senior managers.

• Basic skills for working with challenging participants. Most common problems.

• Working with questions and objections. Neutralizing participants’ objections. 

• Tips on keeping attention. If you audience is getting bored… Additional dynamic techniques for increasing participants’ attention span during long training sessions.

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STEP 3. PROFESSIONAL TRAINER, 2 DAYS.

TRAINING DEVELOPMENT.

• The concept of pedagogical design.

• Robert Gagné’s learning principles:

  • Attracting learners’ attention, motivating them to learn, awakening their interest in HSE topics and methods;

  • Explanation of learning goals and objectives. Shaping the level of expectations for learning outcomes; 

  • Presenting new materials to focus on key moments;

  • Monitoring the learning process – focus on retaining materials in long-term memory;

  • Applying knowledge to practice;

  • Evaluation of a training session and its effectiveness;

  • Evaluation of pass rates and overall effectiveness of a training course;

  • Taking practical action.

• Objectives of a pedagogical designer – a course developer:

  • Analysis of a target audience’s needs, their competence and expectations for learning outcomes; 

  • Setting goals and objectives of learning materials;

  • Analysing and structuring materials in line with course goals and learning objectives;

  • Selecting training tools and methods;

  • Creating elements, style and visual design of the course. Using effective visualization to develop HSE courses;

  • Creating tests and tasks, tools for monitoring and gathering information;

  • Creating a course with appropriate tools or assigning tasks to team members to develop its specific elements.

• 5 stages in the development of learning materials based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation):

  • Analysis;

  • Design (selection of learning tools, creating a scenario or an outline for future learning materials, preparing a trial version of learning materials, evaluating and revising materials in line with course goals and learning objectives);

  • Development;

  • Implementation;

  • Evaluation.

• Guidelines for designing effective role playing.

• Guidelines for designing effective business games.

• Guidelines for designing business cases.

• Rhetorical techniques – advanced level.

• New methods of working with group dynamics – coaching techniques – helping participants to set individual goals and objectives. Creating roadmaps for participants’ self-development after the training session.