Delegates will learn and practice the advanced and most effective techniques in training and teaching in the field of HSE. Successful students will stand out among the rest of safety practitioners with experience and fundamental knowledge

By the end of this course delegates will be able to:

• Design an effective safety training plan
• Devise workable training strategies
• Determine the appropriateness of training as a solution to work site problems
• Develop goals and learning objectives for the training
• Conduct traditional classroom and on-the-job training (OJT)
• Improve the training program based on feedback from employees, supervisors
• Understand and comply with major safety training standards
• Develop effective lesson plans, goals and objectives for safety training
• Adopt to taxonomy of the cognitive training
• Competently design training-need-analysis  
• Develop a focused evaluation program
• Apply program quality control criteria

Team Leaders, Managers, Line Managers, Supervisors, Team Leaders, Project Managers, Control Center Operators and Supervisors, Emergency Dispatchers, Security Personnel and CCTV Operators, HSE Officers, HSE Personnel, HSE Professionals, Emergency Response Team Members, HSE Managers and Auditors, Health & Safety and Environmental Professionals, Coordinators, Specialists and other full-time safety practitioners, Fire Officers, Loss Control Managers, Security Directors and Managers, Security Supervisors, Facilities Directors and Managers, HR and Administrative Managers with responsibility for security, Project Managers, Safety Inspectors, Plant Managers and Supervisors, Incident Control Point (Forward Control) Team Members, Supervisors, Advisors, Auditors, Laboratory Personnel, Emergency Personnel, Maintenance Personnel, Procurement and Supply Chain Managers, Engineers

• Adult learning principles and process
• OSHA’s suggested training plan core elements
• ANSI Z490.1-2001 instructor qualifications
• Safety training decision tree
• Matching training to employees
• Developing goals and objectives
• Components of learning objectives
• Developing learning activities
• Interactive learning strategies
• Pedagogy vs. Andragogy – Knowles’ Assumptions of Adult Learners
• Lawler’s principles of adult education
• Education and training: what’s the difference?
• Bloom’s Taxonomy of the cognitive domain
• The Seven Step Safe “on-the-job training” (OJT) training model
• Preparing for the training
• Develop training materials
• Trainers as leaders
• Establishing confidence
• Artistry in training
• Hunter’s Model – Seven-step lesson plan
• The 6 stages of training design
• Application of the knowledge (operational knowledge, procedural knowledge, declarative knowledge, theoretical knowledge)
• Setting the tone
• Facilitating discussion
• Evaluation
• Trainer as Field-Based Supervisor
• Reflective supervision
• Handling problem situations
• Designing training evaluation analysis
• Training program management
• Program quality control criteria
• The Deming Plan, Do, Study, Act (PDSA) Cycle
• Ways of monitoring participation

BTS attendance certificate will be issued to all attendees completing minimum of 75% of the total course duration.