Design, Conduct and Evaluation of Training Workshops

We offer tailored courses in these areas:

  • functional perspectives on decision-making of groups or teams;
  • apprreciative coaching skills for managers;
  • behaviour safety design and development;
  • safety through physical and cognitive ergonomics;
  • mental toughness and stress at work;
  • wewllbeing and engagement at work.

We are glad to discuss needs in response to your enquires and offer course programmes to meet specific needs,

Get the training needs right

Establing the training needs of people is the vital though often neglected starting point of training. These needs can be established by examining an organisation's safety information system including standard operating procedures, method statements (documented safe systems of work), risk assessments, permits to work, accident investigation records and near-miss reporting systems. By using existing safety information systems to pinpoint training needs, you facilitate identification and exploration of interactions between safety behaviour at work, atttitudes and operational situations; for the general aim is to figure out discrepancies between existing knowledge and what personnel are required to do at work. Any such discrepancies generally mean a training requirement.

Be clear on training objectives

Objectivs are specific, precise statements of intent that focus on outcomes of a training process. Realistic, achievable training objectives should include four aspects:

  1. what the learners should be able to do after the training
  2. situations or conditions under which learnt behaviours should be displayed by learners
  3. requisite performance standards
  4. knowledge and skill needed to display the required behaviour to the desired standards.

How we design training

Our courses are individually tailored to your requirements whilst retaining the core style that makes them educational, useful, memorable, effective and pleasant.
      1) In order for learning to occur there needs to be emotional involvement.
  2) Serious subjects should preferably be presented in a way that contains humour.
  3) Wherever possible training should include Visual, Auditory and Kinesthetic elements.
  4) Information should be presented so as to appeal to both 'structured' and 'artistic' processors of information.
  5) Discussion, Role-play, Individual and Table activities are an essential part of the learning process but often perceived by attendees as difficult or superfluous. Thus 'activities' should always be explained and agreement to participate elicited.   
  6) As every group has an its own social identity, training needs to be flexible enough to allow for different group preferences whilst still meeting needs of the individuals within that group.

Resonance and Rapport

We very much appreciate how much your people want traiing to be relevant to their needs and interest. We have not forgotten how we climbed the safety ladder from our first certificate studies and that makes us excellent trainers and coaches to those who come to us for help in becoming better at health and safety in their own careers. We are actively involved in real problems in the real world every day. We get mud on our boots and dust on our overalls.