Training and competence

When recruiting personnel, develop a clear understanding of the skills and experience required to fulfil the vacant role. The more detail that can be provided to applicants prior to employment, the better for both them and the organisation. This enables them to determine for themselves whether they believe they would be suited to and willing to fulfil the role. It also assists applicants to demonstrate they have the skills and knowledge to fulfil the role.

Task analysis can be a useful tool for determining all the requirements of a job, including competency-related matters, as well as functional capacity. It can assist in identifying any gaps in new recruits’ skill sets which the organisation will then need to be willing to address. If the organisation does not have the resources to address skill deficits to achieve competency, then they need to reconsider their recruitment decisions.

To ensure additional risks are not introduced through the recruitment process, an analysis to determine the number and type of staff required, using risk assessments, company policies and best practice to inform the analysis should be conducted.

Determine training needs

Organisations should conduct a training needs analysis to determine the training requirements for individuals, roles, teams, departments, etc. It is beneficial to develop individual training plans for all workers, identifying their specific training needs at different stages of their work lifecycle.

It should be noted that training should not be used to try and overcome poor design elsewhere; for example, developing ‘work-arounds’ to compensate for poor design of workplace, tools, equipment or procedures.

Consider the purpose of the training

Consider whether training is:

• initial information, such as familiarisation of the environment and systems
• ‘refresher training’ to maintain skill levels
• mandatory due to an operational change (e.g. new equipment)
• related to a change of job role
• in health and safety, rather than job-related skills training
• to develop non-technical skills, such as team-building, time management or conflict resolution
• to teach infrequently used, but critical, skills and knowledge such as emergency drills and error recovery
• for permanent employees, contractors or temporary staff.

The means by which individuals prefer to learn, or find that they learn most effectively, differs between people. This is why it is important to maximise learning by catering for different learning styles when designing training courses or programs of skill development.

Use suitable training method/s

Identify the best method for training delivery and consider what resources may be needed. Training participants are not likely to retain all of the information that is shared with them during a classroom-based education session. It is important to provide multiple modes of information delivery (i.e. visual, auditory and kinaesthetic), so as to appeal to a range of learning styles and preferences. This increases information retention and enhances people’s ability to apply the knowledge that they have acquired to the real world.

The following questions can assist when developing training.

• Are exercises or drills appropriate?
• Would simulations be beneficial?
• What is the best environment to learn in?
• Who will deliver the training and are they competent, knowledgeable and credible?
• Does there need to be a buddy system after training for further on-the-job observation?
• Is the training consistent with current procedures?
• Do you need specific work groups to attend together to simulate real working situations?
• What is the ratio of attendees to trainer?
• Is there opportunity to learn vicariously before having a go first hand?

On completion of training, a skills consolidation period should apply. This is so the learner can gain experience and reinforce the skills learned, prior to being assessed or undertaking the task. Through practicing on the job, learners are also given the opportunity to ask more questions after having applied their skills.

During the skills consolidation period, the learner may complete the specified trained job tasks unaccompanied or with supervision and their performance should be monitored.

Some training may require a formal assessment to validate competence against an agreed standard. This may include tests, assignments, on-the-job observations or follow-up observations. By developing consistent standards to measure against, organisations can ensure that training achieves its objectives.

It is important to assess more than just the job-specific skills. Hazard awareness, safety attitude and behaviour should also be considered as the ability to identify any shortfalls in a worker’s everyday performance may suggest a lack of competence with regard to risk management or hazard awareness.

Following completion of training, confirm that the worker understands the next steps in the training program and whether they are immediately authorised to perform new tasks, or if they require more training or supervision before undertaking specific tasks. Within the training management system, there should be provision for ongoing and regular review of worker competence, such as refresher training, and this should be communicated to the worker.

As part of a safe system of work, it is essential that training and assessment records are maintained and easy to access. In particular:

• supervisors need to be able to access workers’ training and assessment records to confirm a worker is competent before assigning tasks
• workers should be able to access their own training records so that they know what they are deemed competent in.

Communication and feedback is essential for effective training and can add value in determining the level of competence achieved.

All parts of the design, development and implementation of the training and assessment should be formally monitored and reviewed. Monitoring and review may include:

• peer reviews of delivery
• feedback forms from attendees
• task observations
• spot checks of completed training and assessment material.

The Department recommends an audit is conducted on the training management system at least every two years to ensure the operation is meeting its own system requirements as well as legislative requirements.

Additional evaluation of the effectiveness of the training management system should take place after an incident and the outcomes used to improve and close gaps within the system.