Class Training Design and Management

The management of training in the area of TSST (Superior Occupational Safety Technician) is essential to ensure that professionals in this area have the knowledge and skills necessary to promote a safe and healthy work environment. The management of TSST training should start with an assessment of the training needs of professionals. It is important to identify areas where professionals need additional training or refresher. Based on this assessment, it is possible to draw up a training plan that includes specific courses and training to meet the identified needs. The area of health and safety at work is constantly evolving, and professionals must be up to date with new technologies, standards and regulations. Ongoing training should be planned and offered regularly to ensure that professionals are always up to date with best practices in health and safety at work.

Description of contents

Methodologies and techniques for identifying training needs, depending on the different target audiences
Methodologies and techniques for designing training programs (definition of objectives and pedagogical content, resources and conditions for carrying out training)
Training methodologies and techniques suited to the defined strategies (motivation techniques, pedagogical methods, time management and necessary means)
Techniques for using training equipment (overhead projector)
Trainee evaluation techniques
Appropriate methodologies and techniques for evaluation and effectiveness 

The methodologies used are expository, interrogative and active.

The assessment should take on the nature of proof of professional performance based on the activities of the targeted Professional Profile, and should assess the most significant knowledge and skills acquired in the different Training components.

Continuous Assessment Component (60% of the Final Grade), carried out throughout the Module and based on the pertinence, relevance and opportunity of each Student's participation in classes
Final Assessment Component (40% of the Final Grade), based on the preparation of a Final activity, carried out individually, presented and delivered within the previously established deadline.

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IFQ. (2004). Guia para a concepção de cursos e materiais pedagógicos. Lisboa: IQF
IFQ. (2005). Formação para a inclusão. Guia metodológico. Lisboa: IQF
Le Boterf, G. (1995). De la compétence: Essai sur un attracteur étrange. Paris: Éditions d' Organisation