Why trainers are uniquely placed to excel at CPD

Refine your reflective practice

Reflection is a key part of the iterative processes of delivering training, writes IOSH trainer Craig Foyle.

It’s a continuous cycle of planning, delivering and assessing that requires assessment on what’s working and what needs improvement. Trainers must adapt their approaches based on real-time feedback and outcomes, fostering a mindset of constant evaluation and adjustment. Unlike in static roles, this dynamic approach means that trainers refine their reflective practice skills through critically assessing their methodologies and refining their techniques.

Part of the dynamism of the role of a trainer comes from the diverse range of learners we interact with – each one brings a unique perspective and learning needs. It challenges trainers to be attuned to various learning styles and modify their approaches. By reflecting on these interactions, trainers gain insights into how different strategies impact learning and can make decisions to become more effective.

This direct feedback loop from learners is invaluable for developing a nuanced understanding of training practices and learner engagement. I delivered my first IOSH Managing Safely® course in 2008 and I can honestly say that I have learned something new on every course, because every delegate brings something new to the course, and takes a different perspective away.

Work collaboratively

The training environment is always in flux, offering up new ways to adapt and meet new challenges. During the Covid-19 pandemic, I delivered each module of IOSH Managing Safely to a trusted trainer, we evaluated what worked and what needed changing in the delivery. It was a great opportunity for professional development, and after each delivery led to further improvements.

Trainers are also given the opportunity to work collaboratively with other professionals, which helps our development. We often share insights and strategies and engage in activities like attending training as a delegate, research or peer reviews. These all help us to broaden our perspectives and integrate new ideas into our practices. When delivering training to corporate clients, safety professionals and trainers often attend my courses. I challenge myself to be the best I can not just for my peers but for every delegate, however, I do request and receive additional feedback from them.

So, there are a variety of reasons that trainers are uniquely positioned to excel in their reflective practice and maintain their CPD records. With an environment of ongoing evaluation and adaptation, assessing methods, responding to learner needs and engaging with peers, there’s fertile ground for reflective practice.

How to apply what you learn

When you’re a trainer who coaches and teaches others, as opposed to a hands-on adviser or manager, how do you claim CPD in the profession? How can you apply what you learn to reflections on your practice?

I spent the best part of a decade as a consultant trainer for a leading business delivering many IOSH products and CPD courses, writes Duncan Spencer, IOSH’s Head of Advice and Practice.

I had limited opportunities to practice the skills and apply the knowledge I was teaching, but my learning and understanding of occupational safety and health (OSH) was still profoundly deepened. Our delegates are interesting people that we constantly learn from. As trainers we challenge them, encourage them to tell stories, facilitate debate and discussion. When they ask us questions that we can’t answer, we research it so that we know for the next time around.

The technical competencies are most often covered in the course materials, and so your knowledge is consolidated in each delivery. Health and safety law, compliance with it and achieving improvements are all covered, as well as the tools of the trade, such as risk identification, assessment and incident management. Often, discussions also lead towards conversations on culture, welfare, wellbeing, vulnerable workers and other social sustainability factors.

As well as the technical competencies, there are many opportunities to develop on the core and behavioural competencies during training. From strategy to stakeholder management and influencing cultural change, and those that make a delegate an effective employee or manager, they’re all vital. And to ensure that they can effectively put into practice everything that they learn, leadership, teamwork and managing change are often discussion points.

In addition to those competencies we arm our delegates with, there are also many that we must demonstrate to be able to deliver training effectively. Building trust, motivating and creative problem-solving as well as active listening, empathy and providing constructive feedback. And that’s a continuous learning journey, we seek out opportunities to learn more about leading, inspiring and motivating learners.

Repeatedly delivering the same material can sometimes lead to intuitive moments that deepen the trainer’s understanding of their subject. And as every delegate provides new knowledge or perspectives, there’s always something to reflect upon. The challenge isn’t finding ways to claim your CPD, but instead deciding what you will leave out.