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Training and Development Strategies

Dr Adewale Abimbola, FHEA, GMICE.

www.edulibrary.co.uk

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Aim

and Objectives

Aim: Training and Development Strategies.

�Objectives: At the end of the lesson, the students should be able to:

  • Spot likely training needs based on risk and performance issues.
  • Draft a basic Training Needs Assessment (TNA) and propose suitable training actions.
  • Explain strategies that can be used to address skills, productivity, safety, and teamwork.

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Learning Outcome and Assessment Criteria

  • M4 Propose training and development strategies to improve team performance.
  • D3 Analyse the relationship between performance management and health and safety legislation.

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Training �and Development

  • Employers have a legal duty to train, educate and provide instructions for operatives to operate safe systems of work in the workplace.
  • HASAWA 1974 requires that employers must train and educate all operatives to ensure that they are competent in their work activities on a construction site.
  • CDM 2015, Regulation 8 states that anyone appointing a contractor must ensure that they have received necessary information, instruction and training, and has appropriate supervision.
  • This may involve training courses for specific pieces of equipment and plant. It also covers the use of construction materials.

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Training and Development

Training can be conducted on site or off site depending on whether it is a practical operation or requires theoretical knowledge.

A simple toolbox talk may suffice. All records must be kept in event of an accident investigation.

Offsite training is often provided by specialist contractors who are certified to deliver this specific training.

CSCS cards provide employers with a means to certify that individuals working on construction sites have the required qualifications and training (including health and safety awareness) for the job they do on site.

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Identifying Staff Training Needs

  • Identifying training needs starts from a risk‑based view of the work, comparing the skills and knowledge required for safe, compliant site operations with what staff currently demonstrate in practice (HSE, 2025; CHAS, 2025).
  • Site managers should review site‑specific hazards (e.g. work at height, lifting operations, plant, temporary works) and assess where training is needed to control those risks, in line with health and safety law and guidance (HSE, 2025).
  • Evidence sources for training gaps include incident and near‑miss reports, inspection findings, audit results, toolbox talk feedback, and informal observations on site (Training First Safety, 2025).

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Identifying Staff Training Needs

Health and safety training needs often emerge where there are repeated non‑conformances, such as poor PPE use, unsafe access/egress, or misunderstanding of method statements and RAMS (CHAS, 2025).

Site managers should consider different roles and their specific requirements, for example: crane operators needing lifting operations refresher training, supervisors needing SSSTS/SMSTS, and new starters needing full induction and basic H&S awareness (HSE, 2025; CHAS, 2025).

A structured Training Needs Analysis (TNA) helps prioritise which gaps to address first, typically focusing on high‑risk activities and legal compliance before broader development (Training First Safety, 2025).

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Inadequate training leads to £10,000 fine (Birmingham factory case)

Incident overview

  • A maintenance engineer suffered a crushed hand when a pressure beam fell after he removed supporting chocks (The chocks were being used to prop a pressure beam while maintenance work was being undertaken) during routine factory maintenance.
  • The worker was off work for over three months due to serious injury, highlighting the human and productivity costs of safety failures.
  • The company pleaded guilty to breaching Section 2(1) of the Health and Safety at Work etc Act 1974 and received a £10,000 fine plus £940.50 costs for safety failings.

Root causes identified

  • No written risk assessments or safe systems of work existed for maintenance tasks involving heavy machinery components.
  • Engineers received zero formal training on equipment operation and were expected to "learn as they went along."
  • Site maintenance programme lacked proper planning and supervision for routine but hazardous tasks.

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Inadequate training leads to £10,000 fine (Birmingham factory case)

Legal and regulatory failures

  • Breached statutory duty to ensure employee health, safety and welfare "so far as is reasonably practicable.“- Section 2(1) of the Health and Safety at Work etc Act 1974.
  • Failed to provide essential information, instruction, training and supervision required by health and safety law - Section 2(2c) of the Health and Safety at Work etc Act 1974.

HSE Inspector's key findings

  • Routine maintenance tasks needed formal safe working methods, especially when isolating heavy mechanical components.
  • Lack of basic controls like permit-to-work systems or lock-out/tag-out procedures contributed to the uncontrolled energy release.

Construction industry lessons

  • Like factory maintenance, construction involves routine tasks (formwork striking, scaffold dismantling, temporary works removal) that carry crush/trap risks if not planned.
  • Site managers must ensure task-specific risk assessments and method statements exist before work starts, even for "simple" activities.
  • New or unfamiliar trades must receive documented training and competence checks, not just verbal briefings.

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Training and Development Planning

  • Training and development planning means turning identified needs into a planned programme of interventions (courses, on‑the‑job coaching, mentoring, toolbox talks) with clear objectives and timescales (Vector Solutions, 2025).​
  • A construction training plan should align project objectives, company standards and H&S requirements, for example combining project planning, quality, financial management and mandatory safety training (Vector Solutions, 2025).​
  • Site managers are responsible for ensuring that staff receive the right training at the right time, including inductions, task‑specific instructions, refreshers, and updates when regulations or methods change (HSE, 2025).​
  • We have established that health and safety regulations require employers to provide information, instruction, training and supervision so workers can perform their tasks safely; planning must therefore include all levels from operatives to managers (HSE, 2025; CHAS, 2025).

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Training and Development Planning

  • Training plans should differentiate between site‑specific needs (e.g. confined spaces on a sewer project, temporary traffic management on a highway job) and core competency needs (e.g. SMSTS, first aid, manual handling) (Great American Insurance, 1999; CHAS, 2025).
  • Examples:
    • A contractor develops a 12‑month development plan for site managers including modules on building regulations, fire safety, quality management, communication, and project planning, aligned with an NVQ Level 6 in Construction Site Management (NHBC, 2025).​
    • On a bridge replacement scheme, the site manager schedules lifting‑operations training before major crane lifts, follows this with mentored shifts under an experienced Appointed Person (AP), and checks learning through observations and lift plans.

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Training and Development – Importance/�Benefit

  • Enhanced Safety:
    • Proper training reduces accidents and injuries on construction sites, creating a safer working environment for all workers.
  • Increased Productivity:
    • Well-trained workers are more efficient, leading to increased productivity and smoother workflows in construction projects.
  • Quality Workmanship:
    • Training ensures a high standard of work. Skilled workers produce work that meets or exceeds industry standards.
  • Adaptation to Technology:
    • Ongoing education allows workers to stay current with technological advancements in construction, fostering a technologically competent workforce.
  • Code and Regulation Compliance:
    • Regular training keeps professionals informed about changes in building codes, safety regulations, and industry standards, ensuring compliance and quality assurance.
  • Career Advancement:
    • Certifications and additional skills open doors to higher-level positions within the industry.
  • Specialised Roles:
    • Specialised training prepares workers for roles such as project management, green building practices, and safety supervision, thus contributing to a well-rounded workforce.
  • Sustainable Construction Practices:
    • Training in sustainable construction practices help to promote eco-friendly building methods and contributing to the industry's commitment to sustainability.

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  • Industry Standardisation:
    • Training programmes contribute to standardisation within the industry by providing a common set of skills, practices, and knowledge, fostering a shared understanding among professionals.
  • Reduced Turnover:
    • Investing in the training and education of employees can lead to higher job satisfaction, reducing turnover rates and retaining experienced, skilled workers.
  • Innovation and Creativity:
    • Continuous learning fosters innovation and creativity within the construction industry. Workers with diverse skills contribute to problem-solving and the development of innovative solutions.
  • Soft Skills Emphasis:
    • Training programmes are increasingly recognising the importance of soft skills, such as communication and leadership, alongside technical expertise, creating well-rounded professionals.
  • Industry Reputation:
    • A commitment to training and education enhances the overall reputation of the construction industry. Clients and stakeholders are more likely to trust and invest in a workforce that prioritises skill development.
  • Risk Management:
    • Educated and trained professionals are better equipped to identify and mitigate risks, reducing the likelihood of costly errors or project delays.

Training and Development – Importance/�Benefit

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In-class Discussion

Is Health and Safety Training Enough to Reduce Site Accidents?

Are There Other Factors To Be Considered?

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The Swiss Cheese Model (By Prof. James Reason in his 1991 book, Human Error)

  • The Swiss Cheese Model explains how accidents occur when multiple layers of defence all have gaps that line up, allowing a hazard to pass through and cause harm (Reason, 1990).
  • The model supports a “systems” view of construction safety, moving the focus beyond blaming individuals to examining how organisational and project controls can be strengthened (Reason, 1997; Hale et al., 2007).
  • Each “slice” of cheese represents a barrier or control, such as design checks, method statements, permits to work, supervision and PPE (Reason, 1997).
  • The “holes” in each slice represent weaknesses, such as time pressure, poor communication, inadequate training or unclear procedures (Reason, 1997).

Figure 1. James Reason Swiss cheese model (WhatsthePONT, 2018).

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The Swiss Cheese Model (By Prof. James Reason in his 1991 book, Human Error)

  • In construction, barriers can include CDM design reviews, RAMS, site inductions, plant inspections and temporary works checks; if several of these fail together, serious incidents can occur (HSE, 2020).
  • Latent conditions (e.g. a weak safety culture, under‑resourced supervision) often sit unseen in the organisation until they combine with active failures on site (Reason, 1990; Hale et al., 2007).
  • Near misses on construction projects show that some slices are working (the incident was stopped) but also indicate where holes exist and need to be reduced (HSE, 2020).
  • Practical example: a scaffolding collapse can be analysed by mapping controls (design, inspection, loading limits, exclusion zones) and showing which holes had to align for the event to occur (HSE, 2020).

Figure 2. The Swiss cheese model (Reis, 2025).

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CPD (Continuing Professional Development)

  • CPD involves ongoing learning activities to enhance professional skills and knowledge.

Significance in the Workplace:

  • CPD and lifelong learning are crucial for skill enhancement and career development.
  • They support adaptability, professional growth, and maintaining industry standards.

Types of CPD Activities:

​

  1. Structured CPD/Active Learning: Involves structured active learning activities like training courses, workshops, and conferences.
  2. Reflective CPD/Passive Learning: Includes structured one-directional passive learning through reading articles, watching videos, and staying updated with industry information.
  3. Informal CPD/Self-directed Learning: Self-directed unaccompanied and unstructured learning such as reading professional newsletters and staying informed about industry news.

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Benefits of CPD for Career Development

  • Relevance and Impact: Keeping skills current and applying new knowledge effectively in the workplace.
  • Professionalism Display: Demonstrating dedication to career growth and maintaining high professional standards.
  • Meeting Expectations: Exhibiting competence to employers and stakeholders by staying abreast of industry standards.
  • Networking Opportunities: Establishing valuable professional connections through CPD engagements.
  • Career Progression: Identifying essential skills for advancement and showcasing a commitment to personal growth.
  • Confidence Boost: Reflecting on CPD accomplishments to boost self-awareness, foster innovation, and enhance problem-solving abilities for overcoming challenges.

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Site manager’s Training and Development Responsibilities

  • Site managers must ensure that training needs are identified, planned and reviewed as part of their duty to provide safe systems of work and competent supervision under health and safety legislation (HSE, 2025).​
  • They act as a key link between organisational training/HR functions and site operations, feeding back where additional training is needed and ensuring workers are released from production to attend essential courses or toolbox talks (CHAS, 2025; Vector Solutions, 2025).
  • Site managers should model good practice by engaging in their own CPD (e.g. SMSTS refreshers, leadership training, technical updates), demonstrating a culture where learning and development are normal parts of construction work (NHBC, 2025; CPD UK, 2026).
  • Practical example: On a complex civil engineering job involving deep excavations and temporary works, the site manager uses incident data to identify a need for refresher training on excavation safety, schedules targeted sessions, and records this as part of staff CPD and the project’s health and safety file (Training First Safety, 2025; Great American Insurance, 1999).�

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In-class Discussion

Which three CPD activities would most help a newly‑qualified graduate engineer become a construction manager in 5–10 years?

Can you describe a recent learning experience from site work that should be recorded as CPD?

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Training, Development, and Professional Responsibility

The duty to protect public safety and the environment requires engineers to keep their knowledge of standards, materials and methods current (HSE, 2020).

Codes of conduct for engineers typically state that members must undertake CPD and recognise their own limits of competence (ICE, 2022).

Training and development supports ethical decision‑making by exposing professionals to evolving expectations around sustainability, social value and EDI (CIOB, 2021).

Training in digital and data literacy helps engineers to understand the limitations and risks of new technologies, including AI‑enabled tools (Liu, Zhao, and Khosrowshahi, 2023).

By engaging in training and development, civil engineers contribute to a culture of continuous improvement within their organisations and the wider industry (Wenger, 1998).

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Group-Assessment Task

Scenario:

  • Title: Training Needs Assessment for a Medium‑Rise Housing Project.
  • Project context: A medium‑rise block of flats on a constrained urban site in Cardiff.
  • Role: Construction Manager (main contractor)

Task:

  • Develop a Training Needs Assessment for the workforce on this project.

Use the provided ‘Training Needs Assessment Exercise’ template.

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Self-Assessment Task

Improving performance on a construction site requires both technical competence and behavioural effectiveness. Explain how any FOUR of the strategies below can be used to address skills, productivity, safety, and teamwork.

  • Skills gap analysis before training.
  • Technical skills training.
  • Health and safety development.
  • Cross-trade coordination workshops.
  • Performance feedback and review systems.
  • Supervisory and leadership training.
  • On-the-job coaching workshops.
  • Soft skills and team development.

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References/Bibliography