ADOSH-SF Technical Guideline: Training, Awareness and Competency

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Abu Dhabi Occupational Safety and
Health System Framework
(ADOSH-SF)
ADOSH-SF Technical Guideline
Training, Awareness and Competency
Version 4.0
July 2024

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Training, Awareness and Competency - Version 4.0 – 15 th July 2024 Page 2 of 30
Table of Contents
1. Introduction ........................................................................................................................................................ 4
2. Definitions ......................................................................................................................................................... 4
3. Levels of Training............................................................................................................................................. 5
4. Organizational Training Needs .................................................................................................................... 6
4.1. Legal Requirements.............................................................................................................................. 7
4.2. Risk Management Program ................................................................................................................ 7
4.3. OSH Incident History ............................................................................................................................ 7
4.4. Specific Task and / or Roles ............................................................................................................... 7
4.5. Role Specific Occupational Training / Accreditation / Registration.................................... 8
4.6. High Risk Area’s ..................................................................................................................................... 9
4.7. Employee Consultation ....................................................................................................................... 9
5. OSH Competency Program ......................................................................................................................... 10
5.1. Employee Capability .......................................................................................................................... 10
5.2. Employee Development ................................................................................................................... 10
6. Prioritise the Training Needs .................................................................................................................... 11
7. Training Methods and Resources ............................................................................................................ 12
7.1. Choosing Training Methods to suit your Employees ............................................................. 12
7.2. In-House Training ............................................................................................................................... 13
7.3. External Training ................................................................................................................................ 13
7.4. Selecting Trainers .............................................................................................................................. 14
8. Training Matrix / Training Plan................................................................................................................. 16
9. Evaluating Training....................................................................................................................................... 17
9.1. Trainee Feedback ............................................................................................................................... 18
10. Induction Training ........................................................................................................................................ 19
10.1. Shape your Induction Process ....................................................................................................... 19
10.2. Clear Involvement within the Induction Process .................................................................... 19
10.3. Induction Makeup and Training ..................................................................................................... 20
10.4. Create a Good First Impression ..................................................................................................... 20
10.5. Induction Design and Content ....................................................................................................... 20

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10.6. Taylor your Induction Process to suit Different Audiences................................................ 21
10.7. Ensure a Quality Induction Experience ...................................................................................... 21
10.8. Keep your Induction Process Up-to-Date .................................................................................. 21
10.9. Evaluate and Assess the Success of your Induction Process ............................................ 21
11. Mentoring ....................................................................................................................................................... 23
11.1. Selecting Suitable Mentors ............................................................................................................. 23
12. Refresher Training ........................................................................................................................................ 24
13. References ....................................................................................................................................................... 25
14. Document Amendment Record ................................................................................................................ 26
Appendix 1: Examples of Training Methods ............................................................................................... 27

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1. Introduction
(a) This technical guideline provides additional information to assist entities comply with
the requirements of
ADOSH-SF - Element 5 – Training, Awareness and Competency. The
contents of this technical guide are not mandatory, however adopting the information
within this guide will assist you in compliance to the requirement of the Element.
2. Definitions
(a) Training has been defined within the ADOSH-SF as:
(i) organized activity aimed at imparting information and/or instructions to improve
the recipient's performance or to help him or her attain a required level of
knowledge or skill.
(b) One of the main objectives of training is to raise the competency of a person to enable
them to deliver specific tasks or roles. Competency has been defined within the
ADOSH-
SF as:
(i) having adequate and sufficient training, qualifications and experience to be
capable of carrying out a task safely and efficiently.
(c) Competence cannot be achieved solely by the attendance of a training course. Rather it
depends on other criteria such as:
(i) experience;
(ii) skills;
(iii) education and qualifications;
(iv) knowledge and understanding of the tasks;
(v) the capacity to apply this knowledge to the tasks involved; and
(vi) an awareness of the limitations of one’s own knowledge and experience.

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3. Levels of Training
(a) There are many different levels of training ranging from the provision of basic awareness
right thorough to the development of task specific skills and competency. Each type of
training will have different benefits and outcomes for the people involved and it is vitally
important that prior to any delivery, it is understood what the purpose and requirements
are from the training program to ensure that the maximum benefits are gained.
(i) Knowledge based training:
1. is the passing of information between two parties and includes a test of the
trainee’s pre-existing level of knowledge and understanding about the
subject.
(ii) Competency based training:
1. Competency Based Training is training that is designed to allow a learner to
demonstrate their ability to do something. Usually assessed by a qualified
assessor to ensure competency.
(iii) Awareness based training:
1. is training that does not include a test of understanding, will only deliver a
certificate of attendance without filling in all of the attendee’s knowledge
gaps or clearing up all of the attendee’s misunderstandings.
(b) Training can be delivered in a variety of ways, however it is important to note that
competency/knowledge based training must include a test or demonstration of
understanding via assessment of the training provided to ensure that they have fully
understood the training and have the ability to put this into practice. Different methods
of delivery could include the following or be mix of the following:
(i) demonstrations;
(ii) classroom based / presentations;
(iii) toolbox talks;
(iv) on the job training; and
(v) interactive workshops.
(c) Training means helping people to learn how to do something, telling people what they
should or should not do, or simply giving them information. Training isn’t just about
formal ‘classroom’ courses and where possible should include a practical demonstration.

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4. Organizational Training Needs
(a)
ADOSH-SF - Element 5 - Section 3(a) requires entities to develop appropriate training and
competency programs for their staff and undertakings. The first step in developing these
programs is to fully understand what the training and competency requirements are for
the entity.
(b) A training needs analysis (TNA) - also known as a training and learning needs analysis -
is a systematic way to investigate your business training needs and find out where there
are gaps in the existing skills and knowledge of your employees. Conducting a TNA
regularly helps you to assess your business' training needs, which may change as the
business develops.
(c) There are many methods of undertaking a training needs analysis and the entity should
ensure that they are fully aware of these methods and the desired outcome of the
analysis. The analysis should cover all aspects of the entities undertakings, and all levels
of staff, including senior management.
(d) It is also important that the TNA identifies any generic training or awareness that all
employees require, such as emergency management procedures or incident reporting
procedures etc.
(e) These generic awareness requirements should form the basis of the entities induction
program for all employees when they join the company or as procedures change.
(f) Also as part of undertaking a training needs analysis, the entity should also consider the
languages that are spoken and understood within their workforce. It may be a
requirement that the training is delivered in several languages to ensure that it is fully
understood. This review may also result in the entity running language training as having
a more common language may be seen as a benefit to their business.
(g) It is important to note that the training needs analysis should not be seen as a one off
exercise and should be reviewed on a regular basis or as things change within the entity.
(h) The scope of the training needs analysis needs to be defined at the beginning of the
process, however there is a number of area’s that entities must examine to ensure they
have captured the OSH training needs:
(i) legal requirements;
(ii) risk management program;
(iii) OSH incident history;
(iv) OSH performance;
(v) specific task and/or role requirements;
(vi) high risk tasks / areas; and
(vii) role specific occupational training / accreditation / registration.

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4.1. Legal Requirements
(a) The entity has a legal obligation, through
ADOSH-SF - Element 9 – Compliance and
Management Review to compile a register of all legislation that has an impact upon their
undertakings. This register should also provide information on what specific training is
required.
(b) The entity should review the legal requirements that do impact upon their undertakings
and identify what specific training may be required from the legislation.
(c) These requirements could be in the form of general training for all staff on occupational
hazards and the protective measures.
4.2. Risk Management Program
(a) Under
ADOSH-SF - Element 2 – Risk Management, entities have an obligation to
undertake a review of all their operations to identify and hazards or impacts that may be
present and implement suitable control measure to reduce the risk to as low as is
reasonably practicable.
(b) The risk assessment program should be reviewed to identify those areas where training
has been identified as a control measure to reduce the risk.
(c) An example of where training would be identified as a control measure as part of the
overall risk reduction strategy is when looking at tasks involving the use of powered
forklift trucks. This would provide a clear training need for the users to ensure they are
competent to operate the forklift truck and as such reduce the risk of incidents.
4.3. OSH Incident History
(a) By reviewing the OSH incident history, the entity may be able to identify where
additional training could have prevented incidents. It should be noted that as part of the
OSHMS, following an incident, the relevant risk assessments should be reviewed to
ensure they are still suitable and as such additional training should be identified at this
point.
4.4. Specific Task and / or Roles
(a) An essential element of any training needs analysis is to undertake a detailed review of
all the tasks and / or roles within the entity.
(b) This examination should review what each task / role requires and from this what
specialist or general training is required.
(c) The training may not be directly related to the task that the person is undertaking,
however may be needed to ensure they are aware of the hazards from other tasks / roles
that are being undertaken.
(d) An example of this scenario could be a machine operator in a factory who will require
training on the use of the machine, however as he works close to a chemical processing
area of the factory, he would also require training on hazards and the control measures
to reduce the risk.

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(e) The training on the use of the machine would be a specific competency based training
that the person would need to demonstrate a clear understanding, however the training
on the chemical processing would be more general and as the person is not directly
involved apart from working in close proximity, could be done through tool box talks or
induction.
(f) It is also vital when assessing the tasks or roles within the entity that supervisory and
management roles are examined to identify what OSH training is required for that role.
(g) If a person is directly supervising a task, they will require sufficient knowledge to
understand the process and also to be able to identify any hazards that may be present.
Managers, regardless of seniority will all require training on the OSH procedures for the
entity and their role within those procedures.
4.5. Role Specific Occupational Training / Accreditation / Registration
(a) There are a number of tasks within the Emirate of Abu Dhabi that require the person(s)
to hold specific training accreditations, such as nurses performing medical supervision on
construction sites who must be licenced by the Department of Health – Abu Dhabi (DOH)
or OSH practitioners who are registered by ADPHC. Please refer to
ADOSH-SF –
Mechanism 7– Occupational Safety and Health Practitioner and Service Provider
Registration.
(b) When reviewing the roles within the entity, the legal requirements need to be taken into
account to ensure that these requirements are adhered to.
(c) Entities should also ensure that they are aware of future requirement issued by any
competent authority and as required update their training needs based upon this.
(d) Entities should also consider the future plans of ADPHC to register and licence a number
of different OSH occupations and roles, such as:
(i) Crane Operator;
(ii) Forklift Operator;
(iii) Scaffolder(s);
(iv) Other heavy plant and equipment operators; and
(v) Slinger / Dogman / Rigger.

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4.6. High Risk Area’s
(a) The entity should have already identified any training required for high risk area’s within
it’s undertakings through their risk management program, however these should be
reviewed to identify any specific training that is required.
(b) The review should not only concentrate on those who are undertaking tasks within those
area’s but also any support that is needed, such as emergency response or supervision.
The review should also consider those who may be effected if something where to go
wrong.
(c) Examples of where additional specialist training would be required for high risk areas
could be if the entity has some confined space operations under their control. Under
ADOSH-SF - CoP 27.0 – Confined Spaces, the entity has a legal duty to ensure that those
persons who are entering a confined space are competent to do so and can recognise the
hazards and dangers within.
(d) The entity also has a duty to ensure that all employees are aware of the hazards of
confined spaces and the specific control measures that are in place to prevent
unauthorised entry. This training could be a more general training provided again,
through tool box talks or induction.
4.7. Employee Consultation
(a) All entities have a legal obligation under
ADOSH-SF - Element 4 - Communication and
Consultation to consult with their employee’s over OSH matters. Consultation, when
undertaking a training need analysis is a vital element that will determine the quality of
the information the analysis produces.
(b) When beginning the process of undertaking a training needs analysis, entities should
consider engaging a number of employee’s within the project team. Further, when
looking at specific task / role training needs, discussing the requirements of the role /
task with the people who actually undertake this, will help provide real information on
what the requirements actually are, rather than what they are perceived to be.
(c) A common example of where training has been adjusted following consolation with staff
is around Manual Handling. Each entity has a legal duty to ensure their employees are
aware of the manual handling hazards and also how to undertake manual handling tasks
safely. The training that is commonly provided on manual handling is often generic and
not related to the actual tasks that employees undertake. By changing the training to
reflect the actual tasks, the training became far more efficient and employees far more
aware of the actual process they should be following.

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5. OSH Competency Program
(a) Entities have a duty under Section 3.2 of
ADOSH-SF – Element 5 – Training, Awareness
and Competency to develop a program that ensure that all their employees are
competent to undertake the task and roles they have been employed for.
(b) Section 4 of this document has discussed areas that should be examined as part of the
identification of the initial training requirements, which will provide the entity with
information on what the training requirements are for each role or task within the entity
and also generic training for all staff, however it is vital when reviewing the training
needs for an entity, that you also understand the individual needs of your people.
(c) Entities should review the task or role specific training requirements that have been
identified through the needs analysis against the actual individual undertaking the task
to identify where there are gaps or learning needs. This review can be undertaken in a
number of ways, such as through annual appraisals or reviews.
(d) It is important to note that the individual training needs should be reviewed on a regular
basis in line with any changes to the role or task and also as part of the individual’s
development program.
(e) The training needs of each individual should be recorded on either an individual training
plan or as part of the entity training matrix / plan (see section 8).
5.1. Employee Capability
(a) An important aspect when undertaking an individual training review is to consider the
capabilities of each individual within the entity.
(b) Different people will have different learning capacities and these should be factored into
any training review.
(c) Issues that should be considered when reviewing the capabilities of each individual
within the entity include:
(i) literacy levels and capability;
(ii) numeracy capability; and
(iii) spoken languages.
(d) The entity should ensure that the training needs for all individuals are captured and
reviewed. There may be a need for the entity to run training on basic issues such as
literacy or numeracy if this is a common issue that has been seen during the training
needs analysis and individual reviews.
5.2. Employee Development
(a) When developing individual training plans, the entity should also consider the aspirations
of the employee and what training is needed for them to reach this goal.

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6. Prioritise the Training Needs
(a) Following the completion of a training needs analysis and individual training
requirements, each entity should undertake a review of the needs and prioritise the
training.
(b) This review should look at a number of factors, such as:
(i) legal requirements – training that is required through legal requirements should
always be given priority;
(ii) high risk activities – through the risk management program, the entity will have
identified what training is required for high risk activities within the entity;
(iii) training for new employee’s or those in a new role – it is vital that new employees
are trained upon recruitment to ensure they are aware of the hazards within the
entity and the specific requirements for their role. This should always be seen as
priority training;
(iv) training methods and providers – there may be some training that can be run
internally on a regular basis or requires external providers to be engaged, this could
have an effect on the timescales for the provision of training. It should be noted
however, that the if training is seen as a high priority, cost or other requirements
should not been seen as a reasonable deterrent for providing the training; and
(v) staff consultation – the views of the entities employees should be taken into
account when deciding what training is priority.

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7. Training Methods and Resources
(a) Training can be provided by anyone who is competent to do so and could be in-house or
external. The type of training required will normally determine which (external or in-
house) is best.
7.1. Choosing Training Methods to suit your Employees
(a) Everybody learns in different ways. Matching your training to employees' learning
preferences can help speed up their learning and reduce training costs.
(b) Entities should talk to their employees to identify the preferred learning methods and
include this in a personal development plan (see section 5). This is a tool that employees
can use to define their training goals and identify the steps necessary to achieve them.
It is also worthwhile including information on the training resources available to meet
these goals and the benefits the employee expects to get from training. The entity
should discuss short and long-term objectives to include in the plan with each individual
employee.
(c) Once you understand how employees learn, the entity can tailor the training methods to
fit their learning style. You also need to take into account whether an employee learns
more effectively in group situations or prefers to learn alone.
(d) For the purposes of training at work, people's preferred learning methods can be broadly
divided into active and passive types.
(e) Active ways of learning include:
(i) using initiative;
(ii) doing;
(iii) exploring; and
(iv) testing.
(f) Employees who prefer active ways of learning would benefit from e-learning, coaching,
project work, individual workshops, simulation, mentoring, open learning, quality
competitions and group workshops.
(g) Passive ways of learning include:
(i) observing;
(ii) questioning;
(iii) interpreting; and
(iv) reviewing.
(h) Employees who prefer passive ways of learning would benefit from job shadowing,
induction, seminars, networking and evening classes.

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7.2. In-House Training
(a) Many entities choose to train their employees in-house. This can offer a number of
advantages over external training providers, including:
(i) it is cheaper than equivalent external courses;
(ii) you can tailor the training to your specific business' needs, and the needs of your
employees; and
(iii) it can be time effective - it can be scheduled for a time that suits both you and your
employees, and prevents the need for time or expenses from travelling elsewhere.
(b) However, there are a number of disadvantages that you should also be aware of,
including:
(i) employees might not take the training seriously;
(ii) you might not have a suitable trainer or the necessary resources in-house; and
(iii) you risk passing on existing inefficiencies or poor business practices;
(c) If you want to conduct training in-house, you should ensure you have the appropriate
expertise and resources to do so, including:
(i) an experienced trainer to conduct the training - if you are using one of your
employees for this, you may need to send them on a 'train the trainer' course, to
ensure they are up to date on best practice, etc;
(ii) relevant and appropriate training or course materials - you could use your own
course materials, or you could buy an off-the-shelf or tailor-made course for your
training. There are many tailor-made courses available for businesses, and you
should be able to find one that meets your needs. They can be specific to your
business and significantly cheaper than sending each employee on an external
training scheme;
(iii) equipment - e.g. computers or machinery for practical training; and
(iv) the necessary space - e.g. training / meeting rooms.
7.3. External Training
(a) If you don't have the skills or resources to train your employees internally, you may need
to use an external training provider. The advantages of using external training providers
are:
(i) they are specialists in both training and in your business sector;
(ii) they can bring you and your employees up to speed on current best practice and
new ideas;
(iii) your employees may interact with employees from other businesses, giving a
different angle, and improving the effectiveness of the training; and
(iv) your employees may learn better away from their usual work environment.
(b) However, there are also some disadvantages, including:
(i) it is difficult to know the ability and subject knowledge of the trainer - so you
should make sure you choose one that will best suit your business;

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(ii) it can disrupt your business - as it may require you to send an entire team away
from the office at the same time;
(iii) they are more expensive than internal training; and
(iv) the training may not be specific to your particular business.
7.4. Selecting Trainers
(a) Following the review of your training needs and deciding if the training can be delivered
internally or externally, each entity should carefully consider how they will select the
person or entity to deliver the training.
(b) If the training going to be delivered internally, the entity must ensure that the person(s)
is competent to deliver the training.
(c) This should not just be limited to the subject they will be delivering, but should also
include specific training skills, such as a train the trainer certificate or teaching
qualification.
(d) It is also important to ensure that the person who is delivering the training is able to
command the respect of the employees he is delivering the training to, otherwise it may
not be taken seriously and could result in the desired messages not being understood or
taken on board by the trainee’s.
(e) If the training is to be delivered by an external provider, the entity has a legal obligation
under
ADOSH-SF - Element 3 – Management of Contractors to ensure they are competent
to deliver the training. Entities should ensure that they follow the requirements listed
within
Element 3.
(f) A further consideration when selecting external training providers is to ensure that will
deliver training that is specific to the needs of the entity. The training material should be
thoroughly reviewed prior to delivery.
(g) When selecting external training the following questions should be considered:
(i) Does the training provider fully understand my training objectives?
(ii) Is the training set at the right level for those in my business?
(iii) Will the training lead to an accreditation or qualification?
(iv) Does the provider have experience of my sector and entities of my size?
(v) Will the training be tailored to my business' needs or be more generally applicable?
(vi) How up-to-date is the provider with the current and future demands of my sector?
(vii) Does the provider offer a learning environment best suited to my people? For
example, some people prefer classroom learning, whereas others prefer seminar
work or workshops.
(viii) Is the training at times and places convenient to both my business and my people?
(ix) What facilities does the training provider supply and will I be expected to
supplement these?
(x) How is the training assessed?
(xi) How professional does the training provider appear to be and how happy are they
to answer all my questions?
(xii) Has the training provider got approval from my trade or professional body?

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(xiii) Does the provider have any external quality rating, such as an Investors in People
Award
(xiv) Can the provider put me in touch with satisfied clients or offer testimonials?
(xv) Does the course represent value for money? Remember, this doesn't necessarily
mean it is the cheapest.

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8. Training Matrix / Training Plan
(a) Following the completion of the training need analysis and individual reviews, the entity
should summarise the needs in a training matrix / training plan.
(b) A training matrix can have a variety of uses ranging from a simple spread sheet that
shows what the training requirements are for each role, right through to more complex
versions which include individual requirements, training providers and also track the
training that has been completed.
(c) The training plan / matrix should be designed to assist the entity in the management of
training and also help to track progress of what has been completed. The complexity of
the entity will define how detailed the training plan (and associated supporting
documentation) needs to be.
(d) Regardless of the format, it is suggested that the training matrix / training plan should
contain the following information:
(i) training courses required (by individual or role);
(ii) frequency of training;
(iii) Planned dates;
(iv) internal or external training; and
(v) training competition date.

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9. Evaluating Training
(a) Training costs can be significant in any entity. Most employers are prepared to incur
these costs because they expect their business to benefit from employees' development
and progress.
(b) The extent to which your business has benefited can be assessed by evaluating training.
There are also other good reasons for evaluating training. It helps you to:
(i) track the development of staff knowledge and skills;
(ii) find out if the learning is being applied in the workplace;
(iii) identify training gaps and future training needs;
(iv) establish if the investment was worthwhile;
(v) inform future training plans and strategy; and
(vi) ensure training continuously improves.
(c) The problem for many entities is not so much why training should be evaluated, but how.
They often overlook evaluation, perhaps because the benefits - particularly financial
ones - can be hard to describe in concrete terms.
(d) It is generally possible to pin down the benefits, enabling you to make a sound business
case for training, by choosing what you wish to measure or compare before and after
training. You need to set objectives for training, e.g. increase in skills, reduction in errors
or accidents, increase in workloads and decide how you will check that they have been
met.
(e) Evaluating training is not just about whether new skills have been learnt or performance
has improved. To get meaningful information, you need to measure what has improved
and in what ways.
(f) Set specific objectives for the training. For example, you may want to increase:
(i) the efficiency of a particular process;
(ii) the number of returning customers; and
(iii) staff motivation.
(g) Decide how to measure the objective. Quantifiable objectives are easy to measure such
as the number of goods produced or the number of repeat orders.
(h) Objectives about quality or behaviour are more difficult. For example, if you want to
measure staff satisfaction, you might look at:
(i) promptness of arrival;
(ii) levels of performance;
(iii) days off sick taken; and
(iv) engagement in teamwork.

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9.1. Trainee Feedback
(a) As part of the evaluation process, entities should implement a procedure to ensure they
receive robust feedback from employee’s on training they have received. This should not
only look at what they thought of the course, but also what they have changed /actioned
since receiving the training.
(b) Following completion of a training course, regardless of the mode of delivery, employees
should be asked to give feedback on the training and in particular how this relates to
their own roles and environment. Many entities or training providers have a simple
evaluation form that will provide this feedback.
(c) Entities should collate this information and use the results as an initial indicator as to
how beneficial the training delivered was.
(d) As highlighted in Section 9, training evaluation alone will not provide entities with
sufficient information on the benefits of the training and a further method of evaluation
is asking employee’s to complete an action plan on the changes they intend to make as
a result of the training they have received.
(e) This information should also be collated and when undertaking performance reviews,
should be examined to understand the benefits.

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10. Induction Training
(a) Induction training is a vital element of any training strategy and should be viewed as a
high priority for all entities.
(b) Investing time in this process will give new employees a good grounding and help them
make fewer mistakes in the long run. The highest level of staff turnover is among newer
employees so it is important that the early period spent with your entity leaves a good
impression on them.
(c) You should carry out an induction as soon as possible following recruitment as it will help
new employees to:
(i) establish themselves quickly in their job and therefore maximize their productivity;
(ii) become motivated to do well and fit into the business early on;
(iii) understand any OSH issues relating to their job - this will not only help to reduce
accidents at work but also help you ensure that you are meeting your duty of care
obligations under legislation; and
(iv) understand your business' culture.
10.1. Shape your Induction Process
(a) Effective induction can have many benefits including reducing turnover costs, engaging
and motivating new and existing employees, contributing to the implementation of good
systems and processes and gaining feedback and ideas from new hires looking at an
entity through “fresh eyes”.
(b) Thinking about how a new or improved induction process could benefit your entity will
help you determine the focus and shape of the programme. If you are keen to help new
hires build internal networks for example, a programme which brings all new hires
together may be important. If your key business driver is to ensure consistent standards
and messages across a multi-site entity, an e-learning solution may be most appropriate.
(c) Secure early commitment. Don’t underestimate the powerful effect that induction can
have in developing commitment to a new entity. A good induction process shows that
the company cares and is committed to setting people up for success. It can also help to
identify problems or barriers at an early stage and allow the appropriate action to be
taken. Conversely a poor induction experience could make some new entrants doubt their
decision to join your entity representing a risk in terms of future retention and
reputation.
10.2. Clear Involvement within the Induction Process
(a) Agree roles and responsibilities of different parties in the process, clearly identify the
roles and responsibilities of the different people in the induction process. These may
include the HR/ Learning and Development functions, the line manager, the
administration function, mentors or buddies and of course the individual themselves. This
is perhaps best achieved via a detailed induction checklist which allocates specific
responsibilities and timelines to the various stakeholders.

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10.3. Induction Makeup and Training
(a) Thinking about your induction process as a journey rather than a one-off event is
essential. It may be useful to consider the induction journey in terms of the first three
days, first three weeks and first three months. This approach might include a mini
induction during the first three days with an immediate supervisor covering essentials
such as security, housekeeping, entity charts, initial objectives and introductions to key
personnel.
(b) A more comprehensive induction training session may follow during the first three weeks
and then a review meeting after three months to check that everything is on track.
(c) Giving consideration to what post-programme support may be needed is also important.
This may include additional training, quick reference guides, key contact lists or personal
support which could be provided by mentors or buddies.
10.4. Create a Good First Impression
(a) A good induction process should start from the moment an employee accepts an offer
with the entity. Develop a comprehensive induction checklist and also give thought to
what could be covered pre-arrival to prepare someone for life within your entity. This
may include a pre-joining visit, regular phone and email contact or access to the company
intranet site.
(b) Ensuring that all the relevant administrative and IT arrangements are in place will also
be a big factor in getting a new employee up and running as soon as possible and creating
good first impression.
10.5. Induction Design and Content
(a) When designing content for induction training, it's important to start by identifying the
desired outcomes of the training. Consider thinking in terms of what a new entrant “must
know”, “should know” and “could know”.
(i) the “must knows” will include key policies and procedures, regulatory, health and
safety and personnel matters essential for a person to do their particular job;
(ii) “Should knows” may be things that the person ought know in order to fit in within
the entity; and
(iii) “Could know” may be of interest but would not be essential for a new entrant to do
their job e.g. organizational history.
(b) When designing the training also ensure that training sessions and induction materials
take account of different learning preferences and where possible include a variety of
delivery styles.

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10.6. Taylor your Induction Process to suit Different Audiences
(a) One size does not necessarily fit all and recognising that different groups of new
employees may have varying induction needs is essential.
(b) Within the same entity, the induction needs of a senior director, a graduate and indeed a
returning expatriate are likely to be quite different. While the fundamentals of the
induction process may remain the same, ensuring that the content of induction training
sessions is appropriately tailored and relevant to the needs of different audiences will
be vital in securing engagement.
10.7. Ensure a Quality Induction Experience
(a) For most people, the induction programme will be their first experience with the learning
and development function within the entity - and all too often this can be less than
positive. It's important to remember that this is a unique opportunity for the entity to
“set out its stall” with new hires.
(b) Developing carefully tailored content and choosing competent trainers who motivate and
engage their audiences will be key ingredients in delivering a high quality experience.
10.8. Keep your Induction Process Up-to-Date
(a) All too often entities will make a significant investment in designing a new induction
process and then fail to keep key content up-to-date. It's vital that at the outset an owner
for the process is identified and it is agreed how induction content will be updated by
key stakeholders on an on-going basis.
(b) Using e-based induction materials can be one way to ensure that it can be easily
maintained and updated. While this may mean a more significant up-front investment, e-
based induction materials may also help reduce expenditure on classroom based training
and the associated travel and delivery costs particularly in multi-site entities.
10.9. Evaluate and Assess the Success of your Induction Process
(a) As with any new process it's important to continuously evaluate the success of your
induction process and make appropriate changes as required. Some measures which may
be helpful in assessing the success of your approach could include:
(b) Feedback from new hires who have gone through the process – this could take the form
of course evaluation sheets (see section 9.1) if you are delivering an induction training
session or could be achieved via 1:1 interviews with a selected group of new entrants
after their first 3 months with the entity.
(c) Retention rates for new entrants – monitoring these will be particularly important for
entities who implemented a new process in an attempt to reduce attrition levels amongst
new joiners.
(d) Exit interviews – data from individuals choosing to leave the entity can provide valuable
information about the success of an induction process.

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(e) Monitoring common queries – it may also be useful to monitor the types of common
queries coming from new joiners to review whether additional information should be
included in the induction process.
(f) Employee engagement survey – where your entity has a regular employee engagement
survey, this could prove valuable in measuring changes in levels of commitment and
engagement following the introduction of a new induction process.

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11. Mentoring
(a) Mentoring is a personal developmental program in which a more experienced or
knowledgeable person helps a less experienced or knowledgeable person to grow and
develop their skills or knowledge.
(b) It differs from instruction or coaching in that instructing involves mainly passing on
knowledge, while coaching deals primarily with building up the individual’s skills. A good
mentor should help shape the outlook or attitude of the 'mentee' as well as just passing
on information to them.
(c) Entities should consider implementing a mentoring program for their employees as part
of their personal development program.
11.1. Selecting Suitable Mentors
(a) Mentors should be:
(i) willing and able to commit the necessary time to the mentee;
(ii) interested in helping and supporting people;
(iii) able to communicate effectively;
(iv) able to see mentoring as an opportunity rather than a project;
(v) capable of encouraging, supporting, motivating and leading others; and
(vi) willing to share constructive criticism and feedback in a patient and sensitive way.

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12. Refresher Training
(a) Refresher training is required to update employees on changes to the systems being
operated. This could be driven by legislation updates, previous accidents or technical
updates.
(b) The complexity of the process will dictate the frequency of refresher training, however
factors such as accident / incident rates and the ability of staff to retain information
should also be considered when deciding upon the frequency of refresher training.
(c) There are some legal requirements for certain refresher trainings, such as First Aid
training which must be completed every three years.
(d) The training Matrix / Plan should hold information on what training requires refreshing
and at what timescale.

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13. References
•
Business Link – www.buisnesslink.gov.uk (Accessed 2012)

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14. Document Amendment Record
Version Revision Date Description of Amendment Page/s Affected
4.0 15th July 2024
System acronym updated from OSHAD-
SF to ADOSH-SF to accurately reflect
document title
Throughout
Change from OSHAD to ADPHC
Change of Logo
Minor editorial changes throughout the
document without changing requirements.
From Clause 4.1(c) and Section 13,
deleted reference to federal regulations. 7, 25
In clause 4.5(a):
• Title of Mechanism 7.0 updated to
ADOSH-SF – Mechanism 7–
Occupational Safety and Health
Practitioner and Service Provider
Registration.
• OSHAD-SF - Mechanism 8.0 - OSH
Practitioner Registration deleted
• Health Authority Abu Dhabi
amended to Department of Health,
• Training providers no longer
mentioned.
8

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Appendix 1: Examples of Training Methods
Training
Method What it Involves Pros Cons
Coaching
By talking through a
problem or task with a
coach/manager,
employees can arrive at a
solution or better method
of working
• Cost-effective if
done in-house
• Specific to your
business' needs
• Coach/manager needs
coaching
• Can be time-
consuming
E-learning Employees follow courses
online
• Employees teach
themselves at their
convenience
• Low cost
• Courses tend to be
general rather than
specific to your
business' needs
Evening
Classes
Training through classes
held in the evenings
• No disruption to
employees' work
• May disrupt work-life
balance of employees
• Employees may
resent having to
attend classes in the
evening and may not
turn up
Workshops
A group of employees
train together under the
supervision of a trainer -
typically involves
explanation, examples,
trying out the skill or
method, reviewing what
happens, and considering
developments and
alternatives
• Employees practice
solving problems
• Time-consuming -
typically takes at
least half a day, if not
more
• May be disruptive to
your business if many
employees attend at
the same time
• Can be expensive if
you send many
employees to
workshops
Study Leave
Employees are given paid
leave to attend courses
and attain a recognized
qualification
• Both the business
and employee
benefit
• May be difficult to
decide who is eligible

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• Can be a good
recruitment
incentive
• Tax relief may be
available on cost of
course
Induction
Formal or informal way of
helping a new employee to
settle down quickly in the
job by introducing them to
people, the business,
processes etc
• Can be formal or
informal
• Low cost
• Focused on new
employees and
those starting new
roles
• May take up large part
of manager's time if
many new people start
at the same time
Job
Shadowing
One employee observes
another employee going
about their job
• Low cost
• Specific to your
business/their role
•
Mentoring
A more senior person
typically supports an
executive/manager/direct
or by providing advice,
support and a forum for
discussing problems
• Provides personal
development
• Low-cost
• Limited to more senior
employees
• For mentoring to be
effective, the
personalities and
experience of mentor
and employee need to
be complementary
Networking /
Seminars
Employees attend a
seminar on a specific topic
- this can be in-house, at
an industry event or
organized by a training
specialist
• Useful way of
getting a lot of
information over to
a large audience
• At industry events
and at seminars
organized by
training specialists,
employees can talk
to their peers as
competitors/partner
s
• Employees may be
unable to discuss
specific problems in
front of rivals
• Retention of
information may be
low if there is a lot of
information to convey
to employees
Distance
Learning
Employees train through
courses devised by
educational institutions
• Increasingly web-
based
• Courses tend to be
general rather than

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(eg Open University), but
are not required to attend
traditional classes
• Employees can
learn at their
convenience
specific to your
business' needs
Simulation /
Role-Playing
Typically employees in a
particular department (eg
sales) come together to
take on roles to help work
through possible scenarios
(eg customer complaint)
• Employees learn by
doing and are
prepared for
possible situations
at work
• Specific to your
business
• Can be led by a
manager