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ACCREDITATIONS
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RESULTS-ORITNTED Training Description
Course Duration
5 Days
Training Delivery Method
Classroom (Instructor-Led) or Online (Instructor-Led)
Instructors Languages
English / Arabic / Urdu / Hindi / Pashto
Certification Provider
Tamkene Saudi Training Center - Approved by TVTC (Technical and Vocational Training Corporation)
Certificate Validity
2 Years (Extendable with additional training hours)
Course Average Passing Rate
97%
Competency Assessment Criteria
Practical Assessment and Knowledge Assessment
Post Training Reporting
Post Training Report + Candidate(s) Training Evaluation Forms
Training Design Methodology
ADDIE Training Design Methodology
Certificate of Successful Completion
Certification is provided upon successful completion. The certificate can be verified through a QR-Code system.
Course Overview
Human factors training is only as effective as the trainer who delivers it. A facilitator who cannot correctly classify a Level 4 HFACS organizational influence, distinguish a slip from a violation under Just Culture principles, or teach the SHELL model with enough depth to make it analytically useful in a real incident investigation will produce assessors who apply the frameworks superficially — ticking boxes rather than uncovering systemic root causes. The quality of the Human Factors Assessor program across an organization depends entirely on the depth of knowledge and the instructional quality of those authorized to train it.
This Train the Trainer program develops certified internal trainers who are fully competent to design, deliver, facilitate, and evaluate Human Factors Assessor training programs for HSE investigators, quality managers, operations supervisors, and safety management professionals. Participants develop both Human Factors subject matter mastery at trainer depth and the instructional design, delivery, facilitation, and assessment competency to transfer that knowledge effectively. The course is aligned with ISO 10015:2019: Quality Management — Guidelines for Competence Management and People Development and integrates ADDIE — Analysis, Design, Development, Implementation, and Evaluation, Bloom's Taxonomy, the Kirkpatrick Four-Level Evaluation Model, S-OJT — Structured On-the-Job Training, the GROW Coaching Model, and SBI — Situation, Behavior, Impact feedback framework. Human Factors content follows HFACS — Human Factors Analysis and Classification System, the SHELL Model, James Reason's Swiss Cheese Model, the Dirty Dozen — Transport Canada, Bow-Tie Analysis, and Root Cause Analysis — RCA. Quality and HSE obligations follow ISO 9001:2015 and ISO 45001:2018.
Key Learning Objectives
Demonstrate Human Factors Assessor subject matter mastery at trainer depth across all frameworks and assessment tools
Apply ADDIE to plan, develop, and evaluate Human Factors Assessor training sessions
Write measurable Human Factors training objectives using Bloom's Taxonomy across all three domains
Apply Andragogy to engage experienced investigators and HSE professionals in Human Factors training
Deliver Human Factors Assessor training with professional facilitation, case study discussion, and scenario-based teaching
Design HFACS classification assessments and human factors report quality assessments with observable pass criteria
Apply the Kirkpatrick Four-Level Evaluation Model to measure Human Factors training effectiveness
Apply SBI feedback and GROW coaching to develop co-trainer performance after observed delivery
Maintain trainer authorization records and Human Factors training documentation per ISO 10015:2019
Course Outline
Day 1 — Human Factors Subject Matter Mastery at Trainer Depth
1. Human Factors Frameworks — Trainer Knowledge Review
1.1 Error Theory and Classification at Trainer Depth
Swiss Cheese Model — active failures versus latent conditions distinction at trainer explanation depth
Error taxonomy — skill-based slips, rule-based mistakes, knowledge-based mistakes, and violations with precise definitions
Just Culture application — correctly classifying each error type and determining the appropriate organizational response
Common trainer errors when teaching error theory — oversimplifying violation classification and conflating mistakes with negligence
Dirty Dozen — all 12 preconditions with precise definitions, workplace examples, and common trainee misconceptions for each
1.2 SHELL Model at Trainer Depth
SHELL Model — all five components with precise definitions and interface failure examples
Teaching SHELL interface mismatches — the most effective pedagogical sequence for non-technical audiences
Common trainee confusion between Software and Hardware interfaces — and how to resolve it with correct examples
SHELL as an assessment template — structuring the interface analysis before drawing conclusions
2. HFACS at Trainer Depth
2.1 All Four HFACS Levels
Level 1 — Unsafe Acts: all subcategories with precise definitions and distinguishing characteristics
Level 2 — Preconditions: adverse mental states, physiological states, physical limitations, and environmental factors
Level 3 — Unsafe Supervision: all four categories with organizational examples from Middle East industrial environments
Level 4 — Organizational Influences: resource management, organizational climate, and organizational process subcategories
HFACS classification accuracy — the trainer must achieve 100% correct classification before authorizing others
2.2 Teaching HFACS Effectively
Correct teaching sequence — always Level 4 to Level 1 for conceptual understanding, Level 1 to Level 4 for assessment practice
Common trainee classification errors — misplacing organizational influences at Level 2 and supervisory failures at Level 1
Scenario selection for HFACS teaching — choosing incidents with all four levels represented for maximum learning value
HFACS classification calibration — using consensus classification exercises to develop consistent trainee judgment
3. RCA, Bow-Tie, and Assessment Methods at Trainer Depth
Five Why technique — trainer-depth application and the common error of stopping at Level 2 before reaching organizational root cause
Fishbone — Ishikawa — diagram construction and facilitation for group root cause analysis sessions
Bow-Tie Analysis — threat identification, barrier classification, and barrier degradation analysis at trainer depth
Cognitive interview technique — all phases at trainer depth with non-leading question design practice
Work-as-done versus work-as-imagined — teaching this concept using task observation examples trainees recognize
Data triangulation — teaching assessors to cross-reference evidence before drawing conclusions
Corrective action hierarchy — trainer-depth understanding of why organizational corrective actions outperform individual retraining
Day 2 — Instructional Design and Session Planning for Human Factors Training
4. ADDIE for Human Factors Assessor Training
4.1 Analysis and Design
ADDIE — Analysis, Design, Development, Implementation, and Evaluation applied to Human Factors training planning
Training Needs Analysis — TNA — per ISO 10015:2019 — identifying the gap between current and required Human Factors competency
Learner audience analysis — HSE investigators, quality managers, and operations supervisors have different entry-level HF knowledge
Writing Human Factors learning objectives per Bloom's Taxonomy — Knowledge: define HFACS levels, Application: classify incident behaviors, Analysis: identify organizational root cause
Content sequencing for Human Factors training — theory first, then framework, then case study, then assessment practice
4.2 Development and Evaluation Planning
Developing Human Factors training materials — case study packs, HFACS classification worksheets, SHELL analysis templates, and assessment instruments
Case study selection criteria — incidents with clear HFACS Level 3 and Level 4 causes produce the most assessor development value
Kirkpatrick Level 1 evaluation design — reaction form measuring content relevance, case study quality, and trainer clarity
Kirkpatrick Level 2 evaluation — pre and post HFACS classification accuracy test and human factors report quality rubric
Kirkpatrick Level 3 evaluation — supervisor review of participant's next real incident assessment quality 60 days after training
Kirkpatrick Level 4 evaluation — linking Human Factors training completion to corrective action systemic depth improvement
5. Adult Learning and Facilitation for Human Factors Audiences
5.1 Andragogy Applied to HF Training
Andragogy principles — connecting HFACS and SHELL to incidents participants have personally investigated
Resistance management — experienced investigators who believe they already understand "human error" need reframing, not correction
Psychological safety for Just Culture discussion — creating an environment where trainers share examples of organizational failures without professional risk
The Cone of Experience — maximizing case study analysis and classification practice over passive lecture
5.2 Case Study Facilitation Technique
Case study facilitation sequence — present facts, individual analysis, group classification, facilitator consolidation, and lessons learned
Managing divergent HFACS classifications in group discussions — using divergence productively to build classification precision
Asking high-order questions — "what organizational decision created the condition for this supervisory failure?" rather than "what went wrong?"
Managing the participant who attributes everything to the frontline worker — redirecting to Level 3 and Level 4 analysis without dismissing
Time management in case study facilitation — ensuring the group reaches Level 4 analysis before time pressure forces a superficial close
6. Lesson Plan and Assessment Design for HF Training
6.1 Lesson Plan Development
Lesson plan structure — objective, introduction hook, body sequence, case study integration point, assessment, and conclusion
Introduction design for Human Factors sessions — opening with a real incident statistic that challenges the "human error" label
Transition design between frameworks — SHELL feeds into HFACS feeds into RCA feeds into corrective action — teaching the logical flow
Timing management — HFACS classification exercises consistently overrun — build buffer time into the lesson plan
6.2 Assessment Instrument Design
HFACS classification assessment — presenting incident behaviors and requiring classification with evidence-based justification
Human factors report quality rubric — assessing evidence basis, HFACS depth, Just Culture compliance, and corrective action systemic level
Pass criteria design — classification accuracy minimum 80%, with any Level 4 misclassification as organizational requiring mandatory reassessment
Not-yet-competent feedback — identifying the specific classification error and the conceptual gap it reveals
Day 3 — Delivery Skills and Round 1 Micro-Teaching
7. Delivery Skills for Human Factors Training
7.1 Presentation and Discussion Facilitation
Voice and pacing for conceptually dense Human Factors content — slowing deliberately at HFACS level transitions
Visual aid design for HF frameworks — HFACS four-level diagram, SHELL interface wheel, and Swiss Cheese Model animation
Whiteboard use for live HFACS classification — building the classification collaboratively with the group
Socratic questioning for HF teaching — guiding trainees to identify the organizational influence without stating it directly
S-OJT — Structured On-the-Job Training for assessment skill transfer — Prepare, Present, Practice, Performance, and Follow-up for HFACS classification competency
7.2 Managing Sensitive Human Factors Discussions
Just Culture discussion management — trainees may share incidents where they or colleagues were blamed unjustly
Maintaining confidentiality when trainees share real incident details during case study discussion
Managing the participant who defends blame culture — redirecting to systemic evidence without confrontation
Emotional responses to organizational failure analysis — some trainees feel implicated when organizational causes are identified
8. Micro-Teaching Practice — Round 1
Round 1 structure — each participant delivers a 10-minute Human Factors topic segment to the trainer group
Observation focus for Round 1 — subject matter accuracy, HFACS classification correctness, case study facilitation technique, and Bloom's level alignment
Peer feedback using SBI — Situation, Behavior, Impact — focused on content accuracy and facilitation clarity
Facilitator feedback using GROW — Goal, Reality, Options, Will — identifying the specific HF teaching skill to develop before Round 2
Subject matter accuracy check — any incorrect HFACS classification or Just Culture misapplication in Round 1 requires immediate correction and targeted re-practice
Self-reflection — identifying the Human Factors content areas where trainer confidence revealed knowledge gaps during delivery
Day 4 — Assessment Delivery, Co-Trainer Development, and Program Management
9. Conducting Human Factors Assessor Assessments
9.1 Knowledge Assessment Delivery
Administering the HFACS classification assessment — briefing, time management, and preventing inter-participant calibration during assessment
Marking HFACS classification responses — applying the marking guide consistently and documenting the classification justification quality
Managing borderline classification responses — when two classifications are defensible, assess the evidence quality not the final answer
Assessment security — rotating case study scenarios between cohorts to prevent answer transfer
9.2 Human Factors Report Quality Assessment
Report quality assessment process — evaluating a participant's draft assessment report against the quality rubric
Evidence basis assessment — confirming every classification conclusion is supported by interview, observation, or document evidence
Corrective action depth assessment — verifying corrective actions address Level 3 and Level 4 causes, not only Level 1
Not-yet-competent report feedback — providing written feedback identifying the specific quality gap and the standard required
Reassessment procedure — reassessing the specific competency gap only, not the entire program
Assessment records per ISO 10015:2019 — classification score, report quality rating, assessor name, date, and next development action
10. Co-Trainer Development and Program Management
10.1 Developing Co-Trainers
Co-trainer observation pathway — observe, co-facilitate, lead with support, and lead independently
Delivering SBI feedback after observed Human Factors delivery — behavioral specificity on HFACS teaching accuracy
Applying GROW to co-trainer development — setting a specific HF teaching improvement goal, not generic "improve delivery"
Intervening when a co-trainer teaches incorrect HFACS classification — the authorized trainer's non-negotiable quality obligation
10.2 HF Training Program Management
Trainer authorization register — trainer name, HF assessor authorization scope, date, and renewal date
Training matrix management — tracking Human Factors Assessor competency across the organization
Training records per ISO 10015:2019 and ISO 9001:2015 Clause 7.2 — participant, topic, date, trainer, assessment result, and next refresher
Document control for HF training materials — version control for HFACS worksheets, case study packs, and assessment instruments per ISO 9001:2015 Clause 7.5
Applying PDCA to HF training quality — quarterly review of Level 1 and Level 2 evaluation data to update case studies and classification exercises
Day 5 — Round 2 Delivery Practice, Certification Assessment, and HSE Integration
11. Micro-Teaching Practice — Round 2
11.1 Full Human Factors Session Delivery
Round 2 structure — each participant delivers a 15-minute complete Human Factors segment incorporating Round 1 feedback improvements
Observation focus for Round 2 — HFACS classification accuracy, case study facilitation depth, Bloom's level achievement, and assessment delivery
Peer and facilitator SBI feedback — focused on improvement from Round 1 and remaining development priorities
Subject matter accuracy — any HFACS or Just Culture error in Round 2 is an automatic not-yet-competent regardless of delivery quality
11.2 TTT Certification Assessment
Written knowledge assessment — covering HFACS all four levels, SHELL components, Dirty Dozen, Bloom's Taxonomy, Kirkpatrick evaluation, and ISO 10015:2019 obligations
Formal 20-minute Human Factors training delivery assessment — observed by the facilitator against the TTT competency checklist
Assessment criteria — HFACS accuracy, objective clarity, case study facilitation technique, assessment administration, and response to a planted incorrect HFACS classification from a peer
Pass standard — satisfactory on all checklist items — any HFACS classification error is automatic not-yet-competent
Certification — certified participants receive Human Factors Assessor Trainer authorization and are entered in the trainer register
12. HSE, Quality Integration, and Case Studies
Human Factors training as an HSE control per ISO 45001:2018 Clause 7.2 — competency evidence required, not attendance record alone
Quality management of Human Factors training per ISO 9001:2015 — nonconformance for delivery errors, corrective action for poor evaluation results
Continual improvement of trainer HF content knowledge — HFACS research evolves and trainers must update their knowledge as the framework develops
Case studies from Human Factors training failures in Middle East industrial environments including trainers who taught superficial HFACS application producing investigators who never reached Level 4, and the direct consequence on corrective action quality and incident recurrence rates
Group discussion on HF TTT challenges in regional environments including managing Just Culture delivery in hierarchical GCC organizational cultures, sustaining HFACS classification accuracy across large distributed trainer networks, and updating case study content to reflect regional incident typology
Post-program development planning — each participant completes a personal development plan covering their first three authorized Human Factors training deliveries, content areas requiring further self-study, and their 90-day HFACS classification accuracy maintenance commitment
Day 1 — Human Factors Subject Matter Mastery at Trainer Depth
1. Human Factors Frameworks — Trainer Knowledge Review
1.1 Error Theory and Classification at Trainer Depth
Swiss Cheese Model — active failures versus latent conditions distinction at trainer explanation depth
Error taxonomy — skill-based slips, rule-based mistakes, knowledge-based mistakes, and violations with precise definitions
Just Culture application — correctly classifying each error type and determining the appropriate organizational response
Common trainer errors when teaching error theory — oversimplifying violation classification and conflating mistakes with negligence
Dirty Dozen — all 12 preconditions with precise definitions, workplace examples, and common trainee misconceptions for each
1.2 SHELL Model at Trainer Depth
SHELL Model — all five components with precise definitions and interface failure examples
Teaching SHELL interface mismatches — the most effective pedagogical sequence for non-technical audiences
Common trainee confusion between Software and Hardware interfaces — and how to resolve it with correct examples
SHELL as an assessment template — structuring the interface analysis before drawing conclusions
2. HFACS at Trainer Depth
2.1 All Four HFACS Levels
Level 1 — Unsafe Acts: all subcategories with precise definitions and distinguishing characteristics
Level 2 — Preconditions: adverse mental states, physiological states, physical limitations, and environmental factors
Level 3 — Unsafe Supervision: all four categories with organizational examples from Middle East industrial environments
Level 4 — Organizational Influences: resource management, organizational climate, and organizational process subcategories
HFACS classification accuracy — the trainer must achieve 100% correct classification before authorizing others
2.2 Teaching HFACS Effectively
Correct teaching sequence — always Level 4 to Level 1 for conceptual understanding, Level 1 to Level 4 for assessment practice
Common trainee classification errors — misplacing organizational influences at Level 2 and supervisory failures at Level 1
Scenario selection for HFACS teaching — choosing incidents with all four levels represented for maximum learning value
HFACS classification calibration — using consensus classification exercises to develop consistent trainee judgment
3. RCA, Bow-Tie, and Assessment Methods at Trainer Depth
Five Why technique — trainer-depth application and the common error of stopping at Level 2 before reaching organizational root cause
Fishbone — Ishikawa — diagram construction and facilitation for group root cause analysis sessions
Bow-Tie Analysis — threat identification, barrier classification, and barrier degradation analysis at trainer depth
Cognitive interview technique — all phases at trainer depth with non-leading question design practice
Work-as-done versus work-as-imagined — teaching this concept using task observation examples trainees recognize
Data triangulation — teaching assessors to cross-reference evidence before drawing conclusions
Corrective action hierarchy — trainer-depth understanding of why organizational corrective actions outperform individual retraining
Day 2 — Instructional Design and Session Planning for Human Factors Training
4. ADDIE for Human Factors Assessor Training
4.1 Analysis and Design
ADDIE — Analysis, Design, Development, Implementation, and Evaluation applied to Human Factors training planning
Training Needs Analysis — TNA — per ISO 10015:2019 — identifying the gap between current and required Human Factors competency
Learner audience analysis — HSE investigators, quality managers, and operations supervisors have different entry-level HF knowledge
Writing Human Factors learning objectives per Bloom's Taxonomy — Knowledge: define HFACS levels, Application: classify incident behaviors, Analysis: identify organizational root cause
Content sequencing for Human Factors training — theory first, then framework, then case study, then assessment practice
4.2 Development and Evaluation Planning
Developing Human Factors training materials — case study packs, HFACS classification worksheets, SHELL analysis templates, and assessment instruments
Case study selection criteria — incidents with clear HFACS Level 3 and Level 4 causes produce the most assessor development value
Kirkpatrick Level 1 evaluation design — reaction form measuring content relevance, case study quality, and trainer clarity
Kirkpatrick Level 2 evaluation — pre and post HFACS classification accuracy test and human factors report quality rubric
Kirkpatrick Level 3 evaluation — supervisor review of participant's next real incident assessment quality 60 days after training
Kirkpatrick Level 4 evaluation — linking Human Factors training completion to corrective action systemic depth improvement
5. Adult Learning and Facilitation for Human Factors Audiences
5.1 Andragogy Applied to HF Training
Andragogy principles — connecting HFACS and SHELL to incidents participants have personally investigated
Resistance management — experienced investigators who believe they already understand "human error" need reframing, not correction
Psychological safety for Just Culture discussion — creating an environment where trainers share examples of organizational failures without professional risk
The Cone of Experience — maximizing case study analysis and classification practice over passive lecture
5.2 Case Study Facilitation Technique
Case study facilitation sequence — present facts, individual analysis, group classification, facilitator consolidation, and lessons learned
Managing divergent HFACS classifications in group discussions — using divergence productively to build classification precision
Asking high-order questions — "what organizational decision created the condition for this supervisory failure?" rather than "what went wrong?"
Managing the participant who attributes everything to the frontline worker — redirecting to Level 3 and Level 4 analysis without dismissing
Time management in case study facilitation — ensuring the group reaches Level 4 analysis before time pressure forces a superficial close
6. Lesson Plan and Assessment Design for HF Training
6.1 Lesson Plan Development
Lesson plan structure — objective, introduction hook, body sequence, case study integration point, assessment, and conclusion
Introduction design for Human Factors sessions — opening with a real incident statistic that challenges the "human error" label
Transition design between frameworks — SHELL feeds into HFACS feeds into RCA feeds into corrective action — teaching the logical flow
Timing management — HFACS classification exercises consistently overrun — build buffer time into the lesson plan
6.2 Assessment Instrument Design
HFACS classification assessment — presenting incident behaviors and requiring classification with evidence-based justification
Human factors report quality rubric — assessing evidence basis, HFACS depth, Just Culture compliance, and corrective action systemic level
Pass criteria design — classification accuracy minimum 80%, with any Level 4 misclassification as organizational requiring mandatory reassessment
Not-yet-competent feedback — identifying the specific classification error and the conceptual gap it reveals
Day 3 — Delivery Skills and Round 1 Micro-Teaching
7. Delivery Skills for Human Factors Training
7.1 Presentation and Discussion Facilitation
Voice and pacing for conceptually dense Human Factors content — slowing deliberately at HFACS level transitions
Visual aid design for HF frameworks — HFACS four-level diagram, SHELL interface wheel, and Swiss Cheese Model animation
Whiteboard use for live HFACS classification — building the classification collaboratively with the group
Socratic questioning for HF teaching — guiding trainees to identify the organizational influence without stating it directly
S-OJT — Structured On-the-Job Training for assessment skill transfer — Prepare, Present, Practice, Performance, and Follow-up for HFACS classification competency
7.2 Managing Sensitive Human Factors Discussions
Just Culture discussion management — trainees may share incidents where they or colleagues were blamed unjustly
Maintaining confidentiality when trainees share real incident details during case study discussion
Managing the participant who defends blame culture — redirecting to systemic evidence without confrontation
Emotional responses to organizational failure analysis — some trainees feel implicated when organizational causes are identified
8. Micro-Teaching Practice — Round 1
Round 1 structure — each participant delivers a 10-minute Human Factors topic segment to the trainer group
Observation focus for Round 1 — subject matter accuracy, HFACS classification correctness, case study facilitation technique, and Bloom's level alignment
Peer feedback using SBI — Situation, Behavior, Impact — focused on content accuracy and facilitation clarity
Facilitator feedback using GROW — Goal, Reality, Options, Will — identifying the specific HF teaching skill to develop before Round 2
Subject matter accuracy check — any incorrect HFACS classification or Just Culture misapplication in Round 1 requires immediate correction and targeted re-practice
Self-reflection — identifying the Human Factors content areas where trainer confidence revealed knowledge gaps during delivery
Day 4 — Assessment Delivery, Co-Trainer Development, and Program Management
9. Conducting Human Factors Assessor Assessments
9.1 Knowledge Assessment Delivery
Administering the HFACS classification assessment — briefing, time management, and preventing inter-participant calibration during assessment
Marking HFACS classification responses — applying the marking guide consistently and documenting the classification justification quality
Managing borderline classification responses — when two classifications are defensible, assess the evidence quality not the final answer
Assessment security — rotating case study scenarios between cohorts to prevent answer transfer
9.2 Human Factors Report Quality Assessment
Report quality assessment process — evaluating a participant's draft assessment report against the quality rubric
Evidence basis assessment — confirming every classification conclusion is supported by interview, observation, or document evidence
Corrective action depth assessment — verifying corrective actions address Level 3 and Level 4 causes, not only Level 1
Not-yet-competent report feedback — providing written feedback identifying the specific quality gap and the standard required
Reassessment procedure — reassessing the specific competency gap only, not the entire program
Assessment records per ISO 10015:2019 — classification score, report quality rating, assessor name, date, and next development action
10. Co-Trainer Development and Program Management
10.1 Developing Co-Trainers
Co-trainer observation pathway — observe, co-facilitate, lead with support, and lead independently
Delivering SBI feedback after observed Human Factors delivery — behavioral specificity on HFACS teaching accuracy
Applying GROW to co-trainer development — setting a specific HF teaching improvement goal, not generic "improve delivery"
Intervening when a co-trainer teaches incorrect HFACS classification — the authorized trainer's non-negotiable quality obligation
10.2 HF Training Program Management
Trainer authorization register — trainer name, HF assessor authorization scope, date, and renewal date
Training matrix management — tracking Human Factors Assessor competency across the organization
Training records per ISO 10015:2019 and ISO 9001:2015 Clause 7.2 — participant, topic, date, trainer, assessment result, and next refresher
Document control for HF training materials — version control for HFACS worksheets, case study packs, and assessment instruments per ISO 9001:2015 Clause 7.5
Applying PDCA to HF training quality — quarterly review of Level 1 and Level 2 evaluation data to update case studies and classification exercises
Day 5 — Round 2 Delivery Practice, Certification Assessment, and HSE Integration
11. Micro-Teaching Practice — Round 2
11.1 Full Human Factors Session Delivery
Round 2 structure — each participant delivers a 15-minute complete Human Factors segment incorporating Round 1 feedback improvements
Observation focus for Round 2 — HFACS classification accuracy, case study facilitation depth, Bloom's level achievement, and assessment delivery
Peer and facilitator SBI feedback — focused on improvement from Round 1 and remaining development priorities
Subject matter accuracy — any HFACS or Just Culture error in Round 2 is an automatic not-yet-competent regardless of delivery quality
11.2 TTT Certification Assessment
Written knowledge assessment — covering HFACS all four levels, SHELL components, Dirty Dozen, Bloom's Taxonomy, Kirkpatrick evaluation, and ISO 10015:2019 obligations
Formal 20-minute Human Factors training delivery assessment — observed by the facilitator against the TTT competency checklist
Assessment criteria — HFACS accuracy, objective clarity, case study facilitation technique, assessment administration, and response to a planted incorrect HFACS classification from a peer
Pass standard — satisfactory on all checklist items — any HFACS classification error is automatic not-yet-competent
Certification — certified participants receive Human Factors Assessor Trainer authorization and are entered in the trainer register
12. HSE, Quality Integration, and Case Studies
Human Factors training as an HSE control per ISO 45001:2018 Clause 7.2 — competency evidence required, not attendance record alone
Quality management of Human Factors training per ISO 9001:2015 — nonconformance for delivery errors, corrective action for poor evaluation results
Continual improvement of trainer HF content knowledge — HFACS research evolves and trainers must update their knowledge as the framework develops
Case studies from Human Factors training failures in Middle East industrial environments including trainers who taught superficial HFACS application producing investigators who never reached Level 4, and the direct consequence on corrective action quality and incident recurrence rates
Group discussion on HF TTT challenges in regional environments including managing Just Culture delivery in hierarchical GCC organizational cultures, sustaining HFACS classification accuracy across large distributed trainer networks, and updating case study content to reflect regional incident typology
Post-program development planning — each participant completes a personal development plan covering their first three authorized Human Factors training deliveries, content areas requiring further self-study, and their 90-day HFACS classification accuracy maintenance commitment
Group Exercises
Human Factors lesson plan development workshop — teams develop a complete lesson plan for a specified HFACS or SHELL topic — learning objectives per Bloom's Taxonomy, introduction with an incident statistic hook, content and case study sequence, assessment design, and conclusion — presented for peer and facilitator review
Kirkpatrick evaluation planning exercise — groups design a four-level evaluation plan for a Human Factors Assessor training program rollout — Level 1 reaction form, Level 2 classification accuracy test, Level 3 real investigation quality review, and Level 4 corrective action depth KPI — presented for peer and facilitator review
Gained Core Technical Skills
Mastery of Human Factors Assessor content at trainer depth — HFACS all four levels, SHELL all five components, all 12 Dirty Dozen preconditions, Swiss Cheese active failure versus latent condition, and Just Culture error-violation classification
Ability to apply ADDIE to Human Factors training planning — from TNA through lesson plan, case study development, assessment design, and Kirkpatrick four-level evaluation
Proficiency in writing Human Factors learning objectives across Bloom's Taxonomy — from knowledge recall of HFACS categories to analysis-level organizational root cause identification
Competency in facilitating HFACS classification case studies — managing divergent classifications, applying Socratic questioning toward Level 4, and closing with consolidated evidence-based conclusions
Skill in designing HFACS classification assessments and report quality rubrics with Bloom's-aligned pass criteria and mandatory Level 4 accuracy requirements
Proficiency in applying Kirkpatrick all four levels to measure Human Factors training effectiveness — including Level 3 real investigation quality review and Level 4 corrective action depth KPI
Competency in delivering SBI feedback and applying the GROW Coaching Model to co-trainer development — including intervening when a co-trainer teaches incorrect HFACS classification
Skill in managing Just Culture facilitation in hierarchical organizational cultures — creating the psychological safety for organizational failure analysis without provoking defensiveness
Ability to maintain Human Factors trainer authorization registers, training records, and evaluation documentation per ISO 10015:2019 and apply PDCA to continuously improve Human Factors training quality
Services Geographical Coverage
In Tamkene Training Center or at our client's facility (On-Site), Covering All Saudi Arabia Cities and Locations:
Targeted Audience
Senior HSE engineers and incident investigation leads nominated to become certified internal Human Factors Assessor trainers
Training coordinators and L&D professionals responsible for deploying and managing Human Factors Assessor programs organizationally
Quality managers and safety management system professionals who need TTT qualification to deliver human factors content in ISO 9001 and ISO 45001 training programs
Process safety and risk management professionals who teach Bow-Tie and barrier analysis and need human factors depth to integrate HFACS into their programs
HSE managers responsible for building internal Human Factors Assessor trainer networks and maintaining HFACS classification accuracy across their organization
Any Human Factors Assessor who has completed the assessor program and is designated to train others — and who needs formal TTT qualification to do so competently
Practical Assessment
Formal 20-minute Human Factors Assessor training delivery — assessed against the TTT competency checklist including HFACS classification accuracy, case study facilitation, Bloom's level achievement, assessment administration, and response to a planted incorrect HFACS classification
Assessment design exercise — developing a five-question HFACS classification assessment and a three-criteria report quality rubric for a specified Human Factors training module — assessed for Bloom's alignment, observable pass criteria, and Level 4 classification accuracy requirement
SBI feedback delivery exercise — delivering structured SBI feedback to a peer after observing their Round 2 Human Factors delivery — assessed for behavioral specificity, HFACS accuracy of the feedback content, and developmental quality
Knowledge Assessment
Human Factors content questions — HFACS Level 3 and Level 4 category definitions, Dirty Dozen precondition identification from a described scenario, SHELL interface failure classification, and Just Culture violation versus mistake distinction
Instructional design questions — ADDIE phase sequence, Bloom's level identification for a described HF learning objective, correct teaching sequence for HFACS, and TNA requirement per ISO 10015:2019
Delivery and facilitation questions — managing divergent HFACS classifications, Socratic questioning technique for Level 4 analysis, SBI component sequence for co-trainer feedback, and case study facilitation time management strategy
Assessment and program management questions — HFACS pass criteria minimum accuracy percentage, Kirkpatrick Level 3 evaluation method for Human Factors, training record mandatory content per ISO 10015:2019, and PDCA application to HF training quality improvement
Why Choose This Course
Aligned with ISO 10015:2019, ISO 9001:2015, and ISO 45001:2018 — and grounded in HFACS, SHELL, Swiss Cheese Model, Dirty Dozen, Bow-Tie, RCA, Just Culture, ADDIE, Bloom's Taxonomy, and Kirkpatrick
HFACS subject matter is assessed at trainer depth — any classification error in the formal delivery assessment is an automatic fail, enforcing the standard that Human Factors trainers must teach correctly
Two rounds of observed micro-teaching with SBI and GROW feedback develop real facilitation confidence for conceptually demanding Human Factors content
Case study facilitation skill — the most important pedagogical competency for Human Factors training — is specifically developed and assessed in both micro-teaching rounds
Just Culture delivery in hierarchical organizational contexts is addressed as a dedicated facilitation challenge — not an afterthought
Incorporates Middle East Human Factors TTT challenges including maintaining HFACS Level 4 classification rigor under organizational pressure to attribute incidents to individual error, and updating case study libraries to reflect GCC industrial incident typology
Note: This course outline, including specific topics, modules, and duration, can be customized based on the specific needs and requirements of the client.
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