Study On WSH Trainers

CONFIDENTIAL
STUDY ON WSH TRAINERS

(Version 1.5)
FINAL REPORT
Prepared by
Ahangama A. Piyaratne
Anthony Chan
Regina Chia
In collaboration with
Li Junjie (WSH Institute)
30 June 2012
Copyright  2012 Sigma Solutions HRD Consultants Pte Ltd.

190 Middle Road #11-06 Fortune Centre Singapore 188979. All Rights Reserve
1 Study of WSH Trainers - Final Report Ver 1.5 Dated 30 June 2012)
CONFIDENTIAL
LIST OF ACRONYMS
ACTA Advanced Certificate in Training and Assessment

ASK Assumed Skills and Knowledge
ASMI Association of Singapore Marine Industries
ASPRI Association of Process Industry
ATP Accredited Training Providers
ATO Approved Training Organization
BCA Building and Construction Authority
CBA Competency Based Assessment
CBT competency Based Training
CETC Continuing Education and Training Centre
CIPP Context, Input, Process and Performance
CS Competency Standard
CSP Certified Safety Professional (USA)
CTAG Curriculum, Training and Assessment Guide
CU Competency Unit
CPD Continuous Professional Development
FGD Focus Group Survey
LNA Learning Needs Analysis
LTA Land Transport Authority
NTUC National Trade Union Congress
NYC Not Yet Competent
PC Performance Criteria
PP Program Partner (with WDA)
PSA Port of Singapore Authority
RTAH Recommended Training and Assessment Hour
SCAL Singapore Contractors’ Association Limited
SISO Singapore Institution of Safety officers
SMA Singapore Manufacturers’ Association
SNEF Singapore National Employees’ Federation
T3 Train-the-Trainer
TNA Training Needs Analysis
UK Underpinning Knowledge
WDA Workforce Development Agency
WSH Workplace Safety and Health
WSHC Workplace Safety and Health Council
WSQ Workforce Skills Qualification
CONFIDENTIAL
CONTENTS
Pg
Part 1: Overview
1.1 Background of the study 6
1.2 WSH training landscape 6
1.3 Aim and objectives 7
1.4 Scope of work and requirements 7
Part 2: Study methodology

2.1 Stage I: Study preparation 10
2.2 Stage II: Data collection 14
2.3 Stage III: Analysis and interpretation of data 17
2.4 Stage IV: Presentation and submission of report 19
Part 3: Study results

3.1 Profile of WSH Trainers 21
3.2 Profile of Accredited Training Providers (ATPs) 25
3.3 Survey results 28
3.4 Focus group discussion (FGD) results 30
3.5 Site interview results 34
Part 4: Key findings

4.1 Demographic profile of WSH Trainers and Training Providers 39
4.2 Current competencies of WSH Trainers 42
4.3 Skills and knowledge gaps of WSH Trainers 43
4.4 Motivational factors and challenges facing WSH Trainers in relation to 44
Continuous Education and Training (CET)
4.5 Suggestions by Trainers and ATPs to enhance T3 programme 45
4.6 Other key findings from the study 48
Recommendations: A 3-prong Strategy

5.1 For the WSH Institute: Enhanced T3 Program 51
5.2 For the ATPs: ATP Upgrading Program 52
5.3 For the Trainers: Continuous Professional Development Program 53
Policy requests to MOM 54
Conclusion 55
Glossary 56
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Annexes
Annex A: Survey summary reports

 Annex A1 - Survey of WSH Trainers
 Annex A2 - Survey of Accredited Training Providers
Annex B: Site interview reports

 Annex B1 - APRO Training Centre (16 February 2012) - Rpt 1
 Annex B2 - Absolute Kinetics (20 February 2012) - Rpt 2
 Annex B3 - Singapore Contractors Assn (SCAL) (20 February 2012) - Rpt 3
 Annex B4 - PSA Corporation (20 February 2012) - Rpt 4
 Annex B5 - ASRETEC (21 February 2012) - Rpt 5
 Annex B6 - Assn of Marine Industries (ASMI) (27 February 2012) - Rpt 6
 Annex B7 - LTA Academy (29 February 2012) - Rpt 7
 Annex B8 - NTUC Learning Hub (29 February 2012) - Rpt 8
 Annex B9 - Assn of Process Industry (ASPRI) (09 March 2012) - Rpt 9
 Annex B10 – BCA Academy (14 March 2012) - Rpt 10
Annex C: Report on the Focus Group Discussions (FGD)

Trainers
 Annex C1 - Focus Group Discussion (FGD) 1 report – 15 Feb 2 pm
 Annex C3 - Focus Group Discussion (FGD) 3 report – 25 Feb 9 am
Accredited Training Providers (ATPs)
Annex D: Members of the study team
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Part 1: Overview
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Background of the study
1.1 The WSH Institute was set up by the Ministry of Manpower (MOM) in partnership
with the WSH Council in April 2011 to monitor the WSH landscape and provide assessment
to the WSH 2018 national strategy. It serves to provide strategies and solutions to address
WSH issues as well as to equip business leaders and WSH professionals with the
competencies necessary to better manage safety and health in their workplace.
1.2 This study was initiated by the WSH Institute in November 2011 as part of its overall
effort to raise the competency standard of accredited WSH trainers in Singapore.
WSH training landscape
1.3 Up to Yr 2006, the major training provider of MOM accredited courses in Singapore
had been MOM’s Occupational Safety and Health Training and Promotion Centre. Annually
the Centre trained some 130,000 workers, supervisors, managers and WSH professionals
primarily across the construction, marine, manufacturing and services industries. Today, not
only has the demand for such courses increased by about 62% to about 210,000 (refer to
para 3.2.3 for details of this estimate) annually, the number of industrial sectors for which
WSH training has to cater to has also expanded to include all industries in Singapore.
1.4 As early as Yr 2006, MOM began to accredit private training institutions under the
Accredited Training Provider (ATP) Certification Scheme in order to devolve WSH training
to the private sector. Today some 119 ATPs have been accredited to conduct the 43 WSH
training courses mandated under the WSH Act. All WSH Trainers had also to be accredited
with MOM in order to conduct these courses. MOM sets the standards for these WSH
Trainers by stipulating the types of qualifications and training they must attain. To date,1331
WSH Trainers have been accredited by MOM.
1.5 Not all of the accredited WSH Trainers are active. We estimate about 1129 WSH
trainers (refer to para 3.1.1 for details of this estimate) are actively training out of which only
30% are full-time while the remaining 70% are part-timers. 56% of the active trainers are
engaged by the 20 top ATPs (in terms of WSH Trainer pool size) in Singapore. These 20
ATPs provide 88% of all the WSH training available in Singapore. Based on this statistic,
the ratio of WSH Trainer to Trainee lies at about 1 WSH Trainer: 186 Trainee (1129:
210,000) per annum.
1.6 In terms of the quality of WSH training and the competencies of the WSH Trainers,
several steps were taken since Yr. 2008. On the recommendation of WSHC, MOM
introduced the Curriculum Development Advisory (CDA) setting out the framework for a
competency-based training and assessment regime. In tandem with the CDA, the
Advanced Certificate in Training and Assessment (ACTA) and the Workplace Safety and
Health Professional WSQ qualifications (Level B, C or D) were also added to the
qualification requirements of WSH Trainers. This was later complemented by the Train-the-
Trainer (T3) program introduced in November Yr. 2011.
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Aim and objectives
1.7 This study was aimed at raising the competency standard of accredited WSH
trainers in Singapore.
1.8 The objectives of the study were four-folds and included:

 Profile the current competencies of WSH trainers
 Understand the needs of WSH trainers in terms of their knowledge needs
 Gather feedback on continuation education and training for WSH trainers
 Recommend ways to enhance the Train-the Trainer (T3) programmes to better
suit the needs of WSH trainers
Scope of work and requirements
1.9 The scope of work and requirements for this project evolved around Training Needs
Analysis (TNA). It is the one of the most critical process in training/learning development.
The process is divided into four main stages
 Stage One: Study preparation
In this first stage of the TNA process, the scope of work included an initial conversation
with WSH Institute to ascertain the project scope, timeline and deliverable. More
importantly, it also determined the research question. Only with the research question
articulated could the project proceed to adopt a research framework and methodology.
Subsequently, the project team in consultation with the WSH Institute selected the data
collection method and design the various questionnaires
 Stage Two: Data collection
WSH Institute provided the initial data based on the ATP and WSH Trainers. The project
team screened the list by doing a one-to-one confirmation via email and telephone calls.
An updated list of ATP and “Active” WSH Trainers was then produced. The project team
further sourced a list of trainees who attended WSH training as well as a list of
companies who had sent their staff for WSH training.
In the administration of the data collection, the project team sent out two sets of surveys
to an estimated 702 WSH Trainers and 119 Training Providers, visited 10
associations/ATPs and interviewed some 35 WSH Trainers, conducted 5 focus group
sessions and examined a range of extant documents.
 Stage Three: Analysis and interpretation of the data
The data collected over the seven weeks duration was processed and analysed by a
team of three consultants. The findings were tabulated and presented to WSH Institute
on 22 March 2012.
 Stage Four: Presentation and submission of report
Throughout the duration of the three-month project, weekly updates were submitted to
the WSH Institute. A presentation on the findings based on the Final Report will be
made to the WSH Institute followed by the submitted of a Final Report at the end of the
project.
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Part 2: Study methodology
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Study Data Analysis and Presentation and

Preparation Collection Interpretation Submission of
of Data Report
Stage One: Study Preparation

 Kick off meeting (KOM)
o Research aim & objectives
o Research question
o Research framework
o Research methodology
 Design of the questionnaire
o Interview questionnaire
o Survey questionnaire
o Focus Group Discussion questionnaire
Stage Two: Data Collection

 Selection of the data source
 Conduct of site interviews with 10 selected ATPs
 Conduct of surveys for
o All MOM accredited trainers
o All MOM accredited training providers (ATPs)
 Conduct of 5 sessions of Focus Group Discussions (FGD) comprising:
o 3 FGDs for trainers
o 2 FGDs for ATPs
 Extant data (document review)
 Data collection point and timeline
Stage Three: Analysis and Interpretation of Data

 Tabulation of results
 Analysis & interpretation of data
 Validation of findings with key stakeholders
Stage Four: Presentation and Submission of Report

 Presentation of findings to WSH Institute
 Submission of final report
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Study
2.1 Stage One: Study Preparation
Preparation
Kick-Off Meeting (KOM)
2.1.1 This was the “initial conversation” between the project team and WSH Institute. It
was held on 26 January 2012 (Thur) at the WSHC meeting room. The agenda for the
meeting was to confirm the scope of the project, detail timeline and specific deliverables.
2.1.2 The meeting also discussed the research aim and objectives which include:
 The aim of the study is to raise the competency standard of accredited WSH
trainers in Singapore
 The objectives include:
o Profile the current competencies of WSH trainers
o Understand the needs of WSH trainers in terms of their knowledge needs
o Gather feedback on continuation education and training for WSH trainers
o Recommend ways to enhance the Train-the Trainer (T3) programmes to better
suit the needs of WSH trainers
2.1.3 Research Questions
In the initial proposal put up by the project team to WSH Institute, four broad questions
were identified based on the tender specifications:
 What is the perceived competency of WSH Trainers
 What are their competency gaps and training needs for the future (WSH2018)
 What is the status of the WSH Institute Trainer-the-Trainer (T3) programme
 How can WSH Institute contribute to the continuous education and training of
WSH Trainers
Subsequent to the Kick-off meeting, more inputs were received. WSH Institute also
provided a list of registered WSH Trainers and ATPs. On further examination of the
database and further discussion on the issues faced by the WSH Trainers and the feedback
received on the T3 programmes, the project team realised that there was a significant gap
in the basic profile of the WSH Trainers and Training Providers. More information was also
needed in terms of the technical knowledge and expertise of the WSH Trainers, their
motivation towards training including participation in the T3 programmes. As for the ATPs,
basic profile data such as the size of the ATP, the WSH courses they were conducting, the
numbers of trainers they engage and even the numbers of training places they offer were
not available. As such, the project team recommended to the WSH Institute to start off by
establishing a “clean” database – Confirm the number of “active” ATPs and WSH Trainers
before proceeding to conduct the data collection.
In tandem with the checking of the database, the WSH Institute further identified and
prioritised the questions to be included in the survey questionnaires, FGD and site visits as
shown in the table below:
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Very Important
 Feedback on the trainers from their ATP in particular, on trainers’ knowledge gaps and their
continuing education and training
 What is the trainer’s motivation for training? (or are you being given an additional task to train?
Are you doing it because of additional income? Any other reasons?)
 Specific training needs of WSH trainers/ Topics which they feel they will need more training
 Preferred mode of continuing education and training (seminar, workshops, online distance
learning, certification?)
Need to Know
 When did they attend Train-the-Trainer programme at WSH Institute and what is their
feedback on the Train-the-Trainer programme at WSH Institute? If the respondents feel there
isn’t a need for such trainers programme, why is that so?
 What is their working/practical experience in the WSH subject they are training?
 Is there any recognition and awards received for WSH operations and/or training?
 What are the trainer’s views on conducting WSH training? Their knowledge and experience
level.
 What kind of problems they faced during trainers and in their view, the possible solutions.
Good to know
 Do you think WSH training standards in Singapore are comparable to international best
practice?
 Technological skills (computer skills, use of online materials for training, use of social media for
training)
 How mobile are trainers able to transfer their skills from their current industry (e.g:
manufacturing) to another industry (e.g: hotels) but both jobs are related to safety?
 Feedback on the trainers from their trainees? Ability and experience to conduct assessment?
 What is the current competency level of WSH Trainers? (Pedagogy, Subject Matter Expertise,
Presentation skills, Questioning technique, Use of instructional methods such as role play and
case studies, Use of training aids, writing a lesson plan, curriculum design and development)
 Training management skills (course design, course planning, reading and interpreting the
CDA, reading & interpreting a CS & CTAG, conducting course evaluation)
Basic Survey Demographics on the Trainers and ATPs
 Age
 Qualification level in terms of their education and WSH related training (local & overseas)
 Years of training experience in training (local & overseas)
 What trainer's qualifications do they posses? (ACTA, DACE, CIDTT etc)
 Workplace literacy level? (wither using WPLN or "O" & "A" – level equivalent)
 Are you a part-time or full-time trainer?
 Breakdown of ATP into big or small organization (in terms of numbers of trainers, curriculum
developers employed)
 How much are you being paid as a trainer?
 Ability to train in other languages besides English
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2.1.4 Research Framework

All the questions identified by the project team in consultation with the WSH Institute were
examined and grouped into eight distinct categories. Each of the categories was mapped
against the research objectives to ascertain that they answered the needs of the research.
A weightage in terms of number of questions was given to each category to ensure that an
optimal number of questionnaires were provided, and the allocation was balanced to
achieve the desired research aim. In total, 50 questions (25 for WSH Trainers and 25 for
the ATPs were finally selected for the design of the data collection instruments.
Category Answer to Research Objectives WSH Trainers ATPs

OBJ 1 OBJ 2 OBJ 3 OBJ 4
Request for personal and
√ √ √ √ Yes Yes
organizational profile data
Q1
Q4
Q2
Q5
Technical Knowledge & expertise √ √ √ √ Q3
Q6
Q4
Q7
Q5
Q8
Q6
Q9
Q7
Q10
Adult learning theories √ √ √ √ Q8
Q11
Q9
Q12
Q10
Q13
Q11
Q12
Keeping yourself updated √ √ √ Q13 NA
Q14
Q15
Q16 Q14
Motivation as a trainer √ √ Q17 Q15
Q18 Q16
Q17
Q19
Q18
Q20
Experience with Continuous Q19
√ √ Q21
Education and Training (CET) Q20
Q22
Q21
Q23
Q22
Q23
Attendance and feedback on the Q24
√ √ Q24
WSH Institute T3 Q25
Q25
Q1
Perception of WSH training in
√ √ NA Q2
Singapore
Q3
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2.1.5 Research Methodology
A number of qualitative and quantitative data collection instruments were considered.

These included:
Qualitative Quantitative
 Interview  Oral survey
 Focus group discussion  Written survey
 Training observation  Document review
The project team decided that at least two quantitative and two qualitative instruments
would be needed for the study as they would complement one another and ensure that
there is adequate overlap in terms of data collection coverage. The four instruments
selected included:
Qualitative
 Site interview (SI)
 Focus group discussion (FGD)
Quantitative
 Written survey (WS)
 Document review (DR)
2.1.6 Design of the Questionnaire
Based on the four instruments identified, the project team proceeded to design the
questionnaires for the site interview, focus group discussion and written survey. The
coverage for each of the instrument is shown in the table below:
Category Answer to Research Objectives Coverage in Data Collection

OBJ 1 OBJ 2 OBJ 3 OBJ 4 SI FGD WS DR
Request for personal and
√ √ √ √ Yes No Yes No
organizational profile data
Technical Knowledge &
√ √ √ √ Yes Yes Yes Yes
expertise
Adult learning theories √ √ √ √ Yes Yes Yes No
Keeping yourself updated √ √ √ Yes Yes Yes No
Motivation as a trainer √ √ Yes Yes Yes No
Experience with Continuous
√ √ Yes Yes Yes No
Education and Training (CET)
Attendance and feedback on
√ √ Yes Yes Yes Yes
the WSH Institute T3
Perception of WSH training in
√ √ Yes No Yes Yes
Singapore
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Data
Collection
2.2 Stage Two: Data Collection
2.2.1 Selection of the data source - A number of data sources were considered and these
include: WSH Institute, MOM, WSHC, ATP, Associations (ASPRI, ASMI, SCAL, SISO, SMA &
SNEF), WSH Trainers, Trainees or course graduates, Employers and Extant data source
(documents)
2.2.2 In consultation with WSH Institute, it was decided that in terms of size and reach as
well as the availability and ownership of the database, three primary and three supporting
data source will be used:
Primary data source
 ATPs – approximately 119
 WSH Trainers – approximately 702
 Extant – Ten sets
Secondary data course:
 Associations – Approximately 10
 Employers – approximately 600 companies
 Trainees – approximately 800
2.2.3 Conduct of on-site interview with 10 ATPs – In collaboration with the WSH Institute,
the project team identified a list of 10 ATPs representing a cross section of the construction,
marine, manufacturing and service industries. These ATPs range from big, medium and
small size in terms of the number of trainers. The on-site interviews were aimed at gaining
first-hand information of the way the ATPs conduct their training and how they manage their
WSH trainers. It was also a chance to meet the WSH trainers. The on-site interview lasted
about 30 mins and was conducted face-to-face with the representatives from the ATPs. The
suggested list of interview sites is shown in the table below:
SERVICES/
Size of ATP CONSTRUCTION MARINE MANUFACURING
OTHERS
BIG NTUC Learning Hub (294 trainers)

(ABOVE 51) Absolute Kinetics (112 trainers) Apro Training
Centre (4) –
Security
MEDIUM SCAL Academy (57)
PSA Corp (24) ASPRI (12)
(10 – 50) BCA Academy (20)
LTA Academy
(4) –
SMALL SMA (9) Transport
Asretec (12) ASMI (7)
(Below 10) Not available
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2.2.4 Conduct of the survey – Four sets of written surveys were originally designed. One
set of 25 questions was sent to approximately 702 WSH Trainers. Another set of survey
comprising 25 questions was sent to the list of 119 ATPs. The response rates for these two
surveys were 30% and 40% respectively. Another two surveys were sent to the companies
that subscribed to MOM accredited WSH courses and their staff who attended these
courses. The response rates for these two surveys were too low (2.8% for the companies
and 4.5% for the staff) to be considered meaningful for the study. Throughout the study, the
administration of these surveys were conducted entirely in-house via email using the
database of ATPs WSH Trainers “cleaned-up” in an earlier exercise. Each survey of 25
questions required the respondents about 10 – 15 minutes to answer. No monetary or
another other form of financial incentives was used during the survey.
2.2.5 Conduct of 5 sessions of Focus Group Discussions

for WSH Trainers and ATPs - The focus group discussions
were all held at Sigma Solutions located at Fortune Centre.
Invitation letters for the 5 FGD sessions were sent out to
all Associations, ATPs and WSH Trainers three weeks in
advance. Each session lasted between 3 to 4 hrs. Sigma-
Solutions recommended 3 Focus Group Discussions for
WSH trainers and 2 sessions for the Approved Training
Organizations (ATPs). The FGD were conducted on
weekdays and weekends as well as in the evenings so as
to cater to trainers some of whom had to conduct training.
The FGD were well attended and the turn-up for each
session averaged between 16 to 20 participants.
2.2.6 Extant Data (Document review)

The following series of documents and their source were deemed to be relevant to the
study. The project team proceeded to examine them for the purpose of the research and
data gathering.
 Past survey results and reports prepared by Sigma Solutions for Ministry of Manpower
in relations to the conduct of safety courses for the marine, construction and generic
manufacturing industries. Reports also included feedback on the knowledge, skills and
attitudes of WSH Trainers.
 WSH2018 related documents in WSHC website
 Training related publications and guidelines in WSHC website
 Attendance and feedback on the Train-the-Trainer programs at Ngee Ann Polytechnic
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2.2.7 Data collection point and timeline
The data collection effort spanned over seven weeks from the last week of January 2012 to the
second week of March 2012 (Week 4 to Week 10). The diagram below charts the timeline for the
execution of the various data collection instruments (survey, FGD & site visits) and briefly describes
how the data was collected and processed into this final report. The data processing centre was
sited within Sigma Solutions located at Fortune Centre. Email, telephone and posted mail were
used for the data collection.
2012
Jan Feb Mar
Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Wk 11 Wk 12
KOM
Kick Off
13 Jan Survey
Mtg
Cut Off
Survey 1 > > 25 Feb
Survey Survey 2 > > 25 Feb
15 Feb 21 Feb
FGD
17 Feb 25 Feb
16 Feb
Site
20 Feb 29 Feb 9 Mar 14 Mar
Visit
21 Feb
Sigma
Survey Solutions Sigma
Direct
Solutions
Survey 1 Trainers Data
Processing
Survey 2 ATPs Centre
10 Site Visit 5 sessions

Reports FGD*
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Analysis and
2.3 Stage Three: Analysis and interpretation of data Interpretation
of Data
Tabulation of results
2.3.1 Survey
No. of survey Percentage of
Stakeholders Cut-off date No. received
sent response
Survey 1 - Trainers 25 Feb 2012 702 210 30%
Survey 2 - Accredited Training
25 Feb 2012 119 48 40%
Providers (ATPs)
TOTAL
Refer to Annex A for a detail listing of survey respondents
2.3.2 Focus Group Discussion

No of confirmed
Type of stakeholders Date/Time
attendees
15 Feb (Wed)
Trainers 16
2pm – 4 pm
21 Feb (Tue)
Trainers 16
6pm – 8 pm
25 Feb (Sat)
Trainers 19
9am – 12 noon
17 Feb (Fri)
Accredited Training Providers 14
2pm – 4 pm
21 Feb (Tue)
Accredited Training Providers 22
2pm – 4 pm
Refer to Annex B for details of FGD Reports
2.3.3 Site Visits and Interviews

Date Time Name of ATP
16 Feb (Thu) 1:00 pm Apro Training Centre Pte Ltd
9:30 am Absolute Kinetics Consultancy Pte Ltd
20 Feb (Mon) 1:00 pm Singapore contractors Association Ltd
4:00 pm PSA Corporation Ltd
3:00 pm Asretec Pte Ltd
21 Feb (Tue)
1:00 pm Association of Singapore Marine Industries
1:30 pm NTUC Learning Hub
29 Feb (Wed)
4:00 pm LTA Academy
9 Mar (Fri) 10:00 am Association of process Industries (ASPRI)
14 Mar (Wed) 5:00 pm Building construction Agency (BCA)
Refer to Annex C for details of Site Visit Reports
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Analysis and interpretation of results
2.3.4 Quantitative analysis – From the survey questionnaire sent to the trainers and ATPs,
we were able to obtain useful data on the individual and collective profile of 210 WSH
Trainers and on the profile of about 48 ATPs.
 Profile of WSH Trainers – We were able to profile the ratio of full-time to part-time
trainers, the number of years of work experience the trainers had, the industries that
they conduct their WSH training, a breakdown of their professional qualification as well
as their educational qualification.
 Profile of the ATPs – Likewise for the ATPs, we obtained useful data on the number of
MOM, WSQ and other WSH courses they were conducting, the number of full-time and
part-time trainers they engaged, an estimate of their annual training out-put in terms of
the number of trainees for MOM accredited courses.
From the extant data (past records and the various documents in WSHC website), we
compared and analysis trends and progressions as well as to extrapolate information which
we will present in our findings.
2.3.5 Qualitative analysis – The five FGD sessions and ten site interviews were very useful
in providing valuable insights into many areas close to the hearts of the WSH Trainers and
ATPs. The participants were very forthcoming in their views and made many possible
contributions to the FGD and interviews. Most of the time, the findings of the FGD
concurred with the site interviews. On one or two points such as technical skills, training
delivery standards and recognition of trainers, there were differences in opinions between
the Trainers and the ATPs. These differences are reflected in the findings.
2.3.6 Based on both the quantitative and qualitative data collected through the survey,
extant data, FGD and site interviews, the project team proceeded to analysed the inputs
and collated them into a number of key findings. These preliminary findings were first
presented to WSH Institute on the 22 March for information and discussion. It was received
favourably by the Institute.
2.3.7 The project team also gathered many feedbacks which we felt were useful but not
directly related to the study. These are being grouped and presented separately in order
that WSH Institute may consider them at another opportunity.
Validation of findings with key stakeholders
2.3.8 The preliminary findings were presented to WSH Institute on the 22 March 2012. It
was primarily based on the feedback obtained through the FGD and the site visit interviews.
At that point, not all the written survey respondents were returned and analysed.
2.3.9 After three weeks, the analysis of the survey results was completed. The
demographic profile of the ATPs and WSH Trainers had become clearer and quantitative
data on the eight categories could be set against the qualitative feedback obtained through
the FGD and site visit interviews. The project team found no contradictions to the
preliminary survey findings presented to the Institute one month earlier.
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Presentation and
2.4 Stage Four: Presentation and submission of report Submission of
Report of Data
2.4.1 Presentation to WSH Institute
A presentation on the draft report was made to the WSH Institute on 18 June 2012 at 0900
am. The members present included
WSH Institute
 Dr Jukka Takala (Ex Director)
 Dr Gan (Dy Ex Director)
 Mr Tan Kee Chong (Dy Director)
 Mr Edison J L (SM, Leadership & Professional Development)
 Ms Ye Meishan (SM, Leadership & Professional Development)
 Li Junjie (SM, Planning & Development)
WSH Council
 Mr Chan Yew Kwong (Director, ICB)
 Mr Raymond Wong (Snr AD, MCB)
OSHD
 Mr Tan Fang Qun (Snr AD, LB)
Feedback and comments received during the presentation has been incorporated into this
final report.
2.4.2 Submission of Final Report
Upon completion of the project and subject to the validation by WSH Institute, a full and
Final Report together with all annexes as well as primary documents will be handed over to
the WSH Institute.
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Part 3: Study Results
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3.1 Profile of WSH Trainers
3.1.1 Number of Active WSH Trainers: At the commencement of the study, WSH Institute
provided a list of 1331 accredited WSH Trainers. Not all the trainers were active. In the
course of the study, we found that the active trainers may be full-time or part-time. Full time
trainers tend to train for one ATP. Part-time trainers on the other hand may train for two,
three or more ATPs. In order to determine the number of active trainers in the industry, we
added the total number of trainers listed against all 119 ATPs (total: 2037) and divided it by
1331 to obtain the “Over-lap Factor”.
Over-lap Factor = 2037 ÷ 1331 = 1.53
Then we proceeded to contact all the 119 ATPs to update their current list of active WSH
trainers. Subsequently we obtain a revised total of 1728 WSH Trainers. Using the same
Overlap factor of 1.53, we divided the new total of 1728 by the Overlap Factor
1728 ÷ 1.53 = 1129
Based on this calculation, we estimate that as at 01 May 2012, there are 1129 active WSH
trainers in the industry.
3.1.2 Ratio of Full-time to Part-time WSH trainers: In response to the S1 survey sent to
702 trainers, a total of 210 replies were received, accounting for credible 30% response-
rate. Among these, 60 (29%) were full-time trainers and a sizeable 147 (70%), part-timers.
3 (1%) did not respond to the question. It is pertinent to note that full-time trainers tend to
train for only one ATP while part-time trainers may train for two, three or more ATPs. This
observation has a very large bearing on the motivation as well as professional development
of the WSH trainers for reasons to be presented later in the findings from the FGD and site
interviews.
Full-time Trainers:
Refer to trainers who regard WSH
training as a full-time job. Training
constitutes most if not all of their
income.
Part-time Trainers:
Refer to trainers who are holding on
to a full-time job but have been
assigned training within or outside
the organization. This group may
also comprise retirees who do not
hold any job. Training is not their
main source of income.
CONFIDENTIAL
3.1.3 Breakdown of WSH Trainers by WSH Qualification: In terms of the overall WSH
professional qualifications, five (2%) had Level A (Certificate in WSH) qualifications and 41
(20%) had Level B (Advanced Certificate in WSH). 89 (42%) of the trainers had Level C
(Specialist Diploma in WSH) while 34 (16%) had Level D (Graduate Certificate in WSH). 26
(13%) of the trainers are qualified with ACTA, NEBOSH or other certificates. 15 (7%) did
not respond to the profiling question. This profile shows that 58% of WSH Trainers have at
least a Level C qualification.
Full Part Not

WSH
Time Time Reported Remarks
Qualification
(60) (147)
Level D 3 31 -
Level C 20 66 3
Level B 23 18 -
Level A - Of the 5, one is a degree holder working
as a WSH manager for 4 years. The
1 4 remaining four are GCE “O” level & PSLE
working as supervisors & coordinators
Others 8 18 - 14 of the 41 hold a Diploma/Degree or
Masters and work as WSH Consultants,
Not Reported - Auditors and WSH Managers. 22 have
GCE “O” level or PSLE and work as WSH
5 10 consultants or supervisors. Only 5 did not
indicate their educational background and
relevant WSH appointments.
CONFIDENTIAL
3.1.4 Breakdown of WSH Trainers by educational qualification: In terms of educational

qualifications, the profile of the Trainers ranged widely with 61 (29%) having degrees and
exceeding that with 35 (17%) having Masters or above and 34 (16%) and 3 (1%)
respectively having GCE 'O' and 'A' levels. 57 (27%) had diplomas while 15 (7%) had
PSLE. This profile shows that the educational profile of WSH trainers is relatively high with
73% of WSH trainers having at least a Diploma.
Full Part Not

Educational
Time Time Reported Remarks
Qualification
(60) (147)
Masters & -
6 29
above
Degree 9 51 1
Diploma 21 34 2
“A” Level 1 2 -
“O” Level 13 21 - This group constitutes 25% of those who
responded to the survey.
PSLE 8 7 -
Not Reported - From the group, 3 have Level A and 21 are
level B qualifications. The remaining 29 are
not clear and may belong to the older SOTC/
2 3 SCTC schemes.
Apart from only two of them below 40 years of

age, the others are mainly in their 50s & 60s.
CONFIDENTIAL
3.1.5 Number of WSH Trainers training across industries: Among the WSH Trainers, 102
(32%) train for the Construction industry; another 83 (26%) train for the Marine industry; 55
(17%) train for the Manufacturing industry; 37 (11%) are training in the Service industry
while the rest 44 (14%) did not indicate any specific industry. The absolute total (321)
exceeds 210 because some of the WSH trainers cross-train. This data suggests that about
half of the 210 trainers cross-train in more than one industry.
102 (49%) Construction
83 (40%) Marine
55 (26%) Manufacturing
44 (21%) Not Reported
37 (18%) Others
NB: Some trainers cross-train in more than one industry
3.1.6 How many ATPs do the WSH Trainers serve?
1 ATP 2 ATP 3 ATP More than 3 ATPs
No of
95 (47%) 52 (26%) 26 (13%) 22 (11%)
Trainers
Full-
37 8 5 7
time
Part-
58 44 21 15
time
NB: 15 did not response to the survey
3.1.7 What is the monthly gross income of the WSH Trainer?
Below $500 $500 - $1000 $1000 - $2000 More than $2000
No of
30 (15%) 17 (8%) 32 (16%) 103 (51%)
Trainers
Full-
1 1 5 43
time
Part-
29 16 27 60
time
NB: 28 did not response to the survey
CONFIDENTIAL
3.2 Profile of Accredited Training Providers (ATPs)
3.2.1 A total of 119 Accredited Training Providers (ATPs) were surveyed (S2) of which 48
responded (40%). The top 20 ATPs (17%) account for 630 trainers (56%) of the estimated
1129 WSH trainers in the industry. On the other end of the scale, 44 (37%) of the 119 ATPs
have 5 or less trainers.
No. Name of Training Provider No of trainers
1 NTUC Learning Hub 295

2 The National St John for the Republic of Singapore 144
3 Absolute Kinetics Consultancy Pte Ltd 112
4 The Singapore Contractors Association Ltd (SCAL) 57
5 Association of Singapore Marine Industries (ASMI) 45
6 Greensafe International Pte Ltd 45
7 Avanta Global Pte Ltd 35
8 Ngee Ann Polytechnic 35
9 DV Training Services Pte Ltd 30
10 Tat Hong Training Services Pte Ltd 29
11 PSA Corporation Limited 24
12 Singapore Institution of Safety Officers (SISO) 19
13 Life Saving Training Centre 17
14 Singapore First Aid Training Centre Pte Ltd 14
15 Asretec Pte Ltd 12
16 Association for Process Industry (ASPRI) 12
17 PEC Ltd 11
18 Anzenet Pte Ltd 11
19 K2 Specialist Services Pte Ltd 9
20 Team-6 Safety Training & Consultancy (S) Pte Ltd 9
Total 964
964 ÷ 1.53 =
Total after overlap factor of 1.53
630
CONFIDENTIAL
3.2.2 The second significant profile of the ATP is the number of WSH related courses
conducted by the respective ATPs. The table below shows the leading ATPs in terms of the
number of MOM accredited WSH courses conducted. The table also shows other WSH
courses that are non MOM courses conducted by them.
Number of WSH related training

courses on offer
No. Name of Training Provider
MOM WSH WSQ Other
courses courses courses
1 Rotary Engineering Ltd 69 - -
2 Absolute Kinetics Consultancy Pte Ltd 35 - -
3 NTUC Learning Hub 34 8 23
The Singapore Contractors Association
4 24 2 -
Ltd (SCAL)
5 Avanta Global Pte Ltd 15 - -
6 Tat Hong Training Services Pte Ltd 10 2 12
7 DV Training Services Pte Ltd 10 - -
Association of Singapore Marine
8 7 1 11
Industries (ASMI)
9 Anzenet Pte Ltd 6 - -
10 SAS Pte Ltd 6 - -
11 Vibrant Safety Training Center Pte Ltd 5 - -
12 Global Tech Training Solutions Pte Ltd 4 - -
13 TUV SUD PSB Learning 4 3 -
14 Safety Network Pte Ltd 3 - 2
15 PEC Ltd 3 - -
16 Association for Process Industry (ASPRI) 3 - -
Team-6 Safety Training & Consultancy
17 3 - -
(S) Pte Ltd
18 Spot Management Services Pte Ltd 3 - -
Franks Associates Management &
19 3 - -
Engineering Services
20 ST Marine 3 - -
CONFIDENTIAL
3.2.3 The next significant profile of the ATP is the through-put or the estimated number of
trainees that each ATP trains and certifies per year. This profile gives us a clear picture of
the impact the ATP has on the industry. There are ten big players in the industry in terms of
the number of trainees. Each of them trains an average of 4000 or more WSH personnel a
year. Based on the input from the 48 ATPs who responded to the survey, there were a total
of 188,090 trainees per annum. In our estimate, this is probably 90% of the annual through-
put for all the industries. Hence the WSH industry in Singapore trains about 208,988 (round
up to 210,000 for ease of comparison) workers, supervisors and managers per annum. Out
of which, the top 20 ATPs account for 184,763 (88%) of the total number of trainees.
Number of trainees per annum

No. Name of Training Provider
MOM WSH WSQ Other
courses courses courses
1 NTUC Learning Hub 80,000 17,000 2,200
2 Tat Hong Training Services Pte Ltd 27,000 35,000 900
The Singapore Contractors Association Ltd
3 21,313 175 -
(SCAL)
4 DV Training Services Pte Ltd 10,000 - -
5 Safety Network Pte Ltd 9,000 - -
6 Association of Singapore Marine Industries 6,901 270 7006
7 Absolute Kinetics Consultancy Pte Ltd 6,000 - -
8 Vibrant Safety Training Center Pte Ltd 4,050 - -
9 Global Tech Training Solutions Pte Ltd 4,000 - -

10 QMT Industrial Safety Pte Ltd 4,000 - -
11 PEC Ltd 2,230 - -
12 K2 Specialist Services Pte Ltd 2,119 - 2,500
13 Avanta Global Pte Ltd 1,600 - -
14 Asretec Pte Ltd 1,500 - 900
15 Association for Process Industry (ASPRI) 1,000 - -
Team-6 Safety Training & Consultancy (S) Pte
16 1,000 - -
Ltd
17 Hallmark Safety Training Pte Ltd 850 - 200
18 Mun Siong Engineering Limited 800 - 400
19 Singapore Institution of Safety Officers 700 300 -
20 Life Saving Training Centre 700 - -
CONFIDENTIAL
3.3 Survey Results
3.3.1 Trainers do not lack technical knowledge and

expertise – Trainers held a high opinion of their
technical skills in dealing with WSH subjects. In
their S1 Survey responses, Trainers scored an
average of 5.5 on the dimensions ‘adequate
technical knowledge’ had adequate practical (field)
experience in the WSH topic’ they taught and were
‘able to apply the knowledge and experience’ at
their workplace to their WSH training centre. This
data suggested that trainers were very confident of
their technical knowledge and expertise.
3.3.2 Trainers are less confident of their training

skills – Compared to technical skills, the trainers
recorded marginally lower scores on their ability to
use and apply adult learning theories and practices
to their training sessions. They scored an average
of 5.2 for the dimension: ‘I am well-equipped to
prepare a lesson plan and training materials for full
day training’. But they scored better when
addressing their competency in handling 'the latest
technology, e.g laptop, video, internet, etc' for their
training' and 'using questioning techniques to
monitor learning progress".
3.3.3 Trainers take the initiative to keep themselves

updated – 90% of the trainers expressed that they
were able to keep current with industrial practices in
the WSH topics they were assigned to train. A high
5.3 score was recorded against the average of a 4.7
score for a series of such related questions. The
score dropped marginally to 5.1 when they were
asked if they accessed the Internet and social
media to keep them current. However, they
admitted (with a score of 4.9) that they regularly
attended courses/seminars or forums on their own
initiative to keep current in the WSH topic they train
in. The trainers indicated in their survey that they
did not rely solely on their training centre to stay
current.
CONFIDENTIAL
3.3.4 Trainers are highly motivated to train – A

high 96% of trainers said that: "The WSH trainer is
an important role model." An equal score was
recorded for the statement that: "I regard the
Trainers' 'Code of Conduct' as very important to
trainers". Commitment to their trade seems high.
When given six options for why they continued to
train, 36% indicated that they enjoyed training
while another 30% felt passionate about ensuring
workplace safety. 15% were inspired by their
mentors in the industry. About 10% indicated that
training provided an extra source of income while
another 7% choose training as an alternative
career pathway.
3.3.5 Experience with Continuous Education (CET) is positive - Trainers stated with a 4.4
score they did so to "apply the concepts/skills learnt confidently". In a similar vein, they said
(with a 4.0 score) that they are 'motivated' to apply the concepts/skills" there from. At an
even lower 3.7 score, they said they were ready to share knowledge gained with others.
3.3.6 WSH Institute's Train-The-Trainer (T3) – High Awareness but Low Participation
Among 179 who responded, 61% said they were aware of both WSHI and the T 3
programmes. One commented that "Ngee Ann is not very good in WSH training compared
with Singapore Polytechnic". On whether they had attended any T 3 programme, 82% of the
179 Trainers said they had not. Among reasons for not doing so, they cited having attended
more 'advanced' courses of this nature. Some said they saw no incentive as there was no
rate increment even after they attended ACTA or were not supported by their company.
CONFIDENTIAL
3.3.7 Making T3 programmes more effective - Ideas ranged from inviting all free-lance
trainers to attend WSHI courses to reduction in course fees and setting up a website for
trainers to update themselves and be current. Other ideas included 'face-to-face' dialogue
session with trainers or checking with them before launching any T 3 courses.
<Summary of suggestions from Trainers>

 Focus on more topics particularly Lifting, Shipyard, Tunnelling &
Oil and Gas
 Have more practical knowledge and share new method of
Content of T3 teaching (Adult Learning)
programs
 Some of the T3 program should seek feedback from the trainers
before launching to the public
 T3 should have been launched after consultation with Trainers
 Segregate trainers according to their expertise
 Exposed the trainer to the environment before they are allowed
Speakers/ to teach and also ensure that the trainer has attained basic
Facilitators fundamental education before they are allowed to teach
 Irrespective of Nationality qualification, experience and quality
should be measured
Certification  Program should not include any test for certificate award
 Bringing training to the trainers workplace
 I would love to do Webinars
 Set up a website for trainers to update on current trend in
training & new courses to get trainers to be trained in, seminars
Conduct of the T3 for trainers by giving SDU points
programs  WSH Institute can organize a Re-treat for WSH trainers to
enhance better team bonding amongst the trainers at the same
time to review the status of development of various course and
programme during the WSH Trainers' Retreat
 Arrange T3 programs on weekends
 Invite all freelance trainer's to attend all the programs jointly
organize by WSH Institute and Ngee Ann Polytechnic
 Training programs in Singapore are too expensive. I suggest
Fees
reducing the course fees for any training program. Because
foreign trainers are not eligible for any funding
 ATP should send trainers to attend T3
CONFIDENTIAL
3.4 Focus Group Discussion (FGD) results
3.4.1 Trainers are confident of their technical knowledge and expertise - Trainers generally
had a high opinion of their technical competency, particularly for the WSH topic assigned to
train in. This view was consistent across all three FG discussions held for them. (FGD is
also consistent with the survey findings in para 3.3.1) Some trainers acknowledged that
there may have been some dilution of standards more recently with the proliferation of
ATPs and WSH trainers over the past five years. It was also suggested that new trainers
(with less than 2-3 years experience) may require training in technical knowledge and
expertise. ATPs shared the view that their trainers had a high technical standard.
3.4.2 – Trainers lack in training delivery skills and the design and conduct of competency
based assessment - All the ATPs agreed that training delivery skill is the greatest skills gap
amongst their WSH Trainers. They commented that most trainers lack the skill to effectively
engage the trainees. Examples of such skills which require improvements are facilitation;
engagement; communication; presentation; how to conduct case study or role play and
others. In the trainers’ FGD, many trainers said they had passed ACTA but do not yet know
how to apply ACTA into WSH training. They can train but do not know how to make their
training more interesting and more effective. They like more help on the practical aspects of
how to apply the principles in ACTA to their WSH training courses. In terms of assessment,
many ATPs do not do more than the standard oral and written test, and some are not doing
it well. Particularly, they are not familiar with the conduct of competency based assessment.
3.4.3 Dichotomy between experience and qualification - A majority of trainers during FG

sessions said they had the practical (field) experience to teach the WSH topic assigned to
them (they backed this up in their response to the S1 survey question with 56% declaring
they had adequate practical/field experience). At their FGD sessions, ATPs concurred.
However, they highlighted the concern that under rather rigid CDA rules, they have had to
drop experienced trainers for trade courses for non-compliance under the criteria which is
wasteful (among examples cited were a case of an Engineering professor who pioneered
‘Form fit’ training in Singapore). Currently the CDA trainer and assessor requirements do
not cater for experience, only qualifications. There is concern that MOM is placing
emphasis on qualification over practical experience. Concerns were also raised that trainers
without practical working experience were conducting specialist courses like hull-work,
confined space, work at heights, lifting and gas- cutting for non-shipyard programmes.
Some trainers were even ‘crossing’ industries to conduct such training.
3.4.4 Trainers and ATPs are constantly keeping themselves updated At Trainer sessions,
they said they kept updated by attending seminars, accessed the Internet to keep abreast
of industry trends and were generally ‘passionate’ about their trade. Some admitted that it
was a constant challenge for trainers to keep up to date with industrial practice, especially if
they were part-timers. ATPs, normally the larger ones, said they did not face this problem
with their trainers as they drew them directly from the industry as in the port/marine
services. Others sent e-mailed blasts to update trainers, and then checked for follow-
through while others did ‘back-end’ checks via course participants’
CONFIDENTIAL
3.4.5 The reputation of our WSH trainers in the region is very high Trainers shared that
Singapore trainers have developed a reputation regionally for our WSH knowledge base,
particularly in terms of systems and standards. In certain 'specialist' fields like ‘Scaffolding’,
we are tops regionally. However, our standards are not accepted as an international
benchmark.
3.4.6 Is there a Trainers’ Gap and if so in what area? - Trainers' technical knowledge
seems to be adequately covered under the WSH Professional framework as well as MOM
trade and professional courses. Of possible areas identified, ‘specialist’ centres already
offer specialist knowledge courses. If any, they felt what is lacking could be very niche
areas such as “Hooks & Clips” or “Scaffoldings” which may require an overseas expert.
ATPs generally agreed that while trainers’ technical knowledge was good, there were,
however, specific areas of concern. To address such concerns, several conducted formal
and informal audits of their trainers and placed them on performance bands. ATPs,
however, opposed any suggestion to mandate CET classes saying it would not address
Trainers’ attitudes (if he was disinterested in the first place).
3.4.7 Trainers’ motivation to participate in Continuous Education and Training (CET) - In-
house trainers and full-timers at ATP/ATOs were well taken care of and this included
sponsorship of their courses. However, ATPs as a rule, do not sponsor part-timers or
associates or recognise them for such efforts, believing that such trainers had no choice but
to up-skill themselves so as to remain relevant and ‘employable’. Some part-time trainers
stated they were prompted by ‘survivability’ reasons, to continue obtaining training
assignments from ATP/ATOs. Clearly, their motivation is totally different from their full-time
counterparts who attend upgrading courses to ensure they have the skill-sets to be effective
trainers as it is the nature of their job. Rewards, if any, were indirect. ATPs said full-timers
were recognised as part of the companies' service conditions. For others, it may mean
being allowed to train at the next level where earnings were higher (there was no automatic
fee increase). Other factors motivating trainers include:
 a sense of professionalism
 satisfaction of seeing learners' achieve new standards
 those internalising their knowledge better through training for other purposes such as
full-time corporate professionals (concurrently associate trainers)
 retired or part-time associates who train to keep themselves occupied or for money.
3.4.8 Obstacles and challenges faced by trainers - The proliferation of ATP/ATOs and
trainers in the recent five years has resulted in an unsatisfactory situation for trainers,
especially part-timers.
 Experience vs qualification -- One sizeable group comprising very experienced (some
with 30 years background) may have to cease training as they have no formal
qualifications under MOM’s trainer criteria (they conduct specialised training mostly in
“Scaffolding”, “Work at Heights”, “Oil, Petroleum & Gas,” etc). On the other end are
trainers with less than three years experience who qualify under MOM's criteria but lack
technical experience. In between are those who became trainers over the past five
years arising from the cyclical change in the construction industry and the WSH
Professional Framework (2006).They and those covered under the Curriculum
CONFIDENTIAL
Development Advisory (CDA) in 2009 were qualified as trainers by MOM despite their
relative lack of experience.
 CDA rigidity. ATPs, in their feedback, highlighted that although technical experience
was recognised as a fundamental requirement for trade courses, several of them
commented that the criteria specified in the CDAs was too rigid and does not
“recognise” experience. This is poses a challenge for ATPs trying to recruit suitable
trainers for trade courses.
 Abuse of trainers' fees. With the larger pool of available trainers, one unsavoury aspect
has been over-competition resulting in trainers' hourly-rate (dropped during the Asian
financial crisis) not being restored but plunging even further. This has prompted a
suggestion by Trainers that a ‘body’ be set up to monitor the ‘honorarium’ or training
fees paid to Trainers.
 Legal interpretations. WSHO reported that they have been pressured into dealing with
'legal' aspects linked to MOM rules. Though not required to interpret the law, companies
in fact expect the WSHO to know what the law means. While they are able to do so to
some extent, they hoped they could seek advice from MOM to help clarify the law. Other
agencies such as NEA, OSHA in USA, UK, SCDF are examples doing this quite well
3.4.9 Awareness of WSHI and T3 courses

 High level of awareness, low level of participation. At FG sessions, trainers as well as
ATPs displayed a high awareness of WSHI and its T3courses. Trainer participation
interest was, however, low. Citing lack of relevancy or focus, they added many of the T 3
courses duplicated those already offered by specialist training centres. To raise trainer
participation, they suggested T3 programmes consider the following besides lower
course fees:
 Course relevance. These had to be trade-based and have a value-add since trainers
who are attending these programmes would generally be subject matter experts.
 Profile of Trainers conducting the specific programme. These trainers must be
practitioners in his/her respective industry (trainers perceived the partnership between
Ngee Ann Polytechnic and WSHI as reflecting a more “academic-type” of programme)
 Seminars and workshops were preferred over courses as these were short. However,
trainers would consider longer courses if these led to a qualification. They were open to
any courses that led to certification including attending ‘Core’ and ‘Elective’ trade
courses that qualified them for SOAs (Statement of Attainment) which in turn could lead
to a qualification similar to the WSQ model. ATPs, speaking for their trainers, generally
agreed with this view.
3.4.10 Other Trainer & ATP Feedback :

 Cluster specialization T3 Programmes - It was suggested WSHI facilitate courses for
specialist clusters' of trades through T3. Trainers keen in such specialisations will attend
the T3 programmes in such clusters and after a series of programmes, he or she will be
appointed “members” in the cluster and will be recognized and licensed to conduct
training in these specializations.
 Direct Engagement with WSH Trainers - Trainers felt WSHI could engage directly with
trainers as they wished to be part of the T3 development process and hear first-hand the
direction forward of T3 policy and direction rather than through ATPs. A forum or
CONFIDENTIAL
seminar could be conducted to inform them of WSHI's intentions, policy and

programmes (they hoped to be informed about the outcome of this (Trainers) survey.
 Partnerships with key industrial players - WSHI can consider developing key
partnerships with industrial players so as to organise courses that are relevant and have
a value-added feature of interest to Trainers. One suggestion was to combine visits to a
training facility or work-site after say a half-day seminar session to reinforce the
learning.
 Categorisation of Trainers - A suggestion to categorise trainers deserves consideration
as it will address two prevailing trainer-related issues -- (a) Training compensation
commensurate with the working and training experience; and (b) Qualifications differing
for each tier (renewal each year). The suggested trainer categorisations could be:
o Trainers : less than 5 years of relevant practical and training experiences +
qualifications
o Senior Trainers : 6-10 year of relevant practical and training experiences +
qualifications
o Principal Trainer : More than 10 years of relevant practical and training experiences
+ qualifications
o Master Trainers : More than 15 years of relevant practical and training experiences +
qualifications
The FGD also highlighted that some form of National Examination has to be established
to test or assess the trainers prior to their categorization.
 Review of all aspects of Training, not only Trainers - Based on remarks from trainers at
a feedback session a comment was made that perhaps the whole training ‘eco-system’
ought to be scrutinized from the design of the CDAs, ground audit of training delivery by
MOM, inconsistency in assessment standards by different ATPs to course
administrators with no SME.
 Conduct of MOM and WDA Audits - ATPs on their part hoped that the two agencies'
audit arms would take a more active role on the ground to raise training standards. They
suggested they visit ATPs and sit-in during training sessions. They also suggested that
T3 course fees be kept low as trainers, particularly part-timers are self-financing.
 Review of CDA and MOM trade & professional course – Trainers pointed out that trade
and professional skill courses have not changed for many years while the industry has
continued to change and evolve. There is a need to put in place a regular review to
update the CDA and MOM list of trade and professional skills.
 Association for WSH trainers – Trainers look forward to forming an association to
represent WSH trainers. The association can help to create a career roadmap for
trainers in WSH and provide feedback to the WSH Institute to design T 3 programmes
CONFIDENTIAL
3.5 Site Interview Results
3.5.1 ATPs are confident of their trainers' competencies During the site visits, ATPs felt
that their trainers have the necessary knowledge and skill-sets to handle the training
assigned to them. Some stated that in terms of competency skills, their trainers are
equivalent to the best in Singapore and the region. While some cited MOM's CDA
requirements as evidence enough of such competency, most ATPs relied on both formal
and informal means to assess suitability of individuals before using their services. Most
ATPs also sit-in during a new trainer's sessions initially even after the formal interview
session. Some like SCAL depend on its own intimate background knowledge of trainers in
the industry before selection is made. Most of the others relied on more formal means that
included interviews and credential checks and review course evaluation reports. Some like
ASMI would be recommended potential trainers from among its own shipyard members.
3.5.2 ATPs take steps to ensure trainers have the technical skills to train Each ATP
adopted their own in-house procedure to ensure trainers they used for assignments meet
the required standards. NTUC Learning Hub and PSA have in-house training units where
trainers are expected to keep themselves updated with industry and other developments as
do their part-timers. Others like ASMI and SCAL tap trainers directly from the marine and
construction industries respectively.
3.5.3 ATPs are concern about losing their experienced trainers due to CDA mandatory
guidelines Consistently during site visits, ATPs highlighted the potential 'loss' of
experienced trainers with the "current preoccupation with 'qualifications.'" NTUC Learning
Hub, PSA, ASMI, Absolute Kinetics were among those that stated that if the MOM
requirements of trainers as stipulated in the CDA are set aside, they would rank work
experience above all else. This is especially so for specialised courses like "Scaffolding,"
"Work at Heights" amongst others. PSA, like several other ATPs, stated it is facing a
dichotomy of experience vs qualification. It is experiencing a critical shortage of 'Lifting
Supervisors' (cannot match experience and qualification) and 'Rigger Signalmen' (those
having experience, have no qualifications). Some courses have consequently not been
organised for some time. Absolute Kinetics feels that it is more effective for training to be
done by someone with 10-20 years’ experience than the prescribed qualification mandated.
This applies also to 'Marine Metal Scaffolding' and 'Formwork Safety' for Supervisors
3.5.4 ATPs do match industrial best practice Generally all the ATPs had no issue with
trainers' technical skills. Most ATPs said they employed trainers from the industry, including
part-timers. ASMI is unique in that when a course requirement is announced, it calls a
meeting of shipyard members to decide how to proceed. In short, there is a 'cluster' task
force that ensures standards.
3.5.5 There is some trainer skills gaps identified by the ATPs Most ATPs said they
either employed in-house trainers or trainers from the industry, including part-timers.
However, among the areas ATPs said 'gaps' may exist were:
 "Technical skills for specialist areas" (e.g Scaffolding', Work at Heights, Logistics, First
Aid, Explosive Power tools & Marine trade Use of rescue equipment, fall protection and
Rescue in Confined Space).
 "Soft Skills" (such as communication or language skills, or 'Creative Delivery)
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 'Presentation Skills' including managing classroom material (some trainers stick to slide
text and are afraid to facilitate discussion and engage the learners.
3.5.6 CET is mainly for in-house trainers and some “good” part-time trainers Most ATPs
took good care of their in-house trainers and selectively, 'good' part-timers through course
sponsorships. But generally, most part-timers had to depend on themselves, e.g. in terms
of upgrading courses. While in-house trainers with ATPs would normally not be 'rewarded'
directly, this would be considered as part of the company's HR-roadmap. While part-timers
were not given 'recognition' per se, those that went for upgrading courses could be
rewarded indirectly, e.g more training hours or teaching at a higher level (and higher rates).
3.5.7 Obstacles for ATPs with regards to their trainers See para 3.4.8
 Fair trainer rate: Some ATPs felt 'Passion' should feature among the key qualities that a
trainer should display. But it was suggested that it should tie-in with the trainer receiving
a 'fair' rate so he/she can focus on up-skilling his training skills to be even better.
 Course fees: Some ATPs felt the T3 course fees were prohibitive noting that many
trainers had to pay for these themselves.
 Loss of experience: PSA was among several organisations that felt MOM's rigid trainer
qualifications (as stipulated in the CDA) could result in the loss of a pool of 'experienced'
trainers (who do not have qualifications). Perhaps MOM can consider RPL ('Recognition
of Prior Learning), a principle built into the WDA programme to allow good experienced
trainers the opportunity to train and share their experience (which is sometimes lacking
among those armed only with qualifications but no work experience).
3.5.8 WSHI and T3 courses Awareness of both is high but several commented that the
focus in offering courses is unclear (e.g specialist courses such as 'Work at Heights',
'Confined Space', etc.) duplicate those being offered by specialist ATPs. Further, as T3
courses are offered jointly with Ngee Ann, the perception is these will be academic-biased
and not appealing. Also on ground, among associate trainers/part-timers the feeling is there
are already too many courses (especially as they have to pay for these themselves)
Types of courses that may appeal to Trainers would be:
 WSHI courses that do not 'mirror' ACTA and be of added-value, say in training delivery
 Specialist courses that cut across a 'cluster' (this may be courses no single ATP or
industry can manage on their own perhaps due costs)
 "Soft Skills (Others)" -- (e.g. 'Effective Training Delivery', Communication or

'Interaction')
From ATP viewpoint: T3 courses should be those that trainers can apply their knowledge or
skills immediately after attending the course. Also it would be good for WSHI to 'mandate'
course attendance, e.g. BCSS, to standardise what all trainers ought to know consistently.
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Duration:
 Seminars/Forums to keep ATP/ATOs updated of 'specialised' info useful to them (also
latest research findings to support their specialisation or new industries, e.g solar
energy or waste management)
 One-day or half-day Cutting-edge 'specialist' courses on 'Rigging' or 'Lifting' or 'Project

Management (Safety)
3.5.9 Other ATP Feedback

 Effects of excessive competition: There had been reports of ATPs indulging in
unsavoury measures so as to meet their training objectives (and to stay viable in the
current competitive environment). This supposedly included under-cutting trainer’s fees.
At another ATP, trainers -- in their desperation to ensure good assessment scores for
their training centre -- would let their trainees ‘view’ the test-papers for 20 minutes
before collecting it back. This cannot be good for the training industry.
 Ranking(Categorising) of trainers: (See also para 3.4.10) It was suggested that perhaps
trainers could receive credits for contact hours in some of the T 3 courses that could
'earn' them a new ranking or title for the skills picked up, e.g Master Trainer (the Police
Force has a four-tiered structure). Some ATPs like NTUC Learning Hub already rank
their trainers.
 Expanding course syllabus: There was some concern that over the years, new courses
had been added on for each industry. However, none were removed resulting in more
coverage for the same time duration.
 Accreditation bodies to avoid 'layering' requirements: Several ATPs felt the accreditation
bodies, particularly MOM and WDA, should re-look their objectives as there is a fear
among the training community that the 'layering' of training requirements between them
is counter-productive.
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Part 4: Key Findings
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4.1 Demographic profile of WSH Trainers and Training Providers

4.1.1 Profile of WSH Trainers See item 3.2
 As at May 2012, there are 1331 WSH Trainers accredited with Survey results:
MOM. Not all of them are active. Based on this study, it is Profile of WSH
estimated that 1129 or about 85% are actively training. The Trainers
remaining 15% or about 200 trainers are “dormant”.
 Of the estimated 1129 active WSH Trainers, 30% of them are

training full-time while the majority 70% are training part-time.
 In terms of income, 51% of WSH Trainers earn more than $2000

per month from training. 16% said they earn between $1000 to
$2000 per month. 8% earned between $500 to $1000 and 15%
said they earned less than $500. The remaining 10% did not
response to this question.
 56% of the 1129 active trainers work for the top 20 ATPs (in
terms of WSH Trainer pool size) in Singapore. Half of all the
WSH trainers work for two, three or more ATPs. 47% work for
only one ATP. 3% did not response to this question. So the effort
of WSH Institute to update and upgrade the skills of WSH trainers
may effectively only reach just a little more than half of all WSH
trainers in Singapore. The other half are either dormant or
operating out of small ATPs.
 75% of the WSH Trainers are training in construction, marine and

manufacturing industries. Only 11% are training the service
industry while 14% did not indicate any specific industry.
 In terms of WSH professional qualifications, 78% of the WSH

Trainers have at least a Level B and above. This is the minimum
qualification needed for workers level training.
WSH Not
Full Time (60) Part Time (147)
Qualification Reported
Level D 3 31 -
Level C 20 66 3
Level B 23 18 -
Level A 1 4 -
Others 8 18 -
Not Reported 5 10 -
 Of the 22% who responded as Level A, others and not reported,

we noted up to 15% have lower educational level (GCE “O” level
& PSLE) and age range from 50s to 60s years old.
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 In terms of educational qualification, this study has noted a

relatively high educational profile with 73% of WSH Trainers
holding Diploma and above.
 46% of WSH trainers are degree holders and above.
Educational Not
Full Time (60) Part Time (147)
Qualification Reported
Masters & above 6 29 -
Degree 9 51 1
Diploma 21 34 2
“A” Level 1 2 -
“O” Level 13 21 -
PSLE 8 7 -
Not Reported 2 3 -
 On the other end of the spectrum, about 15% of WSH trainers fall
below GCE”O” Level. About 5% are PSLE. Many of them are in
their 50s and 60s years of age training either full-time or part-time
4.1.2 Profile of ATPs See item 3.3

 There are 119 ATPs accredited with MOM. Survey results:
 The largest ATP in terms of the pool of WSH Trainers is NTUC Profile of Accredited
Learning Hub with 295 trainers. The next biggest which is also Training Providers
the only other ATP with more than 100 trainers is Absolute (ATPs)
Kinetics with 150 trainers. 74 (62%) of the ATPs have 10 or less
trainers. 44% have 5 or less trainers.
Pool of Trainers No of ATPs
Above 100 2
51 – 99 4
41 – 50 1
31 – 40 11
21 – 30 7
11 – 20 17
6 – 10 30
5 and below 44
 The top 20 ATPs (in terms of trainer pool size) engage the
services of 630 trainers (56%) of the estimated 1129 WSH
trainers in the industry.
 Another list of the top 20 ATPs (in terms of training output)
provides training for 184,763 (88% of the estimated 210,000)
workers, supervisors, managers and safety professionals in
Singapore.
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 The 10 largest ATPs in terms of their pool of trainers, number of

MOM accredited courses conducted and the number of trainees
they handle annually is as follows:
o NTUC Learning Hub
o Tat Hong Training Services Pte Ltd
o Singapore Contractors Association Ltd (SCAL)
o DV Training Services Pte Ltd
o Absolute Kinetics Consultancy Pte Ltd
o Association of Singapore Marine Industries (ASMI)
o PEC Ltd
o Asretec Pte Ltd
o Association for Process Industry (ASPRI)
o Team-6 Safety training & consultancy (S) Pte Ltd
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4.2 Current Competencies of WSH trainers

4.2.1 Technical Knowledge Base of WSH Trainers is Strong
 It is evident from the profile of the WSH trainers (para 4.1.1), See Q1 responses
FGD and site interview results that both trainers and ATPs to S1 & S2 surveys.
expressed strong confidence in their technical knowledge. 94% of
the 210 Trainers who responded to the S1 survey checked off
either '6' or '5' respectively suggesting they 'Strongly Agreed' or
'Agreed' with the statement that they had 'adequate' technical
knowledge in the WSH topic he was assigned to train. 94% of 48
ATPs that responded to the S4 survey said likewise when posed
this question. This view was also strongly supported during FGD
with Trainers and ATPs and re-confirmed during site visits.
 In terms of 'Technical Competency,' however, there was a See item 1.1
difference in perception even within trainer ranks. Some ATPs FG1(T) & 1.1
and longer-serving trainers alluded to younger trainers lacking FG2(ATP)
'practical experience' to handle specialist courses. Younger
trainers (less than 5 years), among them several foreign-born,
disagreed. They felt that once MOM-certified a trainer, he is
qualified to conduct training in WSH courses.
 Some trainers admitted that remaining ‘current’ with frequently Item 2.1 FG3(T)
changing industrial practice and keeping up with new knowledge
and skills was a bigger challenge than lack of technical
knowledge. Technical knowledge was a given but it could be
‘basic’. There is a need for continuous professional development
to keep current with changes in the industry.
4.2.2 There are Adequate Trainers with Practical Experience
 192 (92%) of 210 trainers who responded confidently ranked See response to Q2
themselves at '6' or '5' on the six-point scale indicating they had S1 Survey and Q6
adequate practical (field) experience in the WSH topic they were S2 Survey.
assigned to train in. 92% of the 48 ATPs when posed the same
question of their trainers, agreed. Yet apprehensions were raised
that trainers without practical working experience were
conducting specialist courses like hull-work, confined space, work
at heights, lifting and gas- cutting for non-shipyard programmes.
This situation may have risen as a result of several factors:
o The experience trainer may not have the WSH
qualification as required by CDA guidelines
o The trainer with the qualification is younger and less
experience (and thereby accepts a lower trainer rate)
o ATP selects the trainer with the qualification and lesser
experience because of the lower “Trainer rate”
See item 2.3 FGD3
 Some trainers have ‘crossed’ industries to conduct WSH training. (Trainer)
As a result, they may lack the experience. Larger ATPs said they
did not face this problem as their trainers were recruited directly See Trainers' profile
from industry (e.g PSA, ASMI, SCAL, etc) and complied with the (para 3.1.1)
CDA requirements.
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4.3 Skills and Knowledge Gaps of WSH Trainers

4.3.1 Is there a Skills Gap? And if so, in what area?
 There are three “knowledge and skills gaps” identified by the See item 5.1 of
ATPs FG1(T),item 4.1
o Specialist Skill Gap - Deep tunnelling, Explosive Power tool, FG2(T), FG3(T) &
Form-work, Fall protection , Gas-cutting for non-shipyard 1.1FG1 (ATP),
workers, Hull-work, Lifting operations, Logistics, Scaffold, 1.3,1.4 FG2 ( ATP)
Marine scaffold, Use of rescue equipment, Rescue in
Confined Space and Work at Heights
o Training Delivery & Assessment Knowledge Gap – ATPs
reportedly lack knowledge in designing and conducting
competency-based assessments. As such, they tend to
confine these to standard oral and written tests since they are
unfamiliar with CTAG requirements. Some also do it poorly
o Presentation Skills Gap - Communication and language skills,
managing classroom material, facilitation skills and use of
technology for training
4.3.2 Are Trainers 'Current' with Industrial Best Practices

 All the key ATPs said this is not an issue with them as their Also see item 3.1
trainers are from the industry (e.g SCAL, ASMI, PSA). During FG2(T), site visit
site-visits, they said either they got their trainers to subscribe reports- ASMI, PSA,
directly to WSH updates or they forwarded electronic updates SCAL.
from WSHC Bulletin to them. Hence for the 56% of WSH Trainers
actively engaged by the top 20 ATPs, keeping currency with the
industrial best practice is not a critical issue. Individual trainers
also assert that they are current with industrial best practices but
would welcome regular updates from WSH Institute.
 Our concern is with the remaining 44% (497 WSH trainers) of the
1129 WSH Trainers who are not engaged with the main ATPs
and another 200 other accredited but “non-active” trainers. They
may be left out of the loop. Collectively these 696 trainers posed
a danger to the system. Unless these is an annual or biennial
“Currency Test” conducted by MOM for the continued
accreditation of WSH Trainers or a requirement for ATPs to
check on the currency of their pool of trainers, this group will
continue to pose a potential loop-hole to the system.
4.3.3 Bench-marked against International Standards See item 3.1

 Singapore has developed a reputation regionally for our WSH FG1(T),8.1 FG3(T)
knowledge base, particularly in terms of systems and standards.
In certain 'specialist' fields like ‘Scaffold’ and ‘Rescue in Confined
Space’, we are tops regionally. However, we have not achieved
an international imprint as yet.
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4.4 Motivational Factors and Challenges facing WSH Trainers in relation to

Continuous Education and Training (CET)
4.4.1The Motivation of Part-time and Full-time Trainers Differ See item 6.1 of
 While full-time trainers attend CET to ensure they have the skill FG1(T),6.1 of
sets to be effective trainers, their part-time colleagues did so for FG2(T) and item 5.5
‘survivability’ reasons, i.e to continue receiving training FG3(T)
assignments from ATO/ATPs. Hence they will tend to choose
CET relevant to their skills up-grading so that they can get more
and better training assignments.
 ATPs, as a rule, do not sponsor part-timers or associates for up- See item 6.1
skilling courses or to recognise part-timers’ for such efforts. FG2(T), 6.1, 6.2
Rewards, if any, were indirect like say, being allowed to train at &6.3 FG3(T)
the next level where earnings were higher (there was no
automatic fee increase).
 Other factors motivating trainers to attend CET include:

See item 6.3
 a sense of greater professionalism in their “specialist” area
FG2(T)
 satisfaction of seeing learners' achieve new standards
 full-time corporate professionals concurrently associate
trainers who seek to internalise their knowledge better
through training for other purposes
 retired or part-time associates who train to keep
themselves occupied or for money.
4.4.2 Are trainers recognised or rewarded for CET?

 Besides the earlier point noted in 4.4.1 that only full- timers are See items 6.2
sponsored for courses, ATPs are also not 'transparent' in FG2(T), 6.2 FG1(T),
recognising any up-skilling effort. For in-house or corporate 6.1,6.2 FG3(T)
trainers, such up-grading, if any, are normally part of an
individual's career path in the company. For part-timers, however,
there may be indirect rewards like more training assignments or
training at a higher level (where rates are higher).
 Many ATPs, especially the smaller ones that are themselves on

survival mode, feel part-timers have no choice but to up-skill so See 6.1 FG1(T),6.2
as to remain relevant and ‘employable’. In fact, many trainers pay FG2(T)
for their own training partly due to passion and partly to chalk up
SDU points as well.
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4.5 Suggestions by Trainers and ATPs to enhance T3 Programme

4.5.1 Awareness of WSHI and T3 courses is High
 Awareness of WSHI as well as its T3 courses among trainers See response Q24
was building up. While 123(59%) among the 210 trainers who (S1 Survey); see
responded via their S1 survey confirmed this, they were more response to Q23
positive at the Focus Group discussions. 71% among the 48 (S2 Survey) & item
ATPs that responded to the survey, confirmed this. 7.1 FG1, 7.1 FG2
4.5.2 Participation/Subscription to T3 is Low See response to Q

 A high 79% among the 210 trainers who responded to the S1 25 (S1 Survey)
survey said they had not attended any T3 course, confirming
what they said at Focus Group Discussions.
 Reasons they cited for non-attendance ranged from relevance
(many courses duplicated those offered by specialist training See 7.1 FG1(T),
centres) and Trainers' profiles (tie-ups with local Polytechnics 7.1 FG2(T),
was not appealing because it was perceived to be academic)
 ATPs while welcoming the WSHI initiative said that as
participants attending T3 programmes were professional trainers
and Subject Matter Experts themselves, they sought a value-add See 7.2 FG4(ATP),
from a practical perspective. A Ngee Ann Polytechnic tie-up 7.2 FG5 (ATP)
implied an academic bias. A certification for course attendance
(or if compliance-related) will boost attendance.
 Trainers at the FG Discussion who had attended the T3 program See item 7.3 FG1
commented that the fees were quite expensive and the quality of (T)
the program was not very good. This was partly because the
speaker did not bring anything significant to them.
4.5.3 What Trainers want for T3 Program

 Relevance: Trainers said they would attend T3 courses provided See 7.2 FG1(T), 7.3
these programs were relevant to the courses they were training FG2(T),7.3 FG3 (T),
in or related to their jobs. 7.3 FG1 (ATP), 7.4
 High Calibre/ High Profile Speakers: Trainers also expect the FG2(ATP)
program to have a high-calibre/high profile speaker, preferably See 8.2 FG1
from overseas to facilitate or present such a program. To (ATP);Site Visit:
achieve this, perhaps WSHI could develop strategic partnerships ASMI, PSA
with key industry players and even international bodies. This 7.3 FG3 (T). Site
would help facilitate benchmarking our training standards. Visits: ASMI,PSA.
 Course fee: Subject to the first two conditions, i.e course See response to
relevance and acceptable trainer profile being met, T3 course Supp. Q after Q25
fees should also be kept affordable as trainers, and particularly (S1)
part-timers are self-financing. 7.2 FG2 (ATP),
 Certification: if tied to trainer's requirements, attendance was Absolute Kinetics
assured.
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4.5.4 Mode of delivery

 Trainers clearly preferred Short courses offering cutting edge' See 7.2 FG1(T),
specialist knowledge in, for example, “Rescue in confined Site Visit: PSA
space”, “Lifting operations”, “Deep Tunnelling” that would lead
perhaps to a 'Master's' certificate for the very advanced or
specialised knowledge he possess.
 Series of workshops that could ‘earn’ them cumulatively a
See 7.3 FG2(T)
certificate; or A seminar where ‘specialists’ in a particular field
o could meet and discuss matters relevant to them
o other participants would gain from the collective
experience.
 Web-seminars – Another preferred mode of delivery. Set up a
website for trainers to update on current trend in training & new Site Visit: NTUC
courses to get trainers to be trained in, also could consider LH, PSA, Absolute
web-seminars for trainers that could lead to SDU points Kinetics
 Retreat - WSH Institute can organize a re-treat for WSH
trainers to enhance better team bonding amongst the trainers
at the same time to review the status of development of
various course and programme during the Trainers' Retreat
 On-site T3 Programs. The Trainers have expressed that
classroom training is not the best way to conduct the T3
program. In some cases, it might be more useful for them to
proceed on-site to view a new equipment, observe a procedure
or just to gain the exposure and experience to the subject.
 Trainers also suggested arranging T3 programs on weekends
4.5.5 Qualification/Certification
 Trainers are partial to any courses that lead to certification. This
could be for Core or Elective trade courses that would qualify See 7.3 FG2(T)
them for Statements of Attainment (SOAs) which, in turn could
lead to a qualification similar to the WSQ model.
 ATPs generally agreed. Commenting on their trainers, they
See 7.5 FG1(ATP)
stated that trainers would be interested in certification that ATPs
recognise. Hence SOAs like those offered for ACTA are
preferred over Certificates of Attendance. In addition, SOAs
leading up to a Full Qualification would be ideal as this is tied to
CET principles.
4.5.6 Cluster specialization T3 Programmes
 The suggestion here is for T3 to create 'specialist clusters' of
trades. Trainers keen in such specialisations will attend the T3 See 7.6 FG3 (T)
programmes in such clusters and after a series of T3
programmes in that cluster, he or she will be appointed
“members” in the cluster and will be recognized and licensed to
conduct training in these specializations.
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4.5.7 Partnerships with key industrial players See 8.1 FG2, 7.5
 WSHI can consider developing key partnerships with industrial FG3 (T)
players so as to organise courses that are relevant and have a
value-added feature of interest to Trainers.
 One suggestion was to combine visits to a training facility or
work-site after say a half-day seminar session to reinforce the See 8.1 FG2 (T)
learning.
4.5.8. Direct Engagement with Trainers
 Trainers felt WSHI could engage directly with trainers as they
wished to be part of the T3 development process and wanted to See 7.7 FG3 (T)
hear at first hand the direction forward of T3 policy and direction
rather than through ATPs. A dedicated forum or seminar could
be conducted to inform them of WSHI's intentions, policy and
programmes. This is also a good opportunity for the trainers to
give their suggestions on the T3 programs that they would be
interested to attend.
 A first step would be to inform trainers of the outcome of this

(Trainers) survey to help them prepare their own career
development.
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4. 6 Other key findings from the study

4.6.1 Obstacles and challenges faced by trainers -- The proliferation
of new directives on training (CDA, WSHP WSQ Framework, T3),
increased numbers of ATO/ATPs and WSH trainers over the recent five
years has resulted in an unsatisfactory situation arising for WSH
trainers, especially part-timers.
 Dichotomy between Experience vs Qualification -- One group
comprising very experienced trainers (some even exceeding 30 See Site Visit:
years) may have to cease training as they have no formal WSH ASMI, PSA &
qualifications under the CDA trainer’s criteria. They conduct items 6.1
specialised training mostly in “Scaffolding”, “Work at Heights”, “Oil, FG1(T), 6.1
Petroleum & Gas”. On the other end are trainers with less than three FG2(T), 6.1
years’ experience but who qualify to train under CDA criteria. In FG3(T),
between are those who became trainers over the past five years
arising from the cyclical change in the construction industry and the
WSH Professional Framework (2006).They and those covered under
the CDA in 2009 were qualified as trainers despite lacking the
practical experience.
 CDA rigidity -- Although technical experience was recognised as a See item 2.2
fundamental quality required of an effective trainer especially in trade FG3(T), 1.2
courses, several ATPs commented that the criteria specified in the FG1(T) & Site
CDAs was too rigid. It does not “recognise” experience and this is Visits: ASMI,
posing a challenge in their recruitment of suitable trainers for trade PSA
courses. One suggestion is for MOM/ WSHI to 'recognise' this
experience for specific trades along similar lines of RPL (Recognition
of Prior Learning) as currently adopted by WDA.
 Abuse of trainers' fees - Besides the impending 'loss' of a pool of See Site Visit:
experienced specialist trainers (without MOM qualifications), one ASMI & item
unsavoury aspect has been over-competition. Not only have trainers' 2.1,2.2
hourly-rates (dropped during the Asian financial crisis) not been FG1(ATP), 2.2
restored but one ATP even reported trainers in security accepting a FG2(ATP).
rock-bottom $25 hourly-rate. This has prompted a suggestion by
trainers that a ‘body’ be set up to monitor the ‘honorarium’ or training
fees paid to Trainers.
 Legal interpretations -- Of late, WSHO have been taking the brunt of See item 3.1
pressure in dealing with 'legal' aspects of MOM rules. Though not FG3(T) ) &
required to interpret the law, companies in fact expect the WSHO to 8.3 FG2(T)
know what the law means. While able to do so to some extent, there
is no channel to seek advice from MOM to help clarify the law. Citing
agencies like NEA, OSHA in USA, UK, SCDF that provide such
support services effectively, MOM could do likewise and be able to
provide clarity supported by some case studies.
4.6.2 Categorise Trainers
 A suggestion to categorise trainers merits consideration. This will
address two prevailing trainer-related issues:
 Training compensation commensurate with the working and See 8.4 FG2 (T)
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training experiences; and

 The qualifications shall differ for each tier (to retain their status
within the category, trainers are required to attend a certain
number of programmes to renew their status on a yearly basis).
 The suggested trainer categorisations could be:
 Trainers : less than 5 years of relevant practical and training
experiences + qualifications
 Senior Trainers : 6-10 year of relevant practical and training
experiences + qualifications
 Principal Trainer : More than 10 years of relevant practical and
training experiences + qualifications
 Master Trainers : More than 15 years of relevant practical and
training experiences + qualifications
4.6.3 Set up a body to monitor Trainer 'honorarium,' especially part-
timers
 As a sizeable number of trainers are serving as part-timers (currently
estimated at about 70% of the total pool), there is clear interest in See 8.3 FG2 (T)
setting a bench-mark training rate. Some trainers and even ATPs & Site Visit:
have noted the severe under-cutting in the industry recently resulting ASMI, APRO
in some trainers being paid a low hourly rate of $25. Without a
standard rate, this is open to abuse and quality will suffer.
4.6.4 Reviewing all aspects of Training, not only Trainers

 Based on remarks from trainers at a feedback session a comment
was made that perhaps the whole training ‘eco-system’ needed to be See 8.1 FG1 (T)
scrutinized from the design of the CDAs, ground audit of training
delivery by MOM, inconsistency in assessment standards by different
ATPs to course administrators with no SME.
4.6.5 MOM and WDA Audits

 ATPs on their part hoped that the two agencies' audit arms would See 8.1 FG2
take a more active role on the ground to raise training standards. (ATP)
They suggested they visit ATPs and sit-in during training sessions.
4.6.6 Access to MOM database of 'specialist' skills

 In view of the limited specialist base in Singapore, It would be helpful See Site Visit:
for MOM to make available its database to enable ATPs to identify PSA
who were available here that can match the specific skill sets and
qualifications to train specific trade or specialist courses. Some ATPs
have held back training for two years after failing to get suitable
trainers.
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Recommendation
A 3-Prong Strategy
 For the WSH Institute: Enhanced T3 Program

 For the ATPs: ATP Upgrading Program
 For the Trainers: Continuous Professional
Development Program
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5.1 Enhanced T3 Programs

5.1.1 Strategic Program Partners
 Appoint program partners amongst the key industrial players in WSH. Each a
leader in their own field. Must be able to offer highly specialised area of expertise.
 Collaborate with the Institute of Adult Learning (IAL) to offer Competency Based
Training and Assessment related programs.
5.1.2 Speakers/Facilitators
 Screen for high profile/high calibre experts in their own field
 Emphasize practical knowledge and experience
 Maintain a balance of local and international speakers
5.1.3 Topics
 Start by addressing the three “gaps”:
o Specialist skills gap (Deep tunnelling, Lifting Operations, Logistics,
Scaffold & Work-at-Heights)
o Training delivery and assessment skills gap
o Presentation skills gap
 Gather suggestions on new topics from the trainers through a quarterly or half
yearly forum or simply a trainers feedback channel
 Popular topics can be renewed and/or recycled every 4 - 6 quarters
5.1.4 Format
 Series of short courses (1-2 days) that would lead up to a specialist certificate
with a licence to train in that specialist area
 Seminars and workshops (1/2 day) for trainers updates: new equipment, new
techniques, new legislations, case studies and sharing of industrial best practice
 Retreats (1 day) for team bonding and networking as well as to gather feedback
 Web-seminars for those who cannot attend, working or travelling abroad as well
as for archive. May also be used for international speakers or broad-casting our
local speakers as well as to collect opinions and surveys
 Site visits and tours (1/2 day) – showcase equipment, techniques, procedures or
simply sharing industrial best practices. This may also be coupled with a
workshop to brainstorm problems and create innovative solutions in WSH
5.1.5 Fees/Funding
 Keep it affordable. As a guide, courses can be within 10 times of the trainers’ rate
and seminars/workshops/retreat within 2-3 times trainers’ rate
 Recommend one flat rate of funding for all participants
5.1.6 Certificates
 Certificates to be issued only for the specialist short courses
CONFIDENTIAL
5.2 ATP Upgrading Program

5.3.1 Audit ATPs based on a Clear set of Evaluation Criteria
 Audits are already being carried out by MOM. This needs to be carried out for all
ATPs. The evaluation criteria needs to be transparent and the conduct of the audit
made more rigorous. The results of the audit should be presented as one of the
key barometers of the “WSH Training Eco-system” health check.
 The evaluation criteria should be developed in tandem with the study of the “WSH
Training Eco-system”. The focus should be on the performance outcome of the
ATP in relation to workplace safety standards in the industry.
 MOM may wish to out-source the audit
5.3.2 Set Guidelines for the Engagement of WSH Trainers (Full-time & Part-time)
 We recommend a “Focus Group Meeting” of the top 20 ATPs in terms of Trainer
pool size to formally support a set of guidelines for the terms of engagement and
compensation (Trainer’s Rate) tied to the WSQ qualification, practical experience
and continuous skills upgrading of the trainers.
 The aim of the guidelines is to foster a fair and equitable terms of compensation
for skilled and experienced WSH trainers to reflect the investments companies
must make to ensure a safe and healthy workplace.
5.3.3 Share Best Practices in Training Management
 A series of workshops could be conducted for ATPs as part of the T 3 Program.
These workshops will focus on training management issues such as:
o Enrolment procedures
o Selection and induction of trainers
o Review of training delivery and assessment
o Management of training facilities
o Learner support system
o Continuous training and update
o Course administration
o Refund policies
o Training audit procedures
o End-of-course evaluation
o Appeal procedures
o Evaluation of learning outcome
CONFIDENTIAL
5.3 Continuous Professional Development (CPD) Program

5.2.1 Establish Specialist Clusters for WSH Trainers
Create 'Specialist Clusters' of WSH Trainers in Deep Tunnelling, Lifting Operations,
Scaffold, Rescue in Confined Space, Work-at-Heights and others that may be
identified by WSH Institute in consultation with WSH Trainers. Trainers keen in such
specialisations will have to attend the short courses under the T3 programmes in
order to gain membership in these clusters, and licensed to conduct training in these
specializations. Specify these requirements into the CDA.
5.2.2 Introduce Banding of WSH Trainers
Four suggested bands may be considered:
 Master Trainer: WSH Auditor and/or a licensed specialist trainer with more than
15 years of practical work experiences in the field of specialisation
 Principal Trainer: WSH Officer and a licensed specialist trainer with more than 10
years of practical work experiences in the field of specialisation
 Senior Trainer: Level B or C with 6-10 year of relevant work experience in the
subject matter
 Trainer: Level B with less than 5 years of relevant work experience
(All trainers must be accredited with MOM and pass the biennial ‘Currency Test’)
5.2.3 Set up a Study Group on the “WSH Training Eco-System”
 This is a bottoms-up study to review the whole training ‘eco-system’ from the
design of the CDAs, ATP and Trainer accreditation process, audit of training
materials and training delivery by MOM, inconsistency in assessment standards
by different ATPs to course administrators with no SME. The end in mind is to
develop strategies to link WSH training to performance outcome in the industries.
5.2.4 Promote networking of WSH Specialist Trainers
 This network may be initiated by the WSH Institute. It can serve three purposes.
o Firstly it will help the ATPs identify and contact the limited pool of highly
specialised and experienced trainers in their respective areas
o Secondly it will help the WSH Trainers differentiate and market themselves
locally, regionally and internationally
o Thirdly, it can serve as a register of WSH Trainers without the need to form
a Guild or an Association
CONFIDENTIAL
Policy Request to MOM
6.1 Review Trainers’ Requirements in CDA

 The CDA stipulates only WSH qualification. It has not taken practical experience into
consideration. As a result, ATPs and Trainers are equally concerned that valuable
experience will be lost. Provision should be made for a balance of both qualification
and experience.
 We would like to recommend that all the CDAs be revised to incorporate a change in
the trainer/assessor requirements to reflect both the relevant qualification and
experience.
6.2 Review MOM List of Accredited Courses

 The list of MOM accredited courses has remained unchanged for many years. There
may be a need to review the current list of courses in the light of changes in WSHA
and training needs in the emerging industries.
 We would like to recommend that MOM commission a WSH Training Needs Analysis
for a select list of key industries.
6.3 Review the training of WSHOs in relation to their competency to relate, interpret and
relate WSH legislations to their workplace
 WSHOs face a problem when asked to advise on the interpretation and application
of WSH legislations to site-specific issues and problems.
 We would like to recommend that
o MOM review the WSHP Level C qualification particularly the competency unit
“Advise on WSH Legal Compliance Issue”
o Enhance the outreach capability of MOM to advise and assist WSH
professionals and companies
6.4 Establish Biennial Professional Currency Test for Accreditation of Trainers

 There is a need for accredited WSH Trainers to remain current. While ATPs and the
individual diligently update their knowledge and skills, there is no consistency from
the system point of view. There is also no assurance that all non-active trainers are
current with changes in legislations and industrial best practices.
 We recommend a biennial written/online “Currency Test” be conducted by appointed
ATPs as “Test Centres” for a fee to be collected by the test centres.
 All WSH Trainers must have a “Currency Certificate” in order to renew their
accredited trainer status.
CONFIDENTIAL
Conclusion
7.1 The pool of accredited WSH Trainers in Singapore today is about 1331, of which
1129 (85%) are actively engaged in training. In terms of their professional and educational
qualification, 73% of the 210 WSH Trainers who responded to the survey have at least a
Level B and 78% possess at least a diploma or higher. This group of WSH trainers are
competent in terms of their technical knowledge and practical experience, and current with
the industrial best practices. In certain specialisation (Scaffold, Work at Heights, Rescue in
Confined Space), these WSH Trainers are on par with some of the best in the region and
even in the world.
7.2 However on the other end of the spectrum, there is an estimated 15% of WSH
trainers who are dormant (not actively training) or who may have received their WSH
training as WSH supervisors under the old system (pre - 2006) more than a decade ago.
The profile of this group reflects a lower educational (PSLE/ GCE “O” Level) and in some
cases a low WSH qualification (Level A). They would certainly benefit from a much needed
up-skilling and up-dating program.
7.3 The focus of the WSH Institute should not be placed on just the T3 Program. We
recommend a 3-prong strategy
 An enhanced T3 Program for the WSH Institute:
 An upgrading program for the Accredited Training Providers (ATPs)
 A Continuous Professional Development Program for the Trainers
WSH Institute should aim to leverage on the areas of strength and bring the whole
community of WSH Trainers to a higher plane. This can achieve this by establishing
“Specialist Clusters” and bring in international expertise to complement our local specialists
to provide short certificate courses to grow the clusters in collaboration with ATPs and the
professional associations. At the same time, the Institute can reach out to the wider
community of trainers through regular retreats, seminars, workshops and on-site tours to
bring everyone up to date, and promote cross dissemination of ideas and nurture closer
rapport. And for this effort, the specialists should be recognised and rewarded, which is the
rationale for “Banding” the trainers and establishing a fair compensation rate for all.
7.4 This study has also shown that the T3 Program should not stand alone. It has to take
into consideration the wider WSH Training Eco-system. There are more elements in the
industry, all mutually inter-related, that affects the competency standards of the WSH
Trainers. This in turn will affect safety and health management at the workplace. Therefore
there is a need for the WSH Institute to examine some of these elements in tandem.
Written and compiled by:

Anthony Chan, Ahamgama A. Piyaratne & Regina Chia
In collaboration with
Li Junjie (WSH Institute)
CONFIDENTIAL
GLOSSARY
Assessment A systematic process of collecting evidence and making judgments as to whether an
individual has achieved a certain level of proficiency.
Assessment Provides the context and condition, under which the assessment will be conducted,
criteria what evidence the assessor must collect and the grading criteria to be used.
Assessment The process or technique used to gather evidence (Bresciani & Fackler, 2005)
method
Assessment These are the different routes to obtain formal qualification under the WSQ
pathways framework. There are three possible assessment pathways: facilitated learning,
workplace assessment and the Assessment only Pathway (AOP). Under AOP, one
can have a Recognition of prior learning (RPL) or take a Challenge Test.
Assessment Plan A document which outlines when the evaluation will take place and how it will be
conducted. An assessment plan includes the “program mission or course/activity
purpose, goals as appropriate, intended outcomes, methods for gathering, nalysing
data, and interpreting data for providing evidence to inform decision making.
(Bresciani & Fackler, 2005)
Assessment The series of steps which a candidate undertakes within the enrolment, assessment,
process recording and reporting cycle of assessment
Assessment tools An instrument or resource used in association with a given assessment method. It
may include a questionnaire, test paper, interview question, structured report
template and record sheet
Assumed These are knowledge and skills that learners ought to have and are assumed to have
knowledge & before they attend the training programme
skills (ASK)
Attribute The part of human nature that distinguishes the individual’s character and moral
values, and guides his application of knowledge and skill towards accomplishing a
task.
Competency A set of knowledge, skills and attributes (KSA) that drives an individual’s performance
towards a personal or an organizational goal. It is demonstrated with consistency at a
specific level under pre-determined criteria or standard.
Competency- A system of assessing an individual’s knowledge, skills and attributes based on
Based actual performance in the workplace or in other relevant context. CBA involves
Assessment gathering evidence and making judgment on whether a learner is able to achieve a
(CBA) standard of competency specified under the Singapore Workforce Skills Qualification
System (WSQ).
Competency A category comprises a group of inter-related competency units. It is used to describe
Category a core or functional competency identified by a particular industry or one of the ten
generic employability skills under the Employability Skills System.
Competency Unit A unit is a broad description of the work role, duty or function that contributes to the
(CU) achievement of the competence. It is the smallest group of knowledge, skills and
attributes that can be accredited.
Competency An element is the sub-division of the unit and provides detailed description of the
Element (CE) performance criteria, underpinning knowledge and understanding, range and context
as well as the evidence source in each competency element.
Competency A document that shows all the levels of qualifications for all job types within a given
Framework industry. A framework can be used for accreditation or qualification or both.
Competency Map A document that captures the type of competencies needed in an industry. The
competencies are generally classified into employability skills, occupational skills and
knowledge, and industry skills and knowledge. The competencies are grouped into
competency categories. Each competency is further broken down into a set of
competency units and competency elements.
CONFIDENTIAL
Competency It is a document that describes the knowledge, skills and attributes needed to
Standard perform a job task and describe the acceptable levels of performance. A competency
standard is divided into different competency categories and each has its own
competency code.
Curriculum, A CTAG is a document prepared by WDA to assist the Approved Training
Training & Organization (ATO) in the design and development of competency -based
Assessment training programme. A CTAG is usually issued as part of a specific
Guide(CTAG) competency unit.
Evidence Information gathered which, when matched against the performance criteria, provides
proof of performance.
Evidence source Any product, process or knowledge that can be used to assess the competence of
the individual.
Employability A set of generic and portable skills needed by an individual across all the different
Skills industries. Also known as generic skills.
Industrial Skills Broad base skills needed by the individual to supplement his occupational skills and
enhances his ability to do his job for that particular industry.
Knowledge The mental content that contributes to an individual’s capacity to produce results.
Occupational Job specific skills required by the individual to perform the tasks for a specific sector
skills of an industry.
Performance These are the standards of performance or behaviours required as demonstration of
Criteria (PC) competency in the particular competency element
Range and They refer to factors specific to a workplace which will affect people’s ability to
context(R&C) perform that task such as types of equipment, products and services and types of
customers.
Skill An acquired ability to perform a physical or mental task.
Statement of It is a formal certification issued by WDA through the Approved Training Organization
attainment (SOA) (ATO), in recognition that a person is competent in a given competency unit.
Training These are the different paths an individual can take to achieve the required
pathways competencies under WSQ framework. For training, there are three possible training
pathways: Facilitated or classroom training, On-the-job training and e-learning.
Underpinning These are a set of basic knowledge and understanding of the task requirements
Knowledge (UK) required for the individual to perform a particular competency element.
Validation A process for confirming the correctness or soundness of information or findings.
WSQ It is a formal certification issued by a relevant approved body such as an Approved
Qualification Training Organization (ATO), in recognition that a person has achieved learning
outcomes identified by the industry according to the competency standards.

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CONFIDENTIAL

STUDY ON WSH TRAINERS

Copyright  2012 Sigma Solutions HRD Consultants Pte Ltd.

ACTA Advanced Certificate in Training and Assessment

Part 2: Study methodology

Part 3: Study results

Part 4: Key findings

Recommendations: A 3-prong Strategy

Policy requests to MOM 54

Annex A: Survey summary reports

Annex B: Site interview reports

Annex C: Report on the Focus Group Discussions (FGD)

Annex D: Members of the study team

Background of the study

WSH training landscape

Aim and objectives

1.8 The objectives of the study were four-folds and included:

Scope of work and requirements

Part 2: Study methodology

Study Data Analysis and Presentation and

Stage One: Study Preparation

Stage Two: Data Collection

Stage Three: Analysis and Interpretation of Data

Stage Four: Presentation and Submission of Report

Kick-Off Meeting (KOM)

2.1.3 Research Questions

2.1.4 Research Framework

Category Answer to Research Objectives WSH Trainers ATPs

2.1.5 Research Methodology

A number of qualitative and quantitative data collection instruments were considered.

2.1.6 Design of the Questionnaire

Category Answer to Research Objectives Coverage in Data Collection

BIG NTUC Learning Hub (294 trainers)

2.2.5 Conduct of 5 sessions of Focus Group Discussions

2.2.6 Extant Data (Document review)

2.2.7 Data collection point and timeline

10 Site Visit 5 sessions

2.3.2 Focus Group Discussion

2.3.3 Site Visits and Interviews

Analysis and interpretation of results

Validation of findings with key stakeholders

2.4.1 Presentation to WSH Institute

2.4.2 Submission of Final Report

Part 3: Study Results

3.1 Profile of WSH Trainers

Over-lap Factor = 2037 ÷ 1331 = 1.53

1728 ÷ 1.53 = 1129

Full Part Not

3.1.4 Breakdown of WSH Trainers by educational qualification: In terms of educational

Full Part Not

Apart from only two of them below 40 years of

102 (49%) Construction

44 (21%) Not Reported

3.1.6 How many ATPs do the WSH Trainers serve?

1 ATP 2 ATP 3 ATP More than 3 ATPs

3.1.7 What is the monthly gross income of the WSH Trainer?

Below $500 $500 - $1000 $1000 - $2000 More than $2000

3.2 Profile of Accredited Training Providers (ATPs)

No. Name of Training Provider No of trainers

1 NTUC Learning Hub 295

Number of WSH related training

Number of trainees per annum

8 Vibrant Safety Training Center Pte Ltd 4,050 - -