Andragogical principles

These principles aim to promote effective, relevant and sustainable learning, taking into account the needs, experiences and expectations of participants.

1. Learner-centred learning

The adult learner is at the centre of training. SafetyFirst implements methods that respect the learner’s autonomy and encourage them to take an active role in their own learning.

• Participative approach: Encouraging active participation through role-playing, discussions and group work.
• Responsibility: Learners are encouraged to make decisions and solve problems related to their professional realities.

2. Link to Practical Experience

Adults learn most effectively when learning makes sense in relation to their previous experience. SafetyFirst systematically incorporates participants’ experience into its training courses.

• Real-life situations: Training courses take place in the workplace, focusing on concrete situations specific to the participants’ working environment.
• Practical cases: Use of scenarios based on real-life situations, where learners can immediately apply the skills acquired.

3. Contextualised and Relevant Learning

Training courses are designed to be directly applicable in the participants’ day-to-day professional lives, guaranteeing their immediate usefulness.

• Customised training: Tailoring content to the specific needs of companies and business sectors, in order to provide a targeted response to the challenges of safety and well-being at work.
• Examples and practical situations: Content is illustrated by examples and exercises that reflect the concrete challenges that learners encounter in their work.

4. Active and Interactive Approach

Adults learn best when they are actively engaged in the learning process.

• Participatory methods: Use of interactive activities such as simulations, role plays, group discussions and case analyses to encourage learner involvement.
• Continuous feedback: Trainers provide immediate and constructive feedback on learners’ performance during practical exercises, allowing learning to be adjusted in real time.

5. Respect for Autonomy and Motivation

Adults learn best when they feel motivated and can link learning to their personal or professional goals.

• Recognition of individual needs: SafetyFirst encourages participants to express their specific needs and expectations, enabling training courses to be adjusted to better meet them.
• Flexible approach: Training times and formats are adapted to the professional constraints of learners, offering options such as modular or hybrid (face-to-face and online) training sessions.

6. Taking Account of Learner Diversity

SafetyFirst recognises that adult learners have varied experiences, knowledge and skills. Training must take this diversity into account to ensure its effectiveness.

• Differentiated approach: The adaptation of teaching methods to respond to different levels of skill and knowledge in groups of learners.
• Respect for learning rhythms: Trainers adapt to different learning styles (visual, auditory, kinaesthetic) and provide an inclusive learning environment.

7. Ongoing assessment and bespoke training

Assessment of prior learning is an essential element in measuring the effectiveness of learning and ensuring its quality.

• Practical assessments: Assessment is mainly carried out through practical simulations that enable learners to demonstrate their mastery of the skills acquired in a real-life context.
• Post-training follow-up: SafetyFirst provides post-training follow-up to measure the impact on workplace behaviours and offer revision or support if required.

8. Collaborative learning

Interaction between participants enriches the learning experience. SafetyFirst encourages collective learning and the exchange of experiences between learners.

• Group work: Collaborative exercises are organised to encourage the sharing of know-how and collective problem-solving.
• Social learning: Use of each participant’s experiences to encourage a mutual learning dynamic.

9. Taking Emotional Aspects into Account

Participants’ well-being is taken into account in the learning process, particularly in training courses on stress management, mental health and conflict management.

• Securing the learning environment: Ensuring a training environment where participants feel confident to address sensitive topics, particularly in mental health and conflict management.
• Empathetic approach: Trainers are trained to understand the emotional aspects of learners and to respond with empathy and kindness to the needs expressed.