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    • Customize Your Learning Journey
    Customize Your Learning Journey
    Customize Your Learning Journey
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    Customize Your Learning Journey
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    Class and Course
    1. NExT
    2. Health Safety and Environment (HSE)
    3. Hydrogen Sulfide Safety Train the Trainer

    Hydrogen Sulfide Safety Train the Trainer

    • Advanced
    • 5 Days
    • classroom1Classroom

    Course Objective

    • Hydrogen Sulfide is a naturally occurring but lethal gas that is commonly released in the oil and gas industry. The aim of the course is to understand the dangers of Hydrogen Sulfide in natural and industrial areas. This can be done by understanding the properties, the limit values, the side effects associated with each values and concentration, and the adequate controls from administrative controls to personal protective equipment and how they should be enforced in the workplace. The course also allows workers to understand the different types of respiratory protection in the workplace depending on the type of work being done, how long this equipment shall be worn, and when they should be replaced or removed. Workers shall also be assessed on the importance of emergency response and evacuation in the workplace, and how the worker must behave and respond calmly in order to save themselves and others.
    The following points shall be discussed in the course:
    • Properties of H2S. 
    • Locations of H2S. 
    • Identifying limit values. 
    • Understanding side effects of H2S due to the concentration. 
    • Understanding where to go during an H2S drill. 
    • Understanding how to use an SCBA. 
    • Understand the dangers of H2S in a permit to work area and a confined space.
    • Understand the roles and responsibilities of workers while working with H2S in open areas and confined spaces. 
    • Emergency evacuation procedures. 
    • First Aid for H2S drill. 
    • A brief understanding of how respiration occurs naturally. 
    • A brief overview of which type of gases can cause dangerous side effects when inhaled.
    • Identify the different types of breathing apparatuses and when they should be used. 
    • Identify how Breathing Apparatuses should be maintained.
    • Understand what the SCBA is and its parts. 
    • Specify the importance of the SCBA in an area that contains H2S.
    • Specify how to use it and prevent its degradation and when to replace it when needed. 
    • Identify the characteristics of confined spaces 
    • Identify the characteristics of permit-required confined spaces (PRCS) 
    • Discuss definitions relating to confined spaces 
    • Identify the key components of a confined space plan 
    • Identify the duties of the entrant, attendant, and supervisor 
    • Identify the hazards in a confined space 
    • Understand eliminating hazards using Lock-out/Tag-out (LOTO) 
    • Understand ventilation practices

    • Session 1 – Course Introduction  
    • Session 2 – Identifying Hydrogen Sulfide 
    • Hydrogen Sulfide common names 
    • Hydrogen Sulfide’s natural locations 
    • Hydrogen Sulfide’s industrial locations
    • Operations in the oil field industry in which Hydrogen Sulfide can appear
    • Hydrogen Sulfide’s capacity to replace Oxygen 
    • Hydrogen Sulfide’s capacity to become flammable and reactive
    • Hydrogen Sulfide’s effect on the body 
    • Hydrogen Sulfide’s effect on the materials in the workplace 
    • Session 3 – Group Discussion: Discuss with the trainees the possible locations of Hydrogen Sulfide in natural and industrial settings with a revision of the properties of Hydrogen Sulfide. 
    • Session 4- Basic Anatomy and Physiology 
    • Brief explanation of organ systems.
    • Emphasis on the organ systems which could cause medical emergencies if they fail.
    • Summarization of the Cardiovascular System.
    • Summarization of the Respiratory System.
    • Summarization of the correlation between both the Cardiovascular and Respiratory System.
    • The signs of life
    • What is pulse?
    • Where to check for a pulse?
    • Session 5 – Concentration and Dosage
    • Hydrogen Sulfide’s heavier-than-air property and its effect on oxygen 
    • Define and Explain Explosive Range 
    • Define and Explain Hydrogen Sulfide’s Threshold Limit Value 
    • Define and Explain Hydrogen Sulfide’s Short Term Exposure Limit
    • The symptoms and signs of Hydrogen Sulfide Exposure 
    • Correlation of symptoms and signs in accordance with concentration in the air 
    • How the Exposure Limits are critical to avoid lethal dosages and side effects
    • Session 6 – Group Discussion: Discuss with the trainees the different exposure limit values in their workplace and how they are indicated. 
    • Session 7 – Gas Detectors
    • Explain the single gas detector and its function 
    • Explain the multi-gas detector and its function 
    • Explain the fixed gas detector and its function 
    • Explain which staff should use which detectors and for what purpose 
    • Explain the maintenance of gas detectors 
    • Explain how the gas detectors are used to correlate with other controls
    • Session 8– Practical Demonstration: Show the trainees the different types of detectors and show them how to calibrate them. 
    • Module 1 – Principles of Learning 
    • 1.0 Introduction
    • Indication of the key principles of learning and the importance of creating a tangible lesson plan to increase the efficiency of delivery to the session and facilitate learning. 
    • 1.1 Module Objectives 
    • Key Components of Effective Learning 
    • Factors that promote and inhibit effective learning
    • Evaluate the impact of principles of learning for practical teaching
    • 1.2 What is learning and how do we learn?
    • Discuss with trainees the different learning methods they have experienced over their practical life and academic life.
    • 1.2.1 Acquiring Relevant Knowledge (Learning Method) 
    • 1.2.2 Thinking for Understanding (Learning Method)
    • 1.2.3 Doing (Learning Method)
    • 1.3 Factors affecting learners and the learning process
    • Discuss with trainees different scenarios in their academic and/or practical life in which they have felt that they were able and unable to retain knowledge. 
    • Discuss the following points: 
      • Motivation
      • The relationships you have had with teachers and peers 
      • Access to resources and time constraints
      • Mood and situational factors 
      • Prior learning in a given area  
      • How you were taught how relevant you perceive the learning to be.
    • 1.3.1 Principle 1: Utilize and stimulate the senses
    • Discuss with trainees what grabs their attention more in learning 
    • Discuss how the combination of the five senses is effective 
    • 1.3.2 Principle 2: Recognize the learning curve
    • Discuss the learning plateau 
    • 1.3.3 Principle 3: Don’t abuse the attention span 
    • 1.3.4 Principle 4: Encourage the effective use of memory 
    • Understand how memory works 
    • Understand how forgetting works 
    • Implications for teaching and learning 
    • 1.3.5 Principle 5: Try to motivate students in their learning
    • 1.3.6 Principle 6: Accommodate different learning styles 
    • Discuss with the trainees on the importance of differentiating between visual, auditory, and kinesthetic learning. 
    • Discuss how trainers can combine different learning methods to increase learner’s retention of knowledge 
    • 1.3.7 Principle 7: Ensure effective feedback in the learning process
    • Priority in giving feedback sooner, rather than later
    • Incorporate the positive 
    • Use feedback as a two-way process 
    • Module 2 – Lesson Planning and Preparation 
    • Indicate the importance of planning your session to increase confidence in executing the training.
    • 2.1 Module Objectives
    • Produce a structured lesson plan for course criteria 
    • Prepare classroom arrangements and teaching facilities
    • 2.2 Producing a structured lesson plan
    • Learning Objectives 
    • Lesson Content 
    • Instructional Methods 
    • Teaching and Learning Resources 
    • Assessment of Learning 
    • Discuss with and show learners a sample of a learning template 
    • Discuss how detailed the plan should be 
    • 2.2.1 Learning objectives
    • Performance Objectives and their effect on behavior, the condition of the learning content, the standard, and/or the efficiency of the learning criteria.
    • Structuring of objectives with examples
    • Skills development 
    • Learning sequence 
    • Influencing attitude 
    • 2.2.2 Lesson content
    • Discuss with trainees the importance of tangible and comprehensive training content based on the subject matter. 
    • 2.2.3 Instructional methods
    • Discuss and indicate the differences between theoretical and practical instruction methods. 
    • 2.2.4 What teaching and learning resources will you need?
    • Training area and resource availability
    • Learning Group
    • 2.2.5 Assessment Train the Trainer Training Fundamentals Contents 
    • 2.3 Evaluation of the lesson

    • Session 9 – Breathing Apparatus
    • Definition of Breathing Apparatus
    • The different types of Breathing Apparatus 
    • The difference between Breathing Apparatuses and Respirators
    • Introduction to SCBA (Self-Contained Breathing Apparatus)
    • The purpose of using the SCBA
    • The parts of the SCBA are as follows:
    • a) Cylinder 
    • b) Cylinder Valve
    • c) Back Plate
    • d) Harness Assembly 
    • e) High- and Low-Pressure Hose 
    • f) Pressure Gauge 
    • g) Pressure Reducer 
    • h) Warning Whistle 
    • i) Face Piece 
    • How to inspect the SCBA before use 
    • Where the SCBA should be stored 
    • How to provide maintenance for the SCBA
    • The difference between the SCBA and the Escape Kit
    • How to effectively put on the SCBA
    • Negative and Positive Pressure Tests
    • What to do before the SCBA runs out of air
    • Emergency Response during an H2S Drill
    • Session 10 – Practical Session 
    • Two scenarios will be provided in which all trainees will be requested to equip the SCBA within a short period of time for work and emergency response.  
    • Session 11 – What is Confined Space?
    • Definition of Confined Space
    • Examples of Confined Spaces in the workplace
    • Session 12 – Characteristics of Confined Space
    • Limited means of entry/exit, 
    • Is large enough for a worker to enter it, and 
    • Is not intended for regular/continuous occupancy.
    • Session 13 – Characteristics of Permit-Required Confined Spaces 
    • Contains or has the potential to contain a hazardous atmosphere; 
    • Contains a material with the potential to engulf someone who enters the space; 
    • Has an internal configuration that might cause an entrant to be trapped or asphyxiated by inwardly converging walls or by a floor that slopes downward and tapers to a smaller cross-section; or
    • Contains any other recognized serious safety or health hazards.
    • Session 15 – Permit to Work System
    • Definition of a Permit to Work 
    • The importance of inspecting a confined space before issuing the permit.
    • Issuing the permit 
    • Receipt the Permit
    • What the organization needs to assess before starting the work 
    • Clearance/Return to Service and the differences between them 
    • Extension and when it is necessary
    • Provide different examples of Permit Work Systems that may be required with a confined space permit 
    • Session 16 – Group Discussion of providing the students with previous and various permit-to-work documents to understand the procedure. 
    • Session 17 – Roles and Responsibilities of Confined Space Personnel 
    • Attendant 
    • i. Remain outside the permit space during entry operations unless relieved by another authorized attendant; 
    • ii. Perform non-entry rescues when specified by the employer's rescue procedure; 
    • iii. iKnow existing and potential hazards, including information on the mode of exposure, signs or symptoms, consequences, and physiological effects; 
    • iv. Maintain communication with and keep an accurate account of those workers entering the permit space; 
    • v. Order evacuation of the permit space when a prohibited condition exists vi. Summon rescue and other services during an emergency; 
    • vi. Ensure that unauthorized people stay away from permit spaces or exit immediately if they have entered the permit space; 
    • vii. Inform authorized entrants and the entry supervisor if any unauthorized person enters the permit space; 
    • viii. Perform no other duties that interfere with the attendant's primary duties. 
    • Entrant 
    • i. Know space hazards, including information on the means of exposure such as inhalation or dermal absorption, signs of symptoms, and consequences of the exposure; 
    • ii. Use appropriate personal protective equipment properly; 
    • iii. Maintain communication with attendants as necessary to enable them to monitor the entrant's status and alert the entrant to evacuate when necessary 
    • iv. Exit from the permit space as soon as possible when: 
    • 1. Ordered by the authorized person; 
    • 2. He or she recognizes the warning signs or symptoms of exposure; 
    • 3. A prohibited condition exists; or 
    • 4. An automatic alarm is activated.
    • v. Alert the attendant when a prohibited condition exists or when warning signs or symptoms of exposure exist. 
    • Entry Supervisor 
    • i. Know space hazards including information on the mode of exposure, signs or symptoms, and consequences; 
    • ii. Verify emergency plans and specified entry conditions such as permits, tests, procedures, and equipment before allowing entry; 
    • iii. Terminate entry and cancel permits when entry operations are completed or if a new condition exists; 
    • iv. Verify that rescue services are available that the means for summoning them are operable, and that the employer will be notified as soon as services become unavailable; v. 
    • v. Take appropriate measures to remove unauthorized entrants; and vi. 
    • vi. Ensure that entry operations remain consistent with the entry permit and that acceptable entry conditions are maintained
    • Session 18 – Confined Space Hazards
    • Atmospheric 
    • i. Oxygen Deficient/enriched 
    • ii. Flammable Atmosphere 
    • iii. Toxic Atmosphere 
    • Chemical 
    • i. Inerting Operations – Carbon Dioxide, Nitrogen 
    • ii. Chemical Reactions 
    • 1. Manufacturing 
    • 2. Cleaning 
    • 3. Curing 
    • 4. Stored products 
    • Engulfment 
    • i. Trapped by a liquid or finely divided solid  
    • Moving Equipment 
    • i. Entrapment in the equipment 
    • ii. Electrocution
    • iii. Create engulfment hazard 
    • iv. Other Hazards i. Falls ii. Poor Lighting iii. Noise iv. Electrical v. Thermal
    • Session 18 – Eliminating Hazards Using LOTO
    • Explain the Lock/Out Tag/Out Procedure 
    • Describe the scenarios in the confined space in which Lock/Out Tag/Out would be required
    • Distinguish the difference between authorized employees and affected employees
    • Isolate all types of energy within the confined space such as: 
    • i. Electrical 
    • ii. Gravitational
    • iii. Water
    • iv. Gas
    • v. Steam
    • vi. Pneumatic
    • vii. Thermal viii
    • viii. Chemical 
    • ix. A combination of multiple energy sources
    • Session 19 – Group Discussion: Allow workers to share their experiences with confined space hazards and discuss what was done to decrease them.
    • Module 3: Instructional Methods
    • 3.0 Introduction
    • ● Trainees will understand the importance of executing the training content in effective and comprehensive ways for all learners. 
    • 3.1 Module Objectives 
    • Range of instructional methods 
    • Instructional methods for the content that shall be taught
    • Instructional methods in the trainees’ teaching role. 
    • 3.2 Core instructional methods
    • Lecturing and explaining 
    • Attributes of good explanation 
    • Demonstration 
    • Pre-demonstration planning
    • Carrying out the demonstration 
    • Learner practice and supervision 
    • 3.3 Supporting instructional methods 
    • Group Work (Cooperative Learning)
    • Questioning 
    • Discussion 
    • Case Studies 
    • Role-Play 
    • 3.3.1 Group work (cooperative learning)
    • How to conduct group exercises 
    • Plan out exercises 
    • 3.3.2 Questioning 
    • Tactics in using questions 
    • Responding to student answers 
    • 3.3.3 Discussion
    • Rounds
    • Buzz groups, pairs, and triads
    • Brainstorming 
    • 3.3.4 Case-studies
    • 3.3.5 Roleplay
    • 3.4 Deciding on methods
    • Will the method achieve the identified outcomes?
    • Will the method effectively facilitate the content you want and the types of learning required?
    • Will the method suit the nature of the learning group and the individuals who comprise it?
    • Will the method utilize the resources?
    • Will the method fit into the style or range of teaching skills? 
    • Are you comfortable and competent enough to use the method?
    • 3.5 The use of activities or learning tasks in promoting learning
    • Discuss different scenarios where trainees have seen innovative training methods
    • 3.6 Designing and using learning tasks 
    • The task is clearly focused on identified learning objectives. 
    • Success in the task meets or builds learning towards identified objectives. 
    • The task is as authentic as possible and realistic for the learning group. 
    • The task is clearly achievable in the time allocated. 
    • Clear and sufficient guidance on the task is provided to learners.
    • 3.7 Individualised instruction 
    • 3.8 Knowing the subject well 
    • Discuss how to refresh your knowledge of the subject manner and how to answer questions effectively. 
    • 3.9 Playing the role of tutor 
    • 3.10 Suggestions for administering individualized instruction 
    • Practical Session: The Trainees shall be asked to produce a structured lesson plan for a class they intend to teach in the future. The duration of the session must be at least one hour. 
    • The lesson plan should clearly show:
    • The learning outcomes/lesson objectives
    • Organization and development of content 
    • Instructional methods to be used 
    • Use of teaching/learning aids and activities 
    • How learning is assessed
    • Module 4: Teaching and Learning Resources (TLR)
    • 4.1 Module Objectives
    • Compare and contrast the range of teaching and learning resources 
    • The appropriate TLRs specific to the content and venue 
    • Use a range of TLRs to enhance your training and to facilitate your trainees’ understanding
    • 4.2 How do TLRs contribute to learning?
    • Discuss different TLRs that help to keep the session engaging and discuss how TLRs can be a focal point for learner response
    • 4.3 General points of consideration in using teaching and learning resources
    • Identify what you want to achieve from the TLR (e.g. emphasis, generate questions, show a process, key point summary, etc). 
    • Do not overuse TLRs. Overuse will confuse rather than promote learning. Also, too much of one type will soon lose its ability to gain attention. 
    • Check that they work in advance. This refers to TLRs that involve the use of technology, such as overhead projectors, slides, computers, multi-media, etc. 
    • Be conscious of your own positioning and body movement when teaching and training. 
    • 4.4.4 Videos 
    • Discuss with trainees the purpose of videos in presentations
    • 4.5 Preparation of facilities and training aids 
    • 4.5.1 Classroom/Study Area Arrangements 
    • 4.5.2 Audio-visual equipment in the classroom
    • Practical Scenario: Students shall discuss and emulate a classroom setting which shall be friendly towards trainees.
    • Discuss Group Study Layouts
    • Individualized Instruction Layout
    • Laboratory/Simulation Layout
    • Students shall discuss how sometimes TLRs can be distractions and decrease the focus of learners and learn to use them effectively. 

    • Session 20 – General Controls of a Confined Space 
    • Using a safety harness and a tripod sequence system to ascend and descend from a confined space system.
    • Using different communication devices to relay information in a confined space.
    • The usage of ladders, ropes, and other lifting devices to assist in ascending and descending a confined space.
    • Discussing different types of gas detectors that are used by workers and are located on-site. 
    • Discussing different types of operations that can lead to fires and/or explosions and how they can be safely controlled.
    • The roles and responsibilities of all personnel in a confined space system in maintaining its controls. 
    • Session 21 – Practical Session: Allow workers to equip all forms of Personal Protective Equipment (PPE) that are required of them during confined space entry and assess the following: 
      • Equip a safety harness
      • Using a tripod sequence system 
      • Using Communication Devices to be able to speak with attendants and supervisors 
      • Using Gas Detectors and how to calibrate them before usage 
      • Use of lifting devices such as ladders and ropes to ascend and descend from the confined space.
    • Session 22 – Ventilation 
    • Must be aware of hazards you are trying to correct in the confined space. 
    • The air intake in a safe location to draw fresh air only. 
    • Continuous ventilation whenever possible. 
    • Retest the confined space before entry. 
    • Continuous testing of the air during entry.  
    • Identify types of ventilation such as: 
    • Natural: Natural forces pull out the atmosphere and replace it (slow process) 
    • Mechanical: Use of fans and blowers, can be used to push new air in or pull out existing atmosphere (only limited by the size of equipment)
    • Session 23 – Practical Session: Show trainees the differences between Natural Ventilation and Mechanical Ventilation by using a blower and showing the flow of air in comparison to natural ventilation. 
    • Module 5: Assessing Learner Performance 
    • 5.1 Module Objectives
    • Identify the criteria for good assessment 
    • Plan a scheme of assessment 
    • Identify appropriate assessment methods for specific learning outcomes 
    • Design a range of assessment items 
    • Produce a marking scheme for open-response items 
    • Identify common pitfalls in conducting assessment.
    • 5.2 The criteria for good assessment
    • 5.2.1 Validity 
    • 5.2.2 Reliability
    • 5.3 Key terms used in the language of assessment 
    • 5.3.1 Summative assessment 
    • 5.3.2 Formative assessment 
    • 5.3.3 Assessment scheme 
    • 5.3.4 Assessment evidence 
    • 5.3.5 Assessment methods 
    • 5.3.6 Assessment items 
    • 5.4 Planning a scheme of assessment 
    • 5.4.1 Why assess? 
    • 5.4.2 What to assess? 
    • 5.4.3 How to assess? 
    • 5.4.4 How to interpret the products of assessment? 
    • 5.4.5 How to communicate assessment decisions to learners? 
    • 5.5 General principles in test construction 
    • 5.6 Types of assessment items 
    • 5.6.1 Alternate response or true-false items 
    • 5.6.2 Multiple choice items (MCQs) 
    • 5.6.3 Matching items 5.6.4 Completion type items
    • 5.6.5 Essay-type items 
    • 5.6.6 Performance tests 
    • 5.7 Preparing a marking scheme for assessments  
    • 5.8 Pitfalls in Assessment 
    • 5.8.1 The Halo Effect 
    • 5.8.2 Contrast effect 
    • 5.8.3 Assessing progress and Effort rather than Achievement 
    • 5.8.4 Lack of clarity with the marking scheme and the standard required 
    • 5.8.5 Discriminatory practices
    • Module 6:  Evaluating Teaching and Learning 
    • 6.1 Module Objectives
    • Identify different types of evaluation and evaluation data 
    • Conduct an evaluation of a module 
    • Prepare an end-of-course report 
    • Identify and plan self-development needs as an instructor.
    • 6.2 What is evaluation?
    • identify and illuminate what is actually occurring in the area or activity that is the subject of evaluation, and 
    • produce sufficient information to enable the evaluator, using agreed criteria, to make valid and useful judgments about what is being evaluated.
    • 6.3 What aspects of the course are to be evaluated? 
    • Appropriateness of objectives for the learning group 
    • Organization and sequencing of content 
    • Effectiveness of the instructional methods 
    • Quality of teaching and learning aids used 
    • Validity of assessment methods used 
    • The performance of students on the course.
    • 6.4 Types of evaluation 
    • 6.5 Collecting evaluation data 
    • 6.5.1 Sources of evaluation data 
    • Questionnaires
    • Interviews 
    • Dialogue with trainees in the session
    • 6.6 Responding to significant feedback from evaluation 
    • 6.6.1 Typical concerns or problems that emerge from course evaluations 
    • 6.7 Preparing end-of-course report 
    • 6.7.1 Content of report 
    • 6.7.2 Format of report 
    • 6.8 Identifying and planning the instructor’s own development 
    • 6.9 Reflecting on this module 

    • Session 24 – Emergency Response
    • How a worker should react during an emergency 
    • Indication of areas of refuge from Hydrogen Sulfide 
    • Wind direction and escaping from Hydrogen Sulfide
    • How to protect yourself from exposure 
    • How to protect others from exposure 
    • Assessing confined space access and egress during an evacuation.
    • Assessing adequate behaviors during confined space emergencies. 
    • How to safely assist entrants in leaving the confined space.
    • How to coordinate with the attendant and supervisor in confined space rescue.
    • Prompt behavior and response before and after a confined space rescue.
    • How to evacuate safely from the area after leaving the confined space. 
    • Session 25 – Neck and Spinal Cord Injuries 
    • Identify the workplace scenarios that can lead to neck and spinal cord injuries. 
    • How to effectively identify the places in which the paralysis may have spread. 
    • The importance of not moving the patient unless necessary.
    • How to effectively prevent the spread of paralysis. 
    • Session 26 – Practical Session 
    • Trainees will demonstrate adequate lifting techniques to move a neck and spinal cord injured patient from one place to another without increasing their risk of permanent paralysis.
    • Session 27 – First Aid through Cardiopulmonary Resuscitation (CPR) and the Automatic External Defibrillator (AED)
    • When should a first aider use CPR. 
    • The steps to CPR by using C-A-B (Circulation, Compression, Airway, and Rescue Breaths)
    • How to correctly perform chest compressions 
    • How to correctly open the airway 
    • How to correctly perform rescue breath.
    • The importance of repeating the CPR Process in saving a person’s life. 
    • Understanding the functions of the AED.
    • Precautions before using the AED. 
    • How to correctly place the AED pads.
    • How to use it alongside CPR to save the person’s life
    • Session 28 – Practical Session
    • Trainees will use a full-body mannequin to perform CPR and AED.
    • Session 29 – Practical Session
    • Workers shall be assessed by a practical scenario in confined space entry and work as entrants while the attendants and supervisors shall also be chosen by the instructor. The instructor shall coordinate with the trainees to effectively execute the scenario.

    • Module 7: Course Development
    • Identify the processes involved in the development of a course 
    • Enumerate the different phases involved in the course development process
    • 7.2 What do we mean by a course?
    • Who is the course for? 
    • What are the aims and objectives? 
    • What will be the content and structure of the course? 
    • How will the course be delivered and managed? 
    • What resources are needed to support the course? 
    • How will learning be assessed? 
    • How will the course be evaluated to gauge its effectiveness?
    • 7.3 Developing a course 
    • 7.3.1 Phase 1: Preliminary study 
    • 7.3.2 Phase 2: Job analysis 
    • 7.3.3 Phase 3: Population Analysis 
    • 7.3.4 Phase 4: Design of curriculum 
    • 7.3.5 Phase 5: Design of modules 
    • 7.3.6 Phase 6: Production and development testing 
    • 7.3.7 Phase 7: Validation and revision 
    • 7.3.8 Phase 8: Implementation 
    • 7.3.9 Phase 9:Evaluation
    • Assignment: Trainees will be asked to prepare a presentation for a specific health and safety training topic of their choosing to present it on the last day for evaluation.

    • All personnel who in the normal course of their duties may be exposed to hazard Hydrogen Sulfide Gas (H2S)
    • The Characteristics of the Confined Space 
    • Hazards associated with Confined Space
    • The importance of using the Lock Out Tag Out System to assist in confined space safety when needed
    • Permit to Work System
    • Roles and Responsibilities associated with Confined Space work
    • Controls associated with the Confined Space System
    • Emergency evacuation and adequate response for each scenario.
    • Supervisors and Team Leaders

    • Hydrogen Sulfide and its properties
    • Dangers and Side Effects of Hydrogen Sulfide Exposure
    • Controls to avoid accidental over-exposure to Hydrogen Sulfide
    • How to evacuate safely during an Emergency Drill
    • Emergency Response and First Aid for injured employees


    • Experience with Hydrogen Sulfide Exposure
    • Experience in Confined Space Exposure


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