REQUEST FOR TRAINING:

The training request must be sent to the employer at least thirty days before the start of the training period. It specifies the date, the duration of the internship, its cost and the name of the approved training organization. The employer may refuse to leave for training if it is detrimental to or harmful to the production and proper functioning of the company. In this case, it may be carried forward to a maximum of six months.

COMPANIES WITH FEWER THAN 300 EMPLOYEES:

Right to 3 days of minimum training for each staff representative at the CHSCT (without more favorable provisions of the Collective Agreement)

COMPANIES WITH MORE THAN 300 EMPLOYEES:

Right to 5 days of minimum training for each staff representative at the CHSCT

Training bodies providing training for CHSCT members are accredited either at national level by the Ministry of Labor or at regional level by each Regional Directorate for Labor, Employment and Vocational Training (DRTEFP).

Training is organized:

• either in an intra-company session: generally for large companies, which may have several CHSCTs, which makes it possible to build “tailor-made” training,
• either in an inter-company session: gathering several companies from the same sector or not, which promotes exchanges of experience among members of CHSCT.

REFLECTING ON TRAINING NEEDS:

If initial training is to provide guidance on the functioning of the CHSCT, its role, missions, resources, etc., it must also provide methods and tools to understand and act on occupational risk prevention and health . Knowing how to analyze workplace accidents, but also how to analyze a work situation, how to conduct a project, are all methods that the members of CHSCT must be able to acquire during their training. Another essential tool is how to collect data to understand the effects of work on health: collect complaints from employees but also know how to treat them, analyze them, link them to a change in the organization that will anticipate On the emergence of occupational risks such as TMS, or occupational accidents.

Each trainer is free to define his pedagogical methods. RCI in their courses alternates theoretical contributions and practical work in small groups. Role plays are sometimes proposed (for example, putting themselves in the situation of a meeting of CHSCT), as well as inter-sessional work if the training is organized over several non consecutive days. A pedagogical document, a workbook or other document, is always given to the trainee, who can thus have at his fingertips numerous answers to his questions. In the case of intra-company sessions, trainers can propose to the trainees the presence of the chairman of CHSCT during the training review.

The training should also enable CHSCT members to identify all internal and external resources that they can mobilize: on what issues to cooperate with the occupational physician and how to mobilize it, for example.

Finally, the training time must be an opportunity for CHSCT members to develop a strategy, or even a project for their action: what are the priority issues to be addressed, how to identify them, what are the steps to better understand and act On the problem chosen, how to inform the employees on the role of the CHSCT to be more recognized and solicited, etc. This strategy must therefore address two points:

• the content: on which risks or problems to work, choice based on a diagnosis of the CHSCT on the health and working conditions of workers,
• the method of action: how to better understand and act on the defined priority (s), how to build a survey among workers,
• how to analyze several work situations, when to call on an expert, how to develop tools for information and monitoring of the actions of the CHSCT, etc.

Depending on the maturity of the CHSCT, depending on the problems it faces and the timeliness of files related to working conditions within the company, members can formalize their needs with potential training organizations. While this seems obvious for intra-firm training sessions, the same is true for those organized in inter-company ventures. For them, understanding the needs of participants is equally important; It will enable the trainer to adjust his training content in order to contribute to the development of the skills of each trainee while promoting exchanges of practices between them.