This research examines a structured, participatory training program specifically developed for ASPPs (Addetti al Servizio di Prevenzione e Protezione – Workers in charge of the Prevention and Protection Service), designed to go beyond the minimum legal requirements and equip these safety professionals with deeper insights into complex risk scenarios. The project involves approximately 20 participants and is designed to span over the course of one year. The initiative aims to assess the dual impact of such advanced training: improving technical competence and enhancing participants’ perception and awareness of systemic, cascading risks in the workplace.
The training program adopted a highly interactive pedagogical framework, diverging from traditional top-down instruction. ASPPs were immersed in a series of participatory learning sessions that encouraged collaboration, active engagement, and critical reflection. Rather than being passive recipients of knowledge, participants were assigned structured tasks that required them to work in teams to explore specific focus areas. Each group was responsible for producing targeted outputs, including presentations, risk assessment proposals, and scenario-based intervention plans, all of which contributed to a shared learning environment.
Through direct observation and the use of structured feedback instruments—including pre/post questionnaires and reflective self-assessments—the study captured a comprehensive view of how participatory methodologies influenced both technical understanding and risk perception among ASPPs. Key findings show a significant increase in participants’ ability to identify risk interactions, anticipate cascading effects, and propose proactive prevention strategies. Importantly, the group-based approach fostered soft skills such as communication, leadership, and problem-solving—essential qualities for professionals tasked with navigating complex, uncertain risk landscapes.
The results further underscore the importance of adaptive and dynamic training methods tailored to the unique responsibilities of prevention officers. By simulating realistic, high-consequence scenarios, the training empowered ASPPs to move beyond compliance-oriented thinking and adopt a systems-based perspective essential for modern risk governance. The sessions also emphasized the value of co-production of knowledge, peer-to-peer learning, and critical engagement with real-world data.
Ultimately, this research contributes to the broader dialogue on professional development in occupational safety by demonstrating how participatory, task-oriented learning environments can significantly enhance both technical proficiency and risk intelligence. It advocates for a shift in training design—one that recognizes ASPPs not only as recipients of procedural norms but as active agents of prevention, capable of influencing organizational resilience and shaping a proactive culture of safety.
The study concludes with practical recommendations for integrating these approaches into continuous training frameworks, highlighting the need for regular updates, scenario-based learning, and team-based assignments as key drivers of long-term engagement and professional excellence in the evolving landscape of workplace safety.

Keywords: Participatory training, Risk perception, Professional development.