Underground Coal MineSupervisor Training

May 18, 2006

Presented by:MSHA Design Team

George Mason Immersion 2005-2006

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The MSHA Team

Jennifer Cochran Hong Li Shawn Sullivan Craig Wiggins Betty Wilkins Paula Johnson Williams

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Key Personnel and Client Contacts

Faculty Nada Dabbagh, Ph.D

Associate Professor Instructional Design and Development Kevin Clark, Ph.D

Associate Professor Instructional Design and Development

Client Jim Baugher

Mine Safety and Health Administration, Management Program Analyst and Educational Policy Analyst

Contact Sharon Casto

National Mine Health and Safety Academy, Instructional Materials Dept. Chair

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Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

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Project Overview Project Vision

Developing an effective data-driven training strategy for mine supervisors.

Project MissionThe goal of this project is to examine and validate the mine foreman/supervisor Job Task Analysis (JTA) developed by the MSHA in cooperation with the U.S. Navy, and transition this JTA to an effective and efficient training strategy for mine supervisors.

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Mine Safety and Health Administration (MSHA)

The mission of the Mine Safety and Health Administration is “to administer the provisions of the Federal Mine Safety and Health Act of 1977 (Mine Act) and to enforce compliance with mandatory safety and health standards as a means to eliminate fatal accidents; to reduce the frequency and severity of nonfatal accidents; to minimize health hazards; and to promote improved safety and health conditions in the Nation's mines.”

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Problem Statement Mine supervisors are key personnel in

managing the mine’s safety and health program

Currently training lacks comprehensiveness Current training does not adequately address

the complexity of supervisory tasks

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Design Methodology

This approach enables the developer to explore, enact, and evaluate the pedagogical models, instructional/learning strategies, and associated learning technologies using an iterative development process.

Integrative Learning Design Framework

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Project Goals

Conducting a comprehensive performance and needs analysis of the current state of mine supervisor training

Conducting a cognitive task analysis of mine supervisory tasks to determine the cognitive domain type and level of these tasks

Proposing an appropriate training strategy and delivery approach

We have accomplished our stated project goals, which included:

Developing model training prototypes

Conducting formative evaluation

Revising our design approach based on subject matter expert feedback

Conducting usability testing

Compiling list of recommendations

Fall 2005 Spring 2006

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Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

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Performance/Needs Assessment

Purpose Confirm the design team’s understanding of

MSHA’s vision of supervisory training development

Propose next steps

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Performance/Needs Assessment

Data Gathering Extant Data Sources Stakeholder Interview Subject Matter Expert Interview Subject Matter Expert Questionnaire Section Foremen Survey

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Performance/Needs Assessment

Drivers – Fall 2005 Access to industry

personnel Impending gap of

qualified personnel Critical role of the

mine supervisor Access to extant data

Drivers – Spring 2006 Visit to Mine Academy Access to Mine Academy

personnel National Institute of

Occupational Safety and Health (NIOSH) training media

MSHA training media Installation of MSHA

group media center

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Performance/Needs Assessment

Barriers – Fall 2005 Project not

considered

imperative

Limited training

delivery

Limited training

content

Barriers – Spring 2006 Recent mine tragedies Cancelled mine visit Late contact with Mine

Academy SMEs Usability testing delay Limited access to

supervisor-specific procedural content

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Performance/Needs Assessment

Findings A shortage of coal mining personnel has

created a lack of qualified mine foremen/supervisors

Smaller mining companies use outside educational resources to provide training opportunities

Larger mining companies have developed their own comprehensive training programs

Survey results indicated that target audience has access to the Internet

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Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

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Learner Analysis

Purpose To determine the general and

specific characteristics of the learner audience

General characteristics Specific characteristics

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Learner Analysis Primary Audience – the

learners Experienced Miner Seeking

Promotion Intermediate Miner Seeking

Promotion New Mine Supervisor

Secondary Audience – other mining personnel New Miners Veteran Mine Supervisors Trainers/Facilitators

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Task Analysis

Purpose To determine what the person performing

the job in question actually does To determine what the person needs to

know in order to perform the tasks that define that job

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Job Task Analysis (Generic JTA)+ Cognitive Task Analysis+ Prerequisite Analysis_______________________________

Task Analysis Results

Optimal knowledge and skills of a section foreman

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Task Analysis – Duties

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Instructional Objectives Conduct Pre-shift Examination

User will learn how to conduct a proper and thorough pre-shift examination, why it is conducted and any associated risks and how to implement appropriate controls.

Emergency and Unusual Situations User will explore proper procedures for

handling other unusual situations, any associated risks and how to implement appropriate controls.

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Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

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Design Approach

Multiple level design approach is proposed to address the learning needs of mine supervisors. The components of the approach are: Distributed Learning Support System (DLSS)

Situated Learning/Cognitive Flexibility Hypertext

(CFH)

Gagné’s Nine Events of Instruction

Underground Coal Mine Supervisor Training(Index Page)

Login Page

About

Create New User Forget Password?

Training Modules Discussion Board User Account Resources

Self-Assessment

Conduct Pre-shift

Examination

Section Observation

Traveling to the

Section

Prior to Entering the Mine

Training Responsibility

End of Shift

Arrive On the

Section

Conduct On-Shift

Examination

Entering the Mine

Start of Shift

Activities

Emergencies and Unusual

Situations

Procedural Task Problem-Solving TaskNot developed

ActivatedSystem

Conduct Pre-shift Examination

Introduction

Fire Hazards Check Roof & Ribs

Check Ventilation

General Housekeeping

Call Out Results

Introduction

Pre-Assessment

Check for Damaged

Bolts

Check for Wide

Spaces

Check for Loose Draw

Rock

Perform Sound & Vibration

Test

Determine Areas to Check

Check for Wet Areas

Post-Assessment

Introduction

Areas to Check

Practice

Consequences

Introduction

Guidelines

Danger Levels

Procedures

Practice

Consequences

Emergencies and Unusual

Situations

Guided Scenarios

Fatalgrams Types of Accidents

Resources Discussion Board

Fire and Explosions

Inundations

Severe Injury

Roof Falls

Fire and Explosions

Inundations

Severe Injury

Roof Falls

Continuous Miner Fire

Belt Fire Exercise

Escape from a Mine Fire

I Can’t Get Enough Air

Unsupported Roof Rescue

Roof Fall Entrapment

Sago Mine Disaster, Tallmansville, WV (Fatal)

Fatal Roof Fall, Boone County, WV

Fatal Shaft Sinking Explosion, Cameron,WV

Fatal Explosives Accident, McDowell, KY

Fatal Underground Coal Mine Explosions, Brookwood, AL

Fatal Fall of Roof Accident, Pikeville, KY

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Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

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Wireframe

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Development Process Content Review Media Selection Tool Selection

Lectora Dreamweaver Photoshop/Fireworks Flash

Development Teams

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Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

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Prototype Demonstration Underground Coal Mine Supervisor Training

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Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

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Formative Evaluation Usability Testing

Functionality Content Navigation

Methods One-on-One Usability Testing with Immersion

Program Peers (TTAC) Expert Review (NMHSA)

Individual Evaluation with Comment Form Follow-up Review with Mine Academy representative

Results Positive feedback Suggestions

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Recommendations System

Web Accessibility (Section 508)

Learning Management System (LMS)

Database backend System-level help Improve navigation

Organization Re-examine placement

of “areas to check” Modify question

structure in guided scenario

Content Add narration Incorporate new MSHA

emergency standards More aggressive search

for existing mine supervisor training

Analysis Early coal mine visit(s) Early contact with SMEs Access to current mine

supervisors

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Thank You! Sharon Casto, Dave Friley, Randy Skaggs,

Jerry Bailey, Pete Beal, Scott Mandeville, and Ron Chambers from the National Mine Health and Safety Academy

Humera Javed

Brenda Mueller

T/TAC Immersion Team

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MSHA Team Website

http://immersion.gmu.edu/msha/spring2006/index.htm