Safety TrainingBeyond the Basics
Gary Williams
Vice President – Training and Education
G&G Risk Management Consultants, Inc.
The Value of Training
• Quality training:
– Prevents injuries and fatalities
– Improves morale and and organization’s
overall safety culture
– Decreases overall operating costs
– Increases profits
The Value of Training
• In effective training, the students should
learn:
– How to identify safety and health problems
– How to analyze causes of safety and health
problems
– How to bring about safer, healthier workplaces
– How to involve co-workers in the process
Objectives
• At the conclusion of this presentation,
attendees should:
– Understand the importance of training
– Understand how adults learn
– Be able to conduct a needs assessment
– Be familiar with OSHA training requirements
Preparing For Effective Training
• A training program development should
follow a systematic process:
– Needs assessment
– Learning objectives
– Course design
– Evaluation strategy
– Criteria for completion
Preparing For Effective Training
Course introduction
Motivation – What’s in it for me?
Course objectives
Main presentation
Summary
Student evaluation
How Adults Learn
Adults are self-motivated
Adults expect to gain information that has immediate
application to their lives
Adults learn best when they are actively engaged
Most effective when designed to develop both
technical knowledge and skills
How Adults Learn
• Learn best when they have time to
interact
–With instructor
–With each other
• Learn best when asked to share personal
experiences at work and at home
Principles of Adult Education Adults are voluntary learners
Adults learn fastest what they need the most
Life experiences need to be acknowledged
Adults need to be treated with respect
Adults learn more when they participate in the
learning process
Principles of Adult Education• Adults learn best by doing
• Adults need to know where they are heading
• Adults learn best when new information is reinforced
and repeated
• Adults learn better when information is presented in
different ways
Three Kinds of Learning Exchanges
Participant to Participant
Students learn from each other
Participate to Facilitator
Facilitator can learn from students
Facilitator to Participant
Facilitator guides discussion, encourages participation,
provides information and highlights key issues/points
Environmental & Learning Needs Assessment
Does the learning environment encourage active
participation?
Does the social environment encourage participation?
Does the program effectively promote participatory
learning activities?
How effectively do lectures in the program encourage
participation?
Environmental & Learning Needs Assessment
• How effective are the participatory activities
used in the program?
• How effectively do the case studies and role-
playing activities encourage participation?
• How effectively does the organization of the
program encourage participation?
Environmental & Learning Needs Assessment
• Is the program sensitive to literacy
differences?
• Do the audio-visual used by the
training program encourage
participation?
Motivation Techniques Show the student the immediate application
Engage the student’s sense of duty
Family
Employer
It’s the right thing to do
Reinforce the value of the worker’s lives and health
Provide statistical data
Learning Activities
• Listen
• Ask questions
• Write
• Read
• Plan actions
• Look at visuals
• Discuss critical issues
• Practice with equipment
• Identify problems
• Try out new strategies
Instructional Development
• The ADDIE Model
– Analyze the student’s needs
– Design the structure of the course (objectives)
– Development of specific course content
– Implementation of program or delivery of
course
– Evaluation of students to determine if
objectives have been met
Training Objectives
• The SMART Module
– Specific to what students should achieve
–Measurable to whether objectives are met
– Achievable results of objectives
– Relevant to the desired results
– Time-boundaries set for objectives
Training Objectives
Objectives must:
State the learner’s performance
Contain a specific action verb
▪ Avoid Learn, Know, Understand (not measurable)
Have workplace relevance
Be observable
Be measureable
Be SPECIFIC
Training Objectives
Used to ensure the program will have the desired effect
“By the end of this course, the student will be able to:
Identify four protective measures to be used in a trench
to prevent worker injuries and death due to soil
collapse.”
Reach All Literacy Levels• Do not assume all students are equally skilled
• Allow students to work in small groups
• Use teaching techniques that don’t require reading
• Establish a non-threatening learning environment
• Do not expect students to read aloud or individually
• Ask for volunteers to answer questions
Reach All Literacy Levels
• Use a variety of audio-visual methods
• Read all instructions out loud
• Make handouts easy to read
• Only give out critical material to read
• Explain terms, abbreviations etc. Assume nothing
• Ask for volunteers to answer questions
Three Learning Styles
• People learn in three ways:
– Visual
– Audio
– Kinesthetic (hands on)
• Incorporate ALL THREE styles
– Visual – Photos, Handouts, Props
– Audios – Stories, Videos, Lecture
– Kinesthetic – Demonstrations, Group Activities and
Exercises
The Power of Visual Aids
People retain:
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say
90% of what they say and do
The Power of Visual Aids
You can say…
“OSHA requires you to wear fall protection
while exposed to fall hazards”
OR…
Delivery Techniques
• Do:
– Be prepared
– Practice your
presentation
– Show a positive
attitude
– Dress appropriately
– Be flexible
– Have fun
• Don’t:
– Wing it
– Avoid eye contact
– Embarrass participants
– Be afraid to say you
don’t know
– Say you know when
you don’t
– Lose control
Evaluation
• To ensure training was effective:
– Quizzes
–Written examinations
– Oral examinations
– Demonstrations and observations of
skills
Group Activities
Base activities on course objectives – Be
creative
Discussion of case studies
Find the hazards and describe corrective action
Games such as “Who Wants To Be A Millionaire”
Group projects
Build scaffold in parking lot
Field trip – jobsite tour
A. 1980A. 1980 B. 1970B. 1970
CC. 1975. 1975 D. 1920D. 1920
When was the OSH Act enacted into law?When was the OSH Act enacted into law?
A. 6 feetA. 6 feet B. 10 feetB. 10 feet
C. 5 feetC. 5 feet D. All heightsD. All heights
In Federal Standards, at what height are guardrails required on a In Federal Standards, at what height are guardrails required on a scaffold?scaffold?
A. He is 16 years oldA. He is 16 years old B. Operator LicenseB. Operator License
C. C. Can reach the controlsCan reach the controls D. Drivers LicenseD. Drivers License
What is required for an employee to operate a forklift?What is required for an employee to operate a forklift?
A. Chemical SheetA. Chemical Sheet B. Safety ManualB. Safety Manual
CC. . M.S.D.S.M.S.D.S. D. Purchase orderD. Purchase order
What is the name of the form that lists the hazards of a chemical What is the name of the form that lists the hazards of a chemical we may work with?we may work with?
A. ShacklesA. Shackles B. Capacity tagB. Capacity tag
C. C. Job number Job number D. D. Red threadsRed threads
When using a sling for lifting material, what must be present on When using a sling for lifting material, what must be present on the sling?the sling?
A. Full body harnessA. Full body harness B. GuardrailB. Guardrail
C. Lanyard C. Lanyard D. AnchorageD. Anchorage
Components of a Personal Fall Arrest System include all but Components of a Personal Fall Arrest System include all but what?what?
Videos
• Make them relevant
• Ideally should be shorter in length
• Should enhance training, not replace
it
• Keep them up to date
Vendor Resources
• Vendor demonstrations
– Fall protection trailer
– Lift operations
– Scaffolding
– Trenching and excavation
Employer’s Obligation
• Employer has obligation to:
– Ensure work will be performed in a safe and
healthful manner
– Ensure training provided is effective
– Training is performed in a language the
employee understands
– Perform training that meets not only the intent
of the standard but the language of the
standard
Employer’s Obligation
• Compliance Safety & Health Officers are
responsible for verifying training has
been performed
– Observing activities
– Speaking with employees
– Providing copies of training records may
not be enough
Training Requirements
• Too numerous – research standards
• Some examples:
– Forklift
– Confined Space
– Lock Out Tag Out
– Fall Protection
Q&A and Contact Information
Gary Williams
Vice President – Training & Education
G&G Risk Management Consultants, Inc.
925-584-5774
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