OR-OSHA 105 Introduction to Safety
Training
1
This material is for
training use only
Welcome !
The purpose of this training
the safety trainer workshop is to provide an overview of the basic knowledge
and skills needed to succeed as a safety trainer. Information
relevant to planning, preparing, presenting, and evaluating classroom
and on-the-job training are the stuff from which this workshop has been
made. Only experience will give you the expertise to fine-tune
the abilities needed to succeed as a classroom trainer. At the
end of this workshop, however, we want you to have acquired the necessary
know-how and confidence to proceed on your own.
During the workshop today we
will study the following 9-step course development and presentation
process:
Workshop Goals
Improve learner knowledge,
skills and ability to:
1. Prepare a safety training
lesson plan.
2. Present a safety training
in the classroom and on the job.
3. Evaluate training
effectiveness.
Please Note:
This material or any other material used to inform employers of compliance
requirements of Oregon OSHA standards through simplification of the
regulations should not be considered a substitute for any provisions
of the Oregon Safe Employment Act or for any standards issued by Oregon
OSHA. The information in this workbook is intended for classroom
use only.
Form Training Teams
Introductions
Elect a Group Leader
___________________________________
Select a Spokesperson___________________________________
Everyone is a Recorder___________________________________
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
What's inside
Education and Training, What's
the Difference3
What do Oregon OSHA rules say
about employer training responsibilities?4
What do Oregon OSHA rules say
about safety committee training?4
What Roles Do Trainers Perform?5
Two Types of Safety Training6
Level One: General Safety Education6
Level Two: Technical Safety
Training6
Steps in the Training Development
Process7
Step 1: Assess Training
Needs7
How Training Needs Arise8
Assessing Employee Training
Needs9
Poor safety performance may
not be the result of a training deficiency10
Training at GeeWiz Widgets:
11
Step 2: Write Learning
Objectives12
Objectives describe observable
measurable behavior 13
Exercise: How do these
objectives measure up?13
Exercise: Training at GeeWiz
Widgets: 14
Step 3: Design the Curriculum15
What works for adult learners?
15
Important course design questions16
Step 4: Select Media and Methods17
Exercise: Training Methods18
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
Education and Training: What's the
Difference
What is “education?”
That which leads
out of ignorance
Anything that affects
our knowledge,
skills, and attitudes/abilities (KSA's)
The “why” in
safety educates about the natural (hurt and health) and system consequences
(discipline, reward) of behavior
Primarily increases
knowledge and attitudes
What is “training?”
One method of education
The “how” in
safety
Primarily increases
knowledge and skills
A specialized form
of education that focuses on developing or improving skills - the focus
on performance.
What are natural and system consequences:
If an employee violates safety rules?
_________________________________________
_______________________________________________________________________
If the employer violates safety rules?
_________________________________________
_______________________________________________________________________
When does the employee really get
educated about safety?
______________________________________________________________
______________________________________________________________
What is the outcome when safety
training is not supported by the corporate culture?
______________________________________________________________
______________________________________________________________
Skills
KnowledgeAttitude
EducationTraining
Skills
KnowledgeAttitude
EducationTraining
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
What do Oregon OSHA rules say about
employer training responsibilities?
OAR 437-001-0765 Rules for Workplace
Safety Committees.
(7) Safety and Health Training and
Instruction.
(a) The
following items shall be discussed with all safety committee members:
(A)
Safety committee purpose and operation;
(B)
OAR 437-001-0760 through 437-001-0765 and their application;
and
(C)
Methods of conducting safety committee meetings.
(b)
Committee members shall have ready access to applicable Oregon Occupational
Safety and Health Codes which apply to the particular establishment
and verbal instructions regarding their use.
(c)
All safety committee members shall receive training based upon
the type of business activity. At a minimum, members shall receive training
regarding:
(A)
Hazard identification in the workplace; and
(B)
Principles regarding effective accident and incident investigations.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What do Oregon OSHA rules say about
safety committee training?
OAR 437-001-0760 Rules for all Workplaces.
(1) Employers'
Responsibilities.
(a) The employer shall see that workers
are properly instructed and supervised in the safe operation
of any machinery, tools, equipment, process, or practice which they
are authorized to use or apply.
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
Two Types of Safety Education
General Safety Instruction
Conveys required
and "nice-to-know" information during a presentation or at
a meeting
Knowledge and skills
are not measured at the end of the presentation
May include learner
goals, but doesn't require objectives
All you have to
do is attend to get a certificate
Learners evaluate
the quality of content and presentation.
Learners are not
evaluated by presenter.
Measurement tools
include - "smile sheet" learner evaluation forms
___________________________________________________________________________
___________________________________________________________________________
Technical "How-To" Safety
Training
Conveys "must
know" information
Teaches learners
how to perform procedures and practices
Should include operational
learning objectives
Student knowledge
and skills are evaluated in the learning environment
You must "pass
a test" in class to get a certificate
Measurement tools
- written exam, skill demonstration
Remember, most
safety training is "hands-on-how-to"
___________________________________________________________________________
___________________________________________________________________________
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
Step 1:
ASSESS TRAINING NEEDS
Steps in the Course Development Process
How Training Needs Arise
There are a number of triggers
that may generate a training need. If any of these are likely to affect
the department in the future or have in the near past, one or more employees
may need training.
Potential Triggers Negative
Indicators External Influences
Employee concerns
Incidents/Accidents
Increasing grievance
or discipline
High staff turnover
Poor quality ratings
High or increasing
rates of sickness or absence
Disputes
Low levels of motivation
Cases of harassment
Missed deadlines
New hires
Promotions
Job transfers
New work procedures
New OSHA standards
and other regulations
New working relationships
between workers and managers
Change of training
curriculum
Increased or revised
workload
Change in ownership
New legislation
Changes to legislation
Competitor activity
Professional body
regulations and requirements
QA codes of practice
Funding Council
requirements
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
Describe the
Safety Performance
Discrepancy
(The Gap)
Is
There
a deficiency in
knowledge,
ability or
skill?
Has the
employee
performed task
before?
Conduct
Formal safety
training
Is
Leadership adequate?
Is the task
accomplished
often?
Conduct
practice
Provide
feedback
Is
Discipline Adequate?
Is
Supervision adequate?
Are
Resources adequate?
Improve
Safety
Leadership
Improve Accountability
System
Improve Supervision
Provide
Resources
Training
Options
Training Decision Tree
No
No
No
Employee does not
know how to accomplish the task safely.
Yes
Yes
No
No
No
Employee does know
how to accomplish the task safely.
Yes
Non-training
Options
No
The first question to ask: Can
training solve the problem?
Are training or non-training interventions
the solution to poor safety performance in the workplace?
Yes
Yes
Yes
Consider
Discipline
Yes
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Training
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This material is for
training use only
Assessing Employee Training Needs
The purpose of an employee
needs assessment is to determine which training or non-training options
would best meet their needs.
Five steps for training needs
Obtain needs
assessment data through questionnaires, surveys, advisory groups, focus
groups, interviews, etc.
Analyze data to
determine the discrepancy or gap between the desired knowledge and skills
and those currently possessed by the employees
Define performance
problems (changing technologies, etc.)
Research performance
solutions (ask what other organizations are doing; determine costs of
training and non-training solutions; involve all affected employees);
Determine best approaches
to resolving problems and issues;
Conduct surveys and interviews
Surveys and focus groups may
be used to assess the overall needs of employees. To create an effective
survey:
Decide on what you
want to know
Decide who to survey
Decide on a method
to tabulate the results
Formulate the questions
Decide on the distribution
method of the survey
Analyze and interpret
the data
Summarize and report
the results
Use the results
to develop the training
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
Needs assessments will provide
information about (1) the learner, and (2) the task that will
help us design training that meets specific learner needs.
To get information about the audience
Observe workers
doing work
Interview and/or
survey workers
Review employee
personnel records
Determine demographics
(age, gender, race)
Determine experience
level
Determine learning
styles
Determine aptitudes,
knowledge
Determine attitudes
toward subject being taught
____________________________________________________________
____________________________________________________________
To get information about the tasks
Observe experts
doing the task
Interview experts
about the task
Review job descriptions,
policy statements, reports
____________________________________________________________
____________________________________________________________
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
Training at GeeWiz Widgets:
The scenario.
Your group has been approached by a supervisor to conduct some training
for employees on the following topics.
(1) Lockout/Tagout(2) Hazard
Communication (3) Personal Protective Equipment
Instructions.
Choose one of the topics and develop questions to ask about the target
population and task to be trained.
Our topic: __________________________________________________________
Questions about the target population:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Questions about the target subject/task:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
Establish clear-cut, competency-based
learning objectives that
describe what the learner
will be able to do at the end of the
training presentation
What is a learning objective? *
A statement describing an learning
outcome, rather than an learning process or procedure. It describes
results, rather than the means of achieving those results. It
defines the expectation for the learner.
Why do we need to write objectives?
They help the instructor
design and select instructional content and procedures
They help the instructor
organize the learner's own efforts and activities
They help the instructor
evaluate or assess the success of instruction
What are the criteria for an effective
learning objective?
Let's analyze the following
learning objective to discover its required criteria.
"At the end of
the training session, when given an accident scenario, you will be able
to list at least three surface causes for the accident."
The objective states a
time limit. "At
the end of the training session"
The objective specifies
the conditions of performance.
This will describe a simulated test. "when given an accident
scenario"
The objective identifies
the performer(s).
"you"
The objective contains
one action verb.
"list"
The objective specifies
an acceptable standard of performance. "all
steps"
* Source: Instructional
Objectives, Nancy Lenthe Dowling, Stephanie McKinnon, Professional Safety,
ASSE, Sept 2002.
Step 2:
WRITE LEARNING OBJECTIVES
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Training
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training use only
Operational objectives describe
observable and measurable behavior
It is important to express
training objectives in specific terms. This will make your objectives
measurable. It will also help you focus the content of your course on
the objectives. Here is a list of some action verbs commonly used to
write training objectives. The more concrete the term,
the better.
AnalyzeCreateLabelProduce
AssessDefineListRate
AttachDemonstrateLocateRecite
BuildDescribeMeasureRecognize
CalculateDesignModifyReport
ChangeDevelopMoveRotate
ChooseDifferentiateNameSelect
ClassifyDistinguishOpenShow
CloseEvaluateOperateSolve
CombineExplainOrganizeSort
CompareFill OutPerformState
CompleteFindPlanStretch
ComposeHandlePositionTranslate
ContrastIdentifyPredictTurn
ConstructImprovePresentUseCorrectJustifyPoint
toWrite
Exercise: How do these objectives
measure up?
Analyze each of the following
objectives to determine if they measure up to the five criteria.
If they do not, indicate which of the learning objective criteria are
missing. Just circle the number(s) of the missing criteria.
"Gain a
greater awareness of our light-duty program."
Missing criteria: 1
2 3 4 5
Objective is adequate ____ inadequate _____
“Be able to
perform all steps of the vehicle inspection procedure.”
Missing criteria: 1
2 3 4 5
Objective is adequate ____ inadequate _____
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
Exercise: Training at GeeWiz Widgets:
Use the following template
to construct a learning objective for the training your group has been
decided to develop.
Suggested objective-writing sequence
Time limit a
Condition a Performer(s) a Action a Standard
Example: "At the
end of the training session, given a written accident scenario, your
group will list at least two surface causes and two possible root causes
that may have reasonably contributed to the accident."
Our topic: _____________________________________________________
Draft your objective here:
What is the time limit? _________________________________________________
What is the condition? _________________________________________________
Who will perform? ____________________________________________________
What action will they perform? __________________________________________
What is the standard? _________________________________________________
Write your final objective here:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Training
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This material is for
training use only
What works for adult learners?
Adult learners
focus on one thing at a time. They should not have to take a lot
of notes while you want them to listen.
Adult learners must
be given time to reflect or think about each point of learning.
Adults do not effectively
learn by simply being told. They must have a chance to digest and, whenever
possible, apply the learning to something they can relate to.
Information more
easily enters the long-term memory when it is linked to old memories
or can be related to something the learner has experienced.
The short-term memory
is linear, works best through lists, and is the only conscious
part of the brain.
Giving adult learners
an advance organizer, like workshop goals or objectives, helps
them to retain information.
Let them know
what's important: what to focus on every time there’s a change
in points or a new topic to discuss.
The mind pays more
attention to what’s novel than what’s ordinary.
Provide active
involvement in the learning process whenever possible.
Ask open-end
questions and be flexible in the responses you receive.
What do you consider important.
What works for you?
______________________________________________________________________
______________________________________________________________________
Step 3:
DESIGN THE CURRICULUM
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Training
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training use only
Important course design questions
When you design a course, here
are some questions that must be answered. As a list, they will
help you determine whether you are ready or still have some work to
do.
Content: What subjects the training will cover?
______________________________________________________________________
______________________________________________________________________
Connecting: How will each topic be related to
the workplace? Why is it important?
______________________________________________________________________
______________________________________________________________________
Loading: To what depth will each subject be
covered?
______________________________________________________________________
______________________________________________________________________
Sequencing: In what order will the topics be covered?
Known to Unknown
- Common chemicals at home
Simple to Complex
- Simple lockout/tagout procedure
General to Specific
- Fall protection systems
Theory to Practice
- Accident investigation
Step by Step –
Any procedure
______________________________________________________________________
______________________________________________________________________
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Training
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This material is for
training use only
It is said that there are over
100 different training methodologies available to trainers. Some
of these, based on what’s already been said, are more appropriate
to one group of trainees than to another.
All training materials are
written, adapted, or produced during this step of the training design.
This includes workbooks, handouts, trainer guides, audio and videotapes,
etc.
Methods: Helps
create interest and increase learning by doing
Case studyLectureRole play
Modeling
DemonstrationOJT Games
Stories
Discussion Brainstorm
Surveys
QuestionSmall group
What is the most common method
in safety training where you work?
________________________________________________________________________
Media: Helps
create interest and increase learning visually
35mm Slides
Handouts
Workbooks
Overheads
Instruments
Flip Charts
VideosTours
Others?
Which of these do you use most
often?
________________________________________________________________________
Step 4:
SELECT METHODS & MEDIA
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Training
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This material is for
training use only
Exercise: Training Methods
There are more than a hundred
different methods of helping others learn. Here are but a few, but probably
the most common, popular, and easiest to use.
1. Use a plus (+) and a minus
(-) to indicate the most effective and least effective training method
that works for you as a learner.
2. Use an asterisk (*) to
indicate which training method you like to use as a
trainer.
_____
1. CASE STUDY: Actual or hypothetical situation.
_____
2. LECTURE: Oral presentation of material, usually from prepared
notes and visual aids.
_____
3. ROLE PLAY: Participants improvise behavior of assigned fictitious
roles.
_____
4. MODELLING: Live illustration of desired performance.
_____
5. SMALL GROUP: Participants divide into sub-groups for discussion
or exercise.
_____
6. GAMES: Simulations of real-life situations.
_____
7. STORIES: Actual or mythical examples of course content in action.
_____
8. EXERCISES: Various tasks related to specific course content.
_____
9. DISCUSSION: Facilitated opportunity for participants to comment.
_____ 10. QUESTIONS:
Participants question the facilitator and receive answers to questions.
_____ 11. BRAINSTORM:
Participants generate ideas on a problem situation.
_____ 12. INSTRUMENTS/JOB
AIDS: Tools, equipment and materials used back on the job.
_____ 13. READING:
Participants read material prior to, during, and/or after the session.
_____ 14. MANUALS:
Handbooks or workbooks distributed to participants.
_____ 15. HANDOUTS:
Diverse paper materials, usually not part of a manual.
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
Step 5:
WRITE THE LESSON PLAN
Your lesson plan serves different
purposes at different points in time, as shown below.
1. During lesson development
it's a planning tool for helping you plan the details of the lesson.
2. Before conducting
the lesson it is serves as a preparation guide for rehearsing the lesson.
3. While presenting the
lesson it's a roadmap for you to follow.
4. After the lesson it's
a document that you (or others) can improve or use as is to present
the lesson again.
Sample Lesson Plan
General Industry Outreach
Training Program (10-hour)
Topic: Safety and Health
Programs
Overview
Introduce trainer and students
as appropriate. Describe topics to be discussed, ground rules,
facilities, scheduled breaks, emergency procedures.
Step 1: Planning the Lesson
Instructional Materials.
1. PowerPoint presentation
2. Instructor notes.
3. Other materials.
Instructional Objectives.
1. Complete the required
topics for the OSHA 10- hour course.
2. Present Safety and
Health Programs to participants.
3. Incorporate active participation
in each lesson.
4. Provide a quiz or short
evaluation at the end of the course.
5. Ensure feedback from
participants at various points in the training.
Guest Speakers/Presenters
and Topics/Responsibilities.
OR-OSHA 105 Introduction to Safety
Training
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Step 2: Presenting the Lesson
Lesson Introduction.
Introductory remarks or transition
from previous lesson.
Learning Objectives/Outcomes.
Upon completion of the lesson,
participants will be able to:
1. Discuss the benefits of
an effective safety and health program.
Possible responses.
Reduces work-related
injuries and illness.
Improves morale
and productivity.
Reduces workers’
compensation costs.
2. Name the four elements of
an effective safety and health program.
Possible responses.
Management commitment
and employee involvement
Worksite analysis
Hazard prevention
and control
Safety and health
training
3. Name three methods to prevent
and control workplace hazards.
Possible responses.
Engineering controls.
Administrative controls
Personal protective
equipment
Safe work practices
Step 3: Evaluating of Student Learning
and Instruction
Written test and/or skills
demonstration
Lesson Evaluation and Comments
Sample Lesson Plan adapted
from Brookhaven National Laboratories, U.S. Dept. of Energy
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
Step 1. Introduction
State and discuss the learning
objectives and answer any questions the employee may have. Discuss the
acceptable standards of knowledge and performance. Tell the trainee
what you’re going to train. Emphasize the importance of the
procedure to the success of the production/service goals. Invite
questions. Emphasize accountability.
Step 2. Trainer shows and tells
In this step the trainee becomes
familiar with each work practice and why it is important. Review the
initial conditions for the procedure. Demonstrate the process,
carefully explaining each step as you go. Answer questions and continue
to demonstrate and explain until the employee understands what to do,
when and why to do it, and how to do it.
Trainer:
EXPLAINS and
PERFORMS each step.
Learner:
OBSERVES each step
and QUESTIONS the trainer.
Step 3. Leaner tells - Trainer
shows
This step is necessary when
exposure to hazards inherent in the procedure could cause serious harm.
It protects the trainee because the trainer performs the procedure.
The trainee explains the procedure to the trainer, while the trainer
does it. This gives the trainer an opportunity to discover whether there
were any misunderstandings in the previous step. The trainee also
responds to trainer questions.
Learner:
EXPLAINS each step
and RESPONDS to questions.
Trainer:
PERFORMS each step and
QUESTIONS the trainee.
_________________________________________________________________________
_________________________________________________________________________
The basic steps in On-the-Job (OJT)
Safety Training
OR-OSHA 105 Introduction to Safety
Training
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training use only
Step 4. Leaner shows and tells. The trainer has the trainee perform
the procedure. The trainee carries out the procedure but remains
protected because the trainee explains the process before proceeding
to do it
Learner:
EXPLAINS, GETS PERMISSION
and then PERFORMS each step.
Trainer:
GIVES PERMISSION, OBSERVES
each step and QUESTIONS
the trainee.
Step 5. Conclusion
Recognize the trainee’s accomplishment
- “Good job!” Reemphasize the importance of the procedure
and how it fits into the overall process. Link the training again to
accountability by discussing the natural and system consequences of
performance.
_________________________________________________________________________
_________________________________________________________________________
Step 6. Document
Training documentation should
be more than an attendance sheet. See the sample training certification
document on the next page. It represents one possible way to document
training.
_________________________________________________________________________
_________________________________________________________________________
Step 7. Validate
At some point in time after
the conclusion of the OJT session, observe and question the employee
to validate that the training has been successful and that the employee
has developed a proper attitude related to the work.
_________________________________________________________________________
_________________________________________________________________________
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Training
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Determine where and when the
training will occur. What will the classroom set-up look like?
Who must be contacted to coordinate training? These and other
questions are important logistical considerations when planning the
training.
When is generally the best time
of day to train? Best day(s) of the week?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What are some tips to remember
about coordinating the training with others?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What should you consider when setting
up a room for training?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Step 6:
COORDINATE LOGISTICS
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Training
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training use only
There are as many presentation
styles as there are presenters. The key to an effective presentation
is in being able to adapt your natural presentation style, so that it
best fits the needs/wants of the audience. Since you will be training
adults, let’s take a look at some tips on effective presentation skills.
What presentation methods/tactics
used by trainers have been effective/ineffective?
Voice
________________________________________________________
_____________________________________________________________
_____________________________________________________________
Pace
________________________________________________________
_____________________________________________________________
_____________________________________________________________
Position
______________________________________________________
_____________________________________________________________
_____________________________________________________________
Control
_______________________________________________________
_____________________________________________________________
_____________________________________________________________
Dress
_______________________________________________________
_____________________________________________________________
_____________________________________________________________
Attitude
______________________________________________________
_____________________________________________________________
_____________________________________________________________
Expertise _____________________________________________________
_____________________________________________________________
_____________________________________________________________
Step 7:
PRESENT THE TRAINING
OR-OSHA 105 Introduction to Safety
Training
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training use only
Step 8:
DOCUMENT THE TRAINING
We can't emphasize too much
how important it is to adequately document safety training. Whenever
you train hazardous procedures and safety practices that could prevent
injury, be sure to "certify" adequate knowledge and skills.
An attendance sheet will not usually serve as adequate documentation.
Be sure to include the following
information when certifying employees as qualified to perform hazardous
procedures and safe work practices. Minimum documentation includes:
Trainee’s and
trainer’s name
Date of training
Subject(s)
being trained - procedures, practices, related policies, rules, etc.
Certification
- trainee and trainer signatures
Trainee statement
of understanding and intent to comply
Trainee statement
that he/she was provided opportunity to perform
Trainer statement
that evaluation of performance was conducted.
Why is it so important to thoroughly
document safety training?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
See the sample training certification
document on the next page. It represents one possible way to document
training.
OR-OSHA 105 Introduction to Safety
Training
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This material is for
training use only
If it isn't in writing…it
didn't get done!
Make sure documentation is sufficient. Most
safety training teaches employees how to perform a procedure or practice.
As a result, employees must demonstrate adequate knowledge and skills
in the learning environment before exposure to hazards. The “test”
should be a written exam and skills demonstration. It’s also
a good idea to evaluate performance in the actual work environment some
time after training has been completed.
Training Subject ______________________
Date _________ Location _______________
Trainee certification. I
have received on-the-job training on those subjects listed (see other
side of this sheet):
This training has provided
me adequate opportunity to ask questions and practice procedures to
determine and correct skill deficiencies. I understand that performing
these procedures/practices safely is a condition of employment.
I fully intend to comply with all safety and operational requirements
discussed. I understand that failure to comply with these requirements
may result in progressive discipline (or corrective actions) up to and
including termination.
Employee Name
SignatureDate
________________________
____________________________ _________
________________________
____________________________ _________
________________________
____________________________ _________
Trainer certification. I
have conducted orientation/on-the-job training to the employees(s) listed
above. I have explained related procedures, practices and policies.
Employees were each given opportunity to ask questions and practice
procedures taught under my supervision. Based on each student's
performance, I have determined that each employee trained has adequate
knowledge and skills to safely perform these procedures/practices.
________________________
____________________________ _________
Trainer NameSignatureDate
Training Validation. On
___________________ (date) I have observed the above employee(s) successfully
applying the knowledge and skills learned during the training.
________________________
____________________________ _________
Supervisor Name
SignatureDate
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Training
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This material is for
training use only
The following information was discussed
with students:
Overview of the hazard communication
program - purpose of the program
¾Primary,
secondary, portable, and stationary process container labeling requirements
¾Discussion
of the various sections of the MSDS and their location
¾Emergency
and Spill procedures
¾Discussion
of the hazards of the following chemicals to which students will be
exposed
¾Symptoms
of overexposure
¾Use/care
of required personal protective equipment used with the above chemicals
¾Employee
accountability
__ ____________________________________________
The following procedures were practiced:
¾Chemical
application procedure
¾Chemical
spill procedures
¾Personal
protective equipment use
¾Emergency
first aid procedure
The following (oral/written) test
was administered.
(You may want to keep these
tests as attachments to the safety training plan and merely reference
it here to keep this document on one sheet of paper. OSHA recommends
at least 25 questions for technically complex training.)
1. What are the labeling
requirements of a secondary container? (name of chem. and hazard warning)
2. When does a container
change from a portable to secondary container? (when employee loses
control)
3. What are the symptoms
of over-exposure to ___________________? (stinging eyes)
4. Where is the "Right
to Know" station (or MSDS station) located? (in the production
plant)
5. What PPE is required
when exposed to________________? (short answer)
(Page 2 of certification) Sample Hazard
Communication Training Outline
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Training
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Evaluation measures how the
training has improved work. It analyzes the reaction, degree of learning,
changes in behaviors, and improvement in the bottom line. Evaluation
also analyzes the quality of the training program design, trainer, and
training materials. The evaluation should offer an opportunity for the
trainees to tell the trainer how to revise and improve the program.
The Four Levels of Evaluation
Level 1 - Evaluates Learner Reaction. This type of evaluation gets feedback
from participants about what they thought and felt about the content
and presentation of training. You want to know if the participants pleased
and satisfied. Level 1 evaluation is the only level that addresses learner
motivation and attitude. Level 1 evaluation should be conducted to measure
any training given. The "smile sheet" is the primary student
evaluation method. All types of safety training should include
Level 1 evaluation.
Level 2 - Evaluates Initial Knowledge
and Skills. This
level evaluates the learning that took place by measuring increased
knowledge, improved skills, and/or changes in attitude. You want
to know if the participants learned something as a result of the training.
This level of evaluation is necessary for most safety training that
requires the ability to correctly perform a procedure or practice. Methods
will include written exams and skill demonstration.
Level 3 - Evaluates Actual Performance. This level evaluates the changes in
behavior in the workplace that result from the training program.
You want to know if the training lead to improved on-the-job performance
by the participants. This level of evaluation may not be required by
OR-OSHA standards, but it's good business policy to help make sure training
is effective and to protect the employer.
Level 4 - Evaluates the impact of
training on the organization’s production and profitability. This level evaluates how training impacts
the quality (efficiency and effectiveness) of a process. We want to
know how training improved productivity and profitability. The employer
may ask for data on the return on the training investment. You don't
have to conduct Level 4 evaluation to comply with OR-OSHA rules, however,
it is required to meet ANSI Z490.1-2001, guidelines.
Step 9:
EVALUATE THE RESULTS
OR-OSHA 105 Introduction to Safety
Training
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Eight Ways to Evaluate Learning
The following eight methods
should include tests for understanding and acceptance.
Trainees report their own results.
Give the trainees a report form at the workshop to fill out and return
thirty days after they have completed the program. The trainees report
the results and/or problems they en­countered using the techniques
learned at the workshop.
Prepare pre-training and post-training
productivity reports.
Compare productivity for the month before and the month after the
completion of training or for some other equal periods. Use regular
production reports or arrange for special records to be kept for
the comparative periods.
Supervisory observation.
After sixty days (or other period) back on the job, ask the supervisor
to conduct an observation period with the person to evaluate progress.
The supervisor should keep records and reports on the trainee’s performance
well as the understanding of concepts, attitudes, and skills. The supervisor
should also recommend areas requiring further training.
Usefulness and self-evaluation questionnaire.
After ninety days back on the job, ask the trainee to evaluate the usefulness
of the training. Design questions to elicit the trainee’s attitudes
as well as the understanding and use of the skills.
Manager productivity report.
At the end of six months, ask the trainee’s manager for a productivity
report. This report will help evaluate the results of training so that
training can be "sold" to management.
File unsolicited reports. File
unsolicited reports and verbal comments and refer to them when making
a written evaluation of the program. Make sure to note the names
and dates of these reports.
Using a new session to evaluate the
previous one. Write
questions into a pretest for a current training session that cover the
attitudes, skills, and understanding of concepts covered in the previous
session. Compare the answers to this pretest with those given in the
post-test at the end of the previous session.
Conduct role plays that require the
use of skills learned in a previous session.
Have students participate in a role play to test the attitudes, understanding,
and skills covered in a previous session. Participants will act
out the role, revealing their attitudes. Observe their skills
to determine the degree of understanding.
OR-OSHA 105 Introduction to Safety
Training
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training use only
Let's review!
1. Education may be thought
of as anything that affects our ________, ___________ and _________
(SKA's)
a. skills, karma, associations
b. semantics, knowledge,
abilities
c. skills, knowledge,
altitude
d. skills, knowledge,
attitudes
2. According to the text,
the “why” of safety educates about the ________ and _______ consequences
of behavior .
a. positive, negative
b. employee and employer
c. natural, system
d. desired, unwanted
3. True False (circle
one) The first step in the training process is a basic one:
to determine if a problem can be solved by training.
4. According to the text, an
effective learning objective contains all of the following, except?
a.
It states the target learner attitude toward the subject
b. It states an observable
behavior/action
c. It states a time limit
within which the performance will occur.
d. It states a quantifiable
level of acceptable performance.
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Training
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5. According to the text, to
most effectively relate/connect with the audience, the instructor should
be similar to the audience in every respect, except?
a. language
b. attire
c. expertise
d. age
6. Which of the two basic questioning
strategies will usually result in the transfer of more information?
a. closed
b. open
c. flexible
d. fixed
7. True False
Technical "how-to" training is documented using an attendance
roster.
8. True False
In technical training, knowledge and skills are first measured at the
workstation sometime after training has been completed.
9. Each of the following are
basic “strategies” to consider in sequencing the course content
in safety training, except?
a. general to the specific
b. simple to complex
c. practical to theoretical
d. step by step
10. Smile sheets, written/verbal
quizzes and skill demonstrations are all ways to evaluate Level ______
training.
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Training
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REFERENCE MATERIALS
OR-OSHA 105 Introduction to Safety
Training
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OR-OSHA 105 Introduction to Safety
Training
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training use only
(Sample)
____________________Safety and Health
Training Plan
(Company Name)
1.0Purpose
Training is one of the most
important elements in our company’s Safety and Health Program.
It gives employees an opportunity to learn their jobs properly, bring
new ideas into the workplace, reinforce existing ideas and practices,
and put our Safety and Health Program into action.
Everyone in our company will
benefit from safety and health training through fewer workplace injuries
and illnesses, reduced stress, and higher morale. Productivity,
profits, and competitiveness will increase as production costs per unit,
turnover, and workers compensation rates lower.
2.0 Management commitment.
_________________ will provide
the necessary funds and scheduling time to ensure effective safety and
health training is provided. This commitment will include paid
work time for training and training in the language that the worker
understands. Both management and employees will be involved in
developing the program.
To most effectively carry out
their safety responsibilities, all employees must understand (1) their
role in that program, (2) the hazards and potential hazards that need
to be prevented or controlled, and (3) the ways to protect themselves
and others. We will achieve these goals by:
Educate all managers,
supervisors and employees on their safety management system responsibilities;
Educate all employees
about the specific hazards and control measures in their workplace;
Train all employees
on hazard identification, analysis, reporting and control procedures;
Train all employees
on safe work procedures.
Our training program will focus
on health and safety concerns that determine the best way to deal with
a particular hazard. When a hazard is identified, we will first
try to remove it entirely. If that is not feasible, we will then
train workers to protect themselves, if necessary, against the remaining
hazard. Once we have decided that a safety or health problem can
best be addressed by training (or by another method combined with training),
we will follow up by developing specific training goals based on those
particular needs.
Employees.
At a minimum, employees must know the general safety and health rules
of the worksite, specific site hazards and the safe work practices needed
to help control exposure, and the individual's role in all types of
emergency situations. We will ensure all employees understand
the hazards to which they may be exposed and how to prevent harm to
themselves and others from exposure to these hazards.
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Training
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We
will commit available resources to to ensure employees receive safety
and health training during the following:
Whenever a person
is hired -- general safety orientation including an overview of company
safety rules, and why those rules must be followed.
Whenever an employee
is given a new job assignment -- during formal classroom training, and
again, when the supervisor provides specific task training. It’s
extremely important that supervisors emphasize safety during initial
task assignment.
Whenever new work
procedures are begun -- during formal classroom training and supervisor
on-the-job training.
Whenever new equipment
is installed -- if new hazards are introduced.
Whenever new substances
are used -- hazard communication program may apply.
The bottom line
-- train safety whenever a new hazard is introduced to the employee.
Employees must know they are
responsible for complying with all company safety rules, and that most
accidents will be prevented by their safe work practices. They
must be very familiar with any personal protective equipment required
for their jobs. They must know what to do in case of emergencies.
Each employee needs to understand
that they are not expected to start working a new assignment until they
have been properly trained. If a job appears to be unsafe, they
will report the situation to their supervisor.
Supervisors.
Supervisors will be given special training to help them in their leadership
role. They need to be taught to look for hidden hazards in the
work under their supervision, to insist upon the maintenance of the
physical protection in their areas, and to reinforce employee hazard
training through performance feedback and, when necessary, fair and
consistent enforcement.
We will commit necessary resources
to ensure supervisors understand the following responsibilities and
the reasons for them:
Detecting and correcting
hazards in their work areas before they result in injuries or illnesses;
Providing physical
resources and psychosocial support that promote safe work.
Providing performance
feedback and effective recognition and discipline techniques.
Conducting on-the-job
training.
Supervisors are considered
the primary safety trainers. All supervisors will complete train-the-trainer
classes to learn training techniques and how to test employee knowledge
and skills. They will also receive training on how to apply fair
and consistent recognition and discipline. Supervisor training
may be provided by the supervisor's immediate manager, by the Safety
Department, or by outside resources.
Managers.
All line managers must understand their responsibilities within our
Safety and Health Program. This may require classroom training
and other forms of communication that ensure that managers understand
their safety and health responsibilities. Formal classroom training
may not be necessary. The subject can be covered periodically
as a part of regular management meetings.
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Training
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Managers will trained in the
following subject areas:
The elements of
the safety management system, and the positive impact of the various
processes within the system can have on corporate objectives,
Their responsibility
to communicate the Safety and Health Program goals and objectives to
their employees, and
Their role also
includes making clear assignments of Safety and Health Program responsibilities,
providing authority and resources to carry out assigned tasks, and holding
subordinate managers and supervisors accountable.
Actively requiring
compliance with mandatory Safety and Health Program policies and rules
and encouraging employee involvement in discretionary safety activities
such as making suggestions and participation in the safety committee.
Training will emphasize the
importance of managers' visibly showing their commitment to the safety
and health program. They will be expected to set a good example
by scrupulously following all the safety and health rules themselves.
Recognition and Reward
The purpose of an effective
system of recognition is to motivate employee involvement and build
ownership in our safety system. When employees make suggestions
that will improve our safety training, we will recognize them.
When employees make a significant contribution to the success of the
company we will recognize and reward their performance. Employees
will submit all suggestions directly to immediate supervisors.
Supervisors are authorized to reward employees on-the-spot when the
suggestion substantially improves the training process or content.
3.0 Training and Accountability
To help make sure our efforts
in safety and health are effective we have developed methods to measure
performance and administer consequences. Managers must understand
that they have a responsibility to first meet their obligations
to our employees prior to administering any discipline for violating
safety policies and rules.
Managers and safety staff will
be educated on the following elements (processes) of the safety accountability
system. They will be trained on the procedures to evaluate and improve
these elements. Training will focus on improving the Safety and Health
Program whenever hazardous conditions and unsafe or inappropriate behaviors
are detected. At the same time, we will use effective education
and training to establish a strong "culture of accountability."
Safety orientation will emphasize
that compliance with safety policies, procedures, and rules as outlined
in the safety plan is a condition of employment. Discipline will be
administered to help the employee increase desired behaviors, not to
in any way punish. Safety accountability will be addressed
at every training session.
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Training
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4.0Types of Training
Required rules-related training
will be conducted according to guidelines detailed in Oregon OSHA Publication,
Be Trained. We will also make sure additional training
is conducted as deemed appropriate.
__________________ (Responsible
individual) will ensure Safety and Health Program training is in full
compliance with OR-OSHA standards.
New Employee Orientation. The
format and extent of orientation training will depend on the complexity
of hazards and the work practices needed to control them. Orientation
will include a combination of initial classroom and follow-up on-the-job
training.
For some jobs, orientation
may consist of a quick review of site safety and health rules; hazard
communication training for the toxic substances present at the site;
training required by relevant OSHA standards, e.g., fire protection,
lockout/tagout, etc; and a run-through of the job tasks. This
training be presented by the new employee's supervisor or delegated
employee.
For larger tasks
with more complex hazards and work practices to control them, orientation
will be structured carefully. We will make sure that our new employees
start the job with a clear understanding of the hazards and how to protect
themselves and others.
We will follow up supervisory
training with a buddy system, where a worker with lengthy experience
is assigned to watch over and coach a new worker, either for a set period
of time or until it is determined that training is complete.
Whether the orientation is
brief or lengthy, the supervisor will make sure that before new employees
begin the job, they receive instruction in responding to emergencies.
All orientation training received will be properly documented.
Contract workers
will receive training to recognize our specific workplace's hazards
or potential hazards.
Experienced workers
will be trained if the installation of new equipment changes their job
in any way, or if process changes create new hazards or increase previously
existing hazards.
All workers will
receive refresher training as necessary to keep them prepared for emergencies
and alert to ongoing housekeeping problems.
Personal Protective Equipment
(PPE). Workers needing to wear personal protective equipment
(PPE) and persons working in high risk situations will need special
training. Supervisors and workers alike must be taught the proper
selection, use, and maintenance of PPE. Since PPE sometimes can
be cumbersome, employees may need to be motivated to wear it in every
situation where protection is necessary. Therefore, training will
begin with a clear explanation of why the equipment is necessary, how
its use will be