Multi Media Lab Training

Ralph Stuart, CIH Aaron Batchelder

Dept. of Environmental Health and Safety [email protected]

March, 2012

Integrating a Variety of Learning Methods into Safety

Training

What is Environmental Health and Safety?

Environmental Health and

Safety

ComplianceSafety

Education Lab Productivity

Adult Learning Principles

Adults prefer learning situations which: 1. Are practical and problem-centered 2. Promote their positive self esteem 3. Integrate new ideas with existing knowledge 4. Show respect for the individual learner 5. Capitalize on their experience 6. Allow choice and self-direction The question is How do we organize safety training around these ideas when the regulations aren’t?

Taking a Systems View• This approach is inspired by my

experiences with the XL Project for hazardous waste and campus sustainability work.

• Systems are collections of co-dependent data streams that reflect competing goals.

• Systems are unpredictable, but past observations can build a paradigm that increases the probability of a desired outcome (a “correct” decision”).

• This perspective is useful because safety information is one of many “data streams” in the information system lab workers are managing.

“Gaia is not a good basis for decision-

making”

Key Characteristics of Systems

• Working within systems presents “wicked” problems.

• These characteristics connect to the continuous improvement approach of PDCA based management systems

• Enlightenment is an accident. Practice makes us accident prone. - Zen proverb

Ten Criteria for Wicked Problems Rittel and Webber characterize wicked problems by the following 10 criteria. 1. There is no definite formulation of a wicked problem. 2. Wicked problems have no stopping rules. 3. Solutions to wicked problems are not true or false, but better or worse. 4. There is no immediate and no ultimate test of a solution to a wicked problem. 5. Every solution to a wicked problem is a "one shot operation"; because there is no opportunity to learn by trial and error, every attempt counts significantly. 6. Wicked problems do not have an enumerable (or an exhaustively describable) set of potential solutions, nor is there a well described set of permissible operations that may be incorporated into the plan. 7. Every wicked problem is essentially unique. 8. Every wicked problem can be considered to be a symptom of another [wicked] problem. 9. The causes of a wicked problem can be explained in numerous ways. The choice of explanation determines the nature of the problem's resolution. 10. [With wicked problems,] the planner has no right to be wrong.

Leverage Points:system connections where approptiate interventions can be effective

Working within Systems

Simplified from Donella Meadows “Leverage Points:

Places to Intervene in a System”

Building a System Model

Projects One-time activities with

defined deadlines, stakeholders and

deliverables

Programs Cyclic activities that are open to

a variety of customers and

the goals change over

time

The Management Perspective:making decisions about where to

spend time and moneyParadigms

Information Flows

Data

Donella's System

Perspective

System Map of Lab Safety Information Sources

1. Prudent Practices 2. SACL, volume 1 3. SACL, volume 2 4. Lab specific

procedures 5. Lab safety training

(primarily ppt) 6. Lab inspections and

audits

Stakeholders in the System• Another important

characteristic of a system is that it appears to act differently depending on your position in the system.

• There are many different stakeholders in the lab safety system with various levels of investment and knowledge.

How can we use this approach to improve training?

1. Brainstorming new ideas and messages 2. Setting priorities for training program activities 3. Organizing web sites for various audiences 4. Explaining the distribution of responsibilities

for safety training 5. Developing effective social media messages

A Practical Application

To fill the gap in the current safety information system at Cornell, we’re developing a hands on training using the RAMP paradigm (after Hill and Finster): •Recognize chemical hazards •Assess the risks •Manage the hazards •Prepare for emergencies and Protect the environment

Format – Four groups of 2 or 3 people with 2 trainers – 4 stations following the RAMP structure

The overall goal is to generate awareness within the lab community of the importance of risk assessment.

21st Century Media:iEHS: Videos via QR code

Habit 2: Understand your PPE

Habit 1: Hoods and sash

height

The Recognize Module

• Activities • GHS classes: Starting with MSDS’s, LCSS’s and

chemical dictionaries, describe the hazards associated with 5 chemicals in GHS terms

• Labeling: identify GHS pictograms for the 5 chemicals

• Explain GHS hazards and precautions of the group in your own words to a hypothetical new lab member

• Scoring: 5 points based on correct answers and good questions from the student after the explanation

The Assess Module

• Activities • Spill response (acetic acid in a water bath); can

you safely remove a coin from the bottom of the bath? – Scoring: 3 points for successful clean up process

• Getting help as you work: explanation of iEHS lab labels and AskEHS – Scoring: 2 points for suggestions of laboratory

items should be tagged with QR codes links for more information

The Manage Module

• Activities • Housekeeping: identify 5 ugly and 5

good conditions in the lab and connect these to standard inspection form

• Chemical Compatibility storage exercise – Sort 10 chemical bottles into proper locations

• Scoring: 10 points for proper answers

The Prepare and Protect Module

• Activities • Shower and eyewash flushing • HASP signage • PPE: Shaving cream exercise to assess

contamination concerns • Waste labeling

• Scoring: 10 points for participation

References: Systems analysis

• Donella Meadows, Places to Intervene in a System http://www.sustainer.org/pubs/Leverage_Points.pdf

• Wikipedia on Wicked Problems: http://en.wikipedia.org/wiki/Wicked_problem

• The Ecosystem Approach: Complexity, Uncertainty, and Managing for Sustainability; David Waltner-Toews

• Posner and Stuart article in press

References: Training resources

• Hill and Finster, 2010: Laboratory Safety for Chemistry Students

• QR Codes article in wikipedia • GHS info from Sigma Aldrich: google “ghs

sigma aldrich” • Tom Ouimet Vimeo account • http://vimeo.com/ouimet

• Search specific lab safety on YouTube, e.g. "exploding chemical glove"

Questions?