Safety Training Beyond the Basics Gary Williams Vice President – Training and Education G&G Risk Management Consultants, Inc.

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

Characteristics of a Sound Training Program

• Accurate

• Credible

• Clear

• Practical

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

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

DEVELOPING THE PROGRAM

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

MOVING BEYOND POWER POINT

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

OSHA TRAINING REQUIREMENTS

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.

[email protected]

925-584-5774