Slide 1:Welcome! Managing the Safety Training Program OR-OSHA 109 0606


Slide 2:Administrivia Getting around Emergencies Ground rules


Slide 3:This workshop will help you understand… The basic concepts of education and training The two types of safety education How to document safety training How to evaluate training effectiveness Goals


Slide 4:What's Inside? What’s most important?


Slide 5:Introduce yourselves Select a team leader Appoint spokesperson Form Teams


Slide 6:Name your team! Quickly brainstorm a creative name for your team for the day. Hey, if it's hard to come up with a name…be afraid…be very afraid ;-) WeRUs


Slide 7:Great Expectations! Discuss what you want to learn in this course. Write your expectations on flipchart paper. Team spokesperson briefly present the team's list. Our great expectations! Other great expectations!


Slide 8:What is “Education”?


Slide 10:Anything that affects our knowledge, skills, and attitudes (SKA's) “Ed-u-cer-e” (ey-doo-ker-ey) Latin…that which leads out of ignorance Two basic approaches: instruction and training. Education … the presentation of general information that may or may not be used by the learner.


Slide 11:List different ways you receive formal and informal education. Conclusion: You are being “educated” all the time. You can not NOT be educated.


Slide 12:Training… the development and delivery of information that people will actually use. One method of education The “how” Primarily increases specific knowledge and skills Specialized form of education


Slide 13:List examples of previous training you have received. Conclusion: Training is structured. Training starts and stops.


Slide 14:Type 1: Safety Instruction General/Specific information and instruction Knowledge and skills are not measured at the end of training Write goals for students. Instructional objectives are not required All you have to do is attend to get a certificate Measurement focuses on student's reaction to the training session rather than learning Measurement tools include - "smile sheet" evaluation forms


Slide 15:Brainstorm this: List as many general safety topics as you can!


Slide 16:Type 2: Technical Safety Training Describes general/specific policies, procedures, practices Write training and learning goals Write operational learning objectives for students Knowledge, skills, and abilities (KSA’s) are measured immediately after training KSA’s are measured in the learning environment You must "pass a test" in class to get a certificate Measurement tools - oral/written exam, skill demonstration Technical safety training is far more common! It’s a “hands-on-how-to” presentation


Slide 17:What does “efficient” and “effective” mean? What are the benefits of effective safety training?


Slide 18:Analyze this! What may be possible root causes for an ineffective safety training program?


Slide 19:Be sure the training plan effectively links training to consequences. Training without _________ ______________ is a waste of time and money! effective Consequences


Slide 20:Occur automatically in response to our behaviors/actions. We are punished or rewarded by something for what we do. If we fall down, two consequences naturally occur; we either get hurt or we don't. In safety natural consequences refer to hurt or health as outcomes. Natural consequences


Slide 21:System consequences Are possible organizational responses to our behavior/actions. We are punished or rewarded by someone for what we do. Various consequences may occur; someone may administer discipline, apologizes, etc.


Slide 22:What are the natural and system consequences when an employee is seriously injured on the job? To the employee To the employer


Slide 23:OVERVIEW OF OR-OSHA STANDARDS


Slide 24:The Oregon Safe Employee Act of 1973 does not address specifically the responsibility of employers to provide health and safety information and instruction to employees, although Section 5(a)(2) does require that each employer: ". . . shall comply with occupational safety and health standards promulgated under this Act." More than 100 of the Act's current standards do contain training requirements. See the “Be Trained” booklet


Slide 25:"Example is the school of mankind, and they will learn no at no other." Edmund Burke 1729-1797 Oregon Administrative Rules 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. What do Oregon OSHA rules say about employer training responsibilities?


Slide 26:What do Oregon OSHA rules say about safety committee training? 437-001-0765 Rules for Workplace Safety Committees. (7) Safety and Health Training and Instruction. The following items shall be discussed with all safety committee members:


Slide 27:Safety committee purpose and operation; OAR 437-001-0760 through 437-001-0765 and their application; and Methods of conducting safety committee meetings. Hazard identification in the workplace; and Principles regarding effective accident and incident investigations.


Slide 28:What do Oregon OSHA rules say about safety training in construction?


Slide 29:The Training Program: A System’s Approach Effective training outcomes require quality program design, inputs and processes What’s a training program? The training program is part of a larger safety management system.


Slide 30:Inputs Tools Equipment Machinery Materials Facilities People Time Money The goal is to have the highest quality inputs as possible. Management commitment is measured, in part, by the quality of inputs to the system.


Slide 31:Processes 1. Commitment - leading, managing, planning, funding 2. Accountability - responsibility, discipline 3. Involvement - safety committees, suggestions 4. Hazard Identification & Control - inspection, observation 5. Education and Training – instruction and technical 6. Incident/Accident Analysis - determine root causes 7. Plan Evaluation - system design and performance


Slide 32:Outputs - Conditions, Behaviors, Results Thoughts, beliefs, feelings Safe/Unsafe behaviors Hazardous conditions Incident/accident Rates Accident costs Productivity, quality Leading Indicators Trailing Indicators


Slide 33:Analyzing behaviors is the key to understanding the quality of education and training.


Slide 34:OAR 437 Division 7 Forest Activities What are the minimum expectations for an effective training program? How do you know previous training has been adequate?


Slide 35:ELEMENTS OF A TRAINING PROGRAM


Slide 36:The plan should contain elements that are informative and directive. It should inform everyone about the safety training mission, policies, procedures. "Each mind has its own method." Ralph Waldo Emerson, 1803-1882


Slide 37:What’s in a plan? Components of a written plan include: "Each mind has its own method." Ralph Waldo Emerson, 1803-1882 Role and purpose Goals and objectives Strategies Policies Guidelines Processes Procedures Rules Forms and reports Inspections Observation Surveys Interviews Audits


Slide 38:What does the standard say about training program elements? ANSI 490.1-2001, Criteria for Accepted Practices in Safety, Health, and Environmental Training Training Development Training Delivery Training Documentation Training Evaluation Plan


Slide 39:Exercise: Sample training plan Instructions. Read each section the plan and circle key words and ideas you would like to discuss further. Think about the ideas and actions that work vs. what may not work for you. Is a key idea or action missing?


Slide 40:TRAINER QUALIFICATIONS be able to demonstrate SKA's demonstrate competent delivery techniques and methods appropriate to adult learning. participate in continuing education, development programs, be able to apply adult learning principles Trainer criteria shall include subject matter expertise and training delivery skills: Trainers should…


Slide 41:What are some strategies to maintain trainer competency?


Slide 42:Trainers should have experience Trainers should maintain competency Trainers should be evaluated OSHA Guidelines for Instructor Competency What can we do to make sure all of the above is adequately documented?


Slide 43:Competency and qualifications OR-OSHA’s safety and health requirements frequently use specific terms to identify the different categories of workers who must meet specific training requirements.


Slide 44:A Certified person has successfully completed specialized training and the training has been certified in writing by a professional organization.


Slide 45:A Certified person has successfully completed specialized training… A Designated person has received extensive training in a particular task in a particular task and is assigned by the employer to perform that task in specific operations.


Slide 46:A Certified person has successfully completed specialized training… A Designated person has received extensive training in a particular task… An Authorized person is permitted by an employer to be in a regulated area; the term also refers to a person assigned by the employer to perform a specific task or to be in a specific location at a jobsite.


Slide 47:A Certified person has successfully completed specialized training… A Designated person has received extensive training in a particular task… An Authorized person is permitted by an employer to be in a regulated area… A Competent person is someone who has broad knowledge of worksite safety and health issues, who is capable of identifying existing and predictable worksite hazards, and who has management approval to control the hazards.


Slide 48:A Certified person has successfully completed specialized training… A Designated person has received extensive training in a particular task… An Authorized person is permitted by an employer to be in a regulated area… A Competent person is someone who has broad knowledge… A Qualified person is someone who, through training and professional experience, has demonstrated the ability to resolve problems relating to a specific task or process.


Slide 49:TRAINING PROGRAM DOCUMENTATION Why is it so important to thoroughly document safety training? Let’s look at a sample certification form.


Slide 50:SAFETY TRAINING PROGRAM EVAUATION


Slide 51:This first level of evaluation gets feedback from participants. Level 1 Evaluation: Measures learner reaction Process Evaluation Content Evaluation Methods: Reaction sheets Guidelines for evaluating reaction


Slide 52:Quantifying the learning that took place by measuring increased knowledge, improved skills, changes in attitude. Did the participants learn anything 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. Level 2 Evaluation - Measures SKA’s in the Learning Environment


Slide 53:OSHA believes proficiency should be evaluated and documented by the use of: a written assessment, and a skill demonstration.


Slide 54:Use these guidelines when developing testing methods for your safety training: The evaluation should evaluate individual knowledge and skills The level of minimum achievement should be specified in writing. If a written test is used, it should be sufficient and relevant. If a skills demonstration is used, the tasks chosen and the means to rate successful completion should be fully documented. The written test and skill demonstration should be updated to reflect changes in the curriculum.


Slide 55:Level 3 - Evaluates the application This level of evaluation measures both the learner and the safety culture Gauges how well the learner applied the training


Slide 56:Culture. For effective Level 3 change to occur, the corporate culture must support the training. Culture at this level refers to the learner's immediate supervisor. According to Donald Kirkpatrick, there are five types of climate will affect attitude about training: Preventing Discouraging Neutral Encouraging Requiring Which response is most supportive?


Slide 57:Level 4 Evaluation - asks how training has impacted business results Evaluates how the training has impacted the quality (efficiency, effectiveness) of a job.


Slide 58:Level 5 Evaluation - Evaluate how training has impacted return on investment Determine how training has improved the bottom line profitability: the return on the investment (ROI) of the company.


Slide 59:ANSI guidelines for evaluating training programs ANSI Z490.1-2001, Accepted Practices in Safety Health and Environmental Training, recommends evaluating three important elements of a safety training program. Training program management Training process Training results Let’s look at a sample audit


Slide 60:Program management, Training director, staff Training facilities and resources Quality control and evaluation Students Summary of evaluation questions OSHA Guidelines for Training Program Evaluation What in-house problem-solving advisory team is well suited to conduct the safety training program evaluation?


Slide 61:Attributes of Excellence of a Safety Training Program Excerpt: Oregon OSHA Safety and Health Achievement Recognition Program (SHARP)


Slide 62:IMPROVING THE TRAINING PROGRAM


Slide 63:The Deming Cycle


Slide 64:Step 1: Plan – Design the change or test Purpose: Take time to thoroughly plan the proposed change in the training program before it’s implemented. Pinpoint specific conditions, behaviors, results you expect to see as a result of the change. Plan to ensure successful transition (instructors, supervisors) as well as change.


Slide 65:Purpose: Implement the change or test it on a small scale. Educate, train, communicate the change in program to instructors. Keep the change limited in scope to better measure variables. Step 2: Do - Carry out the change or test


Slide 66:Purpose: To determine what was learned: what went right or wrong. Statistical process analysis, surveys, questionnaires, interviews Step 3: Study – Examine the effects or results of the change or test


Slide 67:Purpose: Incorporate what works into the system. Ask not only if we’re doing the right things, but ask if we’re doing things right. If the result was not as intended, abandon the change or begin the cycle again with the new knowledge gained. Step 4: Act – Adopt, abandon, or repeat the cycle


Slide 68:Let's Review!


Slide 69:Whew!


Slide 70:That’s it... Didn’t we have fun!!!


Slide 71:How did we do?