Accepted Practices in Safety, Health, and Environmental Training

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Accepted Practices inSafety, Health, and
Environmental Training

• Section 4.0 Training Development
• Michael Gautreaux, CSP

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4.1 Training Development a Systematic Process .
4.2 Needs Assessment
4.4.1 Delivery
4.4.2 Content
4.3 Learning Objectives
4.4.3 Materials
4.4 Course Design
4.4.4 Trainers Guide
4.5 Evaluation Strategy
4.4.5 Environment
4.4.6 Time Allocation
4.6 Completion Criteria
4.4.7 Trainer Criteria
4.7 Cont. Improvement
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4.2 Needs Assessment

• Determination as to whether training is the
  correct response to a given organizational need.

Cant do vrs. Wont do
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4.2 Needs Assessment

• If training is appropriate response needs
  assessment shall include

Characterization of the training audience
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4.2 Needs Assessment

• If training is appropriate response needs
  assessment shall include

What trainees are required to do or know
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4.2 Needs Assessment

• If training is appropriate response needs
  assessment shall include

Review of any job analysis
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4.2 Needs Assessment

• If training is appropriate response needs
  assessment shall include

Site specific information
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4.2 Needs Assessment

• If training is appropriate response needs
  assessment shall include

Special trainee abilities or Languages
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4.2 Needs Assessment

• If training is appropriate response needs
  assessment shall include

Previous trainee training
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4.2 Needs Assessment

• If training is appropriate response needs
  assessment shall include

Regulatory requirements
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4.3 Learning Objectives

• Written statements of the desired knowledge,
  skill or ability to be demonstrated by trainees
• Should state
• Target audience
• Demonstrated conditions to meet
• Achievement determination
• Should pass the RUMBA or SMART test

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Behavioral Terms

• Analyze
• Apply
• Choose
• Compare
• Compile
• Conduct
• Critique
• Demonstrate
• Describe
• Design

• Review
• Recall
• .
• .

• Outline
• Practice
• Participate
• Present
• Select
• State
• Summarize
• Synthesize
• Repeat
• Relate

• Discuss
• Differentiate
• Distinguish
• Document
• Explore
• Examine
• Explain
• Find
• Identify
• List

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Sample Session Goals
By the end of this session, engineers will have
had the opportunity to

• Review musculoskeletal risk factors of hand tools
• Discuss guidelines on tool selection and design
• Examine tool use guidelines and worker control
  factors

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4.4.1 Delivery Methods

• Multiple delivery methods
• On-The-Job
• Lecture
• CBT
• Discussion
• Classroom exercises
• Demonstrations
• Guided practice
• Activity based interactive (groups)
• Distance learning

Must ensure adequate feedback mechanisms for
trainee questions and concerns
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4.4.2 Content - based on.

• Info needed to achieve learning objectives
• Current literature
• Recognized scientific principles
• Judgment of subject matter experts
• Site specific issues
• Targeted audience needs
• Regulatory Requirements

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4.4.3 Instructional Materials

• Specific and developed materials appropriate for
  target audience
• Includes.
• Trainers guide
• Trainee manual
• Audiovisual
• Exercises
• Handouts
• Hands-on-equipment
• Evaluation tools
• Etc.

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4.4.4 Trainers Guide Lesson Plan

• Outline
• Learning Objectives
• Prerequisites
• Scheduled time for instruction
• Required training aids and handouts
• Physical environment requirements
• Evaluation tools
• List of reference materials
• Date of publications
• Revision date of program

Sample DLG
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4.4.5 Physical Environment

• Safe and appropriate for learning
• Chairs
• Lighting
• Planned evacuation route muster area
• Seating arrangement
• Noise
• Temperature
• Phones
• Access to water and restrooms
• Extension cords

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Seating Arrangements

• Good

• Poor

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Seating Arrangements

• Good

• Poor

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Seating Arrangements

• Good

• Poor

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4.4.6 Time Allocations

• Based on the needs of the target audience
• Include total duration and each topic

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4.4.7 Trainer criteria

• Minimum trainer criteria specified for each topic
• Ratio of trainers to trainees for each event
• Some regs specific qualifications of trainers
  (i.e 29CFR1910.120 Appendix E)

Instructors should be deemed competent on the
basis of previous documented experience in the
area of instruction, successful completion of a
train-the-trainer program specific to the topics
they will teach, and an evaluation of
instructional competence by training director.
Instructors should be required to maintain
professional competency by participating in
continuing education or professional development
programs or an annual refresher course and having
an annual review by the training director.
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4.5 Evaluation Strategy

• Developed to determine achievement of stated
  learning objectives
• Developed during program development stagenot an
  after thought

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4.6 Criteria for Completion

• Established by provider in advance of course
• Adhere to uniform criteria for each event
• Completion shall indicate test scores or other
  qualitative measures of success
• Includes requirements for participation and
  attendance
• Procedures in the event a trainee fails to
  complete training

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4.7 Commitment to Continuous Improvement

• Revision made on a periodic basis based on
  training plan
• Providers update materials based on course
  evaluations