HIGH IMPACT SAFETY MEETINGS

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NUTSEA PRESENTS
HIGH IMPACT SAFETY MEETINGS
Bill Koepnick wkoepnick_at_wi.rr.com
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Program Objectives

1. Participants will be able to use ice breakers to
   open their meeting.
2. Participants will be able to achieve employee
   involvement.
3. Participants will be able to determine the
   factors which influence training effectiveness.
4. Participants will know how adults learn.
5. Participants will know how to deal with distinct
   personalities.

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Get Into Your Comfort Zone
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If a person is starving to death they will search
for food until one of four things happen. What
are they?
They find food. They starve to death. They
search and find water. They rest/sleep.
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Key Principle
Employee involvement is key to effective employee
training. Employees attending training are
preoccupied with their own thoughts and problems.
Some are willing to learn and some are not.
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Obtaining Employee Involvement

1. Use ice breakers
2. Provide graphics
3. Breakout sessions
4. Case studies

1. Movie clips
2. Role playing
3. Internal pictures
4. Ask questions
5. Demonstrations

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Ice Breakers
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Ice Breakers
Strengths
They do not require much preparation. They
bridge the gap between trainers and participants
and also among participants. They help
participants to feel at home during the training
course. They increase active involvement in the
training sessions. Icebreaking exercises and
energizers are interesting and enjoyable, and do
not require much time.
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A Matter Of Interpretation
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LOGICAL/PERCEPTUAL THINKING

1. I Went to bed a eight oclock in the evening and
   set the alarm to get up at nine in the morning.
   How many hours of sleep would this allow me? (An
   old fashion wind up alarm clock)
2. Do they have a fourth of July in England?
3. Some months have thirty days, some have
   thirty-one. How many have twenty eight days?
4. If you had only one match and entered a dark room
   where there was an oil lamp, an oil heater and
   some kindling wood, which would you light first?

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LOGICAL/PERCEPTUAL THINKING

• If a doctor gave you three pills and told you to
  take one every half hour, how long would they
  last?
• You build a house that has four sides to it, a
  rectangular structure, each having a southern
  exposure. A big bear comes wondering by. What
  color is the bear?
• A farmer had 17 sheep. All but nine died. How
  many did he have left?
• Divide 30 by ½. Add ten. What is your total?
• Take two apples from three apples. What do you
  have?
• 10 How many animals of each species did Moses
  take aboard the ark?

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Pick which symbol best fits your personality.
Rectangle
Square
Circle
Sine-Wave
Triangle
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Squares Squares are the workers.  They are
left-brained and highly task oriented.  They are
analytical, detail oriented, linear, logical, and
sequential.  They seek uniformity, balance,
organization and accuracy.
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Rectangles Rectangles are more flexible than
squares, not as precise.  They are also
left-brained and well grounded as represented by
the broad base of the rectangle.  Rectangles are
team players, consensus oriented, and
co-operative.  Most of all they strive for
fairness.
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Triangles Triangles are mid-left brained. 
Highly task oriented.  They always want to "get
to the point".  They are the movers and shakers
of the world. They are adapt at doing several
tasks at once.  They are interested in power and
moving up.  The motto of the triangle is "ready,
fire, aim".
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Circles Circles are right-brained, smooth and
accommodating.  They are adapters, well rounded
and social.  Circles are people oriented.  They
dislike details but love to talk.
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Sine-waves The sine-wave is right-brained,
open-minded, flexible and free thinking. 
Sine-waves are non-directive.  They like change
and absolutely hate details.  They are pictorial
people.  They can be heard saying "whatever it
takes".  Sine-waves are intuitive, non-linear
concept people.  The motto of the sine-wave is
"fake it till you make it".
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Test Your Awareness
First Read the Sentence Enclosed In The Box
FINISHED FILES ARE THE RE- SULT OF YEARS OF
SCIENTIF- IC STUDY COMBINED WITH THE EXPERIENCE
OF MANY YEARS.
Now count the Fs in the sentence. Count them
only Once and do not go back and count them again.
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Case Studies
Johnny Puffer is a forklift driver at your
facility. He is a known smoker. There is a
company rule of no smoking in the plant because
of the potential for fires. You notice cigarette
butts on the floor in the area that Johnny is
responsible for, though you have never actually
seen him smoking. What would you do?
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• The facility has just instituted a policy of no
  jewelry because of the potential for injuries.
  One day after the rule has taken affect you
  notice Bob Diamond with his wedding ring on. You
  approach Bob to discuss the rule with him and he
  barks back I have been married for 35 years and
  this ring is a symbol of my love. I will not
  take it off. We could always wear our rings in
  the past, why do I have to take it off now! My
  job is still the same.
• Bob has been an excellent employee for the past
  22 years.
• What would you do?

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Case Studies

• Why would someone violate a safety rule or commit
  an unsafe act?

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Case Studies
Bob Slavin was given a work order to repair a
leak on a water pipe at 200 p.m. He found a
straight ladder standing in the corner of the
shop. He carried the ladder to the area
indicated on the work order and set up the
ladder. He was checking for the origin of the
leak which Bob thought was further down the pipe
from where the ladder was set. He leaned to get a
better look when the ladder kicked out sending
Bob to the floor. He suffered a broken arm and
bruised hip. What questions would you ask if you
were to analyze this case? Develop ?s that
can not be answered with a yes or no.
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Safety Incentives
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Use Pictures
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Ladder Safety
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Emergency Evacuation
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Chemical Safety
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Machine Guarding
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Machine Guarding
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Crane Safety
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Electrical Safety
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Just For Fun
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Hints for a successful presentation

•   Plan carefully
• Do your research
• Know your audience
• Time your presentation
•  Practice your presentation
•  Speak comfortably and clearly 

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Training Considerations
What are your training goals for this
session? New skills New techniques for old
skills Better workplace behavior A safer
workplace A fair and equal workplace free of
discrimination and harassment
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Training Considerations
Who is being trained? New employees Seasoned
employees Upper management What is your
training budget? How much time has been
allocated for training within your
organization? What training resources and
materials do you have at your disposal?
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Text guidelines
Generally no more than 6 words a line Generally
no more than 6 lines a slide Avoid long
sentences Larger font indicates more important
information  Font size generally ranges from 18
to 48 point
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Text guidelines
Be sure text contrasts with background Fancy
fonts can be hard to read Words in all capital
letters are hard to read Avoid abbreviations and
acronyms Limit punctuation marks
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Program Preparation
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Training Techniques

• Expect to be nervous
• Have a positive attitude
• Be yourself, be flexible, be accessible
• Be prepared
• Dress appropriately
• Show enthusiasm
• Speak

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ROPES Outline
Steps To Do
Review Find out learners prior knowledge and/or experience.
Overview Tell what will be covered in the training session.
Presentation Present the information by addressing all three learning styles.
Exercises Have the learner practice while you observe.
Summary Restate what the learner has learned.
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Training TechniquesTraining Plan

• Review
• Introduce the topic
• Ask students to share experiences
• Recognize resources within the group

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Training TechniquesTraining Plan

• Overview
• Discuss the learning objectives
• Establish why this material is important
• Explain the most frequently cited violations

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Training TechniquesTraining Plan

• Presentation
• Lead in from the overview
• Tell the students what they need to know
• Provide examples of real incidents
• Stories or quotes
• Newspaper clippings
• Fatal Facts from OSHA
• Letters of Interpretation
• Statistics or court decisions

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OSHA Fatal Facts

• ACCIDENT SUMMARY No. 2
• A carpenter apprentice was killed when he was
  struck in the head by a nail that was fired from
  a powder actuated tool. The tool operator, while
  attempting to anchor a plywood form in
  preparation for pouring a concrete wall, fired
  the gun causing the nail to pass through the
  hollow wall. The nail traveled some twenty-seven
  feet before striking the victim. The tool
  operator had never received training in the
  proper use of the tool, and none of the employees
  in the area were wearing personal protective
  equipment.

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Training TechniquesTraining Plan

• Exercise
• Students best remember what they DO!
• Involve the students- have them
• Relate personal experiences
• Handle safety equipment
• Demonstrate how to do something
• Highlight and tab the regulations
• Provide positive feedback to the students

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Training TechniquesTraining Plan

• Summary
• Stressing key points, summarize the lesson
• Answer any question students may present
• Use this as a transition to the next lesson

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COMPONENTS OF A TOTAL TRAINING SYSTEM

• Justification of Training
• Why Train?
• Hazard Analysis
• Regulatory Standards
• Correct Accident Causes
• Complete Safety Training

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COMPONENTS OF A TOTAL TRAINING SYSTEM

• Define Learning Objectives
• What is to be learned by employees through
  training?
• What should employees be able to do after
  training?
• What do the employees presently know?
• Are any pre-tests necessary?

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COMPONENTS OF A TOTAL TRAINING SYSTEM
Communication Methods How will learning
objectives be transmitted? Audiovisuals Lecture Ha
ndouts Programmed instructions
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Considerations in Media Selection
What learning styles am I attempting to
address? What is the size of my audience? What is
the length of the training session? What is cost
effective. How much time will I have to develop
new media? How quickly will the media I need to
use change in format or availability? Should I
buy it off the shelf or create it from
scratch? Does it promote interest and
interactivity?
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Meeting Checklist
Date of the Training _____ Time of the
Training _____ Length of the
Training _____ Location of the
Training _____ Number of Training
Participants _____ Space Requirements for
Training _____ Room Set Up (Classroom,
U-shape, board room) _____ Handout Material
_____ A/V Equipment (PowerPoint, overhead,
video, screen) _____ Paper, Pens, Pencils,
Markers, Name Tents _____ Tape, Power Strips,
Extension Cords _____
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COMPONENTS OF A TOTAL TRAINING SYSTEM
Who will train? Supervisor Outside
resource Safety person Employee
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Your Role As A Presenter
Create a good first impression Manage anxiety
related to public speaking Use voice, eye, and
gestures effectively Manage your
audience Organize content in a clear, logical
way Use humor effectively Create and use visual
aids that support your ideas Think on your feet
and handle challenging questions and situations
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Your Role As A Facilitator
Motivate participation and build productive
groups. Provide clear directions and guide
participation. Manage the group process. Keep
participants focused and involved. Process
activities/learning experiences.
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COMPONENTS OF A TOTAL TRAINING SYSTEM
Evaluation Techniques How will employee be
evaluated to ensure objectives were
communicated? Written Examination Verbal
Questioning Skills Test
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COMPONENTS OF A TOTAL TRAINING SYSTEM
Recordkeeping and Documentation Written records
must be maintained to document training To prove
adequate training Profile employees safety
activities Incorporate into accident analysis
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COMPONENTS OF A TOTAL TRAINING SYSTEM

• Review Analysis
• Evaluate the success of the training
• Review cost effectiveness
• Improve training techniques
• Define a retraining schedule

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FACTORS WHICH INFLUENCE TRAININGEFFECTIVENESS
AND RETENTION

• Seating arrangement and comfort
• Lighting and Location
• Ventilation
• Distractions
• Quality of audiovisuals
• Knowledge, experience, credibility and skill of
  the instructor

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• Students learn through their senses
• Touch (1.5)
• Smell (3.5)
• Hearing (11)
• Sight (83)

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• How students REMEMBER
• What they read (10)
• What they hear (20)
• What they see (30)
• What they see AND hear (50)
• What they SAY (80)
• What they say AND act (90)

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3 - Laws That Govern How We Learn
1. The Law of Readiness 2. The Law of
Effect 3. The Law of Exercise
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1. The Law of Readiness
Simply stated We learn only when we are ready
to learn.
Ask yourself
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1. The Law of Readiness
Are the trainees motivated to learn the
material? If not What can I do or say to move
them? If they are How can I best encourage that
desire and align it with my material?
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Do they have a sufficient background to
understand and proficiency to perform the new
skills? If not How can I best bring them to the
readiness level? If they do How can I best
present the material so the trainees will be
challenged?
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2. The Law of Effect
Simply stated Nothing succeeds like success.
This law points out that the more success we feel
in learning, the more excited we get about
learning.
Ask Yourself
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• Have I provided enough opportunities for the
  trainees to succeed?
• Have I created enough feedback mechanisms for
  them to be able to see their success?
• Have I created opportunities for constructive
  failure?
• Can those failures be transformed effectively
  into successes?

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3. The Law of Exercise
Simply stated Practice makes perfect. The more
we are personally involved in learning, the
harder we work at it.
Ask Yourself
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Principles of Adult Learning Needs
Have I built in sufficient practice phases? Is
each group given hands-on practice? Have I
created enough practice and built enough
conceptual bridges to engage and hold their
interest?
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Principles of Adult Learning Needs
Four basic needs common to adult learners 1.
Adults need to know why they are learning a
particular topic or skill because they need to
apply learning to immediate, real-life
challenges. Therefore, they learn best when
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Principles of Adult Learning Needs

• They see clear demonstrations of how the training
  directly applies to their jobs.
• They have opportunities to apply the new
  information or skill to solve problems during the
  training.
• They have opportunities to think about how the
  new information or skill can be used.

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Principles of Adult Learning Needs
2. Adults have experience that they apply to all
new learning.
Therefore, they will learn best when
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Principles of Adult Learning Needs

• They have opportunities to share their
  experiences during training. They can make use
  of comparison and contrast, of relationships, and
  association of ideas.
• They have opportunities to think about how the
  new information or skill relates to their past,
  present, or future.
• Their experience, and opinions formed from their
  experiences, is taken seriously by the
  facilitator.

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Principles of Adult Learning Needs
3. Adults need to be in control of their
learning.
Therefore, they learn best when
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Principles of Adult Learning Needs

• They choose, or at least influence, the training
  they receive.
• They are in a flexible learning environment.
• They are actively involved in the learning
  process rather than passive receivers of
  information.
• They have opportunities to voice concerns and see
  them addressed. They take part in activities
  such as group discussions, role-plays,
  simulations.

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Principles of Adult Learning Needs
Adults want to learn things that will make them
more effective and successful.
Therefore, they will learn best when
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Principles of Adult Learning Needs

• They know why they are taking the training and
  how it will benefit them.
• They can ask and answer questions, What will
  this do for me? How will it help me get
  ahead? What hazards will it help me control?

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• Participants Behavior Uninvolved
• Instructors Behavior
• Check for understanding.
• Praise their contributions when made.
• Call on participants by name.
• Make procedural suggestions to control
  contributions.
• Start small group activities.
• Talk to them during a break.
• Ask questions.

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Presentation Skills

• Participants Behavior Dominating
• Instructors Behavior
• Bring in participants who have said little.
• Meet with them during break.
• Avoid their eyes when waiting for a response.
• Do not enter into a battle.
• Acknowledge their contribution and ask for
  contributions from others.
• Try to refocus the group.

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Presentation Skills

• Participants Behavior Untimely questions
• Instructors Behavior
• Check for understanding.
• Maintain self-esteem.
• Record the question, and get back to it if there
  is time. Otherwise, talk to the person after the
  session.

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Presentation Skills

• Participants Behavior Attacks on you
• Instructors Behavior
• Keep your cool.
• Seek information as to whether there is a
  problem.
• Summarize discussion prior to the attack.
• Call for a break, talk to the individual.

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Presentation Skills

• Participants Behavior Fatigue/Boredom/Informatio
  n overload
• Instructors Behavior
• Take a break.
• Change the pace of the training activities.
• Use humor to wake up the group.
• Lead the group in stretching exercises.
• Listen and respond with empathy.

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Presentation Skills

• Participants Behavior Rambling
• Instructors Behavior
• Allow to continue briefly, to see if it will
  continue.
• Invite contributions of other group members by
  asking direct questions.
• Make procedural suggestions.

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Presentation Skills

• Participants Behavior Laughter or Diversion
• Instructors Behavior
• Allow to continue briefly to see if it will
  continue.
• Take a short break if interruption continues.
• Use humor but maintain control.
• Make procedural suggestion to refocus group.