Transcript Chapter 24

Chapter 12
Safety and Health Training
Major Topics
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Education and training requirements
Preparing safety and health instruction
Presenting safety and health instruction
Evaluating safety and health instruction
OSHA standards and training
Rationale for providing safety
training
• Workers who have not been trained to perform their job safely are
more likely to have accidents.
• Reasons why people fail to follow safety procedures:
• 1. Not given specific instructions in the operations.
• 2. Misunderstood the instructions.
• 3. Did not listen to the instructions.
• 4. Considered the instructions either unimportant or unnecessary.
• 5. Disregarded instructions.
• Any of the above lapses can result in an accident. To prevent such
an occurrence, it is essential that safety training work be conducted
efficiently.
• A well trained employee is more likely to be a safe employee.
Legal framework for providing
safety and health training
• OSH Act mandates that employers provide safety and health
training:
• Education and training programs for employers.
• Establishment and maintenance of proper working conditions and
precautions.
• Provision of information about all hazards to which employees will
be exposed on the job.
• Provision of information about the symptoms of exposure to toxic
chemicals and other substances that may be present in the
workplace.
• Provision of information about emergency treatment procedures.
• In addition, the OSH Act requires that employers make information
available to workers concerning the results of medical or biological
tests and that workers be given opportunities to observe when
activities for monitoring regulated substances are undertaken.
Hazard communication regulation (29 CFR
1910) requirement of employers
• It is the responsibility of employers to have
a hazard communication program to
employees that include such components
as warning labels, training, access to
records, and the distribution of material
safety data sheets [MSDS].
• OSHA makes grants available for
companies to use for programs that will
improve the understanding of MSDS’s.
Besides the legal requirements, how does
OSHA promote safety and health training
• OSHA’s response to its training mandate
was to develop and dispense educational
material. Local companies can use these
materials in the actual provision of training.
• OSHA also provides monetary awards on
a grant basis to companies, organizations,
and educational institutions to finance the
provision of safety and health training.
Mistrust that exists between labor and
management regarding safety and health training
• Management usually claim that labor is not
sufficiently sensitive to the bottom line, and labor
claim that management is not sufficiently
sensitive to the safety and health of workers.
• Safety and health professionals have a very
important task in convincing management and
labor that providing a safe and healthy
workplace is not only ethically right but also
profitable in the long run.
Guide to OSHA training
requirements
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Training requirements in 29 CFR Parts 1910 and 1926:
Personal protection equipment [PPE]: 29 CFR 1910.132 [f] [2] requires that employees
demonstrate that they know how to use PPE.
Confined Spaces: 29 CFR 1910.146 [g] [1] requires that employees who work as entrants,
attendants, or entry supervisors have the understanding, knowledge, and skills necessary
for the safe performance of their assigned duties.
Respiratory protection: 29 CFR 1910.147 [k] [1] requires that each employee be able to
demonstrate how to inspect, put on, remove, use, and check the seals of respirators.
Lockout/tagout: 29 CFR 1910.147 [C] [7] [i] requires that employees have the knowledge
and skill required for the safe application, use, and removal of energy controls.
Laboratory safety: 29 CFR 1910.1450 [f] [4] [i] [c] requires that employees be trained in the
specific procedures necessary to protect themselves from chemical hazards, including
appropriate work practices, emergency procedures, and PPE to be used.
Ladder and stairways: 29 CFR 1926.1060 [a] requires that employees be able to recognize
hazards related to ladders and stairways.
In addition to required training, OSHA also requires retraining in certain areas:
Hearing conservation, respiratory protection, bloodborne pathogens, and lead standards
all require annual training.
The confined spaces, fall protection, and lockout/tagout standards require retraining
whenever there is evidence that a trained employee no longer possesses the necessary
knowledge and skills.
MSHA definition of expert miner
• Paragraph 48.22 of Subpart B:
• A person currently employed as a miner; or a
person who received training acceptable to
MSHA [Mine Safety and Health Administration]
from an appropriate state agency within the
preceding one month; a person with 12 months
experience working in surface operations during
the preceding 3 years; or a person who received
new miner training within the past 12 months.
MSHA training requirements for new or
inexperienced miners
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Paragraph 48.25 Subpart B:
A minimum of 24 hours of training is required. Typically this takes place before the miner
begins work. However with prior approval of MSHA, up to 16 hours of training may be
provided after the new miner begins work. This means that even with the waiver from
MSHA, at least 8 hours of training must be provided before the miner begins work.
The first 8 hours of a new miner’s training must include the following: an introduction to
the work environment [orientation]; recognition of workplace hazards; and job-specific
safety and health measures or concerns.
All required training beyond the original 8 hours must be completed within 60 days. The
training program must include at least the following topics: statutory rights of miners and
their representatives; authority and responsibility of supervisors; line authority of
supervisors and miner’s representatives; mine rules; hazard reporting procedures; selfrescue and respiratory devices; transportation controls and communication systems;
introduction to the work environment; emergency evacuation and work procedures; fire
warning and firefighting procedures; ground control; personal health; hazard recognition;
electrical hazards; MSHA approved first aid; explosives; and job specific safety and health
procedures.
Companies must have a training plan that specifies oral, written, or practical
demonstration methods will be used to access whether training has been completed
successfully.
MSHA training requirements for newly
employed experienced miners
• Paragraph 48.26 of Subpart B of MSHA regulations:
• Introduction to the work environment [ orientation];
mandatory safety and health standards, both general
and job specific; authority and responsibility of
supervisors and miners’ representatives; emergency
escape and evacuation procedures; fire warning and fire
fighting procedures; ground controls; and hazard
recognition.
• In addition to these specific training requirements, MSHA
requires 8 hours per year of refresher training,
comprehensive records of each miner’s training, and
compensation to miners for training time.
Characteristics of Safety Trainer
• Supervisors are more likely to provide job and task
specific training.
• Safety and health professionals are more likely to
provide more generic training.
• The trainer must be competent at developing,
coordinating, and conducting the training.
• The person conducting the training must have the
following characteristics: a thorough knowledge of the
topics to be taught; a desire to teach; a positive, helpful,
cooperative attitude; strong leadership abilities; a
professional attitude and approach; and exemplary
behavior that sets a positive example.
Principles of Learning
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1. People learn best when they are ready to learn: Time spent motivating
employees so they want to learn about safety and health is time well spent.
2. People learn more easily when what they are learning can be related to
something they already know: Begin each new learning activity with a brief
review of the one that preceded it.
People learn best in a step by step manner: Learning should be organized into
logically sequenced steps, that proceed from the concrete to the abstract, from
the simple to the complex, and from the known to the unknown.
People learn by doing: Explanations can be part of the teaching process but
are only useful if they are followed by application activities that require the
learner to do something.
The more often people use what they are learning, the better they will
remember and understand it: Repetition and application should be built into
the learning process.
Success in learning tends to stimulate additional learning: Organize training in
long enough segments to allow learners to see progress, but not so long that
they become bored.
People need immediate and continual feedback to know if they have learned:
Trainers should concentrate on giving immediate and continual feedback.
Four Step Teaching Method
• Preparation: to get participants prepared to learn,
trainers prepared to teach, and facilities prepared to
accommodate the process.
• Presentation: Begin dramatically, be brief, be organized,
use humor, keep it simple, take charge, be sincere,
consider conditions and tell stories.
• Application: simulation activities in which learners role
play to actual hands on activities in which they use their
new skills in a live format.
• Evaluation: Have employees demonstrate proficiency in
performing tasks safely, and observe the results.
Essential components of a lesson plan
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Lesson plans standardize instruction when more than one person may
teach the same instruction to different groups (fig 12-4 page 255).
Lesson title and number: Title should be as descriptive as possible.
Number shows where it fits in the sequence of the course.
Statement of purpose: Concise description of lesson’s contents.
Learning objectives: What the participant should know or be able to
do after completing the lesson. Written in terms that can be measured
or easily observed.
Training aids list: Include every tool, handout, piece of equipment,
video, chart needed to conduct the instruction.
Instructional approach: Methodology: lecture, discussion,
demonstration, etc. followed by major activities: deliver lecture on
safety regulations, distribute safety regulations handout, etc.
Application assignments: Tasks that the learner will be required to
complete, before they can apply what they learned.
Evaluation methodology: Explains how learning will be evaluated: test,
performance observation, etc.
Lecture-discussion method
• Oldest, most familiar, most used, and most abused
method of teaching. Use when:
• The material to be presented deals strictly with data,
theory or information (no skills development)
• Participants need to be motivated before beginning a
particular lesson.
• The material to be presented is not available in print.
• Sharing insight or experience in a particular area will
enhance learning.
• Information must be communicated to a large group in
one session.
• Interaction among participants is desired.
Lecture-discussion method not
appropriate
• Do not use the lecture-discussion method
when:
• The subject matter deals with skill
development or how to information.
• The participant group is small enough to
allow individual learner and teacher
interaction.
• There is no need for interaction among
participants.
Three components of a lecture
• Opening: Greet the class, state the title of the lecture, explain the
purpose of the lecture, list the objectives so that participants know
exactly what they should be learning, explain how the current
lecture-discussion session relates to past topics studied, list and
define any new terms that will be used during the session, present a
general overview of the content of the lecture-discussion session.
• Body: Present the information in the order listed in the participant’s
outline. Initiate discussion by raising specific questions, calling on
participants for comments, or soliciting questions from them. Make
frequent reference to all visual aids and supportive materials.
• Closing: Restate the title, purpose and objectives. Briefly summarize
major points. State your conclusions. Answer remaining questions.
Make follow-up assignments to reinforce the lecture and discussion.
Demonstration Method
• The demonstration method is the process in which the instructor
shows participants how to perform certain skills or tasks.
• 1. Decide exactly what the purpose of the demonstration is, why it
will be given, what participants should learn from it, what will be
demonstrated and in what order, and how long the demonstration
will last.
• 2. Gather all tools, equipment, and instructional aids. Make sure that
everything is available and in working order.
• 3. Set up the demonstration so that participants will easily be able
to see what is going on and hear what you are saying.
• 4. Arrange all materials to be used in the demonstration so that they
correspond with the order in which the various steps of the
demonstration will be presented.
• 5. Practice the demonstration several times before giving it to work
out any bugs.
• It is vital to have hands-on activities after the demonstration.
Conference Teaching Method
• The conference teaching method is best used as a
problem solving teaching method.
• The steps according to the National Safety Council:
• State the problem.
• Break the problem into segments to keep the discussion
orderly.
• Encourage free discussion.
• Make sure that members have given adequate
consideration to all of the significant points raised.
• Record any conclusions that are reached.
• State the final conclusions in such a way that it truly
represents the findings of the group.
Evaluating training
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Checklist of questions when evaluating training programs:
Does the program have specific behavioral objectives?
Is there a logical sequence for the program?
Is the training relevant for the trainee?
Does the program allow trainees to apply the training?
Does the program accommodate different levels of expertise?
Does the training include activities that appeal to a variety of
learning styles?
• Is the philosophy of the program consistent with the organization?
• Is the trainer credible?
• Does the program provide follow-up activities to maintain the training
on the job?
Objectives of supervisor safety
training
• According to the National Safety Council, the objectives of the
supervisor safety training are to:
• Involve supervisors in the company’s accident prevention program.
• Establish the supervisor as the key person in preventing accidents.
• Get supervisors to understand their safety responsibilities.
• Provide supervisors with information on causes of accidents and
occupational health hazards and methods of prevention.
• Give supervisors and opportunity to consider current problems of
accident prevention and develop solutions based on their own and
others experience.
• Help supervisors gain skill in accident prevention activities.
• Help supervisors keep their own departments safe.
Minimum content of good
orientation program
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A good orientation should teach the following at a minimum:
Management is sincerely interested in preventing accidents.
Accidents may occur, but it is possible to prevent them.
Safeguarding the equipment and the workplace has been done, and
management is willing to go further as needs and methods are
discovered.
Each employee is expected to report to the supervisor any unsafe
conditions encountered at work.
The supervisor will give job instructions. No employee is expected to
undertake a job before learning how to do it and being authorized to
do it by a supervisor.
The employee should contact the supervisor for guidance before
undertaking a job that appears to be unsafe.
If an employee suffers an injury, even a slight one, it must be reported
at once.
In addition to these points, any safety rules that are conditions of
employment, such as wearing eye protection or safety hats, should be
understood and enforced from the first day of employment.
Job Safety Analysis (JSA)
• Break Down the Job into Steps: All of the various steps in a job are
identified and listed in order. Changes in direction, activity, or
movement typically signify the end of one step and the beginning of
another.
• Identify Potential Hazards: Each step is then analyzed to identify any
potential hazards associated with it, as the worker performs the job
– danger of back injury, burn, slip, being caught between objects,
fall, muscle strain, danger of exposure to dust, radiation, toxic
fumes, or chemicals.
• Develop Accident Prevention Procedures: The final step involves
developing procedures for reducing the hazard potential associated
with each respective step. Ask the question, “How can this hazard
be eliminated or reduced to the maximum extent possible?” Will
redesigning the job eliminate the hazard? Is PPE needed?
Using JSA as a Training Technique
• Conducting a JSA can be a valuable learning
experience for both new and experienced
employees.
• Not only does it help them understand their own
job better, it familiarizes them with potential
hazards and involves them in developing
accident prevention procedures.
• Workers are more likely to follow procedures
that they had a voice in planning.
• Finally the JSA as a process causes employees
to think about safety and how it relates to their
jobs.
Accommodating training needs of workers
with limited English speaking ability
• Traditional training methods – videos, lectures, handouts, and other
classroom oriented methods – will not work well with employees
who do not speak English as their principal language.
• Hand on training that more doing and less listening, reading, and
writing is the better approach with limited English speaking
audience.
• Instead of telling employees how to work safely, show them.
• Set up demonstrations that replicate the actual situation in question
and let employees see what they are supposed to do on the job
rather than watching a video of someone else doing it.
• Use bilingual training materials that address cultural issues, training
material that recognizes the dignity of all employees regardless of
their background, and training materials that minimize literacy
requirements.
Summary
• The rationale for safety and health training is that workers who know
how to do their jobs properly are less likely to have accidents.
• A trainer needs to have knowledge of the subject, and desire to
teach.
• Four steps in teaching are preparation, presentation, application,
and evaluation.
• Presentation methods include lecture-discussion, demonstration,
simulation, videotapes/DVDs, and online training.
• New employee orientation should include general orientation, job
specific procedures and follow up.
• Job safety analysis can be an excellent way to teach safety.
• OSHA requires training in certain areas – forklift training.
Home work
• Answer questions 3, 4, 6, 8, 17, 19, 21, and 23 on pages 273-274.
• 3. What does the hazard communication regulation (29CFR 1910)
require of employers?
• 4. Beyond the legal requirements of the OSH Act, how does OSHA
promote safety and health training?
• 6. What document could you use as a guide to the OSHA training
requirements?
• 8. Summarize the MSHA training requirements for newly employed
but experienced miners.
• 18. Give an example when the demonstration method may be used.
• 19. List 5 questions that should be asked when evaluating training.
• 21. List the minimum content of a good orientation program.
• 23. What is the safety training value of a job safety analysis?