Industrial Safety Management

Unit-5
Safety Education and Training
Education and training are important tools for informing workers and managers
about workplace hazards and controls so they can work more safely and be more
productive. Another role of education and training, however, is to provide
workers and managers with a greater understanding of the safety and health
program itself, so that they can contribute to its development and
implementation.

Education and training provides employers, managers, supervisors, and workers

with:

 Knowledge and skills needed to do their work safely and avoid creating
hazards that could place themselves or others at risk.
 Awareness and understanding of workplace hazards and how to identify,
report, and control them.
 Specialized training, when their work involves unique hazards.

Additional training may be needed depending on the roles assigned to employers

or individual managers, supervisors, and workers. For example, employers,
managers, and supervisors may need specific training to ensure that they can
fulfill their roles in providing leadership, direction, and resources for the safety
and health program. Workers assigned specific roles in the program (e.g.,
incident investigation team members) may need training to ensure their full
participation in those functions.

Effective training and education can be provided outside a formal classroom

setting. Peer-to-peer training, on-the-job training, and worksite demonstrations
can be effective in conveying safety concepts, ensuring understanding of
hazards and their controls, and promoting good work practices.

Action item 1: Provide program awareness training

Action Item 2: Train employers, managers and supervisors on their roles in the
program

Action item 3: Train workers on their specific roles in the safety and health
program

Action item 4: Train workers on hazard identification and controls

Action item 1: Provide program awareness training

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Managers, supervisors, and workers all need to understand the program's
structure, plans, and procedures. Having this knowledge ensures that everyone
can fully participate in developing, implementing, and improving the program.

How to accomplish it

 Provide training to all managers, supervisors, workers, and contractor,

subcontractor, and temporary agency workers on:

o Safety and health policies, goals, and procedures

o Functions of the safety and health program

o Whom to contact with questions or concerns about the program

(including contact information)

o How to report hazards, injuries, illnesses, and close calls/near misses

o What to do in an emergency

o The employer's responsibilities under the program

o Workers' rights under the Occupational Safety and Health Act

 Provide information on the safety and health hazards of the workplace and
the controls for those hazards.
 Ensure that training is provided in the language(s) and at a literacy level that
all workers can understand.
 Emphasize that the program can only work when everyone is involved and
feels comfortable discussing concerns; making suggestions; and reporting
injuries, incidents, and hazards.
 Confirm, as part of the training, that all workers have the right to report
injuries, incidents, hazards, and concerns and to fully participate in the
program without fear of retaliation.

Action item 2: Train employers, managers, and supervisors on their roles in the program
Employers, managers, and supervisors are responsible for workers' safety, yet
sometimes have little training on safety-related concepts and techniques. They
may benefit from specific training that allows them to fulfill their leadership
roles in the program.

How to accomplish it

 Reinforce employers, managers, and supervisors' knowledge of their

responsibilities under the Occupational Safety and Health Act and the
workers' rights guaranteed by the Act.

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  Train employers, managers, and supervisors on procedures for responding to
workers' reports of injuries, illnesses, and incidents, including ways to avoid
discouraging reporting.
 Instruct employers, managers, and supervisors on fundamental concepts
and techniques for recognizing hazards and methods of controlling them,
including the hierarchy of controls (see "Hazard Prevention and Control").
 Instruct employers, managers, and supervisors on incident investigation
techniques, including root cause analysis.

Action item 3: Train workers on their specific roles in the safety and health program
Additional training may be needed to ensure that workers can incorporate any
assigned safety and health responsibilities into their daily routines and
activities.

How to accomplish it

 Instruct workers on how to report injuries, illnesses, incidents, and

concerns. If a computerized reporting system is used, ensure that all
employees have the basic computer skills and computer access sufficient to
submit an effective report.
 Instruct workers assigned specific roles within the safety and health
program on how they should carry out those responsibilities, including:

o Hazard recognition and controls (see action item 4)

o Participation in incident investigations

o Program evaluation and improvement

 Provide opportunities for workers to ask questions and provide feedback

during and after the training.
 As the program evolves, institute a more formal process for determining the
training needs of workers responsible for developing, implementing, and
maintaining the program.

Action item 4: Train workers on hazard identification and controls

Providing workers with an understanding of hazard recognition and control and
actively involving them in the process can help to eliminate hazards before an
incident occurs.

How to accomplish it

 Train workers on techniques for identifying hazards, such as job hazard

analysis (see OSHA Publication 3071).

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  Train workers so they understand and can recognize the hazards they may
encounter in their own jobs, as well as more general work-related hazards.
 Instruct workers on concepts and techniques for controlling hazards,
including the hierarchy of controls and its importance.
 Train workers on the proper use of work practice and administrative
controls.
 Train workers on when and how to wear required personal protective
equipment.
 Provide additional training, as necessary, when a change in facilities,
equipment, processes, materials, or work organization could increase
hazards, and whenever a worker is assigned a new task.

Safety Induction program

The safety induction program is a medium to introduce the new workers about
the site or workplace. The safety induction program is very important for new
workers/employees, in this induction program, new workers/employees are given
information about the site/workplace. In this program, the workers are
told about the work to be done on the site and what is the danger/hazard in
that work and their safety measures, what are the safety regulations on the
worksite, first-Aid station location, Fire station, Emergency contact number,
emergency assembly point, etc.

Elements of Training Cycle

Elements of Training Cycle As per OSHA (Occupational Safety Act)’s training
guidelines, seven chronological suggested to complete a training cycle. The
basic element of any safety training program shows them in a cyclic order.

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These steps are explained as under:

1. Determine if training is needed – The first step is to determine whether

a problem can be solved by training. All skill deficiencies are not
solvable through training and some other tool may be required. This
step includes need of any improved (revised) training programme.

2. Identify training needs – Analyze the worker’s duties and what he or

she needs to perform the job more skilfully and safely.

3. Identify goals and objectives – A list of Specific job knowledge and skill
deficiency derived from step-2, will tell employers what workers should
do, do better or stop doing.

4. Design & Develop training programme – After listing precise objectives

and goals, learning (training) activities must be identified and
described. Type of training will be decided based on the training
resources available to the employer, the kind of knowledge or skills to
be learned end whether the learning should be oriented towards
physical skill or mental attitudes.

5. Conduct the training – Now the training programme should be

conducted by (a) providing overviews of the material to be learned and
(b) relating each specific item of knowledge or skill to the worker’s
goals, interests or experience to be learned.

6. Evaluate programme effectiveness – By knowing trainee’s opinion,

supervisor’s observation, work place improvement, hazard reduction,
performance improvement etc., it should be checked whether the
training has accomplished its goals.

7. Improve the programme – Based on feedback from the workers,

supervisors etc., and from evaluation and observing the gap, the
training programme should be improved (revised) as per need

Why the Assessment of Training Needed ?

General training needs are assessed following grounds:

1. New employees are not very clear about description. Therefore training
is essentially required for them.

2. Old employees require knowledge of new technology, process revision,

new methods and forgotten old items. Training for emergency
preparedness, safety audit, firefighting, fire detection etc. are also
necessary for them.

3. Change of position due to promotion transfer. New position may require

training.

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 4. Technological changes in the organize Addition of new material,
machine, method; process, equipment etc. create need of training.

5. To make a person more versatile to do more one job (safety supervision,

accident analysis and computer data feeding).

6. When performance, productivity and efficiency fall down at any level,

training may imp them.

7. Supervisors/foremen feel need of training workers working under them.

8. Records of production, turnover, accidents absenteeism, rejects, errors,

wastes point areas of training. The safety training programme is
generally needed for all the times.
9. Excessive waste, rejects and scrap are noticed Under sections 7A (2)
(C) and 111 A (ii) of the Factories Act new provisions are added for
training to ensure the health and safety of all workers at This is
statutorily required as under.
[Link] worker shall have the right to get fit within the factory or at a
training centre or in duly approved by the Chief Inspector, where
training is imparted for worker’s health and safety at work.

Four approaches are suggested to deter safety training needs as under:

Approach Content

Assess own situation/requirement based on real

need.
1. Common concepts approach.
Specific result oriented programme instead of
general knowledge.

Job Safety Risk Analysis useful. Gap between job

Safety needs analysis
2. requirement knowledge and employee knowledge
approach.
suggests training need.

From employee’s performance appraisal report, his

Problem Identification
3. need can be assessed and fulfilled by personal
approach.
coaching, instructing, guiding etc.

4. Organisational Safety survey Classify and analyse accident and calculate and
approach. compare performance rates.

Conduct hazard survey Study existing safety

measures, interview key personnel and arrive at

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 needs and deciding priorities.

Techniques (Procedure) of Safety Training:-

Competence Building Technique (CBT):-

The concept or basic object of any training is to generate or build competence in

participants (workers only knowledge is not sufficient. Knowledge alone cannot
give competence or confidence of safe successful working Knowledge should be
put into practice by necessary training. Training shows practical part of
knowledge and generates competence of work gradually.

Techniques of training are generally the ‘1 methods” winch are discussed in

detail in following. All these training (teaching) classified into two types of
techniques off-the-job training techniques and on-the-job techniques:

(A) Off-the-job training techniques:

Category Techniques

Reading list, Correspondence course, Films,

Information presentation techniques
1. Lecture, Panel discussion, programmed or
(less involvement of trainee).
Computer based instruction.

Information processing techniques Conference or discussion group, T (training)

2.
(trainees are involved). group.

Simulation techniques (experiment Incident/case, role playing, In-basket,

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or practise). Vestibule, Mock-up, Business game.

(B) On-the-job training techniques:

Category Techniques

1. Actual job assignment. Coaching, Job instruction training (JIT).

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 Special assignment on job, committee,
project etc. Job rotation through
2. Temporary job assignment. predetermined set of jobs to provide
exposure to different part of the
organisation.

Design and Development of training programme:

Following general points are useful in designing and developing any training
programme.

1. Motivation should be the first condition of any type of training.

2. Number of lessons and content to teach should be well designed

beforehand. Steps or sequence of topics should be decided.

3. The amount to be taught in an unit (period) should not be too large or

too small.

4. An objective of the training should be decided and the training process

should move toward it.

5. The training procedure should be developed. A list of training aids

should be prepared.

6. The task to be performed should not be described only but it should be

demonstrated in actual or simulated conditions. “Doing” is important
than mere “Hearing” or “Seeing”. Practice makes perfect.

7. The demonstration (by teacher) should be followed by the learner

(trainee) as soon as possible before he forgets it. The teacher should be
given feedback or knowledge of results.

8. Questions of learners should be properly replied and discussed at all

stages (steps).

9. Ample practice opportunity should be provided and practice

encouraged.

[Link] and accurate knowledge with examples, pictures, practical

etc., speeds up learning rate and motivation.

[Link] training should be taken to the point of goal and not be left
unfinished.

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 [Link] of the training should be evaluated and conclusion be
drawn to revise (improve) the training programme and it should be
followed in the next cycle.

Training Method & Strategies:-

Steps: Any training method should have following steps:

1. Lay down the objective of the training programme.

2. Prepare the training programme.

3. Brief the trainee.

4. Use audio visual aids where appropriate.

5. Review the contents and

6. Follow up with trainees when the programme completed.

Some common methods in use are mentioned

1. Lecture Method: Oldest arid most basic method. Well planned lectures
can cover a large amount of information in a short time. More useful
when participants are more, or their involvement is less required.

2. Discussion Method: Useful with small number of people in a group.

The trainer acts in a limited way as a scene setter or referee
encouraging participants to speak out. The two-way communication
moves toward objectives. Participants are more attentive, active and
don’t feel boredom.

3. Case-study Method: Accident case study is presented explaining how

an actual accident happened or an imaginary accident can happen.
Causation analysis and remedial measures can be discussed by
questions and answers. Good pictures are more useful to explain the
situation effectively.

4. Role playing method: It is a form of learning by doing but in a simulated

situation. Trainees are given a situation like in case-study method but
instead of just discussing it they resolve the problem by acting out the
roles of the people involved. Here extrovert trainees show their skill but
introvert or shy trainees unused to such situation get embarrassed.

5. Business Games Method: More useful for business people and skill
required for safety attitude or inspection in buying/selling items which
are safer or with the details of safety.

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 6. Sending at training Centres: Institutes, seminars, workshops, special
courses etc. utilises external resources for required training.

7. Job instruction training: Useful to train supervisors who in turn train

the employees. Job instruction training (JIT) involves four steps (a)
Preparing the trainee (b) Demonstrating the job (c) Having the trainee
performed the job and (d) Checking frequently the trainee’s
performance. All new job assignment should be preceded by on-the-site
job training. Each step of job safety analysis (JSA) is explained with
hazard, safe procedure and use of safety equipment. Use of guards and
controls are also explained.

8. Programmed instruction: Programmed instructions are given in a book

from. A trainee learns it, answers the question or solves the problem.
The system has mechanism of learning-checking and relearning.

9. Project work: Project writing is given to trainees. They apply their

knowledge to practical situation.

[Link] methods: Job rotation, committed assignments, HRD training,

sensitivity training, creativity training, in-basket training etc. are other
specific methods.

Types of Safety Training:

Types of safety training are formal and informal

[Link] Training includes-

1. Induction courses for new employees.

2. On-going safety training.

3. Safety representative training.

4. Supervisor training.

5. Senior/middle management training and

6. Direction training.

2. Specific Training includes-

1. Safety system of work for particular operations where the potential

hazard is high and guarding is not feasible.

2. First aid training.

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 3. Specific items of plant or equipment.

4. Use of protective equipment.

5. Fire precautions.

6. Safety inspection.

7. Change of job for which a worker is not trained.

8. Role of workers in emergency planning.

9. Techniques of safety audit, Hazop, Hazan, FTA, ETA etc.

[Link] permit system.

Evaluation & Reviewing of Training Programme

An evaluation i.e. measurement of effectiveness or result of the training

programme conducted useful in reviewing the programme content, method aid
and redesigning the programme as per feed for improvement. An effective
training program should show:

1. Increase in quantity and quality of production.

2. Increase in production rate.

3. Increase in knowledge, skill and ability about performance.

4. Increase in job satisfaction and motivation.

5. Decrease in accident rate.

6. Decrease in production time, breakage or u consumable items.

7. Decrease in absenteeism.

8. Decrease in labour turnover.

9. Decrease in job turnover.

[Link] in operational cost.

[Link] of human behaviour tow intended objective or goal viz,

safety outlook interest and safety mindedness, production quality
orientation etc.

Role of government agencies and private consulting

agencies in safety training:-
The role of government in safety

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On the basis of these Directive Principles as well as international
instruments, Government is committed to regulate all economic activities for
management of safety and health risks at workplaces and to provide
measures so as to ensure safe and healthy working conditions
for every working man and woman in the nation.

Government agency responsible for the safety of workers

1. Occupational Safety and Health Administration (OSHA)

The agency authorizes OSHA Training Institute Education Centers to deliver

occupational safety and health training to the public and private sectors in all
industries.

 OSHA administers the Occupational Safety and Health (OSH) Act.

Safety and health conditions in most private industries are regulated
by OSHA or OSHA-approved state plans.
 Outreach training courses are basic hazard awareness classes for workers
delivered by OSHA-authorized trainers. They are not required by OSHA, but
some localities and employers require them.

2. Emergency Support Function (ESFs) & National disaster response force

(NDRF)

 The Govt. of India has an efficient system for responding to both natural and man-made
disasters through different ESFs. NDRF in the capacity of lead agency in the field of specialized
disaster response is also committed to make India resilient towards disasters
 Mock Exercise provides virtually the only means, short of an actual incident, of measuring the
state of readiness and of testing the effectiveness of an emergency response Plan.
 It is highly desirable that NDRF should carry out regular Mock Exercises with Schools, Colleges,
Educational Institutions, Hospitals, High Rise Buildings, Residents’ Welfare Associations,
Government & Non-Government Offices, Railways, Multi- Accidental Hazards Installations,
Airports and other stakeholders related to possible likely disasters of the area to ensure that
concerned officials and local people are fully conversant about 5 their disaster management
plan for effective preparedness and response when there is real disaster.
 This practice would certainly be helpful in reducing the disaster impacts on lives and properties.

3. Ministry of Labour and Employment-

 Govt of india provides NATIONAL POLICY ON SAFETY, HEALTH AND ENVIRONMENT AT

WORK PLACE to enhance the safety at workplace.

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  providing a statutory framework on Occupational Safety and Health in respect of all
sectors of industrial activities including the construction sector, designing suitable
control systems of compliance, enforcement and incentives for better compliance.
 providing administrative and technical support services.
 It includes Continuous reduction in the incidence of work related injuries, fatalities,
diseases, disasters and loss of national assets.
 Improved coverage of work related injuries, fatalities and diseases and provide for a
more comprehensive data base for facilitating better performance and monitoring.

Safety awareness Programme

Safety Posters:-
These posters inform employees of their rights under occupational health and safety acts.
But if you're only using required posters then you're missing out, as safety posters can be an
effective resource to get a message across and enhance the overall safety program.

Safety campaign:-
A safety campaign is a way for organizations to share what they're doing to promote
workplace safety and encourage employees to take ownership of the risks present in
their day-to-day lives.

Types of Safety Campaigns

1. Time-Based Safety Campaigns

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1.a 100% Safe Access – Challenge your workforce to keep a perfect safe access record
throughout the year. Embarking on a campaign that takes a year to accomplish can change
habits over the long term.

2. Hazard-Based Safety Campaigns

Hazard-based campaigns focus on eliminating a specific issue. These campaigns often include
training to ensure that the risk is reduced. Some examples include:

2.a Fall Prevention – Focusing on fall prevention should consist of training on equipment,
alternatives to eliminate the risk of falling, or an emphasis on housekeeping and using the
handrails.
2.b Work at Height Safety –Safety while working on roofs could focus on a different hazard
each week, such as accessing the roof, skylights, the pitch of the roof, and fall protection
options.
2.c Fire Prevention – A campaign like a fire prevention month can educate employees from the
office to the factory floor, ensuring everyone gains an understanding of their unique risks and
what they can do to reduce them.
2.d One Month of Anchor Point Solutions – If you have highlighted lack of knowledge around
a certain issue such as anchor points, it may be worth spending some time introducing and
educating employees on solutions. If you focus on the options available, performance will
improve alongside the knowledge of the workforce.

3. Performance-Based Safety Campaigns

A performance-based safety campaign can be hyper-focused by making sure everyone
understands the initiative instantly. Here are a few examples of performance-based safety
campaigns:

3.a Improved Fall Protection Planning – Find a measurable metric such as requiring all tasks
involving fall protection to be planned one week before taking place then track that goal across
departments and communicate out to the workforce. e
3.b Zero Falls – Looking to reduce falls to zero? Set an end date and remind employees of
useful ways they can reduce their risk of falling. Track the number of falls and compare that
information to previous data.
3.c 100% Fire Extinguisher Inspections – Conduct refresher training so employees
understand how to inspect extinguishers and assign accountability to those individuals
responsible for inspections. Track and communicate the success of the safety campaign.
3.d Employee Observations – Many companies struggle to get employees to report near
misses, incidents, and observations. Keeping a tally of the observations submitted, along with

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incentives for quality reporting, can improve employee involvement in the safety program and
make the workforce more aware of day-to-day safety. An additional benefit is that management
can improve communication with some employees who may otherwise not be heard.

Safety pledge
Employees who sign the pledge promise to: Never compromise my own safety or the safety of
my co-workers to get the job done. Actively look for hazards, promptly report them, and take
appropriate action to warn others. Be a good safety role model for my friends and family even when
off the job.

Safety award
 Safety Awards send strong messages to staff on the importance of maintaining a
safe workplace and the value that the company places on a healthy environment.
Safety awards can be given monthly, quarterly, annually, or for major milestones.
 To give recognition to good safety performance on the part of Industrial Establishments and to
stimulate and maintain the interest of both the managements and the workers in accident
prevention and safety promotion programmes, the Government of India instituted National Safety
Awards(NSA) in the year 1965.

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