OSHAC Course 201

Train The Trainer I:

Introduction to OSH Training

1
 Goals

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

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 What's Inside?

What’s most important?

3
 Form Teams
• Introduce yourselves

• Select a team leader

• Appoint spokesperson

4
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 ;-)

5
 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!

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THE BIG PICTURE

What is “Education”?

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Skills Knowledge Attitude

Education Training

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Education .the presentation of general information
that may or may not be used by the learner.

• 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. 

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 List different ways you receive formal and
informal education.

Conclusion:

• You are being “educated” all the time.

• You can not NOT be educated.

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 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

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List examples of previous training you
have received.

Conclusion:

• Training is structured.

• Training starts and stops.

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 TYPES OF OSH EDUCATION
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

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

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 Technical Training
• Describes general/specific policies, procedures,
practices
• Knowledge and skills are measured immediately after
training – in the learning environment
• Write goals and operational learning objectives for
students
• You must "pass a test" in class to get a certificate
• Measurement tools - oral/written exam, skill
demonstration
• This level is required for most safety training!

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 Make sure training is efficient
and effective

Training isn’t likely to help if workers don’t

understand it, if they are unmotivated, or if
they have poor work attitudes.

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 Make sure training is efficient
and effective

The bottom line: If you’re in doubt, test

them out!

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What does “efficient” and “effective” mean?

What are the benefits of effective safety

training?

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

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Be sure the training plan effectively links training
to consequences.

effective ______________
Training without _________ Consequences is a
waste of time and money!

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 Natural consequences
• 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.

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 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.

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What are the natural and system
consequences when an employee is seriously
injured on the job?

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What do OSHA rules say about employer
training responsibilities?

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What’s a training program? I have structure,
inputs, processes,
and outputs!
Garbage in garbage
out.. Hi!
I’m Syssie.
I’m a system too!
You get what you give!
“Every system is designed perfectly
to produce what it’s producing”

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 System 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.

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 System 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 - OJT, employees, supervisors
6. Incident/Accident Analysis - determine root causes
7. Plan Evaluation - system design and performance

Safety is one aspect of process quality

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 System Outputs - Conditions,
Behaviors, Results

• Safe/Unsafe conditions, behaviors

• Many/Few incidents and accidents
• High/Low accident costs
• High/Low productivity, morale, trust

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

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ELEMENTS OF A TRAINING PROGRAM

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A "program" contains a written plan, policies,
processes, procedures, rules, forms, reports,
and possibly other documents.

• Include a written plan for training new-hire

and current employees.

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A "program" contains a written plan, policies,
processes, procedures, rules, forms, reports,
and possibly other documents.

• Include a written plan for training new-hire and current

employees.

• The plan provides training clearly written

policy and guidelines

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The plan should contain elements that are
informative and directive.

• It should inform everyone about the safety

training mission, policies, procedures.

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The plan should contain elements that are
informative and directive.

• It should inform everyone about the safety training

mission, policies, procedures.

• It should also clearly state who is responsible

for carrying out the mission, policies and
procedures.

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 A training program should
include:

• A development piece…

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 A training program should
include:

• A development piece…

• Delivery by competent trainers…

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 A training program should
include:

• A development piece…
• Delivery by competent trainers…

• Evaluation in a continuous improvement

system

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 A training program should
include:

• A development piece…
• Delivery by competent trainers…
• Evaluation in a continuous improvement system

• Documentation and recordkeeping

38
 A training program should
include:
• A development piece…
• Delivery by competent trainers…
• Evaluation in a continuous improvement system
• Documentation and recordkeeping

• A plan describing how the various training

elements will be accomplished.

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ANSI Z490.1-2009
Instructor
Qualifications

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 OSHA Guidelines for
Instructor Competency

OSHA defines "Competent" as possessing the skills,

knowledge, experience, and judgment to perform
assigned tasks or activities satisfactorily as
determined by the employer.

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

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

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 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.

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 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.

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 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.

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 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.

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TRAINING PROGRAM
DOCUMENTATION

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SAFETY TRAINING PROGRAM
EVAUATION

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 Level 1 Evaluation:
Measures learner reaction

This first level of evaluation gets feedback from

participants.
• Process Evaluation
• Content Evaluation
• Methods: Reaction sheets
• Guidelines for evaluating reaction

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Level 2 Evaluation - Measures SKA’s in the Learning
Environment
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.

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OSHA believes proficiency should be
evaluated and documented by the use of:

1. a written assessment, and

2. a skill demonstration.

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

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 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

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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?

55
Level 4 Evaluation - asks how training has
impacted business results

Evaluates how the training has impacted the

quality (efficiency, effectiveness) of a job.

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ANSI guidelines for evaluating training
programs
ANSI Z490.1-2009, 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
Sample Audits

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 OSHA Guidelines for Training
nProgram Evaluation
• Program management, Training director, staff
• Training facilities and resources
• Quality control and evaluation
• Students
• Summary of evaluation questions

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 IMPROVING THE
TRAINING PROGRAM

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The Deming Cycle

PLAN

ACT DO

STUDY

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 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.

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 Step 2: Do - Carry out the change or test

• 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.

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Step 3: Study – Examine the effects or results of
the change or test

• Purpose: To determine what was learned: what

went right or wrong.
• Statistical process analysis, surveys,
questionnaires, interviews

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Step 4: Act – Adopt, abandon, or repeat the cycle

• 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.

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 w!
v ie
R e
t 's
Le
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How did we do?

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