TD V

BOS 3751, Training and Development 1

Course Learning Outcomes for Unit V Upon completion of this unit, students should be able to:

3. Develop strategies for communicating safety and health training in the workplace. 3.1 Compare and contrast selected training presentation methods. 3.2 Prepare a lesson plan that will facilitate effective safety training.

Reading Assignment Chapter 5: Presentation and Documentation of Safety and Health Training In order to access the resources below, you must first log into the myCSU Student Portal and access the Business Source Complete database within the CSU Online Library. Burke, M. J., Sarpy, S. A., Smith-Crowe, K., Chan-Serafin, S., Salvador, R. O., & Islam, G. (2006). Relative

effectiveness of worker safety and health training methods. American Journal Of Public Health, 96(2), 315-324.

Evia, C. (2011). Localizing and designing computer-based safety training solutions for Hispanic construction

workers. Journal Of Construction Engineering & Management, 137(6), 452-459. Quimet, T. C., & Rusczek, R. A. (2014). Video-based learning objects. Professional Safety, 59(6), 36-41. Tapp, L. M. (2007). Better safety training with fun & games. Professional Safety, 52(2), 52-55.

Unit Lesson

A Conversation That Reveals a Serious Flaw

Click here to access a video.

Lesson Plans There are a couple of serious flaws revealed in this conversation. One is that there is no lesson plan for the hearing conservation training (and probably none for any other training courses), and secondly, the safety manager does not seem to understand the importance of lesson plans for effective training. It makes you wonder if this is the same safety manager from Unit II.

UNIT V STUDY GUIDE

Presentation and Documentation of

Safety and Health Training

BOS 3751, Training and Development 2

UNIT x STUDY GUIDE

Title

As we have learned up to this point, there is much more to safety training than just satisfying the regulatory requirements to conduct training. The ultimate goal of any safety training is the prevention of illness and injury, and if we do not plan and execute the training well, we are wasting time and money. If the Occupational Safety and Health Administration (OSHA) is investigating a fatality for which inadequate training is a contributing factor, they will not be satisfied to see names on a class roster as evidence. They will look into how effective the training was and will likely conclude that the accident demonstrates inadequate training. What a lesson plan looks like will vary based on the subject(s) being taught, the intended audience, available training facilities, budget constraints, and an organization’s philosophy about safety training. As such, there is no one-size fits-all template. A lesson plan is also dynamic, meaning it allows the instructor to make adjustments based on conditions that present themselves during the training. For example, the instructor may find the learners know much more about the topic than assumed in the lesson plan, and after making sure everyone is at the same level, can skip over some of the background information. Or, conversely, the learners may have little prior knowledge or experience, so adjustments must be made to fill in the gaps. Regardless of the situation, the lesson plan anchors the training and is always there to help the instructor to get back on track and reach the learning objectives. If used by multiple instructors, the lesson plan ensures consistency in what is being taught. The general consensus among training experts is that the lesson plan should start with the learning objectives, and then outline the entire training, breaking it into short, individual topics (remember “chunking?”) (Fanning, 2012). References, reading materials, videos, presentation slides, and handouts are listed for each section, along with lists of materials and equipment needed for demonstrations or other activities. For each section, there should be some statement about how the activity addresses the learning objectives. Training Methods Lesson plans include the “what” and the “how” of the training. The “what” is often driven by regulatory requirements, as well as other factors identified in the needs assessment and learning objectives. The “how” may not be as straightforward. Safety trainers can choose from lectures, photos, videos, demonstrations, group activities, games, online resources, computer-assisted training, and others, limited only by imagination and creativity (Fanning, 2012; Tapp, 2007). Ultimately, the choices are driven by the needs of the audience and resource limitations (e.g., money). There are many commercially available sources where training materials can be bought, or trainers can be hired to train on specific or specialized topics. If these are used, organizations need to be able to tailor them to their own specific needs (Fanning, 2012). Nothing is more boring to workers than a generic, canned safety presentation that has little relevance to their daily work activities. Documentation “No job is finished until the paperwork is done” is a common rule of thumb that applies to safety training. Lesson plans are a part of that documentation, in addition to class rosters with training dates and names of attendees. Organizations should also document the qualifications of the persons who present the safety training (Fanning, 2012). All of this information becomes important during accident investigations (so questions can be answered, such as “Was the employee trained? What was included in the training?) as well as during compliance inspections by OSHA or other regulators.

References Fanning, F. (2012). Presentation and documentation of safety and health training. In J. Haight (Ed.), Hazard

Prevention through Effective Safety and Health Training (pp. 71-88). Des Plaines, IL: American Society of Safety Engineers.

Tapp, L. M. (2007). Better safety training with fun & games. Professional Safety, 52(2), 52-55.