OR-OSHA Online Course 100: Module 7

This material is for training purposes only. Its purpose is to inform Oregon employers of best practices in occupational safety and health and general Oregon OSHA compliance requirements. This material is not a substitute for any provision of the Oregon Safety Employment Act or any standards issued by Oregon OSHA. For more information on this online course and other OR-OSHA online training, visit the Online Course Catalog.

MODULE SEVEN: SAFETY EDUCATION AND TRAINING

The Big Picture

Safety education and training is extremely important to a successful safety and health effort. If this critical element is missing in your injury and illness prevention plan, none of the other program elements will be effective.

But, this element is often neglected or managed ineffectively because the benefits may not be immediate, tangible, and directly related to profits. Managers may find it difficult to see the long-term improvements in process and product quality that results from fully developed safety education and training program. It's hard to see the big picture.

This module will take a look at safety education and training, why its important, and how to implement an effective program.

I want to emphasize that to be effective the program requires both education and training to be successful. But, what's the difference between the two?

Education and Training: What's the difference?

John F. Rekes, PE, CIH, CSP, says it well: "Education is a process through which learners gain new understanding, acquire new skills, and/or change their attitudes. The educational process is complex and learning usually takes place on many levels. An educational program can be successful even if the learners cannot do anything new or different at the end of the program.

"Training is a specialized form of education that focuses on developing or improving skills. While training incorporates educational theories, principles and practices, its focus is on performance. The goal of training is for learners to be able to do something new or better than before."

(Is Your Training Program Effective? Occupational Hazards, August 1999)

Education is continuous. It begins as soon as you open your eyes each morning. There is not beginning or end to it. Training usually formal and planned. It has a beginning and an end.

Safety education describes the who, what, where, when, and most importantly, the "why" of a particular subject. Education informs, persuades, motivates. We become educated in many ways including:

Personal experience
Formal classes
Problem solving
On-the-Job Training

Observation
Reading
Viewing
Feedback

Safety education attempts to primarily increase knowledge to change beliefs and, thereby, improve/change attitudes. The more we understand the importance of safety procedures, the more likely we will use them. We gain an understanding of natural and system consequences that result from using safe procedures and practices being trained. What does education about natural and system consequences look like?

Natural consequences. Education helps employees understand the natural consequences of their actions; the injuries and illnesses that may result if we don't use the safe procedures and practices. Education helps everyone understand the natural consequences to the company; damage to equipment and machinery, lower trust between labor and management, and low morale.

On the other hand, education helps employees understand the positive natural consequences resulting from safe behaviors in the workplace; fewer accidents, higher productivity and lower costs of doing business.
System consequences. Education also helps us understand the system consequences of our actions; the disciplinary actions that result from noncompliance, and the recognition/reward that results from compliance. It also helps us understand the system weaknesses affecting the organization; OSHA penalties, civil and criminal penalties, possible work slowdown, decreased operational efficiency.

Safety training, on the other hand, is one of the specialized forms of education that focuses on the how to do a particular task safely. It is concerned with showing you how to do something. It increases knowledge to improve/change skills. Gary, a past student wrote:

"I stress to my co-workers that a life jacket is mandatory on deck. We hired a young guy who was a swimmer in college. He felt his swimming skills were such that he did not need the jacket. We educated him on hypothermia and that he could not save himself if he fell over in 35 degree water. Once he understood then he wore the jacket at all times, because he wanted to, not because he had to."

Why is education so important?

Earlier I said that education tells the "why" in a learning process. In safety and health, the why can save a person's life. By far the most common reason workers do not follow safety rules (or any rule) is that they don't understand why doing so is important. They don't understand the natural and system consequences.

For instance, I'll bet your company has a list of safety rules that they directed you to read when you were first hired. Did anyone discuss with you during orientation "why" each rule was important to your safety and job security? If not, consider this lack of effective education as a symptom of a serious weakness in the safety education and training plan. (If your company has an effective safety orientation plan and it's being implemented well...congratulations!)

A word about change. If your company attempts to institute change in any part of the safety and health management system, the effort will likely fail if the company only trains people how to change without informing, motivating, and persuading (educating) workers about why the change is important and what the benefits will be.

Now, you show me...

Safety education and training doesn't have to be difficult or expensive: it's not rocket science. So, what is the best method to train specific safety procedures? Here's what Rich H., another student, says about this:

"Specific safety procedures are best done by telling, then showing, then having the worker show the trainer. The telling lets the worker get an introduction to what's going to happen, tells them what to watch for. The showing gives more exact information, clears up any vague areas the "telling" may not have made clear. It also decreases the possibility that the worker will get in too deep, too fast.... The doing demonstrates competence, allows minor corrections, and (most importantly) instills the highest level of retention in the worker."

On-The-Job Training Strategy

Step 1. Introduction. State and discuss the learning objectives and answer any questions the employee may have. Discuss the acceptable standards of knowledge and performance. Tell the trainee what you're going to train. Emphasize the importance of the procedure to the success of the production/service goals. Invite questions. Emphasize the natural and system consequences of their performance. The natural consequences describe the hurt or health that automatically results. The system consequences are those consequences the organization applies as a result of an employee's performance; discipline or positive recognition.

Step 2. Trainer shows and tells. In this step the trainee becomes familiar with each work practice and why it is important. Review the initial conditions for the procedure. Demonstrate the process, carefully explaining each step as you go. Answer questions and continue to demonstrate and explain until the employee understands what to do, when and why to do it, and how to do it.

	Trainer:	EXPLAINS and PERFORMS each step.
	Learner:	OBSERVES each step and QUESTIONS the trainer.

Step 3. Learner tells - Trainer shows. This step is necessary when exposure to hazards inherent in the procedure could cause serious harm. It protects the trainee because the trainer performs the procedure. The trainee explains the procedure to the trainer, while the trainer does it. This gives the trainer an opportunity to discover whether there were any misunderstandings in the previous step. The trainee also responds to trainer questions.

	Learner:	EXPLAINS each step and RESPONDS to questions.
	Trainer:	PERFORMS each step and QUESTIONS the trainee.

Step 4. Learner shows and tells. The trainer has the trainee perform each step. The trainee first asks permission to perform a step. In this manner the trainee performs each step in a dangerous procedure but remains protected because the trainee explains the process before actually doing it.

	Learner:	EXPLAINS, ASKS PERMISSION, and then PERFORMS each step.
	Trainer:	GIVES PERMISSION, OBSERVES each step and QUESTIONS the trainee.

Step 5. Conclusion. Recognize accomplishment - “Good job!” Reemphasize the importance of the procedure and how it fits into the overall process. Tie the training again to consequences by discussing the natural and system consequences of performance.

Step 6. Document. Training documentation should be more than an attendance sheet. See the sample training certification document on the next page. It represents one possible way to document training. Strong documentation includes:

Trainee’s and trainer’s name.
Date of training.
Subject(s) being trained - procedures, practices, related policies, rules, etc.
Certification - trainee and trainer signatures.
Trainee statement of understanding and intent to comply.
Trainee statement that he/she was provided opportunity to practice.
Trainer statement that testing of knowledge and skills was conducted.
Trainer statement that student demonstrated adequate knowledge and skill.

Step 7. Validate. At some point in time after the conclusion of the OJT session, observe and question the employee to validate that the training has been successful and that the employee has developed a proper attitude related to the work.

Model Classroom Training Strategy

Preparation

Choose a good location to train. Orientation can be held in a classroom, but specific safety training needs to occur where the work will be done.

Talk about what is going to be taught. Make sure you also set aside enough time to get all the training accomplished.

Tell the worker why training is important. Again, this is the essence of education.

If the worker knows why the training is important, they will be pay attention. Ask the worker what he or she already knows. You may be surprised at the depth or lack of knowledge. Be flexible so you can adapt to the worker's level of knowledge and ability.

Presentation

Describe safety procedures; general to specific, simple to complex, known to unknown.

Demonstrate safety procedures; one step at a time. This is critical. The worker must see it done properly. If the supervisor is not fully qualified, get another person. However, the supervisor should always be involved.

Repeat each step if necessary; be patient. At regular intervals, ask the worker if he or she understands the process or procedure.

Involvement

Ask the worker to perform safe procedures. Demonstration is at the very heart of the training. Never trivialize it.

Correct any errors immediately; address performance, not the person. Your approach should reflect concern for their success. Their success is your success. Be patient.

Practice until you and workers are confident. Let them try a number of times until they (and you) are confident of their ability.

Follow-up

Observe worker performing safety procedures on the job. At first, you may need to pay close attention to the new worker.

Ask for feedback; encourage questions. Make sure the worker is comfortable communicating any problems or concerns.

Give feedback on performance. Recognize performance that meets or exceeds your expectations. Identify weaknesses.

Decrease observations over time as appropriate.

Periodically monitor performance.

Let's Review

31. Safety education helps us understand the _______ consequences:

a. negative and positive
b. natural and system
c. contingent and natural
d. system and long-term

32. According to the text, ____________ is one of the specialized forms of ____________:

a. Education, training
b. Training, education
c. Education, communication
d. Communication, education

33. All of the following are true regarding the natural consequences of behavior, except.

a. They automatically occur
b. We're punished "by" what we do
c. They are administered by someone
d. They refer to the hurt or health we sustain

34. In this OJT step the trainee becomes familiar with each work practice and why it is important:

a. Step 1: Trainer introduction
b. Step 2: Trainer show and tell
c. Step 3: Learner tell and show
d. Step 4: Learner show and tell

35. Documenting training on safe work procedures should include:

a. student and instructor signatures
b. statement of intent to comply
c. statement of competency
d. All of the above

Answer the questions on the following review quiz. Here are the answers.

One more module!

Great job. In the last module, we'll discuss the importance of analyzing, evaluating, and improving your company's safety management system. And remember, if you have any questions or comments, just drop me an email at email.

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