“What’s Wrong with Mandatory Safety Training…and How to Fix It!” Jonathan Klane, M.S.Ed., CIH, CHMM, CET, Assistant Director of Safety Programs Arizona State University - Ira A. Fulton Schools of Engineering (480) 965-8498 - jonathan.klane@asu.edu Fredi Doerstling Chemical Safety Specialist Arizona State University - Ira A. Fulton Schools of Engineering (480) 965-4601 fdoerstl@asu.edu 1  Needs assessment (questions?)  Learning objectives (ours for you - yours?)  “Givens” (not Robin)  Problems (existing and future)  Fixes (how to make it better)  ALPs (no, not the mountains! ;-)  Case studies (examples of don’ts and dos)  Closing thoughts (where from here?)  Questions (anything else)? 2  …what  do you want to discuss or learn? Discuss with your seat mate(s) 3 At the conclusion of this session participants should be able to:  Describe at least three problems with mandatory training;  Explain how to “fix” these problems; and  Demonstrate more effective and “learner-friendly” training.  Do you have another one? 4  Adult       learners/learning: Self-directed Participate Discuss Share expertise Applicable and fill a “need” “Active” learning  Mandatory training 180o counter 5 not the problem…  …our attempts at compliance are!  Q: OSHA requires training to be what?  A: Effective!  OSHA is 6 is not the problem…  …our (over-, mis-, and/or ab-) use of it is!  Technology 7  Lack of a training needs assessment 8  No (decent) learning objectives 9  Ineffective training delivery 10  Too heavy an emphasis on information (over learner needs) 11  Too heavy an emphasis on cognitive domain (not enough on affective and kinesthetic ones) 12  Too much lecture and not nearly enough active approaches and methods 13  An expectation of automatic learning outcomes, behavior changes, etc. 14  An over reliance on written tests 15  Viewing    training as: a stand-alone entity, a panacea (cure-all), or the sole tool or solution available. 16  Always putting the learners’ needs first! 17  Conducting a training needs assessment! 18  Using / following the ANSI/ASSE Z490 Standard – “Accepted EHS Training Practices”! 19  Involving the students in setting learning goals! 20  Being more of a facilitator of other’s learning! 21  Keeping a positive attitude and not getting defensive! 22  Use of humor in general!  23  Self-deprecating humor by the trainer/facilitator! 24  Learning benefits of students doing the teaching! 25  Personalizing the teaching! 26  The positive learning aspects of trainee (and trainer) mistakes! 27  Flexibility in topic discussions! 28  Validating accomplishment of learning objectives! 29 Ice Breakers,  Demonstration,  Role-playing,  Question and answer (Q&A),  Game-playing,  Pairs or dyads,  Triads,  Small group work,  Case studies,  Fishbowl,  Teaching others,  Video,  Brain-storming,  Large group, open discussion,  Co-training,  Safe experiments,  Tours,  Hands-on,  Pre-/Post-tests,  Problem-solving, or  Ad lib or spontaneous training !  30 1. 2. 3. 4. 5. Your mandatory OSHA trainer refresher College Health Clinic staff Not wearing safety glasses (lumber mill) Asbestos worker course – can’t read well Umpteenth HAZWOPER refresher 31  OSHA wants to update trainers  OSHA wants no fraud or bad training  Refreshers required every 4 years  Experienced EHS trainers  What to do? 32  BBP annual refresher  Doc’s, RNs, PTs, EMTs, Coaches  30-minute session  What to do? 33  Lumber mill/yard workers not wearing safety glasses consistently  Due for annual refreshers (PPE, hazcom, ergo, BBPs, LOTO, etc.)  What to do? 34  10 workers at gas pipeline facility  Need Asbestos Abatement Worker Initial Course  Some from CT, some from MS  1 each are reading-challenged  Must get >70% on written exam (or cannot do work)!  What to do? 35  Environmental engineering consultants  Engineers, Geologists, Scientists, Risk Assessors (chemicals), others  Most are on umpteenth refresher (10+ to 20+ years)  A few “newbies”  What to do? 36 37  Where         do we go from here? Is it a training need? If it is, what is/are the training need(s)? Are there other ways and means? Develop effective LOs! Design active training! Deliver learner-centered/friendly training! Don’t always give a test! Strive to improve! 38 39 Jonathan Klane, M.S.Ed., CIH, CHMM, CET, Assistant Director of Safety Programs Arizona State University - Ira A. Fulton Schools of Engineering (480) 965-8498 - jonathan.klane@asu.edu Fredi Doerstling Chemical Safety Specialist Arizona State University - Ira A. Fulton Schools of Engineering (480) 965-4601 fdoerstl@asu.edu 40