Effective safety and health training

Effective Safety and Health Training......Page 1
Preface......Page 3
Contents......Page 4
chapter one: Introduction......Page 15
I. What you can expect from this book......Page 16
B. Sharing control......Page 17
D. Application and adaptation......Page 19
II. Your own training adventure......Page 20
A. Step one – identify training needs......Page 21
2. Talking to workers......Page 22
C. Step three – write specific, measurable objectives......Page 23
1. Outcome-oriented objectives......Page 24
2. How much information?......Page 25
4. Writing objectives: the bottom line......Page 26
5. Bloom’s taxonomy of thinking processes......Page 27
1. Developing materials......Page 29
b. Learning objectives......Page 30
a. Why you need a lesson plan......Page 31
c. Worksheet for a lesson plan......Page 33
3. Audiovisual aids and hands-on workshop devices......Page 35
F. Step six – evaluate and improve training......Page 36
Interview......Page 38
chapter three: Human behavior and the health and safety trainer......Page 40
I. Basic considerations for modifying human behavior: stimulus response theory......Page 41
II. Basics of health behavior models: expectancy value theory......Page 42
A. The health belief model......Page 43
C. The theory of reasoned action......Page 46
D. The transtheoreical model......Page 48
E. Relapse prevention theory......Page 49
References......Page 50
Interview......Page 51
I. Videotapes......Page 53
B. Appropriateness......Page 54
E. Reality......Page 55
A. Content......Page 56
a. Definitions of Literacy......Page 57
d. Implications for workplace success......Page 58
e. Wisdom for trainers......Page 59
b. Make the page inviting......Page 60
f. Scoring your materials......Page 61
Illustrations......Page 62
2. Materials with visual interest......Page 63
IV. Summary......Page 64
References......Page 65
Interview......Page 66
I. Characteristics of adult learners......Page 68
1. Lecture presentations......Page 69
c. Using relevant examples......Page 70
d. War stories......Page 72
a. Overhead transparencies......Page 73
e. Flannel board......Page 74
B. Input or discussion techniques......Page 75
2. Brainstorming......Page 76
a. Advantages......Page 77
b. Disadvantages......Page 78
6. Questionnaire......Page 79
C. “Do it” techniques......Page 80
a. Advantages......Page 81
b. Disadvantages......Page 82
4. Action plans......Page 83
b. Disadvantages......Page 85
b. Disadvantages......Page 86
7. Exercises......Page 87
c. Guidelines......Page 88
c. Guidelines......Page 89
1. Icebreaker......Page 90
c. More icebreakers......Page 91
III. Guidelines for dividing people into groups......Page 94
IV. Trainer characteristics and training methods......Page 95
F. Is there time to work through the exercise?......Page 96
V. Summary......Page 97
Interview......Page 100
I. Defining the generations......Page 102
E. Lifelong learners......Page 104
H. Xers are fun!......Page 105
B. Seek stimulation and change......Page 106
A. Keep it short......Page 107
C. Keep them engaged......Page 109
V. Summary......Page 110
Interview......Page 111
A. Time......Page 113
B. Work......Page 115
C. Money......Page 116
C. Visibility......Page 117
A. Build skills......Page 118
C. Allow adequate time......Page 119
D. Plan for safety......Page 120
IV. Examples of participatory training......Page 121
B. Scenario-based workshop......Page 122
C. Classroom stations workshop......Page 123
D. Outdoor stations workshop......Page 125
F. Games......Page 126
V. Summary......Page 127
Interview......Page 128
Appendices......Page 129
I. Basic design considerations......Page 202
II. Some assembly required......Page 203
III. Leaking pipe stand......Page 204
IV. General containment training device......Page 205
V. 150-Pound chlorine cylinder......Page 207
VI. Chlorine ton container......Page 210
VII. Considerations for implementation......Page 212
Interview......Page 215
A. Personal computers and networks......Page 217
B. The internet......Page 218
II. Using computers to prepare for training......Page 219
A. Research and reference......Page 220
III. Using computers in the classroom......Page 221
A. Presentation......Page 222
B. Resource for class exercises......Page 223
D. Computer-based games and simulations......Page 226
IV. Computers as the classroom......Page 227
A. Computer-based training......Page 228
B. Distance learning......Page 229
V. Summary......Page 230
Interview......Page 231
I. Defining success......Page 233
5. Recruit for courses......Page 234
1. Process measures: trainees’ opinions......Page 235
3. Outcome measures: changes in behavior......Page 237
2. Other trainers......Page 238
D. When should you evaluate?......Page 239
3. Use them to boost your ratings......Page 240
B. Writing clear questions......Page 241
E. Focus groups......Page 242
A. Written tests......Page 243
B. Evaluating outcomes......Page 244
VI. Examples of evaluation forms......Page 245
VII. Further guidance for evaluation......Page 247
VIII. Summary......Page 251
I. Abilities of good trainers......Page 253
B. Training aid experts......Page 254
A. Trainers we have known......Page 255
B. Great trainers we have known......Page 257
A. Classroom setup......Page 259
D. Psychological comfort......Page 260
4. Try things out......Page 261
A. Physical problems......Page 262
B. Human problems......Page 263
1. Dealing with resistance......Page 264
2. Dealing with problems of expression......Page 267
C. Dealing with real problems people bring to class......Page 271
E. Trainers and responsibility......Page 272
F. Training trainers......Page 273
References......Page 274
I. Giving workers what they want......Page 275
B. What do workers want?......Page 276
C. What else do we need to know about workers?......Page 277
III. What do trainers want?......Page 278
A. Recruiting cooperation in the training program......Page 279
1. Upper management......Page 280
2. Safety committees......Page 281
4. Workers......Page 282
VI. Summary......Page 283
References......Page 284
I. Goals for trainer training......Page 285
1. Class at national union headquarters......Page 286
1. Tap dancing......Page 287
3. Bless your heart......Page 289
1. Brainstorming about brainstorming......Page 290
4. Role playing to teach role play as a method......Page 291
5. Solving the problems associated with the problem-solving method......Page 292
1. Writing learning objectives......Page 293
2. Rewriting trainee-friendly materials......Page 295
b. Illustrations......Page 296
3. Trainer-generated evaluation sheets......Page 297
C. Activities to improve instruction and communication......Page 298
3. Ball toss......Page 299
4. Dilemmasaurus......Page 300
c. Ask for part of the report......Page 301
4. Egg toss......Page 302
6. Training teams......Page 303
3. Write a follow-up evaluation form......Page 306
V. Summary......Page 308
I. Henry and the Hazwopers......Page 309
II. Mike’s Hazmat team......Page 311
IV. Summary......Page 313
I. Advice from another planet......Page 315
A. Ideas from the experts......Page 316
2. Everyone builds the agenda......Page 317
4. Make performance the starting point......Page 318
C. Final thoughts......Page 319