Safety & Health Management

System Training

Lesson 5 – Safety & Health Training

 Safety Health Management
System (SHMS) Webinar Series
In this series of webinars developed under
the Susan Harwood Grant, you will learn:
o Lesson 1 - OSHA and the Importance of
Having a Safety Health Management System
(SHMS)
o Lesson 2 – Management Commitment &
Leadership
o Lesson 3 – Worksite Analysis
o Lesson 4 – Hazard Prevention & Control
o Lesson 5 – Safety & Health Training
Lesson 5 Contents
1. Objectives 7. Employee
2. Identifying Training Orientation
Requirements 8. On-the-Job Training
3. Is Training the 9. Supervisory Training
Solution?
10. Refresher Training
4. Identifying Training
needs 11. Training Transfer
5. Training Matrix 12. Training
6. Records and Effectiveness
Documentation 13. S & H Training
Resources
Objectives

• Learn how to identify your

company's OSHA training
requirements and general training
needs

• Learn how to create and use a

training matrix
Objectives

• Learn how to promote transfer of

training into the workplace

• Learn how to recognize the

characteristics of effective
training, as well as the importance
of maintaining training records
and documentation.
Identifying Training Requirements

• Many OSHA standards have specific

training requirements.
• Training requirements can vary depending
on the nature of the hazards addressed.
• For example, a standard may specify the
following:
– Trainer qualifications, topics to be covered,
training methods, frequency of refresher
training, or requirements for documentation
and recordkeeping.
Identifying Training Requirements
• Examples of S & H Standards with
Training requirements:
– Hazard Communication
– Hazardous Chemicals in Laboratories
– Noise
– Bloodborne Pathogens
– PPE
– Confined Space
– Lockout/Tagout
– Powered Industrial Trucks
– Fire Safety and Emergency
Action Plan.
Identifying Training Requirements
• Some standards might require different
levels of training, depending on the
worker's level of exposure to the hazard.

• Employees who actually perform the work

would need extensive training; other
employees may just need to know that the
hazard exists

• Multiple levels of training may be explicitly

stated.
Identifying Training Requirements
The Lockout/Tagout standard distinguishes
between "authorized employee training",
"affected employee training" and "all other
employee training".
• Authorized employee training is for workers who
perform maintenance on equipment.
• Affected employee training is for workers whose
job may require regular use of the equipment
but not involve maintenance or repair on it.
• All other employee training is for workers whose
work operations are or may be in an area where
lockout/tagout is utilized
Poll Question #1
Identifying Training Requirements
• Also, some OSHA standards are
performance-based; while others have
specific content requirements.
• Training standards that have performance-
based criteria define what training must
achieve but do not define how it is to be
done.
• These standards allow more flexibility in
the implementation of the criteria than do
training standards that specify the actual
training content. (See Examples next
slides.)
Poll Question #2
Identifying Training Requirements
Performance-Based Training Standard vs.
Standard with Content Requirement
• Performance-Based Standard.
– The Occupational Exposure to Hazardous
Chemicals in the Laboratory (OSHA Standard
1919.1450) states "The employer shall provide
employees with information and training to
ensure that they are apprised of the hazards
of chemicals present in their work area….."
While there are a few other items in the
standard related to training, it is clear that
the approach is different than the one below.
Identifying Training Requirements

• Standard with Content Requirements.

– The Servicing of Multi-Piece Rim Wheels
(OSHA Standard 1910.177) states specifically
that "The employer shall assure that each
employee demonstrates and maintains the
ability to service rim wheels safely, including
performance of the following tasks:
– Demounting of tires (including deflation);
Inspection and identification of the rim
wheel components, …" Note the very specific
fashion in which content is described.
Identifying Training Requirements

• If your state has a State Plan OSHA,

there may be specific requirements for
those standards that are different than
the Federal Requirements.

• Since OSHA training requirements vary

with different standards, you will need
to identify the specifications for the
standards with which your company
must comply.
Is Training the Solution?

• Employees should not perform any job

unless they know how to do it properly
and safely.

• Training, whether it is classroom-based,

on-the-job or self-instructional, is often
an effective way to make employees
aware of job hazards and to teach them
proper and safe job performance.
Is Training the Solution?
• Training is an appropriate solution to
performance problems when there is a
deficiency of knowledge or skills.
• Suppose your company experiences
safety performance problems such as
employees working with guards removed
from machinery or not wearing the
proper personal protective equipment
(PPE).
• Company pressure to work too quickly or
improper sizing of PPE may be the
underlying causes of these behaviors,
not lack of knowledge.
Is Training the Solution?
• Some experts believe that training
should only be provided after all other
performance issues have been
addressed.
• As you evaluate the potential hazards
during your worksite analysis, try to
determine if any other issues could be
contributing to the performance
problem before choosing training as the
solution.
Poll Question #3
Is Training the Solution?
• Choose Training as a Solution to a
Problem after:
– Identifying the underlying cause of the
problem.

– Making your best efforts to control and/or

eliminate the circumstances and conditions
leading to the problem.

– Determining that a lack of knowledge and

skill is contributing to the problem.
Is Training the Solution? - Exercise
• Employees in the receiving department
at CHC have complained about David
Rebell (Mark's brother) driving his
forklift too fast and occasionally
bumping into shipments.
• The Operations Foreman, Jack
McDonald, has had to complete a
number of accident reports for damaged
goods due to David's behavior. Jack
asked Mary White to sign up David for
training in forklift operation and safety.
Is Training the Solution? - Exercise
• Mary discovered that David has had forklift
training twice at CHC and drove a forklift at a
previous job.
– What might be an underlying cause for David's
improper forklift performance?
– What is the likelihood that additional training
will improve David's performance?
– What might be the outcome if Mary decides to
send David to more training without exploring
the underlying causes of his behavior?

• This exercise shows the importance of

investigating the underlying causes of poor
performance before applying considerable
resources to provide training.
Identifying Training Needs

• A training need is a gap in a

worker's performance that results
from lack of knowledge or skill in a
particular area.
• Training is an instructional
experience that helps workers to
fill that gap by providing them with
knowledge and opportunities to
practice new skills.
Identifying Training Needs

• Even though there is no OSHA

ergonomic standard, ergonomic
risk factors are generally
recognized as a hazard for
musculoskeletal disorders.
• Therefore, an employer has a
responsibility to provide training
in proper lifting for employees
who are exposed to this hazard.
Identifying Training Needs
Your worksite analysis, may help you discover
additional areas where training will be
beneficial.
• Accident investigation of a hand injury may
show that the employee had not been properly
trained in lockout / tagout procedures.
• Self-inspection may show that employees
were working in confined spaces without
having received any training in this area.
• A JHA may show that employees are
improperly lifting boxes because they have not
been trained in proper lifting techniques.
Identifying Training Needs
• When multiple worksite analysis
methods point to the same training
need, it is a clear indication that
training should be provided.
• Also, employees who are assigned
responsibilities in the SHMS such as
conducting accident investigations,
workplace inspections and Job Hazard
Analyses may need training before
performing these tasks.
Poll Question #4
Identifying Training Needs

• Prioritizing Needs
– Employees should be properly trained
before performing any tasks that could
pose a threat to their safety and health.
– Worksite analysis results will help you
prioritize the delivery of your training.
– You may apply the same criteria to
prioritize your safety and health training
goals as you did to prioritize your
company's hazards in Lesson 2.
Identifying Training Needs

• Criteria for Prioritizing Training Needs

– The likelihood or potential of the hazard
occurring (very likely, unlikely, etc.)

– The severity of the hazard (death, serious

physical harm, etc.)

– The frequency of the hazard (once per day,

once per shift, etc.)

– The number of employees exposed to the

hazard (1, 5, 10, etc.)
Poll Question #5
Training Matrix

• A training matrix is a tool that helps you

identify and organize the S & H training
requirements and needs for each job at
your company.
• Although the format for a training
matrix varies, generally it is a grid that
associates training topics with
trainees.
• It is important that you select a method
that is most useful to your organization.
Training Matrix

• Training matrices are useful for:

– Distinguishing between training topics that
apply to a broad audience vs. those that
apply to a narrower audience (a
prioritization criterion).
– Tracking individual employees' progress
toward completing their training
requirements.
– Identifying the training needs of new
company employees and new transfers into
a department.
Training Matrix

• A training matrix is an evolving

document that will change as job
positions are added and deleted and as
training needs shift.
• For this reason, consider developing
your matrix in an electronic format that
can be easily revised.
Poll Question #6
Training Matrix - Assignment

• Create training Matrix for your

organization
• Start building a training matrix for your
company using the information you
gathered from these sources:
– Your accident analysis
– Self-inspection assignment
– Comprehensive Survey
– Your JHA OSHA Training Requirements
Records & Documentation
• Documentation includes tracking the
dates when training events occurred, a
content summary or topics outline, the
training methods used, and the names
and qualifications of trainers.
• Training records include attendance
records (name, department,
topic/course name, date of training and
employee signature), copies of
performance and written tests, and test
scores for all participants.
Records & Documentation

• Keeping good documentation and

records has many benefits, including
enabling you to:
– (1) determine when annual or required
refresher training is needed,
– (2) prove that training has been provided
and
– (3) determine whether lack of training is the
cause of safety performance issues.
Records & Documentation
• Many OSHA standards that require safety and
health training have specific documentation and
recordkeeping requirements.
• These requirements may vary with each standard
so you will need to consult each standard for
details.
• At the very least, obtain the participant's name
and signature, the training date, the contents or
summary of the training session, and the trainer's
name and qualifications.
• As you learned earlier, some OSHA standards even
specify that certain topics be covered.
• While the length of time that training records must
be kept varies, it is best to keep them for at least
three years.
Poll Question #7
Employee Orientation
• Employee orientation is a good way to provide
much of the initial safety and health training
that may be required, particularly if
participation is mandatory for all employees.
• If your organization already has an orientation
for new employees that covers items such as
company benefits and work hours, consider
including a safety and health training
component.
• If your company's training matrix contains
safety topics that are required for everyone,
then these topics are good candidates for
orientation.
Employee Orientation
• New Employee Orientation is a good
place to discuss your company's S & H
Policy, management's commitment to
safety and health, and ways in which
employees are encouraged to
participate in the SHMS.
• This is the employee's first opportunity
and impression of your organization's
safety and health program.
On the Job Training
• On-the-job training (OJT), as its name implies,
occurs within the context of the work
environment.
• A supervisor or other qualified personnel
delivers it, often providing opportunities for
hands-on practice with close supervision.
• While the delivery format is generally
informal, the content and learning activities
should be consistent for all trainees.
• Training checklists can help ensure this
consistency. Being contextual, OJT provides a
high degree of training transfer (discussed
later), relevance and applicability.
On the Job Training
• On-the-job training can be a good method
to deliver content that is specific for a
particular department and would not be
covered during general employee
orientation. For example, supervisors
should develop a checklist for OJT topics
for their departments, which might include:
– Hazards associated with specific chemicals
used in the department.
– Safe usage, handling and maintenance of tools,
supplies and equipment (including PPE).
– Proper procedures for safe performance of
tasks and jobs and handling emergencies.
On the Job Training
• OJT offers opportunities to increase
employee participation in the SHMS.
• Seasoned employees with expertise in
certain areas can help develop the
departmental OJT checklist and ones
who perform their jobs in an exemplary
manner can help train others.
On the Job Training

• When is OJT appropriate?

– When new employees (or transfers) enter a
department where specific knowledge is
required to perform jobs safely.
– When new work processes and equipment
are introduced.
– When employees need hands-on practice
with supervision in the work environment.
Poll Question #8
Supervisory Training

• Supervisors play a critical role in any

safety program through their daily
contact with workers.
• Top management shows its
commitment to the SHMS by training
supervisors to understand their
responsibilities for ensuring workplace
safety.
Supervisory Training
• Understand S & H Standards
– Supervisors need to understand the safety
and health regulations that apply to their
workplace.
– Consider having your supervisors attend an
OSHA 10-hour outreach program that covers
many of the more general standards.
– These classes are often provided by: (1)
your state safety and health consultation
services program, (2) local community or
technical colleges, (3) your state OSHA
(state plan states only) or (4) by contacting
U.S. OSHA.
Supervisory Training
• Prevent or Control Hazards
– Supervisors need training to recognize
hazards in their work area.
– They should be trained in their role in
conducting accident investigations and Job
Hazard Analyses as well as identifying
hazards during workplace inspections.
– Also, supervisors are the first line of
communication when employees have a
safety issue that needs to be resolved.
– With proper training, supervisors can learn
suitable methods of hazard prevention and
control, enabling them to deal swiftly with
hazards as they arise.
Supervisory Training
• Provide Adequate Training
– Organizations must inform supervisors of
their responsibility to provide each
employee with proper training in a timely
manner.
– Supervisors need to know which of the
company's safety and health policies apply
to their employees.
– Most OSHA standards require that
employees be trained prior to beginning the
work involving the hazard.
Supervisory Training

– For example, they need to know how to

protect themselves from bloodborne
pathogens by reading the BBP Exposure
Control Plan before they have this
potential exposure.

– Depending on the organization, they may

need to know if training programs meet
OSHA training requirements and how to
keep proper documentation and records.
Supervisory Training

• Provide Proper Equipment

– Supervisors need training in their
responsibility for making sure that all
employees within their work area always
have the proper equipment to perform their
jobs safely.
– This would include proper tools, PPE, as
well as procedures for using the equipment.
– Supervisors must ensure that PPE is sized
properly and that all equipment is well
maintained.
Supervisory Training

• Enforce Safe Work Practices

– Supervisors need training on the company's
safety and health policies, guidelines and
procedures established for day-to-day
operations.
– Supervisors must be involved in addressing
safety performance issues and taking
disciplinary action when safety policy is not
followed.
Supervisory Training
– They need to learn their responsibilities in
this area and the company's policies and
procedures for disciplining employees (e.g.,
start with verbal warnings; progress to
written warnings; as a final measure, apply
severe disciplinary action).

– Supervisors need to learn effective methods

for communicating safety and health
expectations to their workers and for gaining
the support of seasoned employees in setting
high safety norms for the department.
Poll Question #9
Supervisory Training
• Investigate Accidents
– Supervisors may be responsible for
conducting most of the initial investigation
of accidents that occur within their
departments (see Lesson 3).
– Therefore, they will need training in
accident investigation and root cause
analysis.
– In addition, they may need training in
communication skills so that interactions
are cooperative rather than confrontational.
Refresher Training
• Some skills may be used infrequently or only on
an "as needed" basis [for example,
cardiopulmonary resuscitation (CPR)].
• Other skills require refresher training if
circumstances or the work environment change.
• For example, if a department begins using a new
solvent, employees will need hazard
communication training on that product.
• Finally, some skills may need to be monitored to
make sure safe practices continue and that gaps
in learning have not occurred (for example, if
employees are not completing pre-shift forklift
inspections).
Refresher Training
• Some OSHA standards have specific requirements
for refresher training; while others do not.
• The standards that require refresher training
describe what needs to be provided in the
training. They also vary with respect to frequency
of the training.
• Some standards require refresher training on a
regular basis (for example, every year for
respirators). Others require it only under certain
circumstances (for example, Hazard
Communication requires it when a new chemical
is introduced).
• Also, if you find there is a need for refresher
training even if OSHA doesn't require it, provide it
—this is just good practice.
Refresher Training

• Examples of S & H Standards with

Refresher Training Requirements
– Noise
– Bloodborne Pathogens
– Lockout/Tagout
– Powered Industrial Trucks (Forklifts)
Refresher Training

• As you determine your OSHA training

requirements, note whether or not each
standard has a requirement for
refresher training.
• This information is usually included in
each standard, generally with the
information on training.
• You may also want to add a separate
column for refresher training in your
training matrix.
Poll Question #10
Training Transfer

• The ultimate goal of training is for

learners to meet a certain standard of
performance on the job.
• This means that people, who receive
training away from their jobsite, will
transfer their newly acquired
knowledge and skills to the workplace,
such as the shop floor, laboratory, or
office.
• This concept is called training transfer.
Training Transfer

• You cannot expect training transfer to

occur unless training is really an
appropriate solution to the
performance problem.
• Overcoming the barriers to training
transfer is important so that trainees
won't revert back to old behavior
patterns when they return to the
workplace after receiving training.
Training Transfer

• Barriers and Promotional Strategies

• Common barriers that inhibit training
transfer:
– Lack or Management Commitment
– Conflicting Goals
– Lack of Equipment
– Peer Pressure
Poll Question #11
Training Effectiveness

• Whether you are developing your

training in-house or contracting out,
you will want assurance that your
company is providing effective training.
• Effective training follows certain
established principles and guidelines,
which can be adapted to your
company's needs.
Training Effectiveness
• Identifying Objectives
– Objectives are precise written statements of
the desired knowledge, skill or abilities that
trainees will be able to demonstrate as a
result of the training.
– They should be expressed in such a way that
the learned behavior can be observed and
measured.
– The characteristics of a useful objective are: a
description of the desired knowledge, skill and
ability (KS&A) to be learned;
– The condition under which the learning will be
demonstrated; and
– The criteria for determining that the KS&A
have been learned.
Training Effectiveness

• Example Objective:
– The forklift operator trainees will
demonstrate the safe way to operate a
forklift in the warehouse by successfully
completing all of the items on the forklift
operation checklist.
Training Effectiveness

• Designing the Training

– Training is well-designed when it effectively
and efficiently addresses the needs of the
defined target audience.
– Training can be proven effective if learners
can demonstrate mastery of the learning
objectives, through testing and/or on-the-job
performance, at the end of the training.
Training Effectiveness

• Designing the Training

– Target Audience: Consider the educational
level of the training; it should not exceed
that of the learners.
– Also, do you have a large population of non-
English speaking employees? If so, the
training delivery must meet their needs.
– Or, do you have a large population of
persons with disabilities that may need
various formats in order to learn or
demonstrate understanding?
Training Effectiveness
• Designing the training
– Training Design is a broad area, which includes:
determining the content (based on the learning
objectives);
– Identifying the learning prerequisites;
– Properly sequencing the material;
– Selecting effective teaching methods and
appropriate media that support mastery of the
objectives;
– Providing opportunities for learning activities and
for practicing new skills and receiving feedback;
– Testing learner performance at the end; and
– Evaluating the training effectiveness and
modifying the training program accordingly.
Training Effectiveness
• Designing the Training
– Training methods refer to different options for
delivery of content, such as lecture, discussion,
demonstrations, hands-on practice, simulation, self-
instruction and more.
– Select training methods that support learning the
desired knowledge or skill.
– Not all methods are advisable in all situations and
some OSHA standards specify the learning method.
– For example, training for powered industrial trucks
requires a number of methods including hands-on
practical training.
– While lecture may be one component of the training,
people learn safe operating practices by actually
getting behind the wheel and driving.
Training Effectiveness

• Designing the Training

– Similar to training methods, training media
need to be selected based on the
appropriateness for the objectives and target
audience.
– Training media refer to paper-based
instruction, computer-based instruction, video,
audio and more.
– Stand-alone video is a good medium for
showing demonstrations or presenting lecture
material but may be a poor choice when
spontaneous classroom discussion is desired.
Training Effectiveness

• Selecting the Trainer

– Trainer qualifications are important. Trainers
must know the subject they are teaching and
must be able to deliver the training comfortably
and completely.
– Some OSHA standards address trainer
qualifications to make sure they are competent.
– You may also consider an authorized OSHA
trainer who has the experience and training to
teach 10-hour or 30-hour courses in construction
or general industry safety and health standards
(see the OSHA Outreach Training Program).
Training Effectiveness
• Conducting the Training
– Training must be conducted in a way that is
conducive to learning. Things to consider
include:
– Physical Environment. Is the room large
enough?
– Room Layout. Does the room layout support the
type of training that will occur?
– Equipment. Does the trainer need any special
presentation equipment or setup?
– Handouts. Are they legible and are there enough
copies?
– Accessibility. Will employees with special needs
such as hearing or visual impairment attend the
training?
Training Effectiveness
Evaluating the effectiveness of training
can occur in a number of different ways
(or on different levels).
• Level 1 - perception survey
• Level 2 - completion of a written quiz or
demonstration of newly learned skills.
• Level 3 - how well are the behaviors
taught in the safety and health training
being used in the workplace.
• Level 4 - how well overall performance
has improved.
Poll Question #12
Management Review Assignment
• In Lesson 2 you were introduced to the
concept of management review. Now that
you have implemented a considerable
portion of your SHMS, consider conducting
a management review to determine if any
changes are needed to improve worker
protection and if your safety and health
performance is continuously improving.
• During your management review, ensure
that your SHMS is functioning as intended,
is adapting to changing circumstances
and is effective at reducing workplace
accidents.
Management Review Assignment

• For your management review, collect the

following documents to assist in the
process:
– written safety and health policy
– written safety goals and objectives and
progress toward achieving them
– statistics on injuries, illnesses, first-aid
incidents and near-misses
– corrective actions implemented due to injuries,
illnesses, first-aid incidents and near-misses
– worksite analysis results and implementation of
hazard controls.
Conclusion

• This is the end of Lesson 5, please take

the post-test and complete the lesson
evaluation form.

• In order to get your certificate of

completion for this series, you must
complete all 5 lessons.
• This course, funded by an OSHA-sponsored
Susan Harwood grant, is designed to assist
small and medium sized businesses in
developing and implementing an effective
safety and health management system.
• This material was produced under grant SH-
17814-08-60-F-24 from the Occupational
Safety Health Administration, U.S. Department
of Labor. It does not necessarily reflect the
views and policies of the U.S. Department of
Labor, nor does mention of trade names,
commercial products, or organizations imply
endorsement by the U.S. Government.