Tonight’s Agenda Peter VanDerLyke, Diamond, Chapter 19, 20 & Case Study Wanda Minnick, Walvoord, Chapter 1,3 App A and App D Finish up from last week Start Training Needs Assessment

Got a good laugh out of this… “OMG… THANK YOU!!!  #prayerworks” ~ Randall Butler Additional Stuff on Millennial Generation from Discussion Board!

Recent Dissertation, Wayne Hartz, January 2014 21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals

Main Question How can the public be assured of competency in those professing to protect its occupational health and safety (OSH)? Currently, in the U.S. there are 193 higher education OSH programs,186 with baccalaureate degrees with over 55 different degree titles. This research seeks to define minimum OSH baccalaureate graduate core competencies across all programs by asking: What would employers look for in a portfolio to demonstrate competence in a new OSH graduate?

Hartz, 2014, p. 120 Job demand > safety graduates “At the same time, as a new professor in a baccalaureate safety program, I experienced first-hand the wide range of baccalaureate safety graduates (incompetent to highly competent) hired into all types of industries with numerous job titles and levels of responsibilities, yet consistently charge to protect people, property, and the environment.”

Results This research has established 10 core requirements with corresponding learning outcomes, creating the possibility to reframe what the ASSE expects of institutions preparing students for employment as emerging safety professionals.

10 Core Requirements

Hartz, 2014, p.135-136 “The present practice of graduating students as emerging safety professionals without a means to establish graduate competency is irresponsible. In my own college where 94% of the budget is derived from tuition (Kahn, 2013), there is tremendous pressure to accept and graduate students, while trying to uphold quality standards; for example, while there are many factors at play, for the last seven years my college’s safety studies program has graduated an average of 85 students per year, of whom only 7-10% successfully passed an occupational health and safety technician exam, which has been demonstrated to align with domain knowledge areas of employed safety technicians. (The exam requires a high school education and one year of experience.)”

Recommendations Revise ABET criteria to incorporate the identified additional core competencies, over a phased-in time period. Consider alternatives to full ABET accreditation. This could include ideas discussed in the past whereby programs could voluntarily report their degree of agreement with the core competencies, and perhaps establish a process of verification (trust and verify), but hold ABET accreditation as the ultimate or highest measure of quality Study the requirements of both the BCSP (Board of Certified Safety Professionals) and ABIH (American Board of Industrial Hygienist) certification continuance specifically for SH&E faculty members, and require evidence of service or scholarship for advancement.

Please take a moment and answer this question in the given format: Name, Company Name, Amount of Financial Support from company, Amount of ‘Time’ work allows.

$5250 /yr, books are also paid for Name $ Contribution Time Contribution Al Condello $0 Support for Chat Sessions, late start to class Mon & Tues Dave Ayers $6500/yr No time allowed or work resources to complete class work Sharita Green Depends on work load Justin Thygerson They give me class time to go to class and come out for summer classes Sheriff Amusa I have to come to work early to create time for Monday and Tuesday James Calvert $5250 /yr, books are also paid for Summer classes are paid, because they are termed 'workshops' Peter VanDerLyke $5200/yr the company gives me 2 weeks leave over the summer (not having to take my vacation) for the summer classes

“The end of assessment is action” Walvoord, 2010, p.4

Are Grades Assessment? Yes / No? Limited use for program assessment (e.g. 85% of student scoring ‘C’ or better does not necessarily mean they learned anything!) If you finish coursework with a 4.0 does that mean you will be the first to successfully defend? Talent isn’t everything Can be used as a red flag Not all judges of a single piece of student work will agree on its quality (even when rubrics are used) [Written Comps]

Getting Others Input… Capstone Project…the item that stand between you and graduation. e.g 15% of Final Grade dependent upon Supervisor Evaluation (IUP safety sciences) e.g. ‘moral awareness’ is assessed through analysis of classroom work, student surveys, and employer feedback (U.S. Military Academy) Go to…Supervisor Evaluation Report Go to Student Exit Survey Summary

Student Exit Survey

Will Assessment be used in tenure and promotion decisions? Assessment is an evaluation of student learning to determine what faculty as a whole can do to improve that learning….collective action not individual blame. Student learning is affected by factors beyond faculty control Student’s incoming skill level # of hours spent on job / stress level Family support

Guidelines for Establishing Goals AKA objectives or outcomes Goals must be in the “students will be able to ….” format. Students will communicate effectively in writing to a variety of audiences. Students will communicate effectively to professional and lay audiences, using the common business formats

Establish Criteria for Evaluating Student Work Rubrics Each year a random sample choses a course to evaluate in terms of rubrics, students submit paper and a group of faculty grade them individually…the compare

Rubrics – Online discussion?

EFFORT ?

Graduate Programs Graduate programs are typically the easiest to assess Example: A department of sociology examined its students’ comprehensive exams and dissertations as well as their conference presentations and publications. In its annual meeting, the graduate faculty each presented a list of strengths and weaknesses they found in working with the student’s exams and dissertations. They made a common list. They also analyzed the exit interview data. Their action item was to try to increase the number of publications their graduate students produced. They talked with graduate students about strategies and decided to introduce a one-credit seminar on publication that was voluntary for the pilot year and subsequently was required for all other doctoral candidates. The number of publications rose significantly. (Banta, Jones, and Black 2009)

Pages 64-78 Research paper

So You Think You Need Safety Training? Dr. Tracey Cekada, Professional Safety 1st step is to find out what training is needed, typically through a training needs assessment provide some certainty that the time, money and resources put into developing and conducting training will give the desired performance based results.

Is the training necessary? “While it appears that workers without OHS training are at a greater risk for workplace injury, it is the adequacy of this training that is the critical piece.” Too much training can dampen the effectiveness of the training and decrease its credibility.

Time and Money ~ 50 billion is spent annually on formal training, with an additional $90 to $120 billion on less-structured, informal training. 77% of respondents offer safety training to employees, leading it to rank 7th among 30 programs offered. Each year, corporate America provides nearly two billion hours of training to 60 million employees. Estimate suggest that only 10 to 15 percent of training content is retained after one year.

Needs Assessment Defined Ongoing process of gathering data to determine what training needs exist so that training can be developed to help the organization accomplish its objectives. Seeks information about: Optimal performance of knowledge Actual or current performance or knowledge Feelings of trainees Causes of the problems Solutions to the problem