1 Occupational Safety & Health Training Model Joe McNicholas - July 2000

2 Training Guidelines Determine if training is appropriate. Identify training requirements. Set goals and objectives. Design the course. Conduct the Training. Evaluate Programme Effectiveness. Improve the Programme. Record everything.

3 Is Training Appropriate? n First step – why training?  Legal requirement.  Health & safety at work etc act.  COSHH.  Abrasive wheels.  Manual handling.  Personal protective equipment.  Young person.  Problem solving.  Lack of knowledge of process or materials.  Not familiar with work equipment.  Not carrying out the task correctly.  High accident/incident rate.  Complacency. Training for the sake of it is counter productive and more often than not, worthless!

4 Identifying Training Requirements n The next step is to determine what training is needed. n Specific  Legal requirement.  New machinery.  New process.  First Aid n General.  Basic awareness for all employees.  Supervision/ Management.  Part of the Health & Safety Policy Are the required training skills available in-house or should an external organisation be considered.

5 Set Goals & Objectives n When training requirements have been identified, goals and objectives need to be set. These need to be conveyed to the audience        What are we trying to achieve?

6 Set Goals & Objectives n For the training to be successful, clear and measurable objectives should be thought-out before the training begins. n For an objective to be effective it should identify:  How the audience can demonstrate that they understand the goals and objectives.  That the objective has been reached.  They should also describe the important conditions how the audience will demonstrate competence and define what constitutes acceptable performance.

7 Design The Course. n When objectives have stated what the training programme will achieve, then the course can be designed.  Audience.  Management.  Supervision.  Shopfloor.  Contractors.  Material.  Handouts or manual.  Reference books.  Content.  Risk assessment.  Specific regulations.  Industry standards.  Designed to suit the audience.  Duration.  Presentation  Video/ Audio  Lecture  Role play

8 Design The Course. n To be motivated to learn the material being presented, employees must be convinced of the importance and relevance of the material.

9 Conducting The Training n When all previous steps have been developed. You are ready to conduct the training.  The training should be presented so that its organization and meaning are clear to the audience it is aimed at.  To do so, trainers should:  Provide overviews of the material to be learned.  Relate, wherever possible, the new information or skills to the audience’s goals, interests, or experience.  Reinforce what they have learned by summarizing the programme's objectives and the key points of information covered.  These steps will assist employers in presenting the training in a clear, unambiguous manner.

10 Conducting The Training n Allowing employees to participate in the training and practice their skills and knowledge will help maximise the effectiveness of the training programme. n This will help to make sure that they are learning the required knowledge or skills and permit correction if necessary. n Employees become involved in the training process by:  Participating in discussions.  Asking questions.  Contributing their knowledge and expertise.  Learning through hands-on experiences.  Through role-playing exercises.

11 Evaluate Programme Effectiveness n All too often training is carried out with no thought as to effectiveness, thus defeating the object of the training in the first instance.  Review and evaluate.  Feedback on completion of the course.  Safety inspections and audits.  Check accident/ incident statistics.  Changes in regulations.  Changes in company policy. Carry out improvements

12 Record Everything  Determine if training is appropriate. Minutes of meeting, memos.  Identify training requirements. Drafts, minutes of meeting.  Set goals and objectives. Drafts, minutes of meeting.  Design the course. Who was involved, drafts, minutes.  Conduct the training. Copy of material, log of attendees, certificates.  Evaluate programme effectiveness. Questionnaires, reviews.  Improve the programme.  How & why, minutes.