1. Underground Coal Mine Supervisor Training May 18, 2006 Presented by: MSHA Design Team George Mason Immersion 2005-2006

2. 2 The MSHA Team Jennifer Cochran Hong Li Shawn Sullivan Craig Wiggins Betty Wilkins Paula Johnson Williams

3. 3 Key Personnel and Client Contacts Faculty Nada Dabbagh, Ph.D Associate Professor Instructional Design and Development Kevin Clark, Ph.D Associate Professor Instructional Design and Development Client Jim Baugher Mine Safety and Health Administration, Management Program Analyst and Educational Policy Analyst Contact Sharon Casto National Mine Health and Safety Academy, Instructional Materials Dept. Chair

4. 4 Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

5. 5 Project Overview Project Vision Developing an effective data-driven training strategy for mine supervisors. Project Mission The goal of this project is to examine and validate the mine foreman/supervisor Job Task Analysis (JTA) developed by the MSHA in cooperation with the U.S. Navy, and transition this JTA to an effective and efficient training strategy for mine supervisors.

6. 6 Mine Safety and Health Administration (MSHA) The mission of the Mine Safety and Health Administration is “to administer the provisions of the Federal Mine Safety and Health Act of 1977 (Mine Act) and to enforce compliance with mandatory safety and health standards as a means to eliminate fatal accidents; to reduce the frequency and severity of nonfatal accidents; to minimize health hazards; and to promote improved safety and health conditions in the Nation's mines.” Federal Mine Safety and Health Act of 1977 (Mine Act)

7. 7 Problem Statement Mine supervisors are key personnel in managing the mine’s safety and health program Currently training lacks comprehensiveness Current training does not adequately address the complexity of supervisory tasks

8. 8 Design Methodology This approach enables the developer to explore, enact, and evaluate the pedagogical models, instructional/learning strategies, and associated learning technologies using an iterative development process. Integrative Learning Design Framework

9. 9 Project Goals Conducting a comprehensive performance and needs analysis of the current state of mine supervisor training Conducting a cognitive task analysis of mine supervisory tasks to determine the cognitive domain type and level of these tasks Proposing an appropriate training strategy and delivery approach We have accomplished our stated project goals, which included: Developing model training prototypes Conducting formative evaluation Revising our design approach based on subject matter expert feedback Conducting usability testing Compiling list of recommendations Fall 2005Spring 2006

10. 10 Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

11. 11 Performance/Needs Assessment Purpose Confirm the design team’s understanding of MSHA’s vision of supervisory training development Propose next steps

12. 12 Performance/Needs Assessment Data Gathering Extant Data Sources Stakeholder Interview Subject Matter Expert Interview Subject Matter Expert Questionnaire Section Foremen Survey

13. 13 Performance/Needs Assessment Drivers – Fall 2005 Access to industry personnel Impending gap of qualified personnel Critical role of the mine supervisor Access to extant data Drivers – Spring 2006 Visit to Mine Academy Access to Mine Academy personnel National Institute of Occupational Safety and Health (NIOSH) training media MSHA training media Installation of MSHA group media center

14. 14 Performance/Needs Assessment Barriers – Fall 2005 Project not considered imperative Limited training delivery Limited training content Barriers – Spring 2006 Recent mine tragedies Cancelled mine visit Late contact with Mine Academy SMEs Usability testing delay Limited access to supervisor-specific procedural content

15. 15 Performance/Needs Assessment Findings A shortage of coal mining personnel has created a lack of qualified mine foremen/supervisors Smaller mining companies use outside educational resources to provide training opportunities Larger mining companies have developed their own comprehensive training programs Survey results indicated that target audience has access to the Internet

16. 16 Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

17. 17 Learner Analysis Purpose To determine the general and specific characteristics of the learner audience General characteristics Specific characteristics

18. 18 Learner Analysis Primary Audience – the learners Experienced Miner Seeking Promotion Intermediate Miner Seeking Promotion New Mine Supervisor Secondary Audience – other mining personnel New Miners Veteran Mine Supervisors Trainers/Facilitators

19. 19 Task Analysis Purpose To determine what the person performing the job in question actually does To determine what the person needs to know in order to perform the tasks that define that job

20. 20 Job Task Analysis (Generic JTA)Generic JTA + Cognitive Task Analysis + Prerequisite Analysis _______________________________ Task Analysis Results Optimal knowledge and skills of a section foreman

21. 21 Task Analysis – Duties

22. 22 Instructional Objectives Conduct Pre-shift Examination User will learn how to conduct a proper and thorough pre-shift examination, why it is conducted and any associated risks and how to implement appropriate controls. Emergency and Unusual Situations User will explore proper procedures for handling other unusual situations, any associated risks and how to implement appropriate controls.

23. 23 Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

24. 24 Design Approach Multiple level design approach is proposed to address the learning needs of mine supervisors. The components of the approach are: Distributed Learning Support System (DLSS) Situated Learning/Cognitive Flexibility Hypertext (CFH) Gagné’s Nine Events of Instruction

25. Underground Coal Mine Supervisor Training (Index Page) Login Page About Create New UserForget Password? Training Modules Discussion BoardUser Account Resources Self- Assessment Conduct Pre-shift Examination Section Observation Traveling to the Section Prior to Entering the Mine Training Responsibility End of Shift Arrive On the Section Conduct On- Shift Examination Entering the Mine Start of Shift Activities Emergencies and Unusual Situations Procedural Task Problem-Solving Task Not developed Activated System

26. Conduct Pre-shift Examination Introduction Fire Hazards Check Roof & Ribs Check Ventilation General Housekeeping Call Out Results Introduction Pre- Assessment Check for Damaged Bolts Check for Wide Spaces Check for Loose Draw Rock Perform Sound & Vibration Test Determine Areas to Check Check for Wet Areas Post- Assessment Introduction Areas to Check Practice Consequences Introduction Guidelines Danger Levels Procedures Practice Consequences

27. Emergencies and Unusual Situations Guided Scenarios FatalgramsTypes of Accidents Resources Discussion Board Fire and Explosions Inundations Severe Injury Roof Falls Fire and Explosions Inundations Severe Injury Roof Falls Continuous Miner Fire Belt Fire Exercise Escape from a Mine Fire I Can’t Get Enough Air Unsupported Roof Rescue Roof Fall Entrapment Sago Mine Disaster, Tallmansville, WV (Fatal) Fatal Roof Fall, Boone County, WV Fatal Shaft Sinking Explosion, Cameron,WV Fatal Explosives Accident, McDowell, KY Fatal Underground Coal Mine Explosions, Brookwood, AL Fatal Fall of Roof Accident, Pikeville, KY

28. 28 Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

29. 29 Wireframe

30. 30 Development Process Content Review Media Selection Tool Selection Lectora Dreamweaver Photoshop/Fireworks Flash Development Teams

31. 31 Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

32. 32 Prototype Demonstration Underground Coal Mine Supervisor Training

33. 33 Agenda Introduction Performance/Needs Assessment Learner Analysis Task Analysis Design Approach Flowchart Wireframes Development Process Prototype Demonstration Formative Evaluation Recommendations

34. 34 Formative Evaluation Usability Testing Functionality Content Navigation Methods One-on-One Usability Testing with Immersion Program Peers (TTAC) Expert Review (NMHSA) Individual Evaluation with Comment Form Follow-up Review with Mine Academy representative Results Positive feedback Suggestions

35. 35 Recommendations System Web Accessibility (Section 508) Learning Management System (LMS) Database backend System-level help Improve navigation Organization Re-examine placement of “areas to check” Modify question structure in guided scenario Content Add narration Incorporate new MSHA emergency standards More aggressive search for existing mine supervisor training Analysis Early coal mine visit(s) Early contact with SMEs Access to current mine supervisors

36. 36 Thank You! Sharon Casto, Dave Friley, Randy Skaggs, Jerry Bailey, Pete Beal, Scott Mandeville, and Ron Chambers from the National Mine Health and Safety Academy Humera Javed Brenda Mueller T/TAC Immersion Team

37. 37 MSHA Team Website http://immersion.gmu.edu/msha/spring2006/index.htm