Running Head: COSHH Training Workshop

Option 3: COSHH Hazard Perception Awareness Training Workshop

Danielle Moffat
Purdue University
EDCI 531

COSHH Training Workshop

Introduction and Background
Middle managers employed by Company X, which operates a number of aluminum
smelting plants across the United Kingdom, have been directed to undertake a mandatory
training program to ensure they understand and follow the provisions of Control of
Substances Hazardous to Health Regulations 2002 (COSHH), a law requiring employers
to control substances hazardous to health. The following workshop is the first unit in the
training program, designed to provide the middle managers with an introduction to
hazardous substances, identification of the same, the potential health consequences of
exposure and the correct internal reporting procedures where potential or actual exposure
has been identified.
The target population of the workshop comprises 20 mid-level managers located at
Company X sites across the United Kingdom who will come together to receive training at
the conference room of a centrally located plant. The group represents a wide experience
range from newly recruited mangers undertaking the training for the first time to those who
have been employed by the company for up to 10 years for whom the program is updating
training. All of the managers that will be attending have at least an undergraduate degree
in Business Management or a related field.
Literature Review
The workshop design draws on principles from the learning theories of
Behaviorism, Cognitive Information Processing Theory, Schema Theory, Situated
Cognition and Constructivism.
It is a principle of Behaviorism that learning taking place in situations similar or
identical to that in which the knowledge is to be applied will promote transfer (Driscoll,
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2005; Ledoux, 2012; Ertmer & Newby, 2013). Similarly, Situated Cognition Theory
considers that learning is ineffective and inert when it is removed from the context in which
target skills must be learned (Lintern, 2009). Accordingly, in this workshop the main
material has been presented in the form of a video segment filmed within one of the
companys plants in order to provide an authentic learning experience. Furthermore, the
follow-up activity after the lesson involves the learners exploring their own workplaces to
identify hazardous materials in order that their new knowledge is immediately applied
within their own real-world contexts, promoting transfer.
Cognitive Information Processing Theory emphasizes the importance of activating
the prior knowledge of learners in order to ensure effective transmission of the target
information from working memory into long-term memory by the process of encoding
(Bovy, 1981; Driscoll, 2005; Ertmer & Newby, 2013). The workshop incorporates a
number of activities requiring the learners to draw upon and discuss their own previous
experiences in relation to new concepts presented, thus encouraging linking of the same to
existing knowledge. In the workshop, the learners are required to complete a worksheet
initially with their proposed answers and then again the correct answers following group
discussion. This act of repetition represents maintenance rehearsal of the target information
which serves to extend the duration of working memory processing in order for effective
encoding of the information to take place (Driscoll, 2005).
Cognitive models in psychology suggest that information recall and effective
problem solving are highly dependent on a learners schemata. Studies have demonstrated
that higher levels of recall can be achieved in relation to information presented in a manner
that encourages learners to build and use schema as an aid to learning (Schwartz et al.,
1992). Schema building has been embedded in the format of the workshop by presentation
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COSHH Training Workshop

of the instructional material in a worksheet format that links the concepts presented into an
organized visual format. The learners are required to devise their own warning symbols
representing the various hazardous substances before being introduced to the official
COSHH warning symbols, thus creating their own visual schema of the concepts presented.
Furthermore, in so doing they are engaged in the act of encoding of the information
presented by cognitively organizing it in a way that is personally meaningful to them
(Driscoll, 2005; Ertmer & Newby, 2013).
Vygotksy stressed the importance of the role of social negotiation in effective
instruction (Driscoll, 2005). He recommended that ideal partners in instructional situations
were those that possessed varying levels of knowledge and skill in order that more
advanced learners could act as models for less advanced learners thus furthering their
cognitive development (Driscoll, 2005). Accordingly, the workshop group is comprised of
a mixture of advanced and novice learners.
Collaboration in learning is a critical feature of Constructivism which considers
that effective learning takes place when the learner views the target information from
multiple perspectives (Driscoll, 2005; Karagiorgi & Symeou, 2005; Kumar, 2011; Ertmer
& Newby, 2013). In accordance with this principle, the workshop format has been arranged
in order that the majority of the activities are undertaken in small groups within which the
presented concepts are discussed in detail.
Behavior modelling studies undertaken in which sales representatives were shown
ideal employee responses to customer interaction situations and provided with an
opportunity to practice the behavior in role play scenarios have shown that this approach
promotes transfer, being highly effective in increasing the incidence of the desired behavior
within the workplace (Meyer & Raich, 1983). Furthermore, studies conducted in relation
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to behavior based safety involving modelling of safe behaviors and informal corrective
feedback provided by designated safety mentors across 64 organizations showed
appreciable changes of unsafe behaviors to desired safe behaviors over the 12 year period
in which they were run (Kaila, 2011). Behavior modelling has been incorporated into the
workshop in the final video segment in which an ideal employee is shown correctly
responding the hazard situation depicted.
Cognitive Information Processing Theory places a high emphasis on the provision
of constructive feedback by the instructor (Driscoll, 2005; Ertmer & Newby, 2013).
However, recent research has revealed that high specificity feedback tends to negatively
impact the extent to which learners engage in exploratory behavior as well as the level of
explicit information processing, thus resulting in poor transfer of the target information and
skills (Goodman, Wood & Chen, 2011). Therefore, low specificity feedback will be
provided by the instructor during the course of the workshop in order to encourage the
learners to take ownership of the learning and lead discussion and discovery of concepts in
accordance with constructivist principles.
It is a principle of Constructivism that learning occurs when the learner creates
meaning from their own experience as they build their own interpretation of the world
around them (Driscoll, 2005; Karagiorgi & Symeou, 2005; Kumar, 2011; Ertmer & Newby,
2013). Therefore it is important to effective transfer of instructions that the format of
instructional tasks enable learners to explore the topics presented within authentic contexts
in order to form their own understanding. The Cognition and Technology Group at
Vanderbilt conducted studies revolving around the delivery of instruction within videodisc
micro-contexts which showed that anchoring instruction within environments permitting
sustained exploration circumvented the inert knowledge problem identified by situated
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COSHH Training Workshop

cognition theorists and improved transfer by promoting the formation of rich mental
models of problem situations (1990). Accordingly, the workshop post-test engages these
principles in delivering the problems within a navigable mini virtual reality format.
Workshop Design
Main Instructional Goal
Given a visual scenario,
learners will be able to
identify the hazardous
substance depicted, detail
specific risks to worker
health and safety posed by
exposure to the same and
detail correct reporting
procedures.

Terminal Objective
Given a visual scenario,
identify the hazardous
substance, analyze its
health and safety
implications and detail
correct reporting
procedures. The learner
will answer 10 multiple
choice questions relating to
each scenario. Successful
completion (80% and
above) of the multiple
choice question post-test
will be used to judge the
achievement of this goal.

Test Item
Electronic format post-test
comprising 3 visual
scenarios depicting
hazardous substance
exposure in the workplace
and 10 multiple choice
questions per scenario
designed to test all of the
objectives. The learner
must obtain at least 80% in
the test to pass the training.

Objective

Test Item

Given a visual scenario,

learners analyse the
scenario thoroughly,
completing handout
checklist setting out key
indicators/essential
identifying elements in
respect of different
hazardous substances in
readiness for group
discussion.

1. Complete hazardous
substances checklist,
ticking elements listed as
they appear in the visual
scenario.

Goal 1
Main Step in Instructional
Goal
1. Analyse visual scenario
depicting hazardous
substance in the workplace.

2. Analyze completed
checklist to come to
conclusions as to what
hazardous substance is
depicted in readiness for
the group discussion.

COSHH Training Workshop

Subordinate Skills
1.1 Define substances
hazardous to health
according to COSHH.

Objective
When requested either
orally or in writing to
define hazardous
substances, list the various
categories of hazardous
substances which set out
their essential identifying
elements according to
COSHH.

Test Item
1. Imagine you are drafting
the COSHH legislation.
Write your own definition
for substances hazardous
to health setting out what
you consider to be the
essential identifying
elements of such
substances.
2. Performance direction:
Share and discuss your
definition with your small
group. Together consider
the COSHH definition of a
substance hazardous to
health and come to a
general consensus as to
which members definition
came the closest to that set
out in the legislation.

Goal 2
Main Step in Instructional
Goal
2. Define hazardous
substance depicted

Objective

Test Item

Given a visual scenario,

learners consider
information presented in
relation to the specific
hazardous substance in
order to define its
classification under
COSHH.

1. Performance direction:
Discuss your completed
checklists in your small
groups. What classification
does the hazardous
substance fall under
according to COSHH and
why?

Subordinate Skills
2.1 Name hazardous
substances typically found
in the workplace

Objective
When requested either
orally or in writing to
name various hazardous
substances typically found
in the workplace, name
those hazardous substances
covered by COSHH. At
least 12 hazardous
7

Test Item
1. Performance direction:
In your small groups, list at
least 2 hazardous
substances that can be
found in your workplace
that you consider fall into
the different COSHH
categories of substances

COSHH Training Workshop

substances should be
named per group.

2.2 Identify ways in which

hazardous substances can
be properly identified.

hazardous to health, as
listed in your handout as
follows:

Toxic
Very toxic
Corrosive
Harmful
Irritant
Other
Given a worksheet
1. COSHH warning
depicting COSHH
symbols are used to label
hazardous substance
hazardous substances in
warning symbols, correctly order to indicate their level
name the type of
of danger. Next to the
hazardous substance the
COSHH categories listed
warning symbol describes. on your handout draw your
own warning symbol for
each.
2. Consider the worksheet
depicting unlabeled
COSHH hazardous
substance warning
symbols. Use the images to
guess the possible
meanings of the warning
symbols. Note down your
thoughts in readiness for
group discussion.
2. In groups, match the
symbols to hazardous
substance description cards
provided by your instructor.
Once you have come to a
general consensus as to the
meanings of the warning
signs, complete your
worksheet for your future
reference.

COSHH Training Workshop

Goal 3
Main Step in Instructional
Goal
3. Define the risks to health
and safety posed by
exposure to the hazardous
substance depicted.

Objective

Test Item

Small groups discuss the

visual scenario provided,
identifying at the point of
exposure and identifying
the possible health
consequences of the same
to the worker.

1. Performance direction:
Within your group, discuss
the visual scenario and
identify the point at which
the worker is exposed to
the hazardous substance. Is
this scenario likely to be
depicting short- or longterm exposure and why?
Discuss and list the
potential health
consequences to the worker
of the exposure.
Instructor to circulate
amongst groups providing
feedback during
discussion.

Subordinate Skills
3.1 Name the health
consequences of short- and
long-term exposure to the
different hazardous
substances.

Objective
When asked either orally
or in writing to set out the
health consequences of
exposure to different
hazardous substances,
identify one short-term and
one long-term consequence
per COSHH category.

Test Item
1. Consider your handout
which sets out a list of
potential health
consequences resulting
from exposure to
hazardous substances
(chemical burn/loss of
sight/cancer/asthma/
dermatitis, etc.). Using this
list, complete the shortterm and long-term
exposure consequences
tables under each COSHH
category.
2. Performance direction:
discuss your completed
tables in your small
groups, sharing examples
of situations where you or
someone you know has
experienced exposure to a
hazardous substance and

COSHH Training Workshop

experienced health
consequences. Nominate a
member of your group to
feedback one of the
examples to the workshop.
Goal 4
Main Step in Instructional
Goal
4. Choose the appropriate
internal reporting
procedure.

Objective

Test Item

Given a list of internal

reporting procedures
relating to various
hazardous substances,
correctly identify the
correct procedure to follow
in relation to the hazardous
substance depicted in the
visual representation.
Subordinate Skills
Objective
4.1 Name the internal
Given a list of hazardous
reporting procedures in
substances, name the
relation to the identification correct reporting procedure
of potential exposure to
in relation to the same
different hazardous
where a potential exposure
substances in the
situation has been
workplace.
identified.

1. Place a tick next to the

correct internal reporting
procedure summarized in
your handout.

Test Item
1. Consider the handout
summarizing the various
internal reporting
procedures. Match the
COSHH categories to the
correct reporting
procedure.
2. Performance direction:
discuss your responses in
your small groups, coming
to a general consensus as
to the correct reporting
procedures. Share your
experiences with the group
have you utilized any of
the listed reporting
procedures? If so, when
and in what
circumstances?
Instructor to circulate
during group discussions
providing feedback.

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COSHH Training Workshop

Instructional Strategy Plan and Application of Learning Theory
Objective Sequence and Clusters
Cluster 1
1.1
2.1
2.2

Cluster 2
1
2

Cluster 3
3.1
3

Cluster 4
4
4.1

Cluster 1
Objectives
1.1: When requested either orally or in writing to define hazardous substances, list the
various categories of hazardous substances which set out their essential identifying
elements according to COSHH.
2.1: When requested either orally or in writing to name various hazardous substances
typically found in the workplace, name those hazardous substances covered by COSHH.
At least 12 hazardous substances should be named per group.
2.2: Given a worksheet depicting COSHH hazardous substance warning symbols, correctly
name the type of hazardous substance the warning symbol describes.
Student Participation
Content: Introduce the workshop by explaining its purpose 1) to provide understanding of
COSHH hazard categorization and potential health risks of exposure to the same; 2) to
provide training in correct internal reporting procedures in relation to various hazardous
substances that participants are likely to encounter in the workplace. Learner attention shall
be gained by explaining the benefits of the instruction; namely, to increase team safety at
work by minimizing incidences of exposure to hazardous substances.
Application: Examples of hazardous substances found in the workplace will be provided
by the learners from their own experiences. Learners will encode information provided by
setting out their own definition of substances hazardous to health and providing examples
of hazardous substances within their own workplaces, thus linking new information to
existing knowledge. Learners will build personal schemas in relation to hazardous
substance identification by devising their own visual representations of warning symbols
alongside COSHH hazardous substances category lists. Social negotiation of concepts to
take place through group discussion.
Media Selection: Power point presentation slides setting out learning objectives to focus
learner attention and COSHH definition. Worksheet depicting unlabeled warning symbols
and hazardous substance description cards.
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COSHH Training Workshop

Student Participation
Practice Items and Activities: Learners will initially write their own definition of
substances hazardous to health before comparing the same with other members of their
small groups and the COSHH definition. Having defined the concept, the learners will then
identify hazardous substances that can be found in their own workplaces and discuss the
categorization of the same into the COSHH hazardous substances categories within their
small groups. Once they have identified the types of hazards present, they will devise their
own warning symbols before comparing them to the official COSHH warning symbols.
The learners will then discern the meaning of the COSHH warning symbols by working in
groups to pair them with hazardous substance description cards. Rehearsal of information
will take place as the learner completes the worksheet by transcribing the COSHH warning
symbols meanings next to the warning symbols following identification of the same in their
groups.
Cluster 2
Objectives
1: Given a visual scenario, learners analyse the scenario thoroughly, completing handout
checklist setting out key indicators/essential identifying elements in respect of different
hazardous substances in readiness for group discussion.
2: Given a visual scenario, learners consider information presented in relation to the
specific hazardous substance in order to define its classification under COSHH.

Content Presentation
Content: The learners will consider the visual scenario in order to identify and classify the
specific hazardous substance depicted. The learners will be directed by the instructor to
consider, by use of the visual scenario, the essential elements involved in classifying any
particular hazard. The learners will then be directed to consider how they might utilize their
understanding of the COSHH categories to correctly identify the type of hazardous
substance depicted.
Application: The learners will utilize a checklist to categorize the type of hazardous
substance depicted. In this way an organized understanding of the concepts presented is
created to facilitate effective cognitive processing of the information. The learner utilizes
the checklist to diagnose the hazardous substance, reflecting real-world application of
knowledge and thus promoting transfer.
Media Selection: Video visual depiction of hazard scenario. Classification checklist.

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COSHH Training Workshop

Student Participation
Practice Items and Activities: The learners will initially work on their own, using the
checklist to come to their own conclusions as to the classification of the hazardous
substance depicted before discussing the same within the small groups and coming to a
general consensus as to its classification under the COSHH categories.
Cluster 3
Objectives
3.1: When asked either orally or in writing to set out the health consequences of exposure
to different hazardous substances, identify one short-term and one long-term consequence
per COSHH category.
3: Small groups discuss the visual scenario provided, identifying at the point of exposure
and identifying the possible health consequences of the same to the worker.
Content Presentation
Content: The learners will be introduced to the potential short- and long-term health
consequences of exposure to hazardous substances in order to promote understanding of
the importance of early identification of situations in which workers are exposed to
hazardous substances and to encourage behaviors aimed at active prevention of the same.
Application: Learners will draw on previous experience in order to identify various health
implications of exposure to various hazardous substances, thus promoting effective
encoding of the target information into the long-term memory. Images of conditions
resulting from short- and long-term exposure to various substances will be embedded in
worksheet alongside lists in order to facilitate successful encoding of information by
providing visual cues.
Media Selection: Worksheet listing potential health consequences.
Student Participation
Practice Items and Activities: The learners will individually complete tables of short- and
long-term exposure health consequences in relation to each COSHH hazardous substance
category from a list before discussing their answers in small groups and coming to a general
consensus. The instructor will lead a brief workshop discussion inviting each group to
provide examples from their own experience of a situation in which exposure to a
hazardous substance resulted in adverse health consequences. The video visual scenario
will then be replayed and small groups will work together to identify the point of exposure
and potential health risks associated with the same.

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COSHH Training Workshop

Cluster 4
Objectives
4.1: Given a list of hazardous substances, name the correct reporting procedure in relation
to the same where a potential exposure situation has been identified.
4: Given a list of internal reporting procedures relating to various hazardous substances,
correctly identify the correct procedure to follow in relation to the hazardous substance
depicted in the visual representation.
Content Presentation
Content: Learners will be presented with details of internal reporting procedures for use
in situations where a risk of or actual exposure to a hazardous substance has been identified.
Application: Information relating to the reporting procedures will be appropriately
chunked into short summaries in order to avoid cognitive overloading. Learners will draw
upon their previous experiences of utilizing the reporting procedures in order to complete
the task, thus linking new to existing knowledge. Listening to their peers experiences,
where learners have not used the reporting procedures, will help to contextualize the
information and assist with effective encoding of the same. Furthermore, by sharing their
knowledge in this way the more experienced learners assist in furthering the cognitive
development of the less experienced learners.
Media Selection: Worksheets setting out summaries of reporting procedures. Video visual
depiction showing ideal solution.
Student Participation
Practice Items and Activities: The learners will consider the summaries of the reporting
procedures and match each to the hazardous substance to which it relates. The learners will
then discuss their answers in small groups and come to a general consensus, sharing their
experiences of utilizing the reporting procedures (if any) with each other. The instructor
circulating and providing feedback and guidance during the exercise. The learners will then
apply their knowledge of the internal reporting procedures to the information they have
gleaned from the video visual scenario in order to ascertain the correct reporting procedure
relating to the situation depicted.
Feedback: final feedback will be provided in the form of showing a final video segment
in which a model employee correctly identifies the hazardous substance, citing the potential
health consequences and using the appropriate internal reporting procedure.
Post-Instruction
Follow up Activity: learners will be given homework in the form of a scavenger hunt
requiring them to locate various hazardous substances in their workplace, note the name of
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COSHH Training Workshop

the same, the type of label and consider the potential health consequences of exposure.
Answers will be submitted to a specified area in the companys internal professional
development online portal and learners will be required to discuss their answers in a forum.
Post-test: the post-test will be in electronic format and made available on the companys
internal professional development portal for completion within 1 week of the follow up
activity. The 3 scenarios will form mini-virtual realities which will be interactive in nature,
allowing the learners to navigate the workplace depicted and zoom in to view warning
labels and details of the scene. Each section will be followed by 10 multiple choice
questions to ascertain understanding.
References
Bovy, R. C. (1981). Successful instructional methods: A cognitive information processing
approach. ECTJ, 29(4), 203-217.
Driscoll, M.P. (2005). Psychology of learning for instruction. Boston, MA: Pearson
Education, Inc.
Ertmer, P. & Newby, T.J (1993). Behaviorism, cognitivism, constructivism: comparing
critical features from an instructional design perspective. Performance Review
Quarterly, 6(4), 50-72.
Goodman, J.S., Wood, R.E., Chen, Z. (2011) Feedback specificity, information processing,
and transfer of training, Organizational Behavior and Human Decision Processes,
115(2), 253-267, doi:10.1016/2011.01.001.
Kaila, H. L. (2011). Organizational cases on behavior-based safety (BBS) in India.
International Journal Of Human Resource Management, 22(10), 2135-2146.
doi:10.1080/09585192.2011.580180
Karagiorgi, Y., & Symeou, L. (2005). Translating Constructivism into Instructional
Design: Potential and Limitations. Educational Technology & Society, 8 (1), 1727.
Kumar, A. (2011). Towards Realist Constructivism: Implications for Teaching & Training.
Indian Journal Of Industrial Relations, 46(3), 523-535.
Lintern, G. (2009). Flight training: challenge from situated cognition. The International
Journal of Aviation Psychology, 5(4), 327-350.
Meyer, H. H., & Raich, M. S. (1983). An objective evaluation of a behavior modelling
training program. Personnel Psychology, 36(4), 755-761
The Cognition and Technology Group at Vanderbilt (1990) Anchored Instruction and Its
Relationship to Situated Cognition, Educational Researcher, 19(6), 2 10
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