OSHAcademy Course 721

Developing Courses
and Materials

1
Trainer Introduction Page

2
 The big goal

Improve learner knowledge, skills and ability to:

1. Determine if training is the correct solution to a problem

2. Write course objectives that are derived from
demonstrated needs
3. Develop course content that meets each student's
needs
4. Design the course so that it motivates learning

3
Getting Around
Emergency Procedures
Ground Rules
Introductions

4
What's Inside?

5
 Form Teams

• Introduce yourselves
• Select a team leader
• Appoint spokesperson

6
Name your team! Quickly brainstorm a creative
name for your team for the day. Hey, if it's hard to
come up with a name…be afraid…be very afraid ;-)

7
 Great Expectations!

• Discuss what you want to learn in this course.

• Write your expectations on flipchart paper.
• Team spokesperson briefly present the team's
list.

Our great expectations!

Other great expectations!

8
 ANSI/ASSE Z490.1-2001
Guidelines on Training Development

9
OSHA Training Development Guidelines

10
 Step 1
DETERMINE IF TRAINING IS NEEDED

11
HOW TRAINING NEEDS ARISE

There are a number of triggers that may

generate a training need.

 Potential Triggers
 Indicators
 Influences

12
Instruction takes students from where
they are to where they need to be…Thus,
the instruction for any individual student
should close the gap between actual and
desired performance.
Robert Mager

13
 The Performance Analysis

The first step in the training process is a

basic one: to determine if a problem can be
solved by training.

14
Why Conduct a performance or "gap" analysis?

• To determine the gap between what employees are

now doing and what they should be doing
• If a gap exists, determine what the actual causes
of the performance gap are
• Once the cause is identified, determine the
remedies that will close the gap

15
What are examples of performance problems that may
be addressed effectively by training?

16
What are examples of performance problems that likely
require non-training solutions?

17
 Poor safety performance
may not be the result of a
training deficiency

Describe the
Safety Performance
Discrepancy
(The Gap)

18
 (T h e G a p )
P
A re
Is in t
th e re to
a d e fic ie n c y in in
know k n o w le d g e ,
No a b ilit y o r
h th e
s k ill?

E m p lo y e e d o e s n o t
Yes k n o w h o w to a c c o m p lis h
th e ta s k s a fe ly .

Employee
Employee does
does know
know The
The employee
employee does
does not
not
how H know
aknow
s th ehow
how to
to do
do the
the task
task
how to
to do
do the
the task
task
e m safely.
p lo y e e Is th e ta s k
safely
safely safely.
p e rfo rm e d ta s k a c c o m p lis h e
b e fo re ? Yes o fte n ?

No No

C onduct 19
 ability or
skill?

Employee does not

Yes know how to accomplish
the task safely.
Training
Has the
employee
Options
Is the task
performed task accomplished
before? Yes often? Yes

No No

Conduct
Conduct Provide
formal
practice feedback
training

Is unsafe Is safe 20
 Non-training Options

Are Yes Is Yes Is

Resources Enforcement Supervis
adequate? adequate? Adequat

No No No

Provide Improve Improv

Resources Enforcement Supervis
Proces

21
 Non-training Options

s Is Yes Is Yes
Supervision Leadership Consider
Adequate? adequate? Discipline

No No

Improve Improve
Supervision Safety
Process Leadership

22
 Step 2
IDENTIFY TRAINING
NEEDS

Task analysis is the name given to a collection of

techniques used to help make the components of
competent performance visible. It's a set of ways to
draw a picture of what competent people actually do,
or should do when performing a task.
Robert Mager

23
 Analyze the Target Task

What is a task?
Steps
A task is a series of _____________ leading to a
outcome
meaningful ______________.

What is a step?
one
A step is ____________ action in a task.

24
To get information about the target tasks

• Observe experts doing the task

• Interview experts about the task
• Review job descriptions, policy
statements, reports
• Conduct a job hazard analysis

25
 Task Analysis Procedure

The process of target task analysis is actually

a simple two-step procedure.
1. List all of the tasks required by the job
2. Describe the steps in each task

26
 The Job Hazard Analysis (JHA)
Don't be confused by what this procedure is
called. The job in this procedure is actually a
task.
The JHA uses the following steps:
1. the worker and supervisor observe a task,
2. they divide the task into steps,
3. they analyze each step for safety and operational
needs, and
4. they develop a safe job procedure that will meet those
needs.
27
 SAMPLE JOB HAZARD ANALYSIS WORKSHEET
Job Description: Loading an empty trailer with pallets of
product.

Basic Job Step Hazards Present Safe Job Procedure

1.Ensure that trailer 1. Worker could be caught
is correctly spotted. between backing trailer and
dock Worker could fall from
the dock. ……………… … . . .
. .. . .
2. Chock wheels; 2. Worker could fall on stairs
place jacks under going to dock well. Head
trailer nose. could be struck against trailer.
Worker could slip on ice or
snow. . . . . . . . . . . . . . . . . .. .. ..
. .. ..
1. Stay clear of the doorway while the trailer is
being backed onto the dock. Keep others away
from the area. Remove awareness chain or bar
from the front of the dock door once the trailer is
properly spotted.
2. If the truck driver has not chocked the wheels,
go down tile ramp/stairs to the dock well and
chock the wheels. Use caution when walking on
snow or ice. Hold onto hand rails; use ice-melt
chemical if needed. When placing the chock,
avoid bumping the head on the underside of the
trailer. Place jacks under the nose of the trailer.
If the dock is equipped with an automatic trailer
restraint, push the button to activate the device.

28
 Analyze the Target
Population

"The only justification for instruction is that one or more

people cannot yet do something they need or want to be
able to do. Unless these two conditions exist, there is no
valid reason to instruct."
Robert Mager. Making Instruction Work

29
Now that we know what they need to know,
we need to know what they already know, so
that we can better develop the course
curriculum.

Desired performance
- Actual performance
= Required instruction

30
 How do we get information
about the target population?

• Observe workers doing work

• Interview and/or survey workers
• Review employee personnel records
• Determine demographics (age, gender, race)
• Determine experience level
• Determine learning styles
• Determine aptitudes, knowledge

31
 What do we need to know
about the target population?

• experience
• number of participants
• primary language
• what else?

32
 CASE STUDY
Wombley Widgets, Inc.

33
 The Situation

OR-OSHA has just completed a comprehensive on-site

consultation and recommended that effective training
be developed and conducted for:
• Hazard Communication Program
• Lockout/Tagout
• Personal Protective Equipment (PPE)
• Emergency Action and Fire Prevention Plans
• Safety Committee
• Industrial Trucks

34
 Currently no such training exists!

The owner has now come to your group to develop

and conduct safety training at Wombley.
Discuss which of the six topics your team would like
to use for the various exercises throughout the rest of
the workshop.

35
 Group Exercise:
Needs Analysis Questions

Use the background information to conduct a brief

needs analysis for the chosen topic.

Write questions to get information about the target

task and population.

36
 Step 3
DEVELOP GOALS AND
OBJECTIVES

Now it's time to describe the instructional outcomes (the

need to do's); it's time to construct a verbal word picture
that will help guide you in developing the instruction and
help guide students in focusing their efforts.
Robert Mager

37
What are "goals?"

Nothing more than wishes.

Training goals

Trainer will
• Training goals describe what the ___________
do during the training session.

Process
• They describe the training _______________.

"Train our new employees on how

to report hazards."

38
Learning goals

Student
• Learning goals describe what the ______________
will know or be able to do after training.

Result
• They state the training ____________.

"Each student will know how to

report hazards."

39
What are objectives?
• Provide much more information than a goal.

• Describe observable processes or

outcomes in terms of quantity and quality.

40
Training Objectives

Trainer
State what the _______________ will specifically do
during the training session.

"At the end of Module 2, given a set of photos,

the trainer will direct students to break into
groups and practice identifying the hazards
displayed in each photo."

41
Learning Objectives
Student
• State what each ______________ will specifically
be able to do at the end of the training session.

• Describe results

• They're required by ANSI 490.1-2001

"At the end of training, given a set of five

photos, each employee will list on paper, all
hazards displayed in each photo."

42
Why do we need to write objectives?

• They help the instructor design and select

instructional content and procedures

• They help the instructor evaluate or assess the

success of instruction

43
What are the criteria for an effective learning
objective?

1. The objective states a time limit.

"The end of the class…"

"at the conclusion of training…"

"when training is concluded…"

44
2. The objective specifies the conditions of
performance.
"when given a simulated requirement…"
"when given a written test…"
"when given a mock chemical spill…"
"without assistance…"

45
3. The objective identifies the performer(s).
"all students will.."
"each employee will…"
"each new worker will…"

46
4. The objective states one or more observable
actions.

“construct”
“identify”
“perform”

47
5. The objective specifies an acceptable standard of
performance.
"all…"
"100%…"
"every…"

48
 Use action verbs when writing
objectives

These behaviors measure the success of

"hands-on-how-to" technical safety training and
are usually measured immediately after training
through verbal or written exam and
demonstration.
The more "concrete" the action, the better.

49
Group Exercise: Do these
objectives measure up?

Analyze each of the following objectives

to determine if the measure up to the
criteria.

Identify and list criteria

that are missing.

50
 Training at Wombley
Widgets

Use the following template to construct one

learning objective for the training your group will
present.

51
 Follow this
Sequence…

Time limit a Condition a Performer(s)

a Action a Standard

52
 Step 4
DEVELOP CONTENT AND
ACTIVITIES

The content is everything the learner will have to

learn in order to achieve a learning objective.

What do they need to know

- What they know now
= What we need to train them

53
Selecting content for a training program
is a decision-making process.
Two important criteria
 It must be appropriate
 It must be useful

54
 Figure this out!

If the objective is to learn how to drive the forklift, all

of the following would be useful and appropriate for
the student to learn except?

55
 Reference OR-OSHA
Resources

OR-OSHA Pub. - Be Trained

What very important topic (who, what, where, why,

when, or how) is missing from the minimum criteria?

56
Design the course so that it works for adult
learners

• Focus on one thing at a time.

• Design in time to reflect or think

• Include samples, stories, scenarios that apply the

learning to something they can relate to.

• Include lists and acronyms.

• Always include goals or objectives, that help them

know what's coming.

57
 • Flag important information.

• Include the novel as well as the expected and

ordinary.

• Design active audience involvement in the learning

process whenever possible.

• Include open-end questions and exercises.

What do you consider important. What works for you?

58
Sequencing - Don't put the cart before the
horse
Be concerned about the logical sequencing of training,
because if the lesson does not unfold in a building,
reinforcing way, the learning process will be inhibited.

59
 Basic Strategies

• General to the specific - hazard control strategies

• Simple to the complex - lockout/tagout
• Theory to practical application - communications
• Known to unknown - chemicals
• Step by step order - cleanup procedures

60
 Training at Wombly Widgets

Group Exercise: Use the worksheet below to develop

the course content and the sequence you'll use in
presenting the topic for Wombly Widgets.

61
 Write the Lesson Plan

A lesson plan is an instructional prescription, a blueprint

describing the activities the instructor and student may
engage in to reach the objectives of the course. It's
purpose is to prescribe the key events that should occur
during the module.
Robert Mager

62
 Your lesson plan serves different
purposes at different points in time, as
shown below.

1. It's a planning tool for helping you plan the details

of the lesson.
2. It serves as a preparation guide for rehearsing the
lesson.
3. It's a roadmap for you to follow.
4. It's a document that you can improve or use as is.

Sample Lesson Plan Formats

63
 Select Learning
Activities

Having summarized the content for the modules, you

are ready to decide how the instruction will be made
available (delivered) to the students.
Robert Mager

64
A couple of factors will help determine the type
of learning activity to use in training.

• Resources. Can a group training program that uses

an outside trainer and film be organized, or should
the employer personally train the employees on a
one-to-one basis?

• Knowledge. Is the learning oriented toward

physical skills (such as the use of special tools) or
toward mental processes and attitudes?

65
It's important to consider appropriate
learning activities because:

• They provide an effective means for the trainee

to learn specific information.
• They keep the trainee interested and involved
in the learning process.

66
 Important questions to ask about the
training methods used include:

• Will the method help the trainee accomplish the

learning objective?
• Does the method work for the number of trainees ?
• Does the method take into account any special
characteristics of the group?
• Will the method work at the training location?
• Will there be enough time to complete the method?
• Will the employer be able to provide the resources to
support the method?

67
 What's my learning style?
Check yes or no beside each of the following
statements to discover how you generally learn. Be
honest and think in terms of most of the time, not
exceptions.

68
 What activities work for
you?

There are more than a hundred different methods of

helping others learn. Here are but a few, but
probably the most common, popular, and easiest to
use.

69
Huddle up! Determine those activities your
group would use to present the training at
Wombly Widgets.

70
EXERCISE:

Write a simple lesson plan...

(include only one module) that gives employees the

knowledge they need to be able to successfully pass
a written exam or skill demonstration stated the
operational objective your group developed earlier.

71
 Step 5
DEVELOP EVAUATION
METHODS

• Evaluation measures how the training has improved

knowledge and skills.

• It analyzes the reaction, degree of learning, changes

in behaviors, and ultimately improvement in the
bottom line.

• Evaluation also analyzes the quality of the training

program design, trainer, and training materials.

72
 Level 1 Evaluation:
Measures learner reaction

This first level of evaluation gets feedback from

participants.

• Process Evaluation
• Content Evaluation
• Methods: Reaction sheets
• Guidelines for evaluating reaction

73
 Level 2 Evaluation -
Measures the Learning

The most direct measure of instructional success is

to determine how many objectives were
accomplished. Enter the criterion test. The name is
derived from the criteria in an objective.
Robert Mager

74
OSHA believes proficiency should be
evaluated and documented by the use of:

1. a written assessment, and

2. a skill demonstration.

75
The test should meet two basic criteria

• Performance. The test item measuring performance is

the same as that on the objective. The employee
should actually do what the objective says they
should do.
• Conditions. The conditions under which the employee
is test is the same as that stated in the objectives.

76
Design a test for the objective your group
developed in Step 3.

What does the objective require?

What is the test (make sure it meets performance and
conditions criteria above)

77
 Level 3 - Evaluates the application

• This level of evaluation measures both the learner

and the safety culture

• Gauges how well the learner applied the training

78
 Step 6
DEVELOP TRAINING
DOCUMENTS

Make sure documentation is sufficient.

• Most safety training teaches employees how to
perform a procedure or practice.
• Be sure to "certify" employees competent and
qualified.
• Don't just assume an attendance roster adequately
documents training.
79
Make sure your documentation is adequate

Strong documentation includes:

• The name of trainee(s) and trainer(s).

• The Date of training.

• A description of the Subject(s) being trained

• Certification - a place for trainee and trainer

signatures.

80
• A trainee statement of understanding and intent
to comply.

• A trainee statement that he/she was provided

opportunity to ask questions and practice.

• A trainer statement that trainee all questions were

answered and opportunity to practice was
provided.

• A trainer statement that measurement (testing) of

knowledge and skills was conducted and that
trainees met or exceeded required levels of
performance.

81
 Step 7
IMPROVING THE TRAINING
PROGRAM

• Improving training is all about change management.

• Effective change management is crucial to long term
success.
• We'll take a look at one proven change model that
can be applied to safety training.

82
The Deming Cycle

PLAN

ACT DO

STUDY
83
 Step 1: Plan – Design the change
or test

• Purpose: Take time to thoroughly plan the

proposed change in the training program before
it’s implemented.
• Pinpoint specific conditions, behaviors, results
you expect to see as a result of the change.
• Plan to ensure successful transition (instructors,
supervisors) as well as change.

84
 Step 2: Do - Carry out the change
or test

• Purpose: Implement the change or test it on a

small scale.
• Educate, train, communicate the change in
program to instructors.
• Keep the change limited in scope to better
measure variables.

85
 Step 3: Study – Examine the
effects or results of the change or
test

• Purpose: To determine what was learned: what

went right or wrong.
• Statistical process analysis, surveys,
questionnaires, interviews

86
 Step 4: Act – Adopt, abandon, or
repeat the cycle

• Purpose: Incorporate what works into the system.

• Ask not only if we’re doing the right things, but ask
if we’re doing things right.
• If the result was not as intended, abandon the
change or begin the cycle again with the new
knowledge gained.

87
88
How did we do?

89