Unit I Safety Awareness and Training
Unit I Safety Awareness and Training
SAFETY
Dr Nilesh D Wagh
ASAS, AUM
Workplace Safety
Training is the process of enhancing the skills, capabilities and knowledge of employees for doing a
particular job. Training process moulds the thinking of employees and leads to quality performance
of employees. It is continuous and never ending in nature.
• What is importance of safety?
A safe attitude is essential because it will help to guard against
complacency, and create a productive working environment for all,
so it is crucial to be aware of the risks to health and safety before an
accident happens, and to take steps to remove or control those risks.
What is Safety
of information on threatening family conditions and
current, significant, and clearly observable threats
to the safety of the child or youth. The purpose is
Assessment to determine the degree to which a child or youth
is likely to suffer maltreatment in the immediate
future.
Design and development
of the Training
Programme
Training
Program
Framework
Development
•When developing your
training plan, there are several
considerations. Training is
something that should be
planned and developed in
advance.
•Training Program
Development Model
Basics of the Training Programme Designing
1.Be able to explain the company policy on sexual harassment and give examples
of sexual harassment.
2.Be able to show the proper way to take a customer’s order.
3.Perform a variety of customer needs analyses using company software.
4.Understand and utilize the new expense-tracking software.
5.Explain the safety procedure in handling chemicals.
6.Be able to explain the types of communication styles and strategies to
effectively deal with each style.
7.Demonstrate ethics when handling customer complaints.
8.Be able to effectively delegate to employees.
Learning Style
Understanding learning styles is an important component to any training program. For our purposes, we will
utilize a widely accepted learning style model. Recent research has shown that classifying people into learning
styles may not be the best way to determine a style, and most people have a different style depending on the
information being taught.
Visual learner. A visual learner usually has a clear “picture” of an experience. A visual learner often says things such as “I
can see what you are saying” or “This looks good.” A visual learner is best reached using graphics, pictures, and figures.
Auditory learner. An auditory learner learns by sound. An auditory learner might say, “If I hear you right” or “What do you
hear about this situation?” The auditory learner will learn by listening to a lecture or to someone explaining how to do
something.
Kinesthetic learner. A kinesthetic learner learns by developing feelings toward an experience. These types of learners tend
to learn by doing rather than listening or seeing someone else do it. This type of learner will often say things such as “This
feels right.”
Delivery Method Type of Training Suggested
Technical training
How much money do you think the training will cost? The type of training performed will depend greatly on the budget. If you
decide that web-based training is the right delivery mode, but you don’t have the budget to pay the user fee for the platform,
this wouldn’t be the best option. Besides the actual cost of training, another cost consideration is people’s time. If employees
are in training for two hours, what is the cost to the organization while they are not able to perform their job? A spreadsheet
should be developed that lists the actual cost for materials, snacks, and other direct costs, but also the indirect costs, such as
people’s time.
Delivery Style
Taking into consideration the delivery method, what is the best style to deliver this training? It’s also important to keep in mind
that most people don’t learn through “by PowerPoint”; they learn in a variety of ways, such as auditory, kinesthetic, or visual.
Considering this, what kinds of ice breakers, breakout discussions, and activities can you incorporate to make the training as
interactive as possible? Role plays and other games can make the training fun for employees. Many trainers implement online
videos, podcasts, and other interactive media in their training sessions. This ensures different learning styles are met and also
makes the training more interesting.
Safety Training Methods
and Strategies
• At this stage it is time to determine how to address the critical issues of Step 3,
the broad approaches to be taken (strategies), and the general and specific
results to be sought (the goals and objectives). Strategies, goals, and objectives
may come from individual input in brainstorming, group discussion, formal
decision-making techniques, etc. In the end, the Safety Panning Team agrees on
how to address the critical issues.
• This can take considerable time and flexibility: discussions frequently require
additional information or a re-evaluation of conclusions reached during the
situation assessment. Plus, new insights will emerge which change the thrust of
the mission statement. It is important that the Safety Planning Committee is not
afraid to go back to an earlier step in the process and take advantage of
available information to create the best possible plan.
STEP 5 – COMPLETE THE STRATEGIC PLAN
• This step is a compilation of the information garnered in Steps 1-4 and essentially
involves putting all that down on paper. Usually one member of the Safety Planning
Committee, the chairperson, or even a planning consultant will draft a final planning
document and submit it for review. This is also the time to consult with senior staff to
determine whether the document can be translated into operating plans (the subsequent
detailed action plans for accomplishing the goals proposed by the strategic plan) and to
ensure that the plan answers key questions about priorities and directions in sufficient
detail to serve as a guide. Revisions should not be dragged out for months, but action
should be taken to answer any important questions that are raised at this step. It would
certainly be a mistake to bury conflict at this step just to wrap up the process more
quickly, because the conflict, if serious, will inevitably undermine the potency of the
strategic directions chosen by the planning committee. However, do not succumb to
“Paralysis by Analysis.”
Management commitment
• This commitment will include paid work time for training and training in the language that the worker understands. Both management
and employees will be involved in developing the program.
• To most effectively carry out their safety responsibilities, all employees must understand (1) their role in the program, (2) the hazards
and potential hazards that need to be prevented or controlled, and (3) the ways to protect themselves and others. We will achieve these
goals by:
• educating everyone on the natural and system consequences of their actions;
• educating all managers, supervisors and employees on their safety management system responsibilities;
• educating all employees about the specific hazards and control measures in their workplace;
• training all employees on hazard identification, analysis, reporting and control procedures; and
• training all employees on safe work procedures and practices.
• training program will focus on health and safety concerns that determine the best way to deal with a particular hazard. When a hazard
is identified, we will first try to remove it entirely. If that is not feasible, we will then train workers to protect themselves, if necessary,
against the remaining hazard. Once we have decided that a safety or health problem can best be addressed by training (or by another
method combined with training), we will follow up by developing specific training goals based on those particular needs.
Employees
• At a minimum, employees must know the general safety and health rules of the worksite, specific site hazards and the
safe work practices needed to help control exposure, and the individual's role in all types of emergency situations. We will
ensure all employees understand the hazards to which they may be exposed and how to prevent harm to themselves and
others from exposure to these hazard.
• We will commit available resources to ensure employees receive safety and health training during the circumstances
below.
• Whenever a person is hired --general safety orientation including an overview of company safety rules, and why those
rules must be followed.
• Whenever an employee is given a new job assignment --during formal classroom training, and again, when the supervisor
provides specific task training. It’s extremely important that supervisors emphasize safety during initial task assignment.
• Whenever new work procedures are begun --during formal classroom training and supervisor on-the-job training.
• Whenever new equipment is installed --if new hazards are introduced.
• Whenever new substances are used --hazard communication program may apply.
• The bottom line --train safety whenever a new hazard is introduced to the employee.
Employees
Employees must know they are responsible for complying with all
company safety rules, and that most accidents will be prevented by
their safe work practices. They must be very familiar with any
personal protective equipment required for their jobs. They must
know what to do in case of emergencies. Each employee needs to
understand that they are not expected to start working a new
assignment until they have been properly trained. If a job appears to
be unsafe, they will report the situation to their supervisor.
Supervisors
• Supervisors will be given special training to help them in their leadership role. They will be taught to look for
hidden hazards in the work under their supervision; insist on the maintenance of the physical protection in their
areas; and reinforce employee hazard training through performance feedback and consistent enforcement when
necessary. We will commit necessary resources to ensure supervisors understand the responsibilities below and the
reasons for them:
• Detecting and correcting hazards in their work areas before they result in injuries or illnesses
• Providing physical resources and psychosocial support that promote safe work
• Providing performance feedback and effective recognition and discipline techniques
• Conducting on-the-job training Supervisors are considered the primary safety trainers. All supervisors will
complete train-the-trainer classes to learn training techniques and how to test employee knowledge and skills.
They will also receive training on how to apply fair and consistent recognition and discipline. Supervisor training
may be provided by the supervisor's immediate manager, by the Safety Department, or by outside resources.
Managers
• All line managers must understand their responsibilities
within our Safety and Health Program. This may
require classroom training and other forms of
communication. Formal classroom training may not be
necessary. The subject can be covered periodically as a
part of regular management meetings.
• Training will emphasize the importance of managers'
visibly showing their commitment to the safety and
health program. They will be expected to set a good
example by scrupulously following all the safety and
health rules themselves.
Managers
Managers will be trained in the following subject areas:
the elements of the safety management system, and the positive impact the various processes within the system can have
on corporate objectives;
their responsibility to communicate the Safety and Health Program goals and objectives to their employees;
their role that includes making clear assignments of Safety and Health Program responsibilities, providing authority and
resources to carry out assigned tasks, and holding subordinate managers and supervisors accountable; and
actively requiring compliance with mandatory Safety and Health Program policies and rules and encouraging employee
involvement in discretionary safety activities such as making suggestions and participation in the safety committee.
Safety Training Evaluation
• Training evaluation is a systematic process to analyse if training programs
and initiatives are effective and efficient. Trainers and human resource
professionals use training evaluation to assess if the employee training
programs are aligned with the company’s goals and objectives.
• This article will briefly explain the benefits of training evaluation, provide
four points to an effective training evaluation derived from Kirkpatrick’s
model, and offer some helpful resources to get started with an effective
training evaluation.
Training evaluation basically helps with the discovery of
training gaps and opportunities in training employees.
Training evaluation collects information that can help
determine improvements on training programs and help
trainers decide if certain programs should be discontinued.
The training evaluation process is essential to assess
training effectiveness, help improve overall work quality,
and boost employee morale and motivation by engaging
them in the development of training programs.
“What are the course’s strengths and weaknesses? What should the trainer
do more of? What do the trainees hate the most?” Communication should
be open in getting trainees’ feedback about the training sessions.
Information gathered will help the training team reflect and do self-
evaluation on what needs to be improved to be effective trainers. Ask
employees about what they feel about the instructor, topic, materials and
resources, training venue, presentation, and the overall training
experience. Trainee feedback can help discover the gaps in the training
and the changes needed in the methodology.
• “What exactly did the trainees learn and
not learn? Did the trainees achieve the
Measure course objectives?” It is best to have a
list of specific learning goals for every
Blumes
Tools
Safety Questionnaires
training
evaluation Interviews