GUIA Training Ehs

EFFECTIVE
EHS TRAINING
A Guide to Creating, Designing, Delivering, &
Evaluating EHS Training That Works
: Table of Contents
PART I: ANSI AND ANSI Z490.1 PART IV: DELIVERING EFFECTIVE EHS TRAINING
1. ANSI FAQs 10. Effective EHS Trainers
2. ANSI Z490.1 Scope, Purpose, and Application 11. Trainer Planning and Preparation
12. Effective Training Environments
PART II: CREATING LEARNING OBJECTIVES & TESTS
3. Integrating EHS Training into an EHS Program 13. Effective EHS Training Methods & Materials
4. Management & Administration Responsibilities 14. Feedback & Communication
5. Aspects of an EHS Training Program PART V: EVALUATING EFFECTIVE EHS TRAINING

15. Pre-Training Planning
PART III: DEVELOPING EFFECTIVE EHS TRAINING
6. Training Needs Analysis 16. Post-Training Evaluation
7. Develop Learning Objectives PART VI: DOCUMENTATION AND RECORDKEEPING

8. Designing & Creating Training Materials 17. General Requirements
9. Other Training Issues to Address
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Introduction
INTRODUCTION
Many companies spend a lot of time, effort, and money trying
S CU to maintain safety, health, and environmental quality at their
M
STE LT
UR
workplace. This often involves, and should involve, an EHS
SY E
training component.
EHS
However, it’s not always clear exactly what effective EHS
training is. Fortunately, we’ve got ANSI Z490.1 for that.
N
TIO
ANSI Z490.1, titled “Criteria for Accepted Practices in Safety,
AN
Health and Environmental Training,” provides a national
N
PROGRAMS A
standard for creating, maintaining, and evaluating an EHS
E
L
V
training program. You can use this standard as a benchmark

Y
PRE
SIS
while you’re creating or evaluating your own EHS training
program.
TRAINING In this guide, we’ll spell out the criteria listed in Z490.1. Take
what you read here and implement it at your workplace, and
your EHS training will be on solid footing.
PART I ANSI AND ANSI Z490.1
PART I: ANSI AND ANSI Z490.1 FAQs ABOUT ANSI and ANSI Z490.1
FAQs ABOUT ANSI AND Can compliance/non-compliance with ANSI

standards be brought up in court cases?
ANSI Z490.1 Yes. Complying with an ANSI standard may help you if you
wind up in court. Not complying with an ANSI standard may
hurt you in court.
What is ANSI?
ANSI is the American National Standards Institute. They So what’s ANSI Z490.1?
are a “private, non-profit organization that administers and
It’s a national standard created to provide guidelines for
coordinates the U.S. voluntary standards and conformity
safety, health, and environmental training. Basically, its
assessment system.” Read more about ANSI at their FAQs
creators took accepted practices in the training industry and
page or check out their ANSI Overview.
put them into an EHS context.
Do ANSI standards have the power of law? Who created ANSI Z490.1?
No, not by themselves. But in some cases, a regulatory agency
An ANSI/ASSE task force. ASSE, in case you don’t know, is the
may include an ANSI standard within its own standard,
American Society of Safety Engineers.
stating that people should follow the ANSI standard in given
circumstances. OSHA calls this incorporation by reference. Where can I find and read ANSI Z490.1?
ANSI has created a portal for its standards that have been
Here’s where you can buy a copy of Z490.1.
incorporated by reference.
PART I: ANSI AND ANSI Z490.1 FAQs ABOUT ANSI and ANSI Z490.1
When was ANSI Z490.1 last revised?

Version 3 was published in 2009, and that’s the current version. However,
ANSI Resources
the standard is now being revised and you may see a new version sometime
soon. We’ll revise this guide when that happens.
1. Official ANSI Website
How many sections does ANSI Z490.1 include and what are 2. ANSI FAQ Page
they? 3. ANSI Overview (PDF)
It includes seven different sections:
4. Standards Incorporated by
• Scope, Purpose, and Application Reference - OSHA 1910.6(a)(2)
• Definitions 5. ANSI Standards Portal
• Training Program Administration and Management
6. American Society of Safety
• Training Development Engineers
• Training Delivery
7. ANSI Z490.1 (to buy)
• Training Evaluation
• Documentation and Record Keeping
There are also three annexes:

• References
• Training Course Development Guidelines
• EHS Trainer’s Checklist
PART I: ANSI AND ANSI Z490.1 ANSZI Z490.1 SCOPE, PURPOSE, AND APPLICATION
ANSI Z490.1
ANSZI Z490.1 SCOPE, PURPOSE,
AND APPLICATION
Scope
The scope of the standard is to create criteria for EHS training. Further, it
covers these aspects of your EHS training:
• Administration and management

• Training development
• Training delivery
• Training evaluation
Purpose
The purpose of the standard is to establish best practices and criteria for
EHS training. The standard was written to provide a common set of accepted
practices that EHS trainers can use as a benchmark to evaluate their own
training. ANSI Z490.1 removes a lot of the mystery about effective EHS
training by providing a detailed set of best practices. Nice!
Application
The standard applies to all EHS training and training providers.
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8
PART II
EHS TRAINING ADMINISTRATION
& MANAGEMENT
PART II: EHS TRAINING ADMINISTRATION & MANAGEMENT INTEGRATING EHS TRAINING INTO AN EHS PROGRAM
INTEGRATING EHS TRAINING

INTO AN EHS PROGRAM M
S CU
STE LT
UR
The EHS training program must be part of an overall EHS program. The SY E
EHS
integration of the EHS training program should include:
ON
• A clear understanding of who’s responsible and accountable for each
aspect of the EHS training program. This includes design, development,
AN
T
VEN
delivery, evaluation, and management of the training, all of which will
PROGRAMS
A
be explained more fully in this guide.
LYS
PRE
IS
• Adequate resources for all trainers and trainees
• Competent training professionals who use accepted practices to design TRAINING

and deliver training and to lead trainings
• Selection of training delivery strategies that match the learning

objectives of the EHS training
• Methods to determine if the EHS training is effective or not
• A process for managing the quality of the EHS training program,

including managing the consistency of the program and continually
improving the program over time
PART II: EHS TRAINING ADMINISTRATION & MANAGEMENT MANAGEMENT & ADMIN RESPONSIBILITIES
MANAGEMENT & ADMIN

RESPONSIBILITIES
As part of managing and administering the EHS training program, the
following must be ensured:
Budgets and money: Funding for all aspects of the EHS training program.
Personnel: People to administer and manage the EHS training program, and
people with appropriate expertise to design, develop, deliver, and evaluate
the EHS training.
Knowledge: Knowledge of any federal, state, and/or local agency

requirements that apply to your EHS training program, and appropriate
technical information and resources to develop the training on specific EHS
topics.
Facilities: Appropriate facilities where the trainings can take place.
Technology: Appropriate training-related technology to use during EHS

trainings. This includes things like overhead projectors, equipment for
trainees to use during practice, and any necessary PPE.
Records of training: You’ll need to create and store accurate records

showing which trainees completed which training, when, and more.
11
PART II: EHS TRAINING ADMINISTRATION & MANAGEMENT ASPECTS OF AN EHS TRAINING PROGRAM
ASPECTS OF AN EHS TRAINING

PROGRAM
An EHS training program should include provisions for:
Developing EHS training in an appropriate manner relying on best practices DEVELOP DELIVER
of the training industry. This includes things like a needs assessment,
learning objectives, appropriate course content, creating and providing IMPROVEMENT EVALUATE
resource materials, and establishing criteria to determine when a trainee has
adequately completed a course.
Training delivery by competent trainers in an environment that’s

appropriate for training.
Evaluation of EHS training to determine if it’s effective.
Continuous improvement of the training and the creation of a system for

doing so.
Periodic evaluation of the EHS training program, including training program

management, training processes, and training results.
PART III
DEVELOPING EFFECTIVE EHS
TRAINING
PART III: DEVELOPING EFFECTIVE EHS TRAINING TRAINING NEEDS ANALYSIS
TRAINING NEEDS ANALYSIS

So how do you decide that it’s time to create EHS training materials? And,
once you’ve begun, what’s your method for doing it? This section will help
you answer these questions.
It may not seem obvious, but your EHS training program will be more
effective if you always use the same method to:
• Determine if EHS training is the appropriate solution for a particular

problem or issue
• Walk through an orderly series of steps to develop that training (if

training is the appropriate solution)
Is EHS Training Needed and Will it Fix the Problem?

So you’ve got an EHS problem. Or what seems like a problem. Sounds like
time for some training, right? But let’s hold our horses here. When you’ve got
a problem, it’s easy to assume that training is a universal Band-Aid that will
fix it. But that’s not always true.
If you rush to provide training, you may waste money on training

development when training can’t solve the problem. Even worse, you risk
wrongly putting your resources into training development, ignoring a
different aspect of the situation, and leaving a hazard in place.
14
For example, say a machine operator gets his hand cut while workers to work unsafely or to work in the presence of
working on a machine. You can create training materials a hazard? For example, does taking the time to perform
for machine operators, telling them to be careful of a a JHA make it impossible for the employee to reach his/
dangerously exposed moving blade. Or, you can put a guard her weekly goals and thereby lead to disciplinary action
on the blade, control the hazard, and skip the training. In this for the worker?
instance, installing a guard on the sharp blade is the better
solution.
If EHS Training Is Needed: Develop Training
with a Systematic Method
That’s a simple example to get you started in the right If EHS training is the right way to go, use the following steps to
direction. Here are some things to consider at this phase: help develop a solid method:
• Can you change something in the work area instead of • Perform a training needs analysis (you’ve already
developing training? completed the first half of this--”Is EHS training
• Are there obstacles in the workplace or work flow that needed?”)
contribute to the hazard? Can these be removed or • Identify any prerequisites to the training
reworked?
• Develop learning objectives
• Can you create and provide a job aid at the work area
that will improve safety (like a checklist to follow) instead • Design the EHS course including:
of providing training? »» Training content
• Is there currently some form of incentive that allows »» Training delivery method
the hazard to continue existing? For example, are »» Instructional materials
workers running down the hall because they get a bonus »» The trainer’s guide
for units produced per hour? Can that incentive be »» Physical training environment
removed? »» Time allocation for training
• Is there currently some form of punishment that causes »» Criteria for trainers
• Develop a method for evaluating the employee’s post- You can gather this information in a number of ways,
training knowledge or skills including:
• Create criteria for determining when the employee has

• Reviewing job descriptions from HR
completed the training in a satisfactory manner
• Reviewing job hazard analyses documents
• Make plans to continually improve the training course
• Interviewing employees and/or having them complete
How to Perform a Training Needs Analysis surveys
There are many times when training is the right answer. • Observing employees in the field
Once you’ve identified a real EHS training need, it’s time to
• Interviewing supervisors and/or having them complete
complete the second part of the training needs assessment.
surveys
In this phase, you’ll:
• Reviewing data for injuries, illnesses, and near-misses
• Determine what your employees need to know or be
able to do after the training • Consulting regulations from OSHA, EPA, MSHA, and
similar agencies
• Identify characteristics of the employees that might help
you develop training best suited to their needs. This
may include their age, gender, current knowledge and
abilities, the languages they are most comfortable using,
Need a quick way to find which OSHA regulations
their demographic and cultural traits, and any prior
apply to you? Two nice resources that OSHA provides
training they’ve completed on related topics.
are this Small Business Compliance Guide and this
• Gather any relevant site-specific safety information Compliance Assistance Quick Start.
• Review any relevant job descriptions or job hazard
analyses.
• Consider any relevant regulatory requirements
PART III: DEVELOPING EFFECTIVE EHS TRAINING DEVELOP LEARNING OBJECTIVES
DEVELOP LEARNING
OBJECTIVES
A learning objective is something your employee should know or be able to
do when training is complete. It’s the reason for providing training--to teach
CREATING
employees what they need to know on the job. Your course should have one LEARNING
or more learning objectives.
OBJECTIVES
Many people begin creating training materials before they create learning
The Ultimate Guide to Writing
objectives. Or, they never create learning objectives. The problem with
Learning Objectives for Training
this is you’re likely to create meandering, content-heavy, “flabby,” and
Materials
irrelevant training materials that don’t solve your problem. If you’ve heard
of “information dumps” or “spray-and-pray” training, this is the most likely
cause. So don’t be that trainer creator.
DOWNLOAD THE FREE GUIDE

ABCD Learning Objectives
First, a learning objective should have four parts--A, B, C, and D. These parts
are:
Actor: Every learning objective should state something that your employees
should be able to do after the training. Your objectives may refer to an
“actor” in general terms, such as “the employee” or “you.” Other times, you
may identify the actor by his or her job role, such as “the customer service
representative” or “the press operator.”
Regardless, each learning objective states something that the “90 times an hour.” This is the “HOW WELL?” of your objective.
actor must be able to do after the training. This is the “WHO?”
NOTE: You don’t always have to write the name of your actor
of your objective. Don’t fall into the trap of writing learning
in your learning objectives (like “you” or “employees” within
objectives that simply explain the content of the training.
the objective). Remember that you’re writing an objective
Learning objectives must state what your employees who will
that an ‘actor’--your employees--must be able to perform.
take the training must become able to do.
You may also find you don’t need a condition or a degree for
Behavior: Every learning objective should state something every learning objective, but it’s always good to consider when
that the employee must do—a behavior of some sort. writing learning objectives. The important thing is to make
This may be something as simple as stating a definition or sure you’re very clear and and concise.
something more “physical,” such as performing an action. It
Learn more about ABCD learning objectives.
must be some form of observable behavior, not something
unobservable like “know,” “understand,” or “appreciate.” This
is the “WHAT?” of your objective. SMART Learning Objectives
Next, learning objectives should be SMART, meaning:
Condition: Many times, the employee will have to perform
the learning objective’s behavior within a set of given Specific: Use clear, direct language to tell employees exactly
conditions. For example, you might say “given a list of words, what they should learn and what they should be able to do
circle the ones that are part of a given machine,” or “given after the training. Don’t be vague, unclear, or misleading.
a wrench, tighten this bolt,” or “given a schematic diagram,
correctly identify the machines in a work area.” This is the Measurable: The point of setting a learning objective is
“HOW?” of your objective. to create standards that employees can meet, perform,
or satisfy. You can only do that by making the objectives
Degree: This part of the learning objective explains the measurable through an action that you can observe. A
criteria for performing the task well enough. Examples here common mistake to avoid is trying to measure subjective
include “in less than ten minutes,” or “with 90% accuracy,” or values which cannot be measured objectively.
Write the objective so that any observer could watch the objective within a given amount of time (change the oil within
employee’s performance and agree if the employee satisfied 10 minutes).
the objective or not. Don’t create a learning objective that can
Click for more on SMART learning objectives.
be satisfied only by your own unique, personal understanding
of the objective.
More about Learning Objectives
Achievable: Your learning objective must be something your
Here are some additional information and resources:
employees have a chance of completing/satisfying, having
enough pre-existing knowledge, time, and similar resources. Robert Mager developed what he calls performance-based
learning objectives. Writing a performance-based learning
For example, you wouldn’t create a learning objective that
objective is similar to what we’ve described already. For
asks an elementary school child to construct a rocket in an
example, the “behavior” in an ABCD learning objective is the
hour–it’s just not achievable. While checking your objectives at
“performance” in a performance-based learning objective.
this level, make sure they aren’t too easy, either.
Read more on performance-based learning objectives and
Relevant: The objective should be something employees see
how this idea began in a book review of Mager’s classic,
value in learning. Don’t teach material that isn’t relevant or
Preparing Instructional Objectives.
isn’t used on the job.
Benjamin Bloom developed Bloom’s Three Learning
Timely and Time-Based: Make sure your objective is
Taxonomies to help pick out the ideal behavior (verb) in your
something employees will have to use in a timely fashion,
objective to match the type of knowledge, skill, or attitude you
and will explain any time-constraints on the employee’s
want employees to acquire.
performance.
Click the following link to read a summary of how to use this
For example, if they should be able to complete the objective
approach with the ABCD and SMART methods in this Guide to
“at the end of this training,” let them know. The employee
Writing Learning Objectives.
may also need to perform the action described by the
PART III: DEVELOPING EFFECTIVE EHS TRAINING DESIGNING & CREATING TRAINING MATERIALS
DESIGNING & CREATING

TRAINING MATERIALS
Once you’ve got your learning objectives in order, it’s time to design your
course. In this phase, you’ll consider:
• Course prerequisites
• The training content
• The training delivery method
• The instructional materials
• The trainer’s guide
• The criteria for trainers
• The physical training environment
• Training time allotment
Designing Training Content

A good place to start thinking about training development is to think about
the information the training must include if your employees will be able to
satisfy the learning objectives when training is done. According to the ANSI
standard, you can base this decision on:
• Current literature
• Recognized scientific principles
20
• The judgement of subject matter experts (SMEs) • Case studies

• Regulatory requirements • Safety exercises performed in a classroom setting
• Site-specific issues • Safety demonstrations
• Your employees as a learning population (what they • Group interactive safety training activities
already know, etc.) • Webinars
Choosing the Training Delivery Method(s) • Others
A delivery method is the type of training: instructor-led, When selecting a training delivery method make sure it
e-learning, written material, on-the-job, etc. It’s easy to fall reflects a blended learning solution. This method uses more
into the habit of always developing EHS training materials that than one type of training delivery for a given training need.
make use of the same delivery method. For example, you assign an e-learning module then later hold
a follow-up instructor-led training to answer any questions
For example, you can get in the rut of always creating training and provide feedback, and, in addition, hand out written
materials for instructor-led training. Or, maybe you always documents as reminders and post-training references.
use e-learning courses. Do you do this? If so, now’s a good
time to consider broadening your range. Planning for Feedback
You should begin the design phase by asking yourself which When you’re choosing the training delivery method, choose
training method is best for this specific EHS training need. one that will “ensure adequate feedback mechanisms for
Some possibilities to consider include: trainee questions and concerns” (see 4.4.1). But what do
adequate and feedback mean here? Let’s take ‘em one at a
• Instructor-led training in a lecture setting time, starting with feedback.
• Online e-learning courses (or DVD-based courses)
In the context of EHS training delivered to your employees,
• On-the-job, in-the-field training
feedback can mean a number of things. These can include:
• Peer mentoring
• Group discussions • Q&A sessions during instructor-led training
• Group discussions For example, for some training courses workers can be
expected to have a lot of questions, such as when a new
• Feedback from an instructor while the employee
safety regulation is put into place. You might want to develop
performs simulated hands-on exercises
some form of instructor-led training that allows for a lot of
• Feedback from a knowledgeable trainer, mentor, or feedback in this case.
supervisor during OJT training
Likewise, if you’re implementing a new job procedure, the
• Electronic feedback to questions presented and
employee will probably benefit from a lot of feedback as
answered in a traditional e-learning course (typically
multiple-choice or true/false questions) well. But in this case, maybe some form of hands-on and/
or on-the-job training with a supervisor providing real-time
• More sophisticated, interactive feedback in role-playing feedback would be best.
or simulation e-learning courses
Of course, there will be other cases in which feedback isn’t
• An anonymous comments drop-box posted in a public
place so important. If you’re simply saying that smoking cigarettes
is now allowed only outdoors in designated smoking areas,
• The ability to write and send follow-up emails to an maybe a written document distributed to the workers,
instructor when training is over (and receive a reply)
followed by a simple “Any questions?” is all that’s necessary.
Next, let’s look at what adequate means. It stands to reason
that some courses will require a LOT of opportunity for
feedback, and others won’t call for much feedback at all.
Choosing Instructional Materials • Consider creating training that includes the following
nine events of instruction, developed by famous learning
Once you’ve identified the training audience, the training
theorist Eric Gagne
delivery method, and the learning objectives, it’s time to sit
down and create the training materials. These can include any • Use simple, conversational language
number of things, including:
• Consider using training that includes effective visual
• A trainer’s guide for the instructor (more on this soon) training materials
• A trainee’s manual or student book for your employees • Create training assessments that truly determine if your
employees can satisfy the learning objectives
• Any additional handouts for employees
• Consider working with safety training development
• Audiovisual materials to display during the training professionals
• Hands-on exercises employees will perform during the If you want to check out one short, easy-to-read book that’s
training full of great tips for creating effective training materials, read
• Evaluation tools (quizzes, tests, questionnaires, role- the highly recommended Design for How People Learn by Julie
playing scenarios, procedure demonstrations, etc.) Dirksen.
There’s a lot to be said about the best ways to create training Course Prerequisites
materials that are truly effective, but here are a few things to
keep in mind: The training you’re about to create may be based on an
assumption that your employees already know something
• Create training materials that focus on nothing but the or already have a certain skill. If that’s the case, the skill
learning objectives or knowledge is a “prerequisite” for your training course.
• Create training materials that make use of and appeal to Identify those prerequisites and make sure all employees are
adult learning principles adequately prepared before training begins.
PART III: DEVELOPING EFFECTIVE EHS TRAINING OTHER TRAINING ISSUES TO ADDRESS
OTHER TRAINING ISSUES

TO ADDRESS
Determine Criteria for the Trainer(s)
Create a list of the minimum criteria a person must meet to be qualified to
lead training on the topic. This helps identify appropriate trainers for each
topic and to ensure the right trainer facilitates each session.
Also, think of an ideal trainers-to-trainees ratio. You can use this as a

standard when scheduling trainers and trainees for training session(s).
Scheduling Training
Once you’ve got the training materials developed and the trainer-to-trainee
ratio, you can begin allocating time for the training based on:
• How much material will be covered

• How complex the material is
• The learning objectives your employees must satisfy
• Regulatory or compliance factors
The schedule should include an: The Association for Talent Development’s website is a good
place to start looking.
• Estimated duration for the entire training session
• Estimated duration for each individual topic within the
training session Create a Strategy for Evaluating Employee
• Time to address questions and concerns, and to provide Learning
feedback Developing materials to teach your employees essential
safety information is important. But it’s just as important
Select the Training Environment to develop some form of assessment to determine if your
You should also be sure that the training can be conducted in employees learned anything. And by that, we mean “can the
an environment that is safe and appropriate for the delivery employees satisfy the learning objectives after the training is
method chosen. It may be obvious, but it’s worth noting over?”
nonetheless.
Don’t fall into the trap of providing training but never
Once you’ve chosen your delivery method, make sure your determining if your employees “get it.”
training environment matches. If you’re going to do instructor-
led training, you’ll probably want to book a quiet, out-of-the- Your method of evaluation will depend on a number of things,
way conference room instead of leading the training in the including:
middle of the production floor. If you want to do some on-
• The training delivery method
the-job training, that conference room won’t work so well. If
• The learning objectives
you want to deliver online e-learning courses, you’ll want to
make sure the trainees have access to a computer in a quite Interesting tip: Many training creators begin by creating the
environment with proper computer ergonomics. learning objectives, then the training evaluation/assessment,
and only then move on to create the training materials. The
There are a number of good books and websites that can you idea of doing this is that it helps to keep things focused on the
help you select and set up the training environment. learning objectives.
Develop a Strategy for Evaluating Employee satisfy the completion criteria. This may mean completing a
Learning full retraining or getting some remedial help.
Set a standard for what it means to “pass” when creating your In some cases, you may want to create a pre-test that allows
training evaluation. That passing standard should be directly the worker to skip the training if he/she can pass the pre-test.
linked with your learning objectives, which state what the Give this a thought and, if it’s appropriate to do so, develop
employee should be able to do after the training is over. the pre-test.
This issue may include some additional variables, like if

Plan for Continuous Training Improvement
you want your employees to be able to do something, how
So you’ve created your training materials and led a training
accurately do they have to do it to pass? Or, if you want an
session. Congratulations. But that doesn’t mean you’re done.
employee to “know” something, how do they demonstrate it?
Far from it. In fact, the process has only begun.
By giving a demonstration, or by passing a written exam?
Once you’ve rolled out a training program, you’ve got to
Valid training completion criteria should do the following (see
periodically review it to ensure it’s up to date and effective.
4.6.1 for this):
And you’ve got to revise it when necessary.
• Be created before the training occurs
As for as keeping it up to date, you’ll need to keep tabs of all
• Be applied in same consistent manner for all training
sessions the stuff you’d expect: injury/illness/near-miss reports, revised
JHAs, regulatory changes, new procedures, and more.
• Indicate test score or similar qualitative measure of
success
As for evaluating the effectiveness of the training program,
• Include standards for minimum attendance and
two places to start are:
participation
Your completion criteria may also include alternative

procedures that can be followed by employees who fail to
• The assessments taken and completed by your

employees in the training--are the employees passing or
failing?
• Post-training evaluations and surveys handed out to

employees (making these anonymous may improve the
feedback you get)
We’ll cover training evaluation more fully in a later section of

this guide, so check that out too and keep that information in
mind while developing training.
PART IV
DELIVERING EFFECTIVE
EHS TRAINING
PART IV: DELIVERING EFFECTIVE EHS TRAINING Effective EHS Trainers
EFFECTIVE EHS TRAINERS Trainer Planning and Preparation

The trainer should plan and prepare in advance of the
Effective EHS trainers--meaning, trainers that can effectively training. Most notably, this means making sure the trainer:
help your employees learn EHS materials--should have two
• Meets the qualifications for an effective, appropriate
characteristics.
trainer listed above
First, they should be subject matter experts. The standard says • Knows the course’s learning objectives
they “shall have an appropriate level of technical knowledge,
skills, or abilities in the subject they teach.” So, they don’t have • Is familiar with the course’s training materials
to be subject matter experts in the way that Einstein was a • Knows the primary training delivery method and the
subject matter expert on physics. But, they need to know their backup/alternate delivery method and knows how to
stuff. “Appropriate” seems to be the key word here. use them both
Second, they should be competent in their training delivery

techniques and in training in a manner that’s appropriate for
adult learners. In addition, keep the following in mind:
• Trainers should maintain their skills and knowledge

through continuing education, work experience, or other
methods.
• Training program administrators should create

documents that show how EHS trainers comply to these
expectations. This can include resumes, continuing
education certificates, licenses, registrations, and/or
simple experience sheets.
PART IV: DELIVERING EFFECTIVE EHS TRAINING EFFECTIVE TRAINING ENVIRONMENTS
EFFECTIVE TRAINING
ENVIRONMENTS
Checking the Training Environment
Two primary considerations to consider when selecting your training
environement are safety and an appropriate match between the environment
and type of training that will occur. If chosen in advance, the trainer needs to
make sure the training environment it still sufficient upon arrival.
Managing the Training Environment

Learning happens best in an appropriate environment that meets the needs
of the trainees. In particular, the environment should:
• Have an appropriate climate, including temperature and air quality

• Have appropriate lighting
• Have appropriate seating and/or work areas
• Be set up with proper ergonomics for the employees
• Provide access to water and restrooms
• Have enough emergency exits and a planned evacuation route
Finally, the learning environment should be one that helps facilitate learning.
The Association for Talent Development has some good books on this.
30
PART IV: DELIVERING EFFECTIVE EHS TRAINING EFFECTIVE EHS TRAINING METHODS AND MATERIALS
EFFECTIVE EHS TRAINING

METHODS AND MATERIALS
The first thing the trainer should do is become familiar with the training
delivery methods and training materials designed and created during the
training development phase. Next, the trainer will have to consider how
to apply these materials and methods so that the learning objectives are
supported. This should happen before training starts.
Use of Adult Learning Principles

In most cases trainers will be training adults, so it’s important to know and
use what training and development experts call adult learning principles.
Adult learning principles consist of the following -- Adults :
• Are self-directed
• Bring a lifetime of knowledge and experience to training
• Are goal-oriented
• Want training to be relevant and task-oriented
• Learn when they are motivated to learn
• Like to be and feel respected
PART IV: DELIVERING EFFECTIVE EHS TRAINING FEEDBACK AND COMMUNICATION
FEEDBACK AND
COMMUNICATION
One of the fundamental concepts of training is that you’ve got to give the
employees the chance to ask questions, get feedback on their questions or
performances, and generally feel free to communicate openly and effectively
about the training topic.
Trainers should foster an environment that encourages and supports

questions and comments, and they should build-in opportunities for practice
and feedback. Remember to always create an atmosphere in which the
employees feel safe asking questions. Never make fun of or shame people
when they ask something.
32
PART V
EVALUATING EFFECTIVE EHS
TRAINING
PART V: EVALUATING EFFECTIVE EHS TRAINING EVALUATE YOUR TRAINING
EVALUATE YOUR TRAINING

It’s important to evaluate how well your employees learned from their EHS
training and, of course, to evaluate your training itself.
As you probably guessed, the purpose of evaluating EHS training is to see if

it the training was effective. Are your employees “learning” from the training?
Does the training lead to the desired change in their behaviors? Does one
or more individual employee need additional help after the training? Do you
need to modify the training?
Let’s look at some of those criteria in the order in which you’d come across
them as an EHS training manager or EHS training developer.
PART V: EVALUATING EFFECTIVE EHS TRAINING THE POST-TRAINING LEARNER EVALUATION
THE POST-TRAINING Four Levels of Evaluation

Next, let’s turn our attention to the type of evaluation to use.
LEARNER EVALUATION The evaluation should include one, and may include all, of the
following approaches:
Now that you know the work you’re supposed to do during
Worker reaction: Surveys or other methods to get the
design and development, let’s turn our attention to the nature
trainees feedback about the training, including how well they
of effective evaluations.
learned, how well the training materials were designed, and
how well the trainer performed.
Reliable and Valid Measures
First, the evaluation of the worker should be based on the Knowledge, skill, ability evaluation/test: This can include a
worker’s ability to satisfy the learning objectives for the written test, oral exam, a demonstration of a real-life job skill
training. In addition, the evaluation should be both “reliable” in the real or simulated work environment, the completion
and a “valid.” Here’s what the standard says: of a project, or other forms of evaluation. The test should
align with the learning objective, and the type of test will be
• Reliable: Gives consistent results over time influenced by the learning objective. Pre-tests and post-tests
may be used as a way to determine how much the trainees
• Valid: Reflects the knowledge, skills, abilities, or attitudes
learned. Technology, including online or computerized
specified in the learning objective
assessments, may be used.
As you’d guess, evaluations must comply with all applicable
EHS regulations. For example, a regulation may include a On-the-job performance observation: Observing the
minimum acceptable level of training. Be sure your workers employee’s real on-the-job behavior at the workplace to see
can at least meet that minimum, although of course it’s alright if the employee is correctly applying the knowledge, skills,
if they exceed the minimum. abilities, or attitudes the training was intended to convey. This
may include a comparison of observations made before and
PART V: EVALUATING EFFECTIVE EHS TRAINING THE POST-TRAINING LEARNER EVALUATION
after training, and can include observations from customers Evaluating the Training
and coworkers.
EHS training developers and trainers should use the results
Effect of training on organization as a whole: Analyzing of the worker evaluations and all other training evaluations
data to determine the effect of the training on key to periodically review the effectiveness of the training
performance indicators (KPIs) such as safety behaviors; safety materials and training presentation themselves. Evaluation
records; implementation of preventive measures; increased should include course content, training delivery methods,
use of PPE; reduction in injuries, illnesses, and near-misses; additional training materials, trainer performance, learning
reduction in workman’s comp claims; increased regulatory environment, and more.
compliance; and higher revenues and ROI.
Evaluating Employee Learning

Trainers should provide trainees with the results of any
training evaluation. The worker should then have the
opportunity to use this feedback as a way to ask for more
information, help, or practice.
If the worker did not perform satisfactorily on the evaluation,

he or she should be provided with additional assistance and/
or more training until he or she can satisfy the objectives. As
regulations require, workers should be periodically re-trained
and re-evaluated.
PART VI DOCUMENTATION AND
RECORDKEEPING
PART VI: DOCUMENTATION AND RECORDKEEPING General Requirements for Documentation & Recordkeeping
GENERAL REQUIREMENTS
FOR DOCUMENTATION &
RECORDKEEPING
It’s necessary to set up a recording system for all EHS training records and
documents, and to ensure the system should guarantee that (7.1.1):
• The records are easy to retrieve and identify and are maintained in an
orderly fashion
• The records are current, accurate, legible, and dated, and that the dates
include revision dates when appropriate
• The records satisfy relevant/applicable regulatory and/or legislative

requirements
• The records are maintained for a specified time period
On the issue of maintaining records for a specified time period, the amount
of time that records should be kept may be mandated by legislation,
regulations, and/or company policy.
Your company’s written training plan should include procedures for

document control of these documents and records.
38
Those records are to cover the following phases of training: Records of EHS Training Delivery
• Development of EHS training Now this one may be less of a surprise. You probably figured
• Delivery of EHS training you’d have to keep records of your training delivery. Even
here, you may be surprised by the information the standard
• Evaluation of the training program
suggests recording:
Records of EHS Training Development • Date of training
You may not have thought that you’d need to keep records of • Location of training
this phase, but Z490.1 says you should. Those records should • Duration of training
include:
• Name and description of course
• Your target audience • Names of person(s) delivering training

• Qualification of that person(s)
• The learning objectives
• Delivery method used for training
• Sources used to develop your training materials • Trainees attending/participating
• The person(s) designing and developing the training • Trainees who successfully completed the training
materials
Records of EHS Training Evaluation
• The qualifications of that person/those people
Finally, you should create and maintain documents of your
• All training materials developed for a course training evaluation(s). Evaluation records should include:
• Plans for evaluating and continuing improvement of the • Records of your actual training evaluations
course
• Records of periodic reevaluation of the course
Issuing Credits and Certificates for • Number of credits, if issued

Completion of EHS Training • Name and address of the training provider
In some cases, you may issue credits and certificates to
• Date the periodic refresher course is due (if required), or
employees who have completed training. The standard says the completion expiration date
that “no credits or certificate of training shall be issued unless
the criteria for completion have been met by the trainee.” • The level of training or type of certificate awarded (if
applicable)
(7.4.1)
• Any other information required by any related
It also says that if the training provider does issue credits for regulation
completed training, “they shall be issued in accordance with
recognized established standards, regulations, or industry • Signature of BOTH trainee and training provider
protocols.” (7.4.2)
EHS Training Records: Confidentiality and
When issuing a certificate or written documentation that Availability
signifies completion of a course to the trainee, the certificate Your written training plan should include procedures for
must include: managing access, availability, and confidentiality of records.
• Trainee’s name On the issue of confidentiality, your EHS training records must
“meet regulatory requirements for availability, disclosure,
• A unique number that identifies the trainee
confidentiality, and protection of trade secrets.” (7.3.1)
• Course title
• Date and hours of instruction
• Statement that trainee has successfully completed the

course
PART VI: DOCUMENTATION AND RECORDKEEPING Conclusion
CONCLUSION
ANSI Z490.1, the National Standard that lists Criteria for
Accepted Practices in Safety, Health, and Environmental
Training, provides a roadmap to more effective EHS training.
And this guide provides a roadmap to following Z490.1,

hopefully making it easier to follow and providing helpful
examples as well as links to many more helpful resources.
We hope this guide has been informative and wish you well
as you begin the process of benchmarking your existing EHS
training program against this standard (or perhaps begin
creating an EHS training program).
Remember that the most important reason to provide

effective EHS training is to protect the safety and health of
workers and the beauty of our environment. But in addition,
know that well-administered EHS training programs, like EHS
programs themselves, bring with them a significant positive
return on investment (ROI), making the investment you put
into EHS worth it many times over.
EHS Training Management Software
EHS TRAINING
MANAGEMENT SOFTWARE
Introducing Convergence Express LMS. Tools to help manage environmental,
health, and safety training programs
Identify compliance Easily assign pre-designed Track and record online, Deliver a consistent
gaps to strengthen your training programs to classroom, and on-the-job training method across
workforce employees training your organization
LEARN MORE ABOUT OUR EHS

TRAINING TOOLS

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EFFECTIVE

4. Management & Administration Responsibilities 14. Feedback & Communication

5. Aspects of an EHS Training Program PART V: EVALUATING EFFECTIVE EHS TRAINING

7. Develop Learning Objectives PART VI: DOCUMENTATION AND RECORDKEEPING

• Personal protective equipment

LEARN MORE ABOUT

ANSI Z490.1, titled “Criteria for Accepted Practices in Safety,

training program. You can use this standard as a benchmark

FAQs ABOUT ANSI AND Can compliance/non-compliance with ANSI

When was ANSI Z490.1 last revised?

There are also three annexes:

• Administration and management

INTEGRATING EHS TRAINING

• Competent training professionals who use accepted practices to design TRAINING

• Selection of training delivery strategies that match the learning

• Methods to determine if the EHS training is effective or not

• A process for managing the quality of the EHS training program,

MANAGEMENT & ADMIN

Knowledge: Knowledge of any federal, state, and/or local agency

Facilities: Appropriate facilities where the trainings can take place.

Technology: Appropriate training-related technology to use during EHS

Records of training: You’ll need to create and store accurate records

ASPECTS OF AN EHS TRAINING

Training delivery by competent trainers in an environment that’s

Evaluation of EHS training to determine if it’s effective.

Continuous improvement of the training and the creation of a system for

Periodic evaluation of the EHS training program, including training program

TRAINING NEEDS ANALYSIS

• Determine if EHS training is the appropriate solution for a particular

• Walk through an orderly series of steps to develop that training (if

Is EHS Training Needed and Will it Fix the Problem?

If you rush to provide training, you may waste money on training

• Create criteria for determining when the employee has

• Consider any relevant regulatory requirements

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DESIGNING & CREATING

Designing Training Content

• The judgement of subject matter experts (SMEs) • Case studies

Choosing the Training Delivery Method(s) • Others

OTHER TRAINING ISSUES

Also, think of an ideal trainers-to-trainees ratio. You can use this as a

• How much material will be covered

This issue may include some additional variables, like if

Your completion criteria may also include alternative

• The assessments taken and completed by your

• Post-training evaluations and surveys handed out to

We’ll cover training evaluation more fully in a later section of

EFFECTIVE EHS TRAINERS Trainer Planning and Preparation

Second, they should be competent in their training delivery

• Trainers should maintain their skills and knowledge

• Training program administrators should create

Managing the Training Environment

• Have an appropriate climate, including temperature and air quality

EFFECTIVE EHS TRAINING

Use of Adult Learning Principles

Adult learning principles consist of the following -- Adults :

Trainers should foster an environment that encourages and supports

EVALUATE YOUR TRAINING

As you probably guessed, the purpose of evaluating EHS training is to see if

THE POST-TRAINING Four Levels of Evaluation

Evaluating Employee Learning

If the worker did not perform satisfactorily on the evaluation,

• The records satisfy relevant/applicable regulatory and/or legislative