TRAINING FOR

SAFETY
Dr Nilesh D Wagh
ASAS, AUM
 Workplace Safety

Workplace safety training is as vital as workplace safety itself. It enables the management to ensure

a safe and healthy work environment. It also helps the employees to recognize safety hazards and
correct them. It enables them to understand best safety practices and expectations.

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.

• Why safety is important in manufacturing?

Manufacturing safety is important to prevent or lessen the risk of
workplace injury, illness and death. ... While the expanse of OSHA's
general industry safety regulations can seem overwhelming to
many manufacturers, employers must be proactive about
employee safety.
• Thousands of workplace deaths each year can be
attributed to one main issue, a lack of proper
safety training.

• Safety training isn’t just a good idea; OSHA

regulations require that your personnel be trained.

• Often, it is argued that training is unnecessary

because the employee in question had many years
of experience with the given work.

• Years of experience will mean that they most likely

know how to perform a task, but do they know
how to perform it safely? Do they know what is
required of them by federal law?
• Beyond compliance, safety training is just a good idea.
• Proper training helps workers understand their rights, gives an overview of
specific hazards to which they may be exposed and helps them to be able to
protect against those hazards. In many cases, though, it will not suffice for
specific required training.
• Your employees should demonstrate and continue to demonstrate their
understanding of the subject matter. For example, if your employees do not
know how to don and adjust a harness properly, have no concept of fall
clearance, are connecting to insufficient anchor points, and/or are not
performing satisfactory inspections of the equipment, the training will be
deemed inefficient.
• This also applies to you, the instructor, manager, or business owner. For
those of you who have never donned a fall protection harness before, go get
one and, with no instruction, put it on. You would be surprised at how much
practical knowledge you can acquire by familiarizing yourself with the
equipment your employees use on a regular basis.
• Try to put yourself in your employee's shoes, answer their questions before
they come up and provide practical advice and actional information.
 • The objectives of the safety
assessment are to identify hazards and
events which could challenge
the safety of the facility and the
principal structures, systems, and
components (PSSCs) needed to
mitigate or prevent these events.
Safety assessments is very important as it form an integral part of an occupational health and
safety management plan. It help to Identify who may be at risk (e.g., employees, cleaners,
visitors, contractors, the public, etc.). Determine whether a control program is required for a
particular hazard.
 • A safety assessment is the systematic collection

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. NEEDS ASSESSMENT AND 2. CONSIDERATION OF 3. DELIVERY MODE.  4. BUDGET.  5. DELIVERY STYLE. 

LEARNING OBJECTIVES.  LEARNING STYLES.  WHAT IS THE BEST WAY TO GET HOW MUCH MONEY DO YOU WILL THE TRAINING BE SELF
THIS PART OF THE MAKING SURE TO TEACH TO A YOUR MESSAGE ACROSS? IS HAVE TO SPEND ON THIS PACED, OR INSTRUCTOR LED?
FRAMEWORK DEVELOPMENT VARIETY OF LEARNING STYLES WEB-BASED TRAINING MORE TRAINING? WHAT KINDS OF DISCUSSIONS
ASKS YOU TO CONSIDER WHAT IS IMPORTANT TO APPROPRIATE, OR SHOULD AND INTERACTIVITY CAN BE
KIND OF TRAINING IS NEEDED DEVELOPMENT OF TRAINING MENTORING BE USED? CAN DEVELOPED IN CONJUNCTION
IN YOUR ORGANIZATION. ONCE PROGRAMS. VESTIBULE TRAINING BE USED WITH THIS TRAINING?
YOU HAVE DETERMINED THE FOR A PORTION OF THE
TRAINING NEEDED, YOU CAN TRAINING WHILE JOB
SET LEARNING OBJECTIVES TO SHADOWING BE USED FOR
MEASURE AT THE END OF THE SOME OF THE TRAINING, TOO?
TRAINING. MOST TRAINING PROGRAMS
WILL INCLUDE A VARIETY OF
DELIVERY METHODS.
 Basics of the Training Program Designing

6. Audience 7. Content 8. Timelines 9. Communication 10. Measuring effectiveness of

 Who will be part of this  What needs to be taught? How long will it take to develop  How will employees know the training. 
training? Do you have a mix of How will you sequence the the training? Is there a training is available to them? How will you know if your
roles, such as accounting information? deadline for training to be training worked? What ways
people and marketing people? completed? will you use to measure this?
What are the job
responsibilities of these
individuals, and how can you
make the training relevant to
their individual jobs?
 Need of Assessment
The first step in developing a training program is to determine what the organization
needs in terms of training. There are three levels of training needs
assessment: organizational assessment, occupational (task) assessment,
and individual assessment:

1. Organizational assessment. In this type of needs assessment,

we can determine the skills, knowledge, and abilities a
company needs to meet its strategic objectives. This type of
assessment considers things such as changing demographics
and technological trends. Overall, this type of assessment looks
at how the organization as a whole can handle its weaknesses
while promoting strengths.
2. Occupational (task) assessment. This type of assessment
looks at the specific tasks, skills knowledge, and abilities
required to do jobs within the organization.
3. Individual assessment. An individual assessment looks at the
performance of an individual employee and determines what
training should be accomplished for that individual.
Learning Objectives
After you have determined what type of training should occur, learning objectives for the training should be set. A learning
objective is what you want the learner to be able to do, explain, or demonstrate at the end of the training period. Good learning
objectives are performance based and clear, and the end result of the learning objective can be observable or measured in some
way. Examples of learning objectives might include the following:

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

Delivery Mode On-the-job coaching

Skills training
Managerial training
Safety training

Depending on the type of training Technical training

Skills training
Mentor
that needs to be delivered, you will Managerial training
Safety training
likely choose a different mode to Quality training
Soft skills training
deliver the training. An orientation Brown bag lunch
Professional training

might lend itself best to vestibule Safety training

Technical training
training, while sexual harassment Quality training
Skills training
training may be better for web-based Soft skills training
Web-based
training. When choosing a delivery Professional training
Team training
mode, it is important to consider the Managerial training
Safety training
audience and budget constrictions. 
Technical training
Quality training
Job shadowing
Skills training
Safety training
Budget

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

• Strategy is a high level plan to achieve

one or more goals. Strategy is important
because the resources available to
achieve these goals are usually limited.
Strategy generally involves setting goals,
determining actions to achieve the goals,
and mobilizing resources to execute the
actions. A strategy describes how the
ends (goals) will be achieved by the
means (resources).
• The following is a five-step process for
building a Safety Strategic Plan. The
steps outlined below describe the basic
work that needs to be completed.
STEP 1 – DEVELOP A WORK PLAN

To get ready for strategic planning, an organization must have leaders that

are truly committed to the effort, and whether they are able to devote the
necessary attention to the "big picture."
A Safety Planning Committee that determines it is ready to begin strategic
planning must perform four tasks before proceeding:
•Identify specific issues that the planning process should address
•Clarify roles (who does what in the process)
•Create a Planning Committee
•Identify the information that must be collected to help make sound
decisions.
STEP 2 - ARTICULATE MISSION AND VISION

• A Safety Planning Committee‘s ability to articulate its mission indicates

its focus and purposefulness. Whereas the mission statement summarizes
the what, how, and why of an organization's work, a vision statement
presents an image of what success will look like. For example, “Zero
Accidents.”
• With mission and vision statements completed, the Safety Planning
Committee has taken an important step towards creating a shared,
coherent idea of what it is strategically planning
STEP 3 - ASSESS THE CURRENT SITUATION

• The Safety Planning Committee must take a clear-eyed look at its

current situation. What are the organization's strengths, weaknesses, and
performance - information that will highlight the critical issues that the
organization faces and that its strategic plan must address. These could
include a variety of primary concerns, such as funding, new program
opportunities, changing regulations. The Safety Planning Committee
needs to agree on no more than five to ten critical issues around which to
organize the strategic plan.
STEP 4 - DEVELOP STRATEGIES, GOALS, AND OBJECTIVES

• 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.

The Need to Evaluate Training

The Four Points to an Effective
Training Evaluation
The Kirkpatrick Four-Level Training Evaluation Model was designed to evaluate and
examine training programs. This training evaluation process is used globally by businesses
that aim to get a return on investment (ROI) through cost-effective and time-efficient
training sessions. Here’s our four points version derived from Kirkpatrick’s model:
• Begin With An End in Mind
• Trainee’s Feedback Matter
• Measure Learning Takeaways
• Assess the Behaviour
Begin With An End in Mind
What do we want to achieve at the end of this training session? Higher profit? Increase
production? Decrease costs in production and operations? Improve quality and
increase sales? Reduce employee turnover?” These questions are essential to determine
which outcomes are most impacting for both employees and the business, and which
gaps need to be addressed and prioritized. Having a clear vision of what you want to
achieve at the end of the training helps you to plan, prepare and focus on key processes
which can lead you to the right direction. Remember that the stage to prepare for
evaluating a training program is right at the beginning when the training program is
being developed.
Trainee’s Feedback Matter

“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

Learning training discussion that you can check at

the end of the training. This helps you
identify important topics that may be
Takeaways missing from the training. Measure their
learning by using exercises, pop quizzes,
recitation, and other mind activities.
Assess the Behaviour
“What skills can the trainee learn and use on the job?
How will the training affect the performance? Did the
acquired knowledge carry over from the training room to
real world application?” This step is one of the most
challenging but rewarding outcome of a training
program. Evaluate trainees’ behaviour and observe if
they applied what they learned to become more
competent in performing their job.
 Timing

Blumes
Tools

Safety Questionnaires

training
evaluation Interviews

model Organizational Training Summary

Organizational Database Recording

 Timing
• In the training effectiveness evaluation, short versus long term evaluation is a core
theme. The extent to which the learning that results from a training experience transfers
to the job and leads to meaningful changes in work performance.
• The importance of the transfer is showed in many studies that reported that acquiring
new skills doesn’t guarantee a behaviour change.
• For example Burke and Hutchins (2007) showed that only the 50 % of training activities
produce a behaviour change. To monitor this process this model provides to collect data
on three different times: before the training start (pre), after the training (post), and after
6 months (follow-up).
• Those measurement times could help in analysing whether there are changes before and
after the training, to understand the transfer process in the passing time, and to
understand whether the organization provides the conditions within each worker can use
the new knowledge obtained.
 • The proposed model relies on
quantitative and qualitative data

Tools : collected by several different tools

which are incorporated during the
training.
Questionnaires
• Questionnaires are useful instrument to understand workers’ personal perceptions.
The questionnaire proposed is composed by variables which are investigated in
different times (pre, post and follow up). According to the literature described
before, those variables should be related to the knowledge, the attitudes and
beliefs, the behaviours and the health outcomes. In addition to this it is important
to evaluate the level of engagement of the worker and the training in general (e.g.
whether it worked or not also respect to the expectations).
• This questionnaire has psychometrically sound properties and it is widely
applicable among different training contents, so it allows for comparisons of
training programs within and between different organizations. Furthermore, it
appears interesting to test the instrument in the Italian context.
Interviews
In line with the arguments proposed before, to better understand how
training activities are effective or not, a random sample of workers will be
interviewed. The interviews will focus on the main dimensions investigated
by the questionnaire: satisfaction with and utility of the training, the
participant’s perceived knowledge acquisition, the practical utility of what
has been learnt during the training and the impact of this knowledge on
individual and organizational results, the engagement level of the training
and the safety climate.
 • A sheet fulfilled by the
organization to summarize data
concerning the training content
Organizational (related to the categories defined
Training by the Agreement between State
Summary and Region) and the activities
played during the training (e.g.
simulations of job activities,
lectures etc.).
 • Organizational data recording
Organizational respect to injuries, accidents,
Database near misses provide an important
tool to monitor the safety indices
Recording in the organization.
Thank you