Best Practices for

Development, Delivery and

Evaluating Safety Training

Module Goal

• Upon the successful completion of this module,

participants will be able to:
• Incorporate effective planning and delivery
techniques into their 10 and 30-hour Outreach Training
Program offerings

(This outcome will be demonstrated by participants during subsequent days of

the 500/501 trainer course through presentations of brief training sessions
targeted to trainees they will encounter during their Outreach training).

Terminal Learning Objective

TLO - Develop OSHA Outreach Training

Program courses for delivery
• Incorporate principles of adult education to
deliver effective safety and health training
programs
• Deliver a training presentation appropriately
designed and developed for inclusion in
OSHA Outreach classes.
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 Enabling Learning Objective

ELO - Apply effective adult learning

principles to content development
• Describe characteristics of sound
training that maximize the benefits of
the training for adult learners.
• Describe the basic principles of adult
learning theory as they apply to safety
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and health training programs.

Enabling Learning Objective

ELO - Apply effective adult learning

principles to content development
• Identify three kinds of “learning
exchanges” that enhance adult training
experiences.
• Describe the appropriate learning
environment for adult training.
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Enabling Learning Objective

ELO - Apply effective adult learning

principles to content development
• Incorporate adult learning principles
into the delivery of a training
presentation.

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 Enabling Learning Objective

ELO - Apply effective active training

strategies to engage students in the
learning
• Use selected instructional strategies in
a training presentation that are
appropriate for Outreach training
presentations.

Enabling Learning Objective

ELO - Incorporate personal occupational

safety and health expertise to the training
development and delivery plan
ELO - Prepare training plan

Enabling Learning Objective

• Prepare a training plan for a 10-hour

and a 30-hour class that meets the
needs of a defined target audience and
complies with the specific Outreach
Training requirements and procedures

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 Enabling Learning Objective

• Use available Outreach training

materials that have been appropriately
adapted for the training audience.
• Use peer critiques to evaluate and
improve training presentations

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Reference Documents

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Value of Health and Safety Training

Quality safety and health training provides the
tools to protect workers’ health and lives, and
prevent work-related injury or illness
Effective training also encourages workers by
educating and empowering them to advocate
for safer working conditions.

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 Value of Health and Safety Training
• In effective training, the students should learn:

• How to identify the safety/health problems

• How to analyze causes of safety/health
problems
• How to bring about safer, healthier
workplaces
• How to involve co-workers in doing the
above

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Characteristics of
Sound Training Programs

ü Accurate
ü Credible
ü Clear
ü Practical

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Characteristics of
Sound Training Programs

Accurate
• Training materials prepared
by qualified individuals
• Updated as needed
• Facilitated by appropriately
qualified and experienced
individuals
• Employing appropriate
training techniques and
methods

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 Characteristics of
Sound Training Programs

Credible
• A general safety and health background or be a
subject matter expert in a health or safety-related field
• Experience training adults or experience working with
the target population
• Practical experience in the field of safety and health
as well as experience in training facilitation contribute
to a higher degree of facilitator credibility

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Characteristics of
Sound Training Programs

Clear
• Training programs must also be clear and
understandable to the participant
• Training materials should be written in the
language and grammar of the everyday
speech of the participants.

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Characteristics of
Sound Training Programs

Practical
• Training programs should present information,
ideas, and skills that participants see as
directly useful in their working lives.

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 Preparation for an
Effective Training Presentation
• Training program development should follow a
systematic process
• Needs assessment
• Learning objectives
• Course design
• Evaluation strategy
• Criteria for completion
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Review of Needs
Program Assessment

QUALITY
TRAINING
Criteria for PROGRAM Learning
Completion Objectives

Evaluation Course
Strategy Design

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Principles of Adult Learning Theory

Adults are voluntary learners
Adults learn fastest what they need most
Adults come with a good deal of life experiences
that need to be acknowledged
Adults need to be treated with respect
Adults learn more when they participate in the
learning process

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 Principles of Adult Learning Theory
• Adults learn best by doing
• Adults need to know where they are heading
• Adults learn best when new information is
reinforced and repeated
• Adults learn better when information is presented
in different ways

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3 Kinds of
“Learning Exchanges”
Participant to Participant
• participants can learn from one another

Participant to Facilitator
• facilitators can learn from participants

Facilitator to Participant
• facilitator guides discussion, encourages
participation, provides information and
highlights key issues/points
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Environmental &
Learning Needs Assessment

Does the learning environment encourage active

participation?
• Layout of tables and chairs
• How does this arrangement encourage or
inhibit participation and interaction?
• Changed easily to allow different kinds of
interaction?
•

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 Environmental &
Learning Needs Assessment

Does the learning environment encourage active

participation?
• Comfortable climate to allow learning?
• Social environment encourage people to
participate?
•

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Environmental &
Learning Needs Assessment

Does the learning environment encourage active

participation?
• “Ice breakers” needed to put people at
ease?
• Allow participants to say things in their own
words?
•

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Environmental &
Learning Needs Assessment
Are participants encouraged to listen carefully to
each other?

• Are they encouraged to respect different

points of view?
• Are they encouraged to use humor and is
the humor appropriate?

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 Environmental &
Learning Needs Assessment

• Does the program effectively promote

participatory learning activities?
• “Ice breakers” needed to put people at
ease?
• Allow participants to say things in their own
words?

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Environmental &
Learning Needs Assessment

• Do the learning activities in the training

program provide participants with an
opportunity to do each of the following?

• Listen • Practice with equipment

• Look at visuals • Discuss critical issues
• Ask questions • Identify problems
• Read • Plan actions
• Write • Try out strategies

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Environmental &
Learning Needs Assessment
Does the program effectively promote
participatory learning activities?
• Time allotted for participant interaction?
• Workable and effective interactive
activities?
• Physical environment encourage
interaction?

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 Environmental &
Learning Needs Assessment
Does the program effectively promote
participatory learning activities?
• Atmosphere encourage interaction?
• Learning activities sensitive to cultural
differences
• Does the training engage participants in
critical thinking and analysis about the
subject being covered?

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Environmental &
Learning Needs Assessment

How effectively do the

lectures in the
program encourage
participation?
• Combined with a
participatory
exercise?
• Brief?
• Well organized?
• Audio-visual aids
incorporated?

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Environmental &
Learning Needs Assessment

How effectively do the

lectures in the program
encourage
participation?
• Minimize use of
notes?
• Enough time for
questions and
comments from
others?
• Challenging
questions?

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 Environmental &
Learning Needs Assessment

How effective are the

participatory activities used in the
program?
• Purposes of the activities
clearly specified?
• Tasks clearly described?
• Enough information to
complete the expected
tasks?

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Environmental &
Learning Needs Assessment

How effective are the

participatory activities used in the
program?
• Information accompanying
the activity clearly presented
and easily understood?
• Information presented
relevant to the task?
• Enough time to perform the
expected tasks?

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Environmental &
Learning Needs Assessment

How effective are the

participatory activities used in the
program?
• Information accompanying
the activity clearly presented
and easily understood?
• Information presented
relevant to the task?
• Enough time to perform the
expected tasks?

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 Environmental &
Learning Needs Assessment

How effective are the participatory

activities used in the program?

• Are participants given enough time to

share what they have learned from
the tasks with each other?
• Are the participants given a clear
summary of the main points they
were expected to learn in the activity?

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Environmental &
Learning Needs Assessment
Do the case studies and role-
playing activities encourage
participation?
• Situation being discussed
familiar?
• Situation evoke strong
feelings?
• Situation lead to an in-depth
analysis of the problem?

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Environmental &
Learning Needs Assessment
Do the case studies and role-
playing activities encourage
participation?
• Situation encourage to
consider a range of
possible strategies for
dealing with the problem?
• Enough information to
participate in the activity in
a meaningful way?

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 Environmental &
Learning Needs Assessment
Do the case studies and role-
playing activities encourage
participation?
• Provided with so much
information that they have
no room to improvise or to
call on their own
experience?
• Provided with an opportunity
to discuss the social,
cultural, and historical
contexts of the situations?

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Environmental &
Learning Needs Assessment
How effectively does the organization of the
program encourage participation?
• Discussion groups small enough to ensure
participation? (4 to 6)
• Ratio of discussion groups to instructors
small enough? (1 instructor to 3-4 groups).

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Environmental &
Learning Needs Assessment
How effectively does the organization of the
program encourage participation?
• Enough room to enable each group to talk
amongst itself without disruption?
• Responsibility for leading and recording the
discussion rotate?

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 Environmental &
Learning Needs Assessment
How effectively does the organization of the
program encourage participation?
• Groups supplied with guidelines about how
to lead and report their discussions?
• Activities make allowances for anyone in
the group who may have problems reading
and writing?

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Environmental &
Learning Needs Assessment
Is the program sensitive to literacy differences?
• Trainers check privately with anyone having
reading and writing difficulties?
• Reading aloud or writing in front of the
group only voluntary and never
mandatory?

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Environmental &
Learning Needs Assessment
Is the program sensitive to literacy differences?
• Instructions and other required material
read aloud?
• Materials incorporate enough visual aids
and props?

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 Environmental &
Learning Needs Assessment
Is the program sensitive to literacy differences?
• Trainers repeat out loud anything they write
on a board or flip chart?
• Evaluations conducted to assure that the
trainees comprehend the training material?

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Environmental &
Learning Needs Assessment
Do the audio-visual aids used encourage
participation?
• Instructors write an on-going record of what
is being discussed?
• Participants encouraged to challenge the
record if they consider it inaccurate?
• Approaches utilizing integrated instructional
technologies effective in eliciting
participation?

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Program Design, Delivery & Evaluation

Elements

• Training Facilities & Learning Environment

• Training Course Material & Content
• Training & Overall Program Evaluation
• Specific Populations to Consider

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 Program Design, Delivery & Evaluation
Elements

• Training Facilities & Learning Environment

• Sufficient resources
• Be prepared
• Student / Instructor Ratio <25/1
• Over 30/1, second instructor and split class

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Program Design, Delivery & Evaluation

Elements

• Training Facilities & Learning Environment

• Sufficient space to sit comfortably
• Sufficient room to interact
• Enough equipment
• Space for small group activities

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Program Design, Delivery & Evaluation

Elements

• Training Course Material &

Content
• Developed & updated to
be consistent with
recognized principals of
training development

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 Program Design, Delivery & Evaluation
Elements

• Training Course Material & Content

• Systematic Process
• Needs Assessment
• Learning Objectives
• Adult Learning Principals
• Course Design
• Evaluation
• ANSI Z-490.1-2009

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Program Design, Delivery & Evaluation

Elements

• Training Course Material & Content

• ADDIE model
• Analysis
• Design
• Development
• Implementation
• Evaluation

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Program Design, Delivery & Evaluation

Elements

• Training Course Material & Content

• A-B-C-D Model
• Audience - State the learning audience within
the objective.
• Behavior - State the behavior you wish to see.
• Condition - State the conditions under which
the behavior will occur.
• Degree - To what level (or degree) will the
learner be enabled to perform?

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 Program Design, Delivery & Evaluation
Elements

• Training Course Material & Content

• Roger Mager’s Theory
• Behavior - The behavior should be specific and
observable.
• Condition - The conditions under which the
behavior is to be completed should be stated,
including what tools or assistance is to be
provided.
• Standard - The level of performance that is
desirable should be stated.
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Program Design, Delivery & Evaluation

Elements

• Training & Overall Program Evaluation

• Types of training evaluation:
1. Training session reaction assessments;
2. Learning assessments; and
3. Training impact assessments.

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Program Design, Delivery & Evaluation

Elements

• Training & Overall Program Evaluation

• Evaluating Program Effectiveness
• Student Opinion
• Assessment of Student Learning
• Supervisors’ Observations
• Workplace Improvements

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 Program Design, Delivery & Evaluation
Elements

• Training & Overall Program Evaluation

• Improving the Program
• Were parts of the content already known and,
therefore, unnecessary?
• What material was confusing or distracting?
• Was anything missing from the program?
• What did the workers learn, and what did
they fail to learn?

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Program Design, Delivery & Evaluation

Elements

• Training & Overall Program Evaluation

• If a job analysis was conducted, was it
accurate?
• Was any critical feature of the job
overlooked?
• Were important gaps in knowledge and skills
included?
• Was material already known by the workers
intentionally omitted?
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Program Design, Delivery & Evaluation

Elements
• Training & Overall Program Evaluation
• Were the instructional objectives presented
clearly and concretely?
• Did the objectives state the level of
acceptable performance that was expected
of the workers?
• Did the learning activity simulate the actual
job?
• Was the learning activity appropriate for the
kinds of knowledge and skills required on
60 the job?

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 Program Design, Delivery & Evaluation
Elements

• Training & Overall Program Evaluation

• When the training was presented, was
the organization of the material and its
meaning made clear?
• Were the workers motivated to learn?
• Were the workers allowed to participate
in the training process?
• Was the employer’s evaluation of the
program thorough?
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Program Design, Delivery & Evaluation

Elements

• Specific Populations to Consider

• Non-English Speaking
• Limited English proficiency
• Contingent workers, day labors &
temporary workers
• Young Workers

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Reach All Literacy Levels

• Do not assume all students are equally skilled
• speaking, reading, writing, math
• Allow students to work in small groups
• Try teaching techniques that don’t require
reading
• Establish a non-threatening learning
environment
• Do not expect them to read aloud or individually
• Ask for volunteers to answer questions
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 Reach All Literacy Levels

• Use a variety of audio/visual methods

• Read all instructions aloud
• Make handouts visually appealing & easy to
read
• Only give out critical material to read
• Explain terms, jargon, abbreviations

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Delivery Techniques

Instructor Body Language

• Facial expressions
• Attitude
• Posture
• Movement
• Gestures
• Eye contact
• Voice, volume, pitch

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Delivery Techniques

DO

• Be Prepared
• Practice Presentation
• Show Positive Attitude
• Expect to be Nervous
• Dress Appropriately
• Be Flexible
• Do Activities & Have Fun!

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 Delivery Techniques

DON’T

• Wing it
• Engage in distracting mannerisms
• Avoid eye contact
• Embarrass participants
• Be afraid to say you don’t know
• Say you know when you don’t
• Lose control

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Preparation for an
Effective Training Presentation
• Prepare your presentation to be delivered by:
1) Course introduction
2) Motivation (WIFM)
3) Objectives
4) Main body
5) Summary
6) Student evaluation
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1) Course Introduction
• Introduce Topic
• Introduce yourself
• What gives you credibility?
• What are your qualifications to teach this?

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 2) Motivation (WIFM)
• Why is this important to the student?
• How does this apply to keeping them safe
on the job?
• What happens if I don’t pay attention?
• How do you hook them?

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3) Objectives
• Write down the overall
goal of each topic
• In one sentence, what
does the trainee need
to be able to do at the
end of the training?
(general statement)

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3) Objectives
”Trainees will be able to
recognize & identify
chemical, radiological &
biological hazards on a
hazardous waste site by
looking at containers,
labels and other clues”

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 3) Objectives
• Will lead to accomplishment of goal
• Write objectives in terms of what will be
learned, not what will be taught.
• Let’s look at Hierarchy of learning

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Hierarchy of learning
Social action: collective health & safety advocacy in
the workplace
Behavior change: the individual uses safe
Increasing difficulty

work practices
Attitude change: a commitment to
change
Skills: the ability to perform
tasks
Knowledge: the
ability to state facts
Increasing time

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3) Objectives

Evaluation

Synthesis

Analysis Ana

Application

Comprehension

Knowledge

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 76
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Action verbs based on

Bloom’s taxonomy

Analyze Synthesis Evaluation

• Compare • Rearrange • Argue
• Breakdown • Categorize • Conclude
• Contrast • Plan • Choose
• Distinguish • Set up • Predict
• Infer • Write • Summarize
• Separate • Revise • Judge
• Explamine • Formulate • Justify

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Action verbs based on

Bloom’s taxonomy

Knowledge Comprehension Application

• Define • Explain • Solve
• Identify • Describe • Apply
• Describe • Express • Illustrate
• Label • Paraphrase • Modify
• List • Summarize • Use
• Name • Classify • Compute
• State • Select • Change
• Choose

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 3) Objectives
Training objective– SMART model
• Specific
• Measurable
• Achievable
• Relevant
• Time-bound

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3) Objectives
Objective writing
At the end of this module the student will be able to….
… .Judge the
responsibilities
… .D evelop the of the attendant
role of the
… .S elect an attendant
attendant
… .D em onstrate
the
… .D escribe the requirem ents of
role of the an attendant
… .Identify roles attendant
of the attendant

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3) Objectives

miliar with Under

Be fa stand
Words to avoid…. How do you measure?

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 3) Objectives
Objective writing
• Select topic
• Select knowledge level- refer to Bloom’s
• Select a measurable verb
• At the end of this module the student will be
able to…..
• Check the smart model

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3) Objectives
Let’s try
• Topic - Back a cake
• Bloom’s level - Knowledge
• Action verb - Identify
“At the end of this module the student will be
able to identify the ingredients to make a white
cake”
Is it SMART?
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4) Main Body
• Bulk of presentation
• Cover material essential to meeting
objectives
• Need to know
• Good to Know
• Don’t need to Know

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 5) Summary
• Review material essential to meet objectives

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6) Student Evaluation
• Assess the student to the objectives

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