Unit V Assignment In Unit IV, you completed a safety and health training assessment for one of Carter’s departments, and you established training goals and objectives for a specific training topic. In this assignment, we will develop a lesson plan for presenting the topic to the workers. This assignment provides you with an opportunity to demonstrate the following course learning outcome: 3. Develop strategies for communicating safety and health training in the workplace. Review Carter’s case from the Unit I Assignment, follow the instructions below before completing each exercise, save all of your work to this template, and submit it in Blackboard for grading. Instructions for completing the assignment: Using the goals and objectives worksheet you submitted as a part of the Unit IV Assignment, complete a series of exercises (Exercises 5.1 through 5.7) to develop a lesson plan that will meet the course objectives identified for your selected topic. Exercise 5.1: A lesson plan often includes some sort of reading assignment. For this exercise, identify at least two sources from the CSU Online Library that you would have your attendees read for the training. Please format each source using APA style. Source one: Explosions during Welding. Loss Prevention Bulletin. Jun2010, Issue 213, p5-7. 3p. Source two: Marquez, R. Respect your respirator: Don’t get lost in a cloud of toxic welding smoke. Make smart selections when it comes to respiratory protection. Industrial Safety & Hygiene News. May2019, Vol. 53 Issue 5, p16-16. 1p. Exercise 5.2: With at least 75 words, provide a brief description of the location where the training will take place. The training to teach workers about hot work procedures, welding fires and eye injuries will be held in the welding shop. The reason the training will be held in the welding shop is to offer employees hands on learning experiences with visual aids and props in order to help the students experience the training. This training will allow the students to experience what steps must be taken before hot work is conducted, what to do in the event of a fire, and the proper PPE that must be worn when welding. Exercise 5.3: With at least 50 words, provide a somewhat detailed description of who should conduct the training. What type of trainer do you want? What type of qualifications should the trainer have? What else do you want in a trainer? The trainer that will be conducting this training is a master welder that has over 30 years of experience. This trainer has a very vast knowledge when it comes to welding and knows the procedures and PPE that must be used. Not only is this trainer a master welder, he has witnessed first-hand what happens when the proper procedures are not followed, and the proper PPE is not worn. This trainer is a hands on trainer that is detail oriented with a very high energy level. Page 1 of 3 Exercise 5.4: This exercise involves drafting the initial details for the lesson/presentation. (You do not need to write the lesson yet—this is just a detailed description to get started.) Name of the lesson/presentation: Expected length of lesson/presentation (Time): List relevant learning objective(s): Provide a brief description of the lesson/presentation and how it would be delivered: Hot Work Procedures 30 mins Hazards of Hot Work, 4 Levels of Hot Work, Duties of a Fire Watch, Compressed Gas Cylinder Hazards PowerPoint presentation with hands on exercises and visual aids. Assessment of hot work and how to fill out a hot work permit. Exercise 5.5: Next, draft a classroom or workplace activity that involves peer learning. Activity 1 Name of the activity: Fire Prevention Expected length of activity (Time): 30 mins List relevant learning objective(s): Fire Extinguishers, Welding and Cutting Procedures, When to fight a fire, Evacuation Procedures Provide a brief description of the activity, Fire extinguisher training to include hands on use of including how students would participate, how extinguishers, fire prevention tools such as welding students would interact, how the trainer would curtains, hands on fire drill and identification of rally prepare, what type of equipment is required, points and evacuation. and the knowledge or skill gained: Exercise 5.6: This exercise involves drafting two additional activities that you would like to include as a part of the training. Activity 2 Name of the activity: PPE Expected length of activity (Time): 30 mins List relevant learning objective(s): Proper PPE for the job, When PPE is necessary, What PPE is necessary, How to properly don PPE, PPE Limitations, Proper Care and Maintenance Provide a brief description of the activity, Visual PPE aids, lay out PPE and allow class to select including how students would participate, how and don the PPE, PPE hazard assessment. students would interact, how the trainer would prepare, what type of equipment is required, and the knowledge or skill gained: Name of the activity: Expected length of activity (Time): List relevant learning objective(s): Activity 3 Respiratory Protection 30 mins Identification of respiratory hazards, Limitations of respirators, Proper respiratory selection, Respirator Page 2 of 3 Provide a brief description of the activity, including how students would participate, how students would interact, how the trainer would prepare, what type of equipment is required, and the knowledge or skill gained: inspection, Respirator cleaning and storage. PowerPoint presentation to help students identify different types of respirators, hands on selection of respirators for different applications, donning the respirator, negative pressure fir check, cleaning and maintenance of the respirator. Exercise 5.7: Describe how you would document who attended the training. Your response should be at least 100 words. In order to document who attended the training, I would set up stations for each of the presentations. Each student would participate in the hands on activities and would work with a partner. After each of the pairs of students had completed all of the exercises and felt that they were ready, I would have the students demonstrate the knowledge that they had learned from each of the exercises. As each pair of students were able to complete the assigned task their names would be recorded on the sign off form as having gained the required knowledge and they would be considered signed off for that training. Page 3 of 3 UNIT VI STUDY GUIDE Cost Analysis and Budgeting of Safety Training Course Learning Outcomes for Unit VI Upon completion of this unit, students should be able to: 4. Discuss management’s role in safety and health training. 4.1 Identify factors that contribute to the costs and financial benefits of safety and health training. 4.2 Use cost-benefit analysis techniques to support development of a training course or program. Reading Assignment Chapter 6: Cost Analysis and Budgeting of Safety and Health Training Adams, S. (2003). Costs drive safety training needs. HR Magazine, 48(1), 63-66. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bsu&AN=8833432&site=ehost-live&scope=site Morrison, K. W. (2014). The ROI of Safety. Retrieved from https://www.safetyandhealthmagazine.com/articles/10414-the-roi-of-safety Unit Lesson Your Mother Was Right—You Need to Do Your Homework Click here to access a video. The safety manager obviously did not do his or her homework. The job of a Chief Financial Officer (CFO) is to minimize expenses while maximizing profits. Using vague terms and safety platitudes will not provide strong arguments in favor of safety training. An organization’s safety program does not directly contribute to profit. It does not “make money,” and most organizations see safety as a drain on resources. Not only does the training take time and money to develop and present, but the time employees spend in training is time away from production and the “real” contribution to profit. Even if your organization is not profit-oriented, such as a government agency, there is still only a limited amount of money that can be allocated to safety without impacting the organization’s overall mission and function. There are two financial aspects to safety training: (a) the cost of developing and implementing the training and (b) the cost benefits of providing the training (Altemose, 2012). The first part is a bit simpler to quantify than the second. The numbers needed to estimate the costs for developing and implementing training are usually available from within the organization. Salaries of developers and presenters and salaries of attendees are a part of the equation, and the cost of needed training materials and equipment must also be considered. A bit more challenging is being able to demonstrate how the training will contribute to the profitability of the organization. BOS 3751, Training and Development 1 Cost-Benefit Analysis UNIT x STUDY GUIDE Title Safety personnel often use humanitarian reasons to justify safety training; after all, the goal of a safety program is to prevent real injuries and illness to real people—your friends and neighbors. Organizations may agree with the humanitarian reasons, but they cannot lose sight of the profit and loss equations. Any training is a drain on the organization’s resources. There is much information available concerning the direct and indirect costs of accidents , but the challenge is making a convincing argument that the return on investment (ROI) for a given safety training program is worthwhile (Occupational Safety & Health Administration [OSHA], n.d.). When describing the benefits of effective safety training programs, the words “reduce” and “avoid” appear often. Training will help reduce worker’s compensation rates, presuming that it helps reduce the number of injuries. Effective training contributes to accident avoidance. It is difficult to quantify something that does not happen. If you are a safety professional, can you quantify how many injuries your efforts prevented in any given day? Management support is often cited as the most important component of a successful safety management system (Manuele, 2014). Organizational safety policy statements, signed by the top manager, set the tone for all safety efforts. Safety training should be called out in these policies as a critical component for reducing injuries. Attendance at safety training by all management levels clearly communicates that safety is a value within the organization. To elicit this support from top management, safety professionals must be effective in selling safety and health training. Understanding and using common business terms is critical to any persuasive presentation—be comfortable with speaking in a language that business managers understand. It is not likely that a safety department will receive all the money for training that is desired. Be ready and willing to compromise. Know which training is most critical for preventing serious injuries in your workplace. Which courses will keep regulators at bay and perhaps help avoid fines? Would it be less expensive to buy a commercial training program? Should a contract trainer be used instead of in-house resources? Training Effectiveness If you are successful in the fight for your safety training budget, do not be too complacent. Budgets are developed annually, and you will likely be asked to provide justification for continuing the training in subsequent years. The factor to consider is effectiveness. Can you show that the training contributed to overall workplace safety? If you have developed and implemented the training in accordance with what has been learned and practiced so far in the course, the answer should be yes. But, once again, you will need to convince managers who see the world in terms of profit and loss. In the next unit, we will examine ways to assess training effectiveness. What Management Can Do and How You Can Guide Them The management team at an organization has a main list of priorities—the items that directly correlate to the organization’s success. It is important for management to know that safety practices are also key contributors to an organization’s success. If the workers perform in an unsafe manner, injuries will occur, the product or service will suffer, and the organization is likely to decline. So, what does all of this mean? Well, it means that management needs to support the safety and health training. They need to support it in such a way so that employees see that management values the training as well as the safety and health of its employees. If the management team demonstrates their commitment to the training and safety, employees will follow their lead. Conversely, if management does not show support for safety and training, employees are likely to demonstrate the same behavior, which will eventually lead to poor safety and health practices throughout the organization. Before long, the organization will inherit new costs due to poor safety practices. As a safety manager, it is your responsibility to find a way to communicate with management and provide them with guidance toward their role in the safety and health training program. Management’s public support can make a big difference in the success of the safety program. References Altemose, B. (2012). Cost analysis and budgeting of safety and health training. In J. Haight (Ed.), Hazard Prevention through Effective Safety and Health Training (pp. 89-104). Des Plaines, IL: American Society of Safety Engineers. BOS 3751, Training and Development 2 Manuele, F. A. (2014). Advanced safety management focusing on Z10 and serious prevention UNIT injury x STUDY GUIDE(2nd ed.). Hoboken, NJ: Wiley. Title Occupational Safety & Health Administration. (n.d.). Business case for safety and health: Costs. Retrieved from https://www.osha.gov/dcsp/products/topics/businesscase/costs.html Suggested Reading Consider reading the following article to learn more about the cost-benefits of safety training: Occupational Safety & Health Administration. (n.d.). Business case for safety and health: Costs. Retrieved from https://www.osha.gov/dcsp/products/topics/businesscase/costs.html Learning Activities (Nongraded) Use the cost and profitability tool on OSHA’s website to estimate the cost of accidents at your organization or Carter’s Material Handling Equipment Manufacturing Company. For which accidents do you think corrective actions would increase profitability? Are there accidents for which corrective actions would decrease profitability? https://www.osha.gov/dcsp/smallbusiness/safetypays/estimator.html Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. BOS 3751, Training and Development 3 Lind Analysis and of those involv Hazard Prevention through Effective Safety and Health Training the cost analysi employees will 92 therefore, not ir ments fill in fa TABLE 1 Training Cost Data Worksheet-Computer-Based Training Example assume that ti Unit Multipliers Total Cost Timing of Expense Estimated Unit Cost salary cost oft porary person TYPE OF COST $10,500 Year 1 be less prod 150 hours $70/hour decreased w beyond the lo DEVELOPMENT COSTS Curriculum Development Internal salaries-loaded cost External consultants Meals, travel, and incidentals Materials Presentation materials (videos, etc.) Computer hardware Computer software Equipment purchases Marketing materials (flyers, etc.) those costs s/ $8000 Year 1 one does no n/a $8000 tending trai in the cost productive IMPLEMENTATION COSTS Instructor Cost Internal salaries-loaded cost $35/hour/ coach 20 x 24 hrs. 20 x 5 hrs. $16,800 $3,500/yr. Year 1 Year 2 to 5 A discu duce a bette them in th $2000 Year 1 $100/coach 20 coaches External consultants Meals, travel, and incidentals Other business impacts Student cost Internal salaries-loaded cost $35/hour/ employee 500 x 2 hrs. 4000 x 1 hr. $35,000 + $140,000 = $175,000/yr. "Materials the costs be includ aids, and Year 1 to 5 Meals, travel, and incidentals Other business impacts $20/hour/ employee 50 x 2 hrs 500 x 1 hr $2000 + $10,000 = $12,000/yr. Year 1 to 5 cost of e audio-vis they sho Materials Student materials (manuals, etc.) Equipment rental Facilities cost Lease or rental of facilities Catering Cost of new construction Telecommunication charges Facilities overhead ing simu equipmd of train Ove of corp Tooms 3 x 20 hrs. 3 x 15 hrs. Year 1 Year 2 to 5 OTHER LIFE CYCLE COSTS Recordkeeping, evaluation of training, revisions to training Software licensing or maintenance fees Information technology support- internal salaries-loaded cost $35/hour/ employee $1000/yr. $52.50/hr. $2100 $1575 $1000/yr. $5250 n/a Year 1 to 5 Year 1 insign isting 100 hours 40 hours $2100 Year 2 to 5 the or Howe YEAR 1 COST YEARLY COST, YEARS 2 TO 5 TOTAL PROGRAM COST, 5 YEARS $232,650 $194,175 $1,009,350 incred refur then indy acco To obtain these lost-opportunity costs, SHE pro- fessionals typically need to rely on production or sales departments to estimate them. It is important to under- stand the basis for these estimates, so that there is no double-counting of certain costs and benefits (for in- stance, employee salaries will likely already be factored into the cost of producing a product). Sometimes, the costs of temporary or reassigned personnel are included in a training-cost analysis. This is not necessary, however, when the internal salaries
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