Running head: UNIT V: STRATEGIES FOR COMMUNICATING SAFETY AND HEALTH
TRAINING IN THE WORKPLACE
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UNIT V: Strategies for Communicating safety and Health Training in the Workplace
Evelyn Lluveres
Columbia Southern University
November 06, 2018
UNIT IV: ORGANIZATIONAL ASSESSMENT
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Exercise 5.1:
Source one: Home | Occupational Safety and Health Administration. (2018). Retrieved
from https://www.osha.gov/. The official OSHA websites would help the trainees to be fully aware of the
safety regulations and recommendations of the government. Understanding the same would be invaluable
in keeping themselves and the environment safe, understand the required standards for their protection as
well as improve the efficiency of their operations.
Source two: Lucic, I. (2015). Risk and Safety in Engineering Processes. Cambridge
Scholars Publishing. The book offers invaluable insight of recommended safety practices and procedures
in a manufacturing and construction engineering processes. It explains the recommended safety practices
when handling industrial chemicals, operating machines and any other practices the trainees might be
exposed to during work-related activities.
Exercise 5.2:
The training facility should have a variety of locations; one location should be classroomlike premises, with adequate lighting, teaching space for the trainer, enough sitting space for the trainees
(desks), a sitting area for the trainer, a whiteboard big enough to be visible to the trainees. This facility
should be between 75 to 100 feet on either floor dimension, enough to accommodate around 30-45
trainees at a time. Also, the facility should be near the actual manufacturing plant, for effective practical
translation of the learned topics.
Exercise 5.3:
The trainer should possess, at the very least, a bachelor’s degree in industrial energy
engineering or manufacturing engineering. This qualification is essential because the said disciplines
handle, extensively, the various safety practices in the workplace. They also possess a vast knowledge of
industry-based machines and equipment. In this regard, the trainer should also demonstrate competencies
and knowledge of OSHA regulations (a certificate is highly advantageous) and be able to demonstrate at
least 15 years of work experience in a manufacturing plant with minimal safety hazards recorded.
UNIT IV: ORGANIZATIONAL ASSESSMENT
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Exercise 5.4:
Name of the lesson/presentation:
Machinery operation hazards
Expected length of lesson/presentation
(Time):
List relevant learning objective(s):
Two Weeks
Provide a brief description of the
lesson/presentation and how it would be
delivered:
•
The trainees should be well conversant with
the essential parts of all machines in the plant,
their mode of operations and their uses; from
hand tools to more complex machines used in
the production processes.
• The trainees should be well conversant with
the maintenance operations of all the said
machines, including cleaning, sharpening (of
cutting tools), and storage practices.
• The trainees should be conversant with the
various safety precautions from the
manufacturer’s manual.
• The trainees should be conversant with safe
industry accepted practices, by Lucic’s book.
This book will increase their efficiencies
when handling the said machines (lathes,
milling machines, drilling machines, shapers,
welding equipment and the like).
• The team should be conversant with OSHA
regulations regarding machine operation.
Each objective will be imparted to the trainees via
already prepared PowerPoint presentations or
prepared notes. Demanding objectives such as
machine parts and processes should be delivered in 2hour sessions, depending on the requirements while
lighter aspects such as OSHA regulations could be
covered in one hour sessions. In this regard, they
should be in a position to practice the skills taught in
class through appropriate practical sessions, each
session lasting two hours, preferably in the afternoon
when production operations are not at their peak.
Exercise 5.5: Next, draft a classroom or workplace activity that involves peer learning.
Activity 1
Name of the activity:
Simulation of a hazardous situation
UNIT IV: ORGANIZATIONAL ASSESSMENT
Expected length of activity (Time):
List relevant learning objective(s):
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:
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30-45 minutes
•
To enable trainees to get a real-life feel of the
possible hazardous occurrences in machining.
• To demonstrate learner’s capability of
effectively applying the concepts learned.
• To increase the interactive nature of the
training program while impacting useful on
the job knowledge by the trainees.
• Through the portrayal of the learned concepts
by fellow trainees, trainees are expected to
learn more effectively through this exercise.
He trainees will be divided into groups of two; one
member will portray the victim of a hazardous ordeal
while the other will attempt to help their partner while
maintaining their safety. The exercise will occur
interchangeably.
Exercise 5.6:
Activity 2
Name of the activity:
Use of Additional Teaching Aids More So Learning
Videos
Expected length of activity (Time):
Each video should last anywhere between 45 minutes
to 2 hours.
List relevant learning objective(s):
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:
•
To break the boredom of conventional
classroom learning.
• To incorporate additional knowledge and
skills not incorporated in the book or the
OSHA website.
• To initiate discussions and other effective
learning environments that may be hampered
by conventional classroom learning.
A projector would be used to play the video. The
trainer would then ask questions, opinion, and ideas
gained through the video through an interactive
platform for the same. The session, which would be
made interactive by the trainer through interesting
facts and light moments, would deepen the learner’s
UNIT IV: ORGANIZATIONAL ASSESSMENT
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interest as well as diversify the knowledge gained on
the same.
Activity 3
Name of the activity:
Tests and other assessment exercises
Expected length of activity (Time):
Each assessment test would take around an hour,
while the main test before advancement to the other
learning objective would take two hours, after the
conclusion of all other learning activities.
List relevant learning objective(s):
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:
•
To activate the trainees’ ability to
demonstrate what they have been taught.
• To activate and expand the trainees’ ability to
actively remember what they have been
taught.
• To demonstrate the trainees’ ability to solve
practical problems.
• To gauge the effectiveness of the training
program.
The trainees will be expected to sit for a written exam
to demonstrate their theoretical knowledge while also
sitting for a practical exam to demonstrate their
application of the knowledge learned.
Exercise 5.7:
Attendance would be documented via an attendance register that will be provided to the
students at the start of every classroom lesson, every practice session, the video presentation, the peer
learning activity, and every assessment exercise. The students are expected to sign the said register, in an
attempt to document the attendance of the trainees. Also, random class activities, like random questions
and additional learning activities might be helpful to determine which trainees were absent during some
of the learning activities. If resources allow, the training sessions would be recorded via CCTV or
surveillance cameras, to get a real-time account of the attendance trends as well as training effectiveness.
UNIT IV: ORGANIZATIONAL ASSESSMENT
Reference
Journal
Occupational Safety and Health Administration. (2015). Training requirements in OSHA
standards and training guidelines. ERIC Clearinghouse.
Journal
Employment Training in Engineering. (2012). Education + Training, 31(2). doi:
10.1108/eum0000000000245
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Running head: UNIT IV: ORGANIZATIONAL ASSESSMENT
UNIT IV: ORGANIZATIONAL ASSESSMENT
Evelyn Lluveres
Columbia Southern University
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UNIT IV: ORGANIZATIONAL ASSESSMENT
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Unit IV: Organizational Assessment
Exercise1.
Tablie1: Content
The Content
Potential Hazards
Knowledge and skills needed
Training Topics
Hazardous Chemicals
Proper handling methods of
Chemical specification and
chemicals such as xylene.
categorization. Chemical
Proper Paint Mixing. Painting
handling safety measures.
Skills
Hazardous Energy- Lock/Tag Out
Electrical Appliance Hazards
Welding, Cutting, and Brazing
Identification of types of
Industrial energy sources.
energy. Categorization of
Industrial energy use and
energy. Welding skills.
conservation.
Proper handling and electric
Electrical safety. Electrocution
circuitry. Preventive measures
prevention measures. Electrical
of electrical-related accidents.
safety.
Welding skills. Metal
Metal fabrication. Welding
Fabrication skills.
techniques.
UNIT IV: ORGANIZATIONAL ASSESSMENT
Toxic Substances
Machinery operation hazards
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Toxic waste management.
Industrial waste management.
Waste disposal measures.
Accidental leaks management.
Compressed gas safety.
Spillage control.
Machinery maintenance.
Machine operation safety
Painting procedure. Forklift
measures. Proper operation
operation and handling.
and handling of equipment.
Table2: Target Audience
Target Audience
General Characteristics
Education and prior knowledge Preferred learning styles
Employees using compressed gas
High school certificate. More
Formal learning set-
than five years in the job. Junior
up/classroom. Work place
certificate holders and older
learning/apprenticeships.
employees.
Two days learning per week.
Employees that may service or
High school graduates and junior
Formal set-up training in
maintain equipment
college certificate holders.
classroom and practical
Experienced employees with
sessions in the Welding,
more than 5 years work in their
painting and fabrication
departments.
department.
Employees using/operating
All employees in the welding and
Formal and informal
applicable equipment. Employees
fabrication departments
teaching and learning
UNIT IV: ORGANIZATIONAL ASSESSMENT
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dealing with machinery
sessions. Two sessions per
equipments.
week formal and one session
informal.
Employees working with
High school and junior
Electrical safety employees
electrical equipments.
certificates holders. Experienced
practical learning sessions
employees with more than 10
ones every week.
years of work experience.
Employs that transport product
High school certificate holders
Routine training on safety
and raw materials
and all transport sector
transportation standards and
employees irrespective of any
occasional monitoring of the
qualification and experience in
implementation of the
the job.
transport safety standards.
Employees who inspect and
Certificate holders and those
Initial/Periodic thereafter.
maintain the systems in the
continuing with their higher
industry.
education studies
All exposed employees
All employs in all departments
Initial/Periodic trainings
irrespective of specialization
Emergency action plan and first
All personnel in workplace health Initial and regular training
work place health and safety
and safety departments. Other
sessions with all employees
employees in other departments
from all departments.
concerned with safety measures
UNIT IV: ORGANIZATIONAL ASSESSMENT
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and are exposed to risks.
Table 3: training Environment
Training Environment
Description of the training
The environment supports
The environment does NOT
environment
what type of activities
support what type of activities
Metal Fabrication Department:
Fabrication of metals, metal
Does not require idling and
Requires maximum concentration
grinding, filing, metal
storytelling. Does not require
and attention for machine
handling, heavy metal lifting,
packaging of materials.
operation and maintenance. Noisy
power machine operation.
and busy.
Painting Department: Highly
Body gear for eye and body
Lifting of heavy objects. Fire
concentrated with paints and paint
protection, Rapid fire response activities like smoking since
mixing equipments, Highly
ability, Paint mixing
paints are highly flammable.
staffed and majority of staff are
equipments and measuring
Packaging of materials.
female. Highly automated
scales. Automated loading
equipments for loading.
equipments.
Welding department: Consisting
Welding body gear for eye,
Highly flammable materials that
of equal ratio of employees from
face, hand, fee and body
can easy cause fire from the
UNIT IV: ORGANIZATIONAL ASSESSMENT
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an age group of 25 to 50. Heavy
protection. Fire extinguishers,
welding machines and hand held
First aid kits.
welding sparks.
equipments.
Exercise 2
2.1. Thesis
The goal of this training is to enable the employees in the painting department to
understand process safety management of highly hazardous chemicals in order to reduce the
risks of accidents in the departments (Occupational Safety and Health Administration, 2015).
2.2. Course Objective
Knowledge, Skills, and
Conditions
Attitudes Needed
(Tools, materials, activities, or
Skills
Performance
Standards
equipment needed)
High school graduate
Basic knowledge for reading and
Reading and
29 CFR 1910.119
and Junior college
understanding instructions
writing skills
Effective writing
and
diploma
communication
Painting skills
Paints, painting brush, mixing
Paint mixing
29 CFR 1910.119
equipments, protective gear
and painting
Quality painting
outcome and
UNIT IV: ORGANIZATIONAL ASSESSMENT
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proper paint
mixing ability
Proper chemical
Mixing containers, hand gloves,
Paint mixing
Efficient
handling ability
nose masks, eye goggles,
ability
chemical
protective painting clothing
handling and
paint mixing as
the OSHA
standard
29 CFR 1910.119
General safety
First aid kits, fire extinguishers,
Small fire
measures in an industry
protective gear
handling
29 CFR 1910.119
techniques
2.3. Course Objectives
a) To enable the employees to be able and read, understand and interpret the instructions given
on paint mixing procedure by having the ability to read and write and effective communication
skills.
b) To help the employees in the department to understand various tools and protective
equipments necessary, painting and paint mixing skills for effective completion of their painting
and paint mixing tasks.
UNIT IV: ORGANIZATIONAL ASSESSMENT
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c) To enable the departmental employees to acquire knowledge for proper chemical handling and
paint mixing to reduce risk of accidents and deliver high quality work within the department.
d) To ensure the general safety standards through the knowledge of first aid and small fire
handling using fire extinguishers.
UNIT IV: ORGANIZATIONAL ASSESSMENT
Reference
Occupational Safety and Health Administration. (2015). Training requirements in OSHA
standards and training guidelines. ERIC Clearinghouse.
9
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