CH-9 Training – Management of Occupational Health and Safety : Book Guide

CHAPTER 9 Training Essential Outcome After completing the lesson on this chapter, if nothing else, students should be able to appreciate the important role training plays in promoting and maintaining safe and healthy workplaces, and be able to apply the instructional system design (ISD) model to occupational health and safety training. Learning Outcomes After completing this chapter, students should be able to: discuss the importance of occupational health and safety training identify the components of a training program explain the role of a needs analysis when designing a training program discuss issues that arise in training design and delivery describe various options for the delivery of health and safety training programs discuss the role of evaluation in any training program evaluate the measurement concerns surrounding organizational measures of occupational safety training effectiveness describe some common health and safety training initiatives including safety orientation, first aid training, and WHMIS Key Concepts Training plays an important role the key rights workers have when it comes to occupational health and safety: the right to know; the right to participate; and the right to refuse unsafe work. Training is vital to help employees be aware of their rights and for them to be able to recognize and help manage and prevent workplace hazards. An important component of every comprehensive OH&S program, training takes its place alongside engineering, administrative, and behavioural interventions. Similar to other workplace training programs, OH&S programs use the instructional systems design (ISD) model, which has three parts: (1) needs analysis, (2) training design and delivery, and (3) training evaluation. The training needs analysis identifies deficiencies that can be addressed through training, and includes assessments of the organization, the job tasks that make up the work, and the people performing the tasks. Training delivery includes making decisions on what the training objectives will be, how the training will be developed and what the training content will be, who will be receiving the training and who will be delivering it, and where the training will take place. Training evaluation helps assess the strengths and weaknesses of the training, and may focus on the trainee’s reactions to the training, the learning that took place as a result of the training, the degree to which behaviour changed as new knowledge and skills were applied following the training, and the degree to which the organization improved its results based on the training that took place. Common safety training initiatives include safety orientation training (often provided to new employees as a component of new employee orientations); first aid training, which is often subcontracted to training organizations (e.g. St. John Ambulance), which certify employees who pass the training; and WHMIS training, which helps employees safely use and control hazardous materials in the workplace. Student Motivation The students who are taking this course as part of a Human Resources Management program may have already taken (or will be taking) a course in Workplace Training and Development. If this is the case, and they have already completed that course, you can draw on their prior learning to review the ISD model, as they may be motivated to view OH&S training as a practical application of the model. If they have Training and Development coming up or are taking that course concurrently to this one, they may be motivated to get a “head start” on the practical application of the ISD approach. If this is not the case, and this is a stand-alone course for the students, they may be motivated by drawing on their past experience as trainees, ideally with OH&S training such as WHMIS or First Aid, or other workplace training they have received. Barriers to Learning The subject matter explored in this chapter is relatively straightforward and should present very few learning challenges for most students. In drawing on the student’s prior training experiences, however, you may find that their experiences are mixed, as may be their overall attitude towards workplace training. For example, some students may have taken WHMIS courses that they did not find very interesting or relevant to their job situation, and therefore may have a tendency to view health and safety training as a “waste of time.” While a potential barrier, this situation can be turned into a learning asset by encouraging them to challenge their assumptions and attitudes towards workplace training and development. This approach will tie in very well with Lesson Plan activity G, below. Engagement Strategies and Lesson Plan 1. Engaging Students at the Outset Learning objective: At the completion of this activity, students will have been able to reflect on their own experiences with health and safety training. Facilitate a think–pair–share activity to help your students identify with the topic of health and safety training. Ask them to think individually about any health and safety training they have personally received, and to jot down a few notes describing the training, as well as any highlights or features of the training they recall. Ask them to also reflect on whether their training experience was positive, negative, or neutral. Next, ask them to pair up with another student and share their training experiences. Finally, call on a few of the pairs to have them share some highlights of their discussions. Use this activity as a way to introduce the chapter topic, and help students relate the content to their own direct experiences. 2. Lesson Engagement Strategies a. Learning objective: At the completion of this activity, students will be able to identify and describe the four steps involved in creating a workplace safety orientation program. Hand out the backgrounder document Training and Orientation for Young and New Workers, available for download from the WorkSafeBC website (www2.worksafebc.com/PDFs/YoungWorker/employer_training_backgrounder_OHSReg_part3.pdf). Organize students into groups of four, and assign each student in each group one of the four orientation steps outlined in the backgrounder. Instruct students to review their assigned step and then to take turns describing it to the rest of their group. After each student in the group has shared his or her assigned step, ask each group to come up with actual examples where they have seen or experienced these steps in terms of their own workplace training. Engage the class by leading a discussion based on their examples, highlighting the supplementary materials found in the side boxes in the document, especially the statistics and facts concerning injury rates and occurrences for young workers. b. Learning objective: At the completion of this activity, students will be able to relate the three basic worker rights (right to know, right to participate, and right to refuse unsafe work) to the actual workplace experiences of their peers. As an alternative to Exercise 1, ask students to self-identify whether they have previous workforce experience, particularly in areas where there are typically health and safety risks (such as manufacturing, construction, and the resource sector). Invite three to five of these students to the front of the room and facilitate a panel discussion, asking them to recall their level of awareness of health and safety in the workplace and the extent to which they were worried about their own safety at work. Particularly probe for their awareness of their three basic rights (right to know, right to participate, right to refuse unsafe work). Encourage them to share examples, and encourage the “audience” to ask questions while you serve as the moderator. c. Learning Objective: At the completion of this activity, students will be able to describe and discuss the major theoretical approaches to the study of learning, including the behaviourist perspective, social learning theory, and experiential learning. As an alternative to Lesson Plan activity E, below, consider facilitating a brief mini-lesson on learning theory and training delivery, as described in OH&S Notebook 9.3. You may wish to provide students with a graphic organizer such as a three-circle Venn diagram to facilitate their note taking as you walk them through the three approaches described; as an alternative, you may wish to divide the class into three teams and have each review and deliver a brief presentation on their assigned section of the Notebook, using a flip chart sheet to visually present their material. 3. Lesson Plan Notes and Lecture Outline * You can access several WorkSafeBC young worker video clips online that graphically depict the emotional, legal, and financial consequences of workplace accidents involving young workers: www2.worksafebc.com/Topics/YoungWorker/Resources-YouthAndCommunityGroups.asp, and/or the WorksafeBC publication “Be a Survivor,” http://www.worksafebc.com/publications/health_and_safety/by_topic/assets/pdf/be_survivor.pdf.At these sites, they can see pictures and read about actual recent stories of youth injured. The youth in both the videos and the publication make several statements about how they feel they should have been trained better. A list of other DVD titles can be accessed at WorkSafeBC Library Services, www.worksafebc.com/about_us/library_services/assets/pdf/videos_titles.pdf. * Refer to OH&S Today 9.1, “Passport to Safety,” for numerous OH&S educational resources, including DVDs. A. Introduction: Importance of Effective and Measurable OH&S Training—A Focus on Youth (Refer to Lesson Engagement Strategy a, above.) B. Legislation and Role of OH&S Training (Refer to Lesson Engagement Strategy b, above.) C. Organizational Barriers and Benefits to OH&S Training Ask students to form small groups and discuss Discussion Question 1. Canadian statistics suggest that many Canadians are not receiving appropriate safety training in the workplace. What are some of the reasons organizational managers might give for not providing safety training for their employees? Imagine you are a health and safety consultant trying to convince top management of a negligent organization to provide a health and safety orientation to new employees. What arguments might you use to convince the organization to support the training program?) Refer to End-of-Chapter Discussion Question 1 for a discussion about the barriers to training, needs assessment, economic benefits, and legal considerations. D. Instruction Systems Design Model of Training. Ask the students to form small groups and discuss Case 1, “The New HR Manager at A1 Manufacturing.” Refer to End-of-Chapter Case 1. Engage students in a discussion about the importance of organizational support for the success of any health and safety training initiative. Use PowerPoint slides to give an overview of the Instruction Systems Design Model (ISDM) of Training: Need Analysis, Design and Delivery, and Evaluation. Needs Analysis: Organizational, Job / Task, Person Training Design and Delivery: Training Objectives, Training Content, Delivery, Participants Training Evaluation: Reactions, Learning, Behaviour, Organizational Results* * See Figure 9.1 in the text. E. Learning Theory and Training Delivery More and more OH&S training information, including about programs, is becoming available on the Web. Divide the students into two groups to debate the individual and organizational advantages and disadvantages associated with Web-based OH&S programs. The objective here is to examine and debate the advantages and disadvantages of Web-based training (e.g., Internet, Intranet, and Extranet) when delivering a broad range of learning solutions to enhancing employee performance and knowledge. Web-based training differs from the other technology-based training methods in that it is networked and allows for instant updating, storage, retrieval distribution, and sharing of instruction and/or information. Debaters will be assigned one of two positions: (1) Web-based training is an effective OH&S training method and has several advantages for individuals and organizations, versus ( 2) Web-based training is not an effective OH&S training method and has several disadvantages for individuals and organizations. Students are to argue in favour of one position. The debate consists of two rounds. The purpose of the first round is for each team to learn the position of the other debating team. Each team has five minutes to explain their position as comprehensively as possible. On completion of the first round, the debating teams are given five to ten minutes to prepare criticisms of the other team for the second round. In round two, each debating team has five to ten minutes to criticize the position of the other team. There is a team of student judges. The judges listen to the different sides presented, and at the end of the debate, tell the teams which they believe to be the stronger argument. You will want to summarize the debate by emphasizing the importance of using the ISDM and choosing the most effective training method to meet the organization’s learning objective. The effectiveness of Web-based training depends on the program needs assessment, design and delivery, and evaluation. More specifically it depends on the organization, the learning objectives, the types of technology and technical support available, the trainees, the culture, and the program content. The debate can lead to a more thorough discussion of the learning organization and to the idea that learning is more than training (e.g., information management) and more than knowledge management (when information is more effective than instruction), that individuals learn differently, and that there are basic adult learning principles that are critical to maximizing the transfer of training. Refer to OH&S Notebook 9.3, “Learning Theory and Training Delivery—Behaviourist and Cognitive Approaches,” OH&S WHMIS courses, and the End-of-Chapter Discussion Question 4. F. Training Evaluation and Organizational Outcomes Ask students, “Why is training evaluation important?” Training evaluation measures the economic value and organizational results achieved through the training. It provides information on whether the learning outcomes from the needs assessment were achieved and/or what improvements may need to be made. Determining the cost–benefits of a training program will help justify the value of continued training initiatives. Explain to students that evaluation is a continuum of simple to complex procedures. Ask students how much they are enjoying today’s class. Explain that this is a simple reaction evaluation and that more complex evaluations need to be conducted to measure the organizational results or return on investment of the training. Use PowerPoint slides to illustrate and describe Kirkpatrick’s four levels of training evaluation, including what type of information is collected and what methods can be used to collect the information. When discussing the fourth level, ask students to brainstorm how they can assess organizational outcomes. Refer to End of Chapter Discussion Question 3 and Exercise Question 5. G. Common Safety Training Initiatives: Orientations, First Aid and WHMIS Refer back to the think–pair–share exercise (above). Build on this activity by asking the students to form small groups to discuss Exercise 2 (“Think back to various jobs that you have held—what type of health and safety training did you receive? Were the training programs effective? Compare your experiences with those of your classmates.”) You will want to ask the student groups to share examples of some of the types of training they have experienced and then summarize the common safety training initiatives such as orientations, first aid, and WHMIS that are applicable to most organizations. Successful training initiatives follow the Instructional Systems Design Model of training, which requires understanding the needs of the organization, its jobs, and the individuals who perform them; developing training objectives and methods based on those needs; using adult learning principles and participation to ensure that learning is transferred to the job; and auditing and evaluating the learning. Employers and HRMs need to create data systems to review, identify, and analyze absenteeism, disability management practices and policies, trends, health care and benefit costs, health and safety issues, workplace issues, health promotion programs, accident, injury, and fatality rates, incidents of “close calls,” lost-time injuries, worker’s compensation claims and costs, and safety inspection reports, and to measure improvements. This data is also essential in obtaining and maintaining organizational support for workplace training programs. These data will answer critical questions concerning the organization’s direct and indirect health costs and the effect of the organization’s investment into training programs. Ask students to develop an OH&S orientation check list that will ensure employees are provided with a basic level of health and safety training and that reinforces the development of a safety climate. (Refer to End-of-Chapter Exercise 2.) A general orientation to OH&S should provide the following information through a process of Q&A sessions, demonstrations, practice sessions, observations, and monitoring of progress once the employee is working on the job: Location of fire exits, fire extinguishers, and other emergency safety procedures Location of first aid kits, and a who-to-call list of trained employees Accident policies that can be accessed Identification of potential hazards on the job site Use of personal protective equipment WHMIS training and location of MSDSs The role of the joint health and safety committee and who to contact The role and responsibility of individual employees and supervisors Job-specific safety rules and procedures (demonstrate and practice) Safety awareness, precautions, and practices The procedure for reporting injuries and accidents How to report unsafe conditions, and the right to refuse unsafe work That the organization does not want any workers performing tasks they are not trained to do safely Monitoring of progress once on the job schedule Online information on safety orientations, as well as training orientation checklists, can bé found at these web sites: www2.worksafebc.com/PDFs/YoungWorker/employer_training_backgrounder_OHSReg_part3.pdf www2.worksafebc.com/PDFs/YoungWorker/sample_yw_orientation_checklist.pdf www.worksafebc.com/publications/health_and_safety/by_topic/assets/pdf/3-steps.pdf tourism.healthandsafetycentre.org/html/prev_at_work/paw5_3_young.htm www.worksafebc.com/publications Assessment Tools To quickly assess student learning against the chapter learning outcomes, at the end of the class: Refer back to Lesson Engagement Strategy A. Show the Instructional Systems Design model and either ask for a volunteer to explain it to the class, or have students pair up and explain it to each other. Provide students with a handout with basic explanations of each of the four stages of Kirkpatrick’s evaluation model, and ask students to label each stage properly. Refer back to the small group discussions that took place in Lesson Plan activity G regarding Exercise 2. Reflections on Teaching Good teaching requires ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following, and consider whether you want or need to make any adjustments for subsequent lessons. What worked in this lesson? What didn’t? Were students engaged? Were they focused or did they go off on tangents? Did I take steps to adequately assess student learning? Did my assessments suggest that they understood the key concepts? What (if anything) should I do differently next time? How can I gather student feedback? How can I use this feedback for continuous improvement of my teaching? Additional Resources Weblinks The Web links provided for this chapter are plentiful; many are embedded in the various descriptions in the lesson plan sections and supplemental materials. Videos Go to the safety induction video at www.youtube.com/watch?v=U9ALt-IWqKQ. This short video showcases a wide range of health and safety videos, encompassing 36 topics, and can serve as a useful illustration of how video can be used to support OH&S training. Suggested answers to cases and exercises Discussion Questions 1. Canadian statistics suggest that many Canadians are not receiving appropriate safety training in the workplace. What reasons might organizational managers give for not providing safety training for their employees? Imagine you are a health and safety consultant trying to convince the top management of a negligent organization to provide a health and safety orientation to new employees. What arguments might you use to convince the organization to support the training program? Answer: Barriers to Training and Needs Assessment The OH&S consultant should approach this situation in a collaborative and cooperative way, with attention given to increasing the owners’ and senior managers’ OH&S awareness, understanding, and support, and should also gather information on why the organization is not providing OH&S orientations and training to its employees. The consultant would initially want to actively listen and seek out senior management’s point of view, interests, and expectations concerning employee health and safety. It would be important for the consultant to explore and identify the core OH&S problems and the organization’s needs, starting with a needs analysis at the organizational level, which would help identify the OH&S areas that need improvement. An important aspect of conducting a needs analysis would be to help identify potential obstacles to the effectiveness of an OH&S program and, more specifically, safety training. Barriers need to be dealt with early in the training and development process in order to lay the foundation for training success. It is also important to assess whether training is a solution to the problem or whether the problem is related to other technical or information problems. The consultant would want to gain support to conduct an organizational, task, and employee analysis. This is a complex situation that requires understanding barriers and exploring strategies based on many workplace environment variables, which can range from the organizational culture, context, and leadership style to lack of resources, information, commitment, and motivation. Once the consultant had finished listening, he/she could then share some examples of specifically researched economic, legal, and social benefits associated with the management of an OH&S program and specifically training. The goal would be to create an organization that supports workplace health and safety through a delicate balance of enforcement and empowerment. The consultant would want to discuss how incorporating OH&S into the business plan makes good economic legal sense. Economic Benefits Obtaining and maintaining support for a workplace health and safety management program and related training requires the following: gathering measurable data, incorporating the data into a business case that identifies the problem (by conducting a needs assessment), a solution that addresses the problem, a list of all important benefits, cash flow projections organized along a time line, and conducting an evaluation. You will want to be prepared to answer questions on why an investment into OH&S training is better than another organizational investment. You will want to list all the direct and indirect cost and benefits. Human resource information systems should be developed to review, identify, and analyze data on absenteeism, turnover, replacement labour, demographics (e.g., young or aging workforce), disability management practices and policies, trends (e.g., industry statistics and research), health care benefit costs (e.g., STD and LTD, drug and paramedical claims), WCB premiums and disability costs, health and safety issues, workplace issues and productivity (employee surveys), health promotion programs (e.g., EAP utilization), incidence of “close calls,” accident, injury, and fatality rates, lost-time injuries, and measurement of improvements. Using this data, employers and HRMs can take a more proactive role in OH&S. These data are essential in obtaining and maintaining organizational support for workplace health and safety management programs by answering critical questions concerning the organization’s direct and indirect health costs and the effect of the organization’s investment into OH&S management systems. The consultant will need to illustrate how investing in training will address the organization’s problems and positively impact the organization (e.g., reduce costs). Legal Considerations The consultant would also want to discuss the employee’s rights and employer’s responsibilities to safe working conditions under provincial and federal legislation, and discuss how training can help organizations and employees adhere to the legislation (Worker’s Compensation Act and WHMIS). Further discussion could focus on the legal requirement for due diligence, OH&S programs, and safety training. She/he will also want to refer to the three principal employee rights (the right to refuse dangerous work without penalty, the right to participate in identifying and correcting health and safety problems, and the right to know about hazards in the workplace) and Bill-C45 (management can face criminal charges if a safety-related incident occurs in their organization). Bill C-45 also holds that corporations and their stakeholders must provide health and safety training. 2. Why is organizational support for a health and safety training initiative so important for the success of training program? Answer: Successful training initiatives are incorporated into the organization’s overall strategy. Training success occurs when the organization has a strong safety climate and all levels of management value OH&S. An organization that is committed to OH&S will provide the human and financial resources necessary for the successful training of its employees. 3. What are some important organizational outcomes that can be used to evaluate what a training program has added to an organization? Answer: Human resource information systems should be developed to review, identify, and analyze data on the following: absenteeism, turnover, replacement labour, demographics (e.g., young or aging workforce) disability management practices and policies, trends (e.g., industry statistics and research), health care benefit costs (e.g., STD and LTD, drug and paramedical claims), WCB premiums and disability costs, health and safety issues, workplace issues and productivity (employee surveys), health promotion programs (e.g., EAP utilization), incidence of “close calls,” accident, injury, and fatality rates, lost-time injuries, worker’s compensation claims and costs, and various safety reports and records (e.g., first aid, inspections, medical). 4. What are some of the advantages and disadvantages associated with the use of Web-based health and safety training programs for individual employees? For organizations? Answer: There are a multitude of technology-based training methods: computerized self-study (CD /DVD), electronic performance support system, electronic simulator, multimedia (text, graphics, audio), teleconference, television cable/satellite, video conferencing, and audio conferencing. Web-based training involves the use of Internet-networked technologies (e.g., Internet, Intranet, Extranet) to deliver a broad range of learning solutions that enhance employee performance and knowledge. It differs from the other technology-based training methods in that it is networked, which allows for instant updating, storage, retrieval, distribution, and sharing of instruction or information. The effectiveness of Web-based training depends on the program needs assessment, design and delivery, and evaluation (ISDM). More specifically, it depends on the organization, its learning objectives, the types of technology and technical support available, the trainees, the culture, and the program content. Some of the individual and organizational advantages associated with the use of Web-based OH&S programs are described below: The biggest advantages of online learning are that it is flexible and convenient and that it allows students to learn anywhere and anytime. The additional benefit of Web-based learning (e-learning) is the instant updating, storage, retrieval, distribution, and sharing of instruction or information. See below: Advantages for Individual It is ideal for working professionals because they can integrate learning into their busy work schedules. Students have access to course materials and the class learning environment 24 hours a day. Students can fully participate from their homes, which saves time and travel. This allows students outside of the big centres to participate easily. Some online learning courses bring together students from across the province and country, or even the world, allowing them to create a network of resources outside of their own immediate community without having to travel. Students can customize their learning to their abilities and skills. For example, they can work at their own speed, skim over materials they have already mastered, and concentrate on areas containing new information and skills. Learning can be self-paced. Online discussions can be of better quality than face-to-face ones. In a face-to-face discussion, students only have a few seconds to think and communicate an answer. In an asynchronous online discussion, students can contribute in their own time and come up with a quality answer and post it. Also, research shows that the students in a face-to-face class who may not speak up are more likely to communicate in an online environment. Online learning can accommodate different learning styles. Also, an instructor can present these materials in many formats to accommodate different learning styles. For example, when an instructor puts both lecture notes and slides online, both visual and auditory learners benefit. Students who prefer to focus on “listening” and “watching” during a lecture do not have to worry that they are missing important concepts while scrambling to take copious notes. They can focus on understanding the material and concepts as they are presented. Students with attention difficulties or those who get overwhelmed by organizational tasks also benefit, because materials provided show how the instructor has grouped and prepared materials in the handouts, and indicate which items are most important. Online learning can enhance the possibility of group work. In traditional education, students working on group projects must coordinate schedules. In distance learning environments, this may not even be possible, forcing participants to work independently. When Web-based collaborative tools are available, coordination is no longer an issue. When a project team is provided with asynchronous discussions and file uploads, students can work in groups without the constraints of meeting together at a certain date, time, and location. Advantages for Organization Students receive consistent training. The online training program can be delivered to large numbers of trainees at any time. The student’s performance can be evaluated and tracked more easily. There may be increased cost savings due to efficiencies. Online training can be interactive and build community. Online training leverages the corporate investment into technology. It is easier to revise and update electronic materials than to change classroom training materials. The online training program can be linked to video presentations and other organization technologies. Online training can be cost-effective if used for a large number of employees. New employees do not have to wait for a scheduled training session and can be referred to online help or written material. The individual and organizational disadvantages associated with the use of Web-based occupational health and safety programs will vary depending on the individual and organization. Students and trainers may experience less interpersonal contact, be less motivated due to the more flexible schedule, lack technical skills, and resist training. The cost of development and technology may be high. Using the Internet 1. Each provincial and territorial government has its own health and safety legislation. Each refers to the importance and role of health and safety training. Using the Internet, look up the health and safety legislation in your province or territory. Note the ways in which training can help organizations and employees adhere to the law. Answer: The BC OH&S Regulation states that employers must provide the information, instruction, training, and supervision necessary to ensure the health and safety of workers. The three principal rights that provide the basis for much of the health and safety legislation in Canada are: The right to refuse dangerous work without penalty. The right to participate in identifying and correcting health and safety problems. The right to know about hazards in the workplace. WHMIS legislation is based on the worker’s fundamental right to know about potential hazards in the workplace. Safety orientations/training and OH&S committees play a vital role in the fulfillment of the basic right to participate in knowing, identifying, and correcting OH&S problems. Under Bill C-45, corporations and their stakeholders can be criminally charged if they fail to provide health and safety training. 2. Using various Web resources, find out more about young workers’ safety. Along with your classmates, brainstorm ways to build health and safety knowledge among young Canadians entering the workforce. How might we educate parents and employers about the health and safety risks associated with young workers? Answer: Refer to the text OH&S Today 9.1, “Passport to Safety.” There are many young worker health initiatives that involve educating and developing partnerships with educators, parents, students, unions, industrial accident prevention associations and alliances, health and safety professionals, and community groups, as well as employers and young workers. For information about young workers’ resources and research, visit the following: www2.worksafebc.com/Topics/YoungWorker/Home.asp www2.worksafebc.com/Topics/YoungWorker/WCBInitiatives-YWResearch.asp www.youngworker.ca Building Health and Safety Knowledge for Young Workers: 1. Education Programs: • Workshops and Seminars: Conduct safety training tailored for young workers. • Online Resources: Develop interactive online courses and materials on workplace safety. 2. School Integration: • Curriculum Inclusion: Integrate workplace safety into high school and college curricula. • Partnerships: Collaborate with educational institutions for hands-on safety training. 3. Parent and Employer Education: • Information Campaigns: Launch campaigns highlighting the risks and safety measures for young workers. • Workshops for Parents: Provide sessions on how to support their children's safety in the workplace. • Employer Guidelines: Create resources and guidelines for employers on managing young worker safety. 4. Safety Certifications: • Certification Programs: Encourage certification in workplace safety for young workers. These initiatives can enhance safety knowledge and promote a safer work environment for young Canadians. 3 Visit the websites of some large organizations in various industries to find information about their health and safety policies. What portion of the sites you visited contained information about health and safety training? Did the attention given to training or the type of training described vary by industry or organizational size? Answer: www.interiorhealth.ca/health-and-safety.aspx www.regionaldistrict.com/departments/hr/hr_health.aspx Summary of Findings: 1. Health and Safety Information: • Large Organizations: Most large organizations provide detailed information about their health and safety policies on their websites. • Training Information: A significant portion includes sections on health and safety training. 2. Variations Observed: • Industry: • Manufacturing and Construction: Extensive training details, including specific safety protocols and certifications. • Retail and Services: General training information, often focusing on customer safety and basic emergency procedures. • Organizational Size: • Large Organizations: More comprehensive training programs and detailed information. • Smaller Organizations: Training information may be less detailed but still present. Conclusion: Training details and emphasis vary by industry and organizational size, with more extensive and specific training often found in high-risk industries and larger organizations. 4 Search your school's website to investigate the health and safety training programs offered in your institution. Answer: The Okanagan College (OC) Safety Office provides advice and guidance to management and staff regarding safety issues. This office deals with the following: the development and implementation of OC’s safety programs; maintenance of the WHMIS program; administration of the WCB/Airs program; development of emergency and safe work practices, policies and procedures; and maintenance of records and statistics regarding OC safety, including OC’s safety manual. As well, it oversees OC’s emergency wardens and first aid attendants, and liaises with OC safety committees and external groups and agencies. Visit www.okanagan.bc.ca/administration/Ancillary-Business-Services/Health__Safety___Wellness.html. Exercises 1. Young workers are at considerable risk for accidents and injury in the workplace. Perform a “person analysis” by interviewing a young person who has recently entered the workforce. Based on what you have learned about OH&S to date in this course, try to get an idea of that individual’s awareness of health and safety in the workplace and the extent to which they are worried about their own safety at work. If you are unable to interview a new worker, have a classmate think back to his/her very first job and try to recall his/her health and safety related attitudes upon entry into the workforce. You will want to find out some information about the tasks that person performed at work and identify some of the potential hazards associated with the job. Answer: Conducting a person analysis involves clarifying the employee’s desired OH&S performance, determining skills and knowledge that need to be acquired to perform the job safely, and then identifying the barriers to effective performance. The results of a WorksafeBC survey on youth safety orientations and training can be accessed at youngworker.healthandsafetycentre.org/PDFs/youngworker/yw_blitz_2001.pdf. You can refer to the Worksafe BC resources: Youth Worker Statistics (Injury Rates and Industries). The three industries where young worker claims are the highest are restaurants, supermarkets, and general retail outlets. Visit the following: www2.worksafebc.com/Topics/YoungWorker/Statistics.asp www2.worksafebc.com/Topics/YoungWorker/Top-Seven-Dangers.asp www2.worksafebc.com/Topics/YoungWorker/WCBInitiatives YoungWorkerStrategy.asp Person Analysis Summary: Interview Subject: Young Worker (or classmate reflecting on their first job) Awareness of Health and Safety: • Knowledge: Basic understanding of general workplace safety rules but limited detailed knowledge about specific hazards. • Training: Received some training, mostly focused on general safety procedures and emergency protocols. Concerns About Safety: • Safety Worries: Some concerns about personal safety, especially related to handling equipment or working in high-risk areas. • Experience: Feels less confident about recognizing and managing potential hazards independently. Tasks Performed: • Examples: Operating machinery, handling hazardous materials, or performing physical labor. Potential Hazards: • Machinery: Risk of injury from moving parts or equipment. • Hazardous Materials: Exposure to chemicals or unsafe handling practices. • Physical Strain: Risk of musculoskeletal injuries from lifting or repetitive tasks. Conclusion: Young workers often have limited initial awareness and training about specific hazards, and they may have genuine concerns about their safety. Enhanced and detailed training tailored to specific job tasks and hazards is crucial for improving their safety and confidence. 2. Think back to various jobs that you have held. What type of health and safety training did you receive? Were the training programs effective? Compare your experience with those of your classmates. Answer: Common safety training initiatives such as orientations, first aid, and WHMIS are applicable to most organizations. These safety training initiatives need to provide employees with health and safety training specific to their job as well as reinforce the development of a safety climate. Training should follow the ISDM and include questions and answers, demonstrations, practice sessions, observations, and monitoring of progress to ensure that employees can perform their jobs safely. 3. To find out more about health and safety training, contact a human resource professional and ask about health and safety training programs in their organization. You might use some of the following questions to guide your discussion: Does your organization have a health and safety orientation? If so, what type of information does it cover? How many trained first aid providers are required per shift in your organization? What are some of the safety hazards and concerns employees in your organization encounter? Do you think training is a useful option to help employees manage their exposure to these risks? Why or why not? Under what conditions does your organization rely on purchased, pre-existing health and safety programs? When might the company opt for custom-designed health and safety training programs? What factors influence this decision? What is the general attitude towards OH&S training among employees in your organization? Among management? Answer: Training should follow the Instruction Systems Design Model. Summary of HR Professional Interview: a) Health and Safety Orientation: • Content: Covers basic safety protocols, emergency procedures, hazard identification, and use of personal protective equipment (PPE). b) First Aid Providers: • Requirement: Depends on shift size and workplace risk; typically, at least one trained first aid provider per shift. c) Safety Hazards and Training Effectiveness: • Hazards: Include machinery risks, chemical exposure, and physical strain. • Training: Considered effective for managing risks; enhances awareness and compliance with safety practices. d) Purchased vs. Custom Training: • Purchased Programs: Used for general safety topics and compliance; cost-effective and standardized. • Custom Programs: Developed for specific, unique risks or organizational needs; based on complex or specialized hazards. e) Attitudes Towards OH&S Training: • Employees: Generally positive, recognizing its importance for personal safety. • Management: Supportive, valuing training for risk reduction and compliance, though balancing cost and effectiveness. These insights reflect common practices and attitudes towards health and safety training in organizations. 4. Bill C-45, the “Westray Bill,” went into effect on March 31, 2004. Research this legislation. How many charges could you find? How many convictions? What impact do you think this legislation will have on Canadian employees’ access to health and safety training? Do you think it will influence Canadian employers’ attitudes towards health and safety training? Debate these issues with your classmates. Answer: Bill C-45, the Westray Bill, is an Act that amended the Criminal Code and established a duty in criminal law for organizations to protect the health and safety of everyone in the workplace. Bill-C45 came about because OH&S laws did not prevent the Westray Mine Tragedy (where 26 coal miners lost their lives in 1992) or punish those guilty for the disaster (owners and managers). This was a weakness in the legal system. The organization failed to put health and safety before company profits and short-term economic gain, and its management style and culture emphasized production over safety. The following outlines the impact of this new law: Training was not provided prior to the Westray disaster. This new legislation supports the importance of OH&S training, which is emphasized in all OH&S jurisdictions. It supports OH&S legislation (BC Workers Compensation Act, Part 3, Division 3, General duties of employers, 115) which states that “every employer must provide to the employer’s workers the information, instruction, training, and supervision necessary to ensure the health and safety of those workers in carrying out their work and to ensure the health and safety of other workers at the workplace.” Employees have the right to know about the hazards and ways to protect themselves in the workplace (e.g., wearing PPE and following safe work practices). They have the right to refuse unsafe work. The new law states that “the employer must take reasonable steps to prevent bodily harm to any person arising out of work” (217.1). It proposes severe penalties of up to 10 years’ imprisonment for bodily harm and life imprisonment for death if an employer fails to protect the health and safety of the worker. It broadens the scope of who is responsible for worker OH&S to all levels of management and to everyone who directs the work of others. It states that organizations (i.e., owners, senior officers, directors, and managers) can be charged with criminal negligence if they fail to maintain an appropriate standard of OH&S in the workplace. It broadens all legislation to address (ensure protection of) any current or unresolved workplace health problems (not just disasters and deaths). These can range from second-hand smoke to stress. Employers must not expose workers to the risk of illness, disease, or death. It supports the unions’ historical fight for worker health and safety and their raising of workplace OH&S concerns (United Steel Workers, www.uswa.ca). It supports provincial, territorial, and federal legislation requiring employer due diligence through the implementation of all the elements of an OH&S program. Due diligence requires a business to foresee all unsafe conditions or acts; it also requires them to take precautions to prevent accidents that can reasonably be anticipated. An ongoing OH&S program that controls specific hazards in the workplace forms the basis of due diligence. An employer that has a minimum of the following OH&S program elements required by the BC Occupational Health and Safety Regulation (OH&S Regulation, Part 3, Section 3.3) in effect and working well is acting with due diligence: Statement of Aims and Responsibilities Inspection of Premises, Equipment, and Work Written Instructions Management Meetings Investigation of Accidents/Incidents Maintenance of Records and Statistics Instruction and Supervision of Workers It supports the importance of the strategic management of OH&S (education, legislative compliance, integration with other human resource functions, cost containment, safety leadership and culture, and managing change). Online Information on Bill C-45 Justice Richards Report www.gov.ns.ca/enla/pubs/westray/execsumm.asp www.alts.net/ns1625/wraymenu.html Corporate Liability www.justice.gc.ca/eng/dept-min/pub/jhr-jdp/dp-dt/intro.html Bill C-45 www.ccohs.ca/oshanswers/legisl/billc45.html 5. Imagine that you are a health and safety training consultant who has been working with an international courier company to offer training for its on-the-ground delivery staff regarding proper lifting procedures and safe driving. When thinking about how to evaluate the effectiveness of the training programs, what specific measures would you include? Answer: It is important for the consultant and company to follow ISDM. Training evaluation measures the economic value and organizational results achieved through the training. It provides information on whether the learning outcomes from the needs assessment and objectives were achieved as well as what improvements may need to be made. Determining the costs and benefits of a training program will help justify the value of continued training initiatives. Kirkpatrick’s four levels of training evaluation are summarized below. They encompass the various types of information that can be collected and the methods that can be used to collect the information at each level. Employers are legally responsible for ensuring that training is transferred to the job. They want to ensure that the methods they use measure whether or not the training objectives has been transferred to the job. The higher the level, the more likely training transfer will occur, at a minimum level 2 (learning), though level 3 (behavioural change) or 4 is preferrable. * D.L. Kirkpatrick, “Evaluation of Training,” in Training and Development Handbook: A Guide to Human Resource Development, 2nd ed., ed. R.L. Craig (New York: McGraw-Hill, 1976); A.M. Saks, and R.R. Haccoun, Managing Performance Through Training and Development, 3rd ed. (Toronto: Nelson Canada, 2004). The assessment of OH&S organizational outcomes usually involves a review and analysis of human resource information systems data. These may include the following: accident, injury, and fatality rates, incidence of “close calls,” injury data analysis, first aid records, lost-time injuries, absenteeism and turnover, Worker’s Compensation, LTD and STD claims and costs, disability and return to work reports, employee benefits and health care costs, and a variety of health and safety reports (e.g., first aid treatment records, investigation reports). Cases Case 1: The New HR Manager at A1 Manufacturing Sabine should approach this situation in a collaborative and cooperative way, with attention given to increasing the owners’ and senior managers’ OH&S awareness, understanding, and support, while gathering information on the reasons why the organization is not providing OH&S orientations and training to its employees. Sabine would initially want to actively listen and seek out the senior management’s point of view, interests, and expectations concerning employee health and safety. It would be important for her to explore and identify the core OH&S problems or the organization’s needs. Starting with a needs analysis at the organizational level would help her identify the OH&S areas that need improvement. An important aspect of conducting a needs analysis would be to help identify potential obstacles to the effectiveness of an OH&S program, or, more specifically, safety training. Barriers need to be dealt with early in the training and development process in order to lay the foundation for training success. It is also important to assess whether training is a solution to the problem or whether the problem is related to other technical or information problems. Sabine would want to gain support to conduct an organizational, task/job, and employee analysis. This is a complex situation that requires understanding barriers and exploring strategies based on many workplace environment variables, which can range from the organization’s culture, context, and leadership style to lack of resources, information and commitment, and motivation. The goal would be to work toward building an organization with a strong safety culture that supports and enables OH&S initiatives. The managers may need more detailed information on the economic benefits and legal requirements of OH&S training for their organization. If training is an option to address the health and safety gaps or problems recognized through the need analysis, then the training program needs to be developed (or purchased), delivered, and evaluated by following the Instruction Systems Design Model of Training. Training objectives, content, methods, and evaluation must be developed from the needs analysis. Adult learning principles and participation need to be incorporated to support the transfer of learning to the job. Evaluation results will estimate the costs and benefits of the training program. Case 2: A Young Worker’s Quandary Multiple approaches by multiple stakeholders will encourage more youth to ask questions about health and safety in their workplace. The issue is the underlying attitudes towards young workers and workplace injury among a range of stakeholders, including youth, parents, employers, the supervisor, educators, industry representatives, labour associations, and community and youth groups. Developing partnerships with existing health and safety associations and/or employers and workers will help define the problems and solutions. There are consistent themes as to why young workers are injured. They include the following: inexperience and lack of training, lack of confidence or understanding of their rights as workers, lack of preparation for the workplace, being asked to do more dangerous jobs, sense of youthful invincibility, unwillingness to ask questions, distractions (e.g., thinking of other things happening in their lives, such as homework, socializing, that new car), and the pace of work. Approaches among young worker stakeholders to prevent young worker injuries can range from young worker training and orientation, to new worksites and new jobs at the same worksite and health and safety training for supervisors of young workers, to peer-to-peer training programs for young workers and more education and public awareness campaigns informing youth, parents, employers, unions, and other key stakeholder groups on the issue of young worker accidents and their rights and responsibilities concerning workplace health and safety. Examples of Youth Initiatives and Research can be found at www2.worksafebc.com/Topics/YoungWorker/WCBInitiatives-YWResearch.asp. Refer to the WorksafeBC publication, “Getting A Job? Asking Questions About Safety,” for approaches that would address concerns about safety in the workplace and for specific questions to ask during the interview, once you are hired, if you feel unsafe or want to refuse unsafe work. Visit www2.worksafebc.com/PDFs/youngworker/Getting_job.pdf. Refer to WorkSafeBC’s Raise Your Hand Campaign and website (www.raiseyourhand.com), which encourages young workers to ask about health and safety in the workplace. In May 2007, WorkSafeBC started a new campaign aimed at young workers to drive home the message that youth have the right and the responsibility to ask questions about safety in the workplace. “We want to continue transforming young workers’ attitudes about workplace safety as well as create an environment in B.C. where it’s welcome and acceptable to raise questions on how to stay safe while working,” says Scott McCloy, WorkSafeBC’s Director of Communications. In addition to the website, the campaign includes a two-person team travelling around the province, posters in places such as washrooms of restaurants and bars and at construction sites, theatre and event appearances, campus pledge drives, radio ads, an interactive website (demandsafety.ca), personal testimonials (articles and DVDs) from young people who have been hurt on the job, and a shockingly graphic safety campaign (“What young workers told us in focus groups is that they want to see consequences,” says Scott McCloy, WorkSafeBC’s director of communications. “They want to understand what can happen to them in a workplace. They want to be shocked.”) It is unclear whether young workers know their legal options. The Worker’s Compensation Act states that all employers must ensure that all workers receive instruction and training so that they are able to safely perform their work, and that it should be an ongoing process. Employers must also ensure that workers are supervised in the safe performance of their work. Workers must be tested to ensure that newly learned OH&S knowledge and skills are transferred and applied to the job. A new or young worker is legally responsible for reporting health and safety concerns to their supervisors, managers, or WorkSafe BC if safety concerns are not resolved. Communicating a concern requires good communication skills. Refer to the communication model, “Giving and Receiving Feedback: ARCC” (below) as a guide for when and how to approach workers or supervisors. If a task feels unsafe, supervisors, safety representatives, and/or managers need to be informed that the task feels unsafe. Get support from another concerned worker if possible. Health and safety concerns need to be discussed (not avoided) and solutions implemented so everyone feels safe. No job is worth getting hurt for. WorksafeBC amended its OH&S Regulation on July 26, 2007, detailing 13 specific items that must be included in young and new worker training prior to the new worker beginning work. Visit www2.worksafebc.com/Topics/YoungWorker/Resources-Employers.asp?reportID=34627. That website provides resources such as checklists, topics that help employers conduct orientations, contact phone numbers, and a list of rights and responsibilities (right to refuse unsafe work and to know about hazards; responsibility to report hazards) with regard to specific workplace procedures. Specifically, it requires employers to evaluate the situation (conduct a needs assessment), design and deliver training, and then test and document to ensure that the worker understands the training (evaluate and transfer of training). This follows the ISD model of training. You can have students review WorksafeBC’s “An Employers Guide to Training and Orientation for Young and New Workers” as an example of the ISD model of training. Visit www2.worksafebc.com/PDFs/YoungWorker/employer_training_backgrounder_OHSReg_part3.pdf http://www2.worksafebc.com/PDFs/YoungWorker/sample_yw_orientation_checklist.pdf. Solution Manual for Management of Occupational Health and Safety Kevin E. Kelloway, Lori Francis, Bernadette Gatien 9780176532161, 9780176657178