| The employer is obliged to ensure that the | | | | that the trainer can for example observe the |
| workplace is safe for their employees and to | | | | worker in his environment to qualify his training |
| ensure that the risk of accidents is kept to a | | | | needs. |
| minimum. He also must have an overall safety | | | | 3. Next try to define your goals and objectives. It |
| program. | | | | is better to deliver them using action oriented |
| It should consist of topics like personal protective | | | | words like: the employee... "will be able to do...". |
| equipment, safety practices or workplace hazards. | | | | This will help listners choose what they should |
| There are two basic reasons to provide safety | | | | know by the end of the class. Clearly established |
| training. One is to teach someone to perform a | | | | objectives also help focus. |
| task safely and second is to increase safety | | | | 4. Make sure that learning exercises simulate |
| awareness. But how do we know if the training | | | | most reliable the real job activities. In this case |
| was effective? | | | | trainers can include role-playing or round-table |
| The Occupational Safety and Health Administration | | | | group discussions, this can stimulate employee |
| (OSHA), an agency of the United States | | | | participation. |
| Department of Labor, whose mission is to | | | | 5. At the beginning of the training program the |
| prevent different types of accident at work that | | | | employees should know why the material is so |
| may cause injury, illness or death, has written | | | | important to their jobs. It is common that |
| voluminous workplace safety standards and | | | | students pay more attention and apply what |
| regulations that affect employers and employees. | | | | they've learned if they know the benefits of |
| OSHA says that an effective training program can | | | | lectures. |
| even reduce the amount of property damage, | | | | 6. Then try to evaluate the training to know the |
| legal liability and missed time from work. So if you | | | | amount of learning achieved. Do it with special |
| are an employer and don't want to have troubles | | | | questionnaires for students or informal discussions, |
| with any kind of personal injury claim and make | | | | by the supervisors' observations or formal exams. |
| workplace a safety place just read this leaflet | | | | 7. When you review the evaluations it may |
| based on OSHA's training guidelines for trainers. | | | | become clear if the training wasn't adequate and |
| 1. Before you even start the training try to think | | | | the employees didn't reach the expected level of |
| about the problem you have. Consider if a | | | | knowledge and skill. As the program is evaluated |
| situation can be solved by using training. It's a | | | | trainer should ask himself few questions related to |
| good solution to problems such as employee | | | | the points above like: Were objectives presented |
| unfamiliarity with equipment or lack of motivation. | | | | clearly and concretely? Did activities simulate the |
| Even so, sometimes other methods, may be | | | | actual job enough? Were the employees |
| needed to ensure safety. | | | | motivated? |
| 2. You have to also identify training needs. To do | | | | |