BIA-Hawaii: CSIP

BIA-Hawaii: CSIP

BIA-Hawaii: CSIP Trainers Meeting Agenda CSIP Overview Purpose Goals & Expectations CSIP & SIPP Materials Training Considerations Literacy Levels Harwood Best Practices

Training Evaluation Record Keeping CSIP Overview Goals & Expectations Scheduling may be designed to breakup classes into smaller segments: Workers Safety

Managers/Coordinators Employers, Managers, Supervisors CSIP Overview CSIP & SIPP Materials Training Materials Include: (Dont worry, theyre already made!) PowerPoint Presentations Workbook Instructor Manual

CSIP Overview CSIP & SIPP Materials Material Development Thank you for your time and expertise in developing these materials! You have played a tremendous role in program development. Materials were also developed based on existing OSHA training materials and past recipients of the Susan Harwood grant. CSIP Overview

CSIP & SIPP Materials Workbook The Workbook activities are intended to be used to encourage critical thinking, discussion, and brainstorming activities. The Workbook ends with blank pages for note taking. CSIP Overview CSIP & SIPP Materials PowerPoint PowerPoint is not a teaching technique it

is a visual aid that can be used to enhance learning, just like flip charts, overheads, and handouts. PowerPoint will not improve student learning; it can encourage learning. CSIP Overview CSIP & SIPP Materials

PowerPoint The PowerPoint includes Notes, both intended to be read aloud and intended to be a note only for the Trainer. Because there are three distinct audiences who will receive this material, weve been careful to ensure the presentations and accompanying material are organized well.

The slides serve as a focal point for the issues to be discussed. They are intended to be used to help control the pace of presentation and keep the discussion on topic. Go over slide and follow with commentary, explanation and discussion. Remember questions and discussion are part of the learning experience. CSIP Overview CSIP & SIPP Materials

CSIP Overview CSIP & SIPP Materials PowerPoint CSIP Overview CSIP & SIPP Materials PowerPoint CSIP Overview CSIP & SIPP Materials Instructor Manual

The Trainer Guide provides insight into this training program. CSIP Overview CSIP & SIPP Materials The Manual is broken down into sections by participant type: Safety, Worker, Manager. Each section includes: An introduction identifying Program Goals, Target Audience, Learning Objectives Section descriptions outline Topics, Activities,

and competencies Detailed description of each section CSIP Overview CSIP & SIPP Materials SIPP Customized: In Workbook & form fillable Section topics work towards completion Session ends with participants working on SIPP

CSIP Overview Literacy Levels Do not assume that all participants are equally skilled or confident in speaking, reading, writing, and math. At the beginning of a class mention that you are aware that people may have different levels of reading and writing skills. Let people know that you will not be requiring them to read aloud. Ask for volunteers when reading aloud is part of an activity. Never call

on someone who does not volunteer. Training Considerations Literacy Levels Read all instructions aloud. Do not rely on written instructions or checklists as the only way of explaining an activity or concept. Allow time for small group activities reading, discussing, integrating new information, relating to life experience, recording ideas on flip charts, and reporting back to the whole group. In small groups, participants can contribute to the tasks according to their

different backgrounds and abilities. Training Considerations Literacy Levels Training Techniques to Reach All Literacy Levels Establish a positive learning environment where lack of knowledge is acceptable and where questions are expected and valued. Participants need to be able to indicate when they do not understand and to feel comfortable asking for explanations of unfamiliar terms or

concepts. Explain any special terms, jargon, or abbreviations that come up during the training. Write them on a flip chart. If participants have to write, post a list of key words. This can serve as a resource for people with writing or spelling difficulties. Training Considerations Harwood Best Practices Learning environments should encourage active participation. Consider how the chairs, tables, and other learning stations arranged

Does this arrangement encourages or inhibits participation and interactions Can the arrangement be changed easily to allow different kinds of interaction How the climate of the classroom is sufficiently comfortable to allow learning Training Considerations Harwood Best Practices Classroom Configuration The social environment/ atmosphere in the learning environment encourages people to participate.

Consider: If warm-up activities or "ice breakers" are needed to put people at ease Encouraging participants to listen carefully to each other Encouraging participants to respect different points of view Using humor, if appropriate DISCUSSION What are some of the pro and cons with these room layouts? Training Considerations

Harwood Best Practices Classroom Configuration People learn in different ways. Allow participants an opportunity to do each of the following: Listen Look at visuals Ask questions Read

Write Practice with equipment (if applicable) Discuss critical issues Plan actions Try out strategies in participatory ways

Training Considerations In the Workbook, we have included the following exercise for participants. Students must identify the hazards found at this construction site. What can we do to encourage participants to engage with each other during this activity? Training Considerations Harwood Best Practices How Can Participation be Encouraged? Consider:

If you are allowing enough time for participant interaction How the physical environment and the classrooms atmosphere encourages interaction If activities/ discussions are sensitive to cultural differences among the participants How participants are encouraged to think critically and analyze the subjects being covered Training Considerations Harwood Best Practices Classroom Configuration

Literacy Differences Check privately with anyone having reading and writing difficulties Encourage reading aloud or writing in front of the group voluntary; never mandatory Read aloud all instructions and other required material Repeat out loud anything you write on a board or flip chart Training Considerations Harwood Best Practices Classroom Configuration How are your lectures encouraging participation?

Are lectures: Brief? Well organized? Are you relying too heavily on your notes? Are you allowing enough time for questions and comments? Are you posing challenging questions about the content being delivered?

Training Considerations Harwood Best Practices How Are Activities Conducted? Are participants given enough information to complete the tasks? Is the information presented relevant to the task?

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

Training Considerations Harwood Best Practices How Are Activities Conducted? What kind of information will participants need to create a Safety Inspection checklist? They need to know: What a Safety Inspection is The goals and purposes of Inspections They need to know Inspection Examples: Emergency Equipment, Office Safety, Fire Safety, Electrical Safety, Storage Methods, Building Safety

Training Considerations Harwood Best Practices How Are Activities Conducted? Is the situation being discussed familiar to the participants? How effectively do the case studies and role-playing activities in the program encourage participation?

Does the situation evoke strong feelings in the participants? Does the situation lead to an in-depth analysis of the problem? Does the situation encourage people to consider a range of possible strategies for dealing with the problem? Training Considerations Harwood Best Practices How Are Activities Conducted? Are people provided with enough information to participate in the

activity in a meaningful way? How effectively do the case studies and role-playing activities in the program encourage participation? (Cont'd) Are people provided with so much information that they have no room to improvise or to call on their own

experience? Are people provided with an opportunity to discuss the social, cultural, and historical contexts of the situations? Training Considerations Harwood Best Practices Role Playing Activity! Get into groups of five and designate One person who is new to the industry and is

unfamiliar with the content of the exercise. One person who has prefers to work alone One person to be the trainer.

One person who is an expert in the field One person who relies heavily on visual aids and is not a strong reader Training Considerations Harwood Best Practices Role Playing Activity!

Trainer: Teach your students about OSHAs Focus Four Hazards and then have them work together to construct examples of Focus Four incidents and how it could have been avoided. Example of Struck By: A construction worker put bricks into a bucket to hoist them to the roof of a building. Suddenly, the bucket tilted and a brick fell onto another employees foot. This could have been avoided if the worker had ensured that there was no one near the bucket OR the worker could have found another way to transport the bricks. Training Considerations

Harwood Best Practices Encouraging Participation Are discussion groups small enough to ensure participation? (No more than 4 to 6 people.) Is the ratio of discussion groups to instructors small enough? (A single instructor cannot effectively supervise more than three or four groups). Is there enough room to enable each group to talk amongst itself without disruption? Training Considerations Harwood Best Practices Encouraging Participation

Does each group have its own moderator and note taker? Does the responsibility for leading and recording the discussion rotate among those willing to do the job? Are the groups supplied with guidelines about how to lead and report their discussions? Do the activities make allowances for anyone in the group who may have problems reading and writing? Training Considerations Training Evaluation Level 1: Reaction These are subjective evaluations that assess the

effectiveness of trainer(s) and materials. Trainee's rate the quality and usefulness of the training. This survey identifies the relevancy of the information and the teaching style of the Trainer. Questions involve the content, presentation methods, accommodations, pace, and the difficulty and relevance of the content. Training Considerations Training Evaluation Level 2: Learning Assessment Learning assessments evaluate the skills,

information, or attitude that the trainee retains. Typically, true post-tests occur after the class is over and there is no longer an opportunity to help participants understand the concept. Training Considerations Training Evaluation Level 3: Training Impact Evaluation Training impact evaluations gauge the effect of the training on workers ability to participate in safety and health activities in the workplace.

Training impact evaluations are typically conducted three to six months after the training and could be conducted by written/electronic surveys or by focus groups. Training Considerations Record Keeping Sign-in Sheets will identify: Date, location and duration of the training; Course name; Name(s) of the trainer/s; Materials used; List of trainees participating in the class;

Signature of Trainer. Training Considerations Record Keeping It is necessary to keep records that are: Retrievable, readily identifiable, and organized Dated, current, accurate, and legible Records will be kept for at least one year following the program Specific records will be kept for proof of completion of required training.

Training Considerations Record Keeping Trainers: Signed Timesheets Thank You!! Your time and dedication is truly appreciated!! Questions?

OSHA Disclaimer This material was produced under grant SH29640SH6 from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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