This document provides an overview of an 8-step process for developing and presenting effective safety training. The steps include: 1) assessing learner needs; 2) setting goals and objectives; 3) designing the curriculum; 4) selecting methods and media; 5) writing the course outline; 6) coordinating logistics; 7) presenting the training; and 8) documenting and evaluating the training. The overall goal is to help students improve their knowledge, skills, and ability to develop, present, and evaluate safety training outcomes.

1. Developing Effective
Safety Training
An introduction to the 8-Step Course Development and Presentation Process
OR-OSHA 105
0206
Presented by the
Public Education and Conferences Section
Oregon Occupational Safety and Health
Division (OR-OSHA)
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2. Goals
Help the student to improve their knowledge, skills
and ability to:
1. Prepare and safety training lesson plan.
2. Present a safety training class;
3. Evaluate training outcomes.
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3. Form
Teams
• Introduce yourselves
• Select a team leader
• Appoint spokesperson
• Every team member is a recorder
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4. What is “education?”
• That which leads out of ignorance
• Anything that affects our knowledge, skills, and
attitudes
• The “why” in safety educates about the natural and
system consequences of behavior
• Primarily increases knowledge and attitudes
• A process through which learners gain new
understanding, acquire new skills, or change their
attitudes or behaviors.
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5. What is “training?”
• One method of education
• The “how” in safety
• Primarily increases knowledge and skills
• A specialized form of education that focuses on
developing or improving skills - the focus on
performance.
What are the natural and system consequences?
What is the outcome when safety training does not
include effective education?
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6. Step 1: ASSESS LEARNER
NEEDS
Determine learner needs
Needs assessments will identify gaps,
weaknesses, and limitations in trainees’ skills
and knowledge.
How do we become aware of safety training needs?
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7. To get information about the audience:
• Observe workers doing work
• Interview and/or survey workers
• Review employee personnel records
• Determine demographics (age, gender, race)
• Determine experience level
• Determine learning styles
• Determine aptitudes, knowledge
• Determine attitudes toward subject being taught
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8. To get information about the tasks
• Observe experts doing the task
• Interview experts about the task
• Review job descriptions, policy statements, reports
To get information about the content of process or
procedures
• Observe the expert of developers of the process or
procedure
• Interview experts, policy makers, mangers
• Review process plans, specifications, rules,
guidelines (make sure they are current)
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9. Are training or non-training interventions the
solution to poor safety performance in the
workplace?
Mager’s Decision Tree
Improving Safety
Performance
Describe the
Safety Performance
Discrepancy
(The Gap)
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10. Training at GeeWiz Widgets:
Conduct a needs analysis with the supervisor.
Information about the audience:
Information about the course topic:
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11. Step 2: SET
GOALS and OBJECTIVES
Goals are easy to write. They're nothing more
than wishes.
• Improve the hazard control program.
• Eat some really great food today.
• Lose some wait today.
Objectives take a little more thought. Well
written objectives should have the following
elements present:
• Starts with an action verb. (Decrease,
increase, improve, etc.)
• Specifies a single key result to be
accomplished.
• Is quantifiable. Uses numbers to measure a
desired change. (i.e., 50% increase)
• Specifies a target date for accomplishment.
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12. Educational objective • Tells how the student will demonstrate knowledge.
“After training, the participant will be able to
correctly answer 80% of all test questions.”
Training objective • Tells how the student will demonstrate skill, ability.
“At the end of the class, the participant will be able
to correctly complete all steps of the lockout/tagout
procedure required for plant ventilation equipment.”
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13. Objectives describe observable measurable
performance
Analyze
Assess
Attach
Bend
Build
Change
Choose
Classify
Close
Combine
Compare
Complete
Compose
Compute
Construct
Correct
Create
Define
Demonstrate
Describe
Design
Develop
Differentiate
Distinguish
Evaluate
Explain
Fill Out
Find
Handle
Identify
Improve
Justify
Label
List
Locate
Measure
Modify
Move
Name
Open
Operate
Organize
Perform
Plan
Position
Predict
Present
Process
Produce
Rate
Recite
Recognize
Report
Rotate
Select
Show
Solve
Sort
State
Stretch
Translate
Turn
Use
Write
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14. Questions to ask after writing your objective. Does it…
1. Describe what participants will be able to do?
2. State a time limit?
3. Include an acceptable level of performance?
4. Describe a measurable level, increase or
decrease in knowledge, skills, or ability?
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15. Training at GeeWiz Widgets:
Develop goals and objectives
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16. Step 3: DESIGN THE
CURRICULUM
Subject. What’s covered?
Scope. How broad or specific?
Sequence. In what order?
Loading. How deep?
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17. Training at GeeWiz Widgets:
Subject. What’s going to be covered?
Scope. How broad or specific?
Loading. How deep?
Sequence. In what order?
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18. Step 4: SELECT
METHODS & MEDIA
Methods:
Case study Lecture Role play
Modeling
Demonstration
Small group Games Stories
Discussion
Survey
Brainstorm
Question
others?
Rank order what you consider to be
the top five training methods that
work for you.
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19. Media:
35mm Slide
Handouts
Workbooks
Overheads
Instruments
Videos
Tours
Flip Charts
Others?
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20. Training Methods
Rank order what you consider to be the top five
training methods that work for you.
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
1. CASE STUDY:
2. LECTURE:
3. ROLE PLAY:
4. MODELLING: L
5. SMALL GROUP:
6. GAMES:
7. STORIES:
8. EXERCISES:
9. DISCUSSION:
10.TELL YOUR NEIGHBOR:
11.THINK ABOUT AND WRITE:
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21. Training at GeeWiz Widgets:
Determine what methods and materials you will
need for the presentation.
Methods:
Media:
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22. Step 5: WRITE THE
COURSE OUTLINE
Outline of a typical training session
• Opening Segment
1. Introduce
Participants and instructor
Reason for the course
Goals and Objectives
2. Warm-up
• Each knowledge/skill group contains
3. Introduction (Motivator, attention-getter)
4. Information/Demonstration
5. Application/Practice
6. Clarification
7. Test
8. Review and Bridge
• Final Segment
9. Overall Summary
10. Final Test
11. Commitment
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23. Training at GeeWiz Widgets:
Briefly describe below how you would accomplish each
element of one module in the course you are developing.
Module Subject: ___________________
3. Introduction (Motivator, attention-getter)
4. Information/Demonstration
5. Application/Practice
6. Clarification
7. Test
8. Review and Bridge
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24. Step 6:
COORDINATE LOGISTICS
Determine where and when the training will occur.
What will classroom set up be? Who must be
contacted to coordinate training?
What is generally the best time of day to train? Best
day(s) of the week?
What are some tips to remember about coordinating the
training with others?
What should you consider when setting up a room for
training?
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25. Training at GeeWiz Widgets:
Determine the most suitable start time and day
for your training course. Next, draw a sketch of
the room set-up.
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26. Step 7: PRESENT
THE TRAINING
What presentation methods/tactics used by
trainers have been effective/ineffective? (Don’t
forget to evaluate the trainer presenting today)
Voice
Pace
Position
Control
Dress
Attitude
Expertise
Other?
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27. Training at GeeWiz Widgets:
From the information given about the audience you
will be training, what presentation considerations
should you make?
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28. Step 8: DOCUMENT
THE TRAINING
Strong documentation includes:
Slide
• Trainee’s and trainer’s name.
• Date of training.
• Subject(s) being trained - procedures, practices, related
policies, rules, etc.
• Certification - trainee and trainer signatures.
• Trainee statement of understanding and intent to comply.
• Trainee statement that he/she was provided opportunity to
perform.
• Trainer statement that measurement (testing) of
performance was conducted (required for level 2 training)
Why is it so important to thoroughly document safety
training?
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29. Document the training
Sample training certification for specific tasks
Trainee certification. I have received…
• list procedure(s)
• list practice(s)
• List related policies, rules, accountabilities
This training has provided me adequate opportunity to…
_________________
(Trainee)
_____________
(Date)
Trainer certification. I have conducted…
________________
(Trainer)
_____________
(Date)
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30. Step 9: EVALUATE
THE RESULTS
Level One: Reaction. Were the participants pleased and
satisfied. Did they feel that they learned some things of
interest and, more importantly, can use?
Methods - Questionnaire immediately after the
program. Post-program conversations.
Level Two: Learning. Did the participants learn anything as
a result of the training?
Methods: Classroom performance. Paper-and-pencil
quiz. Tests before and after the training program.
Demonstration of skill(s).
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31. Level Three: Behavior. Did the training lead to improved
on-the-job performance by the participants?
Methods: Before and after comparisons.
Questionnaires. Interviews.
Level Four: Results. Has improved performance on-thejob contributed to increased effectiveness in reaching
workgroup and organizational goals?
Methods: Performance measures. In-depth
interviews. Questionnaires.
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32. Training at GeeWiz Widgets:
Which level(s) of evaluation has been requested, or will
be required by the training you have developed and
presented?
What method(s) will you use to evaluate at that level?
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33. The
Not-so-final
Exam
1. What might be one of the most important questions to ask
during a needs analysis?
2. What are the three criteria for an operational objective?
3. T F “Loading” refers to the amount of total information
included in training session
4. List two training methods that appeal to adult learners.
5. Describe one advantage of using color in course media.
6. List the three main sections of a traditional training outline.
7. What is the message when a trainer ignores a question
posed by an attendee?
8. What is one method used to evaluate level 2 learning?
9. T F Level three learning is usually evaluated immediately
after training.
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