This document proposes integrating a variety of learning methods into safety training based on adult learning principles. It describes a systems approach to conceptualizing the many interrelated factors that influence lab safety. An example training program is outlined that uses a hands-on format addressing the key aspects of recognizing hazards, assessing risks, managing hazards, and preparing for emergencies (the RAMP model). References are provided on systems analysis concepts and specific safety training resources.

1. Integrating a Variety of
Learning Methods into Safety
Training
Ralph Stuart, CIH
Aaron Batchelder
Dept. of Environmental Health and Safety
rstuart@cornell.edu
March, 2012

2. What is
Environmental Health and Safety?
Safety Compliance
Environmental
Health and
Safety
Education Lab Productivity

3. Adult Learning Principles
Adults prefer learning situations which:
1. Are practical and problem-centered
2. Promote their positive self esteem
3. Integrate new ideas with existing knowledge
4. Show respect for the individual learner
5. Capitalize on their experience
6. Allow choice and self-direction
The question is
How do we organize safety training around these ideas
when the regulations aren’t?

4. Taking a Systems View
• This approach is inspired by my
experiences with the XL Project for
hazardous waste and campus
sustainability work.
• Systems are collections of co-dependent
data streams that reflect competing goals.
• Systems are unpredictable, but past
observations can build a paradigm that
increases the probability of a desired
outcome (a “correct” decision”).
• This perspective is useful because safety “Gaia is not a good
information is one of many “data streams” basis for decision-
in the information system lab workers are
managing. making”

5. Key Characteristics of Systems
Ten Criteria for Wicked Problems
Rittel and Webber characterize wicked problems by the
• Working within systems
following 10 criteria.
presents “wicked” 1. There is no definite formulation of a wicked problem.
problems.
2. Wicked problems have no stopping rules.
3. Solutions to wicked problems are not true or false, but
• These characteristics better or worse.
connect to the continuous 4. There is no immediate and no ultimate test of a
improvement approach of solution to a wicked problem.
PDCA based management 5. Every solution to a wicked problem is a "one shot
systems
operation"; because there is no opportunity to learn by
trial and error, every attempt counts significantly.
• Enlightenment is an 6. Wicked problems do not have an enumerable (or an
accident. Practice makes exhaustively describable) set of potential solutions, nor
us accident prone. - Zen is there a well described set of permissible operations
proverb
that may be incorporated into the plan.
7. Every wicked problem is essentially unique.
8. Every wicked problem can be considered to be a
symptom of another [wicked] problem.
9. The causes of a wicked problem can be explained in
numerous ways. The choice of explanation determines
the nature of the problem's resolution.
10. [With wicked problems,] the planner has no right to
be wrong.

6. Working within Systems
Leverage Points:
system connections
where approptiate
interventions can be effective
Simplified from
Donella Meadows
“Leverage Points:
Places to Intervene in a
System”

7. Building a System Model
Donella's
System
Perspective
The Management Perspective:
making decisions about where to
Paradigms
spend time and money
Programs
Projects
Information Cyclic activities
Flows that are open to
One-time activities with
defined deadlines, a variety of
stakeholders and customers and
deliverables the goals
change over
Data time

8. System Map of Lab Safety Information Sources
1. Prudent Practices
2. SACL, volume 1
3. SACL, volume 2
4. Lab specific
procedures
5. Lab safety training
(primarily ppt)
6. Lab inspections and
audits

9. Stakeholders in the System
• Another important
characteristic of a system
is that it appears to act
differently depending on
your position in the
system.
• There are many different
stakeholders in the lab
safety system with various
levels of investment and
knowledge.

10. How can we use this approach
to improve training?
1. Brainstorming new ideas and messages
2. Setting priorities for training program activities
3. Organizing web sites for various audiences
4. Explaining the distribution of responsibilities
for safety training
5. Developing effective social media messages

11. A Practical Application
To fill the gap in the current safety information system at
Cornell, we’re developing a hands on training using the
RAMP paradigm (after Hill and Finster):
•Recognize chemical hazards
•Assess the risks
•Manage the hazards
•Prepare for emergencies and
Protect the environment
Format
– Four groups of 2 or 3 people with 2 trainers
– 4 stations following the RAMP structure
The overall goal is to generate awareness within the lab
community of the importance of risk assessment.

12. 21st Century Media:
iEHS: Videos via QR code
Habit 1: Habit 2:
Hoods and sash Understand your PPE
height

13. The Recognize Module
• Activities
• GHS classes: Starting with MSDS’s, LCSS’s and
chemical dictionaries, describe the hazards
associated with 5 chemicals in GHS terms
• Labeling: identify GHS pictograms for the 5
chemicals
• Explain GHS hazards and precautions of the group
in your own words to a hypothetical new lab
member
• Scoring: 5 points based on correct answers and
good questions from the student after the explanation

14. The Assess Module
• Activities
• Spill response (acetic acid in a water bath); can
you safely remove a coin from the bottom of the
bath?
– Scoring: 3 points for successful clean up process
• Getting help as you work: explanation of iEHS
lab labels and AskEHS
– Scoring: 2 points for suggestions of laboratory
items should be tagged with QR codes links for
more information

15. The Manage Module
• Activities
• Housekeeping: identify 5 ugly and 5
good conditions in the lab and connect
these to standard inspection form
• Chemical Compatibility storage exercise
– Sort 10 chemical bottles into proper locations
• Scoring: 10 points for proper answers

16. The Prepare and Protect Module
• Activities
• Shower and eyewash flushing
• HASP signage
• PPE: Shaving cream exercise to assess
contamination concerns
• Waste labeling
• Scoring: 10 points for participation

17. References: Systems analysis
• Donella Meadows, Places to Intervene in a System
http://www.sustainer.org/pubs/Leverage_Points.pdf
• Wikipedia on Wicked Problems:
http://en.wikipedia.org/wiki/Wicked_problem
• The Ecosystem Approach: Complexity, Uncertainty,
and Managing for Sustainability; David Waltner-
Toews
• Posner and Stuart article in press

18. References: Training resources
• Hill and Finster, 2010: Laboratory Safety
for Chemistry Students
• QR Codes article in wikipedia
• GHS info from Sigma Aldrich: google “ghs
sigma aldrich”
• Tom Ouimet Vimeo account
• http://vimeo.com/ouimet
• Search specific lab safety on YouTube,
e.g. "exploding chemical glove"

19. Questions?