2. Introduction
Discuss the need for safety training
Introduce the instructional plan
Detailed breakdown of each phase
(Ascension Group, 2013)
3. The Need for Safety Training
Injury prevention
Less insurance claims Saves money
Reputation
Employment growth
(Eye Comm, 2017)
4. Course Description
Structured around learning goals
Brief yet concise
Become familiar with equipment
Identify different parts and safe use
Awareness of potential hazards
Create a safe environment
(All Hands Volunteers, 2017)
5. Target Audience Needs Analysis
Newer to the field or transitioning to a new position
Successful completion of course required before working
Diverse culture
Offered in different language
Accommodate different learning styles, preferences, and needs
Provide all necessary safety gear and equipment
6. How Learning will be Delivered
Will occur over 3-day span with 6 hour days
Mix of formal and practical training
First half will take place in workshop
Other half onsite
Hands-on
(Canopy Climbers, 2017)
7. Learning Goals
Safely operate tree equipment
Chains saws, chipper, stump grinder, power pole saw, lift, blower, etc.
Understand and identify the uses and parts of the equipment.
Identify potential safety hazards with use of the equipment.
Be knowledgeable of creating a safe work environment.
8. Objectives
Understand and identify the uses and parts of the equipment.
Trainee will be able to name and label the parts on each piece of equipment.
Trainee will identify and discuss what each piece of equipment is used for and when.
Performance based
Be measured by demonstration of skill
Require physical and mental skills
Decision making skills
9. Instructional Strategies and Activities
Hands-on activities
Real use of equipment
Projected information with informational packet to follow along
Trainer demonstrations
Scenarios to be assessed
Performing tasks together (trainer and trainee)
Take down a tree
13. Needed Resources
Access federal standards for arboricultural safety and operations
Reliable and expert sources
OSHA, ANSI, and TICA
Experienced members in the field
Boss and crew supervisors
Informational Packet
Safety Videos
14. Measuring the Objectives: Types of
Assessments
Worksheets to be labeled
Verbal identification with trainer
State operational procedures
Presented with two scenarios for comparison
Complete safety checklist
Perform different tasks at worksite
(CarbonTV, 2016)
16. Evaluation Instruments
Testing
Performance assessments
Anonymous end of course survey (trainee)
Trainer feedback
Random “sit-in” observations
Boss or crew supervisor
Secret trainee
(GENROE, 2017)
17. Future Decisions
Monitor performance rates
Take advantage of student feedback
Negative feedback indicates needed changes
Aligning OSHA standards and regulations
Other courses
(Pro Climb, 2010)
18. In Conclusion
Questions?
Reinforce the need for safety training
A well thought out instructional plan
The Boss’s approval
(ClipartFest, 2016)
19. References
Ascension Group. (2013). Arborist safety training. Image retrieved from:
http://www.ascensiongroupnw.com/html/courses/arboriculture.html
All Hands Volunteers. (2017). Helping rebuild. Image retrieved from:
https://www.hands.org/innovative-detroit-program-gaining-momentum-and-
producing-results/
Brown, A. & Green, T. (2011). The essentials of instructional design: Connecting
fundamental principles with process and practice. Upper Saddle River, NJ: Pearson
Canopy Climbers. (2017). Training. Image retrieved from:
https://www.canopyclimbertreecare.com/
CarbonTV. (2016). Tough jobs. Image retrieved from:
http://www.carbontv.com/shows/tough-jobs/seasons/1/episodes/2/?
ClipartFest. (2016). Accident prevention clipart. Image retrieved from:
https://clipartfest.com/categories/view/d745a2aed4279f1d7badf9efb9718809a40
93952/accident-prevention-clipart.html
20. References
Eye Comm. (2017). Money saving ideas. Image retrieved from:
http://www.eyecomm.org/blog/direct-mail-money-saving-ideas
GENROE. (2017). Getting started: A customer feedback survey template. Image retrieved
from: https://www.genroe.com/blog/getting-started-a-customer-feedback-survey-template
Noria. (2017). Selling your project to upper management. Image retrieved from:
http://www.machinerylubrication.com/Read/29399/sell-management-project
OSHA. (2012). Injury and illness prevention programs. Retrieved from:
https://www.osha.gov/dsg/InjuryIllnessPreventionProgramsWhitePaper.html
Pro Climb. (2010). Arborist training for professionals. Image retrieved from:
http://www.proclimb.co.nz/arborist-training-and-workshops/
Pro Parts Direct. (2016). Safety apparel. Image retrieved from:
http://www.propartsdirect.net/elvex-safety-apparell.aspx
Technabob. (2016). Great projectors. Image retrieved from:
http://technabob.com/blog/2016/05/11/build-a-home-theater-with-these-3-best-home-
theater-projectors/
Editor's Notes
Today we are going to discuss the need for safety training in our line of work: the arboricultural world. I am going to introduce you to an instructional plan I created for a basic arborist safety training course with a detailed breakdown of each phase. By the end, you will see it all come together, and I hope to gain your support and approval for this course and others.
No business wants their employees to get hurt for several reasons. Employees play a major role in the success of a business especially when it comes to production. The loss of an employee can mean slowed production as well as increased cost with medical bills, insurance claims, and workman’s compensation. Most importantly though, the fact that we are human and do not wish that any person suffers a serious injury, is incapacitated, or even dies especially while they are out doing the right thing and representing our company. OSHA estimates that implementation of injury and illness prevention programs will reduce injuries by 15 percent to 35 percent for employers who do not now have safety and health programs (OSHA, 2012). Those are significant numbers especially when it comes to saving lives and the quality of life. This safety training course supports are values and the interest we have in our employees. It is our responsibility to provide a safe work environment and give them the skills and information needed to be safe, just as much as it is the employees’ responsibility to follow safety procedures. Plus, most of the information is required for effective and efficient job performance. Aside from the human factor we also need to consider the financial aspects which are quite desirable. By reducing work related injuries, we are also going to see a decline in insurance claims and other financial costs that come along with accidents. In the end the company will be save a lot of money. This is also a part of building, well maintaining our reputation, as it stands behind safety for the employees as an interest in the company which can be attractive to job seekers and tie into growing the company. There really is nothing to lose, and this is an opportunity to better ourselves and has the company’s best interest in mind. So now I will walk you through a detailed look at the instructional plan and the future of H&M Lawn Service and their safety training courses.
The course description is structured using the learning goals. It is rather brief, yet concise giving us an idea of what the trainees will be learn upon completion of the course. In this course, learners will become familiar with the equipment an arborist and anyone in the tree service business will encounter over a 3-day training period. Learners will identify the different parts and how to use the equipment safely. They will also become aware of potential hazards, along with how to reduce the risks by creating a safe environment.
The target audience doesn’t fit to a specific age group, although it will likely have participants that are newer to the field or those that are moving to a different position, such as a ground worker to a climber. Safety courses are required before any new employee will be permitted to be on the work site. Assessing the current employees and considering new employees there will be a diverse culture, where English may not be the first language. The course can be offered in different languages at different times, translated, or information provided in a different language. Each employee has their own learning style and preference, so information will need to be given using multiple learning methods, such as the use of visual aids, hands-on learning, and written information. This field demands hands-on learning as it is kind of hard to get a picture of the uses and performance needs without seeing it. The trainees will also need safety equipment, standard equipment such as ear plugs, safety vests, hats, and glasses will be provided. Additional gear may be brought or purchased separately. Anything needed for training purposes such as rope for learning how to knot will be provided. The trainees will need information detailing all of this. The course will be prepared as if the trainees have basic skills for the field, yet also for those who have experience and are looking to expand their knowledge for a new position.
Training will occur over a 3-day span with 6 hour days, and include a mix of formal and practical training. The first part of the learning will take place in the workshop. This is where the trainees will receive detailed information about the equipment from parts, to uses, and hazards in the forms of written information to aid a visual presentation that includes the trainer demonstrating how to use the equipment and videos to support safe use, what to do in an emergency (first aid), as well as “what NOT to do.” The other half of the training will be hands on, even going to a jobsite, where the trainer will demonstrate/perform a task and the trainee will have the opportunity to carry out the same task under the supervision of the trainer.
These are the learning goals for the safety training course and serve as the foundation in the course description and should give you an idea of what is to be accomplished by completion. There is no point in creating any form of instruction without first setting goals for that instruction as it has to be designed to “do” something—whether it causes change in skill, knowledge, or attitude (Brown & Green, 2011). These learning goals are rather general, yet focus on the intention of the training. The specifics will come with the objectives which we will discuss next.
Like goals, objectives are focused on what will be accomplished at the completion of learning. The objectives are a little more specific and tell us what and how the learner will be affected by the course. It is the proof of what trainees will be learning and is measurable by assessment. These objectives are the stepping stones to the goals that have been set for the course and have been written using taxonomy verbs, such as “discuss, demonstrate, identify,” all of which set up the assessment phase. A well written objective will be guided by the ABCD format, which stands for audience, behavior, conditions, and degree. It will tell us when the learner is to take action, under what conditions, and how well they should perform. On this slide, you will see two of the objectives for one of the learning goals for the course to get an idea of the structuring compared to the information just discussed about the format and taxonomy verbs. Each learning goal has two objectives which you will find in your informational packet that you are hopefully using to follow along. I will quickly state each goal followed by its objectives.
Safely operate tree equipment (chainsaws, chipper, stump grinder, power pole saw, lift, blower, etc.)
Trainee will discuss safe practices for running each piece of equipment which includes identifying safety equipment needed and safe handling with coworkers.
Trainee will demonstrate how to properly handle each piece of equipment and use it in a real work scenario. (For example, they will have the opportunity to run wood through the chipper, blow leaves, make a wedge in a tree)
Understand and identify the uses and parts of the equipment.
Trainee will be able to name and label the parts on each piece of equipment.
Trainee will identify and discuss what each piece of equipment is used for and when.
Identify potential safety hazards with use of the equipment.
Trainee will recognize safety hazards in presented scenarios.
Trainee will differentiate between safe and unsafe handling and operating of the equipment.
Be knowledgeable of creating a safe work environment.
Trainee will identify safe practices in the work environment which include wearing safety equipment.
Trainee will evaluate a work site using a safety checklist.
Now, the objectives in this course mostly align with performance based objectives as they support learning that will result and be measured by the demonstration of a skill. For example, the trainee will need to demonstrate how to use the equipment and show that they can identify and recognize potential safety hazards. The learning itself will be quite direct and simple when it comes to going over the parts, yet assessing and identifying hazards in the environment as well as creating a safe environment will draw in on critical thinking skills as the trainee must consider not only themselves but the safety of their coworkers while applying it to the bigger picture. This learning will also require physical and mental skills as the trainee will need to be coordinated in a sense that they must be able to physically lift/use/operate the equipment while thinking about the job at hand and safety measures. The training and objectives also support decision making skills as the trainee will be presented with scenarios and must decide whether there are safety issues or not and how they to proceed following an inspection.
This course will avoid and breakdown nonstop lecturing and the primary source of instructional learning will be developed mostly around hands on activities. The activities will vary throughout each day of training and will be dependent on the information being presented. To familiarize the trainee with the parts and uses of the equipment the trainer will have the equipment available, will go over the parts with the equipment in hand, and will also present the information on a projected screen with arrows pointing and indicating which part is what. The trainee will also have an informational packet to follow along with. The trainer will demonstrate the material such as how to use the equipment and properly put on safety gear and each trainee will have the opportunity to mimic and try out the equipment under the supervision of the trainer. The trainees will participate in scenarios where they will discuss and demonstrate proper safety procedures. They will also be given scenarios that have “faults” where they must identify the hazards and suggest the changes to create the safest environment. Toward the end of training the trainee will go to a job site where they get to perform different hands on tasks such as making a wedge in a tree, roping and knotting the line, and sending branches through the chipper. Together the trainees will take down a tree which would align with getting field experience.
At the shop, we will need a projector and screen to display the images listing the parts of the equipment. This can be linked (connected) to a laptop which can also display the scenarios to be reviewed which will be presented in still images and short videos. Most the learning, will just require the tree and safety equipment, the trainee, and the trainer.
The development of this course will be the result of collaboration between the instructional designer (myself), the boss (John), and all crew supervisors which should be among us today. Each one of you are highly experienced in the field and familiar with federal standards that are required in the work environment and are necessary in the development of proper safety course. Each of you will be a resource in yourself for the development of course material and content as well as drawing in on reliable sources such as Occupational Safety and Health Administration (OSHA), American National Standards for Arboricultural Operations (ANSI), and the Tree Care Industry Association (TICA).
The development of the course will take place over 8 weeks. This chart briefly touches base and breaks down each step in developing the course and the time allotted for each phase. It will start will analyzing the needs of the trainees which will be assumed to have basic skills in the field and being ideal for the experienced worker needing training for a new position such as the ground worker switching to a climber. With the skills in mind and the purpose of the course identified the instructional designer (myself) and management (yourselves) will meet to determine what topics are to be covered and how the information will be presented such as the hands-on activity of running through the parts of the equipment and getting to try it out. We will discuss the safety hazards and the most effective way to present the material to the audience which will be a combination of video and kinesthetic activities that appeal to the needs and preference of the learner. After drafting and planning, it is time to start putting things in place with the development of assignments to match the information that is intended to be delivered and received in the course. It is at this part that supportive resources will be used and intertwined into the development of course material and activities which include things like OSHA standards. Once everything is drafted, John (the boss) will get to review it and make suggestions which will be adjusted in the learning plan. Then the trainer will be trained and a dry run will be presented to everyone that is here today (the boss and crew supervisors). With your approval, John, the course will be finalized and ready to offer to new employees and those wishing to advance or acquire new skills within the company.
There will be a variety of resources needed for the development of this course. Access to the federal standards for arboricultural safety and operations will be gathered from reliable and expert sources that include OSHA, ANSI, and TICA. Each and everyone of you listening today, which include the boss and upper management such as the tree crew supervisor and head climber are also considered experts in the field as you all have gained years of experience, knowledge, and training. Your input and active involvement in the course development and revisions is encouraged and welcomed. This information will be used to develop informational packets that support the course content. Other resources will include videos that will become additional materials to the course, such as the safety videos, that align with the topics being covered.
Trainees will be evaluated over the course of the training and activities will present the information multiple ways supporting repetition with the hopes of retention. This will be measured through assessment that includes worksheets with blank spots to label the parts of the equipment. They will also verbally identify the parts of the equipment with the trainer. (Two forms of assessment that support repetition, retention, as well as the learning styles and preferences of each learner). Trainees will state/recite the operational procedures that include safety measures prior to using it. The trainees will also be presented with scenarios both on worksheets and those created in a physical environment presented side by side where they will identify the safety hazards circling them and then list the necessary changes. Trainees will complete a safety checklist. Trainees will complete different tasks at the jobsite which include knotting the ropes using the knots they are asked to tie, cutting a wedge, putting wood in the chipper and so on. These activities support performance assessment.
This map was created to show you how everything in the course aligns and support the learning outcomes. Looking at it this way we can see the connections between each part such as how the goal ties to the objectives and sets up and leads to the assessment. For example, the goal is to have the trainee safely operate training equipment. One objective is to demonstrate how to properly use each piece of equipment and use it in a real work scenario. That word demonstrate is a taxonomy verb which sets us up for the assessment phase. We know the assessment will involve “doing” something. In this course, the thing to be done may be performing a requested task such as running wood through the chipper or making a wedge in the tree. It is a way to visual the support system and evaluate the effectiveness of the course design. Mapping was done to include all the learning outcomes and goals. There are 3 other mappings which can be found in the informational packet provided at the beginning of the presentation. Please take time to look over them now before we proceed.
Evaluating and assessing the effectiveness of learning will be the result of testing discussed in the prior phase which include labeling worksheets, verbally identifying parts, uses, and hazards, as well as performance assessments that are hands-on where the training will have the opportunity to demonstrate the skills they learned such as how to tie a knot in the rope. The ability to do this will show skill competency which in return means the learning was effective. At the end of the course students will be asked to participate in an anonymous survey which will be used in hopes of determining the feelings and opinions about the course, whether they felt they learned what they needed to know, what they liked and what could be better. It is really to get a sense of the overall experience and a way to measure if the course is meeting the needs of the trainees. The feedback will be available for review by the trainer and instructional designer and they can use this information to tweak the course as needed. The trainer will have the opportunity to recommend adjustments such as with delivery methods that they will become aware of through the interactions and feedback from the trainees. To ensure the course is on point and covering all the objectives different employees such as a crew supervisor or the boss could randomly sit in and observe giving feedback, or a “secret” trainee may be asked to sit in and give a thorough assessment of what they thought of the course which may prove to be effective since they would serve as a fresh set of eyes/someone who was not a part of the original design of the course.
If the performance rates drop, such as seeing more failing than passing this would suggest failure in information delivery which would need to be assessed and adjusted as needed. Areas that raise a big concern for students such as negative feedback in the surveys will be thoroughly investigated and changes made if determined to be needed. This course is a basic course for entry level skill that will be the stepping stone to other courses that include tree climber specialist course, ideal for the worker who wants to be a climber or a safety course for working around electrical hazards such as power lines. These courses should all be separate as they are different areas of expertise and the information would be overwhelming all at once, even though some safety skills overlap. Courses will also need to be up to date and adjusted when federal safety and OSHA standards are changed to uphold these standards. Safety standards and regulations will continually be accessed and acknowledged so the course complies with mandatory regulations that are necessary for proper training and certification.
As we approach the end of this presentation, I hope I have peaked your interest and gained your support for offering this safety course, as well as others that can branch of this. Together and with such training we can make great employees who are safe, efficient, and productive and have the ideal work environment and tools needed to be successful. We can reduce the number of injuries and fatalities with just one mandatory course alone, and what is there really to argue about that? As you can see I have put a lot of thought into the design and structure of course and created many opportunities for each of you to participate in as your opinion, knowledge, and skills matter and have been recognized. Now I leave a time for you to ask questions, followed by my own question: “John (boss), do you approve?” (With the expected yes) Alright then let’s start training!
