We’ve been studying up on Safety Differently, Safety 2, New Safety, and Human and Organizational Performance (HOP) lately, and in particular have recently been looking at books by Dr. Todd Conklin about Human and Organizational Performance (HOP).
We hope you enjoy this look at an important, influential, and somewhat controversial thinker in safety, and we tip our hat to the good work Dr. Conklin is doing. And by the way, we’ve included a video recording of Dr. Conklin’s appearance in the plenary session of the ASSE Safety 2017 conference near the bottom of this article for you.
OSHA’s standard for the control of hazardous energy, also known as lockout-tagout or LOTO, is 1910.147. As the regulation explains in 1910.147(a)(1)(i), “This standard covers the servicing and maintenance of machines and equipment in which the unexpected energization or start up of the machines or equipment, or release of stored energy, could harm employees. This standard establishes minimum performance requirements for the control of such hazardous energy.”
In 1910.147(c)(1), the regulation explains that “the employer shall establish a [energy control] program consisting of energy control procedures, employee training and periodic inspections to ensure that before any employee performs any servicing or maintenance on a machine or equipment where the unexpected energizing, startup or release of stored energy could occur and cause injury, the machine or equipment shall be isolated from the energy source and rendered inoperative.”
So the energy control program required by OSHA’s Control of Hazardous Energy/Lockout-Tagout regulation requires the employer’s program to have three parts: (1) energy control procedures; (2) employee training; and (3) periodic inspections.
We’ll look at each of those three required parts of an energy control program more closely in this article.
As we do, we’ll draw some materials from two of our online safety training courses related to lockout-tagout:
In this article, we’re going to continue our ongoing series of interviews with Dr. Will Thalheimer, and we’ll be getting some tips for using spaced learning to better support learner memory in workforce learning & development efforts. For those of you keeping track at home, you may know that in an earlier article, Dr. Thalheimer gave us some best practices for writing level 1 “smile sheets,” and we’ll continue the focus on evidence-based training methods in this interview with the good doctor.
For those who aren’t familiar with spaced learning, which is also known as spaced practice, the idea is to have the learner re-engage with the learner material at different moments over time. There’s a lot of evidence that shows this really reduces the human tendency to forget job training very quickly, meaning workers will be more likely to remember the training and later apply it on the job to create the desired behavior the training was intended to create.
If you’re not familiar with Dr. Will Thalheimer, he’s a well-known and very credible research- and evidence-based learning professional who runs the Will at Work blog and generally shares useful information for learning professionals. Many, many thanks to Dr. Thalheimer for participating in this interview, the earlier interview, on smile sheets, and two more to be published soon.
Although I’ve worked in safety and safety training for more than 10 years, there’s still plenty I don’t know, and there’s always a value to spaced practice and refresher training, so I was quite excited to get this opportunity.
Before that next course, however, I thought I’d share with you a quick overview of the OSHA 511 course I just completed. I’d like to take this opportunity to thank instructor Harvey McGill, all the other learners who attended the class along with me (10-15, I’d say), and everyone at University of Washington who worked behind the scenes to put the course together and help get me there (I benefited a lot from some emails batted back-and-forth as I was registering for the certificate program).
It’s not often that you get to refer to William Shakespeare and Romeo and Juliet when writing about safety training, but events at the most recent meeting of the committee to create ANSI/ASSE Z490.2 as a complement to the existing Z490.1 standard, gave me an opportunity to do just that. (Those events plus the tireless efforts my junior high English teacher, that is.)
But why, you might ask? Because we spent a good deal of time talking about the definition of “online safety training,” which is especially relevant since that’s what the standard is about.
Defining Online Safety Training
Over time, in discussions about the standard and in various drafts of the standard, we’ve been using terms like virtual training, distance training, elearning, online training, and more. And we’ve discussed the amazing variety of types of training this includes–streaming online videos; HTML web pages; elearning courses in SCORM, AICC, and/or xAPI formats; augmented reality viewed through smart glasses; virtual reality; simulations; and more.
So this notion of “what is online safety training” really isn’t as simple as it first appears. Although, perhaps it smells just as sweet by any name.
What are your opinions?
Stay tuned for more about Z490.2 in our next update.
Online Safety Training Buyer’s Guide Checklist
Learn how to evaluate the different online safety training solutions that exist to find one that best fits your company’s needs with our FREE informative guide and checklist.
In our continuing efforts to provide our customers with the most flexible and cost-effective access to our quality eLearning training content, Convergence Training now offers annual streaming subscriptions to our most popular online training course libraries and series.
If you’re reading this article, you probably already know the importance of learning at work and have a sense that it will become increasingly important in the future. Maybe you’re a manager who wants to learn to improve at your own job while also seeing how you can facilitate employee learning at the same time. Or maybe you’re an employee who knows the value of learning to improve your career opportunities.
Either way, we think you’ll benefit from and enjoy Arun’s insights, and we want to thank him very much for participating in this interview and for all the works he does in workforce L&D.
It’s always a good idea to use training methods that are (1) based in evidence and proven to be effective and (2) focused on improving performance on the job.
Dr. Will Thalheimer is one of the leading research experts on evidence-based and performance-focused training methods, and he’s been kind enough to grant us an interview that we’ll present as a series of four related articles.
In this article, our interview with Dr. Thalheimer will focus on smile sheets.
You may already know the term smile sheet, but if you don’t, you’re probably familiar with the concept. You know those surveys trainers hand out to learners who have just completed some form of training? And the learner then uses the survey to evaluate the training event, materials, and instructor? That’s a smile sheet, also known as a training evaluation sheet, reaction sheet, or a Kirkpatrick level 1 evaluation.
These learner evaluations are sometimes called smile sheets, however, because there’s a belief that the learners may not use them to put down truthful, objective, helpful information, but instead just write nice comments about the training and the instructor that are meant to make the trainer smile about supposedly having done a good job.
So you see the problem. If a smile sheet is nothing but a bunch of well-intended but fake or meaningless “smiles,” we’re not drawing helpful information from learners about the training material that we can use to evaluate the training and revise it if necessary so our training has a desired influence on worker job performance. And that’s why Dr. Thalheimer has done research on smile sheets, first to determine that as commonly written they’re often meaningless and second to give us tips on how to write better smile sheets that will help improve performance.
We’ve recently released many of our courses in a variety of languages to meet growing international demand for our online training. Several years ago, we began developing courses in both English and Spanish to meet the needs of Spanish-speakers throughout the U.S. Now, in coordination with multinational customers, we’ve produced multilingual courses in the following languages:
Visit our Multilingual Courses page for more details on which courses are available in which languages. And as always, feel free to contact us with any questions. We’ll be happy to help!
Benefits of Online Safety Training
Wondering if you should make the plunge with online safety training? This guide gives 10 reasons why, each based on experiences at real companies like yours.
Sadly, shootings, gun violence, and gun-related killings are a part of our culture and society. That’s true in all walks of life, including in the workplace and at schools.
That reality means it’s important for every workplace to know what to do if an active shooter is in their site of work. To help your organization create a plan, we’ve just released our new Active Shooter Response online training course.
The course will explain best actions to take when an active shooter is in the workplace and also describe how to interact with law enforcement officers or other first responders who arrive on the scene.
Read on to learn more about our active shooter response course. We’ve included a short sample video and a list of the course learning objectives to help you evaluate it for your workplace.