Teaching health and safety: problems and possibilities for learner-centered training

Outcomes of a Safety and Health Educational Intervention in Auto Body and Machine Tool Technologies Vocational College Programs: The Technical Education Curricula for Health and Safety (TECHS) Study

Technical Education Curricula for Health and Safety (TECHS) is a research collaboration between safety and health professionals and vocational instructors in three Minnesota colleges. Curriculum materials, including full and refresher modules with of classroom presentations, lab activities, homework, and quizzes, were developed for auto body collision technology (ABCT) and machine tool technology (MTT) programs. Curricula were implemented during the 2015-2018 academic years. Graduates' safety-related knowledge, skills, work practices, and workplace safety climate were assessed 1 year postgraduation using an electronic survey. Responses were received from 71 ABCT and 115 MTT graduates. Classroom presentations were used consistently throughout the study. Instructors cited a lack of time as the main barrier to using other materials (lab activities, homework, and quizzes). Graduates with TECHS instruction had significantly greater safety-related knowledge overall (both trades) as well as in two topic areas: eye and respiratory protection (ABCT) and hearing protection and machine guarding (MTT). Our data confirm that nearly all graduates consistently engage in practices such as use of safety glasses, hearing protection, and respirators, use of machine guards, material handling strategies. At 1 year postgraduation, MTT graduates' work practices related to machine guarding improved significantly. Graduates with TECHS instruction had improved in about half of the work practices, but statistical significance was not achieved. Graduates' self-reported work practices were not significantly correlated with their knowledge or skills. Work practices variability was best explained by graduates' attitudes toward safety rules and their rating of the workplace safety climate. TECHS findings confirm that classroom instruction alone has little impact on graduates' work practices. We propose institutions formalize their commitment to safety and health education by ear-marking teaching time for this subject and providing assistance to instructors to facilitate curricula integration. Instructors would benefit from learning more about trade-specific safety and health, and adult education teaching methods. Additional research is needed to understand how students' attitudes toward safety change during vocational college attendance and the first year of employment in the trade, explore implementation supports and barriers at institutional and instructor levels, and assess educational effectiveness beyond the end of the academic program. The entire curricula are available on the study website www.votechsafety.net.

Health and Safety Education in Auto Body Collision and Machine Tool Technology Programs in Vocational Colleges: Challenges and Opportunities

Collision repair, machining, and metal manufacturing are industries with a large percentage of small businesses whose owners face unique challenges implementing health and safety regulatory requirements. Previous research found that 72% of collision repair technicians and 47% of machinists attended some classes or graduated from vocational colleges. Although health and safety is a mandatory part of the curricula for post-secondary vocational education, little is known about what, how, and when health and safety is taught and if teaching is effective. Surveys and discussion groups were used to evaluate health and safety education in two vocational colleges in Minnesota. Six instructors and 76 students in collision repair, and 6 instructors and 130 students in machine tool technology programs participated. Instructors had no formal training in health and safety, few teaching materials, and lacked opportunities to learn about safety in their trade. Teaching was unscripted and heavily influenced by each instructor's™ industry experience, knowledge, perceptions and attitude towards safety, with little or no guidance from school administration, or safety professionals. Student survey results show that graduates have significant gaps in safety and health knowledge. Standardized trade-specific curricula and instructor training are needed to ensure students receive adequate health and safety education.

A Union-Initiated Safety Training Program Leads to Improved Workplace Safety

Workplace safety training programs initiated by unions have gained strength and numbers over the past ten years. Union-initiated peer train ing offers a new twist on joint labor-management health and safety pro grams, which have become an important area of labor-management coop eration. Peer trainers play a major role in the new partnerships, as man agement learns how effectively workers function as trainers who speak directly to worker interests. This article describes a program of coopera tion between a large international union, a university labor center, and companies where members of the union developed and taught workplace safety courses. Results of a survey to quantify workplace impact of the training program are reported.

Participatory/Problem-Based Methods and Techniques for Training in Health and Safety

More knowledgeable and trained people are needed in the area of occupational health, safety, and environment (OSHE) if work-related fatalities, accidents, and diseases are to be reduced. Established systems have been largely ineffective, with few employers taking voluntary measures to protect workers and the environment and too few labor inspectors available. Training techniques using participatory methods and a worker empowerment philosophy have proven value. There is demonstrated need for the use of education for action, promoting the involvement of workers in all levels of decision-making and problem-solving in the workplace. OSH risks particular to women's jobs are virtually unstudied and not addressed at policy levels in most countries. Trade unions and health and safety professionals need to demystify technical areas, empower workers, and encourage unions to dedicate special activities around women's jobs. Trained women are excellent motivators and transmitters of safety culture. Particular emphasis is given to train-the-trainer approaches.

Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study

BACKGROUND

In a professional learner-centered(ness) educational environment, communication and alignment of expectations about teaching are indispensable. Professional education of residents could benefit from an analysis and comparison of teachers' and residents' educational expectations and beliefs. Our purpose is to identify success factors and barriers related to aligning expectations and beliefs and building a supportive professional learner-centered educational environment.

METHODS

We conducted semi-structured individual interviews with teachers and semi-structured focus groups with residents. A single interview format was used to make it possible to compare the results. Data were analysed using a qualitative software package (AtlasTi). Data analysis steps were followed by the author team, which identified four domains of good teaching: personal traits, knowledge, relationships and teaching qualities.

RESULTS

Teachers and residents agreed about the importance of personal professional characteristics like being a role model and having an open and enthusiastic attitude. They all thought that having a specific knowledge base was essential for teaching. Approaching residents as adult learners was found to be an important element of the learner-centred environment and it was agreed that teachers should take practical experiences to a higher level. However, teachers and residents had different expectations about the practical consequences of being a role model, adult learning, coaching and openness, and the type of knowledge that was needed in the professional development program. Communication about different expectations appeared to be difficult.

CONCLUSIONS

Teachers and residents agreed on a conceptual level about expectations and beliefs regarding good teaching, but disagreed on an executive level. According to the residents, the disagreement about good teaching was not the biggest barrier to creating alignment and a supportive professional relationship; instead, it was the absence of a proper dialogue regarding issues about expectations and beliefs.

Occupational safety and health education and training for underserved populations

This article presents an analysis of the essential elements of effective occupational safety and health education and training programs targeting underserved communities. While not an exhaustive review of the literature on occupational safety and health training, the paper provides a guide for practitioners and researchers to the key factors they should consider in the design and implementation of training programs for underserved communities. It also addresses issues of evaluation of such programs, with specific emphasis on considerations for programs involving low-literacy and limited-English-speaking workers.

The impact of a peer-led participatory health and safety training program for Latino day laborers in construction

BACKGROUND

Immigrant Latino day laborers working in residential construction are at particularly high risk of fatal and non-fatal traumatic injury and benefit from targeted training.

OBJECTIVE

To understand the impact of a participatory, peer-facilitated health and safety awareness training customized to the needs of Latino day laborers.

METHODS

Baseline surveys exploring exposures, PPE use, attitudes, work practices and work-related injuries were collected from more than 300 New Jersey Latino day laborers in construction prior to their participation in a one day (minimum of six hour) Spanish language health and safety training class. The classes, led by trained worker trainers, engaged participants in a series of tasks requiring teamwork and active problem solving focused on applying safe practices to situations they encounter at their worksites. Follow-up surveys were difficult to obtain among mobile day laborers, and were collected from 70 men (22% response rate) 2-6 months following training. Chi-square analysis was used to compare pre- and post-intervention PPE use, self protective actions, and self-reported injury rates. Focus groups and in-depth interviews addressing similar issues provided a context for discussing the survey findings.

RESULTS

At baseline, the majority of day laborers who participated in this study reported great concern about the hazards of their work and were receptive to learning about health and safety despite limited influence over employers. Changes from baseline to follow-up revealed statistically significant differences in the use of certain types of PPE (hard hats, work boots with steel toes, safety harnesses, and visible safety vests), and in the frequency of self-protective work practices (e.g., trying to find out more about job hazards on your own). There was also a suggestive decrease in self-reported injuries (receiving an injury at work serious enough that you had to stop working for the rest of the day) post-training based on small numbers. Sixty-six percent of workers surveyed post-training reported sharing information from their safety workbook with friends and co-workers. Focus groups and interview results generally confirmed the quantitative findings.

CONCLUSIONS

Participatory, peer led training tailored to the needs of construction day laborers may have a positive effect on Latino immigrant workers' attitudes, work practices, and self reported injury rates, but major changes would require employer engagement.

IMPACT ON INDUSTRY

Health and safety researchers have identified reducing the number of traumatic injuries among the immigrant construction workforce as an increasingly important priority. This project provides one model for collaboration between university-based researchers, a union, and a community-based organization. The specific elements of this project-participatory curriculum customized to the needs of day laborers in residential construction, training day laborers to facilitate training classes, and involving peer leaders in outreach and research-could be adapted by other organizations. The findings of this study suggest that the Latino day laborers have a strong interest in and some ability to act on health and safety information. Widespread implementation of this type of training, especially if supported with cooperation from residential contractors, could lead to reduced rates of traumatic injury in the residential construction industry.

Training health and safety committees to use control banding: lessons learned and opportunities for the United States

Control banding (CB) is a control-focused risk management model that has received international attention. CB strategies are designed to control workplace chemical exposures after the completion of a qualitative risk assessment. Connecticut was one of the first states to provide training on how to use this control-focused tool. Joint labor/management teams and individuals from 34 workplaces attended a control banding workshop and learned how to use one CB model, the United Kingdom (UK) Health and Safety Executive's Control of Substances Hazardous to Health (COSHH) Essentials Toolkit. After the initial training program the investigators used follow-up workshops, questionnaires, site visit data, and case studies to evaluate the training curriculum and assess the utility and effectiveness of this CB strategy. We found that the model is easily learned, although several areas for improvement were identified. Participants from 10 workplaces used COSHH Essentials to evaluate at least one task. The training curriculum was effective in that the agreement between the exposure variables coded by these workplaces and one of the workshop instructors, a certified industrial hygienist (CIH), were highly concordant. The training curriculum and the model promoted a discussion of risk between workers and managers and resulted in the implementation of improvements in the work environment. The model agreed with both the CIH's and the worksites' qualitative risk assessments 65% of the time, and likely over-controlled for 71% (5/7) of the cases of nonagreement. Feedback from workshop participants benefits the current dialogue on the implications of implementing CB in the United States.

Empowerment como forma de prevenção de problemas de saúde em trabalhadores de abatedouros

O objetivo do artigo foi ressaltar a necessidade de esforços educativos que visem ao empowerment de funcionários de abatedouros, baseado nos principais problemas de saúde por eles enfrentados. A rotina em abatedouros consiste em tarefas estressantes e cansativas. As conseqüências incluem problemas músculo-esqueléticos, transmissão de zoonoses, problemas de pele e acidentes com materiais pérfuro-cortantes e animais. Esses trabalhadores geralmente não são especializados, não têm controle sobre suas tarefas, e podem não estar conscientes dos determinantes que afetam sua saúde. Os veterinários são geralmente responsáveis pela rotina de trabalho nesses locais e conhecem os riscos à saúde que a execução dessas tarefas representam. Portanto, esses profissionais poderiam participar mais ativamente na educação para o empowerment dos trabalhadores e não se concentrarem apenas em questões referentes à segurança alimentar.

Relative effectiveness of worker safety and health training methods

OBJECTIVES

We sought to determine the relative effectiveness of different methods of worker safety and health training aimed at improving safety knowledge and performance and reducing negative outcomes (accidents, illnesses, and injuries).

METHODS

Ninety-five quasi-experimental studies (n=20991) were included in the analysis. Three types of intervention methods were distinguished on the basis of learners' participation in the training process: least engaging (lecture, pamphlets, videos), moderately engaging (programmed instruction, feedback interventions), and most engaging (training in behavioral modeling, hands-on training).

RESULTS

As training methods became more engaging (i.e., requiring trainees' active participation), workers demonstrated greater knowledge acquisition, and reductions were seen in accidents, illnesses, and injuries. All methods of training produced meaningful behavioral performance improvements.

CONCLUSIONS

Training involving behavioral modeling, a substantial amount of practice, and dialogue is generally more effective than other methods of safety and health training. The present findings challenge the current emphasis on more passive computer-based and distance training methods within the public health workforce.

Development and evaluation of an advanced training technology course within a union-based industrial emergency response training program

BACKGROUND

The Health and Safety Department of the United Automobile Workers recently introduced the use of Advanced Training Technologies (ATTs) into a previously successful Industrial Emergency Response (IER) program. The new curriculum attempted to incorporate web-based technology, while preserving the historical emphasis on the use of peer trainers and the Small Group Activity Method (SGAM) to promote team problem solving and worker empowerment.

METHODS

The University of Michigan evaluated the program by administering a survey combining open- and closed-ended questions to trainees.

RESULTS

Of the 46 respondents, most rated the program very highly, found that the use of internet technology allowed faster access to current information, reported peer trainers as one of program aspects they liked best, and did not find working in groups of three per computer difficult.

CONCLUSIONS

It is possible to enhance a workplace health and safety training program through the introduction of ATT without compromising participant-centered, group learning program philosophies.

A case study of OSHEP's training partnership with the American Standard Corporation's Trenton facility and GMP local 175

This case study examines the evolution and impact of a training partnership between the Rutgers University/N.J. Industrial Union Council's (IUC) Occupational Safety and Health Project and the American Standard Corporation's Trenton facility. The study draws on on-site interviews with three employees who played a key role in the training program as well as survey data from a broader cross-section of the facility's workforce. Insights about the impact of training are viewed within the context of the adult education and evaluation literature, particularly studies focusing on participatory, interactive training techniques. Committed activists, a supportive union and management, and the infusion of skills and ideas from the Rutgers/IUC worker-to-worker health and safety program are viewed as key factors in understanding developments at the facility. In addition, the study emphasizes the importance of relationships developed between union activists, facility management, and the OSHEP training staff. On January 2, 2001, the corporation announced plans to shut down the facility within the year, and plans for training the rest of the work force were dropped. Although the site-specific training program was cut short, this case study traces changes in the plant's health and safety culture that occurred over a three-year period.

Industrial emergency response training: an assessment of long-term impact of a union-based program

BACKGROUND

The long-term impact of the United Automobile Workers' (UAW) Industrial Emergency Response Training on health and safety conditions and practices in plants is described. Two strategies are combined in this 24-hour training: the use of peer (worker) trainers and a participant-centered approach, the Small Group Activity Method (SGAM).

METHODS

Impact was assessed through a telephone survey of 67 trainees conducted on average 16.8 months post-training.

RESULTS

74% of trainees reported using at least one of the provided written training materials after training. Of those reporting an accident in their facility after training, 88% said it was handled differently because of training. Trainees report that peer-trainers are more knowledgeable and communicate better than do other types of trainers. Trainees also reported that SGAM made training more applicable to their workplace. 98.5% of trainees like the methods utilized.

CONCLUSIONS

Worker-trainers and SGAM are effective training methods enhancing the long-term impact of union-based workplace health and safety training programs.

Evaluation of worker safety and health training

BACKGROUND

Few studies of worker training have addressed the impact on participant's health and safety behaviors and efforts to change health and safety conditions at the workplace. The present study is an evaluation of these impacts as reported by workers and managers.

METHODS

The UAB/CLEAR program has trained over 1,000 participants since 1992. A survey was mailed to a sample of workers and all participating managers.

RESULTS

The results revealed that both groups reported increasing personal safety and health behavior, both contributed to emergency preparedness, and both influenced the elimination of hazardous chemicals. Managers reported greater influence on health and safety which may be explained by their relatively more powerful position. However, an impressive percentage of workers reported influencing changes.

CONCLUSIONS

This pattern indicates that when the environment supports joint decision making by workers and management, initiating changes becomes easier.

Evaluation of the impact of employee ergonomics training in industry

This study examined the effects of three different types of ergonomics training methods upon employee knowledge, attitude and behavior. Employees within intact processing lines (N = 104) were randomized into four groups, one group serving as a control group. Pre- and post-test measures were implemented. Results showed training to have a significant effect upon knowledge of ergonomics. No significant differences were noted among all four groups according to empowerment and human factors measures. Training had a significant impact upon employee's job satisfaction, and the recognition and reporting of health hazards associated with their jobs.

The integrated model: implications for worksite health promotion and occupational health and safety practice

Within a single firm it is common to find both occupational safety and health and worksite health promotion interventions operating in isolation from one another, with different intervention targets, methods, and personnel. Overcoming the segmentation of the two fields will require, among other things, the promulgation of an overarching model of work and health. The purpose of this article is to describe an integrated model and to show how it can be applied to improve worksite health interventions for both occupational safety and health and worksite health promotion. Practice examples from both fields are used to illustrate interventions that focus on different areas of the model (individual behavior, psychosocial, organization, and contextual factors). It is argued that occupational safety and health and worksite health promotion practitioners need to develop more comprehensive interventions and rigorously evaluate these programs to determine if they are more effective than programs with a more narrow focus.

Hazardous waste worker education. Long-term effects

This study illustrates how a union education center successfully integrated adult empowerment education principles into the teaching methods and curriculum of a health and safety training program. The 12-month follow-up phone survey involved 481 local union respondents each representing a separate plant site and a group of 50 manager trainees. The evaluation shows that the training manual continued to be used by more than 70% of respondents, more than 70% taught coworkers, more than 50% of union trainees went on to train their managers, and more than 90% identified problems at work and sought and obtained changes in programs, training, or equipment. More than 20% reported that major spills had occurred following training. The majority stated that the handling of the spills improved. More than 80% stated that the training better prepared them for their health and safety duties. The managers' data substantially supported union members' reports.

Health and safety education for worker empowerment

This article introduces a special issue of the American Journal of Industrial Medicine dedicated to innovative approaches to worker education in health and safety. Contributors to this issue describe applications of an "empowerment approach" in a wide variety of institutions and settings throughout the United States and Canada. In this article, empowerment education is presented and contrasted with other training methodologies. The article offers suggestions on how to implement this approach discusses evaluation issues, and summarizes the articles contained in this issue. Explored are preliminary outcomes of using this methodology and implications for developing educational programs in the future.