Safety Education and Training

SAFETY INDUCTION

• The safety induction program is a medium

to introduce the new workers about the site or
workplace. The safety induction program is very
important for new workers/employees, in this
induction program, new workers/employees are given
information about the site/workplace. In this program,
the workers are told about the work to be done on the
site and what is the danger/hazard in that work
and their safety measures, what are the safety
regulations on the worksite, first-Aid station location,
Fire station, Emergency contact number, emergency
assembly point, etc
 Some mandatory points must be
covered in Safety induction program:
• Company Activity (Construction, production, maintenance, etc.)
• Company organization structure
• Company policy
• Work-site/workplace layout
• Company goal and achievement in safety
• Safety norms/regulation at the workplace
• Goverment law about safety
• Major hazards and their safety measures
• Mandatory/job-specific PPE
• Discuss on previous accident/incident
• Welfare facilities.
• Emergency Assembly point
• Emergency contact number
• First-aid station location
• Fire station location
Benefits of safety induction program:
• Workers understand the safety regulation and safety
culture at work site
• Workers are educated company policy and norms
• Understanding of government law about safety
• Understanding what to do at the time of emergency
• Understanding worksite hazards and their
safety measures
• Understanding company goal about safety
• Understanding overall safety requirements/PPE at the
worksite
 SAFETY EDUCATION AND TRAINING
• P. Blake has explained the difference of education
and training. He says, “Education deals with
developing the mind, broadening knowledge and
understanding. Education in a specific subject
means acquisition of broad and thorough
knowledge in that subject. Training deals with the
development of skill in performance. In industry it
refers to the skilled trades as applied to safety.
Education and training are not completely
separable; each participates to some extent of the
nature of the other.
• Safety Education is for developing safety
mindedness a vivid awareness of the importance
and correcting conditions and practices that
might lead to injury. Safety training is for
developing the worker’s skill in the use of safe
work techniques and practices. It is described as
a detailed extension of the educational safety
programmed applied to specific occupation,
processes, jobs or activities”.
• Oatey (1970) defined training as “Any activity which
deliberately attempts to improve a person’s skill at
task”.
• Hesseling (1971) defined it as a sequence of
experiences or opportunities designed to modify
behaviour in order to attain a stated objective.
• Hamblin (1974) defined it as “Any activity which
deliberately attempts to improve a person’s skill on a
job as opposed to education which is concerned with
personal development and no directly to the job”.
• McCormic & Ilegen (1987) opined that of training is
that “It is the management of It is an organized
procedure which brings semi-permanent change in
behaviour for a purpose”. When this definite purpose
is “S defines “Safety Training”
• A functional definition of training acquisition
of concepts, theories, knowledge, skilled
& attitudes so that employees are equipped to
competently in their present or future jobs
resulting increase of efficiency of the
organization as their own job satisfaction.
• On the other hand “development” is d the
application of acquired knowledge, theories
and attitudes to the job for increasing organ
effectiveness
• Training is one way to develop a more and
efficient work force. Modern technological is a
driving force behind today’s training, e in
technical areas. Modern technology also hazards
and suggests remedial measures1 safety training
is becoming more and more essential develop a
skilled and motivated work understand and
identify hazards, to find out the appropriate
safety measures to main working conditions and
actions. Safety Training is an extension of
educational safety programmer applied to
specific activities processes .viz. industrial
activities, work on machines chemicals etc
Elements of Training Cycle
 1.Determine if training is needed
• The first step is to determine whether a
problem can be solved by training. All skill
deficiencies are not solvable through training
and some other tool may be required. This
step includes need of any improved (revised)
training programme.
 2.Identify training needs
• Analyze the worker’s duties and what he or
she needs to perform the job more skilfully
and safely.

3.Identify goals and objectives

• A list of Specific job knowledge and skill
deficiency derived from step-2, will tell
employers what workers should do, do better
or stop doing..
 4.Design & Develop training
programme
• After listing precise objectives and goals,
learning (training) activities must be identified
and described. Type of training will be decided
based on the training resources available to
the employer, the kind of knowledge or skills
to be learned end whether the learning
should be oriented towards physical skill or
mental attitudes
 5.Conduct the training
• Now the training programme should be
conducted by (a) providing overviews of the
material to be learned and (b) relating each
specific item of knowledge or skill to the
worker’s goals, interests or experience to be
learned.
 6.Evaluate programme effectiveness
• By knowing trainee’s opinion, supervisor’s
observation, work place improvement, hazard
reduction, performance improvement etc., it
should be checked whether the training has
accomplished its goals.
 7.Improve the programme
• Based on feedback from the workers,
supervisors etc., and from evaluation and
observing the gap, the training programme
should be improved (revised) as per need .
 Assessment of Training Needs

The first step of any training. process (cycle) is to be

sure about the needs. Following four questions
(approaches) should be considered:
i. Does an actual or potential performance discrepancy
exist? (Unsafe conditions, actions, efficiency).
ii. Is it important to the organization? (in reduction of
cost of accident, hazards; losses etc.).
iii. Is it important to the employees? (Basic training to
new employees, refresher course for old employees,
more mistakes by workers, more accidents to them)
iv. Is it correctable through training? (If yes, then only
the training becomes useful and cost effective).
 General training needs are assessed
following grounds:
1. New employees are not very clear about description.
Therefore training is essentially required for them.
2. Old employees require knowledge of new b new
technology, process revision, new methods and
forgotten old items. Training for emergency
preparedness, safety audit, fire fighting, ha detection
etc. are also necessary for them.
3. Change of position due to promotion transfer. New
position may require training.
4. Technological changes in the organize Addition of new
material, machine, method; process, equipment etc.
create need of training.
5. To make a person more versatile to do more one
job (safety supervision, accident analysis and
computer data feeding).
6. When performance, productivity and efficiency
fall down at any level, training may imp them.
7. Supervisors/foremen feel need of training
workers working under them.
8. Records of production, turnover, accidents
absenteeism, rejects, errors, wastes point areas
of training. The safety training programme is
gene needed for all the times. as an induction or
introductory course or a refresher or ongoing
 Course specifically needed when

1. New employees are recruited

2. New plant, material, process or equipment introduced
3. When safety procedures are evolved or up
4. New information of hazard is received
5. Safety performance needs to be improved
6. The accident rates are increased
7. Labour turnover is increased and
8. Excessive waste, rejects and scrap are noticed Under
sections 7A (2) (C) and 111 A (ii) of the Factories Act new
provisions are added for training to ensure the health and
safety of all workers at This is statutorily required as
under.
 Four approaches are suggested to
deter safety training needs as under
 Techniques (Procedure) of Safety
Training
• Competence Building Technique (CBT) The
concept or basic object of any training is to
generate or build competence in participants
(workers only knowledge is not sufficient.
Knowledge alone cannot give competence or
confidence of safe successful working
Knowledge should be put into practice by
necessary training. Training shows practical
part of knowledge and generates competence
of work gradually
• Competence in safe working is necessary to
advancement in technology, new process
equipment, modification or changes, training i
required to become familiar with this. Therefore is
an online function. It should not end i slogan,
suggestion, award or safety day celebration
• It should be considered as a part of continuous or
ongoing activities. For this purpose, ii training and
refresher training are organized. Communication
system should be utilized multimedia and
computers should be utilize films, pictures, hazard
points, accident case etc. should be shown and
explained during
 A good safety training programme
steps:
1. Determine safety training needs and p by
four approaches stated in above.
2. Design training to meet the needs. The St (a)
Assess training requirements (b) Determine
training contents (c) Decide training Methods
and aids (d) Organize training contents (e)
Formulate training plan and (f) evaluations
measures.
3. Implement training process. The steps Discuss
with company officials (b) administrative
aspects and time schedule of training (c)
Execute (give) training to the trainees (d)
Monitor the programme( e) conduct review
of safety training and (f) Have follow of
trainees.

All these training (teaching) classified into

two types of techniques off-the-job training
techniques and on-the-job techniques:
 Design and Development of training
programme:
Following general points are useful in designing and
developing any training programme
1. Motivation should be the first condition of any
type of training.
2. Number of lessons and content to teach should
be well designed beforehand. Steps or sequence
of topics should be decided.
3. The amount to be taught in an unit (period)
should not be too large or too small.
4. An objective of the training should be decided
and the training process should move toward it.
5. The training procedure should be developed. A
list of training aids should be prepared.
6. The task to be performed should not be
described only but it should be demonstrated in
actual or simulated conditions. “Doing” is
important than mere “Hearing” or “Seeing”.
Practice makes perfect.
7. The demonstration (by teacher) should be
followed by the learner (trainee) as soon as
possible before he forgets it. The teacher should
be given feedback or knowledge of results.
8. Questions of learners should be properly replied
and discussed at all stages (steps).
9. Ample practice opportunity should be
provided and practice encouraged.
10.Frequent and accurate knowledge with
examples, pictures, practical etc., speeds up
learning rate and motivation.
11.The training should be taken to the point of
goal and not be left unfinished.
12.Effectiveness of the training should be
evaluated and conclusion be drawn to revise
(improve) the training programme and it
should be followed in the next cycle.
 Training Method & Strategies

Aspects and Goals : The training methods two

aspects
Theoretical or formal in the classroom
Practical or informal in the job place. There
are two basic goals (a)To explain the worker to
know the job or do it correctly and (b) To be
certain that he knows how to c correctly.
 Steps
1. Lay down the objective of the training:
programme.
2. Prepare the training programme.
3. Brief the trainee.
4. Use audio visual aids where appropriate.
5. Review the contents and
6. Follow up with trainees when the
programme completed.
 Effects of Methods
• A trainee tends to remember 10% of what reads,
20% of what he hears, 30% of what he sees, of
what he sees and hears, 70% – of what he sees
talks and 90% of what he says as he does a thing.
Percentage is variable depending upon one’s
memory power, intelligence, grasping,
understanding susceptibility and interest in the
subject. It depends upon the explanation power.
These factors can be developed by education and
training. Speaking writing, involving and doing are
the most effective exercises to digest any subject
 Types of Methods
• Lecture Method: Oldest arid most basic method. Well
planned lectures can cover a large amount of
information in a short time. More useful when
participants are more, or their involvement is less
required
• Discussion Method: Useful with small number of
people in a group. The trainer acts in a limited way as a
scene setter or referee encouraging participants to
speak out. The two-way communication moves toward
objectives. Participants are more attentive, active and
don’t feel boredom
• Case-study Method: Accident case study is presented
explaining how an actual accident happened or an
imaginary accident can happen. Causation analysis and
remedial measures can be discussed by questions and
answers. Good pictures are more useful to explain the
situation effectively.
• Role playing method: It is a form of learning by doing
but in a simulated situation. Trainees are given a
situation like in case-study method but instead of just
discussing it they resolve the problem by acting out the
roles of the people involved. Here extrovert trainees
show their skill but introvert or shy trainees unused to
such situation get embarrassed.
• Business Games Method: More useful for business
people and skill required for safety attitude or
inspection in buying/selling items which are safer or
with the details of safety.
• Sending at training Centres: Institutes, seminars, workshops,
special courses etc. utilises external resources for required
training.
• Job instruction training: Useful to train supervisors who in
turn train the employees. Job instruction training (JIT)
involves four steps (a) Preparing the trainee (b)
Demonstrating the job (c) Having the trainee performed the
job and (d) Checking frequently the trainee’s performance.
All new job assignment should be preceded by on-the-site
job training. Each step of job safety analysis (JSA) is
explained with hazard, safe procedure and use of safety
equipment. Use of guards and controls are also explained.
• Programmed instruction: Programmed instructions are
given in a book from. A trainee learns it, answers the
question or solves the problem. The system has mechanism
of learning-checking and relearning.
• Project work: Project writing is given to trainees. They apply
their knowledge to practical situation.
• Other methods: Job rotation, committed assignments, HRD
training, sensitivity training, creativity training, in-basket
training etc. are other specific methods.
 Evaluation & Reviewing of Training
Programme
An evaluation i.e. measurement of effectiveness
or result of the training programme conducted
useful in reviewing the programme content,
method aid and redesigning the programme as
per feed for improvement. An effective training
program should show
1. Increase in quantity and quality of production.
2. Increase in production rate.
3. Increase in knowledge, skill and ability about
performance.
4. Increase in job satisfaction and motivation
5. Decrease in accident rate.
6. Decrease in production time, breakage or u
consumable items.
7. Decrease in absenteeism.
8. Decrease in labour turnover.
9. Decrease in job turnover.
10.Decrease in operational cost.
11.Refinement of human behaviour tow
intended objective or goal viz, safety
outlook interest and safety mindedness,
production quality orientation etc.
The benefits of value measurement of
safety training programme are
1. The top management understands useful and cost
effectiveness (in relation to accident costs) of the
training programme.
2. Confidence, morale, skill, status, prestige of the
employees and the company itself are improved.
3. Most effective loss prevention measures ca segregated
for repetition.
4. Strengths and weakness are highlighted suggest the
steps for next programme.
5. Safety professional can find out and promote most
effective programmes.
6. It can be determined whether objectives! Goals are
met and reason of gap if any. This is useful in
reviewing the programs.
 For evaluation participant and/or supervisors
reaction should be assessed through interviews or
questionnaires. Following questions are useful in
such assessment.
1. How much change occurred? The criteria include
knowledge, attitudes, skills, behavioural change on
the job and/or improvements or decrements in
organizational results. These criteria can be
measured by paper and pencil tests, questionnaires,
work sample tests, timings of performance etc.
2. Can the change attributed to the training
programme?
3. Was the training worth the effort? Here cost of
training is justified against gain to the organization.
4. Whether employee development needs are fulfilled?
• This can be judged through effectiveness,
efficiency and affirmative action and helps
to guide decisions concerning planning,
programming and budgeting
• After evaluation, its results should be utilized to
review the programme. Such review will give (1)
Agreed recommendations for future action (2) An
agreed action plan for the department (3) A
follow-up and action plan for agreed
recommendation. After review a new (improved)
safety (training) programme will take shape with
drawbacks filtered ok and more effectiveness and
usefulness reinforced. This process of refinement
of better and better training programme yields
good results