The document discusses developing effective safety training for a changing audience. It notes that effective training incorporates visual, auditory, and kinesthetic learning modalities and encourages active learning. Examples of training methods discussed include instructor-led training using objectives, worksheets, and demonstrations, as well as online or computer-based training using video, audio, and interactivity. The goal is to develop training that meets different learning needs and engages learners through problem-based scenarios.

1. Developing Effective Safety
Training for a Changing Audience
Presented by
Debbie M. Decker, Chemical Safety Officer
University of California, Davis
American Chemical Society 2012 Spring National
Meeting

2. Our Changing Audience

3. Our Changing Audience

4. Our Changing Audience

5. Our Changing Audience

6. Our Changing Audience

7. Effective Training
Effective training incorporates all three learning
modalities – visual, auditory and kinesthetic
(tactile)
And encourages active learning.

8. Effective Training

9. Effective Training

10. Effective Training

11. Instructor-led Training
Training Objectives for 90-minute
Chemical and Laboratory Safety
How do these
objectives stack •Review Policies and Regulations
•Storage, Compatibility and Labeling
up against the •MSDS Interpretation and Case Studies
three learning •How chemicals get Into your body, and
modalities? •What you should do about it?

12. Instructor-led Training
Training Objectives
Attendees are given
a handout they flip
through, take notes
•Review Policies and Regulations
on, etc. while
•Storage, Compatibility and Labeling
instructor walks
•MSDS Interpretation and Case Studies
them through the
•How chemicals get Into your body, and
handout.
•What you should do about it?

13. Instructor-led Training
Training Objectives
Unfortunately, this
piece of the training
remains a rather
boring PowerPoint
•Review Policies and Regulations
presentation.
•Storage, Compatibility and Labeling
Thankfully, it’s only
•MSDS Interpretation and Case Studies
about 10 minutes.
•How chemicals get Into your body, and
•What you should do about it?

14. Instructor-led Training
Training Objectives
Small groups work
through a 6-question
worksheet, focusing
on an MSDS for
acetone and two case •Review Policies and Regulations
studies of actual •Storage, Compatibility and Labeling
chemical incidents. •MSDS Interpretation and Case Studies
•How chemicals get Into your body, and
•What you should do about it?

15. Instructor-led Training
Training Objectives
Interactive slide show
of basic exposure
routes. Handwashing,
eyewash and safety
shower use is •Review Policies and Regulations
described, along with •Storage, Compatibility and Labeling
several real-world •MSDS Interpretation and Case Studies
examples. •How chemicals get Into your body, and
•What you should do about it?

16. Problem-Based Learning
Paradigm shift in educational theory toward
problem-based learning – scenarios,
case studies and the like. Our Veterinary
School has shifted to this curricular
model.

17. On-line or Computer-
based Training
• Janette Da La Rosa Ducut, Training
Manager at University of California,
Riverside, is developing an on-line lab
safety training that accounts for different
learning styles.
• Visual: Integrates video and images
• Auditory: Narrates audio (optional)
• Kinesthetic: Requires clicking to advance

18. Demonstrations
• Multiple learning needs
• Option to watch or play
• Scenarios (Problem Based Learning)
• Resources linked (videos, websites, charts)
• Feedback
• Repeats until learning is achieved
• Quiz (practice)
• Test (final assessment)
• Campus specific
Narrates audio Integrates images Requires clicking to
(optional) and video advance 18

19. Demonstrations
• Multiple learning needs
• Option to watch or play
• Scenarios (Problem Based Learning)
• Resources linked (videos, websites, charts)
• Feedback
• Repeats until learning is achieved
• Quiz (practice)
• Test (final assessment)
• Campus specific
19

20. Demonstrations
• Multiple learning needs
• Option to watch or play
• Scenarios (Problem Based Learning)
• Resources linked (videos, websites, charts)
• Feedback
• Repeats until learning is achieved
• Quiz (practice)
• Test (final assessment)
• Campus specific
20

21. Demonstrations
• Multiple learning needs
• Option to watch or play
• Scenarios (Problem Based Learning)
• Resources linked (videos, websites, charts)
• Feedback
• Repeats until learning is achieved
• Quiz (practice)
• Test (final assessment)
• Campus specific
21

22. Demonstrations
• Multiple learning needs
• Option to watch or play
• Scenarios (Problem Based Learning)
• Resources linked (videos, websites, charts)
• Feedback
• Repeats until learning is achieved
• Quiz (practice)
• Test (final assessment)
• Campus specific
22

23. Demonstrations
• Multiple learning needs
• Option to watch or play
• Scenarios (Problem Based Learning)
• Resources linked (videos, websites, charts)
• Feedback
• Repeats until learning is achieved
• Quiz (practice)
• Test (final assessment)
• Campus specific
23

24. Demonstrations
• Multiple learning needs
• Option to watch or play
• Scenarios (Problem Based Learning)
• Resources linked (videos, websites, charts)
• Feedback
• Repeats until learning is achieved
• Quiz (practice)
• Test (final assessment)
• Campus specific
24

25. Demonstrations
• Multiple learning needs
• Option to watch or play
• Scenarios (Problem Based Learning)
• Resources linked (videos, websites, charts)
• Feedback
• Repeats until learning is achieved
• Quiz (practice)
• Test (final assessment)
• Campus specific
25

26. Demonstrations
• Multiple learning needs
• Option to watch or play
• Scenarios (Problem Based Learning)
• Resources linked (videos, websites, charts)
• Feedback
• Repeats until learning is achieved
• Quiz (practice)
• Test (final assessment)
• Campus specific
26

27. Demonstrations
• Multiple learning needs
• Option to watch or play
• Scenarios (Problem Based Learning)
• Resources linked (videos, websites, charts)
• Feedback
• Repeats until learning is achieved
• Quiz (practice)
• Test (final assessment)
• Campus specific
27

28. Effective Training
Effective training engages the whole person in active learning and
speaks to all of the three learning modalities, even in an on-line
application.