|
EHS Training for Business Results
Carol J. Robinson, CIH, CSP, Principal and Vice President, Oakland, CA
Kathryn J. Nobrega, Senior Program Director, Amherst, MA
What might these facility environmental, health and safety (EHS) program issues share in common?
- Containers of hazardous chemicals are not labeled properly.
- A supervisor reprimands an employee for identifying a workplace hazard.
- A complete set of hazardous waste manifests is not available for review during an audit.
- Repetitive motion injuries are increasing among office staff.
Most EHS professionals would likely prescribe training as the common solution to solve these and similar problems. While training could be an important part of an effective solution, training as a panacea, isolated event, or uninspired lecture is rarely effective in the long-term. This article shows how to avoid the training trap, and instead use EHS training to achieve not only regulatory compliance, but also business results.
We often turn to training to solve problems because it's a familiar activity, mandated by so many regulations and reinforced by management approaches, such as ISO and workplace efficiency standards. Although few of us are exclusively instructional designers, professional trainers, or educators, we are often asked to design, develop, and deliver training, without understanding its limitations. We are at risk of delivering training that meets the letter of a regulation, but doesn't translate to good EHS performance in the field.
Training professionals understand certain key concepts that we can apply to deliver effective EHS training.
Training alone is not the answer. Ultimately we want employees to make the right decisions, and exhibit the right behaviors for good EHS performance. To achieve this, training has to be positioned in a context of performance support, which could mean:
- roles and responsibilities are clearly defined;
- existing skill sets and abilities are appropriate for the task;
- incentives and rewards are well-aligned with the desired behaviors;
- job aids and references are useful and readily available when needed; and
- role models and mentors play a positive role.
The list can be endless, but without these supporting mechanisms, even the most exciting training course may have little impact.
Training needs assessment is key. Few people would prepare a meal without having the right ingredients, equipment, or perhaps a recipe in advance. Yet EHS professionals are often pressured to prepare training without needs assessment as a crucial ingredient, and or knowing what type of training best meets the performance goal. Training needs assessment carefully, systematically considers such factors as:
- Training drivers, such as regulations, procedural requirements, management initiatives, accident prevention;
- Characteristics of the training participants: demographics, prior training experiences, learning styles, availability, interest, motivation;
- Source materials and business processes;
- Delivery modes, such as instructor-led, web-based, blended, experiential, group, one-on-one, self-paced; and
- Evaluation methods, such as testing, observation, demonstration, surveys, peer coaching.
Training must be goal-driven.Once the training needs assessment has been completed, the next step is to identify learning and behavioral objectives. Learning objectives are based on the information that training participants need to know, while behavioral objectives relate to how these participants are expected to act while at work. For example, a learning objective for an ergonomics class could be the ability to define "neutral posture." A behavioral objective could be participants' adjusting their work stations so they are working in a neutral posture. Basing training on consensus learning and behavioral objectives allows the designer to identify the right delivery method, to focus on the most important topics to drive content and knowledge assessments, and to ensure that the training is effective in terms of results and resources.
Telling is not training. Adults learn best by applying their existing knowledge and experience to new situations to gain skills, preferably in an interactive format that also makes use of the knowledge and experience of other participants. This can be accomplished by designing training based on "tell, show, and do." Simply put, first the instructor presents information verbally, then demonstrates the information, and lastly allows participants to "do" the task for themselves. Using the previously mentioned ergonomics example, first the instructor would describe neutral posture, then he/she would demonstrate the body in neutral posture, and lastly the participants would practice neutral posture. The "tell, show, and do" approach to training is equally effective in the classroom, online, or during on-the-job training.
Training takes time. All of us have seen poorly assembled training slide decks that regurgitate a regulation, but do not help employees gain practical information applicable to their jobs, or demonstrate the right behaviors. Effective training courses may require months of work, in collaboration with subject matter experts, information technology and media professionals, and users to pilot the training. Effective training programs require considerable time and effort, beyond the development and delivery of individual courses or components. Even off-the-shelf, web-based training requires some time investment for evaluation, customization, testing, etc. before it can be deemed effective.
STC staff has extensive experience in designing and performing training based on these truisms of effective training discussed above and have worked closely with clients to develop training based needs. For example, we recently helped a client improve its cranes, slings, and hoists training. The needs assessment revealed that instructor-led training and hands on assessment were needed to qualify operators. The client had several types of cranes at the site (jib, monorail, and stationary). The training program included a general course that provided an overview of regulatory requirements and proper operation of cranes and hoists. This general course was followed by a specific short course for each type of crane, which was assigned to users of that type of crane only. The final step toward becoming a qualified operator was the on-the-job assessment, during which each individual demonstrated that he/she could use the type of crane in accordance with the requirements communicated in the class. STC staff served as the instructor, performed the assessment, and trained in-house staff to perform the training and the assessment in the future.
STC's training team has also developed online training materials for clients using Adobe Presenter. The advantage to this approach is that this training can be customized to the client and it is relatively quick and cost-effective to produce as compared to a training video production. This form of training uses the client's branding and images, integrates knowledge checks into the training, and can be easily updated by adding and removing slides and re-recording any sections that have been changed. A sample of the format used by STC's to develop this type of online training can be viewed at http://www.specialtytechnicalconsultants.com/wp-content/uploads/STC-EHS-Training.pdf. (Note: To view this material, you will need Adobe Reader 9 or Adobe X).
Training is an important tool for supporting EHS performance. But like any tool it is only effective when designed and used properly. The concepts in this article will help EHS professionals design and implement effective training that meets regulatory, business, and operational needs.
Carol Robinson, CIH, CSP, and STCs Vice President is located in Oakland, CA. She has over 30 years experience in EHS management and consulting for a wide range of industries including biotech, chemical, high tech, personal care and petrochemical companies. Carol's consulting activities are focused on assisting clients with EHS management systems implementation, standards and procedures development and auditing programs. She has developed registries of requirements, performed hazard and exposure assessments and conducted compliance and management system audits, which provided clients with the data needed to understand their compliance status. She has supported clients in the identification and implementation of practical corrective and preventive actions. As head of corporate EHS programs at JDS Uniphase and Helene Curtis, Carol developed corporate objectives, metrics, policies and strategic direction. Her experience managing non-EHS groups including engineering, facilities, corporate security and TSCA compliance has exposed her to a diverse range of business issues and backgrounds, enabling her to provide focused, understandable and actionable guidance and training. Kathryn Nobrega is an STC Senior Program Director located in Amherst, MA. She has more than 20 years of experience in EHS management and consulting in the corporate, non-profit, and government sectors. Kathryn specializes in health and safety program development and laboratory safety; international compliance and management systems auditing; and training, with strong expertise in life sciences organizations. As a biosafety practioner, Kathryn served on the Institutional Biosafety Committees of two leading biopharmaceutical companies, and participated on an advisory council to federal OSHA on the compliance directive for bloodborne pathogens in laboratories. Kathryn's broad experience and unique insights allow her to share best practices and customized approaches with clients, to integrate EHS and sustainability into the business and mission of their organizations. For more information about STC's EHS training services, contact Carol Robinson at (510) 495-6070; email: crobinson@stcenv.com or Kathryn Nobrega at (413) 325-4955; email: knobrega@stcenv.com. |
