Rock Products

AUG 2019

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Page 128 of 159 ROCK products • August 2019 • 127 Safety Aggregates Industry Almanac When asked what topics they covered in previous years, attendees often listed the same or similar topics. These same attendees are also quick to say that employees, or students, are less than enthusiastic about being in another ART, espe- cially when the same topics are being covered year after year. This consistent feedback shows that using the teacher-cen- tered model for delivering training has changed very little over the last few decades. Overhead projectors have given way to computers and PowerPoint presentations, but the topics and related content are the same. This is not to say that these topics should not covered, but it should cause educators or trainers to reflect on how much time should be devoted to them each year. In other words, teaching people what they already know, while using the same materials each year, does little to provide useful or usable information to those in attendance. Rather, the redundancy creates passivity and does very little to encourage people to learn new information (Mager, 1988). Mager (1988), a performance-based training expert, points out in his first two rules on administering effective training that first, training is appropriate only when there is some- thing that one or two people do not know how to do and they need to be able to do it. Second, if they already know how to do it, more training will not help. It is no secret that a multitude of companies, consultants and colleges offer in-person or computer-based/e-learning sources that can satisfy MSHA ART requirements. In general, MSHA ART is often a repetition of typical safety topics with an occasional focus on an immediate issue such as performing task training; following proper lockout/tag out procedures; operating with inadequate guards; powered haulage prob- lems; or the importance of wearing seatbelts. Getting to a Higher Level of Engagement Regarding delivery of the training content, it appears that more often than not, problem areas are outlined along with company polices, rules, regulations and best practices. But, little is done to help participants resolve issues or fix the problems that were discussed. It appears that these train- ings and their respective trainers are really good at pointing out weak areas in which everyone needs to be more aware or improve. However, little is done to assist workers in develop- ing realistic goals or written plans to guide them in correcting issues or improving safety performance on a daily basis. This Is Not Your Father's MSHA Safety Training Reaching a Higher Level of Involvement in an Effort to Attain New Levels of Safety on the Job. By Joseph McGuire, Emily Haas and Chad Ferguson F or the past several years the authors of this article have had an opportunity to showcase new training materials with accompanying research at the Mine Safety and Health Administration's (MSHA) annual TRAM conference in Beck- ley, W.Va. More specifically, over the past three years, we began these sessions by asking attendees these questions: • How do you usually deliver your MSHA Annual Refresher Training (ART)? • What topics do you typically cover in your MSHA ART? • What topics did you cover last year, the year before that, and the year before that? • How do your "students" respond to training when topics do not change year-after-year? • Do you teach them what they already know? The Current State of Annual Refresher Training for Workers Often during these sessions a majority of attendees indicate their preferred delivery of training is the use of lectures through PowerPoint slides along with occasional videos. In other words, teacher-centered training. Typical topics covered within their MSHA ARTs included: Miners' Rights. Accident Prevention. Confined Spaces. Haz. Comm. High Wall Hazards. Ground Control. Lockout/Tag out. Electrical Safety. First Aid. Using Explosives. Fire Prevention. Hearing Conservation. Use of PPE. Fall Protection. Water Hazards. Respiratory Devices. Equipment Guarding. Emergencies/Escape. Defensive Driving. Changes to Mine Site. Drug/Alcohol Abuse.

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