How To Manage, Design, Develop, Deliver, and Evaluate Effective EHS Training

EFFECTIVE EHS TRAINING
How to Manage, Design, Develop, Deliver, and Evaluate

Effective EHS Training
PART I: ANSI AND ANSI Z490.1 PART IV: DELIVERING EFFECTIVE EHS TRAINING
1. ANSI and ANSI Z490.1 FAQs 12. Effective EHS Trainers
2. ANSI Z490.1 Scope, Purpose, and Application 13. Trainer Planning and Preparation
14. Training Delivery

PART II: MANAGING AN EHS TRAINING PROGRAM 15. Managing the Learning Environment
3. Responsibility and Accountability
4. Aspects of an EHS Training Program PART V: EVALUATING EHS TRAINING

5. Managing & Administering Resources 16. Knowing Evaluation Strategies
6. EHS Training Program Evaluation 17. Evaluation Tasks
18. Continuous Improvement of the Training

PART III: DEVELOPING EFFECTIVE EHS TRAINING
7. Training Needs Analysis PART VI: DOCUMENTATING AND RECORDKEEPING
8. Learning Objectives 19. Records of What?
9. Prerequisites 20. Confidentiality and Availability
10. Course Design & Development 21. Issuing Credits and Certificates
11. Continuous Improvement Strategy

PART VI: CONCLUSION
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Introduction to effective
ehs training
Many companies spend a lot of time, effort, and money trying to maintain
safety, health, and environmental quality at their workplace. This often
involves an EHS training component--as it should.
However, it’s not always clear exactly what makes EHS training effective. It’s
N & DEVELO equally unclear how to manage, design, develop, deliver, and evaluate EHS
SIG
DE P
training.
Fortunately, we’ve got ANSI Z490.1 to help us.

E V A L U A TE
ANSI Z490.1, titled “Criteria for Accepted Practices in Safety, Health and
R
IV E
Environmental Training,” provides a national standard for creating,

&
EL
PR
IM
OV maintaining, and evaluating an EHS training program. You can use this
E
standard as a benchmark for your own EHS training program.
In this guide, we’ll spell out the criteria listed in Z490.1. Take what you read
here and implement it at your workplace, and your EHS training will be on
solid footing.
Note: ANSI Z490.1 was revised in 2016. This guide is based on that revised
2016 version.
PART I ANSI AND ANSI Z490.1
PART I: ANSI AND ANSI Z490.1
ANSI and ANSI Z490.1 Who created ANSI Z490.1?

An ANSI/ASSE task force. ASSE, in case you don’t know, is
FAQs the American Society of Safety Engineers.
Where can I find and read ANSI Z490.1?

What is ANSI? Here’s where you can buy a copy of Z490.1.
ANSI is the American National Standards Institute. Read
more about ANSI at their FAQs Page or check out their When was ANSI Z490.1 last revised?
ANSI Overview. Z490.1 was just revised and released in 2016. This guide is
based on the new, 2016 version.
Do ANSI standards have the power of law?
No, not by themselves. But in some cases, a regulatory How many sections does ANSI Z490.1 include and what
are they?
agency may include an ANSI standard within its own
It includes seven different sections:
standard. OSHA calls this incorporation by reference.
ANSI has created a portal for its standards that have been • Scope, Purpose, and Application
incorporated by reference. • Definitions
• Management of a Comprehensive Training Program
Can compliance/non-compliance with ANSI standards
• Training Program/Course Development
be brought up in court cases?
• Training Delivery
Yes. Complying with an ANSI standard may help you if you
• Training Evaluation
wind up in court. And not complying with an ANSI standard
may hurt you in court. • Documentation and Recordkeeping
There are also four annexes:

So what’s ANSI Z490.1?
• References
It’s a national standard created to provide guidelines for
• Training Course Development Guidelines
safety, health, and environmental training. Basically, its
• Safety, Health, and Environmental Trainer’s Checklist
creators took accepted practices in the training industry
• Virtual Learning (this is new to the 2016 version)
and put them into an EHS context.
PART I: ANSI AND ANSI Z490.1
ANSZI Z490.1 SCOPE,

PURPOSE, AND APPLICATION
Scope
The scope of the standard is to create criteria for EHS training. Further, it
covers these aspects of your EHS training:
• Training program management

• Training design and development
• Training delivery
• Training evaluation
• Training recordkeeping and documentation
• Continuous improvement
Purpose
The purpose of the standard is to establish best practices and criteria
for EHS training. The standard was written to provide a common set of
accepted practices that EHS trainers can use as a benchmark for their own
training. ANSI Z490.1 removes a lot of the mystery about effective EHS
training by providing a detailed set of best practices. Nice!
Application
The standard applies to all EHS training and training providers.
PART II MANAGING AN EHS
TRAINING PROGRAM
The EHS training program must be part of an overall EHS program.
The ingration of the EHS training program into the larger EHS program
should account for:
• Creating a clear understanding of who’s responsible and who’s

accountable for each aspect of the EHS training program
• Managing and administrating all necessary resources
• Administering each phase of the program
• Evaluating each phase of the training program
PART II: MANAGING AN EHS TRAINING PROGRAM
Responsibility and
Accountability
Managing an EHS training program includes determining
who’s responsible and who’s accountable for each aspect
of the program.
But what does it mean to be “responsible” and what does it

mean to be “accountable?” Here are some definitions:
• Responsible: The person who supplies that aspect

• Accountable: The person who answers for each aspect
ASPECTS OF AN EHS
TRAINING PROGRAM
An EHS training program should include provisions for:
• Establishing a training management system for

managing and administering the program in accord
N & DEVELO
ESIG P with recognized standards. See Z490.1’s Appendix A
D
for more.
• Designing and developing EHS training in an an
appropriate manner that relies on best practices of
E V A L U A TE
the training industry.

• Delivery of training by competent trainers in an
environment that’s appropriate for training.
R
IV E
• Evaluating the EHS training to determine if it’s

&
EL
PR
IM
OV effective.
E
• Creating and maintaining a continous improvement
system for the training and training program.
• Documenting and keeping records for all aspects of
the training program.
• Creating a written training program that documents
all of the above.
Managing & Administering

Resources
You’ll need to manage and adminster the following:
• Admin & management personnel to administer and manage the EHS

training program.
• Training personnel with appropriate expertise to design, develop,
deliver, evaluate, and improve the training.
• IT personnel for technical support with the platform and delivery
system, especially if you’re using virtual/online training.
• Content and subject matter experts with appropriate technical
information and resources for developing training on specific topics.
• Budgets and money for all aspects of EHS training program.
• Knowledge of federal, state, and local agencies and their training
requirements.
• Facilities where your trainings can take place.
• Technology to use during trainings, including any necessary PPE.
• Records of training, including creation and storage of records.
EHS TRAINING
PROGRAM EVALUATION
The following aspects of the EHS training program must be
evaluated:
• Program management, including accountability and

responsibility; managing and administering the design,
development, delivery, evaluation, improvement, and
documentation of training processes; managing and
administering all resources; and evaluating all phases
of the program.
• Training processes, including training goals, learning
objectives, training content and training methods
(and if they support the learning objectives), training
environments, and training effectiveness.
• Trainers and training delivery, including all aspects of
training delivery.
• Training results, including evaluation of training,
general plan for training employees, plan for
conducting regular needs assessments, support for
lifelong learning, and links among training program
elements.
PART III DEVELOPING EFFECTIVE
EHS TRAINING
So how do you know when it’s time to develop EHS training After the training has been designed and developed, it can
materials? And what should you do if it IS time to develop then be delivered to employees.
EHS training materials?
With that explained, let’s look at some parts of design and
You move into the process of designing & developing development, including:
EHS training, of course, which we’ll explain further in this
• Training needs analysis
section.
• Learning objectives
But first, let’s explain those terms “design” and “develop.”
• Training prerequisites
• Design: determine if EHS training would be helpful • Course design & development
and make plans for creating it.
• Continuous improvement strategy
• Develop: the process of actually creating the EHS
training materials.
TRAINING NEEDS
ANALYSIS
So you’ve got an EHS problem. Sounds like time for some
EHS training, right?
But hold on. When you’ve got a problem, it’s easy to

assume a little training can fix it. But that’s not always true.
Before you rush into training creation, and possibly waste

a lot of time and money, it’s best to analyze the situation
more closely. The technique for doing this is known as a
training needs analysis, which is also sometimes known as
the training needs assessment.
In rough terms, we can break the training needs analysis

down into two stages:
• Is EHS training the right or best solution to this

problem?
• If EHS training is the best solution, then gather useful
information that will help you develop effective
training.
We’ll explain each step in the following pages.
Is EHS Training Needed and Will it Fix Here are some things to consider at this phase:
the Problem? • Can you change something in the work area instead of
It’s important to analyze the situation before you rush into developing training?
creating training. • Are there obstacles in the workplace or steps in the
work process that contribute to the hazard? If so, can
If you rush to provide training, you may waste money
these be removed or redesigned?
on training development when training can’t solve the
problem, or when there’s a better solution. And so you risk • Can you create and provide a job aid at the work area
wrongly putting your resources into training development, that will improve safety instead of providing training
ignoring a different aspect of the situation, and possibly (like a checklist for workers to follow)?
leaving a hazard in place. • Is there currently some form of incentive that allows
or encourages the continuation of the hazard? For
For example, say a machine operator gets her hand cut
example, are workers running down the hall because
while working on a machine. You can create training
they get a bonus for units produced per hour? Can
materials for machine operators, telling them to be
that incentive be removed?
careful of a dangerously exposed moving blade. Or, you
can perform a training needs analysis, put a guard on the • Is there currently some form of punishment that
blade, control the hazard, and skip the training. causes workers to work unsafely or to work in the
presence of a hazard? For example, does taking the
That’s a simple example, and there are more reasons why time to perform a JHA make it impossible for the
EHS training may or may not be needed. But it gets you employee to reach his/her weekly goals and thereby
started in the right direction. lead to disciplinary action for the worker?
On the other hand, there are many times when you’ll
determine that training is the right solution. And in those
cases, you’ll go ahead and design that training.
If EHS Training Is Needed, Gather • Applicable regulatory requirements (federal, state,

and/or local)
More Information
• Relevant industry standards
If you investigate the problem, and it turns out that
you should develop and deliver EHS training, then the You can gather this information in a number of ways,
next phase of the training needs analysis is to gather including:
information that will help you design, develop, and deliver
• Reviewing job descriptions from HR
better training.
• Reviewing job hazard analysis documents
Information to gather at this point includes:
• Interviewing employees and/or having them complete
• What the trainees should know or be able to do after surveys
the training is complete
• Observing employees in the field
• Characteristics of the trainees, including:
• Interviewing supervisors and/or having them
»» Previous/existing knowledge complete surveys
»» Current/existing skills and abilities
• Reviewing company incident data for injuries,
»» Language preference (speaking and listening) illnesses, and near-misses
»» Education
• Reviewing safety suggestions
»» Culture
»» Literacy • Reviewing minutes from safety meetings
»» Preferred learning methods • Consulting with safety committee

»» Work schedules • Consulting regulations from OSHA, EPA, DOT, MSHA,
»» Interest in training topic/reason for interest and similar agencies
• Site-specific information to include in the training

• Any existing relevant job analyses and/or job safety
analyses
LEARNING OBJECTIVES
Once you’ve completed your training needs analysis, determined EHS
training is appropriate, and have gathered your information, it’s time to
think about creating learning objectives.
A learning objective is something the employee should know or be able

to do when training is complete. It’s the reason for providing training--to
teach employees what they need to know or do to be safe on the job. Your
training should have one or more learning objectives.
Once you’ve written your learning objectives, they’ll function as a road map
for everything else you’ll have to do. You’ll develop training materials that
are intended to help employees satisfy the learning objective (and that
won’t include anything else). You’ll use the learning objectives to let the
trainees know what the training is intended to teach them and what they’re
expected to be able to do when the training is over. And you’ll create and
deliver tests to see if employees can satisfy the learning objectives after the
training is over.
Many people begin creating training materials before they create learning
objectives. Or, they never create learning objectives. The problem with
this is you’re likely to create meandering, content-heavy, “flabby,” and
irrelevant training materials that don’t solve your problem. If you’ve heard
of “information dumps” or “spray-and-pray” training, this is the most likely
cause. So don’t be that training creator.
Four-Part Learning Objectives: ABCD

When you’re writing a learning objective, think of adding four parts, each
represented by one of the letters A-B-C-D.
You may find you can do with fewer parts, but in many cases, using all
four parts or at least considering doing so will help create a very clear,
unambigous learning objective.
Let’s look at each of those four parts now.
A Is for Actor
Every learning objective should state something that the employees should
be able to do after the training. So the employees, the people who take and
complete the training, are the “actor(s)” of your learning objective.
Sometimes, your objective may refer to the “actor” in general terms such
as “the learner” or “you.” Other times, you may identify the actor by his or
her job role, such as “the customer service representative” or “the press
operator.”
Regardless, remember that each learning objective states something that

the actor must be able to do after the training.
Don’t fall into the trap of writing learning objectives that simply explain the
content of the training. That doesn’t explain what the employees will be
expected to do after the training. Focus on the Actor(s).
This is the “WHO?” of your objective.
B Is for Behavior C Is for Condition

Every learning objective should state something that the Many times, the employee will have to perform the
employee must do—a behavior of some sort. This may be learning objective’s behavior under a set of given
something as simple as stating a definition or something conditions.
more “physical,” such as performing an action.
For example, you might say “given a list of words, circle the
Because this is something the employees must perform, ones that are part of a given machine,” or “given a wrench,
the behavior will be a verb. “Stating” is a verb, and so are tighten this bolt,” or “given a schematic diagram, correctly
things like “performing.” identify the machines in a work area.”
In addition, the behavior must be an observable behavior, In those three examples, the conditions are “given a list of
not something that’s unobservable or subjective like words,” “given a wrench,” and “given a schematic drawing.”
“know,” “understand,” or “appreciate.” How can you prove
This is the “HOW?” of your objective.
if someome “knows” something?
Finally, the behavior should be something that any D Is for Degree

observer could agree was either performed or was not This part of the learning objective explains how well the
performed adequately. Don’t leave this up to your own employee must perform the behavior.
subjective interpretation.
Examples of degree might include things like “in less than
If you remember your behavior should be a verb, that it ten minutes,” “with 90% accuracy,” or “90 times an hour.”
should be observable, and that it should be something any
This is the “HOW WELL?” of your objective.
objective observer can agree was met or not met, you’re
headed in the right direction. Learn more about ABCD learning objectives.
This is the “WHAT?” of your objective.
CREATING SOME NOTES about actors, conditions, and degrees in learning
objectives
LEARNING We mentioned earlier that you won’t always have to include all four parts
(A, B, C, and D) in your learning objectives.
OBJECTIVES Let’s get back to that.
You don’t always have to write the name of your actor in your learning
objectives (like “you” or “employees” within the objective). What’s really
important is that you remember that you’re writing an objective that an
The Ultimate Guide to
‘actor’--your employees--must be able to perform.
Writing Learning Objectives Many times, you’ll see learning objectives listed to learners as simple lists
for Training Materials beginning with behaviors (stated as verbs), or with a simple “At the end of
this training, you will be able to:”
You may also find you don’t need to add a condition or a degree for
every learning objective. That’s OK if your learning objective stands alone
Download tHE fREE gUIDE without a condition or degree, and if their absence creates no confusion or
ambiguity. But it’s always good to ask yourself if your learning objective is
perfectly clear or if it would be more clear with conditions and degrees.
Not to overstate it, but the important thing is to make sure your objective is
clear, precise, and unambiguous.
20
SMART Learning Objectives

There’s a second thing to consider when you’re writing learning objectives.
Learning objectives should be SMART. A SMART learning objective will have
five characteristics:
S Is for Specific
Use clear, direct language to tell employees exactly what they should learn
and what they should be able to do after the training. Don’t be vague,
unclear, or misleading.
M Is for Measurable
The point of creating a learning objective is to identify standards that
employees must meet, perform, or satisfy. You can only do that by making
the objectives measurable through an action that you can observe and
objectively determine if the employee has satisfied the objective.
A common mistake to avoid is trying to measure subjective values that can’t

be measured objectively. An example of this is writing an objective that
uses the words “know” or “appreciate” as the behavior.
Write the objective so that any observer could watch the employee’s
performance and agree if the employee satisfied the objective or not. Don’t
create a learning objective that can be satisfied only by your own unique,
personal understanding of the objective.
A Is for Achievable Click for more on SMART learning objectives.

The learning objective must be something the employees
have a chance of completing/satisfying, having enough More about Learning Objectives
pre-existing knowledge, time, and similar resources.
Want still more information about learning objectives?
For example, you wouldn’t create a learning objective that
Robert Mager developed what he called performance-
asks an elementary school child to construct a rocket in an
based learning objectives. Writing a performance-based
hour–it’s just not achievable. Not in most cases, at least.
learning objective is similar to what we’ve described
While checking your objectives at this level, make sure they already. For example, the “behavior” in an ABCD learning
aren’t too easy, either. If they’re too easy, chances are you objective is the “performance” in a performance-based
may not need to hold the training at all. learning objective.
Read more on performance-based learning objectives and

R Is for Relevant
how this idea began in a book review of Mager’s classic,
The objective should be something that’s relevant to
Preparing Instructional Objectives.
the employees’ job and that employees see the value
of learning. Don’t teach material that isn’t relevant or Benjamin Bloom developed Bloom’s Three Learning
that employees won’t use on the job. Remember, you’re Taxonomies to help pick out the ideal behavior (verb) in
providing EHS training to employees so they can work your objective to match the type of knowledge, skill, or
safely at their job. attitude you want employees to acquire.
Click the following link to read a summary of how to use

T is for Timely
the Bloom approach with the ABCD and SMART methods
Make sure your objective is something employees will have
in this Guide to Writing Learning Objectives.
to use in a timely fashion. Meaning--soon after training.
For example, try to hold training on a topic immediately or

shortly before employees need to use the information on
the job--not months or years before.
PREREQUISITES
After you’ve analyzed your audience and created your
learning objectives, take a moment to consider any
prerequisites that will be necessary for the training you’ll
soon create, and that employees will soon be required
to complete.
What background, experience, knowledge, skills, and

abilities will the employees need even before they begin
your training so that they can perform well and have a
fair shot at satisfying your learning objectives?
Create a list of the course prerequisites necessary to

begin the training you’re completing now, come up with a
way of notifying workers of the prerequisites before they
attend your training, and find a way to help workers attain
those prerequisites in a timely fashion before training if
necessary.
COURSE DESIGN &

DEVELOPMENT
Once you’ve got your learning objectives in order, and
have identified any prerequisites, it’s time to design and
develop your course.
In this phase, you’ll consider:
• The training delivery method

• The source of your training content
• Training materials, including instructional materials
for the employees and trainers
• The training location
• The training schedule
• The qualifications of the trainer
• Training evaluation strategy
Let’s take a closer look to see what each of these are

about.
Selecting the Training Delivery In general terms, each of these training delivery methods
have some advantages and disadvantages for particular
Method training needs. For each training need, you should try to
You’re going to create EHS training, but what delivery select the most appropriate training delivery method (or a
method will it be? mix of delivery methods).
Will employees attend an instructor-led classroom training Now let’s look at some ways to pick the best training
session? Will they watch a video? Will they read a PDF or delivery method for different training needs.
a PowerPoint presentation? Will they do some hands-on
exercises in the field? Will they complete an eLearning Method 1: Results from Employee Analysis
course? When selecting the most appropriate delivery method,
Training delivery method options include: one thing to think of is the stuff you learned about the
• Instructor-led training in a lecture setting employees when you performed the training needs
• Online eLearning courses analysis.
• DVD- or VHS-based courses Is there a type of training that they prefer more than
• Web-based videos others? If so, you may want to try to use that.
• On-the-job, in-the-field training (OJT)
Do some employees have trouble reading? If so, written
• Peer mentoring/shadowing/following programs
training materials may not be a good choice.
• Group discussions
• Case studies Are the employees spread out throughout multiple
• Safety exercises performed in a classroom setting different locations? If so, eLearning that can be delivered
• Safety demonstrations online may be a good option (or a webinar or video).
• Group interactive safety training activities
Run through your training needs analysis at this point
• Webinars
and look for any clues that suggest one training delivery
• Others
method may be more helpful than others.
Method 2: Appropriate to Learning Objective • Q&A sessions during instructor-led training

The next thing to consider when selecting the training • Group discussions
delivery method is how well the method matches the • Feedback from an instructor while the employee
learning objective that the workers will have to satisfy. performs hands-on exercises
• Feedback from a knowledgeable trainer, mentor, or
You may find that some types of training delivery are more supervisor during OJT training
appropriate for specific learning objectives.
• Electronic feedback to questions presented and
For example, if an employee has to learn to “state” a answered in a traditional eLearning course (typically
multiple-choice or true/false questions)
definition or “list” some things, written materials, a video,
• More sophisticated, interactive feedback in role-
or a simple eLearning course may be the right training
playing, simulation, or gamified eLearning courses
delivery method.
• An anonymous comments drop-box posted in a public
On the other hand, if an employee has to learn a place (that you then respond to in a public manner
complicated procedure, some hands-on field-based soon after)
training may be a better option. • The ability to write and send follow-up emails to an
instructor when training is over (and receive a helpful
response)
Method 3: Allowing for “Adequate Feedback”
A last thing to consider when selecting the training delivery • Other forms of communication and guidance
method is if the method will provide “adequate feedback” What does “adequate” mean?
to make sure the employees understand the materials. Next, let’s look at “adequate.” It stands to reason that some
Let’s take a look at two of the words in that sentence. We’ll trainings will require a LOT of feedback, and others won’t
cover both, but we’ll do it in reverse order. call for much feedback at all.
For example, your workers will probably have a lot of

What does “feedback” mean?
questions and concerns about a significant change to a
In the context of EHS training delivered to your employees,
safety regulation like the HazCom 2012/GHS example we
feedback can mean a number of things. These can include:
offered earlier. You might want to develop some form of provide other feedback, and then distribute written
instructor-led training that allows for a lot of feedback in documents as reminders or post-training references.
this case.
Likewise, if you’re implementing a new job procedure, the Instructional Materials

employee will probably benefit from a lot of feedback as The next step is to develop the training materials for both
well. But maybe in this case, some form of hands-on and/ the trainees and the trainer. These instructional materials
or on-the-job training with a supervisor providing real-time can include any number of things, such as:
feedback would be best.
• A trainee’s manual or student book for the emloyees
Of course, other cases may not call for as much feedback. • Any additional handouts for the employees
If you’re simply saying that smoking cigarettes is now • Materials of any format used during training, including
allowed only outdoors in designated smoking areas and written materials, photos, videos, eLearning courses,
explaining why, maybe a written document distributed to etc.
the workers, followed by a simple “Any questions?” is all • Hands-on exercises for employees to perform during
the training
that’s necessary.
• Evaluation tools (quizzes, test, questionnaires, role-
playing scenarios, procedure demonstrations, etc.)
Method 4: Blended Learning Solutions
• A trainer’s guide for the instructor (more on this below)
A final thing to keep in mind when selecting a training
delivery method is that a “blended learning solution” that Step 1: Instructional Materials for Trainees
makes use of more than one method maybe just what There’s a lot to be said about the best ways to create
you need. training materials that are truly effective. But here are a
Blended learning solutions use more than one type of few things to keep in mind:
training delivery for a given training need-for example, • Create training materials that fully cover your learning
you could assign an eLearning module, hold a follow- objectives and focus on nothing but
up instructor-led training to answer any questions and • Create training materials that make use of and appeal
to adult learning principles instruction, whether it’s formal instructor-led training in

• Consider creating training that includes these nine a classroom setting or field-based, on-the-job training
events of instruction that pairs the employee with an experienced worker, you
should create a trainer’s guide.
• Remember to consider a blended learning solution
• Use simple, conversational language Here are some things the instructor’s guide should include:
• Use training materials that include effective training • An outline
visuals (read this article and this article for more on • The learning objectives
that) • A list of any necessary prerequisites for the training
• Create effective training assessments that truly • Scheduled instruction time
determine if your employees can satisfy the learning • A list of any training aids and handouts
objectives (more on this later)
• Directions for running any demonstrations or activities
• Create a strategy now, during training development, that will take place during the training
for how you will evaluate the effectiveness of training
• A list of requirements for the training environment
• Identify and measure relevant key performance • Emergency evacuation procedures and routes, plus
indicators (KPIs) before the training the post-evacuation meeting area location
• Consider working with safety training development • Tools for evaluating the learning of the employees
professionals • A list of reference materials
• The date on which the training guide was published
Tip: If you want to check out one short, easy-to-read • A revision date, if that applies
book that’s full of great tips for creating effective training
materials, you could do worse than Design for How People The Source of the Training Content
Learn by Julie Dirksen–we recommend this one highly. Of course, one very important thing to think about while
developing training material is the information you’re
Step 2: Instructional Materials for Trainers trying to get across.
If your training will include some form of face-to-face
In particular, where will you get that information?
Remember to always use credible sources such as: Likewise, make sure the location matches the training
delivery method you’ve chosen. If you’re going to do
• Regulatory agencies (OSHA, MSHA, EPA, etc.)
instructor-led training, you’ll probably want to book a
• Government agencies (NIH, CDC, NIOSH, etc.)
quiet, out-of-the-way conference room instead of leading
• EHS professional organizations (ASSE, NSC, AIHA, etc.)
the training in the middle of the production floor.
• Recognized scientified principles
• EHS journals Of course, if you want to do some on-the-job training,
• Subject matter experts, including experts at your that conference room won’t work so well. And if you want
workplace to deliver online eLearning courses, you’ll want to make
• Employees sure the trainees have access to a computer in a quite
• Manufacturer recommendations and manuals environment with proper computer ergonomics.
• Site-specific information
There are a number of good books and websites that can
you help you select and set up the training environment.
Training Location The Association for Talent Development’s website is a good
You should also be sure that the training can be conducted place to start looking for those.
in an environment that is:
• Safe
Training Schedule
• Appropriate for the training delivery method chosen
The next step is to allocate an appropriate amount time for
Both points may seem obvious, but it’s worth noting and the training. Your schedule should include an:
ensuring nonetheless. For example, if you’re going to • Estimated duration for the entire training session
teach the HazCom 2012 chemical labeling requirements
• Estimated duration for each individual topic within the
and will have some flammable chemicals with you, don’t training session
schedule the training to take place in a room with an open • Time to address questions and concerns and to
flame (the example is exaggerated, perhaps, but you get provide “adequate feedback”
the point).
Provide a time estimate for the training based on: Training Evaluation Strategy
• The amount of material to cover After you’ve created those EHS training materials and
• The complexity of the material “set them loose in the wild,” you’ll want to monitor them,
• The learning objectives your employees must satisfy evaluate their effectiveness, and continually improve them.
• Regulatory or compliance factors
Although you’ll primarily evaluate the training after it’s
been delivered, you’ll have to do the upfront planning and
Trainer Qualifications some creation now.
Develop a list of the minimum criteria a person must
need to be qualified to lead the training. This will help you Before you do, it’s helpful to know that the standard
identify appropriate trainers for the particular topic and method for evaluating training is to use the Kirkpatrick
help ensure the right trainer facilitates each training. This Four-Level Training Evaluation, in which the training is
criteria might include: evaluated at the following four levels:
1. Reaction
• Subject matter expertise
2. Learning
• Training delivery skills
3. On-the-job behaviors
• Training and/or other professional certifications
4. Business results
• Compliance with specific regulatory requirements
(such as the MSHA Part 48 “Approved Instructor”
Level 1: Employee Reactions
requirements)
The first level of training evaluation is designed to gather
While you’re at it, come up with a desired ratio of trainers- reactions from the employees who completed the training.
to-trainees. You can use this later when you’re scheduling You can collect the reactions from employees by having
the session. them complete surveys that allow them to share their
opinions about the training.
Write those surveys now, during the training development
phase. You’ll hand them out and employees will complete the training if necessary
them during (or immediately after) training delivery. That
Don’t:
way you can use the information from the employee
• Ask employees if they “liked” the training or trainer
reaction surveys when you’re evaluating training and
• Ask “leading” questions (example: the training was very
continuously improving it.
good--agree or disagree?)
• Rely purely on “likert scale” questions (questions with
For more information, read this article on Writing Better answer options like 1-5 or strongly disagree/disagree/
Employee Reaction Surveys (Smile Sheets). neither agree nor disagree/agree/strongly agree)
Here are some DOs and DON’Ts for creating those surveys. Level 2: Employee Learning
The second level of evaluation focuses on testing the
Do:
employees after the training has been completed.
• Include some questions that allow employees to write
in their thoughts and suggestions Tests are typically of two types: knowledge and
• Focus questions on whether or not the employee performance-based. The type of evaluation you use at this
believes the training prepared him/her to work safely phase will depend on:
on the job
• Create answer options that range through a spectrum • The learning objectives
of negative and positive responses • The type of training delivery method you selected
• Create answer options with clear meanings
Knowledge tests focus on what employees know. These
• Create answer options that are clearly different from tests may be in the form of verbal discussion and/or
one another
Q&A sessions, written short-answers or essays, or tests
• Ask questions and provide answer options that
with question types such as true/false, multiple-choice,
will leave you with survey results that will help you
matching, sequencing, and others.
determine if the training was effective
• Ask questions and provide answer options that will Performance-based tests focus on having the employee
give you information to help you revise and improve demonstrate that they can perform a task properly and
safely. Typically, the trainer evaluates the employee’s Whatever your answer to these issues, your critiera for
performance of the task using a reference, checklist, rating valid training completion should:
scale, or similar evaluation guide that’s prepared during
• Be created before the training occurs
the training development phase.
• Be applied in the same consistent manner for all
Whether it’s a knowledge-based test or a performance- training sessions
based assessment, the purpose of the assessment is • Indicate a test score or a similar qualtitative measure
to determine if the employees can satisfy the learning of success
objectives from the training. Don’t fall into the trap of • Include standards for minimum attendance and
providing training but never determining if your learners participation
“get it.” Reliable and Valid Tests
You’ll also have to give some thought to the criteria for It’s important to remember that training evaluations at
successful training completion. In other words, what does level 2 should be both “reliable” and “valid.” Here’s what
an employee have to do to “pass” the training? those terms mean:
• Reliable: Gives consistent results over time

The answer will depend on the training need and the
• Valid: Accurately reflects the knowledge, skills, abilities,
learning objectives, since the objectives state what the
or attitudes specified in the learning objective
employee should be able to do after the training is over.
But there may be some additional variables to consider Level 3: On-the-Job Behaviors
at this point too. For example, if you want your learners The third level of evaluation focuses on whether or not the
to be able to do something, do they have to do it every workers apply the EHS training when they’re back on the
time, or something like 95 times out of 100? Or, if you want job after training.
the employee to demonstrate knowledge, how do they
After the training, you’ll want to go out into the field and
do that--by repeating it to you once, or by scoring 80%,
observe their behaviors to see if this is true. It may help
90%, or 100% in a written test? (These points would be
to develop some form of written guideline now of what
addressed in the “degree” of your learning objective.)
to look for in the future, when the training is done and • Near-misses
workers are back on the job. • Missed work days
• Production downtime due to EHS issues
In addition, you may want to observe the workers’ current
• Insurance costs
on-the-job behaviors so you see the current state and the
• Worker’s compensation costs
skill gap.
Finally, it’s a good idea to communicate with the workers’ You’ll want to identify any business goal you hope your
managers so they’ll know the intention of the training and training will affect, learn which KPI is used to measure
so they can help support and reinforce the training when progress toward that goal, and get current data on that
the workers have been trained and are back on the job. KPI so you can later compare the post-training data and
determine if the training had the desired positive effect.
Level 4: Business Results
The fourth and final level of evaluation focuses on whether Completion Requirements
or not the EHS training had a measureable positive effect There are a number of things to plan in advance to help
on a business goal. employees successfully complete their training. These
Business goals to monitor at the highest level may include include:
things like revenue, cost, profit, and production, all of • The possibility of completing and passing a pre-test to
which EHS training can influence. opt out of training
Business goals that are closer to home for EHS, and that • The passing score on a test
EHS can more directly influence, include: • Successful performance on skill assessments
• Incident rates • Remediation for employees who don’t pass the initial
• Fatalities assessment (test or skill assessment)
• Injuries
• Illnesses Let’s look at each.
Pre-Test successful, passing performance looks like and includes

In some cases, you may want to allow employees to (and perhaps what it does not include).
complete a pre-test and, if they score well enough, opt out
of the training. It’s important to check first to be sure this Remediation for Employees Who Fail the
doesn’t violate any regulatory requirements. Initial Test or Assessment
Your completion criteria may also include alternative
If you do want to do this, develop the pre-test, including
procedures that can be followed by employees who fail to
the passing score, during this phase. The pre-test should
satisfy the completion criteria. This may mean completing
be very similar to the test employees would take after
a full retraining or getting some remedial help.
training (though it would be a best practice to not use
the same test, to reduce the chances of other employees
getting the test before they take the training).
Passing Score (for Tests)

If your employees must take a test after training, set
a standard for what it means to “pass” the test when
creating your training evaluation. That passing standard
should be directly linked with your learning objectives,
which state what the employee should be able to do after
the training is over.
Successful Performance for Assesment & Skill

Demonstration
If instead of a knowledge-based test, you’ll have employees
demonstrate a skill or procedure to pass the training,
develop a set of critieria that clearly spells out what a
Continuous Improvement
Strategy
Once you’ve rolled out a training program, you’ve got to periodically review
it to ensure it’s up to date and effective. And you’ve got to revise it when
necessary.
Begin making plans to do this now. As far as keeping your training up to

date, you’ll need to keep tabs of all the stuff you’d expect:
• Injury, illness, and near-miss reports

• Revised JHAs
• Regulatory changes
• New procedures and processes
• New equipment
• More
And that means you’ll want to make sure these are in place now,
that they’re being measured (when relevant), and that you know the
measurements now so they can act as a baseline after training.
Remember to use the data from the four levels of evaluation we covered
earlier during your continuous improvement efforts.
PART IV DELIVERING EFFECTIVE
EHS TRAINING
This section will discuss aspects of EHS training delivery, which will cover the
following topics:
• Traits of effective EHS trainers

• Planning and preparing to deliver EHS training
• Training delivery
• Managing the learning environment
PART IV: DELIVERING EFFECTIVE EHS TRAINING
Effective EHS Trainers

Effective EHS trainers should:
1. Possess a measure of subject matter expertise

2. Have training delivery skills
3. Have training delivery experience
4. Improve their knowledge and skills through work experience and
continuing education
5. Be able to document their qualifiations
First, they should be subject matter experts. The standard says they “shall Machine Guarding
have an appropriate level of technical knowledge, skills, or abilities in the
subject they teach.” So, they don’t have to be subject matter experts in the
way that Einstein was a subject matter expert on physics. But, they need to
know their stuff. “Appropriate” seems to be the key word here.
Next, they should be experienced trainers with training delivery skills.

This should include a particular emphasis on knowing and applying adult
learning principles while delivering training.
Also, the trainers should maintain and improve on their knowledge and
skills through a combination of work experience, continuing education, and
other professional development opportunities.
Finally, trainers and training program administrators should create and

store documents that show how EHS trainers comply to these expectations.
This can include resumes, continuing education certificates, licenses,
registrations, and/or simple experience sheets.
Trainer Planning and

Preparation
The trainer should plan and prepare in advance of the training. Most
notably, this means making sure the trainer:
• Meets the qualifications for an effective, appropriate trainer listed

above
• Knows the course’s learning objectives
• Is familiar with the course’s training materials
• Knows how to use the primary training delivery method and the
backup/alternate delivery method
• (This final point is for instructors in virtual training environments) A
virtual training instructor will have practiced training in the virtual
environment enough to be completely familiar with the delivery
system and be familiar with backup plans in case of a malfunction and/
or technical error
Training Delivery judgement

• Be flexible in tone and pace to accomodate the
learning needs of the employees at the training
Two things the EHS trainer should pay especially close
• Do what’s necessary to coach, counsel, and guide
attention to while delivering training are:
the employees to make the learning experience as
• Applying adult learning principles effective as possible
• Fostering communication and ensuring adequate • Respect, value, and appreciate the different levels of
feedback experience that the employees bring to the training
• Encourage active participation from all employees in
Adult Learning Principles the training
The EHS trainer should use adult learning principles while
leading the training. Next, a set of slightly different adult learning principles
based on the list by learning theorist Malcom Knowles (this
Depending on where you look, you’ll see slightly different set focuses on traits of the adult learners that the trainer
sets of adult learning principles. While they all are similar, should appeal to). According to this list, adult learners:
sometimes the differences are interesting. We’ll present
• Are self-directed
two sets below.
• Have life experiences
First, the set of adult learning principles listed in ANSI • Are goal-oriented
Z490.1 (this set focuses on what the trainer should do to • Are task-oriented
appeal to the adult learners). According to this list, trainers • Want to learn within their own schedule
should:
• Learn when motivated
• Treat employee in training with respect • Want to feel respected
• Recognize and respond to their individual learning
styles/preferences
• Manage difficult situations by exercising appropriate
Communication and Feedback

When EHS training is being designed and developed, it’s important to
give thought to and build in opportunities for communication with the
trainees. This includes feedback, such as answering questions, addressing
objections, and coaching or guiding employees as they learn to perform
job skills safely.
But it’s up to the EHS trainer to ensure that communication and feedback
takes place.
Trainers must foster an environment that encourges and supports

questions and comments, and they should build in opportunities for
practice and feedback.
To do this, try to focus on asking workers questions instead of merely

lecturing to or talking at them.
Finally, remember to always create an atmosphere in which the learners

feel safe asking questions; never make fun of or shame people when they
ask something.
Managing the Learning

Environment
Trainers must manage the learning environment during the training. That
includes making sure the training environment is safe, of course, but also
that it’s an appropriate environment for learning in general and for learning
the given topic in specific.
Trainers must ensure:
• Conditions are always safe

• Noise levels are low enough that trainees can hear properly
• There’s access to water and restrooms
• The temperature, air quality, and climate is appropriate and
comfortable
• Lighting and visibility are suitable
• There’s enough seating
• There’s enough work area for the training
• The training creates no ergonomic hazards
• There’s a planned evacuation route and enough emergency exits, and
all in attendance know what to do in event of an emergency
• There’s a way to call for emergency medical assistance if required
• The desired teacher/learner ratio can be accommodated
PART V EVALUATING EHS TRAINING
You can’t just deliver EHS training, leave it at that, and Evaluation of training once it’s been delivered includes
do nothing else. Well, you CAN, but it’s not a good idea. three aspects:
Instead, you’ve got to evaluate the training. 1. Familiarity with evaluation strategies created during
design & development phases
As you probably guessed, the purpose of evaluating EHS
2. Evaluation responsibilities after training, in both
training is to see if it the training was effective. Are your
short- and longer-term time frames
employees “learning” from the training? Does the training
3. Use of evaluation data as part of continuous
lead to the desired change in their behaviors? Has the improvement efforts
training had a positive effect on key EHS metrics or even
We’ll look at each of the three in this section.
on key company metrics? Does one or more individual
employee need additional help after the training? Do you
need to modify the training and deliver it again?
PART V: EVALUATING EHS TRAINING
Knowing Evaluation
Strategies
An EHS trainer who’s leading an EHS training session
must be familiar with and carry out the evaluation
strategies created during the EHS training design and
development phases as described earlier in this guide.
That includes being familiar with the following:
• Pre-test, if applicable
• Learning objectives
• Tests for knowledge or skills, including how to deliver
and how to evaluate them
• Passing scores/completion requirements
• Employee reaction survey
• Methods for observing later on-the-job behaviors
• Methods for evaluating effect of training on
business goals
Evaluation tasks
As discussed earlier, it’s common to think of evaluation at four levels or
stages. That evaluation typically occurs at two different times:
• The day of training (levels 1 and 2)

• The days/weeks/months after training (levels 3 and 4)
Let’s look at each.
Evaluation Responsibilities on the Day of

Training
The EHS trainer will have to carry out a number of tasks related to
evaluation during the actual training session itself, or immediately
afterward.
In the Kirkpatrick evaluation model, these correspond to levels 1 and 2,

which includes:
• Correctly identifying each trainee who’s being evaluated

• Delivering pre-tests, if applicable (ensure this is acceptable within
relevant regulatory context)
• Evaluating pre-tests using completion criteria developed during
training design to see if workers who did take the pre-test successfully
tested out of training
• Delivering knowledge tests
• Observing and evaluating performance tests. Trainers impress upon them that their input is desired solely
must do this according to an objective standard/ to improve training and that it will be used in that way
performance expectation that was created during (and that way only).
training design & development. If there’s just one • Providing trainees with the results of any training
trainer doing evaluation, it’s important that the evaluation. The worker should then have the
one trainer evaluate all trainees in the same fair opportunity to use this feedback as a way to ask for
and objective manner. If there are multiple trainers more information, help, or practice.
doing evaluation, they all must evaluate all trainees
• Providing trainees who do not pass the first time with
according to the same objective standard.
additional assistance and/or more training until he or
• Providing trainees with the results of any training she can satisfy the objectives.
evaluation. The worker should then have the
• As regulations require, workers should be periodically
opportunity to use this feedback as a way to ask for
re-trained and re-evaluated.
more information, help, or practice.
• Ensuring that evaluation complies with any industry Evaluation Responsibilities in the
standard and/or regulatory requirement. For example,
regulations often specify a minimum acceptable level
Days/Weeks/Months After Training
of training (although it’s always OK to exceed those Training evaluation doesn’t end on training day. Instead,
requirements). there are more evaluation duties to be carried out. In
terms of the Kirkpatrick four-level evaluation model, these
• Handing out or otherwise allowing workers to
correspond to levels 3 and 4.
complete the worker reaction survey after training.
Remember that in many cases, workers will want
Observing On-the-Job Behaviors
to do this anonymously and/or won’t want to hand
In the days, weeks, months, and even years after training,
a completed survey directly to the trainer. Create
it’s important to observe the employee’s real on-the-
some form of mechanism to make workers feel their
job behavior at the workplace to see if the employee
responses are anonymous, assure them of that, and
is correctly applying the knowledge, skills, abilities, or
attitudes the training was intended to convey. Remember, any claims that your training had an impact
will be more persusasive if you have data from before the
This can be done during daily safety walks, and can
training, too.
also be addressed in weekly safety meetings with the
employees. It’s also fine to schedule specific times for You can do this by analyzing key performance indicators
these observations. Be sure to create some mechanism for (KPIs) such as safety behaviors; safety records;
recording these observations as well, even if it’s as simple implementation of preventive measures; increased use
as a notebook and paper. of PPE; reduction in injuries, illnesses, and near-misses;
reduction in workman’s comp claims; and increased
The observations may include a comparison of behaviors
regulatory compliance.
from before and after training, and can include
observations from customers and coworkers. You may also be able to determine and demonstrate that
your EHS training had an effect on business KPIs such as
Part of this evaluation task includes providing recognition
profit, revenue, expenses, and ROI.
to workers who are applying the training, refresher/
reminders to workers who are not, and, if workers aren’t
applying the training, investigating why (in some cases,
it may be something unrelated to training, such as a
manager on the floor telling workers to ignore the safety
training).
Analyzing Effect on Key Business Goals

It’s also important to measure and track key business goals
after the training, compare them to measurements made
before the training (as a benchmark), and try to determine
if the EHS training had any impact.
Continuous Improvement
of Training
You don’t do all of that evaluation just for the sake of evaluating.
Instead, use the evaluation data to determine if the EHS training has been
effective or not, and if it can be improved.
If your data suggests that any aspect of your training--design, development,

or delivery; course content; selection of training delivery methods;
additional training materials; assessments; learning environment; etc.--can
be improved, work to make the training better and more effective.
Remember to consider using information from incident investigations,

job-site observations, safety audits, and inspection data as well in your
continuous improvement efforts.
PART V DOCUMENTATING AND
RECORDKEEPING
It’s necessary to set up a system for creating and storing On the issue of maintaining records for a specified time
all EHS training records and documentation. This should period, the amount of time that records should be kept
guarantee that: may be mandated by legislation, regulations, and/or
company policy.
• The records are easy to retrieve and identify and are
maintained in an orderly fashion Your company’s written training plan should include
• The records are current, accurate, legible, and dated, procedures for document control of these documents and
and that the dates include revision dates when records.
appropriate
• The records satisfy relevant/applicable regulatory and/
or legislative requirements
• The records are maintained for a specified time period
PART V: DOCUMENTATING AND RECORDKEEPING
Records of What?
When you think of EHS training and recordkeeping, you
may immediately think of records of who’s completed
training.
That’s important, but it’s not everything. Specifically, those

records are to cover the following phases of training:
• Development of EHS training

• Delivery of EHS training
• Evaluation of the training program
Let’s look at the requirements for each in more detail.
Records of EHS Training Development

You may not have thought that you’d need to keep records
of this phase, but Z490.1 says you should. Those records
should include:
• Your target audience

• The learning objectives
• Sources used to develop your training materials
• The person(s) designing and developing the training
materials
• The qualifications of the person/people developing the
training materials
• All training materials developed for a course • Records of your actual training evaluations
• Plans for evaluating and the continuous improvement • Records of periodic reevaluation of the course
of the course
In addition, keep records of what you did with that training
Records of EHS Training Delivery evaluation data--show how you used the data as part of
Now this one may be less of a surprise. You probably your continuous improvement efforts.
figured you’d have to keep records of your training delivery
and completion. Confidentiality and
Even given that, you may be surprised by the information
the standard suggests recording. This includes: Availability
• Date of training Your written training plan should include procedures
• Location of training for both the availability of training records and their
• Duration of training confidentiality.
• Name and description of course
More specifically, the standard states that your EHS
• Names of person(s) delivering training training records must “meet regulatory requirements for
• Qualification of that person(s) availability, disclosure, confidentality, and protection of
• Delivery method used for training trade secrets.”
• Trainees attending/participating
• Trainees who successfully completed the training
Issuing Credits and
Records of EHS Training Evaluation
Finally, you should create and maintain documentation
Certificates
of your training evaluation(s). Evaluation records should In some cases, you may issue credits and certificates to
include: employees who have completed training. The standard
says that “no credits or certificate of training shall be
issued unless the criteria for completion have been met by

the trainee.”
It also says that if the training provider does issue credits

for completed training, “they shall be issued in accordance
with recognized established standards, regulations, or
industry protocols.” (7.4.2)
When issuing a certificate or written documentation

Certificate of
TRAINING
that signifies completion of a course to the trainee, the
certificate must include:
• Trainee’s name
• A unique number that identifies the trainee
• Course title
• Date and hours of instruction
• Statement that trainee has successfully completed the
course
• Number of credits, if issued
• Name and address of the training provider
• Date the periodic refresher course is due (if required),
or the completion expiration date
• The level of training or type of certificate awarded (if
applicable)
• Any other information required by any related
regulation
• Signature of BOTH trainee and training provider
V
PART VIi CONCLUSION

PART VIi: CONCLUSION
ANSI Z490.1, the national standard that spells out Criteria for Accepted
Practices in Safety, Health, and Environmental Training, provides a roadmap to
more effective EHS training.
And this guide provides a roadmap to following Z490.1, hopefully making
EFFECTIVE it easier to follow and providing helpful examples as well as links to many
more helpful resources.
EHS We hope this guide has been informative and wish you well as you begin
the process of benchmarking your existing EHS training program against
this standard (or perhaps beginning to create an EHS training program).
TRAINING And of course, most importantly, we hope this guide helps you create
effective EHS training that has real, positive effects and leads to a safer,
healthier workplace.
Remember that the most important reason to provide effective EHS

training is to protect the safety and health of workers and the beauty of
our environment. But in addition, know that well-administered EHS training
programs, like EHS programs themselves, bring with them a significant
positive return on investment (ROI), making the investment you put into
EHS worth it many times over.
Good luck with your efforts!
INDUSTRIAL-STRENGTH
Safety Training
management
The Convergence LMS is a web-based software system
that administers your entire EHS training program,
including training that occurs “offline” and online. It’s
designed specifically for industrial and manufacturing
facilities and can be used to manage all training, not just
EHS. It makes the following a snap:
• Assigning
• Notifiying
• Delivering
• Tracking
• Storing records
• Reporting
• And lots more
Learn more about our

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EFFECTIVE EHS TRAINING

How to Manage, Design, Develop, Deliver, and Evaluate

14. Training Delivery

4. Aspects of an EHS Training Program PART V: EVALUATING EHS TRAINING

6. EHS Training Program Evaluation 17. Evaluation Tasks

18. Continuous Improvement of the Training

9. Prerequisites 20. Confidentiality and Availability

11. Continuous Improvement Strategy

• General Safety & Health

Learn More About Our

Fortunately, we’ve got ANSI Z490.1 to help us.

Environmental Training,” provides a national standard for creating,

ANSI and ANSI Z490.1 Who created ANSI Z490.1?

FAQs the American Society of Safety Engineers.

Where can I find and read ANSI Z490.1?

There are also four annexes:

ANSZI Z490.1 SCOPE,

• Training program management

• Creating a clear understanding of who’s responsible and who’s

But what does it mean to be “responsible” and what does it

• Responsible: The person who supplies that aspect

• Establishing a training management system for

the training industry.

• Evaluating the EHS training to determine if it’s

Managing & Administering

• Admin & management personnel to administer and manage the EHS

• Program management, including accountability and

But hold on. When you’ve got a problem, it’s easy to

Before you rush into training creation, and possibly waste

In rough terms, we can break the training needs analysis

• Is EHS training the right or best solution to this

We’ll explain each step in the following pages.

If EHS Training Is Needed, Gather • Applicable regulatory requirements (federal, state,

»» Preferred learning methods • Consulting with safety committee

• Site-specific information to include in the training

A learning objective is something the employee should know or be able

Four-Part Learning Objectives: ABCD

Let’s look at each of those four parts now.

Regardless, remember that each learning objective states something that

This is the “WHO?” of your objective.

B Is for Behavior C Is for Condition

Finally, the behavior should be something that any D Is for Degree

This is the “WHAT?” of your objective.

OBJECTIVES Let’s get back to that.

SMART Learning Objectives

A common mistake to avoid is trying to measure subjective values that can’t

A Is for Achievable Click for more on SMART learning objectives.

Read more on performance-based learning objectives and

Click the following link to read a summary of how to use

For example, try to hold training on a topic immediately or

What background, experience, knowledge, skills, and

Create a list of the course prerequisites necessary to

COURSE DESIGN &

In this phase, you’ll consider:

• The training delivery method

Let’s take a closer look to see what each of these are

Method 2: Appropriate to Learning Objective • Q&A sessions during instructor-led training

For example, your workers will probably have a lot of