Criteria for Accepted Practices in Safety,
Health and Environmental Training
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ANSI/ASSP Z490.1-2016
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The information and materials contained in this publication have been developed from sources believed
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accredited Z490 Committee or individual committee members accept no legal responsibility for the
correctness or completeness of this material or its application to specific factual situations. By publication
of this standard, ASSE or the Z490 Committee does not ensure that adherence to these
recommendations will protect the safety or health of any persons or preserve property.
ANSI®
ANSI/ASSE Z490.1 – 2016
Criteria for Accepted Practices in
Safety, Health and Environmental Training
Secretariat
American Society of Safety Engineers
520 N. Northwest Highway
Park Ridge, IL 60068
Approved December 7, 2015
American National Standards Institute, Inc.
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American National Standard
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Published January 2016 by:
American Society of Safety Engineers
520 N. Northwest Highway
Park Ridge, IL 60068
(847) 699-2929 • www.asse.org
Copyright ©2016 by American Society of Safety Engineers
All Rights Reserved.
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American
National
Standard
Foreword (This Foreword is not a part of American National Standard Z490.1 – 2016.)
Safety, health and environmental training is an important element of an effective overall safety, health and
environmental program.
Historically, safety, health and environmental training has been specifically addressed by only a few
regulations with limited scope, such as asbestos, hazard communication and storm water management.
The regulations usually specify the technical topics to be covered in a training course, but do not stipulate
how to adequately design, develop, deliver and evaluate training.
This standard covers all facets of training, including training development, delivery, evaluation and
management of training and training programs. Thus, the criteria were developed by combining accepted
practices in the training industry with those in the safety, health and environmental industries. The
standard is intended to apply to a broad range of training and training programs.
Industry employers may use this standard to assess the services of external training providers or to audit
or improve their own corporate training programs. Training providers may use the standard to assess and
improve their training services. This standard may also be used as a basis for development and
management of training and training programs, with the annexes and references providing additional
information and detail.
Governmental regulations specify mandatory requirements for various safety, health and environmental
training. Likewise, the training program may be embedded in a larger safety, human resources or other
organizational structure. As a broad-based voluntary consensus standard, this document complements
the regulations and organizational policies. However, compliance with this standard does not ensure
compliance with governmental regulations or organizational policies, or vice versa.
The Z490 Committee solicits public input that may suggest revisions to the standard. Such input should
be sent to the Secretariat, American Society of Safety Engineers, 520 N. Northwest Highway, Park Ridge,
IL 60068.
This standard was developed and approved for submittal to ANSI by the American National Standards
Committee on Criteria for Accepted Practices in Safety, Health and Environmental Training, Z490.
Committee approval of the standard does not imply that all members voted for its approval. At the time of
its approval, the Z490 Standards Committee consisted of the following members:
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The charter of the American National Standards Committee Z490 on Criteria for Accepted Practices in
Safety, Health and Environmental Training was accredited by the American National Standards Institute
on April 1, 1998. This standard grew out of the recognized need for improvement in safety, health and
environmental training. Quality training is required to ensure that workers and safety, health and
environmental professionals have the knowledge, skills and abilities necessary to protect themselves and
others in the workplace.
Organization Represented
AHMP – Association of Hazardous Materials
Professionals
Alexander & Schmidt
Name of Representative
Carl Heinlein, CSP, ARM, CRIS
Reggie Suga, CHMM
Scott Patterson
James Schmidt
American Association of Occupational Health
Kay Campbell, Ed.D., RM-C,
Nurses, Inc.
COHN-S, FAAOHN
Mary Gene Ryan, MPH, BSN,
COHN-S/SM, CSP, FAAOHN
American Industrial Hygiene Association
Susan Marie Viet, Ph.D., CIH, CET
Karin Wetzel, MSPH, CIH
American Society of Safety Engineers
John Mroszczyk, Ph.D., P.E., CSP
Frank Perry, P.E., CSP
Arizona State University
Jonathan Klane
Fredi Doerstling
Association of Energy Services Companies
Steve M. Olson, CSP
Ken Houston
BCSP - Board of Certified Safety Professionals
Treasa Turnbeaugh, Ph.D., CSP
Bresnahan Consulting Associates
Thomas F. Bresnahan, CSP
Thomas E. Heebner, CSP, ARM
Covestro LLC
Terry L. Ketchum
CPWR – Center for Construction Research & Training Everett “Gene” Daniels, Jr.
Don Ellenberger
Edison Electric Institute
Charles J. Kelly
Janet Fox
Educational Resource Centers
Mitch Rosen
Joshua Scott
Fortis Energy Services, Inc.
Jeffrey Painter
ICWUC - International Chemical Workers Union Council Bruce Mahan
Indiana University of PA
Samuel J. Gualardo, CSP
International Training Consortium (ITC)
Charlotte L. Grove, CET, CIT
Laborers-AGC Education & Training Fund (AFL-CIO)
William Bergfeld
Lion Technology Inc.
Scott Dunsmore
National Environmental Safety and Health
Bruce Guiliani, CSP, CET
Training Association
Ronald J. Snyder, M.Ed., CET, CSP
National Fire Protection Association
Guy R. Colonna, P.E.
National Institute of Environmental Health Sciences
Joseph T. Hughes, Jr.
National Institute of Occupational Safety & Health
National Safety Council
JoAnn Dankert, CHMM, CET
Wesley Scott, Ph.D., P.E.
National Safety Management Society
Carl R. Metzgar
National Safety & Transportation Institute
Dennis R. Andrews, Ph.D., PSP, CECD
OIHS, Inc. - Occupational and Industrial Health
Thomas L. Roberts, CIH, CSP,
Systems
CHMM, REM
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John W. Mroszczyk, Ph.D., P.E., CSP, Chair
Frank Perry, P.E., CSP, Vice Chair
Ovidiu Munteanu, Secretary
Timothy R. Fisher, CSP, CHMM, ARM, CPEA, Assistant Secretary
Dan McNeill, Assistant Secretary
Jennie Dalesandro, Administrative Technical Support
OSHA Training Institute Education Center, Rocky
Mountain Education Center
Pamela R. Huck, Inc.
Petroleum Education Council
SPAN International Training LLC
Sulphur Institute
Texas Engineering Extension Service, Member of
the Texas A & M University System
T-JENS & T-JENS, Inc.
United Auto Workers
United Safety Associates
University of Illinois at Chicago
U.S. Air Force
U.S. Army Safety & Preparedness Center
U.S. Army Corps of Engineers
U.S. Coast Guard
Vector Risk & Safety, LLC
Vista Training, Inc.
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Pamela Huck, CSP
Charles A. Simpson
Jack Barnidge, CSP, CET
Chip Darius, OHST, CET, CSHO
Mike C. Wright, P.E., CPE, CSP
Mark Williams
Daniel J. Snyder
Traci Snyder
Harold H. Weber, Jr., P.E.
David Aistrup, CSHO
David Schaller
Joel N. Tietjens, CSP, CSHM
Luis Vazquez
Steve Shepard
Frank D’Orsi, MS, CSP, ARM
Daniel Scorza
Leslie Nickels
Mark S. Kantorowicz
Robert Baker
Brenda Miller, Ph.D.
Wendy Downing
Karl A. Anderson
David E. Milligan, CSP
Melburn R. Dayton, MS, MHS
Gregory L. Smith, CSP
Angela Remington
This document is copyright protected and may not be reproduced or distributed to any other party
Property Casualty Insurers Association of America
Safety Priority Consultants, LLC
Safety Through Engineering Inc. (dba STE)
Gary Lietz, Ed.D., CSP
Contents
SECTION .............................................................................................. PAGE
Annexes:
Preface to Use of Annexes....................................................................... 30
Annex A References ............................................................................... 31
Annex B Training Course Development Guidelines ................................. 32
Annex C Safety, Health and Environmental Trainer’s Checklist .............. 39
Annex D Virtual Learning ........................................................................ 45
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1. Scope, Purpose and Application.......................................................... 9
1.1 Scope ......................................................................................... 9
1.2 Purpose ...................................................................................... 9
1.3 Application .................................................................................. 9
2. Definitions ........................................................................................... 9
3. Management of a Comprehensive Training Program ......................... 10
3.1 Accountability & Responsibility .................................................. 11
3.2 Minimum Training Requirements ............................................... 11
3.3 Resource Management and Administration ............................... 12
3.4 Program Evaluation ................................................................... 13
4. Training Program/Course Development ............................................. 15
4.1 Training Development................................................................ 15
4.2 Needs Assessment .................................................................... 15
4.3 Learning Objectives ................................................................... 16
4.4 Course Design ........................................................................... 16
4.5 Evaluation Strategy ................................................................... 18
4.6 Criteria for Completion ............................................................... 18
4.7 Continuous Improvement of the Training Course ....................... 19
5. Training Delivery ................................................................................ 19
5.1 Trainer Qualifications ................................................................. 19
5.2 Training Delivery Methods and Materials ................................... 20
6. Training Evaluation............................................................................. 23
6.1 General Criteria ......................................................................... 23
6.2 Evaluation Approaches .............................................................. 24
6.3 Continuous Improvement ........................................................... 26
7. Documentation and Recordkeeping ................................................... 27
7.1 Systems and Procedure ............................................................ 27
7.2 Records ..................................................................................... 27
7.3 Record Confidentiality and Availability ....................................... 28
7.4 Issuing Certificates .................................................................... 29
Explanation of Standard
The left column, designated “Standard Requirements,” is confined solely to these requirements. The right
column, designated “Explanatory Information,” contains information that is intended to clarify the
standard. This column is not a part of the standard.
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American National Standard Z490.1 uses a two-column format to provide both specific requirements and
supporting information.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
AMERICAN NATIONAL STANDARD Z490.1
CRITERIA FOR ACCEPTED PRACTICES IN
SAFETY, HEALTH AND ENVIRONMENTAL TRAINING
EXPLANATORY INFORMATION
(Not part of American National
Standard Z490.1)
1.
SCOPE, PURPOSE AND APPLICATION
1.1
Scope. This standard establishes
criteria for safety, health and environmental
training programs, including program
management,
development,
delivery,
evaluation and documentation.
1.2
Purpose. The purpose of this
standard is to provide criteria for accepted
practices for safety, health and environmental
training
programs
including
development, delivery, evaluation and
program management.
1.3
Application. This standard is
recommended for application by training
providers of safety, health and environmental training.
1.3.1
If any of the provisions of this
standard are not applicable, the other
requirements of the standard shall still
apply.
1.3.2
This standard applies to all safety,
health or environmental training, whether
separate or a part of other training.
2.
DEFINITIONS
2.1
Certificate. A written document
attesting to the successful completion of a
training event by an individual trainee.
2.2
Competent
Training
Professional. A person prepared by education,
training or experience to develop and
implement various elements of a training
program.
9
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STANDARD REQUIREMENTS
AMERICAN NATIONAL STANDARD Z490.1 – 2016
2.3
Credit. A quantitative measure of
units of training completed.
2.5
May.
statement.
Denotes
a
permissive
2.6
Shall.
requirement.
Indicates
a
mandatory
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2.4
Learning Objective. Written statement of the desired knowledge, skill or
ability to be demonstrated by trainees.
2.7
Should. Indicates a recommendation which is advised but not required.
2.8
Trainer. The person who delivers a
training event.
2.9
Training. Any activity provided to
trainees to gain, improve or retain specified
knowledge, skills or abilities.
2.10
Training Course. Instructional
materials designed to be delivered as a
single unit of training.
2.11
Training Event. Delivery of a
training course or portion thereof.
2.12
Training Program. An established
system of managing, developing, delivering,
evaluating and documenting safety, health
and environmental training.
2.13
Training Provider. Any person,
organization or other entity performing a
training program activity. In some instances,
different persons may perform portions of
the role of the training provider.
2.14
Virtual Learning. Also referred to
as distance learning, any platform that
allows for the online delivery of synchronous
or asynchronous instruction to a remote
audience.
3.
MANAGEMENT OF A COMPREHENSIVE TRAINING PROGRAM
This
section
provides
the
E3
Training programs are most
effective and efficient when included in a
comprehensive safety, health and environmental management system/ program. It
necessary
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AMERICAN NATIONAL STANDARD Z490.1 – 2016
elements of a managed comprehensive
training program.
Training programs are most effective and
efficient when integrated in a comprehensive safety, health and environmental
management
system/program.
As
a
minimum, the program should include:
•
responsibility and accountability for the training program;
•
resources available
trainer and trainees;
•
delivery strategy(ies) appropriate and effective for the
learning objectives;
•
appropriate evaluation strategy(ies) included in all training;
and
•
a system to evaluate the
overall quality of the program
managed to ensure consistency and continuous improvement.
to
It is important to remember that training
alone cannot ensure a safe, healthy and
environmentally sound work environment,
nor can it ensure regulatory compliance.
Examples of effective management systems
are provided under the ISO 14001 and
14004 management programs. See Annex
A for references on training development
programs.
the
3.1
Accountability and Responsibility. Responsibility and accountability for
each element of the training program shall
be clearly identified.
E3.1
The responsible individual(s) that
will be providing each element of the
training program should be defined.
Similarly, the individual(s) that will be
answerable for each element of the training
program should be identified.
3.2
Minimum
Training
Requirements. The training program shall, at a
minimum, include the following elements:
E3.2
In addition, a management system
should be established and maintained. The
management system should be established
in accordance with recognized standards.
See Annex A for references on management systems.
•
training
development
and
needs assessment including
learning objectives, course
design and format, resource
materials and criteria for course
completion in conformance with
Section 4;
•
training delivery in conformance with Section 5;
11
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should be noted that the ANSI/ASSE Z10
standard provides one example of a
structure for an effective management
system. Such a system is designed to
ensure that training is in an integrated
program rather than a series of non-related
training events. Integrating the training into
the overall management system also
ensures that the training is properly
supported by the organization.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
training evaluation and a
continuous improvement in
conformance with Section 6;
•
documentation and recordkeeping in conformance with
Section 6; and
•
a written plan documenting
how the above elements will be
accomplished.
3.3
Resource
Administration.
Management
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•
and
3.3.1
The training program shall be
planned and implemented to ensure that:
•
personnel are assigned and
supported to ensure adequate
program administration and
management;
•
budgets are available to fund
all elements of the training
program;
•
competent training professsionals are available for the
development, delivery and
evaluation of training;
•
expertise for virtual training
delivery shall include IT technical support for the platform
and delivery system, in addition
to content expertise;
•
the requirements of federal,
state and/or local agencies are
met, if the training is required
by such standard or regulation;
•
technical expertise and information references are sufficient
for the development and
delivery of training and for
follow-up reference by trainees;
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AMERICAN NATIONAL STANDARD Z490.1 – 2016
suitable facilities are available
for all training events;
•
technology, such as presentation equipment, virtual learning
delivery platforms, practice
equipment and personal protective equipment, is available
to be used as needed for each
training event; and
•
adequate information is maintained to provide a history of
training events and trainee
completion.
Program Evaluation.
3.4.1
The
training
provider
shall
periodically evaluate the training program.
This evaluation should be performed at a set
frequency.
E3.4.1 A program evaluation may be
necessary following certain workplace
events such as a serious accident, a fatality,
regulatory inspection, etc.
3.4.2
The elements to be evaluated
shall, at a minimum, include:
E3.4.2 When evaluating training program
management, some of the functions to
review include, but are not limited to:
•
training program management;
•
training process;
•
training results; and
•
quality of the trainer and their
methods of delivery
•
accountability;
•
responsibility;
•
development;
•
delivery; and
•
evaluation processes.
When evaluating the training organization
and administration, some of the elements to
review include, but are not limited to:
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•
staffing;
•
budgets;
•
facilities;
•
equipment;
•
documentation;
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3.4
•
AMERICAN NATIONAL STANDARD Z490.1 – 2016
•
recordkeeping.
•
clarity and appropriateness of
training goals;
•
relevance of training goals to
trainees;
•
learning objectives;
•
content and methods that
support the learning objectives;
•
adequacy of the
environment; and
•
training effectiveness.
learning
Training results should be used to improve
the training program. When analyzing
training results, some of the elements to
review include, but are not limited to:
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•
a definite plan of action for
training employees;
•
a plan for conducting regular
needs assessments;
•
support for lifelong learning;
•
adequate funding;
•
program manager competence;
•
links among training program
elements;
•
the provision for training program long-term and strategic
planning; and
•
a
system
for
identifying
competing demands, and the
ability to set priorities.
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When evaluating the training process, some
of the elements to review include, but are
not limited to the:
AMERICAN NATIONAL STANDARD Z490.1 – 2016
4.
TRAINING PROGRAM / COURSE
DEVELOPMENT
E4
See Annex B for additional
guidelines on approaches to training
development.
4.1
Training Development. Training
development shall follow a systematic
process including needs assessment,
learning objectives, course design, and
evaluation strategy criteria for completion,
and continuous improvement.
4.2
Needs Assessment.
4.2.1
A determination shall be made as
to whether training is the correct response to
a given organizational need.
E4.2.1 In some cases, training alone will
not fulfill the identified need. For example, a
modified tool or workstation design rather
than training may be needed to reduce
potential for injuries.
4.2.2
If training is the appropriate
response, the training needs assessment
shall include:
•
characterization of the training
audience;
•
what trainees are required to
know or do;
•
review of any available job
analyses;
•
site-specific information;
•
consideration of trainee abilities, languages, culture or
literacy;
•
previous training provided to
the trainees; and
•
Identification
of
applicable
regulatory requirements and
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This section addresses training program and
course development. Training shall be
developed that will improve the occupational
safety, health or environmental knowledge,
skills or abilities used by the trainees in the
performance of their jobs.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
industry standards.
4.3
Learning Objectives.
E4.3
See Annex B, Section B.7 for
additional information on developing learning objectives.
4.3.2
4.3.3
4.4
Learning objectives shall state:
•
the target audience;
•
the desired knowledge, skills
and/or attitudes and ability to
be learned by the trainee;
•
the conditions under which the
knowledge, skill or ability is to
be demonstrated; and
•
the criteria for determining that
the learning objective has been
achieved.
Learning objectives shall:
•
be
specific,
measurable,
achievable, reasonable and
time-based;
•
consider the required background and experience of the
trainees; and
•
state any prerequisites.
Course Design.
4.4.1
Delivery
Method.
Delivery
method(s) appropriate to stated learning
objectives shall be specified. This selection
must include consideration of the target
audience and learner analysis.
E4.4.1 Multiple delivery methods may be
used in a single training course or event.
The training provider should consider a
variety of methods, including but not limited
to on-the-job training, lecture, computerbased training, discussion, classroom
exercises, demonstrations, guided practice,
activity-based interactive group(s) and
virtual learning. Alternative delivery methods
should be specified. Annex D provides
guidance on virtual learning.
The delivery method(s) shall ensure
adequate feedback mechanisms for trainee
questions and concerns to ensure
comprehension of content.
16
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4.3.1
Learning objectives shall be written
for each training course.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
4.4.2
Content. Content shall consist of
the information needed to achieve the stated
learning objectives.
4.4.3
Instructional Materials. Instructional materials appropriate to the target
audience, delivery method and stated
learning objectives shall be specified or
developed.
E4.4.3 Instructional materials include, but
are not limited to, a trainer’s guide, trainee
manual, audiovisuals, exercises, handouts,
hands-on equipment or evaluation tools.
The ratio of each set of instructional
materials to trainees should be specified.
4.4.4
Trainer’s Guide. A trainer’s guide
or lesson plan shall be developed for each
training course.
E4.4.4 For each training course, the
trainer’s guide should include:
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•
outline;
•
learning objectives;
•
prerequisites;
•
scheduled time for instruction;
•
required training
handouts;
•
directions on how to run any
demonstrations and/or activities designed into the course
materials;
•
physical environment requirements;
•
emergency procedures/route
and location for meeting post
emergency;
•
evaluation tools;
•
list of reference materials;
•
date of publication; and
•
revision date.
aids
and
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Content shall be based on current technical
literature, recognized scientific principles,
judgment of subject matter experts, sitespecific issues, target audiences, industry
standards and regulatory requirements.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
4.4.6
Training Schedule. A training
schedule appropriate for the target
audience, delivery method and stated learning objective(s), and that is in compliance
with regulatory requirements and industry
standards shall be specified.
4.4.6.1 The training schedule shall include
both an estimated total duration and time
allocation for each training topic.
Time to address trainee questions and
concerns shall be included in the time
allocation for each training event.
4.4.7
Trainer
Qualifications.
The
minimum trainer qualifications for each
training course shall be specified. The
desired trainer-to-trainee ratio for each
training event shall be specified.
4.5
E4.4.7 Some federal, state or local
regulations may specify qualifications for
trainers. Qualifications should include
subject matter expertise and training
delivery skills. The desired trainer-to-trainee
ratio for each training event should be
specified.
Evaluation Strategy.
4.5.1
The training provider shall develop
a strategy for evaluating the trainees’
achievement of the learning objective(s).
4.5.2
The evaluation strategy shall be
developed during training development.
4.6
Criteria for Completion.
4.6.1
Criteria for completing a training
course or event shall be established by the
training provider in advance of any training
event. These criteria shall be uniformly
adhered to in all training events. Criteria for
completion shall indicate test scores or
similar qualitative measure of success,
E4.6.1 Completion criteria may also
include alternative procedures to follow in
the event that a trainee fails to successfully
complete the training, such as full retraining
or other remedial actions. Additionally,
criteria for testing out should be specified
accounting for regulatory compliance.
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4.4.5
Training Event Location A safe
and healthy physical environment appropriate for the target audience, delivery
method and stated learning objectives shall
be specified. In the case of virtual training,
instruction shall be delivered over a safe
network and include a means for securely
identifying student participants.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
including
requirements
for
attendance or participation.
minimum
4.7
Continuous Improvement of the
Training Course.
4.7.2
Training providers shall use the
trainees’ course critiques or evaluations
when revising a course.
5.
TRAINING DELIVERY
The purpose of this section is to describe
acceptable qualifications for safety, health
and environmental trainers, and to describe
training delivery requirements.
5.1
Trainer Qualifications. Qualifications for safety, health and environmental
trainers shall be specified during training
development. Qualifications shall include
subject matter expertise, training experience
and delivery skills.
5.1.1
Subject
Matter
Expertise.
Trainers shall have an appropriate level of
technical knowledge, skills or abilities in the
subjects they teach.
E5.1.1 Knowledge, skills and abilities can
be gained through training, education and/or
experience.
5.1.2
Training Delivery Skills. Trainers
shall be competent in delivery techniques
and methods appropriate to adult learning.
E5.1.2 Competence can be acquired
through
training,
education
and/or
experience.
5.1.3
Continuing Education. Trainers
shall maintain their training skills by
participating in continuing education,
development programs or experience
related to their subject matter expertise and
delivery skills.
E5.1.3 The requirements for state and/or
local agencies may contain requirements for
trainer continuing education.
5.1.4
Documentation. Trainer qualifications shall be documented.
E5.1.4 Documentation of trainer qualifications can include an experience sheet,
resume, continuing education course
certificate, accredited or other certificate
adhering to accredited standards, licensing
registration, etc.
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4.7.1
Training course revisions shall be
made on a periodic basis in accordance with
the written training plan.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
5.2
Training Delivery Methods and
Materials. Training delivery methods and
materials shall at a minimum include:
trainer planning and preparation prior to delivery;
•
managing the learning environment;
•
effective use of delivery aids
and learning technologies;
•
application of adult learning
principles appropriate for the
target audience; and
•
feedback and communication.
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•
5.2.1
Trainer Planning and Preparation. The training provider shall ensure that
the trainer planning and preparation is
accomplished.
Planning and preparation includes, but is not
limited to, ensuring that the trainer:
•
meets the stated
qualification(s);
•
understands completely the
course learning objectives;
•
is familiar with the course
materials;
•
is familiar with and practices
using the primary and alternate
delivery strategies as designed
into the course materials; and
•
in the case of a virtual
environment, instructor will
have participated in adequate
practice sessions to ensure a
complete familiarity with the
delivery systems and will be
familiar with backup plans in
case of system malfunctions.
trainer
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AMERICAN NATIONAL STANDARD Z490.1 – 2016
5.2.2
ment.
Managing the Learning Environ-
•
be safe and free of obvious
hazardous conditions;
•
maintain a reasonable level of
noise to allow the learner to
clearly hear the instruction
being provided;
•
have access to water and
restroom facilities;
•
have suitable climate and/or
indoor air quality;
•
have adequate lighting and
visibility of training materials for
all training activities;
•
have sufficient and adequate
seating and/or work areas for
all training activities;
•
consideration of ergonomics for
training activities;
•
have a planned evacuation
route and adequate emergency
exits;
•
have means of summoning
emergency medical response
capabilities; and
•
allows for the desired trainer to
trainee ratio for each training
event.
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5.2.2.1 The training location shall be
suitable to meet the needs of the trainees.
Whether it is a workplace location, a
classroom or virtual environment, the
training location shall be prepared before
the training event, and it shall:
5.2.2.2 An adequate supply of all training
materials and aids shall be available and in
good working order.
E5.2.2.2 Audio and visual aids and training
aids, such as personal protective equipment
and computers, should be in good working
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AMERICAN NATIONAL STANDARD Z490.1 – 2016
order. It is recommended that all aids be
checked for proper functionality prior to the
training event.
5.2.2.3 The training area and layout shall
facilitate learning.
5.2.3
Effective
Use
Methods and Materials.
of
E5.2.2.3 The seating arrangement should
be considered. Trainees should be able to
see and hear all training delivery including
demonstrations, audio-visual presentations,
lectures, etc.
Delivery
5.2.3.1 The trainer shall use the delivery
methods and materials specified in the
course development in a manner that
supports the learning objectives.
5.2.4
Application of Adult Learning
Principles. The trainer shall apply adult
learning principles appropriate to the target
audience and the learning objectives.
E5.2.4 In applying adult learning principles, the trainer should, at a minimum:
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•
treat the trainees with respect;
•
recognize and respond
individual learning styles;
•
exercise professional judgment
in managing difficult situations
or participants;
•
show flexibility in tone and
pace of subject delivery to
accommodate the needs of the
trainees;
•
coach and counsel trainees to
maximize the learning experience;
•
value the varied experience
levels brought to the training
event by the trainees; and
•
encourage active participation
from all trainees.
to
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Multilingual materials, materials for nonreaders and materials for trainees with
special needs should be available as
required.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
6.
TRAINING EVALUATION
E6
There are a wide range of
outcomes that can be evaluated, such as:
This section provides acceptable criteria for
the different evaluation approaches. Training evaluation tools may measure trainee,
trainer, training event or training program
performance. Training providers shall
incorporate appropriate evaluation tools into
each training event.
6.1
•
the trainee’s possession of
some knowledge, skill, ability
and/or attitude;
•
the trainer’s ability to effectively
transfer knowledge, skills, abilities or attitudes to the trainees;
•
the trainee’s satisfaction with
the training experience; and
•
the ability of the training to
contribute to the organizational
goals.
General Criteria.
6.1.1
The evaluation approach(es) for
each training event and the tools for
implementing them shall be established
during training development.
E6.1.1 Different evaluation approaches
may be selected to evaluate each specific
outcome
mentioned
in
E6.
These
approaches are described in Section 6.2
6.1.2
An evaluation shall be made of the
trainee’s achievement of each learning
objective, considering the performance,
conditions and criteria specified in the
learning objective.
E6.1.2 In some instances, trainees may
be allowed to test out, i.e. demonstrate
achievement of the learning objective(s)
without attending or participating in the
training event. The criteria for testing out
should be specified during training development. Special care should be taken to
ensure regulatory compliance.
6.1.2.1 The evaluation tools used shall be
reliable and valid measures of the trainee’s
achievement of the learning objective.
E6.1.2.1 A reliable measure is one that
gives consistent results over time. A valid
measure is one that reflects the knowledge,
skills, abilities or attitudes specified in the
learning objective.
6.1.2.2 Successful completion of each
evaluation shall be specified during training
E6.1.2.2 Successful completion of an evaluation will depend on a number of factors
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5.2.5
Feedback To Trainees. The
trainer shall provide timely feedback to
trainees’ questions and concerns. The
trainer shall also identify a person, whether
it be themselves or another party, that can
answer any questions for the trainee in the
future on the topic.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
development.
including the evaluation approach and the
importance of the learning objectives. For
example:
successful completion of a test
may be specified in terms of
percent correct;
•
successful completion of an
observation may require the
trainee perform the steps of a
task in the proper sequence;
and
•
successful completion of a
project may require that all key
elements be included as per
instructions.
E6.1.2.3 The trainees may use the feedback for seeking more information or
practice, and to contribute to a plan for
future training. Supervisors, managers and
trainees may use the information for
individual performance support, for job
design issues or other job-related issues.
6.1.2.4 Training development shall include
procedures for assisting or retraining
trainees who do not achieve the learning
objective(s).
6.1.3
Each trainee being evaluated shall
be properly identified.
6.1.4
The evaluation shall comply with all
applicable
industry
standards
and
regulations.
E6.1.4 Regulatory requirements often
reflect the minimum acceptable level of
training. The training may exceed required
regulatory levels.
6.1.5
The training program shall include
periodic evaluation of trainees in relation to
the learning objectives to determine
program effectiveness and the need for
retraining or refresher training.
E6.1.5 Periodic reevaluation should also
be a part of training development and
general requirements including regulations
mandating refresher training to occur at
certain and specific cycle times.
6.2
Evaluation Approaches. An evaluation shall be conducted using one or more
of the following techniques:
E6.2
The selection of the type of
evaluation is based on the particular
learning objective(s), audience and desired
outcome(s). The training program should
attempt to incorporate all four types of
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6.1.2.3 Training providers shall furnish
trainees with the results of any test or task
observation included as part of the
evaluation.
•
AMERICAN NATIONAL STANDARD Z490.1 – 2016
evaluation as appropriate.
E6.2.1 A reaction survey is a subjective
evaluation of the training course by the
trainees. Questions about trainer presentation skills, accommodations, pace and
difficulty and usefulness of content may be
included in a reaction survey. Results from a
reaction survey may be used by trainees to
assess and report their learning, or by
trainers to assess and improve the course
design and delivery.
6.2.2
Evaluation of Knowledge, Skills,
Abilities and Attitudes. An evaluation of
knowledge, skills, abilities and/or attitudes
shall take place while the trainee is in the
learning environment.
E6.2.2 Tools used to evaluate knowledge,
skills, abilities and/or attitudes may take
many forms, depending on the focus of the
learning objective(s). These include:
•
written test;
•
oral examination;
•
completion
project;
•
demonstration of the skill in a
simulated work setting; and
•
on-the-job demonstration of the
skill in the trainer’s presence.
of
an
assigned
Note: Evaluations of knowledge, skills or
abilities may be administered as pre- and
post-tests only, or self-administered evaluations. They may be automated, as
technology permits.
6.2.3
Observation of Performance.
Observation of performance shall be used
when necessary to verify that the trainee
can demonstrate the targeted skills or
abilities under actual work conditions.
E6.2.3 This approach may include preand post-test measures to link performance
to training. Performance information may be
collected from supervisors, coworkers or
customers or from indirect measures such
as those found in production records or
safety reports.
When observation of performance reveals a
gap between the desired performance and
actual performance, the factors that
prevented the desired performance should
be identified. These may include problems
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6.2.1
Reaction Survey. A reaction
survey shall be designed to be easily
administered, tabulated and summarized
with space for written comments.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
6.2.4
Organizational Results. Measures of organizational results shall be used
to link training to overall organization
performance.
E6.2.4 To measure organizational results,
training factors must be isolated from nontraining factors. To do this, there is often a
control group of workers who have not
received the training.
Fundamental to this type of evaluation is an
agreement on key business measures
before the training takes place. These may
include, but are not limited to:
6.3
•
increase in safe behavior(s) by
all trainees;
•
increase in implemented preventive measures and controls;
•
reduction in near hits, injuries
and illnesses;
•
reduction in insurance claims;
•
improved environmental compliance; and
•
higher return on investment
(ROI).
Continuous Improvement.
6.3.1
The information from training
evaluations shall be used for continuous
improvement of the course content, delivery
methods, collateral materials and learning
environment.
E6.3.1 Management may use the information to assess the effectiveness of the
training program in meeting organizational
goals and to determine the level of
investment in training. User testing should
be considered if new material is introduced
or if there are extensive revisions of existing
material.
6.3.2
Incident investigations, observations, audits and inspections data should
also be used to make enhancements and
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with the training design or delivery. They
may also include non-training issues, such
as the availability of appropriate equipment
on the job, conflicting information from a
supervisor or other indication of lack of
organizational support for implementing the
targeted skills.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
improve training programs. Whether it be a
root cause or contributing factor in an
undesirable event, incidents should be used
to enhance safety, health and environmental
training programs whenever possible.
AND
REC-
E7
If an organization has established
a management system that includes the
training program, certain records are
essential for auditing, assessing and
measuring continuous improvement efforts.
An important element of an overall training
program management system is recordkeeping and documentation. Certain regulations require specific records be kept for
proof of completion of required training.
Organizations also may desire to keep
additional records to demonstrate their
training efforts for control of potential liability
issues.
7.1
Systems and Procedure.
7.1.1
A recordkeeping system shall be
established for controlling all records and
documents required by this standard to
ensure that:
•
they are retrievable, readily
identifiable and maintained in
an orderly manner;
•
they are current, accurate,
legible and dated (including
revision dates);
•
they are retained for a specified
period; and
•
they meet applicable legislative
or regulatory requirements and
industry standards.
E7.1.1 The retention time for records may
be mandated by regulation, company policy
or both.
7.1.2
The written training program plan
shall include procedures for document
control.
7.2
Records.
7.2.1
Development records shall identify:
•
E7.2.1 The
sponsoring
organization
should have a record of the qualifications of
the individual(s) who designed the training
the target audience and stated
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7.
DOCUMENTATION
ORDKEEPING
AMERICAN NATIONAL STANDARD Z490.1 – 2016
learning objective(s);
documents, etc.
sources used to develop training materials;
•
all training materials developed
for the course; and
•
plans for evaluation and continuous improvement of the
course.
7.2.2
Delivery records for each training
event shall identify:
•
the date, location and duration
of the training;
•
the name and description of the
course;
•
the names of trainers delivering
the training;
•
the delivery materials used;
•
the trainees participating in the
training;
•
the trainees successfully completing the training; and
•
certification
testing.
of
training
E7.2.2 An individualized, unique number
should be provided for each trainee by the
employer.
and
7.2.3
Program management records
shall include periodic evaluation of the
training program.
7.3
Record
Availability.
Confidentiality
and
7.3.1
Records shall meet regulatory
requirements and industry standards for
availability, disclosure, confidentiality and
protection of trade secrets.
7.3.2
The written training program plan
shall include procedures for access,
availability and confidentiality of records.
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•
AMERICAN NATIONAL STANDARD Z490.1 – 2016
7.4
Issuing Certificates.
7.4.1
When a certificate or written documentation of successful course completion
is issued to the trainee, it shall include:
the trainee’s name;
•
the course title;
•
the date and hours of instruction;
•
a statement that the trainee
has successfully completed the
course;
•
the name and address of the
training provider;
•
the date the periodic refresher
is due (if required) or expiration
date;
•
a unique trainee identification
number;
•
the level of training or type of
certificate awarded (if applicable);
•
any other information required
by regulation;
•
the number of credits, if issued;
and
•
the signature of the trainer or
training provider.
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•
7.4.2
If the training provider issues
credits, they shall be issued in accordance
with recognized established standards,
regulations or industry protocols.
7.4.3
No credits or certificate of training
shall be issued unless the criteria for
completion have been met by the trainee.
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AMERICAN NATIONAL STANDARD Z490.1 – 2016
Preface to Use of Annexes
In brief, the annexes are not meant to be all things to all persons. Nor can it be assumed that all
accepted training measures are contained in the annexes. Other or additional measures may be
applicable under particular or exceptional circumstances. As stated in the Foreword, all
questions about the standard, and particularly the annexes, should be directed to the
Secretariat, American Society of Safety Engineers.
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The annexes or appendices following are not part of the ANSI/ASSE Z490.1 standard, nor are
they set forth as implementing the basic requirements of the standard. These annexes were
agreed to by the membership of the Z490 standards committee as useful information for the
presentation of various elements used in training. Each may fit a particular target audience from
basic to advanced in various degrees of usefulness. The committee intent was never to present
the definitive prescription of the subject areas addressed by the annexes. All or portions of each
may be useful for particular needs. For these reasons, the annexes are included. And, as each
edition/revision of the standard is developed, the annexes will, accordingly, be improved or
recreated to meet the intent of the committee.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
Annex A
References
ISO 14001, Environmental Management Systems – Requirements with Guidance for Use.
ISO 14004, Environmental Management Systems – General Guidelines on Principles, Systems and Support
Techniques.
ANSI/ASQC Z1.11, Quality Assurance Standards – Guidelines for the Application of ANSI/ASQC Q9001 or
Q9002 to Education and Training Institutions.
ANSI/ASSE Z10, American National Standard for Occupational Health and Safety Management Systems
ANSI/IACET 1, Standards for Continuing Education and Training.
ANSI/ISO/ASQ Q9001, Quality Management Systems Requirements.
NIOSH 98-145, Assessing Occupational Safety and Health Training.
NIOSH 99-142, A Model for Research on Training Effectiveness.
OHSAS 18001, Occupational Health and Safety Assessment Series
OSHA 2254, Training Requirements in OSHA Standards and Training Guidelines.
Criteria and Guidelines for Use of the Continuing Education Unit. Council on the Continuing Education Unit;
Silver Spring, Maryland, 1979.
Gagné, R. The Conditions of Learning and the Theory of Instruction, (4th ed.), New York: Holt,
Rinehart, and Winston, 1985.
Huggett, Cindy. The Virtual Training Guidebook. Alexandria, VA: American Society for Training &
Development Press, 2013.
Kirkpatrick, Donald L. and James D. Kirkpatrick, Evaluating Training Programs: The Four Levels. BerrettKoehler Publishers; San Francisco, California, 2006.
Kirkpatrick, Donald L. Supervisory Training and Development, Addison-Wesley Publishing Co. Menlo Park,
California ,1971
Mackeracher, D. Making Sense of Adult Learning, Second Edition. University of Toronto Press.
Mayer, Robert F. Preparing Instructional Objectives (3rd ed) Atlanta, Georgia; CEF Press, 1997
McMaster, S. Designing and Delivering Effective Training. Training to Comply with the American National
Z490.1:Criteria for Accepted Practices in Safety , Health, and Environmental Training. National Environmental
Safety and Health Training Association. Phoenix, AZ. www.neshta.org.
Parry, Scott B., Evaluating the Impact of Training: A Collection of Tools and Techniques. American Society for
Training & Development; Alexandria, Virginia, 1997.
Wood, P. SNAP-Making the Most of First Impressions, Body Languages & Charisma. New World
Library;Novato, CA. www.newworldlibrary.com.
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ISO 9001, Quality Management Systems – Requirements.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
Annex B
Training Course Development Guidelines
Course Development Procedures
The procedure used to develop a course should define training in terms of measurable and observable
performance, rather than theoretical, non job-related material. People involved with course development
should allow members of the organization’s training department to participate in the design, development
and validation of the course. Course developers should also consider the suggestions and comments of
trainees and graduates when designing and revising courses.
B.2
Steps in Course Development
Course developers should adopt a systematic and objective procedure to design, implement and validate
training systems. The procedure should:
B.3
•
determine training requirements;
•
select training objectives;
•
translate training objectives into performance terms;
•
construct appropriate criterion measures;
•
select and sequence the course content;
•
select instructional strategies and methods;
•
determine equipment requirements;
•
determine the number and type of trainers required;
•
establish course prerequisites;
•
identify and procure training aids;
•
develop instructional materials;
•
establish time allocations;
•
evaluate the course in trial operation;
•
analyze test results and take actions indicated;
•
follow up on course graduates.
Structuring a Training Course
Gagne’s Nine Events of Instruction provides an accepted best practice for structuring a training course:
1.
Gain attention: present a good problem, a new situation, ask questions.
2.
Describe the goal: state what students will be able to accomplish and how they will be able to use
the knowledge, give a demonstration if appropriate.
3.
Stimulate recall of prior knowledge: remind the student of prior knowledge relevant to the current
lesson (facts, rules, procedures or skills). Show how knowledge is connected, provide the student
with a framework that helps learning and remembering.
4.
Present the material to be learned: chunk information (avoid memory overload, recall information).
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B.1
AMERICAN NATIONAL STANDARD Z490.1 – 2016
Provide guidance for learning: advise students of strategies to aid them in learning content and of
available resources. This could also include things like case studies.
6.
Elicit performance practice: let the learner do something with the newly acquired behavior, practice
skills or apply knowledge. Should include opportunities to practice it using real-world scenarios.
7.
Provide informative feedback: show correctness of the trainee's response, analyze learner's
behavior, maybe present a good (step-by-step) solution of the problem.
8.
Assess performance: test if the lesson has been learned. Also give general progress information.
9.
Enhance retention and transfer: inform the learner about similar problem situations, provide
additional practice. Help them internalize the new knowledge.
B.4
Determine Training Requirements
When designing a training program to provide safety, health and environmental skills, knowledge or
abilities related to a job, it is essential to know how the job is actually performed as opposed to how the
job should be performed. A needs analysis will identify the skills workers need to possess in order to do
their jobs. It may also identify non-training problem areas that should be addressed in order to improve
performance. The analysis results will help to determine which skills to include in a training program.
Analyzing and identifying the nature and cause of safety, health and environmental training performance
issues can be difficult, but it is not impossible if a systematic procedure is followed. This process is
generally carried out by a performance consultant, who shares the data with the training developer.
B.5
Data Collection/Needs Analysis
Information should be collected from the following sources to serve as a basis for identifying training
needs:
B.6
•
on-site job task analysis;
•
jobholder interviews and observations;
•
jobholder questionnaires;
•
job supervisor questionnaires;
•
management interviews and regulatory analysis;
•
surveys of injuries, illnesses and near misses;
•
skills standards development;
•
applicable regulations.
Review a Job Analysis
A job analysis (JA) identifies and records the following data:
•
duties and tasks performed by experienced and qualified personnel;
•
environmental factors surrounding the performance of duties and tasks, including safety;
•
skills, knowledge and abilities required to perform the duties and tasks;
•
acceptable standards of performance for duties and tasks;
•
frequency and criticality relevance, and importance of the performance of specific tasks;
•
amount and kind of supervision provided in performing duties and tasks;
•
hazard analysis and risk assessment associated with performing duties and tasks.
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5.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
Duty and task data may be recorded in performance terms. Select tasks or jobholders who are
representative of the job being analyzed. A statistically valid number of jobholders should be analyzed to
ensure an unbiased, adequate sample.
•
a complete listing of duties and tasks for which jobholders are responsible, stated in
performance terms, together with the conditions and criteria of acceptable performance;
•
indices of priorities for each duty or task.
Job analysis schedules should be reviewed and approved by experienced training and operating
personnel prior to their use in developing training systems.
If the results of the analysis are not used as instructional content, it is possible that the training program
will include two design traps:
B.7
•
spending a lot of time teaching something that is difficult to teach and nice, but not
necessary for the trainee to know;
•
forgetting to include something that is very easy to teach, but is absolutely essential to
safe performance
Incorporate Projected Operational Developments and Changes Into the Training Course
When making changes to the training course, the developer should include the following:
B.8
•
job data analysis so unnecessary or obsolete items of performance can be eliminated
from the course;
•
research and development reports and surveys;
•
the organization’s plans and programs;
•
operational divisions and departments reports and surveys;
•
adding new knowledge, skill and ability requirements needed to perform the job.
Write Learning Objectives
To develop effective learning objectives, follow these steps:
1.
Examine the trainees’ jobs, how well they must perform them and under what conditions they must
perform them.
2.
Prepare a written list of learning objectives for each training course.
a. Ensure the course contains only need-to-know information, and that specific learning activities
are built into the training, including applicable industry standards, organizational and regulatory
requirements.
b. Write learning objectives clearly so that the training providers and trainees understand what
the trainee is expected to do. Base the objectives on job data, not on conjecture or existing trainer
guides. Ensure that the objectives specify the knowledge, skills and abilities that make performing
the task possible.
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AMERICAN NATIONAL STANDARD Z490.1 – 2016
Describe the conditions under which the trainee must perform. Conditions of performance include
what the trainee is given or not given in terms of tools, working aids, assistance, supervision and
the physical environment in which the trainee will perform.
4.
Identify and state any prerequisite information or experience necessary for the training event.
5.
Identify what the trainee will be given to work with (equipment, tools, reference materials, etc.).
6.
Describe the assistance (if any) that the trainee will receive.
7.
Describe the amount and kind of supervision the trainee will receive.
8.
Establish criteria that describe how well the trainee is expected to perform, as well as the minimum
level of acceptable performance, in terms of quality, quantity and time.
9.
Make sure that all objectives are realistic, attainable, meaningful and objectively measurable. Think
SMART: Specific—Measurable—Action-Oriented—Relevant—Timely.
B.9
Select and Sequence Course Content
Course content should be of sufficient detail and organized in a manner suitable to attaining the course
objectives.
Develop outlines of course content that describe all the knowledge, skills and abilities involved in
achieving the kind and level of performance required. Make sure that the concepts, principles, facts and
elements of the knowledge, skills and abilities that comprise the content of the course are directly related
and critical to safe job performance.
Eliminate unrelated materials from the course outline. Sequence content for ease of learning. Realize that
trainees move from the simple to the complex, from the familiar to the unknown and from the concrete to
the abstract. Present tasks through a series of steps of gradually increasing difficulty. Topics should be
oriented and sequenced so that relevance to the job can be demonstrated when introduced into the
course.
Use current literature, recognized scientific principles, the judgment of subject matter experts, industry
standards and regulatory requirements when developing the course content. Older learning serves as the
basis for new learning. Review previously presented material when appropriate.
Orient trainees toward the total knowledge, skill or ability to be learned.
B.10
Select and Prepare Training Aids
Use a variety of training aids to fill the gap between verbalization and direct, real-life experiences. Select
them to complement and supply basic instructional strategies and objectives.
Establish criteria for the selection and use of specific types of visual and audio aids. Include trainers in the
selection, preparation and planning of training aids. Select aids to fit the maturity, interests and abilities of
the trainee group, and select those that are most appropriate to the learning activity.
Select a balanced variety of aids; use them because of their instructional value, not just because they are
available.
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3.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
B.11
Determine Trainer Requirements
Use the content of a particular block of instruction (e.g. topics or content directly related to a specific
learning objective), instructional strategy and trainer capabilities to help determine the type of trainer to
assign to that block.
B.12
•
the maximum and minimum number ratios of platform/preparation hours per day and per
week for each instructional method and combination of methods for initial instruction;
•
the maximum and minimum number ratios of platform/preparation hours per day and per
week for each individual method and combination of methods for repeated instruction;
•
the maximum and minimum trainer/trainee ratios for each instructional method or
combination of methods.
Set Course Prerequisites
Establish prerequisites for each course to ensure that trainees have adequate knowledge, skills, abilities
and experience required to successfully complete the training.
B.13
Develop Training Materials
Prepare a trainer’s guide that brings all aspects of the training course into a readily usable form. Include a
course outline for each instructional block (e.g. topics or content directly related to a specific learning
objective) and a plan of instruction for the entire course.
Review each plan of instruction for format, organization, currency and adequacy of content from both an
editorial and a doctrinal point of view. The format and presentation of materials should be consistent
throughout the course. Materials should be visually appealing and easy to follow. Materials should be
sequenced in the order of presentation.
Include reference materials or a list and location of reference materials.
B.14
Course Outline
Each course outline should contain the following data:
•
course title and other identification;
•
publication date;
•
scheduled course length in weeks, days or hours;
•
purpose and any regulatory drivers;
•
overall learning objectives in terms of anticipated behavior, working conditions and
performance;
•
list of course attendance prerequisites;
•
training locations;
•
trainer requirements (training aids and operating equipment);
•
equipment requirements (training aids and operating equipment);
•
space requirements (by type, capacity and number);
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Establish trainer workload standards by determining:
AMERICAN NATIONAL STANDARD Z490.1 – 2016
list of performance requirements in the form of required behavior, working conditions and
standards;
•
list of learning objectives in terms of duties, tasks and job elements;
•
list of required reference materials;
•
list of evaluation instruments;
•
sequence of instruction by trainer guide title and number.
Trainer Guide
Each trainer guide should contain the following elements:
B.16
•
course title and other identification;
•
date of review and approval;
•
time allocation in hours and minutes;
•
primary and secondary (if any) instructional strategies;
•
type and size of classroom, shop or laboratory facilities required;
•
evaluation strategy;
•
number of trainers and assistant trainers needed;
•
list of all required training aids and other types of equipment;
•
list of specific references for trainees;
•
list of references for trainers;
•
list of required trainee supplies;
•
list of trainee handouts to be distributed (outlines, advance sheets, programmed
materials, etc.);
•
transportation requirements, including vehicles, schedules and location;
•
names and signatures of trainer guide preparer, reviewer and approver;
•
copy of each trainee handout, worksheet, standard form, quiz and graphic training aid
used.
Establish Time Allocations
The purpose and nature of employee job assignments should be used to determine how learning and
instructional activities are divided between classroom and on-the-job training (OJT).
Establish tentative time allocations for each instructional block after the trainer guide has been prepared.
Base the time allocations on careful consideration of the following factors:
•
trainee work schedules;
•
trainee abilities and backgrounds;
•
type of instructional materials;
•
amount of detail (the number of facts, principles and concepts taught);
•
content difficulty;
•
instructional strategy used;
•
evaluation strategy used;
•
number of trainees;
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B.15
•
AMERICAN NATIONAL STANDARD Z490.1 – 2016
•
number of trainers;
•
requirements for moving trainees from one training location to another;
•
regulatory requirements.
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Regularly review and revise time allocations on the basis of actual experience with trainee groups for
which data has been systematically collected and analyzed.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
Annex C
Safety, Health and Environmental Trainer’s Checklist
Training Delivery
Hallmarks for effectiveness of trainers are the ability to:
C.2
•
establish a positive atmosphere or learning climate in which people can participate in a
productive way;
•
make participants aware that they are free to make mistakes and experiment with ideas
and behaviors;
•
describe their role as guide, facilitator and trainer;
•
express specifically that their priority is meeting the trainees’ learning needs;
•
describe and have in writing the learning objectives;
•
describe and have in writing an agenda of how the training will flow and be delivered;
•
make efficient and effective use of provided training aids and materials;
•
use all materials and aids designed for the course;
•
solicit trainee responses to keep the session active and to be able to assess learning;
•
have backup and contingency plans in place if the specified delivery is not effective;
•
be able to manage the physical facility so that learning is promoted.
Planning and Preparation
Effective safety, health and environmental training is preceded by careful planning and preparation.
Safety, health and environmental trainers often use checklists to help them meet training objectives and
to ensure high quality presentations. Lesson plans and instructor presentations must be organized to
include information that covers the following:
C.3
•
tasks to be taught and lessons to be learned;
•
target audience characteristics, learner needs and special learner considerations;
•
the training environment (classroom, work area, computer applications and programs in
the field);
•
training materials and resources available (equipment media, audiovisuals);
•
presentation strategies (lecture, demonstration, computer-based guided discussion, roleplay, learner discovery and individualized instruction);
•
evaluation strategy (quiz, demonstration, project completion, etc.).
Special Issues Involved in Different Training Delivery Techniques
There are many techniques used in delivery of safety, health and environmental training. Three broad
categories of delivery techniques are described below: on-the-job training (OJT), traditional training and
advanced technology training. Following the description of each category, advantages and special issues
that trainers must consider when selecting and utilizing the various delivery technique categories are
presented.
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C.1
AMERICAN NATIONAL STANDARD Z490.1 – 2016
C.3a
On-the-Job Training (OJT)
OJT is training done in the actual workplace, ranging from short training sessions (sometimes called
toolbox or tailgate training) to long-term, formalized apprenticeship programs.
•
Saves time and money because employees do not have to travel to a distant training
location.
•
Can use actual equipment present in the workplace. For example, the available brand(s)
of respirators or other personal protective equipment can be demonstrated and used in
practice.
•
Training is immediately relevant and applicable to the trainee’s work.
Special issues to consider:
C.3b
•
Recordkeeping - This kind of training must be properly documented, e.g., date,
attendees’ names and training topics.
•
Training Objectives - If not considered during training development, objectives may be
left to the discretion of the work foreman or supervisor.
•
Location - While the workplace can be an excellent place to hold training, care should be
taken to ensure that learning can occur. The work area should be quiet enough that the
trainer can be heard. If materials are to be read during the training, there should be
adequate lighting.
•
Care should also be taken that OJT does not create a safety risk for the trainee or
workers in the surrounding work environment.
Traditional Training
Traditional training typically occurs in a classroom setting, but may include a wide array of techniques
including lecture, demonstration, discussion, practice, assignment of projects, etc.
Advantages:
•
meets many regulatory requirements;
•
meets many clients’ expectations;
•
most trainers are familiar with the techniques.
Special issues to consider:
•
Traditional techniques may not be the most effective way to communicate specific
information to a particular group of workers.
•
If training includes demonstration or practice, the equipment used must be similar (if not
the same) as that to be used in the actual workplace. Otherwise, irrelevant or erroneous
information may be taught.
•
Trainees may not readily see the applicability of classroom training to their work setting.
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Advantages:
AMERICAN NATIONAL STANDARD Z490.1 – 2016
C.3c
Advanced Technology Training
Advantages:
•
Can allow training of persons from different facilities simultaneously. This can allow for
sharing of experiences which can greatly enhance learning.
•
Training can be self-paced, offered at any time of the day or night, and may not require
the presence of an instructor.
•
Recordkeeping can be automated.
•
Some of these training delivery techniques are especially useful for refresher training.
Special issues to consider:
C.4
•
Mechanisms for trainee feedback need to be ensured. In the case of distance learning,
trainee questions and concerns may be posed and responded to via email, chat rooms or
site facilitators.
•
The cost for set up of these techniques can be high.
•
Required hardware and software must be available.
•
Trainees must be comfortable with, and knowledgeable in, how to use the technology,
e.g., have the requisite computer skills, before training begins.
•
Trainer support meaning the trainer must have adequate technical support.
•
Back-up delivery methods meaning there should be technically feasible backup
mechanism to deliver the training if the selected method is not effective.
•
Generally ineffective for training that requires hands-on experience, e.g., forklift training.
Although virtual training is available to overcome this problem, it is very expensive at the
present time.
•
Suitability as generic or packaged programs may be a poor fit for workers at different
work sites, organizations, with specific job tasks, etc.
Other Considerations for Safety, Health and Environmental Trainers
•
Verify the class schedule and number of course participants, relevant background
information, abilities and special needs (language, physical and learning disabilities).
•
Have a contingency plan and coordinate with backup support resources, be ready for the
unexpected.
•
Know the availability of on-site training support personnel.
•
Ensure that needed equipment and facilities is available and operable, and follow-up on
all support resources, which includes copies of printed course materials for all class
participants.
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Advanced technology training includes the myriad of alternative training delivery techniques that involve
advanced technologies, e.g., distance learning (satellite or internet training), computer-based training
(CBT), video conferencing and simulation or virtual reality. More advanced technologies are sure to come
into existence in the next few years.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
C.5
Key Points of Delivery
Introduction - Present the overall picture.
Be brief and focus upon specific critical training objectives. Let the audience know how they will benefit
from the training and what will be expected at the course completion. Tell course participants why they
are being trained.
Main Body - Present required and desired information.
This is where the majority of information is given. All regulatory, safe practices and best business
management practices should be given during this portion of training. This is a good time to apply useful
transitions and memory joggers. It is recommended not to wait until after lunch to begin this portion of
training. Movies, lectures and sit-in-place activities should be avoided directly after course participants
have eaten a heavy meal. Hands-on and motor skills training often work best directly after eating.
Conclusion - The conclusion should be planned and rehearsed.
An interested audience usually will remember a high impact closing statement. Remember that safety,
health and environmental training technical content is important, but it alone will not keep the interest of
the audience. The final impression should be a lasting impression. Always try to restate the training
objectives during closing statements. In an effort to make training more memorable, experienced trainers
often use quiz games, hands-on scenarios and other group activities prior to closing remarks.
Note: Some training environments and applications are changing with new technologies. Depending on
the circumstances, some of these items may not be applicable to non-traditional training delivery.
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Safety, health and environmental training includes the presentation of critical and non-critical information.
If critical information is not properly presented, the consequences may include death, injuries and severe
regulatory penalties. Non-critical information includes precepts or building blocks that may lead to critical
consequences. In all aspects of safety, health and environmental training, information presented must be
correct and complete. In this regard, instructors may find it helpful to present safety, health and
environmental information using the following key points of delivery.
AMERICAN NATIONAL STANDARD Z490.1 – 2016
Day of Training Checklist
1.
Is the training location adequate?
2.
Check operation of equipment and training devices.
•
•
•
•
•
3.
Introduce yourself.
Explain why training is being given and what should be expected.
Discuss what to do in the event of an emergency.
Discuss the break schedule and where breaks are to be held.
Tell where restrooms are located.
(Note: Start on time and end early - if practical.)
Encourage audience participation.
•
•
•
•
•
•
6.
Inspect the training area.
Make adjustments.
Greet and visit with course participants.
Trainer’s first remarks should:
•
•
•
•
•
5.
Video equipment.
Overhead projectors (do not forget an extra lamp).
Have a contingency plan (alternative equipment, marker board).
Have backup supplies for training devices, props, PPE, etc.
Computer projector.
Arrive before course participants arrive.
•
•
•
4.
Adequate seating.
Adequate power sources and lighting.
Temperature control or other needed environmental controls.
Distractions that may hinder participants’ ability to listen.
Adequate space and appropriate level of comfort.
Ask for comments.
Listen to replies.
Observe body language.
Show respect and accept respect.
Problems or personality conflicts? Handle during break time.
Monitor trainee progress during the course and review if necessary.
Be positive and stay on course.
•
•
•
•
Set the climate and classroom atmosphere.
Stimulate eye contact.
Make adjustments in delivery technique as required.
Stay close to the lesson plan and cover required/mandated materials.
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•
•
•
•
•
AMERICAN NATIONAL STANDARD Z490.1 – 2016
7.
Project an image of confidence.
8.
Truthfully point out that no one person knows everything.
•
•
•
•
9.
Ask for written critiques.
Review comments listed on written critiques.
Make any adjustments that you can before next class.
Make an effort to make marginal corrections.
Evaluate trainee achievement relative to course objectives.
Document the training.
•
•
•
12.
Take note of bored or uneasy responses from the class.
Ask for opinions at break time.
Evaluate course effectiveness at the end of class.
•
•
•
•
•
11.
If you do not know the answer, admit it and find the answer later.
Recognize knowledgeable people.
Encourage experience sharing.
Stimulate networking.
Periodically evaluate your presentation.
•
•
10.
Do not be overbearing, do not over-control activities.
Do not over dress, but be neat and dress at the level of the audience.
Speak on the same level as the audience, do not talk down to them.
Be honest, do not pretend.
Do not solicit sympathy from the audience.
Keep training materials and syllabus.
Keep exam results.
Keep attendee signature rosters.
Thank class participants.
•
•
Give a positive summary as a closing presentation.
Leave a desired lasting impression.
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•
•
•
•
•
AMERICAN NATIONAL STANDARD Z490.1 – 2016
Annex D
Virtual Learning
•
•
•
•
Cost savings
Time savings
Location
Outreach
However, virtual training brings a new set of considerations for trainers:
•
•
•
•
•
Are participants centrally located or dispersed? Virtual training would be more appropriate if the
participants are dispersed.
Do the participants have the required technology available to them?
Do you have qualified producers to facilitate the training?
Who will administer the logistical details?
Do the participants speak the same language?
Virtual training must engage the participants in frequent, meaningful activities in order to maintain their
attention. This can be done by one or more of the following:
•
•
•
•
Chat line enables communication between the instructor and the participants.
A virtual whiteboard is similar to classroom chart paper. It can be typed on, written, or drawn on.
Status indicator allows participants to raise their hand. It can be used by the trainer to get a quick
response from the participants.
Polling can be used to get a real-time survey of the participants.
Considerations for slide design include:
•
•
•
•
•
Make bullets graphical.
Use light background with dark words. It reduces headaches and eye strain.
Select colors carefully.
Put complex content in a handout, not on a slide.
Create slides that will engage the participants.
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Virtual learning is increasing as a method of delivering training. The benefits of virtual training and
instruction include:
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an authorized representative of ASSP and you. If any provision of this Agreement is held to be unenforceable for any
reason, such provision shall be reformed only to the extent necessary to make it enforceable, and such decision shall not
affect the enforceability (i) of such provision under other circumstances, or (ii) of the remaining provisions hereof under
all circumstances. Headings shall not be considered in interpreting the Agreement.
8. EXPORT: You may not load or export or re-export any of the Product or any underlying information or technology
except in full compliance with all United States and other applicable laws and regulations.
BY ACCESSING THE PRODUCT, YOU ACKNOWLEDGE THAT YOU HAVE READ THE TERMS OF
THIS LICENSE AGREEMENT AND AGREE TO BE BOUND BY ITS TERMS.
Sold by ASSP to Lawrence Schlack on 01/31/2024, Order #1001978725
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This document is copyright protected and may not be reproduced or distributed to any other party
4. LIMITATION OF LIABILITY:
a) You acknowledge that each of ASSP and Owner's obligations and liabilities with respect to the Product are
exhaustively defined in this Agreement. You are responsible for the consequences of any use of any of the Product
(whether or not such use was consistent with the license granted hereunder) created
therefrom. Whether or not ASSP or Owner has been advised of their possibility, neither ASSP nor Owner nor any of its
representatives or agents, directors, officers, employees, agents, representatives or
members, shall be liable, whether under contract, tort (including negligence) or otherwise, for any indirect,
special, punitive, incidental or consequential loss, damage, cost or expense of any kind whatsoever and
howsoever caused, that may be suffered by you or any of your directors, officers, employees, agents,
representatives or contractors or any third party.
ASSP STANDARDS
| Driving improved performance
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Confined Space-Z117
Construction & Demolition-A10
Fall Protection-Z359
Fleet/Motor Vehicles-Z15
Lockout, Tagout & Alternative Methods-Z244
Machine Guarding-B11
OSH Management-Z10, ISO 45001
OSH Training-Z390, Z490
Personal Protective Equipment
Prevention Through Design-Z590.3
Respiratory Protection-Z88
Risk Management-ISO 31000
Ventilation Systems-Z9
Walking/Working Surfaces-A1264
Work/Aerial Platforms-A92
Sold by ASSP to Lawrence Schlack on 01/31/2024, Order #1001978725
Single user only, copying and networking prohibited.
This document is copyright protected and may not be reproduced or distributed to any other party
ASSP is a leader in the evolution of voluntary occupational safety
and health standards that reflect recognized best practices, both
in the United States and internationally. ASSP offers a variety of
standards that will improve productivity, increase efficiency, reduce
cost and minimize risk. Visit www.assp.org/standards for more
information and to purchase standards.
Sold by ASSP to Lawrence Schlack on 01/31/2024, Order #1001978725
Single user only, copying and networking prohibited.
This document is copyright protected and may not be reproduced or distributed to any other party
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Sold by ASSP to Lawrence Schlack on 01/31/2024, Order #1001978725
Single user only, copying and networking prohibited.
This document is copyright protected and may not be reproduced or distributed to any other party
Page Intentionally Left Blank
520 North Northwest Highway, Park Ridge, IL 60068 USA | 847.699.2929 | customerservice@assp.org | www.assp.org
This document is copyright protected and may not be reproduced or distributed to any other party
Printed in U.S.A.
Sold by ASSP to Lawrence Schlack on 01/31/2024, Order #1001978725
Single user only, copying and networking prohibited.
Z490_1_2016