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Delivering Safety and Health Training During the COVID-19 Pandemic Sue Ann Corell Sarpy, Ph.D. Sarpy and Associates, LLC
Delivering Safety and Health Training During the COVID-19 Pandemic
Sue Ann Corell Sarpy, Ph.D.
Sarpy and Associates, LLC
RAPID TRANSITION TO DISTANCE
LEARNING
March 2020 COVID-19 was Declared a Pandemic
Immediate Need for Worker Training on COVID-19
Designing and Delivering Training in REAL TIME
Transition to Health and Safety Training using Distance Learning
Evaluating Effectiveness of Worker Health and Safety Training
• Comparisons of Face-to-face versus Distance Learning Format on Training Outcomes
• Effectiveness of Health and Safety Training Designed During Pandemic to Meet Emerging Safety Needs
• Best Practices/Lessons Learned
• Tips and Tools for Trainers
• Next Steps for Distance Learning in Health and Safety Training
Courses Selected for Comparisons
CPWR Infection Control Risk
Assessment (ICRA) Trainings
Provided Face-to-Face Pre-Pandemic
Modified to Distance during
Pandemic
Instructional Team (same for both
formats)
Dates: April 2016 to July 2020
Infection Control Risk Assessment (ICRA) Awareness Courses
• ICRA Awareness course prepares workers to perform construction, renovation, maintenance and demolition activities in healthcare facilities
• Involves active learner participation: case studies, lectures with discussion, demonstrations and hands-on activities to engage learners
• Pre-pandemic: 8-hour (Face-to-face)
• During pandemic: Revised to 6-hour that includes 1-hour COVID-19 and the Construction Industry Awareness Training (On-line)
Face-to-Face vs Distance Learning for Health and Safety Training
Study 1
Evaluation of ICRA Awareness Courses
CPWR Training Course Evaluation (26 items)
Immediately following training
Effectiveness• Instructor(s) • Teaching Methods/Materials• Overall
Learning• Training-related Knowledge/Skills
Comparisons of • ICRA Awareness 8-hr (Face-to-Face)• ICRA/COVID-19 Awareness 6-hour
(Distance)
Were There Differences in Effectiveness and Learning?
Face-to-Face ICRA (8hr) with Distance ICRA-COVID-19 (6hr)
4.804.65 4.76 4.724.71
4.434.64 4.62
1.00
2.00
3.00
4.00
5.00
Instructor* Method** Overall* Learning
Ave
rage
Rat
ing
Face-to-Face Distance
Face-to-Face ICRA Awareness (8-hr) with Distance ICRA/COVID-19 Awareness (6-hr)
Face-to-Face reported significantly higher ratings of EFFECTIVENESS:
• Instructors
• Teaching Methods and Materials
• Overall
• BUT no significant differences in LEARNING (Knowledge/Skills)
Effectiveness of Distance Learning for Occupational Health and Safety Training
Study 2
Effectiveness of Occupational Health and Safety Training Delivered During the Pandemic
• Designing and Delivered in Real Time to meet Worker Needs
• Trainings:
• COVID-19 and the Construction Industry Awareness Training (1-hour)
• ICRA/COVID-19 and the Construction Industry Awareness Training (6-hour)
• Delivery: Distance (Synchronous, On-line Format)
• Participants:
• Trainees (Members, Trainers, Union Representatives)
• CPWR Instructors
• Evaluation: On-line, September 2020
CPWR Distance Learning
Evaluation
Effectiveness (CPWR Instructors, Trainees)• Instructor•Content• Format
Learning/Performance (Trainees)• Learning (CPWR Training-
related Knowledge/Skills)•Performance on-the-job• Support on-the-job
Training Background Information
Training Attended
56%
44%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
COVID-19 ICRA/COVID-19
Pe
rce
nta
ge
Date Attended Training
36%
27%
37%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
March to April May to June July to August
Per
cen
tage
Trainee Background Information
Demographic Information
Race/Ethnicity Gender
0% 20% 40% 60% 80% 100%
White
Black/African American
Hispanic/Latino
Middle Eastern
Multiracial
Other
Prefer Not to Answer
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Male Female Prefer Not toAnswer
Work-Related CharacteristicsUnion Membership
24%
50%
26%
0%
20%
40%
60%
80%
100%
Member Trainer UnionRepresentative
Perc
ente
age
Professional Tenure
0%
20%
40%
60%
80%
100%
Pre-Apprentice Apprentice Journeyworker
Perc
enta
ge
Painters and Allied Trades
38%
Electrical Workers3%
Elevator Constructors25%
Heat and Frost Insulators and Allied
Workers1%
Operative Plasterers’ and Cement Masons
15%
Plumbers, Fitters, Welders and Service Techs
11%
Bricklayers and Allied Craftworkers
5%
Sheet Metal, Air, Rail and Transportation Workers
2%
Training Effectiveness
Ratings of Training Effectiveness
6.49 6.65 6.33 6.435.89 5.78 5.67 5.671.00
2.00
3.00
4.00
5.00
6.00
7.00
Content Instructor Format Overall
Ave
rage
Rat
ing
Trainees CPWR Instructors
Learning Outcomes
Participants’ Learning
6.55 6.59 6.60 6.58 6.54 6.69 6.31 6.65
KSA1 KSA2 KSA3 KSA4 KSA5 KSA6 KSA7 KSA8
Ave
rage
Rat
ing
Training-related Knowledge, Skills, and Abilities
Safety at the Workplace
Impact on Working Safety
6.32 6.17 6.34 6.44
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Prepared to worksafely
Used on the job Supervisory Support OrganizationalSupport
Ave
rage
Rat
ing
Trainers Prepared to Train Using Distance Learning
23%
51%
20%
6%0%
20%
40%
60%
80%
100%
Very Prepared Prepared SomewhatPrepared
A Little Prepared
Perc
enta
ge
Did the Participants’ Work Expertise Affect the Training Outcomes?
Did Participants’ Work Expertise Affect Outcomes?
Union Membership
• Member, Trainer, Union Representative
• NO significant differences on Effectiveness Ratings and Learning/Performance
Trade Affiliation
• Eight Trades Represented
• NO significant differences on Effectiveness Ratings and Learning/Performance
Did Training Length or Date Affect the Outcomes?
Did Training Characteristics Affect Outcomes?
Type/Length of Training
• Compared COVID-19 (1-hr) with ICRA/COVID-19 (6-hr)
• NO significant differences on Effectiveness Ratings and Learning/Performance
Month Training Presented
• Compared Months Presented (March/April, May/June, July/August)
• NO significant differences on Effectiveness Ratings and Learning/Performance
Did Participant’s Technological
Competence Affect the Outcomes?
Skill in Using Distance Learning Format
25%
39% 35%
1%0%
20%
40%
60%
80%
100%
Very Skilled Skilled Somewhat Skilled Minimally Skilled
Perc
enta
ge
Effect of Trainee Skill in Using the
Technology on Training Outcomes
Instructor Effectiveness: Very Skilled and Skilled HIGHER ratings than Somewhat Skilled
Learning and Overall Effectiveness: Very Skilled HIGHER ratings than Somewhat Skilled
InstructorEffectiveness*
OverallEffectiveness*
Learning*
Somewhat Skilled 6.41 6.23 6.41
Skilled 6.40 6.48 6.56
Very Skilled 6.84 6.79 6.80
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
5.50
6.00
6.50
7.00
Ave
rage
Rat
ing
Somewhat Skilled Skilled Very Skilled
Comfortable Taking Distance Learning
64%
24%
9%3%
0%
20%
40%
60%
80%
100%
Very Comfortable Comfortable SomewhatComfortable
SomewhatUncomfortable
Perc
enta
ge
Effect of Level of Trainee Comfort with
the Technology on Training Outcomes
Instructor, Content, and Format Effectiveness: Very Comfortable and Comfortable HIGHER ratings than Somewhat Comfortable
Learning, Performance on the job: Very Comfortable HIGHER ratings than Somewhat Comfortable
InstructorEffectiveness**
ContentEffectiveness**
FormatEffectiveness**
OverallInstructor
Effectiveness*
Overall FormatEffectiveness*
Learning** Performance** Support*
Somewhat Comfortable 5.44 5.56 5.24 6.00 5.89 6.25 5.33 5.78
Comfortable 6.35 6.49 6.00 6.67 6.00 6.40 5.97 6.14
Very Comfortable 6.67 6.64 6.35 6.71 6.52 6.68 6.50 6.64
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
5.50
6.00
6.50
7.00
Ave
rage
Rat
ing
Why did these results occur?
Comments from Trainees and CPWR Instructors
Instructor expertiseUse of synchronous on-line platform (Zoom)Content/Application to the workplaceInteraction/discussions/breakouts/pollsShift to distance learning (Safety/Flexibility)Use of distance learning (flexibility/safety)
MOST Valuable
Face-to-face more effective (Gold Standard)Limited interactionChallenges in using hands-onTechnical issuesLimited ability to read non-verbal cues
LEAST Valuable
Tools and Tips for Trainers
Before TrainingKnow the audience in advance of the session to gain information about learner (technological proficiency; accessibility) and workplace needs (occupational; trade)
Provide orientation training for participants and trainers that clarifies technology, course expectations, and resources prior to the training session
Provide access to all course-related information to participants in advance of the training session
Convene instructor planning and coordinating meetings with the other instructors to review roles and responsibilities
Rehearse presentations using the technology (including camera) preferably with performance feedback
During TrainingEncourage trainee engagement using specific regular interaction/discussions and diverse methods
Use co-instructor(s) to assist with technology
Create an open and flexible learning environment
Following TrainingEvaluate training to ensure continuous quality improvement
Provide up-to-date, relevant, on-line resources for participants and trainers
Before Training
➢ Know the audience in advance of the session to gain information about learner (technological proficiency; accessibility) and workplace needs (occupational; trade)
➢ Provide orientation training for participants and trainers that clarifies technology, course expectations, and resources prior to the training session
➢ Provide access to all course-related information to participants in advance of the training session
➢ Convene instructor planning and coordinating meetings with the other instructors to review roles and responsibilities
➢ Rehearse presentations using the technology (including camera) preferably with performance feedback
On-line Etiquette for
Trainees
Download training information ahead of time, including all handouts and PPTs.
Complete all pre-training assignments and assessments.
Test your computer compatibility with the platform. Log-in to the session at least 5 -10 minutes ahead of time.
Present a professional on-line presence (attire, background).
Limit distractions and do not multitask during training (turn off other devices).
Mute your microphone when not speaking.
Leave video/camera on at all times during class (do not revert to blank screen).
Share comments and questions in text chat and raise hand to ask questions.
During Training
➢ Encourage trainee engagement using specific regular interaction/discussions and diverse methods
➢ Use co-instructor(s) to assist with technology
➢ Create an open and flexible learning environment
Best Practices for Using Breakout Rooms
Provide clear instructions and a general framework for the breakout activity
Include a mix of participants to leverage expertise and experiences
Prepare trainees for breakout room expectations before you send them into their sessions
Depending on the activity, assign a facilitator for each room
Indicate the expected duration of the breakouts
Provide a way for trainees to get assistance, if needed, during the breakouts
Following Training
➢ Evaluate training to ensure continuous quality improvement
➢ Provide up-to-date, relevant, on-line resources for participants and trainers
“I believe 100% in face-to-face training but if we cannot it is a responsibility for us to train them on how to be safe.
We sometimes forget about the art of safety. We are forced in this time not to do face-to-face training, but we have members working today. We had to
look at the art side and find the next best avenue. Safety can never stop - no matter what obstacles are put in front of us.
Great job for CPWR staff and instructors to adapt and overcome to reach the members.”
Quote from Participant in the ICRA/COVID-19 Training (April 13, 2020)
Balancing the use of distance learning for health and safety training moving forward
How do you use what we have learned into future health and safety trainings?
Distance Learning for Health and
Safety Training
➢ Preliminary evidence of using the distance learning format to successfully deliver health and safety training designed in real time in response to a pandemic
➢ Research is needed to identify key trainee characteristics and training features using various formats and content in integrating into face-to-face offerings (blended learning, flipped classrooms)
➢ Consider expanding training outcomes to include measures of relationships (trust, cohesion, peer support)
➢ Strategic decision-making regarding use of distance technology to improve health and safety training systems
Acknowledgements
• Dr. Alicia Stachowski, Dr. Nancy Goldstein
• Gary Gustafson and Steve Surtees
• Rick Reinhart
• CPWR Instructors: Mike Finn, Ron Mahs, Jerry Marsden, George Newman, Tom Sundly, Jim Young
• Supported by NIEHS cooperative agreements ES006185 and ES009764
QUESTIONS?
SUE ANN SARPY, PH.D.
www.sarpyassociates.com
