Environmental Health & Safety

UC Riverside EH&S has created a series of safety aides called Spotlight on Safety. Please feel free to use these in your team meetings, as a weekly safety topic, when reviewing site specific safety items or anytime you want!

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May 2020 | Heat Illness Prevention

April 2020 | Zero Butts & Litter

March 2020 | Fall Prevention

February 2020 | Injury Prevention

January 2020 | Environmental Programs

November 2019 | Driver Safety

October 2019 | Fire Prevention

September 2019 | Workplace Injury Prevention

Provided by the National Safety Council. 

August 2019 | Fall Protection Awareness

July 2019 |  Heat Stress Prevention

Learn more about how to recognize symptoms and prevent heat stress. See all the Safety Programs at UCR.

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Library of quality videos that you can view online

Standards

Objectives

Every instructor has objectives he/she wishes to accomplish during training. Learning objectives should be participant-focused and state desired learning outcome. Objectives should be identified for each training module that are measurable and observable. When constructing objectives, the main question that objectives answer is:

What should the participant be able to do differently after the training is completed?

Objecited should follow recognized models that aid in the construction of practical objectives, such as Bloom's Taxonomy or Roger Mager's Theory of Behavioral Objectives. 

Bloom's Taxonomy

Objectives focusing on cognition (knowledge), affection (emotions), and psychomotor (skills) should be classified in to six types of learning. "Knowledge" is the lowest and "Evaluation" is the highest form of learning. 

Roger Mager's Theory of Behavioral Objectives

Objectives should include three characteristics: performance, conditions, and criterion (standard), such as in this example:

Note that training objectives emphasize what the participant will be able to do, not what the instructor indents to do. In each example, participants are expected to be able to accomplish specific goals by the end of the course. When developing learning objectives, be mindful of what is in your control in the classroom and what is out of your and the participant's control in the workplace. 

There should be an emphasis on analysis and selection of a teaching method appropriate to the training target audience and the objectives. Instructors should adapt teaching methods that reach participants at all skill or literacy levels, learning styles and experiential levels. A diverse set of instructional strategies should be adapted to address a full range of cognitive levels. 

Literacy Levels

Techniques to reach all literacy levels include:

1. Assume that all participants are unequally skilled, or are not confident, in speaking / reading / writing / math.
2. Make sure your handouts are visually appealing and easy to understand.
3. Adjust your rate of speech and supplement with displayed print
4. Do not rely on printed material alone. When information is important, make sure plenty of time for discussion is built into the class.
5. Let the group know that they will not necessarily be expected to read material by themselves during the training. If other materials must be read aloud, read them yourself or ask for a volunteer. Never call on someone who does not volunteer.
6. Make it clear that you will not put people on the spot. Let them know that you are available during breaks to talk about this or other concerns.
7. Read all instructions aloud. Do not rely on written instructions or checklists as the only way of explaining an activity or concept.
8. Plan for plenty of small group activities where participants get to work together on shared tasks. This includes facilitating reading, discussing, integrating new information, relating to life experience, recording ideas on flip charts, and reporting back to the whole group. In small groups, participants can contribute to the tasks according to their different backgrounds and abilities.
9. Try to use as many teaching techniques as possible that require little or no reading.
10. At the beginning of a class mention that you are aware people in the group may have different levels of reading and writing skills.
11. Establish a positive learning situation where it is okay not to know and where questions are expected and valued. Participants need to be able to say when they do not understand and to feel comfortable asking for explanations of unfamiliar terms or concepts.
12. Give out only the most important written material. Make any other materials available as an option.
13. If possible, provide audio recordings of key readings so that participants have the option to listen and read along.
14. Explain any special terms, jargon, or abbreviations that come up during the training. Write them on a flip chart.
15. If participants have to write, post a list of key words. This can serve as a resource for people with writing or spelling difficulties.

Learning Styles

Techniques that appeal to different learning styles

Facilitate the tendency of people to use one of their senses more than others when learning. Visual learners (who constitute half the population) learn best by seeing information. Auditory learners (who are less common) learn best by hearing; they remember the details of conversations and lectures and may have strong language skills. Tactile learners (or kinesthetic) learn best by doing; and prefer hands-on experience.

 Adapted from Sadker & Zittleman (2006)

The Cone of Learning

Techniques that encourage active learning.

Instructors should implement participatory training methods that draw on participants’ own experiences, as well as encourage valuable exchanges between instructors and participant Facilitate teamwork and opportunities for participants to analyze health and safety problems in a group and develop solutions. Implement active learning techniques that allow you to observe who may be having difficulty with the concepts; and engage with them to ensure they understand. The best participatory methods 1) draw on participants’ own knowledge and experience about health and safety issues; 2) emphasize learning through doing without relying on reading; and 3) create a comfortable learning experience for everyone. The following are examples of methods to encourage participants to be actively engaged in class: