Strengthening a Traditional Fire Protection Course by Using Fault Trees

Traditional courses and textbooks in occupational safety emphasize rules, standards, and guidelines. This paper describes the early stage of a project to upgrade a traditional college course on fire protection by incorporating learning materials to develop the higher-level cognitive ability known as synthesis. Students will be challenged to synthesize textbook information into fault tree diagrams. The paper explains the place of synthesis in Bloom’s taxonomy of cognitive abilities and the utility of fault trees diagrams as a tool for synthesis. The intended benefits for students are: improved abilities to synthesize, a deeper understanding of fire protection practices, ability to construct fault trees for a wide range of undesired occurrences, and perhaps recognition that heavy reliance on memorization is the hard way to learn occupational safety and health

Safety Training: Flowchart Model Facilitates Development of Effective Courses

Few SE&H professionals have time to keep up with the voluminous literature about safety and health training. An easier strategy involves adopting a model of the training process, such as the one described in this article. The model is presented as a flowchart to show the relationships among the component processes for all safet\\u27 and health training. It is intended to be a flexible model, suitable for tailoring to organizational needs, and easy to conceptualize. By learning this model, SH&E professionals will have a solid understanding of Ihe processes involved in developing and implementing an effective safety training program

Field study confirms the belief that keeping busy helps control room operators sustain alertness during the night shift

Control room operators in a nuclear power plant participated in this on-site study to test the belief that keeping busy helps sustain alertness. Since circadian rhythms strongly affect alertness, the study was designed to account for different times of the 24-hour day.The participating reactor operators worked rotating 8-hour shifts in the control room. Every 20 minutes they reported their alertness and their workload during the preceding period. These ratings were obtained throughout three of each shift, for a total of nine shifts and 560 pairs of ratings. Reduced alertness ratings (2 and 3 on the 9-point alertness scale) occurred only during the early morning hours. For these hours, results indicated a significant positive relationship between alertness and workload, with lower alertness ratings tending to occur following 20 minutes of low workload

Developing Higher-level Cognitive Skills In a Fire Protection Course

In an ideal world, all instructors of safety and health courses would be masters of course subject matter as well as the theories and practices for effective teaching. In practice, however, most instructors are much stronger in one or the other. This paper provides an example of how some fundamental knowledge from educational experts can be useful for improving a traditional safety course. Is there a problem with the way traditional safety and health (S&H) courses are taught? It is asserted by this author that S&H education, in general, places too much emphasis on acquisition and comprehension of facts at the expense of helping students develop higher-level cognitive abilities. This paper explains the basis for the assertion and reports an experience upgrading a traditional fire protection course to include more assignments involving the higher-level ability known in the education community as synthesis

Case Study of an Ergonomics Training Program for Nursing Home Workers

This paper describes a case study of a labor-based ergonomics-training program that makes use of some effective worker training methods. The program focus was on ergonomics awareness and back injury prevention for nursing home workers. It was developed and conducted by a not-for-profit organization affiliated with the Service Employees International Union. Training methods included the train-the-trainer model and the small group activity method. The investigation also compared the program components with those identified by the Occupational Safety and Health Administration (OSHA) as being key elements in effective safety training

Risk Reduction Strategies: Past, Present, and Future

Several respected authors have proposed short lists of all strategies for controlling hazards or reducing risks from hazards. This article reviews those attempts and proposes an improved list of nine risk reduction strategies

Alertness-Supporting Activities for Control Room Operators in Automated Industrial Plants

A survey of control room operators in a nuclear power plant identified practical activities for maintaining alertness during the early morning hours. Nine on-duty operators rated 16 activities they were allowed to do on shift. Activities most effective for alertness were splashing cool water on the face, drinking coffee, and doing things that used muscles. The least effective activities were passive monitoring and studying for exams. The large range of ratings indicates that activity has a major role in operator alertness during the early morning hours

Selecting Appropriate Words for Naming the Rows and Columns of Risk Assessment Matrices

The risk management systems used in occupational safety and health typically assess the risk of identified hazards using a tabular format commonly called a risk assessment matrix. Typically, columns are named with words indicating severity, and rows are named with words indicating likelihood or probability. Some risk assessment matrices use words reflecting the extent of exposure to a hazard. This project was undertaken with the aim of helping the designers of risk assessment matrices select appropriate names for the rows and columns. A survey of undergraduate students studying engineering or occupational safety and health obtained ratings of 16 English language words and phrases for each of the three factors. Analyses of 84 completed surveys included comparing average ratings on a 100-point scale. Using the averages, appropriately spaced sets of words and phrases were identified for naming the row and column categories. Based on results, the authors recommend word sets of three, four, and five for severity; three, four, five, and six for likelihood; and two and three for extent of exposure. The study methodology may be useful for future research, and the resulting word sets and numerical ratings may be helpful when creating a new, or reassessing an established, risk assessment matrix

Ladder Safety: A Taxonomy of Limb-Movement Patterns for Three Points of Control

Traditional guidance on ladder safety emphasizes training workers on the use of three points of contact. More recent guidance is to train workers to use three points of control. What is lacking is empirical information about what limb-movement patterns effectively support the use of three points of control. This project was conducted to establish a taxonomy of possible limb-movement patterns and a means for comparing relative safety. Prior to the experiment, a taxonomy of six possible limb-movement patterns was established. A sample of 20 undergraduate students performed four tasks each without any instructions on limb-movement pattern. The tasks were ascending and descending a straight ladder and a portable ladder, once each, while being videotaped. Out of 80 observed tasks, 59 of the subjects were using rungs rather than rails. Analysis of rung users identified the use of all six patterns. An innovative measure of safe performance was developed and used to compare the patterns. Statistical analysis did not find significant differences in the patterns based on the safety performance measure

Formats for Section Safety Messages in Printed Manuals

This study compared four formats for safety messages in printed manuals based on layouts found in a new standard of the American National Standards Institute (ANSI Z535.6, 2006). These four designs are specifically for use as section safety messages. Two used a signal word panel, and two used a safety alert symbol (exclamation in a triangle). The four formats were rated by 55 college students from three different classes using a five-point scale for hazardousness. All four messages were presented on the same page of a test booklet, with order balanced using a Latin Square. Results of a Friedman test indicated significant differences in ratings. The ranked order of the formats based on estimated median was yellow safety alert symbol left of the text (3.37), signal word in black panel above text (3.13), signal word in black panel imbedded in first line of text (2.87), and black hazard alert symbol left of the text (2.13). Post-hoc analyses of ratings using a Bonferroni test indicated the signs fit into three groups: the two highest rated signs, the second and third rated signs, and the lowest rated sign