Document OzgzKEdqrzLgrNx46Mg7EMJyM

Among the most important of these skills are giving job instruction, supervising workers at work, determining accident causes, and building safety attitudes among workers Special courses may be given in these subjects On-the-Job Training On-the-job training (OJT) is widely used because the trainee can be producing while he is being trained Whether the supervisor does the instructing himself or has someone else do the teaching, the training should be carefully planned and organized Again the safety professional should be familiar with his organi zation's training program so that appropriate and correct safety training is integrated into it In too many cases, on-the-job training is a hit-or-miss procedure where the trainee is told to follow another worker around and leam his job In situations of this type, the worker may be too busy to do any training, or may not know good training procedures He may even be reluctant to tram another to do his work Remember, it is the supervisor's responsi bility to make sure the person doing the train ing can, m fact, train On-the-job training in cludes many techniques and approaches and there is no one method that will fit all situ ations Job safety analysis (JSA, discussed m the next section and in Chapter 5, "Removing the Hazard from the Job") is one method, job instruction training (JIT) is another, and overthe-shoulder coaching is still another widely used method These methods may be used separately or in combination depending upon the complexity of the job and the time ele ment Over-the-shoulder coaching Over-the-shoulder coaching is perhaps the most flexible and direct of the three training methods In coaching, the trainee is expected to develop and apply his stalls in typical work situations under the guidance of a qualified person The person to whom the trainee has been assigned should be one who knows the job thoroughly, is a safe operator, and has the patience, time, and desire to help others (See Fig 9-3 ) The advantages of training of this type are 1 The worker is more likely to be highly moti vated because the guidance is personal 2 The instructor can identify specific perform ance deficiencies and take immediate and proper corrective action 3 Results of the training are readily apparent since real equipment is being used and finished work can be judged by existing standards 4 The training is practical and realistic and can be apphed at the proper time Timing is important, not only do the trainees like to get help when needed, but also the instructor can judge the trainee's progress con tinually so he can present the next unit or phase of instruction when the trainee is ready To help keep track of the progress of each individual, a training chart is valuable On the top of the chart are listed the various tasks required of a person in a particular job classifi cation By observation and direct discussions, the instructor can determine whether the em ployee is qualified to perform the tasks neces sary to fill the job The instructor determines the degree of skill and knowledge of the trainee and estimates his training needs He makes notes and comments on the chart Such a chart prevents neglecting training that is important, it also prevents unnecessary train ing (See Fig 9--4, next page ) Job safety analysis A job safety analysis (JSA) is a procedure to make a job safe by 1 Identifying the hazards or potential acci dents associated with each step of a job, and 2 Developing a solution for each hazard that will either eliminate or control the exposure Benefits of JSA. The principal benefits that anse from job safety analysis are these phases of a supervisor's work Giving individual training m safe, efficient procedures Making employee safety contacts Instructing the new man on the job Preparing for planned safety observations Giving pre-job instructions on irregular jobs 20S