Page 54 - OHS, September 2021

TRAINING: CHEMICAL SAFETY/SDS
uniform format will enable workers to use SDS correctly.
■ Emphasize key sections on hazard identification and proper use.
■ Demonstrate the nine universal hazard symbols of the Globally Harmonized System of Classification and Labeling of Chemicals (GHS).
■ Teach employees how to protect themselves with the right PPE worn properly.
■ Provide reasons behind proper handling instructions, for example:
It is ironic that the same chemicals that help make safe products and keep work environments clean and healthy can also be dangerous, even deadly, if used incorrectly.
■ If mixing with water, add the chemical to the water (instead of adding water to chemical) so a splash would be water instead of chemical.
■ Don’t pour chemicals into a container that sits above eye level to avoid splashing in eyes.
■ Never mix acids and chlorinated products, which could release deadly fumes.
■ Emergency preparedness: ensure SAFETY DATA SHEET (SDS) FORMAT
OSHA specifies SDS to follow the same 16-section format. The standard sec- tions are listed below, more detail on what should be included is available at: https://www.osha.gov/sites/default/files/ publications/OSHA3514.pdf.
1: Identification
2: Hazard(s) Identification
3: Composition/Information on Ingredients
4: First-Aid Measures
5: Fire-Fighting Measures
6: Accidental Release Measures
7: Handling and Storage
8: Exposure Controls/ Personal Protection
9: Physical and Chemical Properties 10: Stability and Reactivity
11: Toxicological Information
12: Ecological Information*
13: Disposal Considerations* 14: Transport Infomation* 15: Regulatory Information* 16: Other Information *Non-mandatory sections
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Developing this training content can seem overwhelming. Adding to the challenge, most safety experts are not trained in curriculum development, and likewise, most training coordinators are not safety experts. Collaboration between these two departments is essential. There are solutions to expedite and streamline the effort.
A number of quality third-party training vendors provide chemical safety training courses. Choose the right vendor by finding the best fit for your particular needs. Here are some things to consider:
■ Are the courses locked, or are they customizable to add site-specific elements if needed?
■ Do the courses come in the languages you need for your workforce?
■ Are the courses compatible with your learning management system (LMS)? ■ If you don’t have a LMS, do they come with a basic LMS to properly track
and deliver?
■ Do you need a one-off course for
chemical safety, or is a wider workplace safety library of courses needed?
■ Is eLearning, classroom training or a combination more desirable?
Finally, a word for the wise. Any vendor that claims its training course(s) are “OSHA approved,” “OSHA certified,” or otherwise sanctioned by OSHA is being disingenuous. OSHA does not approve or certify training content or training providers.
Keeping Employees
Alert and Engaged
The job is not done after the training materials are created. Even the best, most
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mark if it does not keep learners engaged and interested. It is important to remember that many workers may see training as a bother. After all, they are adults and, in many cases, have performed work with chemicals in the past and nothing went wrong. Therefore, they might feel training is unnecessary. But the 60,000 workplace deaths per year in the U.S. due to chemical exposure (on top of another 860,000 injuries)1 is another story.
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emergency showers and spill kits are and how to use them.
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50 Occupational Health & Safety | SEPTEMBER 2021
www.ohsonline.com
Story-telling is actually a great method to make training more engaging. Adult learning experts weave narrative stories into training courses, which hold attention better than lists, droning instructions and data alone. Another proven concept involves “microbursts” of learning. This is a fancy way to say you are teaching one or two concepts at a time, with concise instruction. Find ways to repeat these concepts before introducing new concepts. Stitch together a series of these microbursts to round out the instruction.
Even with great course structure, stronger engagement tactics are recommended. A common best practice includes intermittent quizzes throughout a course. Many employers prefer a quiz at the end, and this is fine. But quizzes during a training segment helps verify understanding and requires a learner to pay attention. A long stretch without requiring interaction or input from the learner invites distraction.
Another tactic, specific to eLearning courses, is known as “auto pause” or “focus lock.” This feature automatically pauses an eLearning course if the student navigates to another browser window or other app on the computer. This prevents a learner from playing a course in the background while doing other work or from taking