How to Use Portable Fire Extinguisher in the Workplace - Example

TRAINING PACKAGE Training Package: How to use portable fire extinguisher in the workplace Name Course Instructor 22 November 2012 Table of Contents Table of Contents 1 Abstract 2 Information for the Trainer 3 Activities before the training session 3 Visual Aids 3 Supporting information about location, layout, equipment and materials 4 Course Design 5 Introduction 5 Assessment 6 Conclusion 7 Session plan: Practice in using portable fire extinguisher 9 Reference List 10 Abstract This training package is designed for the new employees in an organization and indicates how they should be trained in handling the portable fire extinguisher in a case of fire emergency. It gives detailed information in form of a session plan to guide the training process of trainees. The objective is to give the employees skills that enable them to use portable fire extinguisher appropriately. The session plan is intended to go for one (1) hour, and contains information that is important for trainer and also for course design in terms of introduction, assessment and conclusion. Therefore, the training package has the following key areas: Three instructionally-sound learning objectives for the trainees, Information that support location, layout, equipment (including training aids) and materials and reasons for these, Activities to be done before the training session begins, An introduction and a conclusion, Content that connects training activities, also including topic/activity timings, Instructions for the trainer to allow them to conduct at least one self-managed activity, Assessment of the objectives in the training session Package title: Workplace fire safety training Session title: Practice in using portable fire extinguisher Total time: I hour Objectives: The main objective of the training session is to enable employees know how to use portable fire extinguisher in emergency cases. Apart from this, employees will be able to acquire skills of handling the portable fire extinguisher, and further, be able to develop knowledge about key features of portable fire extinguisher that are important in emergency situations. Information for the Trainer Activities before the training session Collect apparatus to be used in the training session Ensure a portable fire extinguisher is provided Identify the appropriate location for the practical to take place Get source of fire Ensure availability of fire safety regulations document Ensure safety of all participating employees Visual Aids The session plan will include visual aids that will be used alongside other training materials. The visual aids will include one that demonstrates how fire is extinguished using the portable fire extinguisher. Another visual aid will be in a form of a flow chart that shows the steps followed in operating a portable fire extinguisher. The last visual aid will have safety rules that workers need to know when dealing with fire. Visual aids are used in the training session given that visual aids have been identified to be important in enabling those being trained to have greater understanding and conceptualization of ideas in a faster manner (Delahaye & Smith 1998). Supporting information about location, layout, equipment and materials The session plan involves demonstrating to employees how to use a portable fire extinguisher in an event of fire emergency. The session plan will be conducted in a suitable selected room that has enough outside space where fire can be set up for demonstration purposes. The training session is for the seven new recruited staff in the organization. Effort will be made to ensure the identified location for practical demonstration of safe for all the trainees. The equipment and materials to be used in the session include portable fire extinguisher, a table where demonstration or placing extinguisher will be carried out, match box, few pieces of firewood to start fire. The main reason why a relatively large room with adequate outside space is chosen for the session plan is that it will provide a suitable place and opportunity for the trainer to demonstrate clearly how fire is extinguished using the portable fire extinguisher (Delahaye & Smith 1998). To ensure that the training is not affected negatively, the trainer will make sure that all materials and equipment for the session have been collected and assembled at the location before the training can start. Course Design Introduction Workplace is prone to numerous accidents and hazards, where fire is one of them. As a result, it is imperative that all workers know the basic activities, skills, and knowledge concerning how to deal with fire when it occurs. Portable fire extinguisher is equipment an organization is likely to have as a precautionary measure of dealing with safety issues related to fire. Therefore, training workers on how to use the equipment is one way of ensuring workers are able to manage their safety and that of others and of the organization whenever an emergency case of fire occurs. In order to carry out a successful training session on how to use portable fire extinguisher, the trainer will ensure all requirements for the session have been met by carrying out an informal inspection of all materials and equipment. Thereafter, the trainer will have a preview of the training manual to know exactly what should be taught to the trainees (Barbazette 2006). The trainer will introduce the topic of training to the trainees by outlining the basic and specific objectives to be achieved from the training. In doing so, the trainer will have a short introductory remarks about the issue of safety in the organization, especially to do with fire. This will largely aim to bring the trainees to the main context of the training session (Barbazette 2006). Borrowing from the theories of learning and training, the trainer will make sure that different learning approaches are adopted in the training session (Dodo, Smukalla & Abt 2009), and the approaches encourages participation, involvement, interaction, and collaboration, and cooperation between the trainer and trainees (Marchington, Wilkinson & Wilkinson 2005). This will mean that the trainer gives the trainers opportunity to participate in selecting problem-centred learning approach to be used, and that the entire process of learning is characterized by informality, flexibility, and support for the trainers (Saks & Belcourt 2009). To show how a portable fire extinguisher functions, the trainer will identify the main parts that are found on the portable fire extinguisher. Subsequently, the trainer will explain how various parts of the equipment are use or their function in extinguishing fire. After this, the practical aspect on how the equipment functions in extinguishing fire will be carried outside the room in an open area. A source of fire will be prepared. The trainer will hold the equipment and demonstrate to trainers how to pull the pin on the extinguisher, how to aim the hose nozzle at the base of the fire, how to squeeze the handle to release the extinguishing agent, and how to sweep the nozzle from side to side at the base of the flames in order to ensure the fire is extinguished. The trainer will repeat this for like two more times, before giving each trainer an opportunity to practice on own on how to use the equipment to extinguish fire. Trainees will be expected to follow each step as outlined and explained by the trainer. Throughout the process, time management and other resources will be critical to ensure successful completion of the training session. Assessment During the training session, assessment will largely be conducted in order to determine whether the trainees are able to practically use the equipment on their own (Simmonds 2003). Furthermore, assessment of whether employees are able to understand key stages in extinguishing fire will be conducted. The assessment will largely be informal, although particular aspects of formal assessment like undertaking a fifteen-minute test will be incorporated. First, the trainer will give each trainee two minutes to use the portable fire extinguisher in demonstrating how to extinguish fire without help from the trainer. The selection of portable fire extinguisher practice for each individual as an assessment activity is informed by the fact that the trainer will be able to observe how the trainee moves from the first step one to the last step in extinguishing the fire using the equipment. The trainer will therefore be able to rate the performance of the trainee on a scale of 1-3, where 1 (very competent), 2 (fairly competent), and 3 (not competent). Besides rating the trainees, the trainer will also be able to ask informal questions regarding safety precaution measures that have to be undertaken in case of a fire in the organization. Trainees will be able to answer verbally. Lastly, the trainer will provide a final simple test of 10-questions, and the questions will largely be on the concepts covered in training session concerning the use of portable fire extinguisher in the workplace. The trainees will be required to complete in a 15-period time. Again, this test will be able to give the trainer the performance and level of understanding of each trainee during the session. Conclusion The training session is allocated a maximum of one hour and the trainer is expected to ensure all the objectives have been achieved within the period of time. Furthermore, the trainer will ensure the trainees have acquired knowledge and skills that enabled them to perform at least one self-managed activity on their own (Nadler & Nadler 1994). This is to mean, the trainees should be able to use portable fire extinguisher on their own to put off fire. Besides, the trainers should be able to understand the basic safety regulations to follow in using the portable fire extinguisher. Assessment is the critical part in the process that will ensure the trainer determines whether the trainees have been able to acquire skills and knowledge in regard to objectives of the training session regarding how to use portable fire extinguisher (Chan 2009). Lastly, after the training session, the trainer will make sure the place is cleaned, re-arranged, equipment and materials returned to stores, and the source of fire cleared. Session plan: Practice in using portable fire extinguisher Time Approach Basic activity Particulars 0 minutes Introduction This period is for the trainer to introduce the topic and specific session topic with objectives to be achieved. 05-15 minutes Demonstration Demonstrate basic activities and procedures in using portable fire extinguisher 15-25 minutes Chart Demonstration and explanation Increase on the level of demonstration to all trainees, to be accompanied with explaining particular aspects. Ensure the entire task is broken down into manageable points 25-35 minutes Task breakdown Assessment Let trainees ask questions. Explain areas the trainees do not understand Ask trainees informal questions about the practical 35-45 minutes Practical Give each trainee two minutes to demonstrate how to use the portable fire extinguisher. Give trainees a 15-minute test 45-60 minutes Task breakdown Conclusion Review the entire process of learning Ensure objectives have been achieved. Reference List Barbazette, J 2006, The art of great training delivery: strategies, tools, and tactics, Hoboken, NJ: John Wiley & Sons. Belcourt, M 2006, ‘An investigation of training activities and transfer of training in organizations, Human Resource Management, Vol. 45, Iss: 4, pp. 629-648. Chan, JF 2009, Designing and developing training programs: pfeiffer essential guides to training basics, Hoboken, NJ: John Wiley & Sons. Delahaye, BL & Smith, BJ 1998, How to be an effective trainer, John Willey & Sons, New York. Dodo, KA, Smukalla, M & Abt, M 2009, ‘Towards a new training transfer portfolio: a review of training-related studies in the last decade’, German Journal of Research in Human Resource Management, Vol. 23, Iss: 4, pp. 288-311. Marchington, M, Wilkinson, A & Wilkinson, A 2005, Human resource management at work: people and development, London: CIPD Publishing. Nadler, L & Nadler, Z 1994, Designing training programs: the critical events model, Gulf Publication. Simmonds, D 2003, Designing and delivering training, London: CIPD Publishing. Read More