I am often asked, ‘what makes up a good program?’ ‘What is involved in program creating?’ The answer can be simple, legislation backed, knowledge of the equipment, and a commitment to knowledge transfer. I spend time reading legislation to determine what needs to be taught in an equipment course and what needs to be taught in a safety training course.  Without this time commitment, I would not know what the provincial and federal requirements are as well if anything has changed.  Using Canadian Standards (CSA), Occupational Health and Safety (OH/S) Regulations and other documents like American Society of Mechanical Engineers (ASME), I can review key information in the creation of a training program.

The next step is reading the manufacturer’s operator manual, this guide developed by the equipment manufacturer gives insight into the proper care and use of the machine or equipment, gives insight into the correct operation, and creates a guideline that I can use for demonstration of proper maintenance, care and use and the general operation.

The next phase is about the adult learner. Knowing your audience is crucial to a successful course. Adults learn by understanding how the training pertains to themselves.  With this in mind, I teach an equipment course on the basis of being productive on the job site. In the classroom, I use several methods to explain the theory of the equipment or the safety course. A mixture of self paced learning which involves chapter reviews, then coupled with videos and instructor lead activities complete a rounded theory portion. This all leads to a successful exam session, without the exam portion there is no proof of knowledge transfer.

The training is not finished at the theory level though, meeting Table 14.1 of the Occupational Health and Safety Regulations is key to a successful equipment training program. Keeping that focus on job productivity, whether the course is powered mobile equipment training or safety training the goal in the practical training is to provide the learner with the knowledge, skills and ability to be productive, efficient and safe in the work place. Teaching learners how to properly fill a skid steer bucket, inspect a fall protection harness or perform a hazard assessment on a confined space are just some of the skills I want the learner to have after spending their time with me.

The final phase involves facilitating the course. Ensuring the audience understands the exam, the material being delivered, and the equipment exercises. This is a key step and changes to the delivery method and content may be needed in order for the course to be successful.  Review and constructive criticism is needed and valued in delivering of a positive course.  Remembering that the students in the class can add real value with their experiences and knowledge.

This approach is the key to a successful training program.