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personnel. They are also asking employees to verify with a signature that safety
training has been delivered.
14.1.2 Expectations from Training
Take some time “up front” to pinpoint the expectations of the organization you are going to train.
Determine how much support there is from the management team. Determine their training objectives.
Then, talk with representatives from the target audience, the group you will be training, to determine their
objectives and expectations. Also, survey representatives from the subordinates the target audience
supervises; in order to gain another perspective on safety training needs. This part of the needs analysis
does not have to be formal. Often a tour provides an opportunity to ask questions, listen, and assess
expectations. The ability to listen is very important, because people will often volunteer information to a
skilled listener.
Once you have determined the training expectations, put down the training objectives in writing and secure
consensus from the organization. If the expectations are unrealistic, then they should be discussed.
Unrealistic expectations are usually a result of a failure to understand what constitutes effective training. A
common example is a request to train 200 people with a wide variation in knowledge of background
information and need-to-know. Look for creative solutions to this problem, such as several safety-training
FAA System Safety Handbook, Chapter 14: System Safety Training
December 30, 2000
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sessions for different groups, the use of several safety trainers, the use of multiple teaching strategies,
and/or multi-media, etc.
Another example of an unrealistic expectation might be a request to have training at 7:00 a.m. on Saturday
with no additional pay for workers who have just worked a shift from 11:00 p.m. to 7:00 a.m. It is easy to
anticipate a problem in motivating the group. Be sure to set appropriate times and dates.
Another type of unrealistic expectation that is even more serious, results from a request to minimize
dangers, encourages shortcuts, or overlook hazards. Deliberately misinforming trainees could result in
liability for the trainer. Therefore, the trainer should feel comfortable with the philosophy and practices of
the organization. On rare occasions, trainers elect to walk away from training opportunities rather than
compromise their personal training standards. Normally, however, organizations are supportive when the
trainer explains how the training will promote effectiveness, efficiency, and safety.
14.1.3 Problem Analysis
There are several types of problems that can affect the performance of an organization and the safety
training environment. The trainer should try to determine the causes of the deficiencies and tailor the
training to the needs of the organization. For example, when workers and/or managers are motivated to
perform well but lack skills or knowledge, an ideal training opportunity exists. Safety training usually can
fill the gap of knowledge that exists if learners have pre-requisite skills and knowledge and are given
sufficient instruction.
14.1.4 Audience Analysis
A crucial step in a safety training needs analysis is to analyze the target audience. The safety trainer should
determine the general educational background of the audience, their job duties, their previous training
history, their length of employment, the general emotional climate of the organization, behavioral norms,
and attitudes toward training. It is vital to determine whether trainees have mastered pre-requisite skills and
knowledge in order to target training appropriately.
14.2 Task Analysis
Once the safety training needs analysis has been completed, management and the trainer should have agreed
on overall training objectives - the skill or knowledge areas where training is needed. The next step in the
process of designing safety training is to perform a task analysis. The primary purpose of a task analysis is
to prepare a sequential listing of all the steps necessary to perform a specific job skill. A task analysis is
important for several reasons:
·  It helps the trainer to be methodical and to organize training in a logical sequence.
·  Not all steps in the task will necessarily require training. However, the safety trainer and
trainee in context of the “big picture” can see those steps that do require training.
·  The safety trainer becomes familiar with the task, can incorporate graphic examples into safety
training, can relate better to the trainees, and can enhance credibility as a knowledge expert.
·  Trainers who are already very familiar with the task benefit from performing a task analysis
　
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