Underground Coal Mine Supervisor Training

1. Underground Coal MineSupervisor Training May 18, 2006 Presented by: MSHA Design Team George Mason Immersion 2005-2006

2. The MSHA Team • Jennifer Cochran • Hong Li • Shawn Sullivan • Craig Wiggins • Betty Wilkins • Paula Johnson Williams

3. Key Personnel and Client Contacts Faculty • Nada Dabbagh, Ph.D Associate Professor Instructional Design and Development • Kevin Clark, Ph.D Associate Professor Instructional Design and Development Client • Jim Baugher Mine Safety and Health Administration, Management Program Analyst and Educational Policy Analyst Contact • Sharon Casto National Mine Health and Safety Academy, Instructional Materials Dept. Chair

4. Agenda • Introduction • Performance/Needs Assessment • Learner Analysis • Task Analysis • Design Approach • Flowchart • Wireframes • Development Process • Prototype Demonstration • Formative Evaluation • Recommendations

5. Project Overview • Project Vision Developing an effective data-driven training strategy for mine supervisors. • Project Mission The goal of this project is to examine and validate the mine foreman/supervisor Job Task Analysis (JTA) developed by the MSHA in cooperation with the U.S. Navy, and transition this JTA to an effective and efficient training strategy for mine supervisors.

6. Mine Safety and Health Administration (MSHA) The mission of the Mine Safety and Health Administration is “to administer the provisions of the Federal Mine Safety and Health Act of 1977 (Mine Act) and to enforce compliance with mandatory safety and health standards as a means to eliminate fatal accidents; to reduce the frequency and severity of nonfatal accidents; to minimize health hazards; and to promote improved safety and health conditions in the Nation's mines.”

7. Problem Statement • Mine supervisors are key personnel in managing the mine’s safety and health program • Currently training lacks comprehensiveness • Current training does not adequately address the complexity of supervisory tasks

8. Design Methodology Integrative Learning Design Framework This approach enables the developer to explore, enact, and evaluate the pedagogical models, instructional/learning strategies, and associated learning technologies using an iterative development process.

9. Project Goals We have accomplished our stated project goals, which included: • Conducting a comprehensive performance and needs analysis of the current state of mine supervisor training • Conducting a cognitive task analysis of mine supervisory tasks to determine the cognitive domain type and level of these tasks • Proposing an appropriate training strategy and delivery approach Fall 2005 Spring 2006 • Developing model training prototypes • Conducting formative evaluation • Revising our design approach based on subject matter expert feedback • Conducting usability testing • Compiling list of recommendations

10. Agenda • Introduction • Performance/Needs Assessment • Learner Analysis • Task Analysis • Design Approach • Flowchart • Wireframes • Development Process • Prototype Demonstration • Formative Evaluation • Recommendations

11. Performance/Needs Assessment • Purpose • Confirm the design team’s understanding of MSHA’s vision of supervisory training development • Propose next steps

12. Performance/Needs Assessment • Data Gathering • Extant Data Sources • Stakeholder Interview • Subject Matter Expert Interview • Subject Matter Expert Questionnaire • Section Foremen Survey

13. Drivers – Fall 2005 Access to industry personnel Impending gap of qualified personnel Critical role of the mine supervisor Access to extant data Drivers – Spring 2006 Visit to Mine Academy Access to Mine Academy personnel National Institute of Occupational Safety and Health (NIOSH) training media MSHA training media Installation of MSHA group media center Performance/Needs Assessment

14. Barriers – Fall 2005 Project not considered imperative Limited training delivery Limited training content Barriers – Spring 2006 Recent mine tragedies Cancelled mine visit Late contact with Mine Academy SMEs Usability testing delay Limited access to supervisor-specific procedural content Performance/Needs Assessment

15. Performance/Needs Assessment • Findings • A shortage of coal mining personnel has created a lack of qualified mine foremen/supervisors • Smaller mining companies use outside educational resources to provide training opportunities • Larger mining companies have developed their own comprehensive training programs • Survey results indicated that target audience has access to the Internet

16. Agenda • Introduction • Performance/Needs Assessment • Learner Analysis • Task Analysis • Design Approach • Flowchart • Wireframes • Development Process • Prototype Demonstration • Formative Evaluation • Recommendations

17. Learner Analysis • Purpose • To determine the general and specific characteristics of the learner audience • General characteristics • Specific characteristics

18. Learner Analysis • Primary Audience – the learners • Experienced Miner Seeking Promotion • Intermediate Miner Seeking Promotion • New Mine Supervisor • Secondary Audience – other mining personnel • New Miners • Veteran Mine Supervisors • Trainers/Facilitators

19. Task Analysis • Purpose • To determine what the person performing the job in question actually does • To determine what the person needs to know in order to perform the tasks that define that job

20. Task Analysis Results Job Task Analysis (Generic JTA) + Cognitive Task Analysis + Prerequisite Analysis _______________________________ Optimal knowledge and skills of a section foreman

21. Task Analysis – Duties

22. Instructional Objectives • Conduct Pre-shift Examination • User will learn how to conduct a proper and thorough pre-shift examination, why it is conducted and any associated risks and how to implement appropriate controls. • Emergency and Unusual Situations • User will explore proper procedures for handling other unusual situations, any associated risks and how to implement appropriate controls.

23. Agenda • Introduction • Performance/Needs Assessment • Learner Analysis • Task Analysis • Design Approach • Flowchart • Wireframes • Development Process • Prototype Demonstration • Formative Evaluation • Recommendations

24. Design Approach Multiple level design approach is proposed to address the learning needs of mine supervisors. The components of the approach are: • Distributed Learning Support System (DLSS) • Situated Learning/Cognitive Flexibility Hypertext (CFH) • Gagné’s Nine Events of Instruction

25. Underground Coal Mine Supervisor Training (Index Page) Login Page Create New User Forget Password? About Training Modules Discussion Board User Account Resources Self-Assessment Prior to Entering the Mine Traveling to the Section Section Observation Conduct Pre-shift Examination Emergencies and Unusual Situations Start of Shift Activities Entering the Mine Conduct On-Shift Examination End of Shift Training Responsibility Arrive On the Section Not developed Activated Procedural Task Problem-Solving Task System

26. Conduct Pre-shift Examination Introduction Fire Hazards Check Roof & Ribs Check Ventilation General Housekeeping Call Out Results Introduction Perform Sound & Vibration Test Pre-Assessment Determine Areas to Check Check for Loose Draw Rock Check for Wide Spaces Check for Damaged Bolts Check for Wet Areas Post-Assessment Introduction Introduction Guidelines Areas to Check Danger Levels Practice Procedures Consequences Practice Consequences

27. Emergencies and Unusual Situations Guided Scenarios Fatalgrams Types of Accidents Resources Discussion Board Sago Mine Disaster, Tallmansville, WV (Fatal) Fire and Explosions Fire and Explosions Fatal Shaft Sinking Explosion, Cameron,WV Inundations Continuous Miner Fire Fatal Explosives Accident, McDowell, KY Inundations Belt Fire Exercise Severe Injury Fatal Underground Coal Mine Explosions, Brookwood, AL Escape from a Mine Fire Severe Injury I Can’t Get Enough Air Roof Falls Fatal Roof Fall, Boone County, WV Unsupported Roof Rescue Fatal Fall of Roof Accident, Pikeville, KY Roof Falls Roof Fall Entrapment

28. Agenda • Introduction • Performance/Needs Assessment • Learner Analysis • Task Analysis • Design Approach • Flowchart • Wireframes • Development Process • Prototype Demonstration • Formative Evaluation • Recommendations

29. Wireframe

30. Development Process • Content Review • Media Selection • Tool Selection • Lectora • Dreamweaver • Photoshop/Fireworks • Flash • Development Teams

31. Agenda • Introduction • Performance/Needs Assessment • Learner Analysis • Task Analysis • Design Approach • Flowchart • Wireframes • Development Process • Prototype Demonstration • Formative Evaluation • Recommendations

32. Prototype Demonstration • Underground Coal Mine Supervisor Training

33. Agenda • Introduction • Performance/Needs Assessment • Learner Analysis • Task Analysis • Design Approach • Flowchart • Wireframes • Development Process • Prototype Demonstration • Formative Evaluation • Recommendations

34. Formative Evaluation • Usability Testing • Functionality • Content • Navigation • Methods • One-on-One Usability Testing with Immersion Program Peers (TTAC) • Expert Review (NMHSA) • Individual Evaluation with Comment Form • Follow-up Review with Mine Academy representative • Results • Positive feedback • Suggestions

35. Recommendations • Content • Add narration • Incorporate new MSHA emergency standards • More aggressive search for existing mine supervisor training • Analysis • Early coal mine visit(s) • Early contact with SMEs • Access to current mine supervisors • System • Web Accessibility (Section 508) • Learning Management System (LMS) • Database backend • System-level help • Improve navigation • Organization • Re-examine placement of “areas to check” • Modify question structure in guided scenario

36. Thank You! • Sharon Casto, Dave Friley, Randy Skaggs, Jerry Bailey, Pete Beal, Scott Mandeville, and Ron Chambers from the National Mine Health and Safety Academy • Humera Javed • Brenda Mueller • T/TAC Immersion Team

37. MSHA Team Website http://immersion.gmu.edu/msha/spring2006/index.htm