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Lab-specific Training Template

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1 Lab-specific Training Template
For the EHS Representative Role Be sure to look here for TRAINER TIPS! Note: Remember that these slides are meant to be a guide or a placeholder for your information. Use them as you see fit for your lab.

2 Lab Trainer Notes: READ ME FIRST!
START HERE: Step 1: While this template has 50+ slides, remember: - You will NOT need them all. Step 2: Save a copy of this template prior to making edits. You’ll be glad you did. Someday… Step 3: Delete any slides you do not need. So if your lab does not use Nanotechnology, delete slides 50 to 52 now! The goal was a template ANY lab could use. Check it out. And delete what you don’t need! TRAINER TIP: Good for you for looking here for the tips! I will start with THREE suggestions: This template contains ideas from several labs. Many of them probably do stuff your lab does not do. Delete what you do not need. Yes, this is listed several times. Here’s why: There is a concept called “PowerPoint fatigue.” Most people see 50 slides and immediately tune out. Don’t let this happen to you. Start by looking at the slide’s title. It is very likely that is all you will need to determine if you need the slide or not. 2. Use this section for YOUR notes. Put stuff here you do not want your trainees to see. Examples include: Answers to questions shown on a slide so you can look like a genius when you have the answer seemingly at your fingertips. Statistical data Reminders for difficult topics You can print out these slides in “Notes View” with a few small adjustments after you click “Print.” For example, in PowerPoint 2010, Select “Notes Pages” under “Slides”. For more information, visit the Microsoft site: Take a look at the above slide. Notice anything? The answer is: White Space!!! It is your BEST friend as you design your course! I originally had too much information for this slide but I adjusted it to accommodate all the information. Some of it made the slide but only the stuff I thought was the most critical. Everything else became the notes you are reading now. Even here, I’ve used whitespace to separate concepts from each other. And I’ve even used indentation to help define the sections from one another.

3 Lab Trainer Notes (Cont’d.)
View the tips in the notes section on each slide They will help you improve the quality of your training You do not need to use EVERY slide on this template! The slides are here to give you ideas and options Discard what you do not need You do not need to use the exact words either! It is sample data which may not apply to your lab Word the slides in a way that works best for your lab! Questions??? Call (617) TRAINER TIP: Remember to delete the Trainer Notes slides! This seems obvious but you’d be surprised how often we miss the obvious. Also, take a look at the above slide. Notice anything? I really have too much information on this slide. But sometimes you may need to “fit it all on one slide.” It’s O.K. to do once every 5 or 6 slides but not more frequently than that. So what did I do? I adjusted this slide to accommodate all the information. Compare this slide to the previous slide. I made the “First Level” bullet points (which were BIG AND BOLD) into “Second Level” bullets. Then, notice the spacing between each second and third level bullet (and even 3rd and 4th level) The spaces between were too big to allow all the information. So I changed the spaces from 20 point font to 10 point font. The 10 point fond gives the reader enough of a visual break between sections so it does not look too overwhelming.

4 Lab Trainer Notes: Slide Templates
There are several slide templates available Right-click any slide INSIDE any margin Do not select inside a text box or picture Choose Layout (See picture) and pick a template There are 9 slide “templates” available for your use. I used just 3 or 4 in this template. Each may be used in a variety of situations. Don’t feel you need to use them all. Ideally, you should use no more than 4. The different styles look distracting to the viewer. Yet if you use only one, the learner will lose interest. Also, notice how I pasted a picture in the slide and inserted a shape to encircle the word “Layout”. I also inserted an arrow. Never overdo it with inserts though. 2 or 3 is plenty. Finally, I make use of MIT colors. Not that you have to do it . But if you choose to do it, here is some valuable information: MIT Graphic Identity Information: - Use this to find out about MIT’s logo, seal, colors, font, guidelines, etc. - For example, MIT RED uses the R/G/B equivalent: 153/51/51 - Don’t know what this means? Check out the link under ‘Colors”.

5 ABC Lab-specific Training
Matthew Smith Andy Doe December 21, 2012 TRAINER TIP: Not a PowerPoint expert? Check out Lynda.com for over 170 online courses. Please visit and click the linda.mit.edu link. It is located in the lower-right corner under the Training section. (DO NOT just type linda.mit.edu into your browser. It will not work properly.) You will need an MIT Certificate to use lynda.mit.edu. Note: This is your first ‘real’ slide! It is the title page.

6 Overview Introduction Module 1: Safety Equipment Location
Module 2: Emergency Information/Response Module 3: Lab Hazards Module 4: Lab Resources Module 5: Lab Inspection Process Module 6: Lab-specific Rules (Integrate practices throughout; our chem storage; our xxx; etc.) Module 7: Miscellaneous Summary TRAINER TIP: Your training class should have an “Overview” page or a “Table of contents.” Call it whatever you want. The important point is you want to set up what is to come for the learners. Call them “Modules” or “Chapters” if you like, but spend about 10 – 15 seconds max summing up what you will talk about in this module. It shouldn’t be complicated. In fact, you shouldn’t even need to write notes in this section. Just stuff you know. Maybe, “In module 2, we will review emergency contact information and the location of safety equipment such as fire extinguishers.” In other words, “Keep it simple!”

7 EHS Representative Role
Introduction EHS Representative Role TRAINER TIP: Each module should begin with a header. It is a “transition.” Believe it or not, the transition helps keep the learner’s attention. Perhaps they were loosing interest at the end of the previous module. Now they know a new topic is coming.

8 EHS Representative Role
Meet Matthew Smith (617) Andy Jones (617) Your Friendly EHS Reps! Serve as liaison between researchers and EHS staff EHS information source Ensure proper procedures are in use Aware of chemicals and potential hazards in lab TRAINER TIP: Add your important EHS Rep information here. Suggest they smile in their pictures. It sends a positive message. And don’t forget to change the pictures, names, and contact info!

9 EHS Training Needs (TNI)
Complete the TRAINING NEEDS ASSESSMENT (TNI) Due Date: XX/XX/XX General training Managing hazardous waste Chemical hygiene plan Specific training needs Visit the MIT Learning Center For all your training courses eLearning Classroom Complete all experiment-related safety training BEFORE STARTING EXPERIMENTS! Update PIs and/or supervisors according to the laboratories in which you are working Check which training you should take in My EHS Training-Summary Page TRAINER TIP: Another example of a lot of information on one slide. I will show you some techniques to deal with this on the PPE slides beginning on slide 12 – unless you deleted them already, of course.

10 Safety Equipment Location
Module 1: Safety Equipment Location TRAINER TIP: Don’t forget you can add as many slides as you see fit. Or as few as you need. NOTE: If a slide looks crowded, break it into two slides with the same title. Just add “(Cont’d.)” after the slide title.

11 Eyewash/Emergency Shower
TRAINER TIP: Sometimes keeping it simple and using strong visuals is best. As they say, a picture is worth a thousand words… But an activity is better: For example: It is great to show someone the eyewash station during your initial walkthrough. As an alternative, walk a participant through the process with their eyes closed. (YOU walk with him or her! Don’t let them do it alone!!) Let them “feel” their way to the station. Remind them that it is not enough to know we have an eyewash station or emergency shower. They have to be able to find it while under duress. Emergency shower next to main entrance door Eyewash station adjacent to sink

12 Personal Protective Equipment (PPE)
Required when working with toxic chemicals: (a) Safety glasses (b) Lab coat (c) Gloves Wearing additional PPE is highly recommended under certain conditions: Chance of splash Large quantities Highly toxic materials Additional PPE includes: (d) Chemical resistant apron (e) Face shield (f) Trionic and/or SilverShield ??? gloves (g) Oversleeves TRAINER TIP: While all the information fits on this slide, it does look busy. Look how I use the next three slides to fix that problem.

13 Personal Protective Equipment (PPE)
Required when working with toxic chemicals: (a) Safety glasses (b) Lab coat (c) Gloves TRAINER TIP: Look at how the pictures jump out at you.

14 Personal Protective Equipment (PPE)
Required when working with toxic chemicals: (a) Safety glasses (b) Lab coat (c) Gloves Wearing additional PPE is highly recommended under certain conditions: Chance of splash Large quantities Highly toxic materials TRAINER TIP: Now the image moves to the bottom left corner. New information appears in the upper right. Old text is grayed out.

15 Personal Protective Equipment (PPE)
Required when working with toxic chemicals: (a) Safety glasses (b) Lab coat (c) Gloves Wearing additional PPE is highly recommended under certain conditions: Chance of splash Large quantities Highly toxic materials Additional PPE includes: (d) Chemical resistant apron (e) Face shield (f) Trionic and/or SilverShield ??? gloves (g) Oversleeves TRAINER TIP: Now the final section appears and the last section is grayed out. In addition, the pictures in question have a box around them. These techniques help the learner focus on the new information. You may also want to link to a glove chart. There are many on the web. For example, check out what the University of Florida did. Don’t directly link to this site but they have a list of ten links you could link with:

16 Lab Attire and Fume Hoods
No open-toed shoes or shorts when working with chemicals Remove gloves before handling keyboards, phones, doorknobs Lab coats required when working with hazardous materials Fume Hoods Clean up after yourself! We share the hood space! Put chemicals/items away when finished using hood Clean hoods contain vapors better than dirty ones Work at least 6 inches back in the hood with the sash as low as possible! Lower the sash when you finish your work (better containment, saves energy). TRAINER TIP: These two topics do not need to be together. They are here to save space on this template. And to show you what a crowded slide looks like. Note how the text boxes have been moved to the left and up to accommodate the amount of text on screen. The left side is what you should strive for; the right side is too busy. It should be on a separate slide.

17 Electrical Safety & Fire Extinguishers
Keep cords off the floor to avoid accidents Do not use extension chords or power strips Reduces tripping hazards Reduces risk of fire or electrocution from water on the floor Fire Extinguishers, Pull Stations, etc. Placeholder for pictures and information of how your lab handles it Pull stations and locations TRAINER TIP: These two topics do not need to be together. They are here to save space on this template. Remind participants that they are not supposed to use fire extinguishers unless they have been trained for it. They must take the Fire Extinguisher Familiarization classroom course first. Visit the MIT Learning Center for course information: https://sbsjp601.mit.edu:56801/irj/portal?SAMLart=AAFFS2tuw6kOOd08aDzsOIDn4uu2GMkuVXSWqnse%2Bza3k3QuEhzBfma0

18 Lasers Complete needed safety training Wear proper eye protection
Do not enter laser bay without trained user present Users: make sure laser light is on when laser is in use TRAINER TIP: Another simple slide.

19 Emergency Information/Response
Module 2: Emergency Information/Response TRAINER TIP: Remember – this Lab-specific training is in addition to your new hire/tour/orientation that you currently do. For new people, the Lab-specific training becomes part of the tour/orientation For refreshers, it is a lab group meeting review Also, labs must keep records. And the Training Outline is kept locally. The tool would helps keep the records current and build the outline!

20 MIT Campus Emergencies:
On-call 24/7: Police Ambulance Fire First-aid Dean Etc. In an Emergency: Dial 100 from any campus phone Dial (617) from any other phone Do NOT dial 911 Emergency information line Provides status of emergencies (617) Other: Sign up for MIT alerts (http://emergency.mit.net/mitalert/) Review Red Flip Chart (Picture on next slide.) Review Green Card, Etc. TRAINER TIP: These three topics do not need to be together. They are here to save space on this template

21 MIT Campus Emergencies (Cont’d.)
MIT Medical 24-hour urgent care: Dial from any campus phone Dial (617) from any other phone TRAINER TIP: Note the picture on the left side. People always want to look at the picture on a slide. Often, we put the information on the left side due to its importance but the picture on the right. This is counter-intuitive. Let the learner see the visual first. Once that is out of the way, they are ready to read your important information. More information is available from the MIT emergency response guide

22 Emergency Meeting Location
President’s Garden Courtyard between buildings 10, 11, and 13 TRAINER TIP: Again, picture on the left. Note how the simplest messages often work best.

23 Monitors, Alarms, & Security Info.
Gas Monitor/Alarm What to do Equipment Monitor/Alarm What to do Security Information Theft Intruder Etc. TRAINER TIP: Grouping like-minded items together reduces the number of slides but you have also seen how it can look crowded. Here is an example of three on a page but it looks almost empty. These bullet points are really just visual prompts for you when you are discussing the topics.

24 Module 3: Lab Hazards

25 Chemicals Overview Complete related safety trainings
EHS 501 yearly EHS 100 (General Chemical Hygiene) one time only If you will be generating hazardous waste, must have “EHS 501: Managing Hazardous Waste” Review MSDS before working with a chemical Store incompatible chemicals in separate containers https://ehs.mit.edu/site/sites/default/files/sop_0023_0.pdf Store hazardous chemicals in appropriately designated areas (i.e., flammables cabinet, acids cabinet, etc.) TRAINER TIP: Remember that these slides are meant to be a guide or a placeholder for your information. Use them as you see fit for your lab. Note: Review MSDS before working with a chemical.

26 Chemical Labeling All chemical containers must be labeled so everyone in the lab knows the contents Put your name/initials on containers you alone use Chemical containers should be capped appropriately to prevent evaporation

27 Chemical Use and Safety
Wear proper PPE Wear lab coat, safety glasses, and gloves when working with hazardous chemicals No open-toed shoes or shorts! Remove gloves before handling keyboards, phones, doorknobs MSDS’s available: On-line Printable in the lab TRAINER TIP: Tell staff that Volatile hazardous chemicals should be used in the fume hood Note: Your lab should decide which hazardous chemicals can be used on the lab bench.

28 Chemical Waste TRAINER TIP: Be sure to communicate that staff are required to complete Managing Hazardous Waste (501) if they are using potentially hazardous chemicals. Visit the MIT Learning Center at https://sbsjp601.mit.edu:56801/irj/portal?SAMLart=AAFFS2tuw6kOOd08aDzsOIDn4uu2GMkuVXSWqnse%2Bza3k3QuEhzBfma0 Note: Remind staff that there should be only one container of each waste stream without a date in each Satellite Accumulation Area.

29 Waste Pick-up Chemical Waste Biological Waste Detailed Information:
Requesting hazardous waste collection form: General information on proper management and disposal of chemical waste: Biological Waste Detailed Information: Order signs and stickers at the following link: TRAINER TIP: It is O.K. to use an image of a web site as a reference point. (Here, we show the learner what the site looks like.) NEVER train a learner on how to use a web site just from screen shots. They will be confused. Walk them through it. Most importantly, let the LEARNER click or type. Not you. Note: Yet another example of a lot of information on one slide. See the techniques I used on the PPE Slides.

30 Incident Reports Anything and Everything What do you do?
Including injuries and near misses Tell your supervisor What do you do? Before During After TRAINER TIP: This is an opportunity to reinforce the reporting of injuries and especially near misses. Tell the learners that “by sharing this information, [they] are likely preventing a future injury to your peers or maybe to yourself.”

31 Incidents: Chemical Contaminations
Immediately wash contaminated areas with the safety shower or eye wash if your body is contaminated by toxic chemicals Contact MIT medical as soon as possible Notify the PI and Lab EHS Representative TRAINER TIP: Have an activity here. Blindfold each learner one at a time. Spin him/her around 2 or 3 times. Walk with each leaner to see if they can find the eyewash station, the shower, etc. (Be sure YOU walk with him or her! Don’t let them do it alone!!) Ahead of time, identify points of reference that the learners can feel. (Table, wall, doorway, refrigerator, etc.) Do not underestimate the power of this activity. It is likely the only training of this type your learners will complete prior to an incident. It may save someone’s life.

32 Incidents: Spills Toxic chemical spill should be absorbed with the spill kit Spill kits located in room XXX Individually bagged kit absorbs up to 5 gallons of acids, bases and unknown liquids Absorbents are specially treated to absorb chemicals quickly, including higher concentrations of corrosive liquids such as 98 percent sulfuric acid and 30 percent sodium hydroxide TRAINER TIP: Remember to use pictures from your lab for all these slides. For example, use a picture of your spill kit, not this one above. The picture may be the only point of reference the learner will have. Be sure to take the highest quality picture you can take. Spill kit in room XXX

33 Gas Cylinders Secure with strap (1/2 to 2/3 of the way up)
Use correct regulator and gauge Always wear safety glasses when working with compressed gases or cryogenics Example: liquid nitrogen Gas cylinders should be returned to (Supplier’s name; e.g. Airgas) TRAINER TIP: Sometimes, you do not need pictures.

34 Looking for detailed information about safety, training, and waste?
Visit the MIT EHS homepage: TRAINER TIP: Here’s an example of taking a Title Slide with a dedicated use and repurposing it for something else.

35 Module 4: Lab Resources

36 Chemical Hygiene Plan Review and understand the plan [PDF]:
https://thisisafakelink.com Fill out the mechanical engineering CHP form after reading the plan You are required to sign it before conducting chemical experiments TRAINER TIP: This slide is only one example of how to communicate this information. It is based on one lab’s plan. Make it work for yours. And don’t forget direct links.

37 MSDS, SOPs, and Important Links
MSDS links here SOP SOP links here Important Links: Home Page Wikis MIT Home Page Etc. TRAINER TIP: This may be too much information for one page. All three topics were placed on one slide for your reference only.

38 Chemical Inventory Update IMMEDIATELY upon:
Receipt of a chemical Whenever any change of your chemical occurs Include your name as “owner” of chemical When finished, note date empty but DO NOT ERASE entry Example 1: Use a Google doc… TRAINER TIP: This is one best practice. There are others.

39 Chemical Inventory (Cont’d.)
Add the information of all chemicals that you bought and have used to the inventory sheet You should update the column “change” when you use the chemicals Check the column “MSDS” after filing MSDSs of your chemicals Example 2: Use a MS Excel workbook… s

40 Maintenance, Housekeeping, Shop, etc.
Maintenance and Housekeeping Maintenance Housekeeping Repairs Etc. Shop Information Supervisors Shop Training Machine Shop Safety Video Contest Video 1 Video 2 Introduction to MIT Shop Safety Rules eLearning course MIT Certificate needed TRAINER TIP: Again, this may be too much information for one page. All three topics were placed on one slide for your reference only.

41 Shop Tools Don’t work alone on hazardous shop equipment
Only use tools you have been trained on and have experience using them Always wear safety glasses when using shop tools

42 Lab Inspection Process
Module 5: Lab Inspection Process

43 Level 1, Level 2, and Other Findings
Findings are completed by EHS Reps weekly Results go in this section Level 2: Findings completed 2X/year: Coordinator EHS Staff EHS Reps Other Inspections: Examples: DCM MDEP Regulatory Etc. Results go in this section

44 Module 6: Lab-specific Rules

45 Lab Protocol NO FOOD OR DRINK IN LAB!
Register with Matthew as a lab user Advise EHS representative if outside user is going to use the facility Proper PPE must be worn when hazardous substances or tools are in use Lasers, chemicals, high voltage systems Maintain your work area! Weekly cleaning Do not dispose of hazardous substances or solvents down drain Don’t work alone without having the Hazardous Mitigation Discussion with your PI first. And if you don’t know, ASK!

46 Ordering Chemicals and Supplies
Lab-specific instructions go here LEMI Example: Check the inventory before ordering anything Obtain an MSDS and review proper practices with the lab group prior to ordering anything new to for the lab It may be advisable to contact the MechE EHS Coordinator for a review for especially toxic, corrosive or reactive chemicals

47 Ordering Chemicals and Supplies
File Materials Safety Data Sheets of your chemicals into the MSDS file Put them in the MSDS in Notebooks More information about chemical safety and MSDS’s at:

48 Chemical Storage (LMDI)
Incompatible chemicals (acids and bases, or acids and flammables) cannot be stored together Acids and flammable liquids stored in separate cabinets underneath hood: Bases stored in separate blue storage cabinet: TRAINER TIP: Here’s an example of how one lab does it. Be sure to use your own pictures and your own process.

49 Chemical Storage (Cont’d.)
Incompatible chemicals (acids and bases, or acids and flammables) cannot be stored together Acids and flammable liquids are stored in separate cabinets underneath the hood: Bases stored in separate blue storage cabinet: Chemical bottles can only be stored on the floor if they are in secondary containers:

50 Nano-enclosure Use All nanoparticles should be weighed in the nano-enclosure. Check the flow rate before using the nano enclosure The green lights and the “Airflow safe” message will appear on the display panel of the enclosure (FlowTech alarm) if the flow rate is sufficient The FlowTech alarm is specifically designed to provide warning in the event of an airflow failure.

51 Nano-enclosure Use (Cont’d.)
Do not use the enclosure if the flow rate is insufficient Notify your safety representative Take care not to scatter nanoparticles out of the enclosure while weighing Keep bottles and experiments well inside the entrance of the enclosure Clean the inside of the enclosure and the balance with wipes after weighing

52 Nano-enclosure Use (Cont’d.)
The wipes and sample dishes should be disposed of into the waste bag directly connected to the side of the enclosure Do not pull out the wipes and dishes out of the enclosure When the waste bag is full, carefully seal the mouth and put it into the wipe waste container and replace it with a new one Do not turn off the enclosure even when it is not in use Waste bag of the nano enclosure

53 Lab Clean-up You are responsible for your space!
Weekly cleaning assignments https://web.mit.edu/rklocker/internal/ Only required to note problem areas, not clean yourself TRAINER TIP: Remind staff to clean up after themselves when using common space like benches. Keep in mind, that this lab chose to set up a cleaning schedule. Do what works for your lab.

54 Kitchen Cleanliness Please clean up after your own mess! Group Jobs
Weekly cleaning as part of lab cleaning responsibilities https://web.mit.edu/rklocker/internal/ Keep in mind, that this lab chose to set up a schedule. Do what works for your lab.

55 Module 7: Miscellaneous

56 Misc… Whatever you deem to be miscellaneous goes here.

57 Trainer Contact Information Lead Coordinator Contacts: EHS Training Design Questions: This contact information is for YOU. Reach out to your lead coordinator or EHS with content issues. Finally, if you have a training design or delivery question (in other words, how do I make the training? How do I present this information in my meeting?) contact Mike Savio via . (Yeah, that’s me.) Best of luck with your training and let us know how we can help!

58 If you do not know, ASK! Summary…
TRAINER TIP: At the end of the training, there are usually 2 or 3 final points you want to make. This is a good one but add whatever works for your Lab.


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