An Ounce of Prevention: Training Workers to Prevent a Crisis

Launa Mallett, Michael J. Brnich, Jr., and Charles Vaught

National Institute for Occupational Safety and Health

This paper introduces a technique for incorporating employee participation into the prevention component of a contingency

plan. Companies sometimes focus so much energy on response that they forget to put resources into the basics of emergency

prevention. The training program discussed here was designed to make employees part of the prevention system. Examples

of training materials from the program are provided, a sample method for introducing risk assessment to employees is shown,

and a strategy to address limited training time using short videos is explained. Methods for tailoring the training to any worksite and for specific risks are also included. The program is being designed and tested by the Pittsburgh Research

Laboratory/NIOSH and employees of an underground coal mine. Examples are taken from the implementation of the

program at the mine during the summer and fall of 1998. Results of the program evaluation and lessons learned during the

implementation are discussed.

Introduction teams may be more interesting, but the basics of

One way to improve an emergency preparedness scale response. When developing or reviewing your

system is to enhance prevention. This simple idea is often contingency plan, you should assess your prevention

overlooked while elaborate response planning is being efforts. A complete prevention and response plan will be

conducted. Safety personnel at Cyprus Amax Twentymile your best defense against a major emergency. 

Coal Company in western Colorado recognized that they

had given a lot of attention to their capability to respond Training Materials

to major emergencies, specifically underground mine

fires, but had tended to neglect prevention and the basics The concept of a program for prevention and

of first response. For this portion of their preparedness, response basics developed out of an effort directed at

mine personnel and researchers from the Pittsburgh preparedness for large-scale emergency response.

Research Laboratory of NIOSH worked together to Researchers from NIOSH's Pittsburgh Research

develop a program focusing on the basics. Laboratory had been working with mine staff to assess

Implementation of the program at the mine began in July and enhance their advanced underground mine fire

of 1998 and is scheduled to continue into 1999. response capabilities. The initial work targeted the fire

Components of the program show promise for brigade, mine rescue team, and safety staff. The content

adaptability to other hazards and to other industries. developed during this effort was used as the starting point

The program is built on the underlying message that for the development of the basic prevention and response

everyone at a work site is responsible for emergency program for all employees. 

prevention and response. At the mine where the program The program started with four training packages

was developed there are approximately 300 employees. consisting of short videos paired with safety talk guides.

There are two specially trained teams of volunteers. One There are a number of strengths in these modules. First,

is a fire brigade and the other is a mine rescue team. the content is relevant. Second, they were developed

While team members are included in the training, specifically for this work site. Third, they provide both

employees who are not part of the special teams are the general information and a means to tailor the details to

main focus of the program. The training modules detail given work locations. Fourth, they take little time from

basic prevention and first response tasks and introduce coal production schedules. The first modules were

some activities that would only be performed under the developed with the assistance of outside researchers, but

direction of someone with special training. The this is not necessary for an effective program. What is

expectation is that after training each worker will know required are personnel with sound knowledge of the

his or her responsibility during an emergency and will content and a commitment of resources for materials

also understand the overall mine emergency system. development, video production, and presentation of the

The goal of the program is to prevent emergency final products.

situations from starting or if that isn’t possible, to control The first step to an effective program is choosing

them before a major response effort is needed. appropriate topics. Employees are generally interested in

Purchasing special response equipment or training elite training that they see as directly related to their work. In

prevention and first response can preclude a costly largethe case of this mine, underground mine fires
were targeted. The geological conditions at this mine require employees to be away from their jobs for hours or

lead to spontaneous combustion of the coal. When this even days.

tendency for spontaneous combustion is added to routine

fire hazards, the mine site could be in danger of a major Example Training Modules – Risk Assessment and Fire

mine fire. The hazard most in need of attention at another Prevention

work site may be fires, but it could also be chemical

releases, terrorism, floods, or any one of countless other One of the training packages focuses on risk

concerns. The important thing is to choose a topic that assessment. The concepts of likelihood and severity are

can be tied to the workplace. If multiple hazards are to be introduced in the video. The video also explains that the

addressed, then sequential training programs can be fire brigade members are being trained to assess fire risk

implemented. throughout the mine. The follow-up safety talk is a guided

After a topic has been selected, the development of discussion of risk identification in a specific work area

the training materials can begin. Multiple types of (see Attachment A). This guide was used at the

knowledge and skills are needed at this point. The cooperating mine. Supervisors gave the safety talk and

Twentymile program was started during a week-long documented answers that their crews gave to the

session that included people with skills in the content questions on the guide. They then submitted this

area, effective training techniques, and video production. information to the safety department. This activity

The mine personnel and researchers who had been resulted in lists of fire risks specific to each area of the

working together on fire response related topics provided mine and means to reduce those risks. The lists are being

the content and training expertise. The fire brigade analyzed to inform future prevention and response efforts.

members involved in this effort were allowed to work on Fire prevention is another topic covered by a training

this task instead of their usual jobs or to work overtime package. The content of this package includes

before or after their regular shifts. They assisted with precautions that can be taken to prevent fires from

script writing and were filmed presenting unscripted occurring and routine tasks that should be conducted to

segments about their areas of expertise. The mining ensure that fire fighting equipment is available if it is

company hired a contractor to shoot and edit the video needed. The video covers basic prevention information

footage to create the final videos. The researchers and shows some of the equipment available on the mine

assisted with creating the outlines and scripts for each site. One of the fire brigade members shows the types of

video. They also developed the safety talk guides that equipment that are available on the fire trailers stored at

accompany each video. various locations in the mine. The safety talk is directed

The safety talk guides are a key component of the at work site specific issues such as the exact location of

prevention and response basics program. The videos the fire trailers in given areas (see Attachment B). The

briefly introduce topics and touch on concepts that overall message of this package is that everyone is

everyone on the mine site should know. The safety talks responsible for preventing fires and for keeping fire

take the same topics and relate them to specific work fighting equipment in good working order.

locations. For example, one video discusses equipment

needed to fight fire with water. It includes information Evaluation

such as types of hoses and nozzles that are stored

underground and their approximate locations. The In conjunction with showing the first video, a

associated safety talk focuses on equipment for fighting questionnaire was given to all employees to assess their

fire with water that is available in a given work area. level of knowledge and interest in fire prevention and

After this talk, the employees should know what response topics. A follow-up questionnaire is planned for

equipment is available near their work area and the early 1999 after completion of the fourth training

equipment’s exact location. The videos introduce a package. Analysis of the resulting data will be conducted

subject and bring it to the attention of the employees. The by NIOSH researchers who will provide their findings to

safety talks relate the topic to specific work locations and the mine and to other interested parties.

provide a forum for questions and concerns. Topics that should be highlighted during the

The pairing of videos and safety talks allows material subsequent training were identified during preliminary

to be introduced to large groups and then targeted to analysis of the data from the pre-questionnaire. For

small groups with neither training segment taking much example, a substantial number of miners reported that a

time. At the mine, the videos were presented as part of fire warning message should include directions for the

routine monthly production meetings. Every month or appropriate evacuation route. While this would be

two a 5 to 10 minute video would be shown during the helpful, it is not practical to expect such information.

pre-shift meeting. The safety talk guides were given to Miners must know the possible evacuation routes from

supervisors who already had a responsibility to provide their work areas and must understand the ventilation

such training on a regular basis. The length of the talks system well enough to deduce the direction smoke will

would vary by presenter and audience participation, but travel. With this knowledge and any information available

were designed to take five to ten minutes to complete. about the location of the fire, miners must choose their

With this method, training was incorporated into the daily escape routes. Furthermore, they must re-evaluate their

routine rather than waiting for special training classes that choices throughout the evacuation. The mine safety staff

was concerned at the number of miners who did not seem
to realize they had the responsibility to choose an They all agreed, but seemed somewhat

evacuation route from their work area. This issue will be uncomfortable with the task. Perhaps they should

highlighted during the safety talks about emergency have received the scripts sooner or have been asked

communication. While pretests are not necessary for to give the introductions in their own words.

effective programs, in this case the information gathered

in this manner proved worthwhile. 3. Producing training videos in a production

During the showing of the first videos an unintended environment requires maximum flexibility.

effect was documented. Questions raised by employees Frequently the person needed for a given segment

after viewing the video revealed deficiencies in their isn’t available or a location can not be used as

knowledge about fire prevention and response. The planned. Schedules are constantly changing and an

managers were concerned by the questions that were alternate plan should always be developed.

asked and saw the need for the program. Mine

management voiced strong support and even suggested

that the safety staff develop supplementary skills training

in using fire hoses. Raising the mine managers’

awareness was not the focus of the training packages, but

assisted with effective implementation of them. 

Two training packages have been presented at the

mine. Initial response to the program has been very

positive. The mine’s safety staff and production

managers are supportive of the effort. Four additional

training packages related to basic first response are under

development. Miners’ responses will be assessed on the

post-questionnaire early in 1999.

Lessons Learned

1. Fire brigade members were willing and able to

convey what they had learned in their special

training. They knew what key points should be

covered and were able to talk through the topics

while being videotaped. Using them to help develop

scripts and as “actors” greatly improved the return

on the investment in their fire fighting training.

2. Production managers were asked to give

introductory remarks on the videos. Each manager

was given a prepared script for a single video.

4. Scripts should be written in advance of shooting

video footage whenever possible. The scripts will

then guide the needed footage. This is particularly

important if a contract videographer is to be

employed.

5. Safety professionals, production managers, trained

response personnel, and other employees all have

ideas about emergency prevention and response. The

issues important to each group can vary greatly. It is

by gathering the concerns and solutions from all

these groups that the most complete planning can be

accomplished.

Tailoring the Program

The prevention and basic response program was

designed to target a given work site and a specific hazard.

The basic concepts and methods can be adapted to other

companies and/or hazards. The experts and video

locations come from the chosen site. The local experts

should choose the targeted hazard and develop the

content of the training. Outside assistance may be

required to capture the video footage and there are

consultants who can provide that service. The final

product, a unique training package that meets targeted

needs, cannot be gotten off the shelf.

What can keep a bad situation or potential crisis from

developing into a real problem? If everyone knows how to

prevent an emergency, the event is less likely to ever happen.

If everyone knows how to respond at the initial signs of a

problem, the situation is more likely to be controlled early.

The employees of one mine are considering this simple

formula. Their experience may guide others to include

prevention and basic response as key components in their

contingency plans.
Attachment A - Page 1

Safety Talk 2: Fire Risk Assessment

This safety talk focuses on identification and evaluation of fire hazards. Miners will discuss sources

of ignition and potential consequences of fire in their work area. First, the leader should present the

information below. Then the group should work together to answer the questions that follow.

Introduction: The first step to preventing fire is identifying hazards. Risk assessment is used to

establish priorities so that the most likely and most dangerous situations are addressed first. Those

least likely to occur and least likely to cause major problems can be considered later.

During this session let’s think about our work area and the existing sources of ignition. We

can decide how likely those sources are to cause fires and the potential seriousness if the fires occur.

FIRST STEP: Defining the Work Area

- Be sure everyone understands the boundaries you are using. Name the area below.

SECOND STEP: Identifying Ignition Sources

1. List at least 5 sources of ignition in this work area.

(Give examples like: a power center, a pump motor, or a belt roller)

a. _________________________________________________________

b. _________________________________________________________

c. _________________________________________________________

d. _________________________________________________________

e. _________________________________________________________

f. _________________________________________________________

g. _________________________________________________________
Attachment A - Page 2

THIRD STEP: Prioritizing Hazards:

2. From your list on question 1, which two sources are most likely to cause a fire?

a. _________________________________________________________

b. _________________________________________________________

3. From your list on question 1, which one source could cause the most severe fire?

FOURTH STEP: Making the Work Area Safer

4. For each of the sources of ignition listed in question 2, how can we make it less likely that a fire

will start there? (Give examples like: routine maintenance or good housekeeping)

a.

b.

5. What can we do to make the consequences of a fire caused by the ignition source listed in

question 3 less severe? (Give examples like: sprinkler systems or knowing escapeways)

FIFTH STEP: Keeping the Assessment Current

Any time the work environment changes, our assessment of fire risk in our work area will need to be

updated. If you encounter a source of ignition we have not discussed today, let me know so we can

talk about it at our next safety meeting. Fire prevention and preparedness takes all of us working

together. 

Attachment B - Page 1
Safety Talk 4: Fire Prevention

INSTRUCTOR’S GUIDE

This safety talk focuses on fire prevention at “Company Name”. The leader will present the

following information about fire prevention and ask miners to discuss fire prevention in their work

area.

Introduction: Fire prevention is the most important part of any fire protection program. Fire

prevention tasks include taking precautions to keep fires from occurring and inspecting fire

suppression equipment to be sure it is in proper operating condition.

Housekeeping: One way to prevent fires is to follow good housekeeping practices.

1. Are there any locations in our work area that need to be cleaned up?

(Examples: trash lying around in entries and crosscuts; overflowing trash barrels; spilled

oil, fuel, and grease; coal spillage along belts and near feeders; used oil)

2. Is there any location in our work area where coal spillage is commonly found?

(Possible locations: near belt feeders, at belt drives, along ribs in entries) (Explain that

coal spillage is one of the most common sources of fire.)

3. Can you think of any ways we could improve housekeeping in our work area?

Fire Safety Trailer: The fire safety trailers allow rapid assembly and transportation of fire

suppression equipment and other emergency apparatus to the scene of a fire. 

1. Where is the closest fire safety trailer to our work area?

TIP: Have miners walk around a safety trailer and inspect the equipment for themselves.

2. What kind of fire fighting equipment is carried on the safety trailer?

(500 feet of 1 2" fire hose, nozzles, turnout gear, and a 150 lb portable dry chemical fire

extinguisher)

3. What other safety equipment is found on the safety trailer?

(14 SCSR’s, fire fighters’ turnout gear, and a complete first aid box)

4. If you spot damaged or defective equipment on the fire safety trailer, what should you do?

Attachment B - Page 2
Fire Equipment Inspection: Fire prevention also includes maintaining fire suppression equipment.

Fire extinguishers are the most readily available pieces of fire suppression equipment in the mine. It

is important that you know where they are and how to inspect and maintain them. 

1. Where are the fire extinguishers in our work area?

2. When inspecting a fire extinguisher, what should you look for?

(Dents, manufacturer’s labels coming off, indicator button is up, nozzle doesn’t work,

inspection tag not current (inspected every six months), no inspection seal, plunger safety

pin out)

TIP: Have a fire extinguisher present and let miners inspect the unit.

3. If you find a fire extinguisher in your work area that is in disrepair, what should you do?

(Remove the unit from service and replace it. If a replacement extinguisher is not

available, notify supervisor so arrangements can be made to replace the unit. Also, be

sure to notify coworkers of the problem.)

There’s nothing worse that trying to put out a fire with an extinguisher that doesn’t work.

Fire Prevention Strategies (review):

1. Remember, housekeeping is your first line of defense. Take the time to cleanup trash, coal

spills, and used oil.

2. Protect and inspect the fire suppression and detection equipment in your area regularly to be

sure it is in good working order.

3. Be sure to report all damaged and inoperable fire detection, suppression, and communication

equipment.