Guidelines for the Development 

of a New Miner Training 

Curriculum 

IC 9499 

INFORMATION CIRCULAR/2008 

Department of Health and Human Services 

Centers for Disease Control and Prevention

National Institute for Occupational Safety and Health
Information Circular 9499 

Guidelines for the Development 

of a New Miner Training Curriculum 

By Charles Vaught, Ph.D., and Launa G. Mallett, Ph.D. 

DEPARTMENT OF HEALTH AND HUMAN SERVICES 

Centers for Disease Control and Prevention 

National Institute for Occupational Safety and Health
 

Pittsburgh Research Laboratory 

Pittsburgh, PA 

January 2008 
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DHHS (NIOSH) Publication No. 2008–105 

January 2008 

SAFER • HEALTHIER • PEOPLETM 
CONTENTS 

Page

Abstract............................................................................................................................................1 

Introduction......................................................................................................................................2 

Syllabus versus curriculum..............................................................................................................2 

Using a syllabus ...............................................................................................................................4 

Using a curriculum...........................................................................................................................5 

Evaluation ........................................................................................................................................8 

Summary and conclusions .............................................................................................................10 

References......................................................................................................................................10 

Appendix A.—A syllabus for miner training ................................................................................12 

Appendix B.—New miner training underground: 80 hours ..........................................................16 

Appendix C.—Tasks/duties for training section............................................................................23 

Appendix D.—Training course evaluation forms..........................................................................24 
 

GUIDELINES FOR THE DEVELOPMENT 

OF A NEW MINER TRAINING CURRICULUM 

By Charles Vaught, Ph.D.,1 and Launa G. Mallett, Ph.D.2 

ABSTRACT 

This report is intended to help mine safety trainers better prepare to teach the influx of 

new underground coal miners who are entering the industry. This is done by identifying two 

different approaches to instruction and discussing the ways they may affect how well prepared 

new hires are to deal with a dynamic and hazardous workplace. One approach is based on the use 

of a syllabus. Those using a syllabus are more likely to rely on lecturing or direct instruction. 

This is a good way to get across factual information, but does not provide a context within which 

miners can fit the discrete facts so that they form an integrated whole set of concepts, principles, 

and skills. The other approach is based on the use of a curriculum. Those using a curriculum may 

be more likely to help miners integrate concepts and skills that give them an overall picture of 

the complex mining environment and how they fit into the workplace. This will better prepare 

them for the decision-making and problem-solving activities that will help them work safely and 

productively. 

1

Senior research scientist. 

2

Lead research scientist. 

Pittsburgh Research Laboratory, National Institute for Occupational Safety and Health, Pittsburgh, PA. 
 

INTRODUCTION 

With the coal boom of the late 1960s and early 1970s, there was an increased demand for 

mining personnel. This resulted in a large influx of inexperienced individuals into the nation’s 

mines. There, they became part of a system in which more experienced miners had traditionally 

mentored new hires, teaching them “mine wiseness” and how to be safe, productive workers. 

Unfortunately, as more and more new people entered the workplace, there were relatively fewer 

experienced hands to do the mentoring. Add to this the fact that older workers were retiring, and 

the situation became critical. 

Given the makeup of the workforce, therefore, training assumed a greater role in 

preparing new miners to do their jobs. This role was underscored by the Federal Mine Safety and 

Health Act of 1977 (Public Law 91–173, as amended by Public Law 95–164), which created 

30 CFR3

 48. Part 48 sets a minimum of 40 hours of new miner training, 32 of which can take 

place in the classroom. Provision was also made for 8 hours of annual refresher training, which 

sets forth a dozen courses of study. 

These courses present basic factual information about such things as statutory rights, 

mine gases, electrical hazards, etc. Simply relating facts and figures, however, does not prepare 

the individual to work safely when he or she enters the mine. Again, it is best if there are 

experienced workers who can put factual information obtained in the classroom into the context 

of the workplace. By the early 1980s, with the downturn in hiring, there were once again 

experienced miners to mentor the few individuals being hired, and the type of training received 

by these new hires was normally not an issue. 

Today, mining has come full circle. The industry’s demand for new employees is at a 

level not seen since the 1970s. In addition, “baby boomers” are retiring from the mines in everincreasing numbers. Since the start of the new millennium, industry experts have been looking at 

how these factors may impact the industry and what should be done to prepare for the changes 

that have already started. There is one certainty: the large numbers of miners currently being 

hired and anticipated in the coming years will not have the luxury of a slow introduction to the 

workplace under the supervision of experienced mentors. Instead, crews made up largely of 

relatively inexperienced workers will have to rely on their training. It is in their classes that new 

employees should be taught what it means to be miners. Here they ought to encounter, perhaps 

for the first time, concepts of occupational safety and health and practical methods for protecting 

themselves. One area that needs to be explored, therefore, is how new miners have been trained 

in the past and how they might come to be trained in the future. 

This report presents a model curriculum for Part 48 new miner training. Basic elements 

of the model are abstracted from the best practices of industry trainers, augmented by findings 

from research by the National Institute for Occupational Safety and Health’s (NIOSH) Pittsburgh 

Research Laboratory. Taken as a whole, the model can serve as a guideline for applied 

curriculum development. Trainers will be able to tailor the components to their own needs. 

SYLLABUS VERSUS CURRICULUM 

Part 48 is a double-edged sword. On one hand, it mandates a core of courses containing 

content about which miners should be knowledgeable. On the other hand, the courses are 

presented in such a way that they form an incantation that may be interpreted by trainers as a 

listing of all the factual information they need to impart to trainees (usually as discrete bits of 

3

Code of Federal Regulations. See CFR in references. 

2 
 

knowledge) in order to comply with the law. The use of Part 48 courses to derive a list of factual 

topics for instruction produces a syllabus. Syllabus is defined as “an outline or a summary of the 

main points of a text, lecture, or course of study” (Microsoft Bookshelf 2000). “A syllabus lists 

subjects to be taught and the topics within each subject, without indicating the objectives or how 

it will be implemented” [Temu and Kasolo 2001]. New miner training programs that are based 

on syllabi focus mainly on content to the exclusion of broader overarching concepts. The 

problem with teaching this way is that it is context-free. There is no “big picture” within which 

to fit the bits of information so that they form a whole. This is necessary in order to build 

concepts and cognitive skills that better prepare the new miner for the decision-making and 

problem-solving strategies that are essential to work safely and productively in the complex 

mining environment. 

An alternative approach to new miner training is to develop a curriculum based on 

Part 48, but which goes beyond mere compliance with the law. One way in which curriculum 

may be defined is: “a plan of instruction that details what students are to know, how they are to 

learn it, what the teacher’s role is, and the context in which learning and teaching will take 

place” [Learning Point Associates 2002]. Although there is no particular accepted definition of 

curriculum, this one evokes many of the elements: 

(1) Planning – Curriculum encompasses all the learning that is planned and guided by 

the trainer [Rogers and Taylor 1998]; 

(2) Objectives – The key to curriculum, objectives stipulate what the trainee is to come 

away with in terms of new knowledge and skills; 

(3) Delivery – How trainees learn may range from lecture, to hands-on practice, to 

media-based training; 

(4) Content – What is to be delivered; 

(5) Teacher’s role – The trainer may assume an active and directive role, act as a 

facilitator, or simply serve as an expert partner to the trainees; and 

(6) Context – Some notions of curriculum picture training as a social endeavor that may 

be carried on in many settings, as long as it is planned and directed [Smith 2000]. 

One important element that is missing in the above definition of curriculum is evaluation. 

Curriculum development should include a plan for evaluating the curriculum as a whole, 

including feedback from learners. As can be seen, there are many more things that make up a 

curriculum than a simple list of topics to be taught. Curriculum suggests that learning is a longterm process that takes place both inside and outside the classroom. In terms of new miner 

training, it provides a way to integrate what is learned in the classroom with the day-to-day 

activities that occur in the workplace. 

The remainder of this report is organized in the following way: (1) a short discussion of 

new miner training using a syllabus approach, (2) examination of a comprehensive syllabus used 

by the Midwestern Department of Mine Safety and Training,4

 (3) consideration of the likely role 

of the trainer when he or she is relying on a syllabus, (4) discussion of new miner training from 

the perspective of a curriculum, (5) an examination of a model curriculum used by a major coal 

company operating in western Pennsylvania, and (6) a discussion of the possible role of a trainer 

when using a curriculum. Because evaluation should be a part of curriculum development but 

often is not, there is a section discussing its importance. Finally, there is a summary and 

conclusions section that integrates the ideas put forth in the report. 

4

This is a pseudonym to ensure anonymity. 

3 
 

USING A SYLLABUS 

Even in the university, people confuse syllabus with curriculum [Smith 2000]. Perhaps 

the best way to conceptualize their relationship is to start with the fact that they are not two 

totally different things. Rather, a syllabus can be part of a curriculum and shares some elements 

with the broader concept (such as planning, for instance). Where syllabus differs is in the 

narrowness of its scope. Essentially, a syllabus is merely a comprehensive listing of the content 

of a body of work that is to be imparted to trainees in the form of writing or lecture (or both). 

The listing of Part 48 courses compiled by the Midwestern Department of Mine Safety and 

Training (see Appendix A) is an excellent example of a syllabus, although it is simply a repeat of 

the mandatory courses laid out in Part 48. Since the syllabus is taken in its entirety from the list 

in Part 48, it is unclear how much actual planning went into its compilation. It is also unclear 

how the content is to be conveyed to the trainees or what role the instructor will play in the 

process. Finally, there is no provision for evaluation to take place. 

The Department did, however, author a separate document that articulates a goal and 

objective for the Department’s Part 48 training. The overall goal is to reduce injuries and 

fatalities by educating new miners in the safety and health aspects of the environment they soon 

will enter. The Department’s objective is to train the miners in the required subjects listed in Part 

48, including any additional topics that the Mine Safety and Health Administration’s (MSHA) 

District Manager deems necessary. 

Given the Department’s goal, its stated objective misses the mark. The ABC’s of 

objectives are: (1) identify the audience, (2) draft a statement of the behavior that is expected 

from the trainee once he or she has been trained, and (3) specify the conditions under which the 

trainee will demonstrate his or her knowledge or skills [Clark 2000]. Objectives are the end of 

the training process—that which a trainee must achieve given what the trainer states is to be 

learned [Texas Tech 2007]. The Department’s objective, rather than spelling out what the trainee 

is to do in order to contribute to the reduction of injuries and fatalities, instead relates what the 

trainers will do in their role of instructors. In other words, their stated objective is actually the 

means to an end rather than the end itself. 

Given that the Department’s intent is to reduce injuries and fatalities, an objective, rather 

than focusing on compliance, should be a precise statement of what behavior the new hire would 

engage in as part of his or her role as a miner [Clark 2000]. For instance, an objective might be: 

a new miner (audience) will identify and avoid (behaviors) unstable roof given his or her 

involvement in the workplace (condition). Note that the behaviors are given as action verbs 

because they need to be observable and, in some instances, measurable. That is the only way the 

trainer can tell if the objective has been met. 

One activity the Department engages in to enhance the syllabus and account, at least 

partially, for the mining context is to tailor its presentations to address the characteristics of the 

mine where the new workers will be employed. The Department’s instructors do this by first 

visiting the mine site and performing an audit of conditions. Then, before their program is 

implemented, they discuss any particular training needs with mine management and the 

operation’s safety representative. This allows the trainer to understand the workings of the mine 

and any problems that might be encountered. Thus, the trainer will be able to make his or her 

class mine-specific. 

The instructional model that best reflects the role a trainer is most likely to take if he or 

she uses a syllabus is the one most prevalent in industry [Caudron 2000] and is how miners have 

4 
 

 

traditionally been taught. It is characterized by direct instruction, in which a trainer assumes an 

active and directive role. He or she maintains control of the pace, sequencing, and content of the 

lesson [Baumann 1998], acting as a conduit for factual information that the student is responsible 

for grasping. Palincsar [1998] noted that while research supports the notion that this is an 

effective way to teach factual content, there is little evidence that this type of instruction transfers 

to higher-order cognitive skills such as reasoning and problem-solving. Nor, according to 

Peterson and Wallberg [1979], is there much evidence that it results in the flexibility individuals 

need in order to use effective strategies in uncertain contexts. Mining is hazardous in part 

because the worker’s physical environment is dynamic, or constantly changing. The need to 

continually respond to such a dynamic work environment places individuals at risk. The 

constantly changing conditions require a skilled and vigilant workforce that can quickly adapt to 

the new hazards and changing risks [Scharf et al. 2001]. This has implications for how workers 

can best be trained. In essence, direct instruction as an instructional model is not the best way to 

train workers in higher-order concepts and skills because it “has limitations related to the 

influences of human thinking and social interaction as these apply to both individual and group 

behavior. The model is also less adequate for explaining [and changing] behavior in the more 

open, self-directed situations that describe [dynamic work settings]” [Cole 2002]. 

USING A CURRICULUM 

Part 48 mandates a list of courses that are to be taught to new miners. As such, it is a 

syllabus. Therefore, a trainer wishing to construct a curriculum for new miner training begins 

with topics already assigned. The question then becomes, “Why try to develop a curriculum; 

why not just use the syllabus that is provided (as did the Midwestern Department of Mine Safety 

and Training)?” The short answer is that, although the curriculum will be content-driven, it does 

not negate the need to devise a teaching method that will get the information across in such a 

way that the trainees become active learners of not just the rules contained in Part 48, but their 

meaning and how to apply them to cope with the exigencies of the mine’s dynamic work setting. 

Besides, content is malleable. It means different things to different people depending on their life 

experiences, how the instructor chooses to deliver the content, what is in the message, how it is 

received and interpreted, and whether it contains information they can take back to the 

workplace. 

In addition to content and teaching method are those other elements that make up a 

curriculum, including planning, objectives, delivery method, content, teacher’s role, context, and 

evaluation. A carefully designed and well thought-out curriculum may include all these factors 

[Unwin 1997]. However, there is a core that is most important: (1) objectives, because if trainers 

do not know where they are going, they will 

not know if and when they get there; (2) appropriate delivery method, because it is the vehicle “If we could first know where we are, 

and whither we are tending, we could that carries the content; (3) appropriate content, 

then better judge what to do, and how because it is necessary in order to achieve 

to do it.” —Abraham Lincoln objectives; and (4) evaluation, because it tells 

whether the process is working and objectives 

have been met. 

5 
 

The overall purpose of a new miner training curriculum is to help trainers provide 

young/inexperienced miners a grounding in the context of those core courses that are mandated 

under 30 CFR 48.5 (see Appendix A). It is the notion that trainees should be grounded in the 

mining context that guides a well thought-out curriculum. 30 CFR 48.5(a) states that new miner 

training “shall be conducted in conditions which as closely as practicable duplicate actual 

underground conditions.” Obviously, a classroom does not do a very good job of duplicating an 

underground coal mine. Some activities that take place in the classroom, however, can evoke 

activities that occur in the workplace. The trainee may be given the opportunity to work with 

others to solve problems taken from actual workplace predicaments, for instance. In doing so, 

he or she can learn such things as some of the occupational jargon, the rules that apply in certain 

situations, and perhaps gain an understanding of the tools that miners use. 

The rationale for such a curriculum is that it provides a way to involve trainees more in 

the learning process. Unlike a curriculum built around direct instruction in which the trainer 

controls the pace, sequencing, and content of the lesson, this curriculum is based upon the notion 

that trainees should be more proactive in solving 

problems taken from workplace situations. The 

“Tell me, and I will forget. Show me, focus is less on the trainer and more on the 

and I may remember. Involve me, trainees who generally are given the opportunity 

and I will understand.” —Confucius to work together in their problem-solving 

activities. This is important because they must 

work together in the workplace. 

A company that operates mines in western Pennsylvania has put together an exemplary 

80-hour new miner training program. Over the 10-day course, the trainees divide their time 

between the classroom and an underground training section. 

On the first day, as part of their orientation, the trainees are prepared to go underground. 

The objective of the preparation is to ensure that each trainee has an understanding of how the 

classroom instruction is combined with hands-on underground training. During the second half 

of day 1 and the first half of day 2, the trainees are instructed in their roles as miners, how to read 

a map and evacuate in an emergency, the use of self-rescue and respiratory devices, cleanup and 

rock dusting requirements, securing the workplace, and other topics to prepare them to go 

underground. After lunch on day 2, they are equipped for work inside. As part of the session on 

entering and leaving the mine, transportation, and communication, the trainees must demonstrate 

the ability to use the mine’s hand scanner to check in and check out and are trained in the 

operation of the elevator, phones, and pagers. They are then given a walking tour of the mine, 

which takes them to the training section for a preview of the work to be performed during the 

in-mine training sessions. Finally, they travel to the elevator where they are required to explain 

how to cage to the surface. 

The morning of the third day begins with health and safety aspects of assigned tasks. The 

students are expected to know the hazards of each assigned task and procedures to minimize 

them. During a session on transportation and communication, the students learn methods of 

safely transporting people and materials into and out of the mine, traffic controls, types of 

communication, and warning and directional signs in use. Next, they have a session on roof 

control and ventilation in which they are required to demonstrate an understanding of how to 

remove or support loose roof and ribs, as well as the procedures for maintaining and controlling 

ventilation. Lastly, the trainees are required to be able to identify the mine’s ventilation systems 

6 
and devices, how air gets to the face, mine and section ventilation, and methane and other gases 

and how they are controlled. 

In the afternoon of the third day, the trainees enter the mine and travel to the training 

section. Once there, they are introduced to the work environment—basic job skills and work 

hardening (what they will need to do physically). They are made aware of various methods used 

to address mine hazards. For instance, each employee will demonstrate the sight, sound, and 

vibration method for checking the roof. The trainee will also demonstrate proper scaling 

procedures, shovel along the ribs, and rock dust the area. On the way out to the elevator, there 

will be a discussion of manholes, switches, and guidelines for walking along the haulage. 

As stated previously, the core of a curriculum is made up of a system of objectives, 

delivery method, content, and evaluation. There are some other elements that complement the 

core in order to round out a curriculum, which were also listed earlier. As Appendix B shows, the 

instructors at this company have developed a lesson plan (planning) that has many of the various 

elements that define a curriculum. The objectives detail the learning outcomes expected from 

participation in the curriculum. Teaching methods (delivery) are spelled out in the lesson plan. 

Subject matter designates the content the curriculum deals with. The trainer’s role as lecturer, 

demonstrator, discussion leader, and evaluator is suggested in the lesson plan. Context is ensured 

by the classroom/underground experience. Finally, the lesson plan indicates how evaluation will 

be carried out, although the plan itself stops at individual assessment. Assessment bears the same 

relation to evaluation as syllabus does to curriculum. Hanson et al. [1996] note that “the purpose 

of student assessment, either through observable performance, product development, or 

traditional paper and pencil tests, is to provide data to the instructor [and the learner] indicating 

to what degree the performance objectives have been mastered.” As part of their overall 

program, however, the instructors also conduct some basic evaluation in the form of feedback 

from trainees (see Appendix D). “Evaluation is the process of determining whether programs— 

or certain aspects of programs—are appropriate, adequate, effective, and efficient and, if not, 

how to make them so” [Deniston and Rosenstock 1970]. Evaluation will be discussed in more 

detail later. In sum, though, for all practical purposes, Appendix B identifies a curriculum. 

Appendix C contains the tasks and duties for the training section. It does for the work 

underground what Appendix B does for classroom training, except it is not set up like a 

curriculum instructional plan. Rather, it is a listing of topics covering the expected behaviors that 

accompany each assigned task. 

The approach to learning and instruction that may be taken by a trainer using a 

curriculum recognizes that knowledge and skills reside not just in the heads of individuals, but in 

shared group practice [Lave 1988]. Learning these knowledge and skill sets requires an ongoing 

interaction with the work at hand and with those doing the work. With assisted practice, a person 

learns the strategies for completing a task, which then becomes part of his or her problemsolving inventory—knowledge that may be applied to new situations [Wilhelm et al. 2001]. 

“Under this view, safety education becomes a process of helping...workers to better understand 

the constraints and plights under which they work and to better identify and use the resources, 

knowledge, and tools available to their social group. The goal is to help the group become more 

proactive in improving health and safety within their community of workers” [Cole 2002]. 

The training approach, rather than being teacher-centered, as in direct instruction, is 

learning-centered. Also, rather than putting the responsibility for learning on the student alone, 

learning-centered instruction is two-sided and requires mutual effort and responsibility on the 

part of both learners and teachers. The classroom (or work setting) becomes a “community of 

7 
practice” in which the teacher is a more expert partner providing leadership and assistance to 

those who are less skilled [Wilhelm et al. 2001]. These communities of practice are oriented 

toward solving problems in a real context. Because of its problem-solving orientation, the notion 

of a community of practice composed of learners and more expert partners fits well the needs of 

teaching and learning in a dynamic work setting. 

The purpose of a problem-solving approach is, in part, to explore ways in which the 

training classroom can be made to more nearly reflect the workplace context. This is because in 

the traditional classroom, with its direct instruction, there is a disconnect between training and 

what Brown et al. [1989] termed “authentic activity.” Authentic activity is, essentially, the 

ordinary practice that takes place within a workplace culture. It is the culture, made up of 

everything from occupational jargon, to formal and informal rules, to the tools practitioners use, 

that imparts meaning and purpose to the people who share it: “Authentic activity, as we have 

argued, is important for learners, because it is the only way they gain access to the standpoint 

that enables practitioners to act meaningfully and purposefully” [Brown et al. 1989]. Too often, 

training activity is very different from authentic activity because it is very different from what 

authentic practitioners do. The problem then becomes one of how to bring authenticity into the 

classroom. 

Brown et al. [1989] used the notion of “cognitive apprenticeship” to show how this might 

be accomplished. In essence, a cognitive apprentice learns by working with others to solve 

problems taken from activities that occur in the community of practice. There are two 

implications of this approach. First, the learning that takes place is collaborative in nature. This is 

important because people must work together on the job. Thus, they must be given the situated 

opportunity to develop those skills. Second, the problems are “real” in their use of authentic 

activity and so must be presented in realistic fashion. Prior NIOSH and University of Kentucky 

research has suggested some ways this can be done. For instance, researchers have developed 

and field-tested simulations that were constructed by first listening to and learning from an 

experienced workforce, then combining this practical knowledge with empirical injury 

surveillance data and safety research findings [Cole et al. 1988]. Researchers from the NIOSH 

Spokane Research Laboratory have incorporated authentic storytelling into safety training 

[Cullen and Fein 2005]. Both of these approaches function to involve the learner in the situation 

and help prepare him or her for on-the-job contingencies. 

EVALUATION 

As mentioned earlier, curriculum development should also include a plan for evaluating 

the curriculum as a whole, including feedback from learners. Although individual assessment can 

be seen as part of evaluation, much more is involved. This section focuses on three other aspects 

of evaluation: feedback from learners, changes in behavior, and effects on the organization. 

Trainee reactions are the easiest kind of data to gather. That it not to say they are not 

important. If trainees do not see value in the training, they are not likely to translate course 

objectives into useful knowledge and skills. When trainees find a course uninteresting, they will 

be less motivated to learn the material being covered. While positive trainee reactions do not 

ensure that objectives are met, negative reactions guarantee a less-than-fully-successful transfer 

of knowledge and skills. The following is an excerpt from a questionnaire that accompanies a 

paper-and-pencil simulation: 

8 
 

 

Strongly Agree Disagree Strongly 

Agree Disagree 

This scenario could happen in real life 1 2 3 4 

I learned something new from this exercise 1 2 3 4 

Measuring a change in behavior must be done outside the classroom and with sufficient time 

elapsed for knowledge and skills to have been tried out in the workplace. The most elaborate 

plan for evaluating behavior would include an untrained subgroup and a trained subgroup with 

detailed testing in their workplaces before and after training. This type of evaluation is resourceintensive and would not be practical for all training sessions. But less intensive strategies can 

yield valuable results: 

Something beats nothing, and I encourage trainers to at least do some evaluation of 

behavior, even if it isn’t elaborate or scientific. Simply ask a few people: “Are you 

doing anything different on the job because you attended the training program?” 

If the answer is yes, ask, “Can you briefly describe what you are doing and how it is 

working out? If you are not doing anything different, can you tell me why? Did you 

learn anything that you can use on the job?” [Kirkpatrick 2001] 

Another strategy is to talk with the trainee’s supervisor about any behavioral changes they have 

observed since the training was completed. As can be seen, this type of evaluation can be 

difficult because it may be conducted months after the training has been completed. Thus, it is 

important to devise an evaluation plan when the course is being planned. Time must be 

scheduled for the followup data collection so it will not interfere with future training activities 

and projects. 

The most difficult evaluation to perform is determining how training affects the 

organization. This strategy should be undertaken when the value of the training or the training 

program to the overall organization needs to be assessed. To conduct such an evaluation, it is 

important to clearly define the tangible results to be measured, such as a decrease in workplace 

hazards, an increase in the use of personal protective equipment, a reduction in maintenance 

costs, or an increase in production per shift. Once the desired result is identified, a means to 

measure changes is needed. Next, factors other than training that could influence the change 

should be identified so that they can be ruled out as the source of change, if possible. Finally, 

evidence that the training did cause the change being studied should be identified—and it is 

usually necessary to be satisfied with evidence rather than proof, because proof is hard to find 

[Kirkpatrick 2001]. 

In sum, the only way to determine whether or not training is of value is to evaluate it. 

When objectives for the training are clearly defined, an evaluation plan can be designed to 

measure the training’s effectiveness at achieving those goals. Sometimes company managers or 

outside organizations require evaluation data to assess a training program. Even when such 

outside influences are not present, it is in the best interests of a trainer to gather evaluation data 

routinely to assess course content, delivery methods, and teaching skills. If a course is to be 

repeated, evaluation can guide changes to improve future sessions. If the course will not be 

repeated, evaluation could focus on the skills of the instructor, with the results used for 

professional development of that trainer. The important thing is to decide what can and should be 

learned during training evaluations and then design a strategy to meet that goal. 

9 
SUMMARY AND CONCLUSIONS 

These guidelines began with the fact that new miners entering the workforce today will 

enter an environment that is dynamic and hazardous. Because there will be a scarcity of 

experienced miners to mentor these new hires, the training they get assumes great importance. 

It is in training sessions that they need to acquire those concepts and cognitive skills that will 

help them make decisions and develop problem-solving strategies in order to become safe and 

productive workers. 

The authors next discussed two general approaches to training. An approach based on the 

use of a syllabus might serve well to transmit basic information in discrete bits. However, an 

approach based on curriculum is better suited to help trainees place the information into a 

meaningful context. This is important because workers need to understand their work and job 

performance in the overall scheme of things in order to better deal with their environment. 

The guidelines point out that each approach has a preferred teaching method associated 

with it. If the goal is compliance, a directed teaching method is the best fit with a syllabus. If the 

goal is for miners to become grounded in the mining context, an effective teaching method is one 

that helps workers better understand how to solve problems using the tools and resources at hand 

in their work environment [Cole 2002]. 

A curriculum is a better approach for preparing new miners to work underground because 

it has components lacking in a syllabus. Chief among these is a set of objectives. An objective, 

properly stated, identifies a performance outcome—what the learner is to do, not what facts the 

learner learns [Clark 2000]. Objectives should be in line with stated goals. If the goal is to reduce 

injuries and fatalities, a proper objective would identify a specific set of behaviors that can 

contribute to this reduction. As discussed earlier, an objective should be precise enough that 

people will understand what it is and be able to recognize when it is met [Clark 2000]. Objectives are so important that it can be argued the other elements of a curriculum do not matter when 

there is no objective. Simply put, “If you don’t know where you are going, how do you know 

when you’ve arrived?” [Landau 2001]. 

Evaluation was treated as a special case because it is so often ignored in the process of 

developing a curriculum. Evaluation is critical, however, because it is what determines if the 

training program is “appropriate, adequate, effective and efficient and, if not, how to make 

[it] so” [Deniston and Rosenstock 1970]. 

In sum, these guidelines have made a simple argument: the trainer should (1) be fully 

conversant with the content domain (syllabus) that is required, (2) develop appropriate and 

observable objectives, (3) adopt a teaching method that will help trainees problem-solve in order 

to meet these objectives, and (4) evaluate the process. The outcome will be new miners who are 

better equipped cognitively and skill-wise to deal with the exigencies of their workplace. 

REFERENCES 

Baumann J [1998]. Direct instruction reconsidered. J Reading Behav 31:712–718. 

Brown J, Collins A, Duguid P [1989]. Situated cognition and the culture of learning. 

Educ Res 18(1):32–42. 

Caudron S [2000]. Learners speak out. Train Dev 54(4):52–57. 

CFR. Code of federal regulations. Washington DC: U.S. Government Printing Office, 

Office of the Federal Register. 

Clark D [2000]. More on learning objectives. [http://www.nwlink.com/~donclark/hrd/ 

objectives.htm]. Date accessed: October 2007. 

10 
Cole HP [2002]. Cognitive-behavioral approaches to farm community safety education: 

a conceptual analysis. J Agric Saf Health 8(2):145–159. 

Cole HP, Mallett LG, Haley JV, Berger PK, Lacefield WE, Wasielewski RD, Lineberry 

GT, Wala AM [1988]. Research and evaluation methods for measuring nonroutine mine health 

and safety skills. Vol. I. Lexington, KY: University of Kentucky. U.S. Bureau of Mines contract 

No. H0348040). NTIS No. PB 89–196646/AS. 

Cullen ET, Fein AH [2005]. Tell me a story: why stories are essential to effective safety 

training. Spokane, WA: U.S. Department of Health and Human Services, Public Health Service, 

Centers for Disease Control and Prevention, National Institute for Occupational Safety and 

Health, DHHS (NIOSH) Publication No. 2005–152, RI 9664. 

Deniston O, Rosenstock I [1970]. Evaluating health programs. Public Health Rep 

85(9):835–840. 

Hanson D, Maushak N, Schlosser C, Anderson M, Sorenson C, Simonson M [1996]. 

Distance education: review of the literature. 2nd ed. Ames, IA: Iowa State University, Research 

Institute for Studies in Education. 

Kirkpatrick D [2001]. The four-level evaluation process. In: Ukens L, ed. What smart 

trainers know: the secrets of success from the world’s foremost experts. San Francisco, CA: 

Jossey-Bass/Pfeiffer, pp. 122–132. 

Landau V [2001]. Developing an effective online course: developing goals and objectives. [http://roundworldmedia.com/cvc/module4/topic4.html]. Date accessed: October 2007. 

Lave J [1988]. Cognition in practice: mind, mathematics, and culture in everyday life. 

Cambridge, U.K.: Cambridge University Press. 

Learning Point Associates [2002]. Glossary of education terms and acronyms. 

[http://www.ncrel.org/sdrs/areas/misc/glossary.htm]. Date accessed: October 2007. 

Palincsar A [1998]. Social constructivist perspectives on teaching. Annu Rev Psychol 

49:345–380. 

Peterson PL, Wallberg HJ, eds. [1979]. Research on teaching. Berkeley, CA: McCutchan. 

Rogers A, Taylor P [1998]. Participatory curriculum development in agricultural 

education: a training guide. Rome, Italy: Food and Agricultural Organization of the United 

Nations (FAO). 

Scharf T, Vaught C, Kidd P, Steiner LJ, Kowalski KM, Wiehagen WJ, Rethi LL, 

Cole HP [2001]. Toward a typology of dynamic and hazardous work environments. Hum Ecol 

Risk Assess 7(7):1827–1841. 

Smith MK [2000]. Curriculum theory and practice. In: The encyclopaedia of informal 

education. [http://www.infed.org/biblio/b-curric.htm]. Date accessed: October 2007. 

Temu AB, Kasolo W [2001]. Reviewing curricula – rationale, process and outputs: 

ANAFE experience with the DACUM method in Africa. In: Expert Consultation on Forestry 

Education (Rabat, Morocco, October 17–19, 2001). Rome, Italy: Food and Agricultural 

Organization of the United Nations (FAO). 

Texas Tech [2007]. Developing teaching objectives. Lubbock, TX: Texas Tech 

University, Department of Agricultural Education and Communications. [http:// 

www.depts.ttu.edu/aged/aged2300/DevelopingObjectives.pdf]. Date accessed: October 2007. 

Unwin DJ [1997]. NCGIA core curriculum in geographic information science. 

Curriculum design for GIS. [http://www.ncgia.ucsb.edu/giscc/units/u159/u159.html]. Date 

accessed: October 2007. 

Wilhelm JD, Baker TN, Dube J [2001]. Strategic reading: guiding students to lifelong 

literacy, 6–12. Portsmouth, NH: Heinemann. 

11 
APPENDIX A.—A SYLLABUS FOR MINER TRAINING 

Surface 

A. Statutory Rights of Miners and Their Representative under the Act 

1.	 Statutory rights of miners and their representative under the Act 

2.	 Discussion of Section 2 of the Act 

3.	 The line of authority of supervision 

4.	 The miners’ representative 

5.	 Responsibilities of the supervisor and miners’ representative 

6.	 Introduction to company rules 

7.	 Procedures for reporting hazards 

B. Self-Rescue and Respiratory Devices 

1.	 Instruction in the use, care, and maintenance of the type of devices used at the 

mine 

2.	 Demonstration of the complete donning procedure 

3.	 Fit testing and the hazards if it is not done properly 

4.	 Discussion of the hazards of and prevention of silicosis 

C. Transportation Controls and Communication Systems 

1.	 Riding conveyances 

2.	 Transportation of miners, materials, and explosives 

3.	 Use of mine communication systems 

4.	 Warning signals, signs, and directional signs used at the mine 

5.	 Powered haulage safety tips 

D. Introduction to the Work Environment 

1.	 Discussion of the processes and type of mining used at the mine 

2.	 The company will be required to provide the majority of this subject. 

E. Escape and Emergency Evacuation Plans; Fire Warning and Firefighting 

1.	 Review of the escape procedures and routes 

2.	 Review of the firefighting and emergency evacuation plans 

3.	 Instruction in the fire warning systems 

F.	 Ground Control; Working in Areas of Highwalls, Water Hazards, Pits and Spoil Banks; 

Illumination and Night Work 

1.	 Highwalls and Ground Control Plans will be discussed. 

2.	 Procedures for working safely around highwalls 

3.	 Procedures for working around water 

4.	 Procedures for working around spoil banks 

5.	 Nighttime hazards identified and procedures for working after dark 

6.	 Site preparation and safety around highwalls 

G. Health 

1.	 Instruction in how and why dust, noise, and other health measurements are taken 

and what they mean to the miner 

2.	 Discussion on the possible health hazards at the mine 

12 
3. Health controls in place at the mine are discussed. 

a. Silicosis 

b. Noise 

c. Winter weather alert 

d. Heat stress 

e. Hygiene 

4. Health provisions of the Act are explained. 

5. Warning labels and Material Safety Data Sheets (MSDSs) explained 

H. Hazard Recognition 

1. Normal mining hazards will be discussed. 

2. Explosives, their use and hazards discussed 

3. The operator will provide the majority of this class. 

I. Electrical Hazards 

1. Recognition and avoidance of electrical hazards 

2. High-voltage dangers 

3. Power center dangers 

4. Grounding 

5. Ground fault interruption 

6. Substations 

7. Disconnects 

8. Lockout/tagout 

J. First Aid 

1. Primary survey 

2. Secondary survey 

3. CPR 

4. Bandaging and splinting 

5. Transportation 

K. Explosives 

1. Review and instruction in the use and danger of explosives 

2. Hazards in the handling and transportation of explosives 

3. Day boxes and magazines 

L. Health and Safety Aspects of the Tasks Assigned 

This class will be provided by the operator. 

M. Such other courses as may be required by the MSHA District Manager based on the 

circumstances and conditions found at the mine 

1. Powered haulage safety 

2. Fall prevention 

3. Personal protective devices 

4. Health and hygiene 

5. Confined space entry 

6. Hazardous materials handling 

7. Materials handling 

13 
Underground 

A. Statutory Rights of Miners and Their Representative Under the Act 

1.	 Statutory rights of miners and their representative under the Act 

2.	 Discussion of Section 2 of the Act 

3.	 The line of authority of supervision 

4.	 The miners’ representative 

5.	 Responsibilities of the supervisor and miners’ representative 

6.	 Introduction to company rules 

7.	 Procedures for reporting hazards 

B. Self-Rescue and Respiratory Devices 

1.	 Instruction in the use, care, and maintenance of the type of devices used at the 

mine 

2.	 Demonstration of the complete donning procedure 

3.	 Fit testing and the hazards if it is not done properly 

4.	 Discussion of the hazards of and prevention of silicosis 

C. Entering and Leaving the Mine; Transportation; Communications 

1.	 Procedures for entering and leaving the mine 

2.	 Check-in and checkout system 

3.	 Riding conveyances 

4.	 Transportation of miners, materials, and explosives 

5.	 Use of mine communication systems 

6.	 Warning signals, signs, and directional signs used at the mine 

D. Introduction to the Work Environment 

1.	 Discussion of the processes and type of mining used at the mine 

2.	 The company will be required to provide the majority of this subject. 

E. Mine Map; Escapeways; Emergency Evacuation; Barricading 

1.	 Review and discussion of the mine map 

2.	 Review of the escape procedures and routes 

3.	 Review of the firefighting and emergency evacuation plans 

4.	 Abandoned areas of the mine and their dangers 

5.	 Methods of barricading used at the mine 

6.	 Any refuge chambers and their locations 

F.	 Roof, Ground Control, and Ventilation Plans 

1.	 Roof and Ground Control Plan will be discussed. 

2.	 Scaling techniques for the back, rib, and pillars 

3.	 Ventilation and its use in mining 

4.	 Discussion of the Mine Ventilation Plan 

5.	 Roof bolts and their use 

6.	 Examination of the working area 

G. Health 

1.	 Instruction in how and why dust, noise, and other health measurements are taken 

and what the results mean to the miner 

2.	 Discussion on the possible health hazards at the mine 

14 
3. Health controls in place at the mine are discussed 

a. Silicosis 

b. Noise 

c. Winter weather alert 

d. Heat stress 

e. Hygiene 

4. Health provisions of the Act are explained. 

5. Warning labels and Material Safety Data Sheets (MSDSs) explained 

H. Cleanup and Rock Dusting 

1. Housekeeping and the importance of cleanup at the mine 

2. The purpose of rock dusting 

3. Methods used at the mine 

4. The operator will provide portions of this class. 

I. Hazard Recognition 

1. Normal mining hazards will be discussed. 

2. Explosives, their use and hazards discussed 

3. The operator will provide the majority of this class. 

J. Electrical Hazards 

1. Recognition and avoidance of electrical hazards 

2. High-voltage dangers 

3. Power center dangers 

4. Grounding 

5. Ground fault interruption 

6. Substations 

7. Disconnects 

8. Lockout/tagout 

K. First Aid 

1. Primary survey 

2. Secondary survey 

3. CPR 

4. Bandaging and splinting 

5. Transportation 

L. Mine Gases 

1. Properties of gases 

2. Detection of and where to look for the various gases 

3. Hazards of gases: toxicity, explosive nature, and asphyxiation 

4. Avoidance and removal through ventilation 

M. Health and Safety Aspects of the Tasks Assigned 

This class will be provided by the operator. 

N. Such other courses as may be required by the MSHA District Manager based on the 

circumstances and conditions found at the mine 

1. Powered haulage safety 

2. Fall prevention 

3. Personal protective devices 

4. Health and hygiene 

5. Confined space entry 

6. Hazardous materials handling 

7. Materials handling 

15 
 

 

APPENDIX B.—NEW MINER TRAINING UNDERGROUND: 80 HOURS 

 SUBJECT OBJECTIVES TEACHING 

METHODS 

COURSE 

MATERIAL 

EVALUATION 

METHODS 

a.m. Day 1 – a.m. 

Welcome and Introduction to HR, union, and Lecture and Manuals and Question, 

1 

HR 

Dept. 

overview of 

day 1, section 1 

management. Enrollment into all 

programs and benefits, coupled with 

a step-by-step introduction to 

benefits, policies, and procedures – 

discussion. PowerPoint 

presentation, 

forms, and 

handouts. 

answer, 

and forms 

completed 

properly. 

2 hours 

2 

HR 

Dept. 

Employee 

standards of 

conduct 

Each miner will demonstrate his/her 

knowledge and understanding of the 

Employee Standards of Employment 

at the Pennsylvania operations. 

PowerPoint 

and handout. 

Handouts 

and 

PowerPoint 

slides. 

Discussion 

with Q&A 

session. 

3 

HR 

and 

Mgt. 

Organizational 

structure, union 

representation, 

chain of 

command 

Introduce management and union 

officials and the organization structure 

—handling comments, complaints, 

and safety-related issues. 

PowerPoint 

presentations, 

lecture, and 

discussions. 

PowerPoint 

slides and 

handouts. 

Open 

discussion 

with Q&A 

session. 

Hand scanner Enroll each attendee in the hand-scan On-site training Hand Practice, 

4 check-in and checkout process. The – Demon- scanner and demonstraHR attendee will know how to scan in and stration and log-on tion and 

Dept. out of the mine. practice. instructions. actual 

log-in. 

 Lunch 

p.m. Day 1, Session 2 Preparation for underground (UG) on 

day 2 

Introduction to 

the training 

To ensure that each participant is 

aware of the nature of the program 

Discussion and 

kickoff. 

Handout of 

informational 

Q&A 

session. 

program – and his/her responsibilities as an packets 

1 Course agenda employee, coupled with an overview regarding the 

and UG work and program agenda. Overview of the Pennsylvania 

10 days of training combining class- operations 

room with hands-on UG training. and FCC. 

2 

Your new role as 

a miner: history 

and tradition 

To orient the new miners to the mine, 

its environment, and traditions. Show 

and discuss the first half of “The 

History of Mining” from The History 

Channel. 

Video. Video: “The 

History of 

Mining” (The 

History 

Channel). 

Discussion. 

Statutory rights 

Sec. 48.5(1) and 

A comprehensive look at miners’ 

rights and those of representatives of 

Videos, 

PowerPoint, 

Statutory 

Rights of 

Oral 

response, 

an introduction to miners – aware of supervisor’s discussion, Miners hand- discussion, 

the authority and responsibility and accountability demonstration. out. Visual quizzes. 

3 responsibility of under the Mine Act and company aids and 

supervisors and 

miners’ reps – 

policy. Chain of command and union 

structure. Introduction to local officers 

handouts. 

Sec. 48.6(3) was done in morning session with HR 

and management. 

16 
 SUBJECT OBJECTIVES TEACHING 

METHODS 

COURSE 

MATERIAL 

EVALUATION 

METHODS 

4 

Mine map; 

escapeways; 

emergency 

evacuation; 

barricading – 

Sec. 48.5 

Know how to read a mine map, when to 

evacuate a mine, which of the fire 

extinguishers to use in the event of a 

mine fire, and how to use the fire hose 

and nozzles. Cover guidelines as to 

when and when not to use them. 

Mine-specific: Know where to report in 

the event of an emergency, how to get 

to safety from the workplace, the 

procedure in use to report a mine fire, 

how to erect barricades that isolate 

him/her from the rest of the mine, 

barricading rules, and how to signal 

rescuers. Oxygen requirements for 

barricading. 

Videos, 

PowerPoint, 

discussion, 

maps, program, and 

test. 

Federal standards, audiovisual aids, 

mine map, 

company 

rules/policies. 

Federal guidelines for barricading and 

entrapment 

signals 

Oral 

response, 

discussion, 

Q&A with 

quiz. 

Demonstration and 

handouts. 

Day 2 Classroom 

1 

Self-rescue 

and respiratory 

devices – 

Sec. 48.5(2) 

Aware of the importance of using the 

proper type, correctly fitting respirator 

and the need for proper storage and 

maintenance. Understanding of when 

and how to apply a self-rescuer, what it 

protects against, the effect of high 

carbon monoxide on the user, and the 

danger of removing it. 

Mine-specific: Will be trained in the 

proper use and care of the respiratory 

devices required at the mine, as well as 

self-rescuers. 

Videos, 

PowerPoint, 

discussion, 

and demonstration. 

Federal standards, audiovisual aids, 

company 

rules 

Oral 

response, 

discussion, 

quizzes, 

demonstration. 

2 

Cleanup; rock 

dusting – 

Sec. 48.5(8) 

Finish on day 1 or carry over to day 2. 

Training in laws regarding rock dusting. 

Hazards of rock dusting around belts. 

Use of rock dust for firefighting. Mine 

cleanup plan and duties. This is 

preparation for going UG to begin 

general work in the training section. 

Rock dust requirements for intakes, 

returns, and belt lines. 

Video, 

PowerPoint 

program on 

coal dust fires 

and explosions and rock 

dust in fire 

controls. 

View video 

and discuss 

the process of 

rock dust, 

rock dusting, 

and purpose 

and application. 

Q&A. Oral 

discussion 

and test. 

3 

Securing the 

workplace 

Training on how to evaluate the work 

area for safety. What to look for and 

how to secure it. Roof and rib 

evaluation using sight, sound, and 

vibration method. 

Video, 

PowerPoint 

discussion, 

and demonstration. Video 

clip of sounding roof and 

scaling roof 

and rib. 

Trainees will 

be going 

underground 

for a walking 

tour to orient 

them in their 

assigned area 

and how to 

escape from 

that location. 

Demonstration, Q&A 

session. 

Quiz. 

17
 

 SUBJECT OBJECTIVES TEACHING 

METHODS 

COURSE 

MATERIAL 

EVALUATION 

METHODS 

4 

Proper lifting 

procedures 

Mini-workshop on how to use proper 

lifting techniques in preparation to work 

on the training section. 

PowerPoint 

presentation 

with pictures 

and demonstration. 

Each attendee 

will demonstrate the 

proper techniques for 

lifting and 

identify 

improper 

lifting techniques. 

Demonstration, quiz, 

Q&A. 

 Lunch 

Day 2 

UG 

1 

Equipping 

Miners 

Assign lockers, outfit and have trainees 

dress for underground. Go over cap 

lights and how to maintain them. 

Review check-in and checkout, including hand scanners. 

Demonstrate 

proper 

outfitting. 

Observe each 

attendee as 

he/she dons 

cap, lamp, 

belt, leg 

bands, 

glasses, and 

gloves. 

Demonstration and 

Q&A. 

UG 

Entering and 

leaving the 

mine; transportation and communication – 

Sec. 48.5(3) 

Demonstrate ability to use the mine’s 

check-in and checkout system. Enrolled 

in scanner system on day 1 session. 

Demonstrate the check-in and checkout 

system. Training in operation of 

elevator, phones, and pagers. 

PowerPoint, 

discussion, 

mine tour. 

Federal standards, audiovisual aids, 

company 

rules/policies 

Oral 

response, 

discussion, 

quizzes. 

UG 

Walking tour of 

the mine 

Miners will tour area around bottom, 

travel to slope and main belt and 

haulage. Tour will take them to the 

training section for a preview of the 

work to be performed throughout the 

mine training sessions. 

During work at training section, each 

trainee will receive the appropriate task 

training for the jobs performed. 

Tour, discussion, Q&A 

session. 

Each attendee 

will explain 

the rules 

pertaining to 

each area 

traveled. 

Instructors will 

point out 

hazards, 

signals, rules, 

and policies 

regarding 

each area. 

Demonstration and 

discussions. 

UG Leaving the 

mine 

Travel to elevator and explain caging to 

the surface 

Day 3 Classroom 

1 

Health and 

safety aspects 

of assigned 

task – 

Sec. 48.5(13) 

Aware of hazards associated with 

common underground mine tasks. 

Mine-specific: Know the hazards of the 

assigned task and procedures to 

minimize them. 

Videos, 

PowerPoint 

discussion, 

demonstration. 

Federal standards, audiovisual aids, 

company 

rules/policies, 

manufacturer 

information. 

Oral 

response, 

demonstration in 

mine. 

18
 

 SUBJECT OBJECTIVES TEACHING 

METHODS 

COURSE 

MATERIAL 

EVALUATION 

METHODS 

2 

Transportation 

and communication – 

Sec. 48.5(3) 

Aware of applicable regulations 

regarding riding on or in mobile 

equipment. Methods of transporting 

personnel and materials into and out of 

the mine, traffic controls, various types 

of communication, warning, and 

directional signs in use. 

Videos, 

PowerPoint, 

discussion, 

mine tour. 

Federal standards, audiovisual aids, 

company 

rules/policies. 

Oral 

response, 

discussion, 

quiz. 

3 

Roof control 

and ventilation 

– Sec. 48.5(6) 

Able to identify roof conditions and to 

demonstrate an understanding of 

methods of removing/supporting loose 

roof and ribs and procedures for 

maintaining and controlling ventilation. 

Mine-specific: Demonstrate knowledge 

of roof/rib control procedures. 

Videos, 

PowerPoint, 

discussion, 

mine tour. 

Federal standards, audiovisual aids, 

Ground Control Plan. 

Oral 

response, 

discussion, 

quizzes. 

4 

Ventilation 

plans 

– Sec. 48.5(6) 

Able to identify the various systems and 

devices, how air gets to the face, mine 

and section ventilation, methane, and 

other gases and how they are 

controlled. Introduction to the 

Ventilation Plan. 

Video, 

PowerPoint, 

and handouts. 

Federal and 

state standards, Ventilation Plan, 

video, and 

PowerPoint 

presentation. 

Quiz, maps 

completion 

exercise, 

oral 

response, 

and Q&A 

session 

 Lunch 

UG Enter mine Check in and travel to section. 

UG 

Introduction to 

work environment – basic 

job skills and 

work hardening 

Aware of methods used to address 

mine hazards. Each employee will 

demonstrate sight, sound, and vibration 

method. Demonstrate proper scaling 

procedures, shovel along ribs and 

rock dust the area. 

Shovels, bars, 

pick, and rock 

dust. 

Federal standards, discussion, and 

demonstration. 

Oral 

response, 

discussion, 

and 

demonstration. 

UG 

Exit mine Walking tour to elevator and discuss 

manholes, switches, and safety 

guidelines for walking along the 

haulage. 

Day 4 

Health – Aware of harm done by noise and silica Videos, Federal stand- Oral 

Sec. 48.5(7) dust, correct use of hearing protection 

and respirators, engineering and 

administrative controls for dust and 

noise, benefits of audiometric testing, 

and purpose of sampling (dust, noise, 

etc.). 

Mine-specific: Will be able to 

demonstrate proper donning and use of 

the respirators and/or hearing 

protection provided by the mine. 

PowerPoint, 

discussion. 

ards, audiovisual aids, 

company 

rules/policies. 

response, 

discussion, 

quizzes. 

19
 SUBJECT OBJECTIVES TEACHING 

METHODS 

COURSE 

MATERIAL 

EVALUATION 

METHODS 

Mandatory Will be able to demonstrate an Videos, Federal stand- Oral 

health and awareness of the most commonly PowerPoint, ards, audio- response, 

safety stand- violated health and safety standards discussion. visual aids, discussion, 

ards – and what the inspector considers when top citation quizzes. 

Sec. 48.6(2) issuing a citation. issues. 

Hazard Aware of hazards and correct operating Videos, Federal stand- Oral 

recognition – procedures. Will have participated in a PowerPoint, ards, audio- response, 

Sec. 48.5(9) job safety analysis. discussion, visual aids, discussion, 

Mine-specific: Knowledge of special 

hazards at the mine and operating 

mine tour. company 

rules/policies. 

quizzes. 

procedures to minimize them. 

Electrical Aware of electrical hazards in mines, Videos, Federal stand- Oral 

hazards – how to avoid them, and the need for PowerPoint, ards, audio- response, 

Sec. 48.5(10) lockout/tagout. discussion. visual aids, discussion, 

Mine-specific: Aware of special 

hazards at the mine and able to 

company 

rules/policies. 

quizzes. 

accurately explain the electrical 

lockout/tagout procedure in use at the 

mine and when/how it is applied. 

CPR and Each attendee will participate in a Video, mani- American Q&A, 

Automated 4-hour CPR and AED training session. kins, AED Heart Associ- demonstraExternal 

Defibrillator 

Each will be qualified to perform in the 

workplace. 

unit, tests, and 

safety 

ation standards, video, tion, written 

and 

Day 5 (AED) training materials PowerPoint perform4 and certifica- required. program – ance tests. 

hours tion Each will 

perform and 

test to 

standards for 

qualification. 

First aid – Understand the importance of checking Videos, Federal stand- Oral 

Sec. 48.5(11) the scene to avoid personal injury, the 

need to get immediate help, how to 

PowerPoint, 

discussion. 

ards, audiovisual aids, response, 

discussion, 

perform a primary survey on the victim company quizzes. 

Day 5 

4 

hours 

(check for consciousness, breathing, 

pulse, and severe bleeding), know 

about universal precautions, know how 

to do artificial respiration and how to 

rules/policies. 

control severe bleeding. 

Mine-specific: Will know how to call 

emergency medical personnel and be 

able to direct them to the workplace. 

Mine gases – Know about the hazardous gases typi- Videos, Federal stand- Oral 

Sec. 48.5(12) cally found in mine airways, when/ PowerPoint, ards, audio- response, 

where to expect them, the importance discussion. visual aids, discussion, 

of ventilation, gas measurement instru- gas detection quizzes. 

mentation calibration and reliability. equipment, 

Mine-specific: Understand gas 

measurement procedures, requirecompany 

rules/policies. 

ments, and actions taken when gas is 

encountered. 

20
 SUBJECT OBJECTIVES TEACHING 

METHODS 

COURSE 

MATERIAL 

EVALUATION 

METHODS 

Introduction to Aware of mining methods used and Videos, Federal stand- Oral 

work environ- associated hazards. PowerPoint, ards, audio- response, 

ment – Mine-specific: Will have observed discussion, visual aids. discussion, 

Sec. 48.5(4) mining in progress, in particular, any 

unusual processes and equipment. 

mine tour. quizzes. 

Information Information on hazards associated with Videos, Videos, oral/ Oral 

about physical chemicals to which the miner will be MSDSs, written ques- response, 

and health exposed. company tions, demon- discussion, 

hazards of Mine-specific: Mine-specific chemical program. stration, or quizzes. 

workplace hazards. other. 

chemicals – MSDSs. 

Sec. 47(14) 

Protective Information on protective measures the Videos, Oral/written Oral 

measures a miner can take to minimize exposure to MSDSs, other. questions, response, 

miner can take hazardous chemicals. demonstra- discussion, 

against chemi- Mine-specific: Protective measures for tion, or other. quizzes. 

cal hazards – mine-specific chemical hazards. MSDSs. 

Sec. 47(15) 

Contents of the Awareness of what a written HazCom Videos, Oral/written Oral 

mine’s Program should contain. MSDSs, other. questions, response, 

HazCom Mine-specific: Written HazCom demonstra- discussion, 

Program – Program. tion, or other quizzes. 

Sec. 47(16) company 

program. 

Mandatory Overview of the Act (1969 and 1977) – Videos, Federal stand- Oral 

health and Most pertinent portions for new miners. PowerPoint, ards, audio- response, 

safety discussion. visual aids, discussion, 

standards top citations, quizzes. 

– Sec. 48.6(2) and issues 

considered by 

MSHA. 

Prevention of Aware of the major causes of serious Videos, Federal stand- Oral 

accidents – mine accidents and correct operating PowerPoint, ards, audio- response, 

Sec. 48.6(8) procedures to prevent/minimize them. 

Include our SWP and Observation 

Program – Task training. 

discussion. visual aids. discussion, 

quizzes. 

Emergency Mine-specific: Will know very basic Videos, Federal stand- Oral 

medical proce- first aid and how to get immediate help PowerPoint, ards, audio- response, 

dures – in a medical emergency. discussion. visual aids, discussion, 

Sec. 48.6(9) Full-Day Training. company 

rules/policies. 

Q&A 

session. 

21
 SUBJECT OBJECTIVES TEACHING 

METHODS 

COURSE 

MATERIAL 

EVALUATION 

METHODS 

Health – Aware of harm caused by noise and Lecture and Federal stand- Oral 

Sec. 48.6(10) silica dust, correct use of hearing 

protection and respirators, engineering 

and administrative controls for dust and 

noise, benefits of audiometric testing, 

and purpose of sampling (dust, noise, 

etc.). 

Mine-specific: Will be able to 

demonstrate proper donning and use of 

respirators and/or hearing protection 

provided by the mine. Hearing 

conservation and HazCom. 

discussion. ards, audiovisual aids, 

company 

rules/policies. 

response, 

discussion, 

Q&A 

session. 

Health and Aware of hazards associated with Lecture and Federal stand- Oral 

safety aspects common underground mine tasks. discussion, ards, audio- response, 

of assigned Mine-specific: Know the hazards of the demonstra- visual aids, discussion, 

tasks – assigned task and procedures to tion. company and Q&A 

Sec. 48.6(11) minimize them. manufacturer 

information. 

session. 

Self-rescue and Will have been instructed in the use, Lecture and Federal stand- Oral 

respiratory care, and maintenance of a self- discussion, ards, audio- response, 

devices – rescuer. demonstra- visual aids, discussion, 

Sec. 48.6(12) Mine-specific: Will be fit-tested and 

trained in the proper use and care of 

any respiratory devices required at the 

mine, as well as self-rescuers. 

tion. company and 

manufacturer 

information. 

Q&A 

session. 

Information Information on hazards associated with Videos, Videos, oral/ Oral 

about physical chemicals to which the miner will be MSDSs, written ques- response, 

and health exposed. company tions, demon- discussion, 

hazards or Mine-specific: Mine-specific chemical program. stration, or quizzes. 

workplace hazards. other. 

chemicals – MSDSs. 

Sec. 47(13) 

Protective Information on protective measures the Videos, Oral/written Oral 

measures a miner can take to minimize exposure to MSDSs, other. questions, response, 

miner can take hazardous chemicals. demonstra- discussion, 

against chemi- Mine-specific: Protective measures for tion, or other. quizzes. 

cal hazards – mine-specific chemical hazards. MSDSs. 

Sec. 47(14) 

Contents of the Awareness of what a written HazCom Videos, Oral/written Oral 

mine’s HazCom Program would contain. MSDSs, other. questions, response, 

Program – Mine-specific: Written HazCom demonstra- discussion, 

Sec. 47(15) Program. tion, or other 

written 

program. 

quizzes. 

22
APPENDIX C.—TASKS/DUTIES FOR TRAINING SECTION 

Tasks/Duties Expected behaviors 

Entering the • Outfitting of trainees, along with instructions on how to properly don their cap lights, leg bands, and other 

mine safety apparel. Cap light maintenance. 

• Check-in and checkout procedures, including hand scanners. 

• Traveling on cages, including emergencies while traveling on the cage. 

• Calling for a cage to exit the mine and the proper procedures. Need instructions for phone and pager usage. 

• How to use the mine phone at the shaft bottom. 

Walking in the • Electrical cables and installations – Safe clearances and understanding of employees’ responsibilities when 

mine environ- working in the area of energized cables and apparatus. 

ment – safe • Walking along and crossing rail haulage, manholes, rights of way, and general safety. procedures for 

walking, stand- • Water, slippery conditions, rough bottom, and slipping and tripping hazards. 

ing, or sitting in • Signs, reflectors, lights, and other indicators of travelways and dangers including stop signs, unsupported 

the mine roof, and various signs and warnings. 

• Evaluating roof and rib conditions, including sight, sound, and vibration methods of roof testing. Scaling roof 

and ribs. 

Shoveling in • Proper procedures for shoveling in the mine. Types of shovels used. Back maintenance and proper 

the mine procedures. 

environment • Trainees will shovel assigned area along rib area to prepare to hang canvas and tubing. Also use of pick to 

prepare to set stoppings and posts. 

• Rock dusting 

Timbering and • Trainees will evaluate roof and rib conditions, cut and set posts using an axe, shovel, measuring sticks, 

roof control and saw. 

• Proper measurement and post installation. Axe and saw safety. 

• Carrying and setting cribs. Preparation, setting, wedging, and other safety considerations. 

• Installation of temporary jacks and permanent supports. 

• Safely removing posts and cribs. Area cleanup and restacking of roof support materials. 

Ventilation • Setting pogo sticks; use of wedges over straps; use of spad guns; handling, stretching, and installing canvas 

checks and line canvas. 

• Handling tubes and proper tube installation. 

• Tube removal and safety provisions while removing tubes. 

• Installation of temporary stoppings and run-through. 

• Removal of tubing and returning to area storage for future use. 

Housekeeping • Mantrip cleanliness. 

• Trash on belt. 

• Return tools and material. 

• Trash on sections. Graffiti. 

Handling cables • 300-ft sections of various cables used on section and appropriate hangers needed. Trainees will drag and 

and hanging hang cables according to safe job procedures. 

• Safe cable handling due to voltage. Never run over cables. Step on shuttle cables when crossing. Side for 

cables to hang, etc. High-voltage cable safety. 

• Use and installation of cable hangers. 

• Permanent electrical installations, circuit breakers, rubber mats, etc. 

23
 
 

 

____________________________________________________________________________ 

____________________________________________________________________________ 

APPENDIX D.—TRAINING COURSE EVALUATION FORMS 

Training Course Evaluation Short Form
 

Rev. 1.0 

Course Title: ________________________________________Date:______________________ 

Course Instructor’s Name (s):______________________________________________________ 

Use the scale on the right to indicate your opinion about 5 = Excellent each statement below. 4 = Good 

3 = Fair 

2 = Needs improvement 

1 = Unacceptable 

N/A = Not applicable 

1. Relevance of the course.......................................................................[....] 

2. Quality of aids and materials.................................................................[....] 

3. Degree of participation by trainees..........................................................[....] 

4. Quality of course facilities....................................................................[....] 

5. Instructor’s subject knowledge...............................................................[....] 

6. Overall quality of instruction.................................................................[....] 

7. Instruction pace.................................................................................[....] 

8. Met your training needs.......................................................................[....] 

9. Held your interest..............................................................................[....] 

10. Practicality of the course......................................................................[....] 

11. Amount of practice you received............................................................[....] 

12. Value of practice sessions.....................................................................[....] 

13. Meeting of objectives..........................................................................[....] 

14. Overall value of the course....................................................................[....] 

Comments: __________________________________________________________________ 

24 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Training Course Evaluation Long Form
 

Rev. 1.0 

Course Title: __________________________________________________________________ 

Course Location: _______________________________________________________________ 

Course Instructor’s Name (s):______________________________________________________ 

Your feedback is important as we seek to continuously improve the quality and efficiency of our 

Management Development Training Program. On a scale of 1 (Strongly Disagree) to 5 

(Strongly Agree), please circle the number that reflects your opinion. 

I. Training Course 1 2 3 4 5 

Strongly Strongly 

Disagree Agree 

A. The course objectives were clearly stated? 1 2 3 4 5 

B. The course objectives were met? 1 2 3 4 5 

C. The course content was relevant to the topic? 1 2 3 4 5 

D. The subject matter was well organized? 1 2 3 4 5 

E. Materials used (audio visual, handouts, etc.) 

 were beneficial in meeting the session’s objectives? 1 2 3 4 5 

F. The course length was appropriate? 1 2 3 4 5 

G. The group activities were suitable and helpful? 1 2 3 4 5 

H. Overall I feel the time we spent in training was 

 a good investment? 1 2 3 4 5 

II. The Instructor 1 2 3 4 5 

Strongly Strongly 

Disagree Agree 

A. Effectively related subject matter to my/our 

learning needs? 1 2 3 4 5 

B. Created a positive learning environment? 1 2 3 4 5 

C. Was prepared and organized? 1 2 3 4 5 

D. Covered the subject matter effectively? 1 2 3 4 5 

E. Was knowledgeable of the subject matter? 1 2 3 4 5 

F.	 Effectively kept group discussions focused on the topic? 1 2 3 4 5 

G. Encouraged and managed group participation well? 1 2 3 4 5 

H.	 Appeared interested and enthusiastic about the course? 1 2 3 4 5

 I. Overall the instructor’s efforts were effective? 1 2 3 4 5 

25 
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DHHS (NIOSH) Publication No. 2008–105 

SAFER • HEALTHIER • PEOPLETM