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6 Training
Pages 95-118

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From page 95...
... Similarly, in training, one has to have a clear and specific view of the goal of the training; take into account the conditions that might affect training; select the training methods that fit the training situation; deliver the training using best practices; verify how close the training came to having the training goal; and make any corrections necessary to improve the next training opportunity. There are several excellent reviews of the training design and delivery process that provide a comprehensive discussion of these issues: see, especially, Noe (2010)
From page 96...
... 1  uch M of this summary draws on the regulations applicable to training for self-escape from underground coal mines, in Title 30 CFR Parts 46 and 48; see Appendix A for more details.
From page 97...
... , in its review of mine safety in underground coal mines, recognized that existing training requirements do not adequately address all areas needed to improve miners' ability to escape in mine emergencies: see Boxes 6-1 and 6-2. The commission acknowledged the mining industry would need to consider providing miners with additional training beyond
From page 98...
... 3) found Underground coal mine operators face significant challenges preparing for emergencies, including ensuring that miners receive realistic training and organizing mine rescue teams that satisfy new requirements.
From page 99...
... • Problem-Solving and Decision-Making Skills: Miners could benefit from ad ditional training to develop their problem-solving and decision-making skills in emergency situations. SOURCE: Adapted from Mine Safety Technology and Training Commission (2006)
From page 100...
... . The number of training facilities capable of preparing miners and responsible persons in self-escape appears to be insufficient, especially with regard to facilities that have the capability of simulating mine fire conditions and providing integrated training between miners, responsible persons, and the surface communication centers.
From page 101...
... For discussion purposes, the rest of this chapter focuses on developing training for miners and members of responsible person teams. One of the fundamental conceptual principles is that effective training is developed through a systematic process (Goldstein, 1986; Brown and Sitzmann, 2011; Salas et al., 2012)
From page 102...
... Accompanying the task analysis would be a general analysis of the organizational climate and the extent of its readiness and support for this training. Organizational obstacles, negative supervisory attitudes, or lack of resources for effective training and its transfer would have to be resolved before expecting good training results.
From page 103...
... that the person cannot perform the tasks alone: she or he will necessarily rely on other miners for assistance. Regardless of the composition of the team, or of other duties they perform when mine operations are nominal, each member of a responsible person team needs to be fully capable at all times for assuming the responsible person team role.
From page 104...
... Such a partial simulation would most benefit the surface personnel, who will have to periodically refresh their familiarity with escape procedures, and it is a good way to establish responsible person team procedures before applying them to mine-wide integrated drills. The ultimate goal for training, however, is a fully integrated emergency response drill among everyone who would be involved in an escape situation, conducted on a regular basis (see Recommendation 1 in Chapter 2)
From page 105...
... Training Across Types There will be important variances in a task analysis according to each circumstance and, consequently, variances in the specific training needed. For a complete picture, a task analysis is also needed for the job tasks of the responsible person and the responsible person team during an escape.
From page 106...
... This knowledge can then be taught to less experienced miners. It should be noted that situational awareness is important not only for miners underground but also for surface personnel.
From page 107...
... Individual miners should be trained to demonstrate mastery of individual and group wayfinding aids, and refresher training needs to be provided on a regular basis to maintain skills and knowledge. As improved passive wayfinding and breathing technologies are put into place (see Chapter 3)
From page 108...
... Leaders on taglines must not only be well trained on these things must be visually identifiable as such, perhaps miners who have demonstrated competency in mine escape should be given a reflective helmet tag or some other identifiable symbol. Since an escape group also is likely to encounter Type 2 or 3 conditions during its escape, leadership training needs to include verbal leadership skills, such as soliciting information and opinions from others, exchanging information with the responsible person team, delegating, decision making, laying out alternative courses of action, communicating intentions and rationale, setting up and managing a refuge group.
From page 109...
... . Responsible Person and Team Training Currently in the mine industry, attention seems to be on isolated training for an individual responsible person (U.S.
From page 110...
... Among the many aspects of team training reviewed, scenario-based training and team coordination and adaptation training appear to be particularly suited to both miner and responsible person team preparation for escape. Since there is little history of formal responsible person team training in the mining industry, team coordination and adaptation training could build on the considerable knowledge of current responsible persons.
From page 111...
... There is a natural opportunity here to improve their coordination and effectiveness, as well as their communication with miner escape teams, through team training. TRAINING TOOLS There are a large number of training tools, methods, and strategies available and described in the research on training that are suited for individual miners and responsible person teams (e.g., Gagne et al., 1988; Noe, 2010)
From page 112...
... Escape performance in a real mine emergency will be improved to the extent that miners and the responsible person teams have been trained under realistic conditions and scenarios. This is the "train as you fight" maxim that is supported by training research and practiced by a number of high-risk, high-stakes industries, such as the military and the space industry.
From page 113...
... This kind of augmented classroom experience would be considered a "part-task trainer" because the training focuses solely on SCSR skills, which are only one part of the integrated skill set that must be mastered to self-escape. In psychology and related motor-learning fields, there has been extensive research on understanding optimal practice conditions for the longterm retention of information.
From page 114...
... However, key aspects are similar enough to provide ideas for improving training in the mining industry. They include the escape environment (e.g., highly confined work areas)
From page 115...
... Those miners and responsible person team members who are trained to mastery could have a reflective symbol placed on their helmets so that in the event of an emergency other less trained individuals can immediately recognize those in their work groups with expertise at
From page 116...
... The number of training facilities capable of preparing miners and responsible person teams in escape appear to be insufficient, especially those with the capability of simulating mine fire and other emergency conditions and providing integrated training between miners and responsible person teams. Programs for preparing and certifying self-escape trainers also are few and of variable quality.
From page 117...
... . The West Virginia University facility, visited by the committee, is not currently designed to provide Type 3 or responsible person team training.


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