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The Effectiveness of a NIOSH Multimedia Training Program:

The Lifting Equation

William BowlesEducation and Information Division

NIOSH

Best Practices in Occupational Safety and Health,

Education, Training, and Communication: Ideas That Sizzle

Baltimore, MD - October 2002

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The NIOSH Lifting Equation– NIOSH Lifting Equation – mathematical equation used to determine the

recommended weight limits (RWL) of a lifting task: RWL = LC x HM x VM x DM x AM x FM x CM

– The RWL consists of the “weight of the load that nearly all healthy workers could perform over a substantial period of time…without an increased risk of developing lifting-related lower back pain”

– The variables used to determine the RWL vary as to the conditions of a lifting task -- Examples:

• Number of lifts for a given amount of time• Distance a load is moved• How a load is picked up at the origin and set down at the destination of

the lift– For designated RWL, the lifting equation can be used to calculate a lifting

index (LI) which provides a value estimation as to the safety of the lifting task. LI = Load Weight / Recommended Weight Limit – The closer the LI is to 1.0, the safer the lifting task. – Example: A worker will be lifting 40 lb. boxes for 1 hour. Given the conditions

of the working environment, the RWL is determined to be 20. The LI would be 2.0, which is a relatively safe, though not ideal lift. The appropriate action would be to vary the lifting conditions in an attempt to lower the LI towards 1.0.

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Purpose of the Multimedia CD-ROM

• Development of a self-directed, interactive multimedia training program to teach the accurate and correct use of the NIOSH lifting equation.

• Provide a collection of resources that can be used by safety professionals.

• Promotion of the use of the NIOSH lifting equation in the field.

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Training Intervention Effectiveness Research (TIER)

• Formative Evaluation: – Determination of training needs– Conceptualization of goals and objectives to meet the needs

• Process Evaluation: – Development of draft training materials– Field testing of data collection instruments

• Outcome Evaluation: – Controlled study to determine if intended outcomes are obtained and

sustained – Identification if critical elements

• Impact Assessment: – Longitudinal study - Did training met the educational needs identified in

Stage 1?– Examination of the impact of training on the learner and learner’s

environment

NIOSH Publication Number: 99-142 Website: http://www.cdc.gov/niosh/99-142.html

T IE R

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Development of the CD-ROM

• Three instructional lessons– Sub-classes within lessons comprised of 20 to 50 frames each.– Each frame provides audio and visual (stationary and animated)

examples and applications of the concepts.– Learning checks following discussion of each concept– Review quizzes incorporated throughout encouraging longer term

retention.– Separate interactive animated lifting tasks where learners can

practice varying the parameters of the lifting task and aim towards selecting safer lifting conditions.

– Final assessment evaluating learner’s comprehension of the entire course.

• Interactive calculator that can be used by safety professionals to evaluate the working environment so that safer lifting conditions can be attained.

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Audio and Visual Demonstration of Concepts

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Review Quizzes

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Interactive Animated Lifting Tasks

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Automatic Lifting Calculator

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Pilot Study

• Completion of Lesson 1 (classes 1 and 2)

• Data collection and analyses– Quiz of knowledge gains– Surveys– Focus groups– Interviews– Observations of training

sessions

• Participants– Safety professionals,

graduate students, instructional and educational experts (university faculty)

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Preliminary Findings

• Feedback– Appreciated “real worker” examples.– Excellent graphics, animations.– Animated demonstrations of learning concepts

facilitated visualization of variables and measurements being explained.

– Excellent sequencing and presentation rate of the materials.

– Found the content to contain ample, well designed explanations, descriptions and examples.

– Easy to navigate through the materials.• Areas for improvement

– Maybe the script could be printed for future reference.– Consider simplifying navigation buttons, “might

intimidate those less familiar with computers.”

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Next Steps...• Secondary pilot study that incorporates the materials into a

classroom environment– Using lesson 1 (class 1 and 2)

• Subsequent formal study– Comparison of self-directed multimedia CD-ROM with

traditional classroom instruction– Approximately 600 graduate engineering students– Entire CD-ROM will be used– Pre-training versus post-training changes in:

• Knowledge gains, attitudes• Site observations• Satisfaction with training• Instructor feedback

– Evidence of long term knowledge gains over 6 month to 1 year period

• Ongoing improvements in training materials• Ultimate development of public domain materials accessible to all

via web and CD-ROM

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For more information please contact:

William BowlesNational Institute for Occupational Safety and Health

Education and Information Division4676 Columbia Parkway, C-10

Cincinnati, Oh. 45226513/533-8221 phone 513/533-8560 fax

1-800-35-NIOSHwlb8@cdc.gov