Perceptions of OSHA 1 O-Hour Training by Adam R. … · Wisconsin Trade Unions by Adam R. Fechhelm A Research Paper ... Chapter I: Introduction ... help them gain employment and return

Perceptions of OSHA 1 O-Hour Training

Effectiveness within Eau Claire,

Wisconsin Trade Unions

by

Adam R. Fechhelm

A Research Paper Submitted in Pmtial Fulfillment of the

Requirements for the Master of Science Degree

In

Risk Control

The Graduate School

University of Wisconsin-Stout

May, 2010

1

Author:

Title:

The Graduate School University of Wisconsin-Stout

Menomonie, WI

Fechhelm, Adam R.

Perceptions o/OSHA lO-Hour Training Effectiveness within Eall

Claire, Wisconsin Trade Unions

Graduate Degree/ Major: MS Risl{ Control

Research Adviser: Bryan Beamer, PhD, PE, CSP

Monthrvear: May,2010

Number of Pages: 66

Style Manual Used: American Psychological Association, 6th edition

Abstract

The objective of this study was to assess current perceptions of the OSHA lO-Hour

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Training and its impacts on safety among construction trade/craft union laborers in Eau Claire,

Wisconsin. This method of distribution provided the author with a convenient group of potential

subjects to choose from when distributing the survey. To achieve this objective an original

survey was created and administered by the author at local union hall meetings within Eau

Claire, Wisconsin. Gathering information from several trade/craft unions made it possible for the

author to compare the perceived effectiveness of OSHA lO-Hour Training across several

trade/craft unions.

This study identified four areas which impact the effectiveness of OSHA lO-Hour

Training as related to improving on-the-job safety.

1. Most trade/craft unions require OSHA 1 O-Hour training for apprentices

2. Most respondents' felt as though OSHA lO-Hour Training can improve safety

3. Most participants' would like bi-annual OSHA 1 O-Hour Training recertification

4. Many individual factors can affect ones ability to learning and/or retaining

information

3

The Graduate School University of Wisconsin Stout

Menomonie, WI

Acknowledgments

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First, I would like to thank my family for the love and support in all of my endeavors thus

far in life. Next, it is only appropriate to thank professors Brian Finder, Bryan Beamer, Elbert

SOlTell, and Gene Ruenger for the knowledge they've bestowed upon me in preparation for

entering the field of Safety through the study of Risk Control. Then, I would like to thank all of

my friends and classmates who helped me to get through this whirlwind that has been the last

two years. Finally, I must thank everyone at the Eau Claire Area OSHA Office for the

experiences during my summer of2009 internship, which ultimately progressed into my first

full-time position in the Safety field as a Compliance Safety and Health Officer.

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Table of Contents

.................................................................................................................................................... Page

Abstract ............................................................................................................................................ 2

List of Tables ................................................................................................................................... 8

List of Figures .................................................................................................................................. 9

Chapter I: Introduction .................................................................................................................. 10

Statement of the Problem ................................................................................................... 11

Purpose of the Study .......................................................................................................... 12

Methodology ........................ : ............................................................................................. 12

Limitations of the Study ..................................................................................................... 12

Definition of Terms ............................................................................................................ 13

Chapter II: Literature Review ........................................................................................................ 15

Background of OSHA Outreach Training Program ........................................................... 15

Union Information ............................................................................................................. 17

Impact of Individual Characteristics on Learning ............................................................. 18

Characteristics of target population ...................................................... 19

Physical Characteristics .......................................................... 19

Education ........................................................................... 19

Motivation ......................................................................... 19

Interests ............................................................................ 19

Attitudes ............................................................................ 19

Characteristics influencing learning and transfer of training ........................ 20

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Trainability .......................................................................... 20

Personality .......................................................................... 20

Age .................................................................................. 21

Attitudes ............................................................................ 21

Development of an Effective Survey ............................................................. 22

Analysis of Data ..................................................................................... 23

Conclusions .......................................................................................... 26

Chapter III: Methodology .............................................................................................................. 27

Subject Selection and Description ..................................................................................... 27

Instrumentation .................................................................................................................. 28

Data Collection Procedures ................................................................................................ 29

Data Analysis ..................................................................................................................... 30

Limitations of the Study ..................................................................................................... 30

Summary ............................................................................................................................ 31

Chapter IV: Results ........................................................................................................................ 32

Purpose of the Study ......................................................................................................... 32

Goals of the Study ............................................................................................................. 32

Presentation of Collected Data .......................................................................................... 32

Chapter V: Conclusions and Recommendations ........................................................................... .46

Conclusions ....................................................................................................................... 46

Recommendations .............................................................................................................. 4 8

Suggestions for Further Research ...................................................................................... 49

References ...................................................................................................................................... 50

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Appendix A: Human Research Subject Consent form ................................................................. 53

Appendix B: Survey Instrument .................................................................................................... 55

Appendix C: For or Against Construction Trade/Craft Workers Having lO-Hour Cards ............. 58

Appendix D: Would You Feel Safer if All Workers Were OSHA lO-Hour Trained .................... 60

Appendix E: Required OSHA 1 O-Hour Training Topics .............................................................. 62

Appendix F: Elective OSHA 1 O-Hour Training Topics ................................................................ 63

Appendix G: Additional Comments for Improving OSHA 1 O-Hour Training .............................. 65

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List of Tables

Table 1: Does your trade/craft union require OSHA I O-Hour Training .............................. 33

Table 2: Are you for or against construction trade workers having OSHA I O-Hour Training cards . . . . . .. . .... .. .. . ... . . .............. . ........................................................... 34

Table 3: Are you OSHA IO-Hour Trained ................................................................ 35

Table 4: How long ago were you OSHA IO-Hout trained . .. ............... . ............. . .. . .. . . .. .... . 35

Table 5: OSHA lO-Hour training has increased my knowledge of workplace safety .............. 36

Table 6: Would you feel safer if all tradelcraft workers were OSHA IO-Hour trained .... . . . ... .. 37

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List of Figures

Figure 1: Required topics ranking: Most important. ..................................................... 38

Figure 2: Required topics ranking: Moderately important.. ............................................ 38

Figure 3: Required topics ranking: Of little importance ................................................. 39

Figure 4: Required topics ranking: Least impoliant.. .................................................. .40

Figure 5: Elective topics ranking: Most important. ..................................................... .41

Figure 6: Elective topics ranking: Important elective ................................................... .41

Figure 7: Elective topics ranking: Moderately important. .............................................. .42

Figure 8: Elective topics ranking: Of little impoliance ................................................. .43

Figure 9: Elective topics ranking: Unimportant elective ............................................... .43

Figure 10: Elective topics ranking: Least important.. ................................................... .44

Figure 11: Methods for improving OSHA 10-Hour training ........................................... .45

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Chapter I: Introduction

The Occupational Safety and Health (OSH) Act of 1970 was enacted as a means

of protecting the American worker from on-the-job injmy and illness related to unsafe working

conditions through authorized enforcement of standards. The enactment of the OSH Act of 1970

lead to the creation of an organization known as the Occupational Safety and Health

Administration (OSHA). OSHA went into effect on April 28, 1971 after being signed into law by

President Nixon on December 29, 1970 (Moran, 2003). The Occupational Safety and Health

Administration was developed as a regulatory agency to enforce the safety policies of the OSH

Act of 1970. The primary purpose of OSHA's existence is to enforce safety and health

regulations established by the OSH Act. OSHA provides educational training, compliance

assistance, alliances and outreach services for employees working within the general industry,

construction and maritime sectors.

As part of the outreach services program, OSHA lO-Hour Training has gained popularity

because of increasing pressure to reduce workplace injuries through safety and hazard

identification training. From 2004 to 2008, 2.3 million laborers received this training

(Occupational Safety and Health Administration, 2007). After completion of OSHA lO-Hour

Training, patiicipants are assumed to have a basic level of knowledge related to safe working

practices and hazard identification. According to David Hahn (personal communication,

November 18, 2009), Field Staff Representative of the Bricklayers & Allied Craft-workers

District Council of Wisconsin, this celiification will allow participants to obtain certain jobs,

such as hospitals and paper mills that require this training. OSHA 1 O-Hour Training has been

utilized on a voluntary basis to make new employees aware of the hazards present in

constlUction operations. As stated on May 20, 2009 in a OSHA National News release by Jordan

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Barab, "Strengthening the integrity of the Outreach Training Program will help ensure that

workers receive quality training, help them gain employment and return them home safely at the

end of their workday" (para. 8).

The goals of OSHA and OSHA lO-Hour Training are similar to those of trade unions in

that they were constructed to improve employee working conditions. Trade unions seek to

improve working conditions directly through contract negotiations with the employing company.

According to Booth (1995) the following areas may be affected by unionized contract

negotiations: health insurance, pension, unfair dismissal, the number of hours worked, wages,

over-time pay, working conditions, how work is perfonned, vacation and paid holidays off.

Trade unions within the United States are typically large and have complex organizational

structures. Each union may vary in specific constitution and organizational layout, but all unions

work together to accomplish an overall objective. According to a publication by the International

Pipetrades Joint Training Committee, Inc. (2004), the unions' "main role is to ensure that all

employees through collective bargaining - have an effective voice in their own pay and their

own working conditions" (p. 4). To help improve working conditions, trade unions in the Eau

Claire, Wisconsin area and other pmis of Wisconsin are taking advantage of OSHA 10-Hour

Training courses to improve safety knowledge and hazard identification among their members.

Statement of the Problem

Within recent years safety training requirements for union tradesmen have shifted toward

requiring OSHA lO-Hour Training for all apprentices and for select jobs such as hospitals, paper

mills and other jobs specified by the contractors. The recent shift toward requiring union labors

to become OSHA 1 O-hour trained may present some issues with acceptance among experienced

union laborers. These laborers may feel as though such basic safety trainings would not benefit

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them because their personal experiences within their specific profession have taught them how to

work safely. Additionally, experienced tradesmen may be overlooked for specific jobs because

the job contract states that all tradesmen/craftsmen on the project must be trained in at least 10-

hours of OSHA approved safety training and carry a valid OSHA lO-Hour card to verify course

completion.

Purpose of the Study

The purpose of this study was to assess cunent perceptions of the OSHA lO-Hour

Training and its impacts on safety among construction trade union laborers in Eau Claire,

Wisconsin. For the purpose of evaluating the cunent perceptions of OSHA I O-Hour Training an

original survey was created and administered by the author at local union hall meetings within

Eau Claire, Wisconsin.

Methodology

In order to effectively evaluate the perceptions of union tradesmen within the Eau Claire,

Wisconsin area the following methods were utilized:

• A literature review

• Survey development

• Data collection and analysis

Limitations of the Study

The limitations of the study are as follows:

• The sample size of the participants surveyed is small due to the fact that the pat1icipants

consisted of a convenience sample group.

• There was no representation of broader population and therefore no generalizations could

be formed beyond this particular setting.

• Previous industry experience related to safety training may impact the participant's

opinion on the need for and effectiveness of OSHA I O-Hour Training.

Definition of Terms

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Carpenter(s). use wood, plastic, drywall and other materials to construct, erect, install,

and repair structures and fixtures (BLS, 2009a).

Genera] Laborer(s). clean and prepare construction sites utilizing a variety of tools and

equipment. They can be found on the following types of construction projects: highway, heavy

construction, residential and commercial sites, tunnel and shaft excavations, and demolition sites

(BLS, 2009b).

Mason(s). use durable materials, such as bricks, concrete blocks, and natural stone to

construct buildings, fences, roads and walkways. Some areas of specialization may include

brickmasons, blockmasons, and stonemasons (BLS, 2009c).

Occupational Safety and Health Administration (OSHA). is part of the United States

Department of Labor and is responsible for employee safety within the workplace.

Plumber(s). install and repair water, septic, drainage, and gas systems within homes,

commercial and industrial buildings. They also install plumbing fixtures and appliances (BLS,

2009d).

Pipefitter(s). install and repair high-pressure and low-pressure pipe systems that are

used for electricity generation, heating and/or cooling within industrial and power plants. They

may also install automatic controls for the previously mentioned systems (BLS, 2009d).

Pipelayers. work outside to build pipelines constructed of clay, concrete, plastic, or cast

iron pipe that are utilized for drains, sewers, water mains, and oil or gas lines (BLS, 2009d).

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Steamfitter(s). install pipe systems that move liquids or gases under high pressure. They

usually work within industrial settings and power plants to install these systems (BLS, 2009d).

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Chapter II: Literature Review

The purpose of the review ofliterature is to provide background information about

OSHA 10-Hour Training as pmt of OSHA's Outreach Training Program. Background

information about OSHA lO-Hour Training will include a brief history, recent trends for

requiring OSHA 1 O-Hour safety training and some statistical information to support the fact that

OSHA 1 O-Hour Training programs are gaining popularity among construction and general

industry. Next, information about trade/craft unions will be presented. Then, individual factors

which may affect learning and retention of information will be examined. Finally, methods for

developing an effective survey and analyzing data will be presented.

Baci{ground of OSHA Outreach Training Program

The goal of OSHA's 37 year-old Outreach Training program is to reduce workplace

injuries by training workers in basic safety and health hazard identification and avoidance

techniques (Occupational Safety and Health Administration, 2009b). The OSHA Outreach

program is offered as an educational tool for those in general industry and/or construction

tradesmen/craftsmen. General industry and construction each have separate training curriculums

because different regulatory standards apply for each industry. General industry standards are

found in 29 Code of Federal Regulations (CFR) 1910 and construction standards are located in

29 CFR 1926. OSHA designates required topics and minimum time limits for each topic within

OSHA 10 and 30-Hour trainings, but does not provide standardized teaching or evaluation

materials. Rather, the trainer is responsible for developing training materials to fit the specific

needs of general industry and/or construction trade/craft based hazards. Additionally, OSHA

encourages trainers to develop evaluation materials to detelmine the student's level of

competency as related to OSHA 10 or 30-Hour Trainings, but does not require evaluation

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materials as paJi of the training. Upon completion of the outreach program, each student receives

an OSHA 10 or 30-Hour Training card, depending upon which course they have completed.

At the time research for this paper was conducted, OSHA lO-Hour Training was not

required by Federal OSHA prior to performing work related activities within general industry or

construction trades. However, six of the twenty-six states with state OSHA plans currently have

laws requiring construction workers to obtain OSHA 10 or 30-Hour Training prior to conducting

construction activities on celiain publicly funded projects. The six states requiring OSHA 10-

Hour Training are as follows: Massachusetts, Rhode Island, Connecticut, New Hampshire,

Missouri and New York. As of January 1, 2010, Nevada will become the seventh state to require

OSHA 10-Hour safety training for publicly funded construction projects (PR Newswire, 2009).

As stated by Guerra (1998), "Many employers, especially in construction, are requiring workers

to complete the 1 O-Hour Training class before working onsite" (para. 8).

According to page one of OSHA's 2009, Outreach Training Program, 2.3 million

workers were trained in OSHA 10 or 30-Hour classes between 2004 and 2008. In 2008, OSHA

dispersed approximately 80% or 544,000 of the 680,000 OSHA 10 and 30 Hour cards to workers

in the construction trades (Occupational Safety and Health Administration, 2009a). Of the

544,000 training cards distributed in 2008, approximately 80% of the cards dispersed were for

lO-Hour Training (Occupational Safety and Health Administration, 2009b). The successes of

Outreach Training Programs may in part be attributable to the fact that many employers, cities

and some states are requiring laborers to obtain OSHA 10 or 30-Hour training cards as a

prerequisite for employment (Occupational Safety and Health Administration, 2009c).

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Eckert (2002) observed the following:

The OSHA Outreach Program provides good training with respect to primary workplace

regulations. Since safety training is mandatory, the benefit of instruction verified by

OSHA cards documenting compliance is clear. Ultimately, the value of the program

depends upon the trainer and the quality of instruction. (para. 16)

Union Information

Yates (1998) claims, "the growth of unions and the development of a wider movement

for social change must occur together ... " (p. 7). Research indicates that early attempts to

unionize were met with heavy resistance by the employers. In some cases, attempts to organize

laborer unions in the early 1800's were deemed to be against the law and were punishable by

fines and/or jail time. By the mid 1880s, skilled workers and proponents of labor unions were

able to celebrate the development of the American Federation of Labor (AFL). According to

Yates (1998), "up until the end of the 1930s, the formation of a union was mainly a contest of

power. Employers were intent on keeping their workplaces union-free, and they took whatever

steps were necessary, no matter how ruthless" (p. 24).

Between 1905 and 1935, Wisconsin developed and enacted social and labor reforms such

as workers compensation and unemployment insurance (Holter, 1999). The previously

mentioned social and labor reforms enacted in Wisconsin served as a template for other states

who were initiating similar legislative modifications. According to Holter (1999), Wisconsin's

history of union activity began in 1932 after a group of state employees decided to create a union

by asking for chmter from the Wisconsin State Federation of Labor. The union group formed by

a few state employees in Wisconsin was named the American Federation of State, County and

Municipal Employees (AFSClVIE). With over one million members, AFSCME became one of

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the nation's largest unions. Over the years, additional unions were developed and union support

has ebbed and flowed in accordance with the economy. According to Yates (1998), "workers

move forward in good times and backward in bad, but always creating the memory for their heirs

that only collective actions could improve their lot in life" (p. 14).

The development of unions has created recognizable divisions between "skilled" and

"unskilled" workers. These divisions were further reinforced by "skilled" craftsmen/tradesmen

because "unskilled" trade workers were often looked down upon and excluded from union

membership. According to Yates (1998), "some occupations require various types of specialized

formal training, and this has often created categories of professional employees" (p. 104).

However, completion of formalized "specialized" training does not necessarily ensure that a

transfer of knowledge has occuned. Rather, it may mean that an individual or members of the

group who have completed the training are eligible for accepting certain jobs that are more

desirable.

Impact of Individual Characteristics on Learning

Merriam-Webster (2009) defines learning as knowledge or skill that is obtained as a

result of attending training or self-study. Zemke & Zemke (1997) purported, "learning refers to

relatively permanent changes in an individual which are related to past experience and the

opportunity to learn, including practice, rather than to physiological changes . . . " (p. 353). A

multitude of factors contribute to how and what individuals learn during training sessions. It is

believed that the extent to which an individual is able to learn and retain information is greatly

affected by both internal and external factors. For the purpose of this study, some internal factors

which may affect learning and/or retention of information will be reviewed.

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Characteristics of target population. According to Mager and Beach (1967), the

following five characteristics affect learning: (I) Physical Characteristics, (II) Education,

(III) Motivation, (IV) Interests and (V) Attitudes, which include biases and prejudices.

Each of these characteristics is presented in greater detail below.

I) Physical Characteristics. As part of learning during training, the instructor must

consider what each trainee's physical abilities are as related to the tasks he/she is

being trained to perform. Areas of consideration for evaluating the individual's

physical characteristics should include hislher strength, the amount of weight

he/she will be handling and how long he/she will be performing the task.

II) Education. The educational and training background of each individual prior to

the training will affect what his/her needs are and how the materials are presented

for optimal learning efficiency. The goal of training is to avoid re-teaching

information that is already known by the trainees.

III) Motivation. Motivation is an essential element that affects an individual's ability

to learn or retain training materials. This element may be directly affected by the

individual's self-esteem, status within the organization, understanding of the

materials being presented or incentives, such as a promotion or increased pay.

IV) Interests. Training should be linked to the trainee's work and/or non-work related

interests whenever possible. Doing this will help the trainee to develop an

association between the new materials being trained and his/her own interests.

V) Attitudes. The attitudes of prejudice and bias that trainees may have prior to

training may impact his/her ability to learn and retain the materials being

presented. The trainee's attitude toward the presenting instructor or training

20

materials can be affected by both personal experience and work/ related opinions.

Completion of training does not guarantee that trainee atti tudes will change.

Characteristics influencing learning and transfer of training. Colquitt, J. A., LePine,

J. A., and Noe, R. A. (2000) developed a model describing factors that influence learning

and the transfer of knowledge by performing meta-analysis on 20 years of training

motivation research. Their model identifies how individual and work environmental

factors contribute to motivation, learning and the transfer of knowledge. For the purpose

of this study, the author will only outline characteristics that affect the individual's

motivation, learning and transfer of knowledge. The following four individual

characteristics affect learning: (I) Trainability, (II) Personality, (III) Age and (IV)

Attitude. Each of these characteristics is expanded upon below.

I) Tra in a bility. Trainability refers to the individual's cognitive abilities, as far as

reading, writing and mental capacity to adequately understand the training

materials being presented. However, cognitive skills may be improved by

utilizing different training methods such as visual or on-the-job training methods,

thus allowing individuals to learn appropriate skills required for the specific job.

Cognitive factors have been proven to affect one's ability to learn, but

motivational factors still account for large portions of inconsistency when it

comes to learning.

II) Personality. Personality is affected by conscientiousness, goal orientation and

anxiety, but is recognized as an accurate predictor of behavior. Some

conscientiousness individuals learn at a higher level due to confidence in learning,

while other conscientious individuals have not because he/she deceived him/her

21

self about his/her learning progress. The way in which individuals interpret

information and behave in learning settings is affected by one's goal orientation.

Individuals who have a goal set for mastery are generally more motivated to

learning when confronted with challenges than performance oriented individuals.

When confronted with challenges in a learning environment an individual may

develop anxiety and become easily distracted or frustrated. Therefore, frustrations

due to anxiety may negatively impact an individual's ability to concentrate and

learn.

III) Age. As a learning factor age may affect the individual's willingness to learn new

methods/technology because of attitudinal predispositions toward change, work

experience and/or knowledge of the processes. Therefore, the need for learning

new skills may require more justification when presenting the benefits to older

individuals with years of experience.

IV) Attitude. Attitude plays a major role in one's motivation and ability to

successfully participate in the learning process. The motivation to learn for the

betterment of the company and personal skill development may lead an individual

to perform a self-evaluation of his/her skills to detelmine where he/she will seek

fUliher skill enrichment through additional training. Individuals who view the

outcomes of learning as having a positive impact on his/her company and

personal career are more likely to demonstrate higher levels of motivation to

learn. Thus, these individuals are more likely to learn and retain new information

presented during trainings.

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Understanding how individual and external factors impact a respondent's ability to learn

and maintain information will allow the designer to effectively create a comprehensive survey

for the purpose of this study.

Development of an Effective Survey

Once the needed requirements for developing effective training were defined, the

identification of ways to write an effective survey was needed in order for quality data to be

collected. By establishing an effective survey the goals of this study will be clearly understood.

Additionally, an effective survey will enable participants to provide the best, most accurate,

answers.

Surveys are a popular method utilized for data collection which ranges from brief

reaction forms to in-depth follow-up instruments (Craig, 1996). Surveys tend to be quick, easy to

analyze and cost effective methods for collecting infOlmation from targeted groups of

respondents. Effectively designed surveys with clearly stated questions will allow the researcher

to obtain information about the topics of interest. Collection of quality data is essential for

ensuring the validity of any research project. Gillham (2000) states that good research cannot be

built on poorly collected data.

According to Fine (2006), the first task of developing a survey is to define what questions

must be answered and what the study objectives are. Once the survey objectives are defined, the

main part of writing a survey is to determine what data needs to be collected. Determining what

data needs to be collected is a good start, but is meaningless if accurate data collection methods

are not utilized to ensure survey validity.

According to Spitzer (1997), surveys should do several things to ensure that an effective

survey tool has been developed. The survey should be written in plain language and include only

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related information, so as to avoid confusion or misinterpretation of the question's intended

meaning. Furthermore, providing a few different types of questions would prevent boredom. For

example, switching between true/false, multiple-choice or short answer would allow the

respondent to switch gears mentally by answering a variety of different question types.

Spitzer (1997) stated that the wording of questions should not be leading or biased to

ensure valid responses. A leading question is one that attempts to guide the respondents answer

by hinting at a preferred or desired response. A voiding leading questions and writing brief

questions will go a long way in ensuring that respondents not only complete the survey, but do so

in a meaningful manner. Long survey questions tend to lead to higher levels of respondents'

abandonment of the survey because of boredom or frustration (Gillham, 2000; Spitzer, 1997).

Informing respondents about the survey's end date is an important pati of any survey and

increases survey response rates (Fine, 2006; Spitzer, 1997). Providing an effective end date

encourages respondents to complete and submit the survey as soon as possible which in turn will

allow the researcher to begin data analysis. The last pOliion of the survey should thank the

respondents for their patiicipation in the survey (Alreck and Settle, 1995).

Analysis of Data

As declared by Fine (2006), the way in which questions are expressed throughout the

survey has a substantial impact on how valid the results are. The survey questions are the

standard to which results are to be measured against, so it is imperative that they are concisely

constructed to obtain the desired infonnation. To ensure that data being collected can be

efficiently analyzed and will positively contribute to the study it is important for the author to be

mindful of the goals of the study when developing survey questions. This is especially true since

a variety of methods are available for survey question design and data analysis.

24

Every survey should remain focused on the topics of concern, ask concise questions in

plain English and utilize the simplest format which will still meet the surveyor's data collection

needs (Alrecl< and Settle, 1995). Well designed surveys are able to ask a variety of questions in

multiple ways while remaining focused on each issue individually. Open-ended questions,

closed-ended question or a combination of the two methods can be used to gather paIiicipants'

responses (Roughton and Whiting, 2000).

Open-ended or "unstructured" questions are questions without a fixed set of answers for

the respondent to choose from. These questions designate the topics to which the researcher

seeks answers, but allow the respondent to develop his/her answers without additional limitations

(Gillham, 2000). According to Roughton and Whiting (2000), open-ended survey questions can

be difficult for the respondents to interpret as the surveyor intended and require the respondents

to have a certain writing ability to complete the survey. Additionally, Roughton and Whiting

state that open-ended questions provide valuable information which can be used to evaluate the

program or training.

Proper data analysis for open-ended question responses can be quite complicated, time

consuming and relatively pricey. A procedure known as "coding" is utilized for analyzing the

survey responses (Gillham, 2000). The researcher must then develop "coding columns" by

numbering, examining and grouping question responses into common themes. The process of

coding columns is very time consuming and labor-intensive.

Open-ended questions tend to be faster and easer to develop than closed-ended questions,

but the opposite is true when it comes to analyzing the data (Gillham, 2000). Open-ended

questions are considerably less time consuming to develop than closed-ended questions but may

present a multitude of issues for the researcher as data analysis is being performed. As stated by

Alreck and Settle (1995) researchers tend to rush during the survey development phase and

worry about coding and editing after data has been collected.

25

Closed-ended or "structured" questions are questions that have a fixed set of answers that

are defined by the survey developer. These questions provide a limited list of choices for the

respondent to choose from. Gillham (2000) stated that "the researcher has already decided on

the possible answers: all he or she wants to find out is which answers are selected" (p. 2).

Providing a list of closed-ended questions readily means that the results will be easy to

standardize and readily lend themselves to statistical analysis.

Biemer, Groves, Lyberg, Mathiowetz and Sudman (2004) stated that closed-ended

questions that are carefully developed typically cause fewer misinterpretation errors for the

respondent than open-ended questions. "It takes considerable time and effort to compose a

closed-ended question; however, if done carefully and thoroughly, it will save time and effort

later and increase the reliability and validity of the data" (Fine, 2006).

Itemized or "Numerical" rating scales are regularly used to measure and rank

respondent's attitudes as they relate to a particular topic. The Likert scale is a specific type of

itemized rating scale which allows the respondent to rank information by using a predetermined

interval scale. Interval scales used to rank information typically range from one through five,

where deviation from the middle of this progressive rating scale represents a stronger level of

agreement or disagreement with the specific question (Saccaro, 1994). A benefit in using this

type of scale for ranking information is that it allows the respondent to express importance of or

agreement with an issue in varying degrees which can be evaluated to identify areas where

improvement is needed. One issue with using an itemized rating scale is that it ranks the

respondent's perceived level of agreement with the information, but does not offer any

alternatives for identified problems (Saccaro, 1994).

Conclusion

26

The purpose of the review of literature was to examine infonnation related to the topics

of OSHA 1 O-Hour Training, trade/craft unions in construction and factors which affect human

learning. The infOlmation gathered from the literature review provided an overview of what

OSHA and tradelcraft unions' role is in protecting the American worker through safety training

and hazard recognition. The literature review also identified several characteristics which may

have an impact on an individual's ability or willingness to learn. Additionally, the literature

review outlined details on how to write an effective survey and methods for analyzing data from

specific sets of questions. The next chapter, Chapter III, includes the methodology in which the

study was conducted.

27

Chapter III: Methodology

Research has shown that individuals who perceive training to be imp0l1ant were more

likely to be motivated to learn and would positively benefit from the training (Tannenbaum,

2002). Training in basic safety concepts and hazard recognition were areas where many people

have benefited. However, there were many internal and external factors that affect an

individual's ability or willingness to learn the information which had been presented in training.

For example, the training may present basic information that experienced workers already

believe they know, so they did not feel as though the training benefited them. The purpose of this

research was to assess current perceptions of the impact OSHA 10-Hour Training has had on

safety among construction craft/trade union laborers in Eau Claire, Wisconsin. This study also

sought to provide a comparison of perceived effectiveness across several trade/craft unions of

OSHA 1 O-Hour Training.

Subject Selection and Description

. To accomplish the objective of this study, a survey was developed to gather information

from the respondents about their perceptions of OSHA lO-Hour Training's effectiveness in

improving on-the-job safety. Respondents volunteering for pat1icipation in this study were

selected from select trade/craft unions in Eau Claire, Wisconsin. The following trade/craft unions

were selected as part of a convenience sample: Bricklayers Union (No. 19), Carpenters Union

(Local 1074), General Labors Union (Local 268), IBEW (Local 14) and Plumbers/Steamfitters

Union (Local 434). The gathering of information and an analysis sought to identify ifthere were

significantly similar perceptions both within and between trade/craft unions, as related to OSHA

1 O-Hour Training effectiveness. OSHA 1 O-Hour Training effectiveness was measured in terms

of the respondents' perceived effectiveness in conveying appropriate safety information.

28

The survey instrument was a paper and pencil survey which was developed using topics

from the OSHA 1 O-Hour Training course materials. The survey asked questions about the survey

participants' perception of the effectiveness of OSHA 1 O-Hour Training. The survey was

distributed to 150 prospective trade/craft union laborers, who represent five different unions

throughout Eau Claire, WI, during a two-week period in January. The prospective participants

were asked to complete the survey at their convenience and leave the completed form at their

local union hall with a designated union representative.

The target number of responses to the survey was 60, or 12 responses per craft/trade

unIOn. All surveys distributed were identical in content and design.

Instrumentation

A copy of the survey instrument is in Appendix B. The survey instrument consisted of the

following information:

1. The purpose of this study was to identify current perceptions of OSHA 10-Hour

Training's effectiveness among craft/trade union members in Eau Claire, Wisconsin.

2. For the study, the research instrument was comprised of 8 questions.

3. Several of the survey questions that were asked could be answered by a ShOl1 answer,

with a "yes" of "no" or "agree" of "disagree" response, and an area for the respondent

to elaborate on their choice for response in writing.

4. The majority of the survey questions required respondents to simply indicate his/her

response to multiple-choice questions by placing a check mark in the appropriate box.

5. A small but significant pOl1ion of the survey uses rank-order scale to discover

perceived impol1ance of both "required" and "elective" OSHA lO-Hour Training

topics.

29

Data Collection Procedures

The first portion of the survey that was collected included questions which covered the

following demographic information: union information, age, current title and total years of

experience in craft/trade. This information was collected with the intent of grouping respondents

into categories based on applicable demographic information for the purpose of identifying and

recording trends. Demographic information collected will not be analyzed during data analysis to

ensure participant anonymity.

The next portion of the survey includes questions designed to draw out the respondent's

status of OSHA 1 O-Hour Training experience and opinions of how effective OSHA lO-Hour

Training is in improving on-the-job safety.

The last pOltion of the survey included questions which require the respondent to rank

"required" and "elective" OSHA 1 O-Hour Training topics from most impoltant to least

important. Required topics include the following: personal protective and lifesaving equipment,

health hazards in construction, OSHA focus 4 hazards and introduction to OSHA. These are

ranked using a 1-4 scale. Elective topics include the following: scaffolds, excavation, tools,

stairways and ladders, material handling and cranes. These are ranked using a 1-6 scale.

This survey instrument and study was reviewed and approved by the University of

Wisconsin-Stout's Institutional Review Board (lRB). The study meets the ethical obligations

required by federal law and university policies. The respondents' names were not included on

any documents linking information back to them, nor could they be identified from any of the

information presented in the findings. The surveys were completely anonymous and patticipants'

responses were confidential.

30

Data Analysis

In order to address the research goals of this study, relevant descriptive and analytical

statistics were used to analyze the appropriate data. The three main categories of questions asked

in the survey are as follows: short answer questions with a simple yes/no, for/against or

agree/disagree response, short answer combined with additional space for the respondent to

elaborate on their choice and itemizing rating list questions.

With the aim to analyze several of the survey questions that were open-ended, the

questions asked were designed to solicit the respondent's opinion with mirumal interference or

interpretation of a desired outcome from the survey questionnaire. The most frequent responses

would initially be grouped together by trade/craft union and then evaluated against data collected

from all trade/craft unions to determine correlation.

Hard copies of the questionnaire package were individually enclosed in envelopes and

administered to the subjects by the union representative for each union involved in this study.

The subjects were requested to complete all questions and return them to their union

representative. Distribution of the questionnaires was started and completed in January of2010.

Limitations of the Study

Limitations identified by the researcher were:

• The sample size of the participants surveyed is small because only trade/craft laborers

who go to the union hall will have an opportunity to participate in the survey.

• There was no representation of broader population and therefore no generalizations could

be formed beyond this particular setting.

• Previous industry experience related to safety training may impact the participant's

opinion on the need for and effectiveness of OSHA lO-Hour Training.

31

Summary

Chapter III provided an overview of the methods utilized to develop, administer and

record survey results for this study. A combination of multiple-choice, short answer and rank

scale questions were utilized for data collection in this study. Additionally, IRB approval and

participant selection methods were presented. Chapter IV will present data which was collected

from the pencil and paper survey as part of this study.

32

Chapter IV: Results

Purpose of the Study

The purpose of this research is to assess current perceptions of the OSHA 10-Hour

Training and effectiveness among construction trade union laborers in Eau Claire, Wisconsin.

For the purpose of evaluating the current perceptions of OSHA lO-Hour Training an original

survey was created by the author and was administrated at local union hall meetings within Eau

Claire, Wisconsin.

Goals of the Study

This study sought answers to the following research questions:

1. Did participants who completed OSHA 1 O-Hour Training feel as though their knowledge

of workplace safety increased because of the training?

2. What do trade/craft union workers feel is the most significant in terms of rating required

and elective OSHA 1 O-Hour Training topics?

3. Is the perceived training need the same for each craft/trade patiicipating in this study?

Presentation of Collected Data

For this study of craft/trade union workers, the research instrument was a two-page

survey containing eight questions. The survey to identify perceptions of OSHA 10-Hour

Training effectiveness was sent out to 150 union craft/trade workers from different trades

throughout the Eau Claire, Wisconsin area. Union craft/trade workers were selected from the

following craft/trade unions: Bricklayers Union (No. 19), Carpenters Union (Local 1074),

General Labors Union (Local 268), IBEW (Local 14) and Plumbers/Steamfitters Union (Local

434). The target number of responses to the survey was 60 replies, with 12 responses being from

each craft/trade union. A total of 83 replies were received with varying response rates from each

33

of the five craft/trade unions. Craft/trade union response rates from lowest to highest are as

follows: Carpenters (4), Bricklayers (8), General Laborers (10), IBEW (27),

Plumbers/Steamfitters (30). Some of the completed surveys contained only pOliions of the

information requested or were not completed as the researcher intended, so they were excluded

from data analysis. Approximately twenty surveys were excluded from data analysis due to the

respondents lack of OSHA lO-Hour Training or because the survey was not completed in its

entirety. FOUlieen of the twenty responses were excluded because the participant had not

completed OSHA 10-Hour Training. The remaining six responses were excluded from data

analysis because the ranking section was not completed or were inappropriately completed due

to reusing the same number multiple times. The surveys were distributed on January 5, 2010 and

replies were received through the end of January 2010.

The respondents were asked a simple "yes" of "no" question in this section to determine

if each trade/craft union requires OSHA 10-Hour Training. Of the 63 valid surveys received , at

least 50% of respondents from each groups responded with yes. A complete break down of the

data is located below in Table 1.

Table 1

Does Your Trade/Craft Union Require OSHA lO-Hour Training

Response Bricklayer Carpenter General IBEW Plumber/ Options Labor Steamfitter

Yes 100% (8) 50.0% (2) 57.0% (4) 68.0% (15) 95.5% (21 )

No 0.0% (0) 50.0% (2) 43.0% (3) 32.0% (7) 4.5% (1)

34

Note. Responses to this question may be affected by the survey participant's number of

years in their trade/craft. According to each of the trade/craft union representatives, all new

apprentices are required to become OSHA 1 O-Hour Trained.

This section asked respondent's a simple "for" or "against" question was asked in

combination with a comment section to elicit the pmticipant's opinion about requiring all

construction trade/craft workers to have an OSHA 1 O-Hour Training card.

Table 2

Are You For or Against Requiring OSHA lO-Hour Training

Response Bricklayer Carpenter General IBEW Plumber/ Total Options Labor Steamfitter

For 100% (8) 75% (3) 71% (5) 100% (22) 100% (22) 95% (60)

Against 0% (0) 25% (1) 29% (2) 0% (0) 0% (0) 5% (3)

As can be seen above in Table 2, an overwhelming majority (95%) of participant's

responded by stating that they were "for" all construction trade/craft workers having OSHA 10-

Hour Training cards. Further analysis of the data from Table 2 revealed, that the three (5%)

against OSHA 1 O-Hour Training cards come from the Carpenter and General Laborer unions and

comprise approximately 25% of the responses received from each of their respective unions.

Supporting comments associated with Table 2 are located in Appendix C.

In this section respondents were asked to indicate their completion status of OSHA 10-

Hour Training by marking one of the following responses: "yes," "in-progress," "no," or "no, but

I intend to." The following data is a representation of participants who had completed OSHA 1 0-

Hour Training and those who had not completed OSHA 1 O-Hour Training at the time this study

35

was conducted. The intent of this section was to screen out respondents who had not completed

OSHA lO-Hour Training.

Table 3

Are You OSHA 10-Hour Trained

Response Bricklayer Carpenter General IBEW Plumber/ Total # Options Labor Steamfitter Surveys

Yes 83% (10) 100% (4) 80% (8) 81% (22) 83% (25) 83% (69)

In-Progress 0% (0) 0% (0) 0% (0) 0% (0) 0% (0) 0

No 17% (2) 0% (0) 20% (2) 15% (4) 7% (2) 12%(10)

No, but plan to 0% (0) 0% (0) 0% (0) 4% (1) 10% (3) 5% (4)

Data from Table 3 indicates that 14 (17%) of the surveys received were completed by

trade/craft workers who had not completed OSHA 1 O-Hour Training, so they were excluded

from further data analysis. Of the remaining 69 (83%) completed surveys, another 6 (7%) would

be excluded from data analysis as explained in the required and elective OSHA lO-Hour

Training topics sections.

The next section gathered information about the time of training. The intent of this

section was to gather further information about the trade/craft workers, as related to OSHA 10-

Hour Training, by asking them how long ago they were OSHA 1 O-Hour trained.

Table 4

How Long Ago Were You OSHA 10-Hour Trained

Response Bricklayer Carpenter General IBEW Plumber! Total Options Labor Steamfitter

< 1 Year 0% (0) 25% (1) 14% (1) 9% (2) 27% (6) 16% (10)

36

2-3 Years 12% (1) 50% (2) 29% (2) 64% (14) 64% (14) 52% (33)

4-5 Years 0% (0) 25% (1) 57% (4) 14% (3) 4.5% (1) 14% (9)

6 + Years 88% (7) 0% (0) 0% (0) 14%(3) 4.5%(1) 17%(11)

Table 4 illustrates that a majority of trade/craft workers participating in this study fall into

the category of being trained 2-3 years ago or less. According to the data from Table 4, just over

half(57%) of their general laborers were trained 4-5 years ago. The data collected from Table 4

also identified that 7 out of 8 (88%) Bricklayer union respondent's indicated that it had been six

years or more since their last OSHA 1 O-Hour training.

The next section asked the respondent to simply state whether they "agree" or "disagree"

that OSHA lO-Hour Training has increased their knowledge of workplace safety. The intention

of this question was not to gain great insight but was stated as such to make the respondent

choose from one of two options for ease of classification.

Table 5

OSHA lO-Hour Training has Increased My Knowledge of Workplace Safety

Response Bricklayer Carpenter General IBEW Plumber! Options Labor Steamfitter

Agree 100% (8) 75% (3) 71 % (5) 100% (22) 86% (19)

Disagree 0% (0) 25% (1) 29% (2) 0% (0) 14% (3)

Data collected from Table 5 states that most respondents agreed that the OSHA lO-Hour

Training increased their knowledge of workplace safety. More notably, one of four (25%) of

Carpenters and two of five (29%) of General Laborers disagree with the effectiveness of OSHA

lO-Hour Training, as related to increasing their knowledge of workplace safety.

37

The next section sought to determine the participants perceived level of on-the-job safety.

A simple "yes" of "no" question was asked in combination with a comment section to elicit the

participant's opinion of whether or not they would feel safer on-the-job if all co-workers were

OSHA 1 a-Hour Trained.

Table 6

Would You Feel Safer On-the-job if All Your Co-workers Were OSHA lO-Hour Trained

Response Bricklayer Carpenter General IBEW Plumber! Total Options Labor Steamfitter

Yes 87.5% (7) 75% (3) 71% (5) 100% (22) 82% (18) 87% (55)

No 12.5% (1) 25% (1) 29% (2) 0% (0) 18% (4) 13% (8)

As was identified in Table 6, one of four (25%) of Carpenters and two of five (29%) of

General Laborers would not feel safer on the job if all their co-workers were OSHA la-Hour

Trained. This is in sharp contrast to the vast majority of respondent's from each of the trade/craft

unions who would feel safer on the job if all co-workers were OSHA la-Hour Trained.

Supporting comments associated with Table 6 are located in Appendix D.

The next section sought to identify the importance of training topics which are required

as part of OSHA la-Hour Training. An itemized rating list was used for this section with the

intent of determining which required topics are perceived to be most important to trade/craft

workers. The respondents were asked to rate the importance of required topics for OSHA 10-

Hour Training based on the needs of their individual trade/craft. The following are required

topics being rated for imp0l1ance: Personal Protective Equipment (PPE), Health Hazards, Focus

4 Hazards in Construction, and Introduction to OSHA. The required topics were separated into

38

the following categories based on their perceived level of impOliance: most important,

moderately impOliant, of little importance and least important (see Appendix E for raw data).

80

70

60 ~

~ 50 o Bricklayer -s:: 40 CIl • Carpenter u ... 30 - I--CIl o General Labor a.. 20 I--

OIBEW 10 c- o ilT I • Plumber/Steamfitter 0

PPE Health Focus 4 Intro to Hazards Hazards OSHA

Training Topics

Figure 1. Required topics ranking: Most important

The results depicted in Figure 1 embody the respondents' beliefs that the required OSHA

la-Hour Training topics listed below are ranked as the most important to their trade/craft. One of

the most notable findings from Figure 1 is that all trade/craft unions except the Bricklayers had

40% or more of the respondents state that focus 4 hazards in construction is the most impOliant

required topic for OSHA la-Hour Training.

60

50

~ 40 r----- o Bricklayer s:: 30 r--- c--CIl • Carpenter I::! CIl 20 I-- '--- o General Labor a..

10 i I-- 11- - OIBEW

r • • Plumber/Steamfitter 0

PPE Health Focus 4 Intro to Hazards Hazards OSHA

Training Topics

Figure 2. Required topics ranking: Moderately important

39

The results depicted in Figure 2 signify the respondents' beliefs that the required OSHA

1 a-Hour Training topics listed below are ranked as moderately important to their trade/craft. This

section revealed that 30-50% of all respondents identified that personal protective equipment

(PPE) is a moderately impoliant required topic for OSHA 1 a-Hour Training. This section also

reveled that 57% of General Laborers felt as though health hazards are moderately impOliant to

their trade/craft. This is in sharp contrast to the remaining trade/craft unions, where responses

ranged from 12.5-25%.

80 70

60 ~

C 50 -s::: 40 Q) r-- -u ... 30 Q) I-- - r-0..

20 I-- f-- f-

10 0 I[ l- f- f1=;-

PPE Health Focus 4 Intra to Hazards Hazards OSHA

Training Topics

Figure 3. Required topics ranking: Of little importance

o Bricklayer

• Carpenter

o General Labor

olBEW

• Plumber/Steamfitter

The results illustrated in Figure 3 signify the respondents' beliefs that the required OSHA

1 a-Hour Training topics listed below are ranked as being oflittle impoliance to their trade/craft.

With exception of the General Laborers (14%), the majority of respondents (50-75%) identified

the health hazards portion of the required OSHA 1 a-Hour Training topics as being of little

importance to their trade/craft.

100

r-

75 ~ ~

I

-c: 50 <II U ... <II a..

25

0 • n n ~ PPE Health Focus 4 Intro to

Hazards Hazards OSHA

Training Topics

Figure 4. Required topics ranking: Least important

o Bricklayer

• Carpenter

o General Labor

OIBEW


40

The results presented in Figure 4 depict the respondents' beliefs that the required OSHA

1 O-Hour Training topics listed below are ranked as least important to their trade/craft. The most

notable findings from Figure 4 is that 50-100% of respondents identified that the introduction to

OSHA portion of required OSHA 10-Hour Training topics was the least impOliant to their

trade/craft when compared to the other required training topics.

The next section sought to identify the impOliance of OSHA lQ-Hour Training topics

which are designated as electives. An itemized rating list was used for this section with the intent

of determining which elective topics are perceived to be most important to trade/craft workers.

The respondents were asked to rate the impOliance of required topics for OSHA 10-Hour

Training based on the needs of their individual trade/craft. The following are elective topics

being rated for importance: scaffolds, excavation, hand and power tools, stairs and ladders,

material handling, cranes and delTicks, including hoists, elevators and conveyors.

The required topics were separated into the following categories based on their perceived

level of importance: most important, important, moderately important, of little importance,

unimportant and least important (see Appendix F for raw data).

50

~40 1: 30 Q)

~ 20 Q)

D.. 10

o -tr -

f - - • r

• I II

Training Topics

Figure 5, Elective topicS ranking: Most important

o Bricklayer

• Carpenter

o General Labor

DIBEW

• PlulTOerlSteamfitter

41

Figure 5 clearly depicts that different elective training categories were identified as being

most impOliant to each of the trade/craft unions represented in this study. Figure 5 revealed that

50% of Bricklayers identify the scaffolding portion of elective OSHA la-Hour Training topics

was the most important, while the Carpenters and General Laborers recorded a zero in this

category. Conversely, 50% of Carpenters identified cranes and derricks as being most important

to their trade/craft, whereas 9-29% of respondents from the other trade/craft unions felt as though

crane and derrick training was most important.

40 -

~ 30 -~ .. s::: CI) 20 I:! CI)

~ • llilflt a.. 10

rI 0 [ o Bricklayer

0":> ' 0<::0 ~":> ~":> .~O; *":> • Carpenter

'!:::-(f ~ ~oo 0° ~" ·v o General Labor ~ ~~~ 0cJ> c'l' ~o ,:l ~~ <::)o olBEW «f ~~ .~":>' .~ 0'

~ ~" ~ 0'~ ~ v~~ • Plumber/Steamfitter

~~

Training Topics

Figure 6. Elective topics ranking: Important

42

The results presented in Figure 6 illustrate the respondents' beliefs that the required

OSHA 1 O-Hour Training topics listed above are ranked as being important to their trade/craft.

The most notable finding from Figure 6 is that the scaffolding portion of elective OSHA 10-Hour

Training topics is again identified as an important training, where 43% of Carpenters and 36% of

the IBEW respondents affirmed that this topic is important to their trade/craft.

40

~ 30 ~ -c:: Q)

~ Q)

c.

20

10

o I -

~ - -

~ --o Bricklayer

• Carpenter

o General Labor

DIBEW


Figure 7. Elective topics ranking: Moderately important

Figure 7 identified that the stairways and ladders portion of elective OSHA 10-Hour

Training topics was viewed as being moderately important by a majority of the trade/craft union

respondents. Contrary to the majority's responses of25-37.5%, only 13.5% respondents from the

IBEW signified that stairway and ladder training was moderately important to their trade/craft.

30 25

~ e.... 20 ... r::: 15 r---:: -Q) (.)

10 .. Q) 0- 5

0

- r--t-

-

-

Training Topics

-

=--

o Bricklayer

• Carpenter

o General Labor

DIBEW


Figure 8. Elective topics ranking: Of little importance

43

Figure 8 shows that excavation and material handling were equally identified as being of

little importance as elective OSHA lO-Hour Training topics for 29% of General Laborers and

25% of Carpenters.

50 ~

40 ~ e.... +' 30 r::: Q) (.) .. 20 Q)

0-10

0

Training Topics

Figure 9. Elective topics ranking: Unimportant

o Bricklayer

• Carpenter

o General Labor

DIBEW


Figure 9 illustrates that the hand and power tool pOliion of OSHA 10-Hour Training is

primarily viewed as being unimportant when compared to other elective training topics. The

strongest proponents for ranking hand and power tool training as unimportant come from the

following unions: Bricklayers (50%), General Laborers (43%) and Carpenters (25%). The next

topic oflesser importance according to respondents' is excavation, with support from the

following unions: Plumbers/Steamfitters (32%), Bricklayers (25%) and Carpenter (25%).

~

~ e.... ... c: Q) 0 '-Q)

a..

60 50 40 30 20 10 0

Training Topics

D Bricklayer

• Carpenter

D General Labor

DIBEW


Figure 10. Elective topics ranking: Least important

44

The results presented in Figure 10 illustrate the respondents' beliefs that the elective

OSHA 10-Hour Training topics listed above are ranked as being least important to their

trade/craft. The most notable findings from Figure 10 are the two outliers, which are respectively

located in the scaffolding and material handling results.

Only 0-14% of the other trade/craft union respondents identified scaffolding training to

be least important, whereas 50% of the Carpenters view scaffolding training to be the least

impOliant. In other words, there is a 36% difference between the normal responses and the high

response by one group overall.

The other outlier identified in Figure 10 shows that more respondents' acknowledged that

material handling is least impoliant to their trade/craft than any other training topic. The

response range from the Carpenters, General Laborers, IBEW and Plumbers/Steamfitters for

material handling being least impoliant is between 23-32%, whereas 62.5% of the Bricklayers

reported that material handling training is least impOliant to their trade/craft when compared to

other training topics.

Next, this section will identify methods for improving OSHA 1 O-Hour Training. This

portion of the survey tool was developed with the intention of suggesting a limited number of

45

potential responses for the participant to choose from so the results could be easily combined for

tabulation. The paliicipants were asked to indicate which method or methods they felt would

improve the effectiveness of OSHA 1 O-Hour Training in improving workplace safety. A choice

marked "other" was also incorporated into this question so that respondents could state ideas

which may improve the overall effectiveness of OSHA 1 O-Hour Training. Responses from the

category marked as other and raw data can be found in Appendix G.

o More Trade Specific Materials

oBi-annual Recertification

o No Recertification

o Other

Figure 11. Methods for improving OSHA 10-Hour Training

Figure 11 results were established by combining data from all of the groups to determine

what the majority oftrade/craft workers thought would help to improve the overall effectiveness

of OSHA 10-Hour Training. The following detenuinations were made from the 67 responses

received in this section:

More trade specific training materials 31 (46%)

Bi-annual recertification requirement 17 (25%)

No recertification requirement 9 (13%)

Other 10 (15%)

46

Chapter V: Conclusions and Recommendations

OSHA 1 O-Hour Training is becoming more popular and in some cases it is required as a

prerequisite for trade/craft workers to attain employment. With the increased popularity of this

training among construction trades and crafts it is important to evaluate the perceived impact

OSHA 1 O-Hour Training is having in relation to workplace safety. It is also important to evaluate

the training needs of each construction trade/craft to determine if OSHA 1 O-Hour Training

courses are adequately preparing trade/craft workers to identify and avoid unsafe work practices.

To evaluate the perceived effectiveness of OSHA 1 O-Hour Training data in this study was

obtained by distributing 150 surveys to five different trade/craft unions in the Eau Claire, WI

area. Thilty surveys were distributed in January 2010 to each of the following trade/craft unions:

Bricklayers Union (No. 19), Carpenters Union (Local 1074), General Laborers Union (Local

268), IBEW (Local 14) and Plumbers/Steamfitters Union (Local 434). The completed surveys

were collected from each of the palticipating trade/craft unions after being in distribution for two

weeks so data analysis could be conducted in a reasonable timeframe.

Conclusions

OSHA lO-Hour Training is generally required for all new employees of each of the

trade/craft unions mentioned in this study. This growing trend may be in response to specific

jobs requiring all tradelcraft workers to be OSHA 1 O-Hour trained prior to being allowed onsite.

SuppOlting evidence located in Table 2 revealed that 95% of trade/craft workers surveyed

believe that all trade/craft workers should be OSHA lO-Hour trained. Further supporting

evidence was identified in Table 5 by 90.5% of respondents who agreed that OSHA 10-Hour

Training has increased their knowledge of on-the-job safety. Respondents of this study embraced

the ideology that on-the-job safety can be enhanced through training, such as OSHA 10-Hour

47

Training. Moreover, the results from Table 1 would suggest that there is a growing trend within

each of the trade/craft unions participating in this study to require their union members to

become OSHA 10-Hour trained.

Several participants noted their desire for trade/craft unions to implement a bi-annual

recertification requirement for maintaining OSHA lO-Hour Training cards. The desire for bi

annual OSHA lO-Hour retraining coincides with the findings of this study. Over halfofthe

participating trade/craft workers from the Carpenters, IBEW and Plumbers/Steamfitters unions

were OSHA 1 O-Hour trained approximately 2-3 years ago. (See Table 4 in Chapter IV for raw

data.)

Finally, the conclusions of Chapter V are in agreement with characteristics influencing

learning and transfer of training which were identified in Chapter II. The following factors were

some of the identified areas which affect an individual's ability and willingness to learn and

retain new information:

• Respondents identified their desire or motivation to improve their safety knowledge

through OSHA 1 O-Hour Training and identified their need for refresher training to

reemphasize the important aspects of the safety training.

• A majority of respondents believed that all trade/craft workers should be OSHA 10-

Hour Trained.

• Age did not significantly impact the respondents' beliefs that OSHA 10-Hour

Training is viewed as impOliant for increasing on-the-job safety.

48

Recommendations

The data indicates that a majority of participants in this study felt as though some of the

OSHA 1 O-Hour Training topics were more important than others for their trade/craft. To ensure

that trade/craft workers participating in OSHA 10-Hour Training are getting the most out of the

course, it is recommended that the following courses of action be taken on behalf ofthe

trade/craft unions.

1. The pmiicipants' desire to learn and ability to retain training information should be dealt

with by including trade specific materials which accurately address CUlTent industry

related trends and safety concerns.

2. After that, trade/craft unions should enroll their members in OSHA 1 O-Hour Training

courses that are taught by an instructor who has specific knowledge of their trade/craft.

3. OSHA 1 O-Hour Training courses should be conducted at no additional cost to trade/craft

union members.

4. OSHA 1 O-Hour Training should be incorporated into their regular work schedule, so they

are able to attend without missing time from work.

5. Trade/craft unions should require OSHA lO-Hour cardholders to maintain their lO-Hour

training cards by attending bi-annual refresher courses.

In addition to the previous recommendations, it would be in the trade/craft unions best

interest to evaluate the OSHA lO-Hour trainers' course content and materials prior to sending

their members to a OSHA lO-Hour Training course to determine if their union members' safety

training needs will be met.

49

Suggestions for Further Research

• Develop a different survey tool to compare the perceived effectiveness of OSHA 10-

Hour Training as related to on-the-job safety. The current survey tool presented

several variables which could not easily be compared to one another because there

were five different trade/craft unions used for this study.

• Choose one trade/craft and compare the perceived effectiveness of OSHA 10-Hour

Training results from those who have been OSHA 1 O-Hour trained against those who

have not.

• Distribute the survey tool to union and non-union trade/craft workers to detelmine

whether or not union status has an impact on the perceived impOliance of OSHA 10-

Hour Training.

• Evaluate cun-ently available OSHA to-Hour Training courses to determine if they

would meet the training needs of a particular trade/craft or if a more specific OSHA

to-Hour Training course needs to be developed to address current safety training

needs.

• Evaluate several OSHA 1 O-Hour Training courses to determine if differences in

training content and/or the amount of time per section have an impact on the trainings

effectiveness.

50

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Measurement errors in surveys (pp. 35-46). Hoboken, NJ: John Wiley & Sons, Inc.

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Programs (1994). New York, NY: Van Nostrand Reinhold.

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and injury prevention (Second ed., pp. 3). Rockville, MD: Government Institutes.

Occupational Safety and Health Administration. (2009a, February). OSHA fact sheet: Outreach

training program. Retrieved October 06, 2009, from http://www.osha.gov

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http://www.osha.gov/dte/outreach/construction_generalindustry/construction.pdf

52

Occupational Safety and Health Administration. (2009c, May). u.s. labor department's OSHA

strengthens integrity of outreach training program. Retrieved October 17, 2009, from

http://www.osha.gov/pls/oshaweb/owadisp.show_document?p _ table=NEWS _RELEASE

S&p_id=17936

PR Newswire (2009, September 1). OSHA lO-Hour Construction Safety Course Now Mandatory

in Seven States. Retrieved November 1, 2009, from

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Roughton, J., & Whiting, N. (2000). Safety training basics: A handbookfor safety training

program development (pp. 41-129). Rockville, MD: Government Institutes.

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Creating, implementing, and managing effective training and development: State-of-the

art lessons for practice. K. Kraiger (Eds). San Francisco, CA: Jossey-Bass, Inc.

Professional Practice Series.

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Management of Training: Designing and delivering cost-effective training (pp. 353).

Appendix A: Human Research Subject Consent Form

Title: Perceptions of OSHA 1 O-Hour Trainings: Effectiveness within

Investigator: Adam R. Fechhelm 4637 Kappus Drive Eau Claire, WI 54701 (715) 523-1442

Description:

Eau Claire, Wisconsin Trade Unions

Research Sponsor: Bryan R. Beamer University of Wisconsin-Stout P.O. Box 790 Menomonie, WI 54751 (715) 232-5178

53

The objective of this research is to identify what trade and craft union laborers views are about the effectiveness of OSHA 1 O-Hour Trainings as related to on-the-job safety. This research is intended to be a starting point in identifying areas where OSHA lO-Hour Trainings can be improved to maximize retention of learned materials.

Risks and Benefits: There are no risks to the subjects for participating in this voluntary survey. The information gathered from this survey is primarily opinion based and there are no correct or incorrect answers for the survey.

Results from this survey will be utilized to gain a futther understanding of the perceived effective of OSHA 1 O-Hour safety trainings among union tradesmen and craftsmen in the Eau Claire, WI area. The data collected may also provide information about what union tradesmen and craftsmen in the Eau Claire, WI area think was beneficial about the training and/or what areas could lise some improvement.

Time Commitment: Your time commitment for participation in this study will be approximately 15 minutes.

Confidentiality: Your name will not be included on any documents. I know that you can not be identified from any of this information. This informed consent will not be kept with any of the other documents completed with this project.

Right to Withdraw: Your participation in this study is completely voluntary. You may choose not to paJticipate without any adverse consequences to you. Should you choose to participate and later wish to withdraw from the study, you may discontinue your participation at this time without incurring adverse consequences.

54

IRB Approval: This study has been reviewed and approved by The University of Wisconsin-Stout's Institutional Review Board (IRB). The IRB has determined that this study meets the ethical obligations required by federal law and University policies. If you have questions or concerns regarding this study please contact the Investigator or Advisor. If you have any questions, concerns, or reports regarding your rights as a research subject, please contact the IRB Administrator.

Investigator: Adam R. Fechhelm 4637 Kappus Drive Eau Claire, WI 54701 (715) 523-1442

Research Sponsor: Bryan R. Beamer University of Wisconsin-Stout P.O. Box 790 Menomonie, WI 54751 (715) 232-5178

Statement of Consent:

IRB Administrator: Sue Foxwell, Director, Research Services 152 Vocational Rehabilitation Bldg University of Wisconsin-Stout Menomonie, WI 54751 (715) 232-2477 [email protected]

By completing the following survey you agree to pmticipate in the project entitled, Perceptions of OSHA 1 O-Hour Trainings: Effectiveness within Eau Claire, Wisconsin Trade Unions.

Appendix B: Survey Instrument

II This research has been approved by the UW-Stout IRB as required by the Code of I II Federal Regulations Title 45 Part 46. j

Participant Information: (Please Check Your Response for the Following Section)

Union Information:

__ Bricklayers #19 __ Carpenters #1074 General Laborers #268

IBEW #14

Age in Years:

18-20

Current Title:

Plumbers/Steamfitters #434

21-25 26-30 31-40 41-50

__ Apprentice __ Journeymen __ Supervisor/Foreman

Total Years of Experience in Trade/Craft:

0-5 6-12 13-19 20-24 25 +

Survey Questions: (Please Mark Your A nswers for the Follo'wing Questions)

1) Does your trade union require OSHA lO-Hour safety training?

DYes

D No

51+

Other:

55

2) Are you for or against all construction and trade workers having lO-Hour cards? Why or why not?

D For

D Against

Comments:

3) Are you OSHA 1 O-Hour trained? If No, skip to Question # 6

DYes

DIn-progress

D No - (Please go to question # 6)

D No, but I plan to - (Please go to question # 6)

4) How long ago were you OSHA lO-Hour trained?

D Less than 1 year

D 2-3 years

D 4-5 years

D More than 6 years

5) OSHA lO-Hour training has increased my knowledge of workplace safety.

D Agree

D Disagree 6) Would you feel safer on-the-job if all your co-workers were OSHA 1 O-Hour trained?

DYes

D No

Comments:

56

7) To complete this pOliion, please - 1. Read each item first. 2. Then, rank each item based on which topic you feel is most impoliant or least impoliant to include in OSHA lO-Hour safety training.

The topics listed in sections 7a and 7b are "Required" or "Elective" topics covered/discussed within Construction based OSHA 1 O-Hour Trainings:

a) Required topics - (Please, Rank From 1 "Most Important" to 4 "Least Important").

_ Personal Protective and Lifesaving Equipment

_ Health Hazards in Construction (e.g., Hazard Communication, Noise and Silica)

_ OSHA Focus 4 Hazards (Fall Protection, Electrical, Struck By, Caught In/Between)

_ Introduction to OSHA (OSH Act, Inspections, Competent Person, Contact information)

57

b) Elective topics - (Please, Rank From 1 "Most Important" to 6 "Least Important ").

Scaffolds

Excavations

Tools - Hand / Power

_ Stairways and Ladders

_ Materials Handling, Storage, Use and Disposal

_ Cranes, Derricks, Hoists, Elevators and Conveyors

8) How can OSHA 1 O-Hour training be improved or what topics should be included? (Mark all that apply)

D More trade specific materials

D Receliification bi-annually

D No recertification requirement

D Other: ------------------

Please Add Any Additional Comments in Space Below: (include question # if needed)

58

Appendix C: For or Against Construction Trade/Craft Workers Having lO-Hour Cards

1. For, It's important for everyone on the job to know what a safe and healthy jobsite should

look like

2. For, All trades should have a general knowledge of safety

3. Against, Against all regulation of safety training

4. For, I think its good info to know. Like to think it makes me a safer worker

5. For, It makes for a better and safer work environment

6. For, It's something you should know and be aware of to be on a job

7. For, It's for everyone' s benefit to know the Do's and Don'ts of the job

8. For, It sets us apal1 from many of the non union competitors

9. For, To ensure proper working restrictions and requirements

10. For, Most companies already discuss parts of the 1 O-lu· class during annual meetings.

11. For, More safety training is better for everyone on the job.

12. For, A safer job site

13. Against, Employee should have the choice of becoming 10-hr certified

14. For, Safety is the number one concern

15. For, More safety training means that you'll work safer on the job

16. For, To get everybody familiar with OSHA regulations

17. For, Promotes safety on the job

18. For, It promotes safety

19. For, It can only increase personal safety

20. For, It's imp011ant that all trades have the same safety training, so everyone is following the

same set of regulations

59

21. For, Learn basic safety

22. For, Makes for a safer jobsite

23. For, So everyone is on the same page

24. For, But nobody ever asks to see it on the job

25. For, Safety training is a very important part of reducing unsafe work practices.

26. For, I want everyone on-site to be safety conscious while working

27. For, Safer work environment

28. For, It will not fully prepare someone but it presents the basics and is a good base so people

are aware of safety.

29. For, It would make the worksite safer

30. For, It would improve the safety for everyone on-site

31. For, It makes jobsites safer

60

Appendix D: Would You Feel Safer if All Workers Were OSHA lO-Hour Trained

1. Yes, If everyone was trained

2. Yes, It would be beneficial if all trades were required to be 1 O-hr trained

3. Yes, Everyone would know what's expected of them

4. No, People still don't think

5. Yes, Then everyone is at least on the same page. Some safety training is good, more is better.

6. Yes, because the knowledge of how equipment works and the reason of its purpose

7. Yes, There should be safety rules so everyone is on the same page.

8. Everyone would be more aware of their surroundings, therefore the job would be safer

9. Yes, to better ensure proper safety and working conditions

10. Yes, It makes you think about safety a little

11. Yes, I would feel safer if everyone was trained better

12. No, On-the-job training and working together makes a difference in site safety.

13. Yes, They would know most of the hazards in trenches

14. Yes, Hopefully they also abide by the OSHA regulations

15. Yes, Training should make others more aware of what's happening and going on around the

jobsite

16. Yes, Everybody would be aware of certain hazardous conditions on job

17. Yes, Training helps

18. Yes, More familiar with hazards involved withjobsite

19. Yes, Rules would be followed

20. Yes, Everyone can use this knowledge to be safer on the job

21. No, Unsafe people are unsafe no matter how many hours of safety classes they sit through

22. Yes, It is good to know the rights and wrongs

23. Yes, The training makes you aware of more dangers than most would think about

24. Yes, In many instances unsafe work practices can injure workers in the area

25 . Yes, Knowledge of your sUlToundings is safer for everyone

61

26. Yes, Common sense seems to be lacking these days and that is where a lot of safety begins

27. Yes, More awareness of people and dangers around work environment

28. Yes, Unfortunately, if someone is not a safe person no class or training will ever change that.

29. Yes, That way everyone knows what hazards to lookout for.

30. Yes, They have studied the safety requirements, so the job site will be safer because they will

make less safety related mistakes.

62

Appendix E: Required lO-Hour Training Topics

Question 7a. Rank the importance of required lO-Hour Training topics from 1 "Most Important" to 4 "Least Important"

PPE Bricklayers Carpenters General IBEW Plumber! Labor Steamfitter

1 50% (4) 25% (1) 14% (1) 36% (8) 27% (6) 2 37.5% (3) 50% (2) 43% (3) 32% (7) 50% (11) 3 12.5% (1) 25% (1) 43% (3) 27% (6) 14% (3) 4 0% (0) 0% (0) 0% (0) 4.5% (1) 9% (2)

Health Bricklayers Carpenters General IBEW Plumber/ Hazards Labor Steamfitter

1 37.5% (3) 0% (0) 0% (0) 0% (0) 23% (5) 2 12.5% (1) 25% (1) 57% (4) 23% (5) 18% (4) 3 50% (4) 75% (3) 14% (1) 54.5% (12) 59% (13) 4 0% (0) 0% (0) 29% (2) 23% (5) 0% (0)

Focus 4 Bricklayers Carpenters General IBEW Plumber/ Hazards Labor Steamfitter

1 12.5% (1) 75% (3) 71 % (5) 54.5% (12) 41 % (9) 2 37.5% (3) 25% (1) 0% (0) 9% (2) 27% (6) 3 37.5% (3) 0% (0) 29% (2) 14% (3) 23% (5) 4 12.5%(1) 0% (0) 0% (0) 23% (5) 9% (2)

Intro to Bricklayers Carpenters General IBEW Plumber/ OSHA Labor Steamfitter

1 0% (0) 0% (0) 14% (1) 9% (2) 9% (2) 2 12.5% (1) 0% (0) 0% (0) 36% (8) 4.5% (1) 3 0% (0) 0% (0) 14% (1) 4.5% (1) 4.5% (1) 4 87.5% (7) 100% (4) 71 % (5) 50% (11) 82% (18)

63

Appendix F: Elective to-Hour Training Topics

Question 7b. Rank the importance of elective 1 O-Hour Training topics from 1 "Most Important" to 6 "Least Important"

Scaffolds Bricklayers Carpenters General IBEW Plumber/ Labor Steamfitter

1 50% (4) 0% (0) 0% (0) 9% (2) 18% (4) 2 25% (2) 25% (1) 43% (3) 36% (8) 18% (4) 3 12.5% (1) 25% (1) 14%(1) 23% (5) 27% (6) 4 12.5%(1) 0% (0) 14% (1) 18% (4) 18% (4) 5 0% (0) 0% (0) 14% (1) 9% (2) 9% (2) 6 0% (0) 50% (2) 14% (1) 4.5% (1) 9% (2)

Excavation Bricklayers Carpenters General IBEW Plumber/ Labor Steamfitter

1 12.5% (1) 25% (1) 43% (3) 32% (7) 4.5% (1) 2 12.5%(1) 25% (1) 0% (0) 4.5% (1) 18% (4) 3 25% (2) 0% (0) 14% (1) 13.5% (3) 13.5% (3) 4 12.5% (1) 25% (1) 29% (2) 18% (4) 13.5%(3) 5 25% (2) 25% (1) 14%(1) 18% (4) 32% (7) 6 12.5% (1) 0% (0) 0% (0) 13.5% (3) 13.5% (3)

Hand Tools Bricklayers Carpenters General IBEW Plum b er/ Labor Steamfitter

1 25% (2) 0% (0) 29% (2) 18% (4) 36% (8) 2 0% (0) 25% (1) 0% (0) 4.5% (1) 13.5% (3) 3 12.5% (1) 25% (1) 0% (0) 18% (4) 0% (0) 4 12.5% (1) 0% (0) 0% (0) 23% (5) 23% (5) 5 50% (4) 25% (1) 43% (3) 13.5%(3) 13.5%(3) 6 0% (0) 25% (1) 29% (2) 23% (5) 13.5% (3)

Stairs, Bricklayers Carpenters General IBEW Plumber/ Ladders Labor Steamfitter

1 0% (0) 25% (1) 0% (0) 32% (7) 9% (2) 2 25% (2) 25% (1) 14%(1) 13.5%(3) 4.5% (1) 3 37.5% (3) 25% (1) 29% (2) 13.5% (3) 32% (7) 4 25% (2) 25% (1) 14%(1) 13.5%(3) 13.5% (3) 5 12.5% (1) 0% (0) 29% (2) 13.5% (3) 27% (6) 6 0% (0) 0% (0) 14% (1) 13.5% (3) 13.5% (3)

Material Bricklayers Carpenters General IBEW Plumber/ Handling_ Labor Steamfitter

1 0% (0) 0% (0) 0% (0) 0% (0) 13.5% (3)

64

2 12.5%(1) 0% (0) 14% (1) 9% (2) 13.5% (3) 3 0% (0) 25% (1) 29% (2) 18%(4) 18% (4) 4 12.5% (1) 25% (1) 29% (2) 18% (4) 18% (4) 5 12.5% (1) 25% (1) 0% (0) 23% (5) 13.5% (3) 6 62.5 (5) 25% (1) 29% (2) 32% (7) 23% (5)

Crane, Bricklayers Cmpenters General IBEW Plumber! Derricks Labor Steamfitter

1 12.5%(1) 50% (2) 29% (2) 9% (2) 18% (4) 2 25% (2) 0% (0) 29% (2) 32% (7) 32% (7) 3 12.5% (1) 0% (0) 14% (1) 13.5% (3) 9% (2) 4 25% (2) 25% (1) 14%(1) 9% (2) 13.5%(3) 5 0% (0) 25% (1) 0% (0) 23% (5) 4.5 (1) 6 25% (2) 0% (0) 14% (1) 13.5% (3) 23% (5)

65

Appendix G: Additional Comments for Improving OSHA to-Hour Training

1. OSHA should send trade specific brochures or booklets yearly to refresh everyone

2. It is often very difficult to attend any classes for recertification because working out of town

limits the ability of laborers for attending and employers usually don't compensate for the

time lost when employees attend class (training).

3. OSHA 1 O-hr Training should be paid by time by the employer

4. No recertification, Tradesmen can learn a lot about safety onsite if they are willing to pay

attention.

5. Better Instructors

6. Employers should have a meeting upon hire and/or annually to inform employees about the

most impOliant OSHA topics that occur for their trade. Recertification every five years would

also help employees to remain up-to-date with current safety requirements.

7. Employees would benefit from annual refreshers related to trade specific dangers and safety

topics

8. Receliification of OSHA 10-hr training every 5 years would be beneficial

9. Online recertification for 1 O-hr training

10. 1 O-hr training is required for all govemment work projects> $ 500.000.

11. OSHA 1 O-hr training could be improved if there was an enforcement aspect for non

compliance

12. I've been onjobs where safety is forsaken because of the cost. The current economic situation

has made workers reluctant to repOli severe violations because they need to continue

working.

66

13. It's a good training to keep updated on, but would be more enjoyable if the presentation was

lightened up to make it less boring.

14. Make the training more interesting

15. The presentation of the lO-hour training class needs to be improved so people pay attention

and learn . More hands on instruction instead of watching a video of someone reading a book

about safety.

Question 8. How can to-Hour Training be improved Bricklayer Carpenter General IBEW Plumber! Total

Labor Steamfitter Trade Specific 50% (5) 60% (3) 16.6% 20% (4) 69% (18) 46% (31)

(1) Bi-annual 20% (2) 20% (1) 0 60% (12) 7.7% (2) 25% (17) Recertification No Recertification 20% (2) 0% (0) 16.6% 10% (2) 15% (4) 13% (9)

(1) Other 10% (1) 20% (1) 66.6% 10% (2) 7.7% (2) 15% (10)

(4)

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