MSHA Underground Coal Mine Supervisor -Needs Analysis-

1. MSHAUnderground Coal Mine Supervisor-Needs Analysis- Joe Breighner Allison Czapracki Tangie Gray Rashmi Jain Abi Jones November 6, 2006

2. Agenda • Background • Needs Assessment • Desired Performance • Current Performance • Gap Analysis • Priorities • Learner & Environment • Task Assignment • Conclusion

3. Agenda • Background • Needs Assessment • Desired Performance • Current Performance • Gap Analysis • Priorities • Learner & Environment • Task Assignment • Conclusion

4. Background • In 2004 58.3% of coal miners were above the age of 45 • In 2004, 3.4% of coal miners were under the age of 25 • Coal mine positions expected to increase by 10,000 over 20 years “[The mining industry] will need to replace a major portion, approximately 50% of the underground coal mining workforce in the next 5 to 7 years.” Bruce Watzman, V.P. Safety, Health and Human Resources for the National Mining Association

5. Background • Contributing factors to personnel shortage • Diminishing pool of human resources • Ever-changing production methods • Increasing high technology environment • “How these skills will be gained in advance of employment is a continuous challenge,” Bruce Watzman • Mine Safety & Health Administration’s (MSHA) challenge: Formalize underground coal mine supervisor training program

6. Agenda • Background • Needs Assessment • Desired Performance • Current Performance • Gap Analysis • Priorities • Learner & Environment • Task Assignment • Conclusion

7. Needs Assessment The needs assessment involves: • Understanding and taking ownership of the 2005/2006 immersion team’s formal needs assessment. • Revising, updating, and extending the goals to match new ideas and constraints.

8. Agenda • Background • Needs Assessment • Desired Performance • Current Performance • Gap Analysis • Priorities • Learner & Environment • Task Assignment • Conclusion

9. Desired Performance • MSHA • Mission Statement: “to administer the provisions of the Federal Mine Safety and Health Act of 1977 (Mine Act) and to enforce compliance with mandatory safety and health standards as a means to eliminate fatal accidents; to reduce the frequency and severity of nonfatal accidents; to minimize health hazards; and to promote improved safety and health conditions in the Nation's mines.” • Provide training resources appropriate to the needs of miners and mine supervisors.

10. Desired Performance • Coal Mines • Maintain an experienced workforce capable of performing job tasks safely and efficiently. • Miners and Mine Supervisors • Mine supervisors would possess good overall knowledge of the mining processes: • Safety Issues • Regulations • Technical Skills (e.g. ventilation, roof control, etc.) • Management Skills • Organizational Skills • Logical thinking / Problem solving • Mine supervisors would possess the ability to communicate effectively and develop a good rapport with co-workers • Mine supervisors would be able to respond appropriately and competently during emergencies and unusual situations

11. Agenda • Background • Needs Assessment • Desired Performance • Current Performance • Gap Analysis • Priorities • Learner & Environment • Task Assignment • Conclusion

12. Current Performance • Workforce • Shortage of adequate supervisors or potential supervisors. • Training • Mentoring and OJT training are the preferred training methods in use. • Technology framework is in place for training delivery (internet access, Workforce Connections) • Desire for foreman to possess strong management skills is growing. • JTA creation, on per mine basis, presents powerful training tool. • Smaller mines are using outside resources to deliver training.

13. Agenda • Background • Needs Assessment • Desired Performance • Current Performance • Gap Analysis • Priorities • Learner & Environment • Task Assignment • Conclusion

14. Gap Analysis • The current mining workforce is aging at a rate faster than it can fully train new section foremen. This impact can be attributed to a dramatic industry-wide reduction in hiring during the 1980's, which means that over half of the mining workforce (58.3%) is above the age of 45. As this body of the workforce retires over the next 10 years, current section foremen may be replaced by less experienced coal mine personnel. • Mine fatalities are increasing. • Few mine supervisor training programs are available, and most of those are of limited scope and/or only address the mine supervisor certification exam. • Current training programs are mostly On The Job (OTJ). • Many smaller mines do not have formal training programs.

15. Agenda • Background • Needs Assessment • Desired Performance • Current Performance • Gap Analysis • Priorities • Learner & Environment • Task Assignment • Conclusion

16. Priorities The 2006/2007 MSHA Immersion Team interviewed Jeffrey Duncan, Director of Educational Policy and Development for MSHA, at the 2006 TRAM Conference in Beaver, WV. He confirmed the revised design approach presented by our team, as well as provided additional insight into upcoming MSHA training initiatives. The following tasks will be completed by the 2006/2007 GMU Immersion Team: • The development of course lessons with learning outcomes/objectives representative of eight job skill areas as defined by SME interviews. • Presentation of six JTAs in multiple views. • Content delivery through Workforce Connections.

17. Agenda • Background • Needs Assessment • Desired Performance • Current Performance • Gap Analysis • Priorities • Learner & Environment • Task Assignment • Conclusion

18. Learner & Environment • Learner • Miner • Mine Supervisor • 1-3 years of underground experience • Key Environment Questions • Where will the product be used? • What are the physical characteristics of each location (space, lighting, etc.)? • What is the lifespan of the project? • Who will manage and monitor the product after implementation?

19. Learner & Environment • What about the environment: • Computer requiremnents • Browser • Patterns of use • Distribution • 508 Compliance

20. Agenda • Background • Needs Assessment • Desired Performance • Current Performance • Gap Analysis • Priorities • Learner & Environment • Task Assignment • Conclusion

21. Task Assignment • Modules • Scenario content • Associated media files • JTAs • Appropriate views • View building • Content repository/delivery • Workforce Connection building • Team site building

22. Agenda • Background • Needs Assessment • Desired Performance • Current Performance • Gap Analysis • Priorities • Learner & Environment • Task Assignment • Conclusion

23. Conclusion

24. Thank You Joe Breighner Allison Czapracki Tangie Gray Rashmi Jain Abi Jones