Training Design, Delivery and Evaluation practice questions for the CSP exam
CSP11 Domain 7: Training (7.2 Adult learning; 7.4 Training effectiveness; 7.5 Methods). 3 free questions below. Every answer quotes and links the regulation paragraph it rests on.
- OSHA 3824, Resource for Development and Delivery of Training to Workers (2015): Resource for Development and Delivery of Training to Workers
Text pulled from the eCFR, current as of .
A safety manager reviews a new fall-protection course for a crew of roofers. The materials were written by a qualified engineer and are current, and the instructor is a certified safety professional. The slides, however, are full of engineering jargon and are pitched at a college reading level. Several roofers with limited formal schooling say they cannot follow the content. Which characteristic of sound training programs is the course failing to meet?
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Answer: C. Clear, because the material is understandable only to people with a college education or familiarity with the jargon
The guidance says that if material is understandable only to someone with a college education or someone who knows the jargon, the program falls short of workers' needs, which is a failure of clarity. The stem states the content is prepared by a qualified person and the facilitator has a safety background, so the accuracy and credibility distractors do not fit.
“If the material is only understandable to someone with a college education or someone who understands the jargon, then the program falls short of meeting workers’ needs.”
A contractor plans an 8-hour fall protection course for a crew of roofers. Many of the roofers speak Spanish as their first language and have limited reading skill in both Spanish and English. The trainer's draft is a 6-hour slide lecture with a 2-hour hands-on harness fitting and anchor demonstration, plus a text-heavy handout in English. Which change best aligns the plan with the guidance on adult training?
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Answer: D. Make activity-based learning fill at least two-thirds of the hours, and deliver the content in a language and vocabulary the workers understand
The guidance says activity-based learning should fill at least two-thirds of training hours (no more than one-third lecture) and that training must be in a language and vocabulary workers can understand. The draft is mostly lecture and uses an English text handout. Computer-based training should not be the sole form of training.
“Activity-based learning should fill at least two-thirds of training hours (no more than one-third is lecture). Training must be provided in a way that workers receiving it can understand.”
A safety trainer is reviewing a draft slide deck for a hazard communication class. Each slide contains a dense paragraph of text, three clip-art images chosen to make the slides look more attractive, and text that flies in from different directions. Participants in a pilot session said the slides were hard to read. Which revision is most consistent with the guidance for designing slides?
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Answer: B. Limit each slide to one concept, remove graphics that have no content value, and keep animation to a minimum
The guidance calls for one concept per slide, graphics only when they have content value, and minimal animation. Adding more animation or decorative graphics makes the design more complicated and harder to read, and shrinking the font conflicts with the large-font recommendation.
“One concept per slide. Use a simple design.”
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Original practice questions, not real exam items. PassCited is not affiliated with or endorsed by BCSP.