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Due to variations in the thickness of U.S. coal seams, there is great variability in the height of the roof where underground miners work. Restrictions imposed by low seam heights have important safety consequences. As the height of their workplace decreases, miners must stoop, duck walk, or crawl, and their vision, posture, and mobility become increasingly restricted. Low seam height also places important restrictions on the design of mobile equipment and other mining machinery. Using the employment and injury data reported to the Mine Safety and Health Administration (MSHA) from 1990 to 1996, small underground bituminous coal mines with less than 50 employees were stratified by average coal seam height according to the following categories: low (< or =42"), medium (43"-60"), and high (> or =61"). Injury rates for both nonfatal days lost and fatality cases were examined by seam height and leading type of injury incidents. The leading types of incidents associated with fatalities were roof falls and powered haulage equipment. In comparison to high-seam mines, miners working in low or medium seams are at higher risk of being killed by powered haulage equipment, roof bolting machines, and falls of unsupported roof. The leading types of incidents associated with nonfatal injuries were handling materials and powered haulage. As mining height decreases, miners are at increasingly higher risk of having a nonfatal injury from incidents involving roof bolting machines, load-haul-dump equipment, personnel carriers, and powered haulage conveyors. As mining height increases, miners are at increasingly higher risk of having a nonfatal injury from slips and falls and incidents involving shuttle cars and roof and rib falls. Knee injuries are a particularly severe problem in low-seam mines. The rate of injuries to miners while crawling or kneeling is 10 times higher in low seams than in high seams.

This paper discusses the fact that US coal mining organisations are losing the knowledge they need in order to be able to respond to emergencies. The authors note that knowledge management provides a useful perspective from which to view the problem, but that the debate about what constitutes knowledge should be broadened to include a debate about what constitutes management. It is argued here that knowledge is actually shared knowing distributed across group members; that such knowledge can be managed by cultivating it; and that narrative is the medium through which this may be done. The paper then examines NIOSH research that has attempted to use such an alternative knowledge management approach to help potential mine emergency responders better deal with the predicaments they are likely to encounter on-site.

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This trainer's guide is designed as a reference manual. The purpose is to offer information and examples to skills trainers to assist them in structuring training for new operators of Walk-Thru roof bolting machines. Trainers can use this manual as a resource for helping trainees learn, understand, and apply knowledge and skills. In this sense, the guide is not prescriptive. It is designed to offer information and trigger ideas on what might be done to accelerate learning to those who are new to the roofbolting task. On-site trainers can modify this guide to fit their conditions, machines and equipment, and work procedures. They can integrate roof control plans, company policies and procedures, and operators' manuals from the manufacturers of the original equipment into this guide. Every trainee is different and will come to the job with varying levels of relevant knowledge and skills. The trainer's decisions on where to start, how to organize the onthe-job and classroom training portions, and when and how to offer different aspects of the training will be based on (1) a pretraining assessment of the trainee's knowledge and skills and (2) the trainer's experience in conducting skills training. The "Skill Check" section might be useful for deciding where training should start among miners who have underground experience but limited knowledge of roof-bolting techniques. Every job carries a learning curve and likely has a number of "teachable moments" where significantly new knowledge and skills can be learned. Concepts Behind the Trainer's Guide-Page 2 of 3 learning/practicing a skill. This is unlike traditional educational models where evaluation consists of a formal test or final exam. Assess: Assessing is discovering how much training (new skills) is necessary. It can be a rather informal process based on defining what the person knows, has done, or can do (without any coaching or training). Good assessments take a little time, but will save more time. When assessing prior knowledge and skills, it is important to put the trainee at ease. Material included in this guide can help you make good assessments. Good, practical assessments save time for the trainer and the trainee. Train: Training is filling in the gaps between what is expected for acceptable job performance and what the trainee can already do. The training should be based on a practical job analysis-a teaching outline (JTA) of the job components and reasons why particular tasks and steps are important. This guide includes a practical job analysis-a training outline developed at the mine site. The purpose of training-structured OJT-is to shift task performance from the trainer to the trainee. The key word is performance. Evaluate: Evaluation is a form of feedback that offers well-timed and placed suggestions for improving performance on the job. Evaluation is a form of follow-up. A trainee's self-assessment of his or her skills (progress) is also a good tool, along with the trainee's feedback to the OJT trainer.