danielle denne-developing effective safety training ucip 2017

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Developing Effective Safety TrainingDanielle Denne, CSP, MPH

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Course Objectives:Introduction -Learning DefinedWhy, Who & What to TrainExploring the Adult Learning ProcessDeveloping Training ContentPresentation SkillsConclusion

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Learning ?The cognitive process of acquiring skill or knowledge

Learning is the acquisition and development of memories and behaviors, including skills, knowledge, understanding, values, and wisdom. It is the product of experience and the goal of education.

The action of the verb to learn; Accumulated knowledge

The process by which weights and biases are adjusted to achieve some desired network behavior.

The process of acquiring knowledge, attitudes, or skills from study, instruction, or experience. Source: Miller &Findlay 1996,

Education program whereby students may complete all or part of an educational program in a geographical location apart from the institution

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Miscommunication

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Why Do We Train?

Good Business Practiceintegrates into business plan4 to 6 dollar return on investmentethical

Legal RequirementOSHA LawOther related liabilities

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Who Do We Train?

Targeted TrainingJHA, JSA, HAZOP, FMEA, Fault TreeNew Employee, Young Employee

Blanket Training

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What to Train?

Job Hazard AnalysisSee HandoutTabletop Exercise

Injury Statistics OSHA Required TrainingBenchmark - “Standards of Care”

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Experience Of: Dialogue with:

Doing Self

Observing Others

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Experience Of: Dialogue with:

Doing Self

Observing Others

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Experience Of: Dialogue with:

Doing Self

Observing Others

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Learning ProcessGaining AttentionInforming Learner of the ObjectiveStimulating Recall of Prior LearningPresenting the StimulusProviding Learning GuidanceEliciting PerformanceProviding FeedbackAssessing PerformanceEnhancing Retention and Transfer

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Learning Process

Information

SharedUnderstanding

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STOP !!!!!!

Talk to your neighbor

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Adult Learners:Adult Attention Span?Maximum Attention Span?

People do not listen !!!How do we transfer information?

5 senses - input informationintegration into “schema”

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Training Adults

What’s in it for me?How can I use this?

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Selective Perception

Active Listening 20%Reminiscing 40%Looking Ahead 20%Other Thoughts 20%

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Recall

Delivery of Information & Percent Recall

After 3 Hours After 3 Days70 % 10 %72 % 35 %

85 % 65 %

Telling Alone

Showing Alone

Showing & Telling

[- Cornwell Carlson, The Kansas City Times as cited by Paul R. Timm]

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Content:

Reflect Course ObjectivesBe CorrectBe Useful (handouts, reference)Concise & User Friendly

Most courses are not advanced topics.

Information

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How to Train?

Jean Piaget - “Information must fit”cultural barriers to learning

Appeal to the learning processadult attention spancultural need for high impact information

Does not have to be complicatedPresentation Skills

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GHS –Global Harmonization System

GHS Task Force

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Elements of Successful Training:

Delivery

Planning

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Elements of Successful Training:

!Proper Content!Prepared Presenter !Presentation Atmosphere

"State Purpose"Deliver Content"Summary (Re-state)"Follow-up

Delivery

Planning

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Safety Training

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Techniques

Speak clearly & loud enough to be heardSpeak slowlyAvoid distracting sayings/habitsIntroductionOutline

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PowerPoint

When to use?Do not write out every single word you intend to speak throughout the class. This is not effective for those you teach.Appropriate graphics

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Presentation Skills:

Physical AppearanceDressBody PostureVerbal Cues (volume)Position to AudienceHand GesturesResponse to ??????s

Great Teacher = Great Listener

Visual, Verbal, Written, Action

TOO MUCH - VISUALTransitions for change

IntroductionApologetic

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Elements of Successful Training:

Body movementPhysical appearanceStature/PositionRoomHandoutsVideo/AudioAudience

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Stretch Break

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Why Your Class Isn’t Listening

Literally can’t hear youDon’t understandNo “why”Misunderstood hazardToo much joking

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Why Your Class Isn’t Listening

Questions & concerns are ignoredMessage doesn’t applyNo test of comprehensionToo much talkingRoadblocks

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Techniques

Change up every 20 minEmphasize principlesGet participationFacilitate discussion

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Techniques

PauseReview infoTalk over topic after

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Ideas

Write thoughts before meeting with groupSmall groupsHave class take notesObserve actionsHands on activities

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Using Adults

Knowledge shareProblem solving activitiesEncourage participationRelate info to job

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Using Adults

Stay on timePositive environmentRespect differences

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Story of a Bucket

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Ideas

Spot the HazardCrossword MusicHangmanMnemonicsObject lessonsSmells

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Training Games

Who’s line is it anyway – role playClue – who done it?Family FeudMusical Hot PotatoHollywood Squares/Tic Tac ToeCompetition – questions for each teamBrainstorm

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Evaluation

Continuous improvement for training Self - Evaluation (video tape)Participant EvaluationTesting & Follow-upStudent Demonstration - “competency”Third Party EvaluationBenchmarking

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Training Exercise

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Conclusion

Learning DefinedWhy, Who & What to TrainExploring the Adult Learning ProcessDeveloping Training ContentPresentation Skills

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