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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