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Reading Assignment
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Write My Essay For MeHaight, J. M. (Ed.) (2012). Hazard prevention through effective safety and health training. Des Plaines, IL: American Society of Safety Engineers.
Chapter 4: Safety and Health Training Theories and Applications, pp. 57-69
In order to access the resources below, you must first log into the myCSU Student Portal and access the Business Source Complete database within the CSU Online Library.
Blar, E., & Dong-Chul, S. (2007). Safety training: Making the connection to high performance. Professional Safety, 52(10), 42-48.
Cekada, T. L. (2012). Training a multigenerational Workforce. Professional Safety, 57(3), 40-44.
Evanff, B., Kaskutas, V., Dale, A. M., Gaal, J., Fuchs, M., & Lipscomb, H. (2012). Outcomes of a revised apprentice carpenter fall prevention training curriculum. Work, 41, 3806-3808.
Unit Lesson
Workers Are Created Equal (But Not in How They Learn)
Jane made a very good point at the end of her conversation with Mary. To be effective, safety training needs to take into account the different learning styles and needs of the intended audience. This is critical, but not always easy to accomplish, since there is such variation among the workforce. There are at least six identified adult learning styles, which include the following: visual, auditory, kinesthetic, reflective, concrete, and abstract (Simmons, 2012). Further complicating the matter is that many adults learn in more than one way. How can we determine the learning styles of a group of workers? In small organizations, talking directly to the workers can help. In larger organizations, a survey might be a good idea. Perhaps, the best idea is to design training so that it takes into account a wide variety of learning styles. Changing the training method in each segment may also help with retention of the information, as discussed earlier in the course.
BOS 3751, Training and Development 1 Another factor to consider is the age of the intended audience. Some workplaces are represented by four distinct generations. In addition to learning styles, the generations demonstrate significant differences in motivation to learn, work ethic, and acceptance of technology in the workplace (Cekada, 2012). Younger workers like to learn through discovery and experience, while older workers may be more responsive to lecture formats. Again, varying the training segments will help reach all ages.
Most workplaces have employees for whom English is not their first language. Their English communication skills may be excellent, but multilingual employees may still learn better if at least some of the training is provided in their native language. This is especially true for training that involves technical terms. Most multilingual speakers have a command of the English conversational lexicon, but may not have the technical vocabulary. Even native English speakers may need to take special classes in specialized vocabulary. For example, medical terminology is not just used by doctors. It must be learned in order to work in that field at any level.
Learning Objectives
Only after training needs are identified and the intended audience fully understands should the development of specific training courses begin. “Begin with the end in mind” (Covey, n.d., para. 2) is #2 of Steven Covey’s Seven Habits of Highly Effective People and certainly applies here. We would not plan a trip without first knowing where we are going, so why would we develop a training course without first understanding what we intend to accomplish with the training?
The development of every course should begin with clear learning objectives. Some universities call them learning outcomes – you can see them clearly listed in every course syllabus and in the study guide for each unit in a course. It is important to note that objectives (or outcomes) describe the expected performance from the trainee, not the instructor nor the course content (Simmons, 2012). Clear objectives will help ensure the design of a relevant, meaningful training.
Writing objectives starts with identification of the knowledge, skills, and attitudes (KSA) needed for a particular workplace. For each KSA, we write three components, which are as follows:
- Condition: What tools, materials, activities, or equipment are needed to help learners achieve the desired performance?
- Skill: What knowledge or ability should the learners have after the training?
- Performance: What are the measurable, acceptable levels of performance?
Here is an example of an objective written according to the condition-skill-performance (CSP) model:
Upon completion of this unit, students should be able to create a training program that meets the needs of a diverse workforce.
You may recognize this as one of the learning outcomes for this unit, as listed in the unit study guide. Can you identify the three components?
In the next several units, we will take what we have learned up to this point and begin to apply it to the development of a specific training course for our client, Carter’s Material Handling Equipment Manufacturing Company.
References
Cekada, T. L. (2012). Training a multigenerational workforce. Professional Safety , 57(3), 40-44.
Covey, S. (n.d.) The 7 habits of highly effective people. Retrieved from https://www.stephencovey.com/7habits/7habits-habit2.php
Simmons, P. (2012). Safety and health training theories and applications. In J. Haight (Ed.), Hazard Prevention through Effective Safety and Health Training (pp. 45-70). Des Plaines, IL: American Society of Safety Engineers.
Vasconcelos, R., Teixeira, S., Castelhano, J., & Lacomblez, M. (2012). When gender bumps into health and safety training: Working conditions, readings and challenges drawn from a case study in an industrial chemicals company. Work, 41, 4291-4296.
