Domain 8 Training and Education PDF

Domain 8 Training and Education: The primary purpose of training: is to solve an actual problem in the workplace or to modify specific behaviors Structure a formal training program: Performance Analysis- Instructional Design -Materials Acquisition or Development - Delivery of Training -Course Evalua...

Domain 8 Training and Education: The primary purpose of training: is to solve an actual problem in the workplace or to modify specific behaviors Structure a formal training program: Performance Analysis- Instructional Design -Materials Acquisition or Development - Delivery of Training -Course Evaluation Delivery Methods: Instructor-Led Training FTF instructor: who presents the material in a classroom central location broadcast via the Internet or through an online meeting room. Self-Paced Learning: student typically learns at their own pace by using training materials such as workbooks or textbooks. Computer-based training (CBT) modules. In this method, the participant goes through a series of training modules on a computer or through an online service Structured On-the-Job Training conducted by a work supervisor who acts as a coach or guide in the training process, the supervisor, acting as the instructor Training Needs Analysis: Part of the needs analysis is to determine what the level of worker performance is and compare it to the desired performance level. Training needs can be analyzed by observing performance, interviewing employees, reviewing quality scores, and completing employee questionnaires. Type of Needs Analysis:  Context Analysis (determine the desired training needed)  User Analysis (It determines who is going to receive or instruct the training and what their existing knowledge level)  Work Analysis: desired skill and performance requirements of the job being performed. It can also be referred to as a task or job analysis  Content Analysis: An example of the type of document that may be reviewed is confined space entry requirements.   Training Suitability Analysis: A thorough analysis of the task, job, or project is performed to determine if training is the desired (or only) solution to performance problems.  Cost–Benefit Analysis Techniques training needs analysis:  Direct observation, Questionnaires, Consultation with employees having knowledge of the task  Review of documents and relevant literature, Interviews, Focus groups, Tests  Records and reports (i.e. QA/QC reports)  Representative samples of behaviours Training Program Development:  Written performance objectives  Content outline  Selecting the training delivery method  Selecting the materials to be used in the training  Testing and evaluation Testing and Evaluation Pretests: determine the skill level of students prior to being presented with the course materials. Quantitative measurements of the course Review Tests: Review tests are given during the presentation phase of the training but before the actual posttest. 40-h training course -tests at the end of each day or training Posttests: determine if the participant can perform the learning objectives-posttests containing the same information presented in the pretests and review tests. Quantitatively measured to determine if the course materials or delivery methods are adequate to achieve Media Presentations: PowerPoint Presentations As a general rule, fonts should be at least 16 points, with at least a 2-point size difference in the text and the headline. Block letters tend to work best in this visual presentation. Distance (ft) Letter Height Letter (in.) Thickness (in.) 25 1 1/8 50 1 3/4 1/4 75 3 1/3–1/2 100 3 1/2 1/2 Charts and Graphs A chart can represent tabular numeric data, functions, or some kinds of qualitative structures. A graph may refer to a graphic (such as a chart or diagram) depicting the relationship between two or more variables used, for instance, in visualizing scientific data. Key Information to Remember on Training 1. Adult learners are autonomous and self-directed, have a foundation of life experiences and knowledge, are goal-oriented, are relevancy oriented, are practical in nature, and need to be shown respect. 2. Training program development includes the following steps: performance analysis, instructional design, materials acquisition or development, training delivery, and course evaluation. 3. The 3 basic types of delivery methods include instructor-led training, self-paced learning, and structured on-the-job training. 4. A training needs analysis is the first step in developing a training program. 5. Training program development includes written performance objectives, preparing a course outline, selecting the training delivery method, selecting the materials to be used in the training, and testing and evaluation. 6. Pretests are administered prior to the presentation of course information and are designed to provide the starting point of knowledge. 7. Review tests are useful in longer courses. 8. Posttests should be designed to determine if the participant can perform the learning objectives. 9. Font size (height and width) varies with distances from the screen. When Training is the Solution Training is likely the solution when unsafe performance is due to the following surface causes:  Lack of Knowledge (K). New and current employees must be trained anytime unsafe behavior is observed due to a lack of knowledge. As an example, when given the requirement to enter a confined space, employees have no idea how to open and enter the space.  Lack of Skills (S). Employees may know what the steps of a procedure are, but lack the skills to do the procedure safely. For example, employees may have watched a video on using fall protection, but they have not yet practiced using the equipment.  Lack of Abilities (A). Employees may know the steps of a procedure and how to do it safely, but they may not be physically or mentally capable of performing the procedure safely. For instance, employees may not be able to lift heavy objects, or they may have a fear of heights. OK... "Break time!": Shorter 5-minute breaks every hour work well. You will know when you've gone too long without a break when students start leaving the training room. Remember, if you tell them a 5-minute break, they take 10 minutes, so keep the reigns tight on breaks. Try not to present more than 1.5 hours without a break. Open-ended questions require an extended response. Below are some points to remember about open-ended questions. what," "how," "when Closed questions require only a one word "yes" or "no" or other short answer. The ABCs of Behavior Antecedents, Behaviors; and Consequences. Activators. are called "activators" because they tend to activate a behavior. They are also called "antecedents" because they come before behaviors. Either way, you get the idea. Examples of activators at work might include:  hearing something said in a safety training session,  seeing a co-worker get hurt  being reprimanded for violating a safety rule  Tell us what to do to receive a consequence Can be tangible/concrete or intangible/abstract Behaviors. acts or actions Our safety behaviors are primarily based on what we believe the consequences will be. We quickly weigh the positive consequences against the negative consequences and act on our belief. We usually choose to do things for a reason, don't we. Here are some examples of safety-related behaviors:   I keep coming to safety committee meetings  I warn others about the hazards of a job  I use safe practices from now on  Must be observable, measurable Anytime, anywhere, any body Consequences. There are always consequences to every action, both positive or negative  I get a pay raise for being an active member of the safety committee  My coworkers don't get hurt on the job  I am recognized for being safe Positive or negative. Defined by the receiver. Immediate or future. When do they occur? Certain or uncertain. Probability? Positive reinforcement - To be effective, it must increase desired behavior. “Worker performs to receive the consequence Worker may perform far beyond minimum standards - discretionary effort The only strategy that works to increase discretionary effort Focus is on excellence - success based “If you report a hazard, you are recognized.” “If you prevent an injury or save money, you are rewarded.” Negative reinforcement - Intent is to increase desired behavior. “If you wear that eye protection, you won’t get injured.” “If you comply with safety rules, you won’t be disciplined.” Punishment - Intent is to stop undesired behavior You get something you don’t want when you misbehave. Does not predict what the replacement behavior will be. Is usually unintentional in organizations “If you engage in horseplay, you will be suspended from work.” Extinction - Withdrawal of positive reinforcement. Sequencing the Training General to the specific, Simple to the complex, Theory to practical application, Known to unknown Principles of Learning Stimulate multiple senses: Audio /video, incorporating visual materials into training helps the learning process. Identify the need for training: if objectives and strategy for training are presented clearly Organize the content logically: better small modules rather than large ones, proper sequence, easy 1st then difficult Teach principles with procedures: procedures are presented first Teach the whole process first: learn the whole procedure first. Then the details of the process Make sure trainees have time to practice: periods are short. Short practice periods with breaks are more effective than long practice sessions. 90 minutes max. Then break Ensure participation when performance is the goal: An instructor must watch for this and find ways to involve everyone Give trainees knowledge of results: better to evaluate trainees in small increments and give them results of evaluations Reward correct performance: feedback. Positive is generally better than negative. Praise and verbal comments, immediate feedback is better than delayed Keep trainees interested and challenged: Ask questions and stimulate discussion, role-playing exercises Help maintain interest. Simulation should duplicate actual conditions: represent real situations as much as possible Unique or unusual material is retained longest: examples and real situations Provide relearning to sustain knowledge and skill: the more skilled a person becomes, the slower the rate of improvement, evaluate skills and knowledge will help keep performance at desired levels. Fit training to individual needs: assessed through pretests, interviews, and other evaluations Training Needs Assessment of need, Is there a need to train people? What level of knowledge or skill do people already Have? Review records of employees to see what knowledge, Observe people on the job to determine if their actions are correct. Use interviews, questionnaires, or performance tests to determine if proper knowledge and skill Exist. Contingency Training in Safety Posttests programs about contingencies- anything out of the ordinary. Maintenance, repair, and cleaning. Contingencies must be included in procedures and training programs. Who to Train :Everyone needs training for safety- new employees and experienced employees, supervisors and managers, and special committees and teams? Product users and the general public need training in safety. New Employees: accident rates decrease with time on the job and are highest at the start, Y train new workers An orientation to the company and to a new job, be aware of major procedures in case of an accident. Thorough training in doing a job correctly and safely and in contingencies that create dangers. Experienced Employees when procedures change. Or if required by law and regulation. A worker who changes jobs should have additional training on hazards and controls for the new tasks Supervisors and Managers: Supervisors and managers represent company and employer responsibilities. Understand the regulatory and legal responsibilities for safety that the employer or company bears, and responsibilities in normal and special procedures. They must learn how to deal with safety matters through contract chains of command. Special Committees and Teams: Fire Bridge, emergency response teams, and other groups that have special responsibilities - drills and tests. Contractors: A contract should include clauses that cover training requirements for safety. Product Users: safe use of products, The safety information must be clear and understandable for all potential users, in several languages, Warnings may be interspersed throughout Complex products, additional training materials to help users operate and maintain the product correctly and safely, changes in products or problems with a product, manufacturer provide new information Public: Training about hazards of systems and equipment and how to prevent injury. Electrical utilities often provide public notices about the dangers of excavating into buried lines and the dangers of substations and overhead lines, Local police and fire departments offer public training and informational materials about traffic and fire safety. Engineers and other professionals need training in safety because safety affects their sphere of responsibility Training Techniques: Stand-up lectures, role-playing, case studies, problem-solving Sessions tailgate or toolbox safety meetings: The supervisor conducts the session with employees, the group addresses one or two topics, uses a discussion format, and reviews hazards, controls, and safe procedures. Training Aids: training aids and materials, NIOSH has many safety training materials available for purchase. Evaluation: test trainees during and at the end of training sessions, formal tests that trainees take or informal review and discussion with trainee groups. Statistical techniques to observe behavior recorded by trained observers or assessment of accident rates, loss rates, and other data. Certification programs that include tests of knowledge on safety. Trained Supervisor certification, the learning objective must have an action verb. Such as every training day the trainees should assess hazards Management of Training: need a computer database for tracking safety training required and completed. The system can list who has had what training and when and who must be trained to meet regulatory or management requirements in upcoming months. PROMOTING SAFETY via Posters, Flyers and Newsletters Public Humorous: posters are more recognized than Medium threats, Workers preferred the serious poster over the humorous Safety poster: a specific, accurate, positive, design for safe behaviour, site prominently and stick to a simple message. Or strategy, target the content, attract attention, have a positive and attainable slogan or message, arouse interest, seek to have something that is remembered, and call for specific action Awards and Rewards recognising individual workers’ safe behaviour is the best way to achieve desired actions. In general, immediate reward or recognition is best, delayed recognition is less effective. Feedback each time a behavior is correct is also desired, peer pressure and peer support toward correct actions. Changing programs can help maintain interest The method presentation: trainee retains 10% read, 20%heard, 30% seen, 50% heard/seen, 70% discussed, 80 Experinced, 95% of watched. Validity means recognising hazards, learning curve has limit and learning directly proportional with the time, roleplaying, meetings or conferences, performance base solving problems on the job and its cost-effective. Validity: identification hazards of each task and required knowledge and skills for safe performance Case study but may not rely on work conditions/unrealistic Cognitive: deals with mental skill Affective: focus on improving emotional areas such as attitude Psychomotor: improving physical skills Conference meeting Learning activities: Instructor shall be: Self-efficacy: an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997). Self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and social environment. Questioner is less desire, interview is more desire in the training analysis Valence: the value of individual places on an outcome. Semantic encoding: short-term memory, cognitive process whereby we encode sensory input from our environment to give it meaning. Kirkpatrick training; evaluate the effectiveness of training Repetitive education called Rote learning Characteristics of Sound Training Programs Accurate, Credible have experience training adults/safety background, Clear, Practical. Microsoft PowerPoint and Corel Presentations are two of the most popular multimedia presentation software packages. When connected to a computer video projector, these software packages assist instructors with their presentations by providing colourful graphics and pictures along with video and audio clips and animations. When the message deals with events in time, one should primarily use auditory signals. When the message deals with events in space, visual signals should primarily be used. Visually, with few words is a low level of formal education Most experts will say that the instructor should be dressed better than the majority of his or her students, but not to the point where the instructor looks out of place. Dressing slightly better than your students may influence your students to consciously and unconsciously respect you as an expert Didactic model: presents a straightforward direction of learning, instructing the participants on what to do and how to do it. Morally or philosophically based. A trainer only has control over their own actions: communication skills, interpretive skills, personal traits, interpersonal style, learning techniques, attending skills and process factors. Attending skills of training include: providing consistent eye contact, balanced eye contact, demonstrating attentive moves, providing affirmative non-verbals and staying engaged Process factors employed by trainers include: balancing the participation of the participants, maintaining flow of interactions, building participation, and creating an inclusive environment. 3 factors that have been identified through cognitive psychology research that influence how well and how much we learn are ability, prior knowledge and motivation. Of these, learning ability is the one which is most dependent on genetic makeup. Training - the purpose of training is to create a change that is consistent and reproducible. Instruction - the purpose is to provide the learner with the ability to apply what is learned in more general terms, to adapt the learning to different situations. Education - education builds general models and value systems, occurring over a longer term, assembling a variety of experiences, learning and events. ISO: the International Organization for Standardization is specifically directed at developing and publishing standards for international applications. ASSE: the American Association of Safety Engineers is a US-based organization that promotes the safety and health profession. ANSI, the American National Standards Institute is a US standards development organization. BSI: British Standards Institution is the UK national standards body. "Should" indicates a recommendation that is not required. "Shall" indicates a mandatory requirement. Under the ANSI Z490.1 standard, the Annexes of the standard provide guidance on how to manage overall safety training programs, as well as criteria for developing training. ANSI Z490.1 The left column establishes the requirements of the standard and the right column provides explanatory information. Number of students to instructor not exceeding 30:1 in general Hands-on activity requiring the use of PPE, testing equipment, or hazardous procedures should have instructor ratios of 5- 10 students /1 instructor. Training: "a more specialized form of education that focuses on developing or improving skills. While training incorporates educational theories, principles and practices, its focus is on performance. The goal of training is for learners to be able to do something new or better than before." 1. Instruction transfers Knowledge: This is where the educational process begins. We must know something before we can do something. 2. Training provides initial Skills: Once we know something, we can focus on learning how to do something. 3. Experience over time improves Abilities: Learners gain experience outside the classroom, where the "real education" occurs. Only with experience will we improve our overall performance. Safety Instruction: conducted as a course or meeting in the classroom, online, work floor, or around the tailgate. Instruction may also be given through written notices, newsletters, or videos. Employee safety orientation; The steps in a root cause analysis; Introduction to the elements of our safety management system; Process safety management principles; Employee Assistance Program management; or Engineering control basics. Technical "hands-on-how-to" safety training that teaches employees how to do hazardous tasks and procedures is the most common type of safety education. The training may be quite specific and usually requires some form of student hands-on participation or practice. Called active training when the trainee do most of the work Ensure you include hands-on practice and demonstration whenever employees may be injured on a job or if they have a deficiency in KSAs To make sure employees have the knowledge, skills, and ability to perform a task, make sure hands-on-how-to training includes a skills demonstration According to ANSI 490.1, at a minimum, a training program should include the following criteria: development piece, including needs assessment, learning objectives, course content and format, resource materials, and criteria for course completion delivery by competent trainers in a suitable training environment, evaluation in a continuous improvement system documentation and recordkeeping a plan describing how the various training elements will be accomplished Documenting Safety Instruction "If it isn't in writing, it didn't get done Consistency is critical to training to provide a clear understanding and maximise performance in line with expectations. Training Director: responsible for the program. should have a minimum of 2 years of employee education experience. Problem-centred objectives address problem-solving skills requiring the application of complex intellectual skills often involving the use of pre-existing knowledge and skills. Instructors: Instructors should be deemed competent based on: previous documented experience in their area of instruction, successful completion of a "train-the-trainer" program specific to the topics they will teach and an evaluation of instructional competence by the Training Director Brainstorming is an activity where individuals generate ideas related to a topic or task; done in groups or individually with no restriction on the quality of ideas. Proficiency assessment: using a written assessment and a skill demonstration selected and developed by the Training Director and training staff. If a written test is used, there should be a minimum of 20-30 questions. Each student should answer all questions, and a minimum test score of 70% should be required. If a skills demonstration is used, the Training Director should fully document the tasks chosen and the means to rate successful completion. An outcome is something that the student is able to achieve and continue to achieve after the instructional process is complete Certificates and cards provide a permanent record of your training achievements and should be kept in the employee's possession. Records: maintained for a minimum of 5 years after the date an individual participated in a training program offered by the training provider, and available and provided upon the student's request or as mandated by law. Trainers can gain competency by achieving an appropriate level of technical knowledge, skills, and abilities (KSAs) in the subjects they teach. According to OSHA 1910.120, to be considered qualified, trainers must meet each of the following criteria: a. completing a "train-the-trainer" program b. obtaining sufficient academic credentials and experience c. having instructional skills and knowledge of the subject A training objective is a specific statement describing what the trainer will do during or immediately after training. For instance, a training objective might state: "During the first hour of the training session, the trainer, given a full-face respirator, will discuss and perform each step of the respirator don-doff procedure." A learning objective is a specific statement describing what the learner will know and/or can do after training. It describes results rather than the means of achieving those results. It defines expectations for the learner. For example, a learning objective might state: "By the end of the class, each student, when given a full-face respirator, will be able to perform all steps of the don-doff procedure correctly." On-the-job training (OJT): OJT is considered the best overall training strategy since most safety training requires that employees demonstrate 3 learning categories are knowledge, skills and attitude. Examples of ways to gain knowledge are: audiotapes, lectures, articles, and diagrams. Examples of ways to impart new skills: are demonstration role-playing, videos and practice, exercises and worksheets. Examples of tools to change values: debates, structured games, self-analysis and exercises. Objective tests - specific questions directed at measuring the trainees learning of the information specified in the course objectives. Usually quantitative in nature. MCQ test is objective Attitude surveys - used to identify changes in attitudes usually related to work habits, motivation, values, beliefs and working relationships. Qualitative in nature. Simulation and observation - an instructor observes the trainee in a job simulation to determine if the desired skills or behaviours have been learned. Productivity or performance reports – real-time production data is used to assess performance improvement after training. Post-training surveys - are used to assess the retention and implementation of knowledge or skills learned at training. Subjective and qualitative in nature. Needs/objectives/content comparison - used to determine if a program was relevant to the needs. This is effectively a crosswalk of the needs to the objectives and the objectives of that actual training content. Evaluation forms - used to collect participant input on their 'satisfaction' with a program. Interviews - useful for assessing skills and knowledge understanding and implementation when observation is not viable. Instructor evaluation - used to measure an instructor’s effectiveness, competence and instructional skills. Learning curve: The learning curve is defined as the correlation between a learner’s performance on a task or activity and the number of attempts or time required to complete the activity. Increasing returns curve: the rate of progression is slow at the start and rises over time until full proficiency is achieved. Diminishing-returns curve, the rate of progression increases rapidly at the start of learning and decreases over time S-curve: This increasing-decreasing return learning curve model is the most commonly cited learning curve known as the “S-curve” model. Slow learning as a learner works to master the skills and takes some time to do Ebbinghaus (Memory) demonstrates how information is lost over time when no effort is made to retain it.. Declarative (memory): talk about and name Things, cognitive information retrieved from explicit memory; knowledge that can be declared Job Task analysis is of the greatest importance in identifying the training goals Conference training strategy Communication: Paralanguage, nonverbal with facial expressions, meta-communication such as non-words, such as "huh," "hmm," or "well" prosody, pitch, volume, and intonation. Kinesics is the broad field of nonverbal communication Opens in new window solely concerned with the interpretation of nonverbal behaviours that are associated with body movement , gestures , posture , facial expression and eye contact Opens in new window Haptic: communicate via touching. Positive, negative, playful, serious, and control touch Synchronous web base training is a live virtual room, Asynchronous communication happens on your own time and doesn't need scheduling Hazcom training is required initially and time workers change the jobs The Four Basic Styles of Communication 1. PASSIVE COMMUNICATION is a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their rights, and identifying and meeting their needs.  “I’m unable to stand up for my rights.”  “I don’t know what my rights are.”  “I get stepped on by everyone."  “I’m weak and unable to take care of myself.”  “People never consider my feelings.” 2. AGGRESSIVE COMMUNICATION express their feelings and opinions and advocate for their needs in a way that violates the rights of others. Thus, aggressive communicators are verbally and/or physically abusive. “I’m superior and right and you’re inferior and wrong.” “I’m loud, bossy and pushy.” “I can dominate and intimidate you.” “I can violate your rights.” “I’ll get my way no matter what.” “You’re not worth anything.” “It’s all your fault.” “I react instantly.” “I’m entitled.” “You owe me.” “I own you.” 3. PASSIVE-AGGRESSIVE COMMUNICATION is a style in which individuals appear passive on the surface but are really acting out anger in a subtle, indirect, or behind-the-scenes way. “I’m weak and resentful, so I sabotage, frustrate, and disrupt.” “I’m powerless to deal with you head on so I must use guerilla warfare.” “I will appear cooperative but I’m not.” 4. ASSERTIVE COMMUNICATION is a style in which individuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without violating the rights of others. “We are equally entitled to express ourselves respectfully to one another.” “I am confident about who I am.” “I realize I have choices in my life and I consider my options.” “I speak clearly, honestly, and to the point.” “I can’t control others but I can control myself.” “I place a high priority on having my rights respected.” “I am responsible for getting my needs met in a respectful manner.” “I respect the rights of others.” “Nobody owes me anything unless they’ve agreed to give it to me.” “I’m 100% responsible for my own happiness.” Training cycle-program: ADDIE - Analysis- Design - Development- Implementation- Evaluation Procedural knowledge: Most experts have developed their expertise Harold D. Stolovitch and Eric present 6 Words: why, what, structure, response, feedback and reward. The instructor has less ability to influence intrinsic Intrinsic is considered more powerful than extrinsic A least effective method for group teaching: Lecture When developing a safety training program, the first consideration: define training objects Subjective :The interpretation of a philosophy is subjective to both the student and the instructor, essay test that requires the students to interpret the meaning of a philosophy. Manager training time is shorter than line/operation employees for the same course x²-test: formal statistical treatment training quiz to determine whether the item was statistically missed than would be statistically expected 20: is the number of exam items from which a viable statistical sampling Didactic model: what to do and how to do it. The teaching of information, often morally or philosophically based. Trainers always have control to help increase participation: - Communication skills - Interpretive skills - Personal traits - Interpersonal style - Learning techniques - Attending skills - Process factors Attending skills: - providing consistent eye contact - balanced eye contact - demonstrate attentive moves - providing affirmative non-verbals - staying engaged Process factors employed by trainers:  - - balancing participation of the participants - - maintaining flow of interactions - - building participation - - creating an inclusive environment Cognitive psychology research that influence how well and how much we learn: - - Prior Knowledge - - Motivation - - (Learning) Ability(least capability of changing) John has been hired by an automotive detail business to perform a job task analysis 2 weeks after the employees have been trained in the corporation's new processes for completing auto detailing: Behavior Kirkpatrick's four levels of training evaluation: RLBR- Reaction, Learning, Behavior, and Results. - Reaction - measures participant satisfaction with the training. - Learning - measure the extent to which learning has occurred. - Behavior - measures, whether the skills and knowledge learned, are being implemented. - Results - measures the business impact of the implemented skills and knowledge. A manager knows training is necessary when: The employees need to know something that they don't already know Training: type would be best suited to teach a new set of accomplishing the task associated with their new position, position A8, on the assembly line. Instruction: the purpose is to provide the learner with the ability to apply what is learned in more general terms, to adapt the learning to different situations. Instruction: Chemical plant, they are required to learn the safety rules and responsibilities related to working at the plant Skills: a video and practice Knowledge: Audiotapes Lectures Articles Diagrams New skills: Demonstrations, Role playing, Videos and Practice Exercises, and Worksheets Classic college final examination is: Learning evaluation Evaluation forms: used to collect participant input on their 'satisfaction' with a program. Interviews - useful for assessing skills and knowledge understanding and implementation when observation is not viable. 3 major factors affect a learner's motivation: Value, confidence, and mood Malcolm Knowles resulted in 4 key principles related to adult learning: Readiness (instructor focus), experience, autonomy (self-directedness) and action. Metacognition: a higher-level process that guides deliberate information-processing activities Metacognitive skills: Planning, Selecting, Connecting, Tuning, Monitoring Cognitive Learning: an active style of learning that focuses on helping you learn how to maximize your brain's potential. Individual processes information Affective: Learning outcomes involve attitudes, motivation, and values relating to moods, feelings, and attitudes. 10 to 15 seconds: Short-term memory is our temporary storage location for information. Learners are often categorized: Navigators, Problem Solvers, and Engagers. "Plan the work, work the plan." - Physiological/perceptual learning refers to the sensory modes of reception (Auditory, Visual, Kinesthetic and Tactile). Declarative knowledge: Explain the safety hierarchy Bloom's taxonomy identifies 3: - Psychomotor- cognitive - affective Bloom proposed 6 levels: Knowledge- Comprehension- Application- Analysis- Synthesis- Evaluation Education A group of prospective future managers 4 common elements of instructional design: goals, content, methods and evaluation Likert Scale: used in the evaluation process where participants are asked to rate their level of agreement on a scale of 1 to 10 Lecturing is suited to cognitive transfer Procedural: The human knowledge that allows us to do things (i.e., perform tasks) Spatial: use of flow chart software to create visual logic diagrams Image-rich comparison metaphors is classical of learners and instructors utilizing Receptive: learner may not be able to convert the information into a usable skill or knowledge Directive best for task-oriented training Zinn's Philosophy of Adult Education: Progressive Behaviorist Liberal Humanistic Radical Rationale The step of the model that is directly tied to the readiness principle Behavior based objectives An objective that begins with a phrase, "students will be able to..." Three learning theories:  Behavioral -routine and frequent reinforcement  Cognitive - -how information is processed and remembered  Motivational--knowledge or skill desired by the individual Evaluations of training activities: 1. Reactive -How trainees feel about the program 2. Learning - assessing the amount and quality (oral and written tests) 3. Behavior - Change behavior patterns to conform to some standard 4. Result - Efficiency, reduction in turnover and grievances, incident reduction Andragogy: Malcolm Knowles’s term to describe adult learning Pedagogy: learning method in children’s education Synchronous learning: teacher and student to be online at the same time. Brainstorming: coming up with as many solutions to a problem as possible in a short period of time with no censoring of ideas Case study: an incident or example to illustrate details of an occurrence, great for hazard control solutions Chunking: organizing items into familiar, manageable units of 7 + or - 2, to increase memory retention often occurs automatically E-learning: Learning supported by the Web; can be done inside traditional classrooms or in virtual classrooms. Evaluation: analyzing the effectiveness of or impact of training Facilitator: role of trainer when efforts focused on guiding or coaching, not lecturing Robert Gagne: "The Conditions of Learning" in 1965, known for 9 steps of instruction. KISS: Keep It Simple Stupid Malcolm Knowles: father of adult education- Andragogy Learning Management System (LMS): a software application that automates the administration, development, and delivery of training programs Micro-learning; segments learning into bite-size content, enabling A student to master one piece of learning before advancing to anything else small and specific A mnemonic device: memory triggering tool usually connected to material or something meaningful to learner Project Management: planning, implementation and delivery of training programs Smile Sheet: nickname for the form used in Level 1 evaluation of instructors and training classes. Stickiness: how well your training message sticks with learners SME: person with expert knowledge that can assist in ADDIE process Synchronous learning: learners trainers at same time, which can be FTF or remote Teach back: a learning evaluation technique where the educator asks the learner to explain the information shared with the learner in FTF Edward Thorndike: behaviorism; Law of Effect-relationship between behavior and consequence Web-based training (WBT): synonym for e-learning WIIFM: What's in it for me? SAT: system approach to training Saul Carliner Training design 1. Generate revenue 2. control expenses 3. comply with regulations Bloom's Taxonomy Knowledge: Observation and recall of information Blooms Taxonomy Comprehension: -demonstrate understanding of facts -confirm, describe, explain Blooms Taxonomy Application: To apply knowledge to actual situations, solve problems Blooms Taxonomy Analysis: examine and break info into parts and find evidence to support generalizations - analyzes, compares, debates Knowles concepts for adult learners: 1. Why, what is the benefit? 2. Life experience, leverage it 3. Self-directed, make decisions 4. Relevant information, that interests them 5. training problem centered, not topic centered 6. respond to internal motivators, block distractions and barriers to learning Thorndike and the Laws of Learning:  Law of readiness law of exercise Law of effect Law of primacy Law of recency Law of intensity Room design options: Theater - large group short lecture U-shaped - interaction with learners Boardroom - small groups with discussion Classroom - classwork, activities on paper, little interaction Banquet or rounds - ideal for small groups Cabaret - focal point for learners, limits amount of people Herringbone - easier to move around Pilot Course: method used to evaluate the training program, identify issues and make corrections before implementing the training. Summative: evaluations are conducted after the training is complete and is typically quantitative Formative: evaluations are conducted during the training to identify opportunities to improve the learning environment and adjust Intensity: A vivid, exciting or dramatic learning experience is more effective than a routine or boring lecture On-the-job training: training is typically conducted by supervisors who act as a coach or guide in the training Primacy first will be remembered Mentor from outside the project/production line An essay test and MSQ test is Objective An essay test that requires the students to interpret the meaning of a philosophy discussed is Subjective Computer video projector: Modern technology exists for presenting visual images to students When the message deals with events in time - use Audio signals Instructor must consider: The background and informational needs of the students In case of students fail Research the questions they missed and discuss the quiz questions and course content with the students before determining any additional activities. Quizzes should be considered holistically with respect to the objectives of the course. Both the sender's and the receiver's body language is very important in one-on-one communication. Attending skills trainer controlled actions or traits to increase participation Trainer only has control over their own actions: communication skills, interpretive skills, personal traits, interpersonal style, learning techniques, attending skills and process factors. Process factors asking simple questions to encourage participation from quiet participants Problem-centred objectives: able to apply systems engineering concepts to solve the challenges of project management Learning is a transformation where the learner’s mind is different. The purpose of training is to bring about change Employee Assistance Programs (EAPs) have gained popularity as a management system to retain good employees by assisting them with their personal problems that cause occupational problems, such as : 1) Smoking cessation 2) Occupational counseling 3) Substance abuse counseling Work with the employees and their supervisors to develop mutually agreeable written individual development plans outlining new training goals and safety-related responsibilities, make them interested in safety. annual employee performance report based on Measurable objective criterion Brainstorming methods is primarily used to find new, innovative Training objectives should, above all, be reasonable, measurable, and obtainable greatest importance when defining training goals Job task analysis Case studies are good problem-solving tools and can be used effectively with brainstorming activities and group discussions. When developing tests and evaluations for training programs: reliable., criterion-related legitimacy or validity, developed prior to training delivery Role-playing is ideally suited for human relations education or training The success of the conference method is largely dependent upon the skills of the facilitator A primary way to help facilitate change is by allowing everyone to express their point of view. Pre- and post-tests should cover the same objectives. managing the disruptive behavior make eye contact, move towards the disruptive behavior, and if the behaviorcontinues, speak privately with the disruptive persons at a break, seeking resolution. Transfer knowledge prior to hazardous exposures Cognitive theory Addresses show people process and remember information Education focuses on learning about, and training focuses on learning how. Storytelling should be relevant self-directed, distance learning strategy most important is Know the learner's knowledge gaps Active training: the employee do most of work in the lesson Harold D. Stolovitch and Erica J. Keeps, present a five-step model for structuring training. diversity training mean focus on attitude training There are 3 main benefits when using a quiz with a safety training lesson. 1. The quiz is another form of documentation that employees completed the training. 2. The quiz encourages learners to pay attention. 3. The quiz is another learning opportunity. Learners are engaged when completing a quiz; questions can be written to emphasize specific points from the lesson.