Training Domain Notes PDF

# Domain 8 - Training | Education ## Topic 1 - Training and education methods - Six key principles for designing and delivering training to adults: - Personal experience is the key learning tool - Motivation for learning is driven by needs, problem-solving or personal satisfaction - Ad...

# Domain 8 - Training | Education ## Topic 1 - Training and education methods - Six key principles for designing and delivering training to adults: - Personal experience is the key learning tool - Motivation for learning is driven by needs, problem-solving or personal satisfaction - Adults are independent learners - Protecting the learners' self-esteem is critical - Adults have distinct expectations about training - Adults learn in a variety of different ways and have preferences in learning styles. - People learn best through one of the senses or a combination of the senses like visually, auditory or kinesthetically(hands-on activities). - **Concrete learner:** learn through feelings and prefer activities that include other people. (They need concrete, real-life examples) - **Reflective:** Learn by observing others and need time to ponder information. - **Abstract:** Analytical thinkers, they like information presented in a logical or organized manner. - **Active:** Prefer action-oriented activities, they like kinesthetic learners; learn through actions. - No one learning style is better than another. - Variety and relevance are two required conditions for gaining learners' attention and stimulating motivation. ## Putting Theory into Practice: An Audience Analysis 1. Analyze Information - Look for common trends 2. Identify & address potential barriers 3. How to use the information ## Goals and learning objectives: - **Goals:** Describe the overall intent of a course. - Broad statement describing the overall scope of the training and are generally not measurable. - The purpose of the course. - **Objectives:** Specifically describe what trainees will be able to do after training, the learning conditions under which they will be able to perform, and how learners will demonstrate competency. - It must be measurable, observable and attainable. - Courses can have more than one goal and usually do have many objectives. ## Learning objectives are used for several purposes: 1. To guide the instructor on what content, learning activities, test items to include in the training. 2. To assess learners' knowledge & skills during and after instruction. 3. To help trainers plan how students will demonstrate competency. 4. To communicate to trainees what they will learn and the performance expectations. - Objectives describe the trainee, not the instructor or course content. ## Effective objective has three components: - Condition (skills, skill and performance standard) ## Training Development: 1. An assessment of the need for training 2. Learning Objectives and their prerequisites 3. Design of training: course content, instructional delivery methods, physical environment of training, the materials needed, the qualification necessary for the trainer, method of evaluation of effectiveness, criteria for completion and continuous improvement and revisions of the training course is part of the written plans using training evaluations. 4. A strategy for evaluation. 5. Completion Criteria: (attendance, passing score etc) 6. Continuous Improvement (revise or upgrade training periodically). ## Methods of assessment and data collection: - There are two methods of data collection - **Direct:** Evaluate trainees by examining empirical data (attitudes, exams, quizzes, projects and on-the-job behaviors) - **Indirect:** It includes asking employees (their supervisors) how well they thought they learned. This is qualitative evidence. ## Behavior and Performance Modification: - Two types of assessment: - **Performance assessment:** Help determine if training is needed to solve problems of UA's. - **Training needs assessment:** Used for curriculum development to determine which subjects should be taught. ## Executing performance assessment: - Finding out the cause of the problem should be the first course of action. - During the interview, ask open-ended questions. - After collecting the facts, determine if training alone can solve the problem. ## Determining solutions: - Once the causes are identified, develop possible solutions that may or may not include training. - Think about feasibility, cost factors and the impact the solutions may have on other areas. ## Training needs assessment: - Determining what should be taught: - Assessment can help trainers in the following ways: - Identify the knowledge and skills that learners need to perform their job safely. - Determine what subjects should be taught. - Find out what participants already know about learning so what to avoid. - Plan reinforcement strategies to promote transfer of learning. - Assess how much practice and training time needed for the course. - Establish level of difficulty. - Once information is collected, use the results to develop companywide training programs, orientations, and single courses. - **Executing a training assessment**: - **Step 1:** Define the purpose of the assessment. Get prepared (prepare a list of career to review). - **Step 2:** Gather data and determine which subjects will be taught. - **Step 3:** (by interviews, job observations and safety documentation review) most useful doc. - JSA. ## Audience analysis:: - After completion of training assessment to gather detailed information about learners. - It helps customize trainings according to the class of the learners. - When analyzing culturally and linguistically diverse audiences, avoid stereotyping. Remember that no group is homogeneous (a). - Five categories that reflect the critical char to consider when assessing an audience: - Background information - General Characteristics - Education/Prior knowledge - Attitudes/Interests - Preferred learning methods ## Training and Learning Curves: - When developing and managing a training program, it is critical to ensure that if training is being proposed in response to a safety-engineering related problem, a significant effort is expended to be sure that training is the correct solution to the problem. - Training is done for the purpose of changing behavior or increasing knowledge, improving performance, reinforcing operational goals, reducing incidents, improving efficiency or reducing costs. - During the need assessment stage in the process of a project manager should ensure that all possible training and non-training solutions are explored. ## A learning curve is typically exponential and usually indicates that the more often people practice a skill, the more they can perform it quickly, efficiently or with higher quality results. ## Presentation tools: - How to help people better process and retain info: - Well-organized materials make it easier for a person to learn and recall information. - Integrate concepts into prior knowledge: - **Anchoring:** Linking new concepts to something familiar to the learner. - **Information is better learned and retained if it can be integrated into existing knowledge and taught in a meaningful cuay:** - Advanced: Presented at the beginning of the instruction to provide learners' attention to what is important with the mental framework to facilitate encoding information into long-term memory. - Chapter overviews, course outlines, knowledge maps, analogies: Images & concepts that compare new info. to what trainees already know, define concepts and terms early, pre-test can be a good learning motivator. ## Make training interactive: - Active learning focuses on the learner and is more effective than passive teaching methods. (Lecture only) Active leaming help learners' better process, store and remember information. - Seven characteristics of Active learning: - Concentrate on teaching learners critical items using real world problems. - Balance of cognitive, behavioral & motivational elements. - Design of courses, including variety of learning activities to pique interest and accommodate different learning styles and experiences. - Provide opportunity for trainees to share their knowledge and experiences. - Builds on prior knowledge by reintroducing concepts previously learned. - Focus on helping participants solve their problems. - Contain interactive elements such as quizzes to promote cognitive processing. - Conductive interactive training, practice sessions and refresher training is very important in fighting the decay of info and forgetting info. ## How to help people remember info: - Connect material to existing knowledge, skills - Practice of learned knowledge or skills. - Understand fundamentals. - Group similar ideas together. - (Use visual aids, pictures and charts to organize information for learners). - Provide periodic review and drills for critical safety topics. When teaching similar concepts, point out major differences. Make training interesting. ## Teaching higher level problem-solving: - Helping learners deal with complex problems... Knowing how to apply concepts from training to a variety of situations is called transfer learning. ## Teaching beginner, Intermediate and Advanced courses: - Six-level classification model to establish the course difficulty level as well as to teach problem-solving skills. - **Beginner:** Basic knowledge - learners understand basic principles. - **Intermediate:** Comprehension - learners understand info. and can use it. - **Advanced:** - Application - teach how to apply the principles to their job. - Analysis - break problem into smaller parts and vice versa. - Synthesis - put together different concepts to solve a problem - Evaluation - learners are highly knowledgeable and can usually teach others. ## Comparing popular training methods: - Primary means of providing training are the traditional classroom method, on-the-job training and Online training. - Often the decision of training type is based on a comparison of cost versus benefit. ## Two primary issues in training method comparison are cost and availability of actual training data. - At least three categories of on-the-job training (OJT) expenses exists. - Cost that vary by student. - Cost that vary according to no. of students. - Cost associated with company equipment (to be used for training) - Basic difference bet on-the-job of classroom training is higher start-up costs associated with classroom-based training. - Three rules of thumb can help reduce training costs: - Training large no. of individuals - spread fixed cost across many. - If training involve expensive equipment and the demand for training is uncertain, OJT is less expensive. - When simulating the work is expensive, OJT is better choice. - Classroom training is cheaper than OJT. - OJT is 45 to 70 percent retention than classroom which is 25 to 50%. - Most online training comes canned, which means that it is produced with specific topic in mind and thus is primarily able to teach that particular topic only. - Peer learning is essential if an employer is to get the most from a training opportunity. - Classroom training is cheaper than online training. online training require computers, on-the-job training requires automated e-learning rates. - Instructor can deal with 25-30 students in class, retention is 25 to 50%. In online training student-trainer ratio is 1 to 1, retention 85 to 90%. So, the online training is most effective. - Online has a student ratio of 1 to 1 and provides the students with the ability to move through the training at their own pace. - OJT is the most tailored way to provide training. The NSC states "One important advantage of OJT is that it starts immediately before a worker has had an opportunity to learn faculty methods." - OJT can be quite costly due to the supervisor or trainer not doing work while training, waste produced by the student, and the potential for student VA & accidents. However, learning by doing has been an effective method of training through the ages. - OJT works best for training needed on machinery or processes. However, if the work involves automated equipment or decision making or thinking skills, the use of online training is effective. - Retention is greater with online courses because the students can take the training again or access information they might have forgotten. ## Media and techniques: - Wide range of easy to use tools available that foster interaction, collaboration and group productivity. - Ex: Social & professional networking sites, blogs, wikis, file sharing and collaboration sites, collaborative tagging, user submitted reviews and ratings. - Others are printed, books, periodicals, workbooks. - Non-printed: e-book, IVC (Interactive video conferencing), digital recordings, Round table discussions, chat rooms. - Self development is a collection of techniques and approaches for an individual to manage their own process of learning. ## Collaborative and Active learning: (Students take responsibility for their learning) - Students accept ideas more easily when they share links with other members of the group who accept those ideas. - Groups can use interactive video conferencing, video-streaming etc. Peer-to-peer networking is another way to actively engage in the learning process. - The group has a lot of work to do in collaborative and active learning environment. This is due to the group ownership of the learning environment. - There are three types of roles that students take: trust roles, maintenance roles and blocker roles. - **Trust roles:** Initiator, contributor, info. seeker, info. giver, evaluator and summarizer. - **Maintenance roles:** Harmonizer, encourager, gatekeeper and compromiser. - **Blocking roles:** Dominator, blocker, aggressor and disrupter. - In collaborative learning, each student is an instructor and a student for the group. Each student can learn from his or her fellow students if the group is open to learning from each other. - In collaborative or active learning, students are squarely in charge of his or her learning. - If possible, each student should step back from the proceedings and watch the process, rather than work on the problem, in the role of the observer. - By engaging learners, the instructor can increase retention and understanding of the material. - People normally remember only 20 percent of what they hear. By providing inculerical for the student to see and hear, retention is improved. - Passive learning does not require learners to perform any actions - In active learning, learners are more awake, focused and interested in the learning. ## Learning material should be interactive and not passive. - Learners talking to each other, participating in activities from each other and learning from each other. - Reading can be done aloud by an individual learner to the group from a page or slide. - Writing can also be done as the class in session writing a bullet, sentence or even a short passage can add to most students’ retention of the material. - People are accustomed to speaking in small, informal groups. Instructors should put students into small groups that facilitate discussion of class topics. - In most instances, a group can generate more ideas than a single instructor, making the small group method more productive. - Higher order thinking involves taking a problem apart, looking at the pieces, determining what allowed it to occur, seeing how the env. affected it and then putting it all together in a new form that can be understood and to which a sol" can be applied. - The instructor must work to bring meaning to the learning. If meaning can be found, then the students will retain more of the info. and want to use the info. in there work. - Students find meaning in doing by hearing, seeing, feeling and smelling while doing something. - Case-studies and role playing are effective methods: that allow a student to look at a real cworld situation. Cuse-studies teach integrated ideas to students that directly apply to the way life cworks. - The case-study provides the students with an opportunity to work through an organized problem. - Role-playing is another very powerful technique. Everyone should given a role in it. And validity of effectiveness of the learning is based on their enthusiasm in playing their role. - The students who participates in role-playing lecions use the valuable life skills that will help him or her to use the learning objectives in the workplace. - They also learn subtle interpersonal skills while interacting with other role players. ## Assessing Competency : - The assessment or evaluation of a training program's value should concentrate on doing assessment as if learning matters most". - Assessment is the process of collecting the best possible data about... learning and the factors that affect it." - Kirkpatrick's Four levels of evaluation: - Level 1: The nature of employees' reactions - Level 2: The extent of employees' learning. - Level 3: The extent to which employees' leciroying is reflected in their on-the-job behavior. - Level 4: The extent to which employees' changed behavior affects the organization. - "If you don’t know where you’re going, how will you know when you get there?" ## Why assess: - Determining the ROI (Reduction in Accident / injury souter) - Continiously improving employee safety & health training - Continuously locating and evciliating factors affecting learning from program. - Discovering what employees are learning from program. - Identifying topics or themes that are missing in training.. ## The benefits of assessment - It can play a role as a catalyst for change. - It provides a basis for planning, budgeting, and revision of procedures, preventing coasting of resources. - It also can save lives and reduce levels of injury and property damage, allowing to redirect funds from insurance and compensation budget lines to even more productive uses. ## Types of assessment: - Summative, Formative and Systerncutic. - OSHA includes three methods of assessment in its informational booklet on training requirements. - Student opinion - Supervisor observations. - Workplace improvements. - It further divided into five common types. - Participant satisfaction - Learning outcomes - Attitude changes - Behaviour/job performance changes - Productivity/Accomplishment of goals. ## Summative assessment: - Occurs after training completion - Used to evaluate overall effectiveness of fully developed training course. - Informing decisions about whether to continue, expand, modify or drop particular training in response to its results. - It measures outcomes - Primary audience of this assessment is management ## Formative assessment: - It takes place while the training program is under development - The conclusions drawn from fromative assessment are used to modify and improve the process of the training while the course is still being developed. - Three things to ask: - Is the training understandable? - Is the training content accurate? - Is the training functional- Do all the parts work? - It is essential to consider understandability, accuracy and functionality during the development phase. - This type of assessment is detailed, diagnostic and informal. ## Systematic assessment: - Examines a training program systematically by studying the input, throughout, and output associated with it. - Input: Trainer, employee, training location, training materials, (printed projectors, viewing screens), Adequate space ut training location, climate control, free of distractions. - Throughout: Events occur is the training is conducted (adequacy of resources, including teaching aids, handouts and facilities). - Output: Refers to the results of the training (no. of employees trained, total cost of training, safety performance of employees after training, efficiency of training process is assessed). - Systemic assessment is at before, during and after progression. ## Who assess and when? - Assessment may be carried out internally or externally, by an employee or by an outside consultant. - Ideally, all stakeholders should be involved in assessment process. - Assessor should ideally be part of the planning process that organizes the training and should stay involved, participating in formative assessment process while the training is developed or conducted, and perform the summative assessment after training is completed. ## Strategies for developing a conformity assessment process: - It focus on developing and implementing a global corporate conformity assessment process that involves understanding local safety and health regulations and allowing for how a culture may impact implementation of corporate HPS management systems and programs. - Some companies use a numerical scorecard system to identify the level of compliance with corporate requirements, while others use color coding system. - This assessment focus on evaluation of the company's occupational safety and health standards and processes in addition to an audit of the workplace. ## Topic 2: Communication & Group dynamics - **Interpersonal communication:** - **Team-building & interaction:** - A team is a group of people gathered together to accomplish an established objective through regular interaction and input. - Teamwork is defined as a process of coming together in this interaction. - A team, through synergy of ideas and talents, can produce products of much greater value than if each indi. on the team worked alone toward the same goal. - Teams can provide great benefit to an organization through: - Increasing resources for problem solving - Fostering creativity and innovation. - Improving quality of decision making. - Enhancing members' commitment to tasks - Rising motivation through collective action - Helping control and discipline members - Satisfying individual needs as organizations grow. - Characteristics of a high-performing project team are: - Working toward a clear and team elevation goal - A task driven, results-oriented team structure - Competent, competitive team members who are willing to work hard. - A collaborative climate where people like and expect to work together. - High standards of excellence. - External support and recognition from the rest of the organization. - Strong principled and ethical leadership. ## Methods of Facilituting Teams - Understanding Group Dynamics: - The standard stages of group development are: forming, storming, norming and performing. - Group interactions are broken down into two paths, which are content and process. - Content - consist of what and the task - Process - How and the team functions - The instructor can facilitate the development of the group through the various stages to the performing stage, where high impact learning can take place with great retention. - As per Gardenswartz and Rowe, - First stage - Infancy - People core together, with all the unknown. - Second stage - cidolescence - This stage focus on team members. Instructor can use group exercises to allow students to work with each other and become more familiar with each others needs. - Third stage - middle age - we're seeing the progress of work. - Fourth (last) stage - maturing - we feel pride in our accomplishments. - The exercises instructor can use to open a presentation are, - Introductions: People state their Names, where they work, why they are taking this course, what they hope to get out of this course, and usually also to share something personal with the group. - Group norms are rules that help maintain harmony and balance in the group. - Common norms are letting everyone speak, not interrupting one another, raising hand and waiting to be called to speak, turning off cell phones, agreeing to disuare etc. ## Multidisciplinary Teamwork: - Approaches to managing safety engineering work: - Safety engineering is managed and structured like other business plans within the context of an organization and its system - Safety program. Effective planning, allocation of resources, human resource planning, and performance measurement like business plan. - Many other approaches include life cycle framework, early integration, risk management, decision points, performance assessments, user/operator/ stakeholder feedback and continuous improvement - Negotiation strategy: - Employee participation in HPS mana. system: - ANSI 210 specifically itemizes effective employee participation. - Safety committee development is another way to demonstrate direct employee involvement in the safety program while also satisfying another component of good social responsibility. - Psychosocial env. at work can affect physical and mental health as well as organizational outcomes. Psychosocial issues are stress, post traumatic stress, workplace violence, bullying, substance abuse, absenteeism, racism and racial/ethnic prejudice, sexism and sexual harassment, gender and racial discrimination, work-family integration and balance, and support for diversity in workplace. - Two-way communication regarding safety & health: - Safety mana. requires commitment from all levels of an organization, but most importantly from top management. - Top mana. leadership and effective employee participation are crucial for the success of the SMS. - An organization's culture consists of its values, beliefs, legends, rituals, mission, goals and performance measures. Along with its sense of responsibility to its employees, customers and its community, these are translated into a system of expected behavior. - The culture of an organization dictates the effectiveness of a SMS. - OSHA says, "The best safety and Health programs involve every level of the organization, instilling a safety culture that reduces accidents. It also works and improve the bottom line for managers. When S&H are a way of life, everyone wins." ## Workers' Rights Regarding the Economics of safety: - OSHA has developed some voluntary training guidelines, are: - Determine whether a work-site problem can be solved by training. - Determine what training, if any, is needed. - Identify goals of objectives for the training - Design learning activities - Conduct training - Determine the effectiveness of the training. - Revise the training program based on feedback from employees, supervisors and other workers. - Social responsibility requires a balance among 3 P's people, profit and planet. - The job of the safety professional is to paint the picture of success and obtain a commitment from management, while the vision is fresh. This sulsemanship is a means to achieve commitment to safety from management. - Integrating the cost of safety into the business and demonstrating a return on investment has been identified and is still a major goal of the safety professional. ## Conflict Resolution: - Conflict on a team is natural and can be directed toward the positive benefit of the team. - Conflict arises in a number of areas, easiest to resolve: - Such involving scheduling, budgets or procedures. - Emotional like - priorities, personalities or tech opinions, difficult. - There are a number of approaches to conflict resolution: - Forcing approach - Compromising or sharing resolution style - Avoidance or withdrawal style. - Accommodation or smoothing approach {temporary resolution} - Collaborating & problem-solving approach (most effective) - There is no one right answer or tool that will be successful in resolving conflicts every time. - If the conflict's resolution is approached through collaboration, analysis and conversation between team members, it is likely to be more effective and probably not only in resolution of that conflict, but also in better project performance. ## Mentoring: - A mentor is a trusted counselor or guide. - "A power-free, two-way, mutually beneficial learning situation." - Role ambiguity occurs when there is a lack of clarity regarding the expectations of one's role. - Learning curve is defined as the rate at which the incumbent musters information about role expectations and the organization’s culture to perform effectively. - It is important to consider whether mentoring received at the beginning of employment with a new company affects ones overall decision to stay with the company. ## The benefits of mentoring programs: - Those who mentored early in their careers benefit in organization by being better educated, better paid, less mobile and more satisfied with their career progress. - Mentee benefits: - Mentoring makes the human asset more long-term and valuable. - Heightened confidence, self-esteem and job satisfaction have found to be parallel with good mentoring. - A mentee can benefit greatly from mentor when entering a new organization. ## Mentor Benefits - - Mentors often feel a rewarding sense of satisfaction, and confirmation through helping less-experienced practitioners develop us safety professionals. - Seeing mentees succeed with their advice is rewarding for mentors. - Mentoring also results into a significant difference in the promotion rate, salary and self-reported career success of those who have mentored others. ## Enlisting mentors: - Mentoring program must have resources to manage it and must include some foundational characteristics, such as coordination of programs, mentor training, clear expectations and the matching of mentor to mentee. ## Variables of interest: Learning curve and Retention - Mentoring can reduce the learning curve and increase employee retention. - High turnover is costly to any organization, not only in lost talent, but also in recruiting, socializing and training replacement employees. ## Safety Mentoring Model: - Four prolonged approach to be considered when developing mentoring program: - Build a strong foundation of mentors. - Provide mentor training. - Conduct activities specific to the needs of safety professionals. - Establish a time frame. - Twelve actions that every successful mentor should take are, welcoming, communicating, trusting, accepting, affirming, forgiving, reframing, letting go, rejoining, balancing, focusing and gracing. - The organization should establish a timeline outlining when formal mentoring should end.