Safety and Health Training Theories Paper

December 9, 2022

Safety and Health Training Theories Paper

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Safety and Health Training Theories Paper

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Course Learning Outcomes for Unit III Upon completion of this unit, students should be able to:

Examine safety and health training theories and their applications. 2.1 Discuss how cognitive, behavioral, and motivation theories can be used when developing safety training. 2.2 Explain the importance of applying principles of andragogy when developing safety training.

Reading Assignment Chapter 4: Safety and Health Training Theories and Applications, pp.45-56 In order to access the resources below, you must first log into the myCSU Student Portal and access the Business Source Ultimate database within the CSU Online Library. Galbraith, D. D., & Fouch, S. E. (2007). Principles of adult learning. Professional Safety, 52(9), 35-40. Ramsay, J., & Sorrell, E. (2007). Problem-based learning. Professional Safety, 52(9), 41-46. Navigate to and view the following videos: Caddell, A. (2011, March 30). Adult learning in under three minutes [Video file]. Retrieved from

https://youtu.be/8lvkJhXnEZk?list=PLW7_SctCBPmxkQr_T97eie8nGWGjqIFwD Caddell, A. (2013, May 24). Episode 2 adult learning in under 3 minutes [Video file]. Retrieved from

Unit Lesson

Safety Managers Dream About This Conversation

Click here to access a video.

What Joe and Jane may not realize is the reason the training was good is because it was designed with principles of adult learning in mind. In many organizations, safety training consists of a series of PowerPoint slides presented by a supervisor or safety professional. The presentations often encourage employees to “follow these rules and you won’t get hurt.” There may be a few graphic photos that illustrate what happens if you do not follow the rules.

Very little thought goes into how adults, or anyone for that matter, learn and retain information. We presume that they want to be safe, so they will listen and comply. When an accident happens, the conclusion often is that repeat training is needed. Why do we always think that repeating the same training will make any difference? Maybe we should examine how the training is presented. The problems are not unique to locally-developed training. Wilkins (2011) found that nearly half of the

UNIT III STUDY GUIDE

Safety and Health Training Theories

https://youtu.be/8lvkJhXnEZk?list=PLW7_SctCBPmxkQr_T97eie8nGWGjqIFwD

https://youtu.be/VTVJI2XmaC4?list=PLW7_SctCBPmxkQr_T97eie8nGWGjqIFwD

https://online.columbiasouthern.edu/bbcswebdav/xid-56613694_1

BOS 3751, Training and Development 2

UNIT x STUDY GUIDE

Title

construction workers who participated in Occupational Safety and Health Administration’s (OSHA) 10-Hour Construction Safety Training course thought the training was ineffective. Many found the course a waste of time and not relevant to their jobs. Some thought the trainers were incompetent.

Application of adult learning theory is not evident in the course (Wilkins, 2011). The study raises serious questions about the value of generic training developed by outside organizations, such as OSHA. Many employers use this type of training because it is easily accessible and, in their minds, demonstrates compliance with OSHA standards. After all, it is an OSHA-developed course. Important Learning Theories Cognitive theory deals with how the brain processes information and uses memory (Simmons, 2012).

This theory can help us develop training strategies to help workers retain information. For example, in Joe’s Lockout/Tagout training, information was provided in small sections. This enables short-term memory to connect with long-term memory. Discussing personal experiences, connecting the training to previous knowledge, and hands-on practice are all important tactics that help the brain retain needed information.

Group problem-solving exercises are also an excellent tactic for engaging cognitive learning (Ramsay & Sorrell, 2007). Behavioral theory describes how external factors influence learning (Simmons, 2012). Positive reinforcement can be a powerful motivator. Joe’s boss noticing and commenting on the use of the lockout device on the Gizmo 3000 will provide an additional reason for Joe to comply with the requirements.

Joe’s modeling of the use of the proper lockout procedures will be noticed and copied by other employees. Motivation theory provides a guide on how to design training that will motivate workers to want to learn and apply what they have learned. The ARCS model describes four conditions that need to exist in order to motivate learners. (Simmons, 2012):

Attention: What can be done to keep learners focused during the training? In Joe’s training, the mode of learning was changed frequently to keep the class from getting bored.
Relevance: Does the training actually apply to what the workers do every day? If you work in an office, you might not have a need for Lockout/Tagout training. Joe used the procedures every day.
Confidence: Do the learners leave the training believing that they can be successful in using what they learned? Joe was able to identify how to apply a lock to a new piece of equipment, and he was proud of it!
Satisfaction: Does the training meet learners’ expectations? Did they enjoy being there? While we do not know what Joe’s expectations for the training were, we do know that he was pleased with how the course was presented and what he learned. After her discussion with Joe, Jane will be going into the class with expectations of a positive experience.

At this point, it should be clear that for safety training to be effective, it must be designed using sound learning theory with the target audience in mind. This does not mean that “canned” courses like the ones available through OSHA should never be used, but they should be tailored by the instructor to meet local needs. In the next unit, we will continue to examine the different ways that adults learn and how to start to design relevant safety training.

References Ramsay, J., & Sorrell, E. (2007). Problem-based learning. Professional Safety, 52(9), 41-46. 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.

Wilkins, J. R. (2011). Construction workers’ perceptions of health and safety training programmes.

Construction Management & Economics, 29(10), 1017-1026.

BOS 3751, Training and Development 3

UNIT x STUDY GUIDE

Title

Suggested Reading For more on construction workers’ perceptions of health and safety, please review the article below. In order to access the resource below, you must first log into the myCSU Student Portal and access the Business Source Ultimate database within the CSU Online Library. Wilkins, J. R. (2011). Construction workers’ perceptions of health and safety training programmes.

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Construction Management & Economics, 29(10), 1017-1026.

Learning Activities (Nongraded) Go to the Construction Focus Four Training webpage on the OSHA website, and access the instructor guide for one of the four topics. Review the guide and other course materials for application of adult learning principles.

Prepare an evaluation report that summarizes your findings and makes recommendations for improvement. Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information.

https://www.osha.gov/dte/outreach/construction/focus_four/index.html

Safety and Health Training Theories Paper

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.