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Safety Training Techniques 2017

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John Newquist
John Newquist

Safety training techniques aim to keep students actively involved through encouraging participation, immediate recognition of achievements, and providing feedback on progress. The techniques include interactive methods like group discussions, questions, brainstorming, case studies, role-playing and small group activities. These are preferred over lectures as safety training focuses on practical application and problem-solving over theoretical learning. An effective blended learning approach combines in-person classroom instruction with online resources and independent study.

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Safety Training Techniques
Safety Training Techniques Safety training differs from other kinds of teaching in that: • Students are usually adults, who have not necessarily been in a classroom in many years, and may be older / more experienced than the training facilitator. • It is problem-centered. All safety training revolves around one main objective: identifying, evaluating and controlling hazards on the job. • Practical application and hands-on learning are more important to students than theory.
Safety Training Techniques Safety training techniques should aim to keep students involved as much as possible by: • Encouraging and rewarding active participation. • Giving immediate recognition for achievement. • Providing the learner with knowledge of his/her progress. • Putting the classroom learning experience in a real-world frame of reference.
Teacher vs Facilitator • Teachers have knowledge and expertise in a particular field. They impart that knowledge through a variety of means to their students. • A teacher directs classroom learning from a position of authority. • Facilitators build on the knowledge base of the group of students to find the answers to questions and solutions to problems. • A facilitator helps students establish a set of ground rules and learning objectives, then guides them to new knowledge and skills as a part of a team. • Facilitation makes it easier for students to carry out the group’s goals and to feel less inclined to work on individual agendas.
Learning Styles • Visual: videos, powerpoint presentations, photos, infographics, graphs / tables / charts. • Aural (hearing): lectures, audio recordings. • Interactive: group discussions, question and answer sessions, interviews. • Print: reading assignments, written reports. • Kinesthetic (action, movement): role playing, physical games or demonstrations. • Haptic (touch): drawing / painting / sculpting, building a model, touching tools / equipment. • Olfactory (smell): odor identification activities, tasting, scratch and sniff.
Safety Training Techniques 2017
Motivating Workers • DON’T focus on compliance and disciplinary action. • DON’T rely on “cutesy” office signs to impart serious safety objectives. • DON’T focus on incentives and rewards for fewer accidents, as this could discourage reporting of incidents. • DO implement an interactive training program that focuses on realistic problems and solutions. • DO focus on how safety training can improve their daily work and lives. • DO schedule short, focused training sessions spread out over time to avoid overwhelming workers with information overload.
Blended Learning Approach Blended Learning is a term used to describe a hybrid teaching methodology that combines traditional classroom instruction with online learning and resources. It has three primary components: • In-person classroom activities facilitated by a trained educator. • Online learning materials, often including pre- recorded lectures given by that same instructor. • Structured independent study time guided by the material in the lectures and skills developed during the classroom experience.
Blended Learning Approach Benefits of blended learning include: • Classroom time can be used for activities that benefit the most from direct interaction. • Trainers can shift their focus from the delivery of knowledge to its application. For example, students can complete an online video or short lecture beforehand, then put their knowledge to use in role play and other hands-on activities with a facilitator present. • Training facilitators can evaluate how well the material was understood and identify areas that need further training. • Students are empowered with skills and knowledge they can put to practical use.
Safety Training Techniques Overview: • Icebreakers • Lectures • Group Discussions • Questions • Brainstorming • Case Method • Role Playing • Small Group Activities
Icebreakers Icebreakers are a way of getting people to know each other, relax and feel a part of the group, and prepare them for learning. Use icebreakers to: • Acquaint participants with each other using non-threatening warm-up activities. • Put participants at ease. • Make a smooth start by introducing and focusing the program. • Set the stage for the program. • Introduce specific topics that may be developed in more detail later.
Lectures • A lecture is a presentation technique whereby the instructor presents facts and ideas to a group. • The effective instructor works to keep lectures short (10-15 minutes) and easy to understand. • Lectures are good for providing an overview of a topic and covering basic facts. • Lectures can cover a topic rapidly but people often tune out. • To be effective as an educational technique, a good lecture needs to be followed up with a participatory activity.
Group Discussions Group discussion is an exchange of ideas among participants of a group facilitated by the discussion leader. The whole group participates in examining a problem or a concept and discovers the answer together as a group. Use group discussion to: • Build understanding. • Exchange information and experiences. • Study and solve problems. • Change attitudes. • Determine the participants' needs.
Group Discussions Discussion is a team effort. To be effective, there are certain rules that need to be adhered to by everyone if the discussion is to be productive. Ground Rules for Discussions: • One person talks at a time. • Everybody else LISTENS. • Look at the person who is talking and try to understand their point - don't argue mentally. • Contribute your ideas - don't hang back. • Deal with one subject at a time - stick to the point.
Questions A good instructor tries to talk as little as possible and makes the students do the talking. This is achieved by asking the right kinds of questions. Questions can help you: • Begin a discussion. • Arouse students’ interest in the subject matter. • Direct the thinking of the group. • Determine the students' understanding or knowledge. • Get participation from a particular student. • Obtain information or opinions.
Brainstorming Brainstorming is a technique where all participants of a group are encouraged to offer ideas on a problem or question. The aim is to be creative and produce a lot of ideas. Use brainstorming when you want to: • Involve the entire group in the generation of ideas to solve a problem or address a particular situation. • Stimulate the creative thinking capabilities of the group. • Change pace – energize the group.
Case Method The case method requires the class to consider a realistic situation, much as they would have to do in their work, and to use both facts and judgment in solving the problem. Use the case method to: • Improve critical-thinking, problem-solving, and decision-making skills. • Solve an actual policy, administrative, or implementation problem. • Get the group to think concretely about a problem.
Role Playing Role playing is “acting out” a situation or incident. There is usually no script - the instructor describes the situation to two members of the class, who then act out what might happen. Use role play when you want a group to: • Get a feel for a situation and consider ways of handling it. • Practice skills and procedures they have been taught. • Bridge the gap between the lesson being taught and its everyday application. • Consider how other people may react in a given situation.
Small Group Activities Small group activities: • Encourage active participation on the part of the students. • Give people a chance to share their experience with their peers, which is the method by which they have gained the most knowledge. • Allow students to solve problems among themselves, especially when there is no clear answer.
Small Group Activities Small group activities: • Help students develop problem solving skills that they will need when they go back to their workplaces. • Create a relaxed atmosphere in the class, so that people will feel comfortable being there. • Give the instructor an indication of how well the students are absorbing the content of what's being discussed.
Feedback • Leave time at the end for participants to give you feedback on the training session. • Listen to all feedback without getting defensive. This is how you can learn what needs to be modified for an even more effective training next time. • Let participants know you heard and appreciate their comments.
Overview • Use as little lecture as possible. • Act as a facilitator rather than an all-knowing teacher. • Have participants solve problems themselves or use references. • Participants shouldn’t be expected to remember huge amounts of information from memory. • Good instructors don’t supply answers that can be found in technical reference materials.

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Safety Training Techniques 2017

  • 2. Safety Training Techniques Safety training differs from other kinds of teaching in that: • Students are usually adults, who have not necessarily been in a classroom in many years, and may be older / more experienced than the training facilitator. • It is problem-centered. All safety training revolves around one main objective: identifying, evaluating and controlling hazards on the job. • Practical application and hands-on learning are more important to students than theory.
  • 3. Safety Training Techniques Safety training techniques should aim to keep students involved as much as possible by: • Encouraging and rewarding active participation. • Giving immediate recognition for achievement. • Providing the learner with knowledge of his/her progress. • Putting the classroom learning experience in a real-world frame of reference.
  • 4. Teacher vs Facilitator • Teachers have knowledge and expertise in a particular field. They impart that knowledge through a variety of means to their students. • A teacher directs classroom learning from a position of authority. • Facilitators build on the knowledge base of the group of students to find the answers to questions and solutions to problems. • A facilitator helps students establish a set of ground rules and learning objectives, then guides them to new knowledge and skills as a part of a team. • Facilitation makes it easier for students to carry out the group’s goals and to feel less inclined to work on individual agendas.
  • 5. Learning Styles • Visual: videos, powerpoint presentations, photos, infographics, graphs / tables / charts. • Aural (hearing): lectures, audio recordings. • Interactive: group discussions, question and answer sessions, interviews. • Print: reading assignments, written reports. • Kinesthetic (action, movement): role playing, physical games or demonstrations. • Haptic (touch): drawing / painting / sculpting, building a model, touching tools / equipment. • Olfactory (smell): odor identification activities, tasting, scratch and sniff.
  • 7. Motivating Workers • DON’T focus on compliance and disciplinary action. • DON’T rely on “cutesy” office signs to impart serious safety objectives. • DON’T focus on incentives and rewards for fewer accidents, as this could discourage reporting of incidents. • DO implement an interactive training program that focuses on realistic problems and solutions. • DO focus on how safety training can improve their daily work and lives. • DO schedule short, focused training sessions spread out over time to avoid overwhelming workers with information overload.
  • 8. Blended Learning Approach Blended Learning is a term used to describe a hybrid teaching methodology that combines traditional classroom instruction with online learning and resources. It has three primary components: • In-person classroom activities facilitated by a trained educator. • Online learning materials, often including pre- recorded lectures given by that same instructor. • Structured independent study time guided by the material in the lectures and skills developed during the classroom experience.
  • 9. Blended Learning Approach Benefits of blended learning include: • Classroom time can be used for activities that benefit the most from direct interaction. • Trainers can shift their focus from the delivery of knowledge to its application. For example, students can complete an online video or short lecture beforehand, then put their knowledge to use in role play and other hands-on activities with a facilitator present. • Training facilitators can evaluate how well the material was understood and identify areas that need further training. • Students are empowered with skills and knowledge they can put to practical use.
  • 10. Safety Training Techniques Overview: • Icebreakers • Lectures • Group Discussions • Questions • Brainstorming • Case Method • Role Playing • Small Group Activities
  • 11. Icebreakers Icebreakers are a way of getting people to know each other, relax and feel a part of the group, and prepare them for learning. Use icebreakers to: • Acquaint participants with each other using non-threatening warm-up activities. • Put participants at ease. • Make a smooth start by introducing and focusing the program. • Set the stage for the program. • Introduce specific topics that may be developed in more detail later.
  • 12. Lectures • A lecture is a presentation technique whereby the instructor presents facts and ideas to a group. • The effective instructor works to keep lectures short (10-15 minutes) and easy to understand. • Lectures are good for providing an overview of a topic and covering basic facts. • Lectures can cover a topic rapidly but people often tune out. • To be effective as an educational technique, a good lecture needs to be followed up with a participatory activity.
  • 13. Group Discussions Group discussion is an exchange of ideas among participants of a group facilitated by the discussion leader. The whole group participates in examining a problem or a concept and discovers the answer together as a group. Use group discussion to: • Build understanding. • Exchange information and experiences. • Study and solve problems. • Change attitudes. • Determine the participants' needs.
  • 14. Group Discussions Discussion is a team effort. To be effective, there are certain rules that need to be adhered to by everyone if the discussion is to be productive. Ground Rules for Discussions: • One person talks at a time. • Everybody else LISTENS. • Look at the person who is talking and try to understand their point - don't argue mentally. • Contribute your ideas - don't hang back. • Deal with one subject at a time - stick to the point.
  • 15. Questions A good instructor tries to talk as little as possible and makes the students do the talking. This is achieved by asking the right kinds of questions. Questions can help you: • Begin a discussion. • Arouse students’ interest in the subject matter. • Direct the thinking of the group. • Determine the students' understanding or knowledge. • Get participation from a particular student. • Obtain information or opinions.
  • 16. Brainstorming Brainstorming is a technique where all participants of a group are encouraged to offer ideas on a problem or question. The aim is to be creative and produce a lot of ideas. Use brainstorming when you want to: • Involve the entire group in the generation of ideas to solve a problem or address a particular situation. • Stimulate the creative thinking capabilities of the group. • Change pace – energize the group.
  • 17. Case Method The case method requires the class to consider a realistic situation, much as they would have to do in their work, and to use both facts and judgment in solving the problem. Use the case method to: • Improve critical-thinking, problem-solving, and decision-making skills. • Solve an actual policy, administrative, or implementation problem. • Get the group to think concretely about a problem.
  • 18. Role Playing Role playing is “acting out” a situation or incident. There is usually no script - the instructor describes the situation to two members of the class, who then act out what might happen. Use role play when you want a group to: • Get a feel for a situation and consider ways of handling it. • Practice skills and procedures they have been taught. • Bridge the gap between the lesson being taught and its everyday application. • Consider how other people may react in a given situation.
  • 19. Small Group Activities Small group activities: • Encourage active participation on the part of the students. • Give people a chance to share their experience with their peers, which is the method by which they have gained the most knowledge. • Allow students to solve problems among themselves, especially when there is no clear answer.
  • 20. Small Group Activities Small group activities: • Help students develop problem solving skills that they will need when they go back to their workplaces. • Create a relaxed atmosphere in the class, so that people will feel comfortable being there. • Give the instructor an indication of how well the students are absorbing the content of what's being discussed.
  • 21. Feedback • Leave time at the end for participants to give you feedback on the training session. • Listen to all feedback without getting defensive. This is how you can learn what needs to be modified for an even more effective training next time. • Let participants know you heard and appreciate their comments.
  • 22. Overview • Use as little lecture as possible. • Act as a facilitator rather than an all-knowing teacher. • Have participants solve problems themselves or use references. • Participants shouldn’t be expected to remember huge amounts of information from memory. • Good instructors don’t supply answers that can be found in technical reference materials.