22 ProfessionalSafety DECEMBER 2017 www.asse.org
Scott P. Smith, M.S., CSP, is a global risk manager and trainer with a 20-year
career working across five continents. He holds a B.S. in Environmental Science
from Northern Michigan University, an M.S. in Industrial Hygiene from University
of Massachusetts, Lowell, and is pursuing a doctorate in law and policy/interna-
tional labor law at Northeastern University. Smith is a professional member of
ASSE’s Greater Boston Chapter.
IN BRIEF
Educating adult learners
entails selecting the proper
tools to train them with and
integrating them into the
learning process.
Integrated training is
achieved by including
employees throughout the
process, from develop-
ment though validation and
feedback.
Adult learners do not want to be taught.
They want to play a part and need to per-
ceive training as something that will im-
prove them as individuals. “Adult learners like to
be in control of their training or at least play a role
in it” (Dalto, 2015). They not only seek training in
areas that are relevant to them, but find further
motivation to learn and feel a greater sense of ac-
complishment when they are involved in identify-
ing training needs.
A wide range of training modalities can be used,
including in-person classroom sessions, virtual live
sessions and self-paced e-learning. Many organi-
zations embrace e-learning tools because of their
ease of deployment, lower costs and increased
learner convenience. “E-learning can be
defined as the use of computer network
technology, primarily over an intranet
or through the Internet, to deliver in-
formation and instruction to individuals
(in our case, employees)” (Welsh, Wan-
berg, Brown, et al., 2003).
Simulation-based training has been a
staple in industries such as aviation and
nuclear energy (Jha, Duncan & Bates,
2001). Virtual-reality (VR)-based sys-
tems are also becoming more common.
“VR has been recognized as having rel-
evance for training in a wide range of in-
dustries including construction, medical
and space exploration” (Squelch, 2001).
While all these systems are successful in some
ways, the literature does not definitively indicate
which training modality is best. That said, Burke
and colleagues identify one factor that has a direct
and positive impact on knowledge retention: en-
gaging the employee in the training (Burke, Sarpy,
Smith-Crowe, et al., 2006). “Our findings indicate
that the most engaging methods of safety training
are, on average, three times more effective than the
least engaging methods in promoting knowledge
and skill acquisition” (Burke, et al., 2006). Educat-
ing adult learners entails selecting the proper tools
and integrating employees themselves into the
learning process.
Needs Assessment, Delivery & Validation
OSH trainers must continuously adapt training
content and training delivery. Doing so effectively
involves a three-step process (Table 1, p. 2.
Learning transfer in leadership programs.docxSara239500
Understand the importance of leadership development initiatives in corporate environments. It is not enough to evaluate our programs using formative and summative evaluations or implementing the Kirkpatrick evaluation model to gain insights into how participants implement the knowledge or skills after training. We must understand how to design a program that has elements that will promote transfer before, during, and after the program. This paper will examine the impact of learning transfer and the models used to understand better how to achieve this. Afterward, a deep dive will be done into the relationship between learning transfer and leadership development and what elements can be incorporated before, during, and after the programs that can impact transfer.
Using Socrative to Enhance In-Class Student Engagement and Collaboration IJITE
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
Using Socrative to Enhance In-Class Student Engagement and Collaboration IJITE
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was
based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative
software. The structure of the questions was a blend of true/false, multiple choice and short answer
questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively
through student questionnaire. The results indicate that using student paced assessments method using
Socrative enhanced student’s performance. The results showed that 53% of the students improved their
performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in
teaching and learning for engineering modules in higher education
Learning transfer in leadership programs.docxSara239500
Understand the importance of leadership development initiatives in corporate environments. It is not enough to evaluate our programs using formative and summative evaluations or implementing the Kirkpatrick evaluation model to gain insights into how participants implement the knowledge or skills after training. We must understand how to design a program that has elements that will promote transfer before, during, and after the program. This paper will examine the impact of learning transfer and the models used to understand better how to achieve this. Afterward, a deep dive will be done into the relationship between learning transfer and leadership development and what elements can be incorporated before, during, and after the programs that can impact transfer.
Using Socrative to Enhance In-Class Student Engagement and Collaboration IJITE
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
Using Socrative to Enhance In-Class Student Engagement and Collaboration IJITE
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was
based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative
software. The structure of the questions was a blend of true/false, multiple choice and short answer
questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively
through student questionnaire. The results indicate that using student paced assessments method using
Socrative enhanced student’s performance. The results showed that 53% of the students improved their
performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in
teaching and learning for engineering modules in higher education
Blended Learning is a buzzword in Education today. Number of Blended Learning Models can be seen in the literature but those models hardly combine the elements of teaching and learning. They are just focused on the deliverable.
Conduct research to identify techniques for maintaining participant .docxladonnacamplin
Conduct research to identify techniques for maintaining participant interest in training. List a minimum of three specific techniques not found in the Blanchard and Thacker (2013) text and give a short explanation of each. Explain how these techniques can be used to deliver effective training, noting the learning style to which each technique appeals. Compare these three techniques with those identified in the course text, noting any differences or similarities.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture for review and information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
Auditory
- Listening to presented information and retaining th.
Training is any planned activity to transfer or modify knowledge, skills, and attitudes through learning experiences. Personnel may require training for a variety of reasons, including the need to maintain levels of competence and respond to the demands of changing circumstances and new approaches and technologies. Training by itself cannot solve structural, organizational, or policy problems within an organization, although supportive supervision and the use of motivational strategies can help sustain performance improvement derived from training (www.who.int/medicinedocs/documents).
Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies (www.businessballs.com).
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
Impact of Training and Development, training design and on the job training ...inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Week 5 - Weekly LectureWeek Five LectureImplementation .docxmelbruce90096
Week 5 - Weekly Lecture
Week Five Lecture
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15). Three things every trainer should know about learning styles[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).Adult learning styles [Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
1. Written Word - Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
2. Auditory - Listening to presented information and retaining the major portion of what has been heard.
3. Visual - Seeing pictures, diagrams, and illustrations enables the learner to grasp the concepts being presented.
4. Kinesthetic/Tactile - Involves touch and manipulative activities. Requires eye-hand-body coordination.
As you select a delivery method you need to keep in mind that by varying the methods you will be focusing on the different learning styles of your participants.
The outputs of the development phase serve as inputs to the implementation phase. The implementation phase’s output is the trainees’ response to training, the trainees’ learning, their behavior back on the job, and its effect on key organizational outcomes. These out.
There is growing agreement that the non-conventional methods of employee development can well
influence employee development. The focus of this paper is to identify the non-conventional methods of staff
development and how they enable development of employees at the work place with employee relations as the
mediator. The study has reviewed literature with regard to employee development, non-conventional methods to
employee development and the employee relations
Lessons learned rt i manuscript nat forum of sped journalWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Running head: PORTFOLIO PROPOSAL 1
PORTFOLIO PROPOSAL 2
Portfolio Proposal
ECE657: Assessment to Support Young Children and Families
Annette Williams
Instructor Strout
December 16, 2019
Portfolio Proposal
The performance of children in the learning environment is an important component of facilitating positive academic development. Therefore, it is important to consider a portfolio that looks into robust communication regarding the gaps associated with the learning environment. Students should have a capacity to identify their strengths in terms of learning new skills and knowledge. With the above in place, it would be crucial to communicate about the pros and cons of the teaching practice, the fitting portfolio system, and the chosen portfolio system. Also, it becomes crucial to focus on the portfolio system that would encompass growth in the developmental domains. Lastly, it is important to record how it would be possible to ensure fidelity in the portfolio system.
The teaching strategies Gold and Lifecubby portfolio system are an important component of the learning environment. The main reason for this is because it provides the student with the needed skills and knowledge to ensure effective performance. It is an important segment because it enables teachers to remain motivated and dedicated to teaching the students to become independent thinkers in their professional environment. Early education is critical and requires a teacher who is more patient and flexible in delivering the needed knowledge. A teacher who does not take the time to handle the students may become frustrated.
Therefore, the teaching strategies are crucial in the establishment of effective relationships with the students. It is through the above that it becomes easier for the teachers to learn about the strengths and weaknesses of their students. Also, they try their best to promote positive outcomes in terms of communicating the right ideas among the students in the learning environment. The learning environment provided by the teaching strategies is more diverse and has a large opportunity base to support the growth and development of the student (Becker, R et al., 2015). The environment is also structured in a way that the teaching strategies meet the needs of the teachers.
When it comes to the cons, it is important to note that they are limited. The teaching strategies may not be too flexible to allow the adoption of educational technology. The teaching strategies are more traditional and include one-to-one communication with the students. Another significant con focuses on the rigidity of the teaching practices. The teacher is the person with all the major responsibilities and does not provide the student with the opportunity to ensure personal development. The ...
Discuss the evolution of law enforcement in terms of forensic scienc.docxstandfordabbot
Discuss the evolution of law enforcement in terms of forensic science. How has law enforcement benefited from advances in forensic science?
2)
Discuss the CSI effect. Identify the challenges of the CSI effect for investigators and forensic experts. Discuss the importance of maintaining the chain of custody of evidence.
.
Discuss the ethics of medianews reporting matters of national.docxstandfordabbot
***
Discuss the ethics of media/news reporting matters of national security
. ***
* 1 and a half
pages
* APA formatting.
* Cohesive and blended paper
.
Use http://www.dhs.gov/border-security-overview as your topic, keep the thesis in my and keep the topic centered
.
More Related Content
Similar to 22 ProfessionalSafety DECEMBER 2017 www.asse.org.docx
Blended Learning is a buzzword in Education today. Number of Blended Learning Models can be seen in the literature but those models hardly combine the elements of teaching and learning. They are just focused on the deliverable.
Conduct research to identify techniques for maintaining participant .docxladonnacamplin
Conduct research to identify techniques for maintaining participant interest in training. List a minimum of three specific techniques not found in the Blanchard and Thacker (2013) text and give a short explanation of each. Explain how these techniques can be used to deliver effective training, noting the learning style to which each technique appeals. Compare these three techniques with those identified in the course text, noting any differences or similarities.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture for review and information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
Auditory
- Listening to presented information and retaining th.
Training is any planned activity to transfer or modify knowledge, skills, and attitudes through learning experiences. Personnel may require training for a variety of reasons, including the need to maintain levels of competence and respond to the demands of changing circumstances and new approaches and technologies. Training by itself cannot solve structural, organizational, or policy problems within an organization, although supportive supervision and the use of motivational strategies can help sustain performance improvement derived from training (www.who.int/medicinedocs/documents).
Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies (www.businessballs.com).
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
Impact of Training and Development, training design and on the job training ...inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Week 5 - Weekly LectureWeek Five LectureImplementation .docxmelbruce90096
Week 5 - Weekly Lecture
Week Five Lecture
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15). Three things every trainer should know about learning styles[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).Adult learning styles [Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
1. Written Word - Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
2. Auditory - Listening to presented information and retaining the major portion of what has been heard.
3. Visual - Seeing pictures, diagrams, and illustrations enables the learner to grasp the concepts being presented.
4. Kinesthetic/Tactile - Involves touch and manipulative activities. Requires eye-hand-body coordination.
As you select a delivery method you need to keep in mind that by varying the methods you will be focusing on the different learning styles of your participants.
The outputs of the development phase serve as inputs to the implementation phase. The implementation phase’s output is the trainees’ response to training, the trainees’ learning, their behavior back on the job, and its effect on key organizational outcomes. These out.
There is growing agreement that the non-conventional methods of employee development can well
influence employee development. The focus of this paper is to identify the non-conventional methods of staff
development and how they enable development of employees at the work place with employee relations as the
mediator. The study has reviewed literature with regard to employee development, non-conventional methods to
employee development and the employee relations
Lessons learned rt i manuscript nat forum of sped journalWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Running head: PORTFOLIO PROPOSAL 1
PORTFOLIO PROPOSAL 2
Portfolio Proposal
ECE657: Assessment to Support Young Children and Families
Annette Williams
Instructor Strout
December 16, 2019
Portfolio Proposal
The performance of children in the learning environment is an important component of facilitating positive academic development. Therefore, it is important to consider a portfolio that looks into robust communication regarding the gaps associated with the learning environment. Students should have a capacity to identify their strengths in terms of learning new skills and knowledge. With the above in place, it would be crucial to communicate about the pros and cons of the teaching practice, the fitting portfolio system, and the chosen portfolio system. Also, it becomes crucial to focus on the portfolio system that would encompass growth in the developmental domains. Lastly, it is important to record how it would be possible to ensure fidelity in the portfolio system.
The teaching strategies Gold and Lifecubby portfolio system are an important component of the learning environment. The main reason for this is because it provides the student with the needed skills and knowledge to ensure effective performance. It is an important segment because it enables teachers to remain motivated and dedicated to teaching the students to become independent thinkers in their professional environment. Early education is critical and requires a teacher who is more patient and flexible in delivering the needed knowledge. A teacher who does not take the time to handle the students may become frustrated.
Therefore, the teaching strategies are crucial in the establishment of effective relationships with the students. It is through the above that it becomes easier for the teachers to learn about the strengths and weaknesses of their students. Also, they try their best to promote positive outcomes in terms of communicating the right ideas among the students in the learning environment. The learning environment provided by the teaching strategies is more diverse and has a large opportunity base to support the growth and development of the student (Becker, R et al., 2015). The environment is also structured in a way that the teaching strategies meet the needs of the teachers.
When it comes to the cons, it is important to note that they are limited. The teaching strategies may not be too flexible to allow the adoption of educational technology. The teaching strategies are more traditional and include one-to-one communication with the students. Another significant con focuses on the rigidity of the teaching practices. The teacher is the person with all the major responsibilities and does not provide the student with the opportunity to ensure personal development. The ...
Discuss the evolution of law enforcement in terms of forensic scienc.docxstandfordabbot
Discuss the evolution of law enforcement in terms of forensic science. How has law enforcement benefited from advances in forensic science?
2)
Discuss the CSI effect. Identify the challenges of the CSI effect for investigators and forensic experts. Discuss the importance of maintaining the chain of custody of evidence.
.
Discuss the ethics of medianews reporting matters of national.docxstandfordabbot
***
Discuss the ethics of media/news reporting matters of national security
. ***
* 1 and a half
pages
* APA formatting.
* Cohesive and blended paper
.
Use http://www.dhs.gov/border-security-overview as your topic, keep the thesis in my and keep the topic centered
.
Discuss the ethics of using unconscious nudges to alter peoples beh.docxstandfordabbot
Discuss the ethics of using unconscious nudges to alter people's behavior. Within your answer, consider the argument made by economists Richard Thaler and Cass Sunstein, who favor the use of nudges. Could nudges be avoided? Do all policies contain some unconscious nudges and incentives? Do all nudges influence people? if so, how and why?
.
Discuss the ethical implications of a leaders role in the socia.docxstandfordabbot
Discuss the ethical implications of a leader's role in the socialization of new hires into the preexisting culture of an organization. What responsibility does a company have to inform newly hired persons that it wants to shape their values, perceptions, and behavior to conform to the organization's culture? What impact does the leader’s informed values and individual behavior have on organizational effectiveness? Considering the Christian concept of putting others before oneself as well as what you have learned in this course about Servant Leadership and Conscious Capitalism; explain the impact on company culture and organizational effectiveness.
.
discuss the differences between Virtualization and Cloud Computi.docxstandfordabbot
Discuss the differences between Virtualization and Cloud Computing. You are to post directly to the thread. Any discussion posted in an attachment will be disregarded.
Please find
one organization that has recently adopted virtualization
and summarize their reasons for taking this approach. What challenges did they face?
Respond substantively to at least two other students' posts. Were they similar to other organizations? If not, why? If so, how?
Due by Wednesday 9/11/19 and be a minimum of 500 words.
.
Discuss the differences between substantive law, procedural law,.docxstandfordabbot
Discuss
the differences between substantive law, procedural law, criminal law, civil law, common law, and statutory law. Provide examples of each law and discuss what U.S. Constitution amendments were implemented to protect the rights of businesses and organizations. Discuss the topics you are comfortable with, the topics you struggled with, and how the weekly topics relate to application in your field.
100 words
.
Discuss the differences between the three major approaches surroundi.docxstandfordabbot
Discuss the differences between the three major approaches surrounding collection and analysis of data i,e., quantitative, qualitative, and mixed methods. As well as, describe the design of scientific inquiry that may go with each method i.e., survey, narrative, phenomenological, ethnographic, grounded theory, or case study and why it would be selected. Then address which method and design you think you would prefer to use to conduct research and why.
Requires 250-300 words each forum.
#1
For this week’s forum post, We discuss the three major approaches surrounding collection and analysis of data. The first of the three approaches are quantitative. Quantitative, represents the method of utilizing numeric data and statistics in communicating the results. The second of the three approaches are qualitative. Qualitative represents the method of gathering data in the form of words and descriptions, such as interviews and focus groups, to communicate the results. The third, and final approach surrounding collection and analysis of data is mixed methods. Mixed methods incorporate both of what the quantitative and qualitative approach focus on. Using both numeric data and personal communication (Todd, Nerlich, McKeown, Clarke, p.2,3)
Quantitative
The quantitative method, involves numeric data and statistics to communicate findings. It emphasizes data, measured objectively, because it cannot be disputed. Polls, questionnaires, and surveys are three methods used in the collection of statistical, mathematical, or numerical analysis of data. The primary purpose of quantitative research is to explain a particular event. By gathering a specific type of data, and generalizing it across an area small or wide. The goal, is to determine the relationships between variables, in that given area. Typically, this type of research is used to create graphs and tables of raw data. (Todd, Nerlich, McKeown, Clarke, p.2,3). This method would involve survey and ethnographic, because both are products of statistical analysis.
Qualitative
The qualitative method, involves gathering data in the form of words and descriptions. It emphasizes to understand the social reality of a given group and cultures as nearly as possible as its participants feel it or live it. The study is conducted in the person or groups natural setting. The goal of the qualitative approach is to understand the “why” behind a particular phenomenon, or behavior, acts the way it does. (Saul McLeon, p.1,2)
This method would involve narrative and case study, because both of those studies involve personal data. Data that is received in the form of words.
Mixed Method
The mixed method, combines both of the approaches, that the quantitative and qualitative method focus on. It emphasizes the collection, analysis, and integrating quantitative and qualitative research. The issue with both qualitative and quantitative research, is that there are weaknesses to only using one method at a time. Mix.
Discuss the differences between Unitary and confederal systems of go.docxstandfordabbot
Discuss the differences between Unitary and confederal systems of government. Why would we need a strong national government? Why might we want local state governments to control the decision-making? Why were the Articles of Confederation a failure? And lastly, why is federalism a preferable system to either unitary or confederal constructions of government?
.
Discuss the differences between the systems development life c.docxstandfordabbot
Discuss the differences between the systems development life cycle (SDLC) and the security life cycle.
Include in your discussion both management and non-management IT security positions that perform security life cycle steps and briefly describe their role.
.
Discuss the differences between substantive law, procedural law, c.docxstandfordabbot
Discuss
the differences between substantive law, procedural law, criminal law, civil law, common law, and statutory law. Provide examples of each law and discuss what U.S. Constitution amendments were implemented to protect the rights of businesses and organizations. Discuss the topics you are comfortable with, the topics you struggled with, and how the weekly topics relate to application in your field.
120 words
.
Discuss the differences between communism socialism and capitalism.docxstandfordabbot
Discuss the differences between communism socialism and capitalism
make arguments for and against each government system and give country examples for each system
use different countries than the previous response... Make your own examples use the CIa Fact Book if you need assistance
do not use Cuba or the United States your examples
.
Discuss the differences between civil and criminal courts. Is the li.docxstandfordabbot
Discuss the differences between civil and criminal courts. Is the line between these two courts absolutely definitive? If not, what types of cases might "blur the line" between both courts? Can you briefly describe a real world example where a case was tried in both courts?
How might you handle this case? I just had a 7 year old to to criminal court after sexual abuse by an adult male. She was my youngest child client to go to criminal court. I was really concerned that the defendant would be found not guilty due to her young age and no forensic evidence. I did address this with her and indicated that sometimes the jury get in wrong (she had been explained jury, judge, etc and visited the court room on 2 occasion). He was found guilty in 2 hours and the jury also eat lunch during that time.
By
Fri
day, July 18, 2014
,
.
Discuss the difference between normative economic analysis and posit.docxstandfordabbot
Discuss the difference between normative economic analysis and positive economic analysis. Is economics concerned mainly with normative or positive analysis? Briefly explain.
Discuss the concept of scarcity. Can you think of anything that is not scarce according to the economic definition? How might governments reduce scarcity?
Discuss the significance of the production possibilities frontier.
How can economies achieve points of production that lie outside the curve? What might cause an economy to produce at points beneath the curve?
.
Discuss the difference between external and internal evidence as it .docxstandfordabbot
Discuss the difference between external and internal evidence as it relates to your PICOT search strategy.
PICOT ; Urinary Tract Infections
Address the strengths and weaknesses of searching in a databank versus a web-based search engine. You must use two databanks mentioned in the text.
Examples of databases include PubMed, Cochrane literature, and CINAHL
.
Discuss the difference between an income tax expense and an in.docxstandfordabbot
Discuss the difference between an income tax expense and an income tax payable, demonstrating an understanding of the difference between GAAP and tax reporting. Identify three temporary differences and discuss how the deferred tax asset or deferred tax liability is recorded and consumed. Identify three permanent differences and discuss the reporting of permanent differences.
.
Discuss the development of political and social structures that prod.docxstandfordabbot
Discuss the development of political and social structures that produced a strong sense of community and cultural unity among Greeks during the Archaic Age.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Levack, B., Muir, E., & Veldman, M. (2011).
The west encounters & transformations
. (3rd ed., Vol. 1, pp. 76-84 ). Upper Saddle: Pearson. DOI: www.pearsonhighered.com
(Levack, Muir & Veldman, 2011)
No wiki, dictionary.com or plagarism
.
Discuss the development of coronary artery disease (CAD) and the lin.docxstandfordabbot
Discuss the development of coronary artery disease (CAD) and the links to dyslipidemia, hypertension, cigarette smoking, diabetes mellitus, obesity, and sedentary lifestyle. Review the current scholarly literature, and describe the markers and testing of cardiovascular risk and prevention and treatment recommendations.
Use at least one scholarly source other than your textbook to connect your response to national guidelines and evidence-based research in support of your ideas.
.
Discuss the data visualization in the attached file below (Data Visu.docxstandfordabbot
Discuss the data visualization in the attached file below (Data Visualization Example) and mention what was right and what did not work? How could you make it better? I want you to respond to at least three other posts to receive points. You can use the attached data file below (Example Data File) to create a better visualization.
.
Discuss the data set and the following topics.How effective .docxstandfordabbot
Discuss the data set and the following topics.
How effective is the visualization? Why?
What elements would you modify?
Does the example reveal the tool used ( PowerBI, R, Tableau, Qlikview....?
What problem is the visualization addressing?
.
Discuss the case study of Ciba-Geigy p.docxstandfordabbot
Discuss the case study of Ciba-Geigy presented in Chapter 4 of the text in the context of the Humphreys & Langford’s (2008) article on managing a corporate culture slide. How well did executives at Ciba-Geigy do in anticipating and managing their culture shift with respect to the questions and issues raised by Humphreys and Langford? In your response, reference at least one external source beyond the textbook and the Humphreys & Langford’s (2008) article. Must use a scholarly reference and must be at least 300 words.
Humphreys, J. & Langford, H. (2008). Managing a Corporate Cultural 'Slide'. MIT Sloan Management Review, 49(3), 25-27.
O’Reilly III, C. A., Caldwell, D. F., Chatman, J. A., and Doerr, B. (2014). The Promise and Problems of Organizational Culture: CEO Personality, Culture, and Firm Performance. Group & Organization Management, Vol. 39(6) 595–625
.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
22 ProfessionalSafety DECEMBER 2017 www.asse.org.docx
1. 22 ProfessionalSafety DECEMBER 2017 www.asse.org
Scott P. Smith, M.S., CSP, is a global risk manager and trainer
with a 20-year
career working across five continents. He holds a B.S. in
Environmental Science
from Northern Michigan University, an M.S. in Industrial
Hygiene from University
of Massachusetts, Lowell, and is pursuing a doctorate in law
and policy/interna-
tional labor law at Northeastern University. Smith is a
professional member of
ASSE’s Greater Boston Chapter.
IN BRIEF
Educating adult learners
entails selecting the proper
tools to train them with and
integrating them into the
learning process.
Integrated training is
achieved by including
employees throughout the
process, from develop-
ment though validation and
feedback.
Adult learners do not want to be taught.
They want to play a part and need to per-
ceive training as something that will im-
2. prove them as individuals. “Adult learners like to
be in control of their training or at least play a role
in it” (Dalto, 2015). They not only seek training in
areas that are relevant to them, but find further
motivation to learn and feel a greater sense of ac-
complishment when they are involved in identify-
ing training needs.
A wide range of training modalities can be used,
including in-person classroom sessions, virtual live
sessions and self-paced e-learning. Many organi-
zations embrace e-learning tools because of their
ease of deployment, lower costs and increased
learner convenience. “E-learning can be
defined as the use of computer network
technology, primarily over an intranet
or through the Internet, to deliver in-
formation and instruction to individuals
(in our case, employees)” (Welsh, Wan-
berg, Brown, et al., 2003).
Simulation-based training has been a
staple in industries such as aviation and
nuclear energy (Jha, Duncan & Bates,
2001). Virtual-reality (VR)-based sys-
tems are also becoming more common.
“VR has been recognized as having rel-
evance for training in a wide range of in-
dustries including construction, medical
and space exploration” (Squelch, 2001).
While all these systems are successful in some
ways, the literature does not definitively indicate
which training modality is best. That said, Burke
3. and colleagues identify one factor that has a direct
and positive impact on knowledge retention: en-
gaging the employee in the training (Burke, Sarpy,
Smith-Crowe, et al., 2006). “Our findings indicate
that the most engaging methods of safety training
are, on average, three times more effective than the
least engaging methods in promoting knowledge
and skill acquisition” (Burke, et al., 2006). Educat-
ing adult learners entails selecting the proper tools
and integrating employees themselves into the
learning process.
Needs Assessment, Delivery & Validation
OSH trainers must continuously adapt training
content and training delivery. Doing so effectively
involves a three-step process (Table 1, p. 24). The
first step is to conduct a needs assessment. Train-
ing needs include codified requirements and the
perceived training needs of employees. By engag-
ing employees in the needs assessment, training
becomes more precise. Doing so also helps an or-
ganization select a delivery system that best meets
employees’ learning needs.
The second step is to select a proper delivery
style. For adult learners, this is critical. By choos-
ing the proper tool to engage workers, employers
help them stay more focused on training, which
increases memory retention. Additionally, incor-
porating site-specific visuals into training materi-
als helps employees develop a clear idea of what is
expected of them.
As Flum, Siqueira, DeCaro, et al. (2010), explain,
4. “The process of taking pictures and presenting them
creates an ongoing discussion among workers and
management regarding the need for change and
for process improvements, and results in greater
interest and activity regarding occupational health
among workers.” Such a process engages people
and generates dialogue among all employees, which
ultimately leads to better training content.
The final step involves two measures: 1) content
retention as assessed using a short quiz or visual
performance review; and 2) a feedback loop that
provides management with a measure of train-
ing effectiveness. The quiz is based on key train-
ing goals, not simply an overview of concepts.
The feedback loop involves watching employees
perform tasks related to training to assess reten-
tion. Data from these measures reveal remaining
knowledge gaps and help management identify
where improvements in training, delivery style or
content, are needed. Employers must also assess
whether workers believed the training was effec-
tive. By integrating worker feedback into training
design, training continually grows and improves.
Key Factors of the Adult Learner
To see value in training, adult learners must un-
derstand why the training is important to them
Effective Training Methods
Employee Training
Peer-Reviewed
Adult Learners
5. www.asse.org DECEMBER 2017 ProfessionalSafety 23
and how completing it will increase their abilities.
As Dalto (2015) explains, “Adult learners want
training to be relevant to their daily lives and to
be focused on completing specific tasks.” It is also
important to clearly communicate purpose. “If a
health and safety program’s purpose is unclear or
appears to benefit the company only, many work-
ers will not take the subject matter seriously. The
audience must understand how the training direct-
ly relates to their daily personal lives” (Potts, 2016).
To close this gap, the delivery system must be
concise and state definitively what the training will
do for workers as individuals. By asking employees
during training development what they wish they
had been taught when they started, training ma-
terials grow to meet the demands of longer-term
workers as well as younger workers who may have
less-developed competencies. The term employee-
driven content is used to define this functional need.
In general terms, adult learners are self-direct-
ed; have years of experience and training; are goal
oriented; learn better when properly motivated;
and want to feel respected. They do not want to
sit in a room and merely listen. “Most programs
are developed based on the naive assumption that
safety knowledge can easily be transferred through
conventional classroom instructional methods”
(Albert & Hallowel, 2013). Adult learners want to
6. be engaged, feel as though their time is being used
wisely and believe the material is valuable to their
skill set.
Adult learners want to engage with an instructor
who can answer their questions and be engaged by
this instructor in a learner-centric dynamic (Albert
& Hallowel, 2013). Adult learners prefer to be edu-
cated by a topic expert, but also want to be trusted
to read and learn on their own.
While online training systems are available,
these systems are prepackaged and not generally
tailored to a specific work environment. When a
worker cannot associate the material presented
with his/her own work environment or lacks a
sense of engagement in the material, the course
loses value. “If sufficient attention is not given to
implementation, e-learning will not be successful”
(Welsh, et al., 2003). Some online training can be
modified and adapted to an employer’s workplace.
This helps bridge the gap with prepackaged train-
ing but it can add cost, hinder annual updating and
increase release time. M
A
T
J
A
Z
S
L
A
8. learners entails
selecting the
proper tools
and integrating
employees
themselves into the
learning process.
24 ProfessionalSafety DECEMBER 2017 www.asse.org
Bringing It All Together
Employee-Driven Content
Feedback from adult workers often centers
around why they need to know what is being cov-
ered in training. If this initial mental hurdle is not
overcome, any training that follows may be ineffec-
tive. An excellent way to address this concern is to
integrate the learner into the training development
process. By discussing training needs with employ-
ee representatives during the needs assessment, an
organization can develop training content that is
more precise and site-specific. Stating clearly how
training will affect employees with buy in from su-
pervisors will further enhance the perceived value
of the training.
In many cases, employees are assigned read-
ing materials or asked to complete online train-
ing. While Welsh, et al. (2003), agree this can be
an easier approach, employers must be careful to
design it to engage students. Often, adult learners
9. respond negatively to an hour’s worth of slides
on a screen or online training delivered by a ma-
chine. By providing training materials that clearly
identify the expected outcomes and explain the
importance of those outcomes to the individual,
training transforms into a tool for self-advance-
ment rather than simply a company requirement.
It also helps to train employees in small, similar
groups and provide materials for further review,
as this review allows employees to discuss and
review information on their
own time (Figure 1). This
gives the employee a sense
of freedom in education and
promotes self value.
Employee Engagement
Learners generally retain
10% of what is read, 20% of
what is heard, 30% of what
is seen, 50% of material from
group discussion, 75% of what
is learned through practice
and 90% of what they say and
do (Booth, 2007). Therefore,
a trainer should keep train-
ing materials to a few, concise
pages to maintain focus on
critical details. While the his-
tory of lockout/tagout may interest a scholar, it of-
fers little value to employees.
As noted, integrating site photos into training
10. materials adds value in the form of visible stim-
uli (Flum, et al., 2010). Seeing a lockout tag in a
presentation slide adds less value than seeing a
lock and tag being properly affixed on a piece of
equipment employees encounter each day (Figure
2). Incorporating photos gathered during inspec-
tions also enhances training because such photos
depict actual risks that employees may encounter
in their workplace. This strengthens an employee’s
retention and understanding because it helps the
employee make associations between training and
his/her job.
Open Delivery
Workers should be part of the process for sched-
uling training and planning retraining. As Dalto
(2015) explains, “By consulting with your employ-
ees, you can create a training schedule that best fits
their needs.” Often, employers schedule a weeks’
worth of training to occur once a year. This requires
all employees to attend training at one time, which
increases costs. Performing short, monthly single
topic training sessions allows employees time to
reflect on each topic. This approach also keeps
safety in the forefront year round.
Integrated Training & Validation
Integrated training is achieved by including em-
ployees throughout the process, from development
through validation and feedback. By bringing em-
ployees into the development cycle, they become
part of the solution. By engaging employees in the
training cycle, they feel part of the educational pro-
cess. Integrating the training perspective of the af-
11. fected employees/supervisors strengthens training
effectiveness. Integrated training validation refers
to the process of asking employees directly wheth-
er they learned or developed better proficiency
through the training and whether the training de-
livered value. By listening to employees’ perspec-
tives on the effectiveness of training, a trainer can
continuously improve the training process.
TABLE 1
Training Process Steps
FIGURE 1
Example Learning Objectives
www.asse.org DECEMBER 2017 ProfessionalSafety 25
Conclusion
OSH professionals have access to many train-
ing tools and resources. However, the most valu-
able tool are the employees who bring with them
hands-on experience and a desire to learn. As Ben-
jamin Franklin said, “Tell me and I forget. Teach
me and I remember. Involve me and I learn.” To-
day’s OSH trainers must involve their adult em-
ployees to improve their learning. PS
References
Aben, B., Stapert, S. & Blockland A. (2012). About
the distinction between working memory and short-
term memory. Frontiers Psychology, 3, 301. doi:10.3389/
fpsyg.2012.00301
12. Albert, A. & Hallowel, M.R. (2013). Revamping
occupational safety and health training: Integrating an-
dragogical principles for the adult learner. Australasian
Journal of Construction Economics and Building, 13(3),
128-140. doi:10.5130/ajceb.v13i3.3178
Bates, R. (2004). A critical analysis of evaluation
practice: The Kirkpatrick model and the principle of
beneficence. Evaluation and Program Planning, 27(3),
341-347. doi:10.1016/j.evalprogplan.2004.04.011
Booth, A. (2007). In search of the information literacy
training half-life. Health Information and Libraries Journal,
24, 145-149. doi:10.1111/j.1471-1842.2007.00707.x
Burke, M.J., Salvador, R.O., Smith-Crowe, K., et al.
(2011). The dread factor: How hazards and safety train-
ing influence learning and performance. Journal of Ap-
plied Psychological Association, 96(1), 46-70. doi:10.1037/
a0021838
Burke, M., Sarpy, S.A., Smith-Crowe, K., et al. (2006).
Relative effectiveness of worker safety and health train-
ing methods. American Journal of Public Health, 96(2),
315-324. doi:10.2105/AJPH.2004.059840
Bush, D. & Andrew, K. (2013). Integrating occupa-
tional safety and health training into career technical
education in construction. Retrieved from www.cpwr
.com/publications/integrating-occupational-safety-and
-health-training-career-technical-education
Dalto, J. (2015, July). Adult learning principals for
safety training. Retrieved from https://ohsonline.com/
Articles/2015/07/01/Adult-Learning-Principles-for
13. -Safety-Training.aspx
Flum, M.R., Siqueira, C.E., DeCaro, A., et al. (2010).
Photovoice in the workplace: A participatory method to
give voice to workers to identify health and safety haz-
ards and promote workplace change: A study of univer-
sity custodians. American Journal of Industrial Medicine,
53(11), 1150-1158. doi:10.1002/ajim.20873
Illeris, K. (2011). The fundamentals of workplace learn-
ing: Understanding how people learn in working life. New
York, NY: Routledge Taylor & Francis Group.
International Labor Organization (ILO). (2003).
Global strategy on occupational safety and health. Re-
trieved from www.ilo.org/wcmsp5/groups/public/
---ed_protect/---protrav/---safework/documents/
policy/wcms_107535.pdf
ILO. (2004). Recommendation concerning human
resources development: Education, training and lifelong
learning [Human Resources Development Recom-
mendation, No. 195). Retrieved from www.ilo.org/dyn/
normlex/en/f?p=NORMLEXPUB:12100:0::NO::P12100
_ILO_CODE:R195
Jha, A.K., Duncan, B.W. & Bates, D.W. (2001).
Simulator-based training and patient safety. In R.M.
Wachter (Ed.), Making healthcare safety: A critical analysis
of patient safety practices. Retrieved from https://archive
.ahrq.gov/clinic/ptsafety/chap45.htm
Kirkpatrick, J. & Kirkpatrick, W.K. (2009). The Kirk-
patrick four levels: A fresh look after 50 years, 1959-
2009. Retrieved from www.kirkpatrickpartners.com/
Portals/0/Resources/Kirkpatrick%20Four%20Levels%20
14. white%20paper.pdf
Merli, C. (2011, June). Effective training for adult
learners. Professional Safety, 56(6), 49-51.
OSHA. (2010). Best practices for the development,
delivery and evaluation of Susan Harwood training
grants (OSHA Publication No. 3686-09 2010). Retrieved
from www.osha.gov/dte/sharwood/best-practices.html
OSHA. (2015). Resource for development and deliv-
ery of training to workers (OSHA Publication No. 3824-
08 2015). Retrieved from www.osha.gov/Publications/
osha3824.pdf
O’Connor, T., Flynn, M., Weinstock, D., et al.
(2014). Occupational safety and health and training for
underserved populations. New
Solution
s, 24(1), 83-106.
doi:10.2190/NS.24.1.d
O’Lawrence, H. (2007). The influences of distance
learning on adult learners. Techniques: Connecting Educa-
tion and Careers, 81(5), 47-49.
Potts, J. (2016). Best practices for engaging workers
in health and safety training. Occupational Health and
15. Safety, 85(5), 22-24.
Squelch, A.P. (2001). Virtual reality for mine safety
training in South Africa. The Journal of the South African
Institute of Mining and Metallurgy, 10(4), 209-216. Re-
trieved from www.saimm.co.za/Journal/v101n04p209.pdf
Welsh, E., Wanberg, C., Brown, K.G., et al. (2003).
E-learning: Emerging uses, empirical results and future
directions. International Journal of Training Development,
7(4), 245Ð258. doi:10.1046/j.1360-3736.2003.00184.x
Using findings
from OSH inspec-
tions with photos
of safety issues
supports training
by showing real-
world risks from the
employee’s actual
workplace.
FIGURE 2
Example of Inspection Findings
16. Copyright of Professional Safety is the property of American
Society of Safety Engineers and
its content may not be copied or emailed to multiple sites or
posted to a listserv without the
copyright holder's express written permission. However, users
may print, download, or email
articles for individual use.
Due Sunday, October 30, 2022, 11:59 PM
Time remaining: 1 day 1 hour
I expect you to track your learning in this course in a journal. I
want you to record your thoughts about what you learned from
this course. (This is sort of a metacognition exercise.) You can
do this within the discussion thread or upload a Word
document) or by hand (e.g., in a notebook).
This journal should be separate from your class notes.
If you are searching for what to write about, you can start by
answering questions such as:
· What did you learn?
· What did you find interesting?
· What was meaningful to you?
17. · What will you do with the information?
· How will you change because of what you learned?
· How can the information apply to real-world (including
personal) issues?
Examples of what you could write include, but are not limited
to:
· summarizing interesting concepts from the readings in your
own words.
· jotting down thoughts/reactions from class activities and
discussions.
· recording your results from personality inventories and
explaining what those results mean.
· drawing a diagram or model of a particular theory and adding
your notes about it.
· critiquing existing theories or creating your theory of
personality.
There is no designated structure to this assignment, but I want
your writing to be thoughtful, deliberate, and above all,
meaningful. I’d also like you to emphasize application to real-
world issues. Pay attention to your writing quality (e.g.,
spelling, grammar, punctuation, etc.). Although there is no
specified length requirement, good entries will typically be at
least half a page. You do not need to write down what you
18. learned from every class period; however, write what you
learned in each chapter or weekly session.