Uploaded byLinda Tapp
Central PA ASSE Professional Development Conference
The document discusses various challenges faced by safety trainers, including keeping classes interesting and engaging trainees effectively. It emphasizes the importance of interactive and accelerated learning techniques to enhance knowledge retention and behavior change in trainees. Additionally, it highlights the role of positive emotions, physical activities, and diverse learning methods in creating a more effective training environment.
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Central PA ASSE Professional Development Conference
- 1. C E NT R A L P E N N S Y LVA N I A C H A P T E R
- 3. WHAT IS YOUR BIGGESTTRAINING CHALLENGE?
- 4. ASK IN THEAIRPLANE
- 5. What do youthink is the #1 challenge of safety trainers?
- 6. THE BIGGEST CHALLENGEOF SAFETY TRAINERS 1 2 3 4 5
- 7. AND THE SURVEYSAYS…… 2 3 4 5 Keeping classes interesting (34%)
- 8. 3 4 5 Keeping trainees involved(23%) Keeping classes interesting (34%) And the Survey Says……
- 9. 4 5 Keeping trainees involved(23%) Keeping classes interesting (34%) Needing more time (17%) AND THE SURVEY SAYS……
- 10. Keeping trainees involved(23%) Keeping classes interesting (34%) Needing more time (17%) Staying Current (12%) Measuring/Showing ROI (12%) AND THE SURVEY SAYS……
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- 12. INITIAL IMPRESSIONS Admitinadequate Strange place and people Strange instructor Bad experiences
- 14. Trainer vs. IH/Safety Representative Confidence (orlack of) Perceived ease WHY DOES THIS HAPPEN?
- 15. GET OFF ON THERIGHT FOOT
- 16. INQUIRING MINDS WANTTO KNOW Stimulate curiosity by involving them from the beginning Ask an intriguing question that which you expect few people will know the answer Encourage speculation and wild guessing Accept all guesses – build curiosity Use Question as a lead in to the presentation (provide the answer in your presentation)
- 17. WHAT’S IN THEBOX? Props
- 18. START BEFORE CLASSBEGINS Self-playing slide shows Music Activity
- 19. Guesses ___ ___ ______ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
- 20. CRYPTOGRAM Z Y DG I C I A Y H P H P T I K Y I H Z D N P Y P M H P I G A Y U I H Q G K G B E Z I A Y H P G G Z A G X G X F G A Y P M A G I Y H P H P D J A X Y I H J P B J P T G A
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- 24. Forklift hit racks in warehouse Missingguard on packaging line - can’t find Hissing Pipes In Boiler Room Weird Smell in Warehouse (throat is burning) Locked Office Door (Room 100 - The President) Broken mercury thermometer – needs clean up Safety 12:05 Safety 12:07 Safety 12:09 Industrial Hygiene 12:10 Industrial Hygiene 12:13 Industrial Hygiene 12:15
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- 27. Debriefing/Discussion Questions Whywas it easy or difficult to do the puzzle in reverse? How did working with a partner help you? If there were any words or phrases you did not know, what were they?
- 28. Safety Training thatis fun and interactive helps trainees remember and retain information longer
- 29. Applied to Safety andHealth Training
- 31. Not Justa Bunch of Fluff Not funny or cute for the sake of being funny or cute Everything in an accelerated learning class is focused on the results and not the materials or activities themselves. WHAT IT’S NOT
- 32. Accelerated = faster Learning= Change in behavior from new skills, knowledge or attitude That is… Changing behaviors with increasing speed ACCELERATED LEARNING
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- 34. Traditional Knowing About Formal, structured Conscious Memorizing “Haveto” Emotion Free Passive Accelerated • Knowing How • Informal, flexible • Unconscious • Intuitive & applicable • “Want to” • Fun, effortless • Active ACCELERATED LEARNING VS. TRADITIONAL LEARNING
- 35. Physical Activity Visuals Games Simulations Metaphors andMnemonics Learner involvement techniques Music ACCELERATED LEARNING MAY INCLUDE:
- 36.
- 37. Koosh® Communication What isthe greatest hazard in your workplace? (one word)
- 38. Debriefing/Discussion Questions What didyou like most or least about this activity? How did you decide who to pass the Koosh to? What would you have done differently this morning if you knew you would be put on the spot like this?
- 39. When bodies move,learning improves; where listening grows, collaborations flow; when creativity is ignited, participants get excited; communication is enhanced, social skills advance; it's a Thumball celebration... come join the conversation From Thumball.com TEAM THUMB BALL
- 41. What Other Ways Could YouUse a Ball?
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- 43. FILL IN THECORRECT ANSWERS
- 44. CREATE YOUR OWNLAYERS
- 45. Research has shownthat many people learn better when they are moving
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- 48. What does it represent? Whyis it popular? What else could you use it for? WHAT IS THIS?
- 49.
- 50. How could youmake this more difficult? How could you make it easier? Any other variations? MODIFICATIONS
- 51. How would youdefine “Game”?
- 52. “ A gameis a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome.” From Rules of Play: Game Design Fundamentals by Salen and Zimmerman WITH RESPECT TO TRAINING…
- 53. Adapt what youknow ! & Adapt what your trainees know !
- 55.
- 57. NIOSH and MiningStudy “Use of Simulation Exercises for Safety Training in the U.S. Mining Industry” Second Life CPR
- 58.
- 59. “Stories are themost powerful delivery tool for information, more powerful and enduring than any other art form.” – Nancy Duarte (author of Resonate and Slide:ology)
- 60. Total Learner InvolvementEnhances Learning Learning should involve the whole mind and body. Learning does not just take place in the head but involves the whole body with all its senses, emotions and receptors. Where Have We had “Total Learner Involvement?”
- 61. • Learning isnot the passive storage of information but the active creation of knowledge • Training needs to be created by the trainee and not necessarily given to them. • When learners learn, they are creating new meanings, associations and neural networks within their existing self.
- 62. Training Tutor 1) Intro 2)Middle/Body (Facts) 3) Summary (with Example) 4) Quiz 5) Activity
- 63. Debriefing/Discussion Questions What techniquesdid you use to find information for your section? What else would have helped you? Was it easier or harder to think about one section of the training and why?
- 64. Develop hand-out with_____ ______ only Leave portions ______
- 66. Activity – centeredlearning events are often superior to presentation-centered ones. Activity, or doing the work itself, enhances learning.
- 69. 1 - InspectWork Area 2 - Notify Workers in Area 3 - Turn Off Power 4 - Apply Lock and Tag 5 - Verify Power is Off 6 - Work on Equipment 7 - Clean Up Work Area 8 - Remove Lock and Tag 9 - Turn Power On 10- Notify Others in Work Area that Work is Complete
- 71. How Would YouSpend it if it was in your Training Budget? How would you use it to make your place safer?
- 72. Debriefing/Discussion Questions • Howdid the fact that you have unlimited funds change your thinking? • How can you make some of these ideas come true? • Which ideas surprised you as being more or less expensive than you expected?
- 73. Every 8 MinutesYour Class Needs a Wake-Up Call
- 74.
- 75. Depending on thecircumstances, it is sometimes okay to drive without wearing a seatbel
- 77. Positive emotions arealso very important in enhancing learning. Sitting for 2 hours does not equal positive feelings
- 78. Greater Attention More Enjoyable Relaxation MemoryAid/Link Relationship Builder Humor is good for you!
- 79. • Laughter relievestension • Laughter transcends negative emotions • Laughter Aids Memorization • Laughter builds rapport • Trainees respond
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- 81. Safety training is too importantto be boring!
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- 85. B = BodyWork E = Ear Work E = Eye Work B = Brain Work
- 86. BODY WORK Examples: Models Walk- arounds Drawing
- 87. BODY WORK Body workincludes what we can touch and feel such as hands-on learning activities This is not how most of us were taught!
- 88. • Asking themto act out how something works • Asking them to simulate how a structure or function in the human body works • Having them act out a communication process • Create large pictograms
- 89. • Complete aproject that requires physical activity • Do an active learning exercise such as a learning game • Take a field trip out into the plant and then when you come back, have attendees write, draw or talk about what they learned • Interview people outside the class
- 91. EAR WORK • ReadingOut Loud • Listening & Taking Notes • Music
- 92. Why is itbetter?
- 93. Fire Safety Smoke DetectorEvacuation Map Scott Pack Exit Route Explosion Proof Sprinkler Ladder Fuel Smoking Hot Work Permit Fire Blanket Fire Resistant Tarp Alarm Fire Axe Approved Safety Can Sparks Standpipe 911 Co2 Oxygen Smolder Extinguisher Exit Sign Smoke Hose 1
- 94. Debriefing/Discussion Questions Which clueshelped you to remember something that you may have forgotten? How does hearing the clue and seeing the answer help you to learn? Would this activity have been easier or harder if you worked in a team and why?
- 95. • Watching videos • Reading •Inspections
- 99. How did itfeel to have a limited amount of time to make your observations? What was your first reaction? Why? How did working with a team affect your ability to identify things? Which of the hazards you found would be a top priority to fix? DEBRIEFING/DISCUSSION QUESTIONS
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- 102. Debriefing/Discussion Questions Why do youthink teams had different items in different piles? What could happen if different departments or divisions also categorized hazards differently? What can you use from this exercise back in the workplace?
- 103. Lone Ranger Safety, Maintenanceor Purchasing Low, Medium or High
- 104. List ten commonareas or conditions that need attention in your workplace 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Pick Your Variation
- 105. • Problem solvingexercises • Ask the class to analyze experiences • Ask the class to plan an activity • Ask the class to distill information
- 106. Write tenquestions with your team You may or may not get your own quiz back
- 107. Debriefing/Discussion Questions Was iteasy or difficult to make up your own quiz questions and why? Did you write your questions differently knowing that you may have to answer them yourself? What was the most difficult question and why?
- 108. __________ and ________ Youcan have too much of a good thing Flexible, Understandable, Fun and Adaptable
- 109. Chance and Skill Youcan have too much of a good thing Flexible, Understandable, Fun and Adaptable
- 110. • Explain Objective •See Benefits • Demonstrate if necessary • Divide before moving on • Be a Timekeeper • Keep it moving • Challenge them • Debrief
- 113. Debriefing/Discussion Questions Why didyou find this activity easy or hard? Was it more difficult to work under pressure? Why? What makes a quality answer or solution? Is it easier to solve someone else's problem or you own?
- 117. Illiteracy 32 million USadults can’t read (14%) 21% of adults read below a 5th grade level Non-English Speakers 1 in 5 people (over age 5) speak something other than English at home 2/3 of these speak Spanish
- 120. Face Shield –should be worn in addition to safety glasses or goggles to protect the face Safety Glasses – protect the eyes from flying objects Full Face Respirator – when equipped with a Hepa filter, provides protection for lbp Nitrile (quality latex) Glove – a good glove when handling gasoline Neoprene Glove - a great glove when working with mercury or pcbs Leather Gloves – good gloves for handling rough objects Tyvek Suit – protects the body from asbestos Apron – can provide the body with splash protection Dust Mask – this will not provide enough protection when removing lead based paint/for nuisance dusts Steel Toe Boots- these should be worn to protect your feet Hardhat – this is required to protect you from falling objects Safety Goggles – when working with things that can splash, wear these Safety Vest – when working in the road, wear this Harness – if you are working 6 feet or more off the ground, you need to wear this and it must be connected to a lanyard Ear Plugs – If you are working around loud equipment, you should use these 1⁄2 Face Respirator
- 123. Was it easieror harder to sort pictures than words? Was there a different kind of discussion about the hazards? How?
- 124. Simplify Adapt Shorten Lengthen Remember Chance andSkill Translate FUFA
- 127. You may notbe able to eliminate the PowerPoint format entirely but the written materials will not be the focal point and the most important part of your training. The slides can help to initiate, guide and support the experiences that are used in the class
- 129. • Adding visualsincreases retention from 14% to 38% • Time required to present a concept is reduced by 40% when visuals are used in a verbal presentation But… you need more than hearing and seeing to really get it!
- 130. Learning isn’t aone shot deal Several different kinds of exposure Provide the opportunity to: Discuss Ask questions Do Teach someone else Greatly enhances learning
- 133. Debriefing/Discussion Questions How did thisexercise help you to remember information in the class that you may have forgotten? How did working in a group help you to finish faster? What is one of the most important things you remembered as a result of this exercise?
- 134. Promise to tryat least 3 new activities in the next 30 days Write it Down! Fill out a postcard/envelope Need help? Don’t hesitate to email me at: Linda@SafetyFUNdamentals.com
- 135. WANTMORE? Facebook Page (free games,activities, contests) Facebook.com/SafetyFUNdament als Twitter @SafetyFUN Newsletter (sign up at GamesforSafety.com) Linda@SafetyFUNdamentals.com