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Posts Tagged ‘educatonal design’

Helpful Hint: Positive Experiences Enhance Learning

Tuesday, August 31st, 2010

In reading this months ISHNmagazine, I came across an article titled “The Benefits of Positive Emotions: Don’t worry, be happy (really)” by Dr. John Kello.  

Dr. Kello presents an interesting discussion about the power of Positive Psychology and its focus on positive emotions.  Positive emotions such as joy, satisfaction, gratitude, enthusiasm, and the like are far more helpful in today’s world than those of fear and anger. 

Further, those of us involved with adult education and training understand barriers to learning.  Though negative emotions can be helpful by narrowing the thought process, they can also be counter-productive.  This narrowing and focusing of the thought process in the extreme can lead to tunnel vision and filter out important information, creating barriers to learning.

“When participants in studies are put into situations that trigger a more positive emotional state, they show a broadening and expansion of their focus.”  This results in helping learners to think more objectively, and to interpret the information more clearly as it applies to them and their surroundings. 

As the article discusses, in the safety arena it is easy to lapse into the negative.  Safety, loss control, hazard avoidance, etc., by nature are negative.  In training we are trying to help people avoid injury by something their human nature wants to deny.  Humans want to be positive and think about possibilities.  Negative thinking, like safety can ”feel” constricting.

Help your employees learn by creating an open and engaging learning environment.  Place the subject matter in a positive context, like “helping you to outperform and improve your abilities”, “increasing your understanding and value” and the like.  Then provide active learning experiences.  Don’t expect much learning to occur from sitting at a computer or watching videos.  Get learners involved by demonstrating, practicing, evaluating and showing others.  Build in stories, make it a contest, or create team activities.  Having fun as they learn will prove beneficial.

Be sure to provide praise and help everyone feel positive about the experience.  Give it a try.  Throw away the negative examples and the “if you don’t do this, then that will happen.”  You’ll be amazed at how being positive and helping the learners feel positive about themselves with enhance learning.

Literacy: An Ignored Factor In Successful Training

Tuesday, August 17th, 2010

Special Note: Before beginning I need to apologize for my absence.  It’s never a good idea for a blogger to take an extended vacation, and that’s exactly what I did……both literally and figuratively.  I heard from many of you, and want you to know that I’m back.  More than anything, I want you to know that I really appreciate your following and feedback.  Thanks!

Worker Literacy Affects Safety

The question of literacy is a much bigger problem that we may think.  Recently I came across 2 separate articles that address the subject, both referencing a new study by the Conference Board of Canada, “What You Don’t Know Can Hurt You:  Literacy’s Impact on Workplace Health and Safety”. This research report outlines the value—including direct and indirect benefits—of investing in literacy with the expected outcome of achieving higher levels of health and safety in the workplace.

Using an online survey, a broad cross-section of the workplace was questioned.  From management to workers, service providers to union reps, aboriginal people to recent immigrants, 319 surveys were returned and analyzed.

According to the report, “While respondents gave high ratings to the importance of literacy skills in the workplace, training to build these skills was not always available through their workplaces. Responding employers had a much higher level of confidence in workers’ understanding of health and safety policies (64%) than responding worker groups (40%). Non-employer respondents expressed a higher expectation that literacy skills development opportunities would enhance workers’ understanding of workplace health and safety.”

So What Does This Mean For You?

Establishing written safety policies and procedures, and then training accordingly should and often does improve safety.  However, the Conference Board study showed that the level of confidence in being able to actually perform according to the procedures is suspect.  At least those who would be expected to follow the procedures, the workers, felt that they needed more hands-on instruction.   The flaw in the logic is that when health and safety practices are communicated in written format, a disconnect occurs if workers’ literacy skills are too low for them to read or comprehend the manual.

“Being able to read and understand “most” of the material or to “get the gist” of it is not enough. Precious time may be lost or exacting steps may not be taken if instructions are not followed when or how they should. As a result, injuries may occur, lives may be lost, and property may be damaged. Low literacy skills represent a risk, then, to the practice of workplace health and safety.” The Study delineated several good solutions to the literacy and safety problem, however most were quite detailed and time consuming.  What can we do now to improve safety?
  1. Assume that your class has participants who have difficulty reading and comprehending the training content.  Provide ample opportunity for everyone to talk about the issue, procedure, situation and its importance.
  2. If there are language barriers, make sure to provide adequate translation assistance.
  3. Ask checking questions and make sure that you allow group discussion to determine the level of understanding by all.
  4. Practice, observe, comment, and ask participants to explain why they are doing the procedure or skill in a certain manner. (This method has proven quite successful with driver safety).
  5. Provide follow up discussion after the training is completed.  Ask supervisors to talk with their workers about the subject and to make sure there is understanding.

Done with care, training can be successful and we can be assured that all employees understand what is expected of them.  The literacy problem isn’t going away any time soon, so assume that you have a communication and understanding problem and plan accordingly.

Tips To Avoid The “Plug-And-Play” Mentality

Wednesday, June 30th, 2010

……And Improve The Quality Of Your Safety Training

Over the years I’ve created 100’s of training videos/DVD’s, and with each and every one of them I included an instructor’s guide.  I learned early on that too many “trainers” don’t know how to train and often plug-and-play, hoping that the video will do the training for them.  By including the instructors guide I provide a set of instructions on how best to teach the subject at hand.  I try to help them avoid some of the common mistakes, and build a class that will achieve real objectives.

Common Mistakes When Using Videos

When conducting train-the-trainer classes and discuss the use of videos, there are a set of “do’s and do not’s” that we discuss.  I cover the mistakes trainers make part first to help the trainers recognize some of their short comings.  These include:

  • Failure to set up the video with an introduction to the topic and why is is important.
  • Failure to point out or comment on specific information or key points that will be convered in the video.
  • Failure to establish each individual’s responsibilities to learn the information in the video and be able to demonstrate or discuss key points from the video and related materials.
  • Reliance on the video to do all the teaching.
  • Failure to provide discussion time round the key points and how they relate to the work of the group.
  • Failure to summarize the informaitn in the video, provide discussion, or to disccuss related information that’s not covered in the video.

Plan For Success

Most experienced trainers will tell you that the secret to success is good pre-planning.  Whether you decide to use video or not, it starts with a clear understanding of the learning or behavioral objectives of the class.  Based on what you want to accomplish, choose the method(s) of instruction for those you plan to instruct.

When using video as part of the instruction process it is important to recognize it’s limitations.  Study after study tells us that there will be little long-term retention of the video content unless it is part of an ongoing process of education. 

Think about the comon mistakes when using videos listed above.  Following ANSI/ASSE Z490.1-2009, here are some tips to help steer you clear of trouble, and to create that ongoing process of education:

  • Consider the reasons for conducting the training and set goals.  What are the specific learning objectives?   How will you verify achievement of the objectives?  Are there observable behaviors?  What are they?
  • Create a short written outline for your class that addresses each of the key points you need to cover to achieve the objectives.  Try to envision the class.  How do you plan to begin?  How will you engage each individual?  Will you use any games or competition to add excitement?  Are there specific examples for the work area that you can reference?  Will you try to use the experience of the class to cover some of the information?
  • Structure the class so there is a defined beginning, middle and end.  At the beginning you should set up the topic; why it is important, how it relates to each individual, and what they will be expected to learn or demonstrate.  The middle is where you teach, show video, discuss, demonstrate, etc.  The ending is where you review, ask for any comments or questions, conduct a quiz or learning exercise, and remind everyone of the objectives one more time.
  • Sustain the learning by creating specific follow up activities or discussion at the individual work areas.  Include the supervisors, or better yet have the supervisors conduct the  follow up in short tool-box-talks.
  • Include observations as part of the ongoing learning process.  Observations allow for reinforcement of proper technique or avoidance of any at risk behaviors.  They also allow for coaching when at-risk- behaviors are observed. 
  • Have fun!  Recent studies by psychologists show a strong correlation between having fun and learning retention.  Amazing as it may sound but, when we are happy the learning sticks through association with the positive feelings created.

Training can be very rewarding when trainers are prepared and plan.  Your class participants will appreciate the effort and better relate to the content.   My best to you as you plan your next class.  Have fun.

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