【文章內(nèi)容簡介】 dults bring a great deal of life experience to a training situation. It is important to allow adults to share their knowledge and expertise. Characteristics of Adult Learners ? Adults have expectations about what they are being taught. In the case of safety it would be that they are being taught the correct way of doing things to be safe and productive. ? Information retention and learning is based on what is already known. ? Learning progresses from the simple to the plex. People learn best if you break a process or skill into fairly simple pieces for learning retention. ? A skill must be used to be remembered. It is Estimated . . . ? that the average person retains about 7 items in his or her shortterm memory. ? that it takes between 10 and 15 contact times with a handson skill before we retain it in our longterm memory Adults Will Remember… ? 10% of what we Hear ? 15% of what we See ? 20% of what we Both Hear See ? 40% of what we Discuss with others ? 80% of what we Experience Directly or Practice ? 90% of what we attempt to Teach Others The % increases as we “use” and take ownership of our knowledge (training and experience). Effective Training and Learning Techniques often involve the following sequence… 1. You read the directions (procedure), I tell you how to do it and then show you (demonstrate). 2. You tell me, show me and then write down the process or steps, then I’m going to read what you wrote to see if it makes sense. Research indicates that we loose 95% of what we’ve learned in a training session in 2 weeks! So…How Does the Learning Aspect of my Training Impact My Safety Behavior ? The quality of instruction and learning needs to be evaluated to ensure effectiveness—DO NOT assume everyone will prehend and retain equally. ? A quality effective training program says the employer values and is mitted to the safety of the employee. ? Solid training programs that build a sense of personal responsibility are considered successful and especially if safe behavior is carried away from the jobsite—back to your home! 2 Motivation and Influence Nothing says motivation like… Motivation Motivation = ”…the forces influencing people so as to control the making of their decisions…” What are the factors that motivate us and influence our level of effort with regard to safety (output of mind and body)? Keeping yourself safe requires both your mind and body. When your life is on the line it only takes a lapse of either to yield disastrous results. Factors that Shape Motivation GOALS The establishment of clear attainable goals, that the employee has helped set, coupled with a reward (recognition, $’s, etc.) stimulates the need to do well. Established safety goals and meaningful rewards usually equates to a safer work effort and behavior. The trend for safety recognition is behavior based—reward for safe behavior rather than zero injuries. Instill a personal responsibility to recognize unsafe actions/near misses by promoting ownership of safety to change behavior. Factors that Shape Motivation Needs, Wants and Beliefs Generally speaking, if a worker’s needs and wants are satisfied (hazardfree work environment, correct tools to get the job done, etc.) they are more content and will be motivated to perform well and do what is asked of them—like observing safety requirements People tend to be motivated if what they believe they are doing (safety) makes a difference for them and others. Factors that Shape Motivation Risk Risk = the likelihood of an oute (probability) and the severity of the consequence (how bad). Everyone evaluates and perceives risk differently—why do some people like skydiving and some do not—reward outweighs the probability of cost? Factors that Shape Motivation Risk The consequence of behaving unsafely (RISK) will nearly always determine future unsafe behavior, simply because reinforced behavior (no accident or consequence) tends to be repeated. Factors that Shape Motivation Risk For the home, do you perc