FROM<BR> TRAINING<BR> TO EXPERIENCE
Three considerations for transforming safety training into engaging learning experiences.
So much of a safety manager or leader’s responsibility involves building safety capability within the workforce.
From training people to identify and manage risk, to understanding and implementing policies, to ensuring an entire workforce has the same level of knowledge when it comes to following and managing processes — safety training exists to ensure our people return home at the end of each day in the same state than they left that morning.
Yet truly great safety training goes beyond all that.
Whether it’s face to face (classroom or facilitated), on the job (just in time), micro-learning or eLearning — or better, a combination — training programs are most effective when they comprise a learning ‘experience’.
These experiences are more than information dumps, the inspire personal and professional growth. With the goal, ultimately, for people to become more knowledgeable, skilled and confident than they were before.
So how do we do it?
Here are three considerations we use at Everyday Massive for transforming safety training into engaging and effective safety learning experiences.
Strategic considerations
When a problem is identified, the typical solution is to throw a ‘training deck’ at it. However, learning experiences aren’t a fix-all. They’re best suited to specific applications where we want people to improve capability or change a behaviour, rather than attempting to addressing more complex issues, like culture.
Once the desired capabilities and behaviours have been clearly articulated, learning outcomes can be decided on. And these, in turn, dictate the most appropriate type of training.
Human considerations
Most organisations comprise a predominately adult workforce, so it makes sense to take adult learning theory into account when developing a training curriculum, considering delivery modes and designing systems.
Adult learning principles also dovetails with the Skill-Rule-Knowledge framework, a classification of different types of information processing associated with executing industrial tasks. It involves defining whether training content is validating, teaching or utilising a skill; deploying a set of rules; or acquiring and applying knowledge. This model is particularly applicable in highly automated environments.
Delivery considerations
While technology is fundamental to an effective learning strategy, it should be used judiciously to ensure it delivers the intended outcomes. Each platform and modality has its own particular benefits and limitations, and should also be assessed on whether the outcome is a skill, rule or knowledge based, or a combination of the three.
Self-paced online learning (eLearning)
Self paced online learning enables rapid dissemination of information to large numbers across dispersed geographies, through a consistent delivery channel. It is best suited to content that is reasonably homogenous and relevant to all demographics.
Online learning experiences allow a level of interaction, including gamification and simulation. It is well suited to delivering information in the knowledge and rule domains, as skill based training (i.e. psychomotor learning) typically requires a degree of hands-on learning.
Measuring and recording competency and comprehension can be easily conducted through quizzes. This also provides an opportunity for learners to test their competency prior to content delivery.
Micro-learning
As the name implies, microlearning delivers bite-sized chunks of content. These can be delivered on the job or as part of a larger online learning curriculum. They are particularly beneficial for skills development or as quizzes to check progress.
On the job coaching
On the job coaching delivers training and information to employees using workstation displays. Content can be pushed to people when it’s relevant to the task they’re performing.
Virtual reality & augmented reality
Virtual reality (VR) fully immerses participants in compelling computer generated environments, providing a high level of interactivity. This is useful for familiarising people to new situations and hazardous environments without risk. When paired with a data glove, joystick or input device, VR can also be highly effective for learning and rehearsing motor skills.
Augmented reality (AR) adds a computer generated layer to an actual environment. The ability to use geolocation data makes it effective to introduce people to unfamiliar environments or new machinery and inform them of possible risks, act as a trigger to recall information, or provide on the job alerts about deviations.
Widespread deployment of VR/AR technology requires trained administrators in each location, sufficient equipment, and a process for accommodating people who experience ‘cybersickness’ or discomfort from wearing VR headsets.
Training & simulation centers
A training/simulation center provides an ideal environment for people to practice crucial skills in a safe environment. This modality allows instructors to assess practical application of skills, and is particularly suited to skills that virtual reality technology isn’t able to accommodate yet.
Some organisations and industries outsource training in this modality to approved third-party training centers.
Classroom training
Traditional classroom based training involves an instructor delivering information to participants in person. Slides, video, roleplays and peer interaction can all be used to increase engagement and improve retention of information.
As the classroom is a very different environment from where the information will typically be applied, this modality is best suited to delivering knowledge and rule based information.
Blended learning
Ideally, information should be delivered via a range of modalities. Analysing content through the lens of the Skill-Rule-Knowledge framework helps identify the appropriate mode(s) to deliver each type of information.