Training to Perform Their Jobs
In a previous article, we explored the concept of staff involvement, emphasising that it extends beyond merely allowing Safety Representatives to voice concerns to management. True staff involvement means seamlessly integrating safety practices into daily work routines. This requires fostering a culture where the organisation provides a robust safety framework while empowering staff to make informed safety decisions during their tasks.
However, this approach hinges on staff training, skills, and experience. Safety training is about equipping workers to perform their jobs proficiently, reducing the risk of unsafe actions.
For instance, I, as an untrained individual, should not work on an electrical system connected to the electricity network because I may unknowingly perform an action that puts my safety at risk of exposure to live electricity.
In short, effective safety training is synonymous with job skill training.
The Challenges of Training
Effective training is pivotal but often challenging to implement. It requires considerable management commitment to allocate time for training amidst daily operational demands. Additionally, training is not a one-off event; skills need periodic refreshment. Over time, competencies can degrade due to infrequent use, evolving regulations, or changes in task methodologies.
While many organisations invest in hands-on initial training, they often resort to online refresher courses for cost and convenience. However, the effectiveness of such online training in enhancing practical skills remains questionable.
Assessing the impact of online training is complex. Trainees may recall neglected techniques during refreshers, but recognition alone doesn’t ensure future application.
The Fundamentals of Adult Learning
The limitations of traditional training methods underscore a critical distinction between adult and child learning. Adults learn best through self-direction, autonomy, and leveraging their life experiences, unlike children who often thrive under structured, directive instruction.
For training to be effective, certain principles must be upheld:
- Learning by Doing: Adults excel through active engagement and hands-on tasks.
- Knowledge vs. Skills Training: Knowledge alone rarely changes behaviour. Many tasks require a combination of knowledge and hand-eye coordination.
- Refining Behaviour Patterns: Behaviour in repetitive tasks often follows established patterns. Changing ingrained habits requires repeated practice, not just knowledge.
- Varied Learning Paces: Adults have diverse backgrounds and learning styles. A one-size-fits-all approach often leaves some learners behind.
- Integration of Theory and Practice: While theoretical knowledge underpins practical skills, teaching both requires distinct strategies.
- Feedback and Correction: Continuous, personalised feedback is crucial for skill development and immediate correction.
- Physical and Cognitive Stamina: Training must consider learners’ physical and cognitive limitations.
- Motivation and Engagement: Maintaining motivation and engagement, especially for reluctant learners, may require informal or peer-based approaches.
- Finally, but not least, do not use positive or negative reinforcement to facilitate learning. It is a more complex topic in itself, however in short, these strategies undermine intrinsic motivation, autonomy, and respect, while neglecting adults’ prior experiences and complex learning needs.
Bridging the Gap Between Training and Practice
Ensuring frontline staff possess the skills required for safe task performance is a paramount responsibility of safety professionals. This critical aspect is explored further in my latest book, Safety 2.1 – The Safety Envelope, which details how cognitive safety training integrates with other elements of a robust Safety Management System.