Rock Products

AUG 2017

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120 • ROCK products • August 2017 www.rockproducts.com • 98 percent of participants said it became clear leadership is everyone's business. (Average score of 6.4). • 98 percent of participants said they learned the importance of team work and how to build teams. (Average score of 6.4). •  96 percent of participants indicated they learned making team decisions leads to higher levels of employee engage- ment. (Average score of 6.4). •  98 percent said during this training they learned about communication and its importance to staying safer at work. (Average score of 6.3). Summary/Thoughts MSHA accident and injury statistics indicate the frequen- cy of incidents occurring on mine sites is not going down. There are probably many reasons for this. For example, a company may not have an effective program which guides or coaches an employee's safety behavior on one hand to those which have so many safety programs or initiatives it confuses employees who are affected by them. There appears to be no lack of slogans, programs or initia- tives mining companies use when attempting to improve their employees' safety performance and thereby reduce the number accidents and injuries that occur. But in the end, unplanned events continue to happen on mine sites. Providing employees with high quality safety education, which actually gets them involved, engaged and from which they learn new information to improve their safety perfor- mance, should be the goal of all who provide training. In all likelihood, this will not be accomplished by providing hours of training covering material they already know, using deliv- ery systems which encourage participants to remain passive and where involvement is measured by how many times they push buttons on devices to answer questions. These will not change until trainers or instructors decide to step out of their comfort zone; conduct research on "non-tra- ditional" safety topics to improve or expand the content of their programs and take time to master new delivery tech- niques or processes. Failure to improve delivery processes will encourage disengagement and passivity. Failure to learn new information about safety will result in trainers or in- structors teaching miners what they already know, not what they (miners) need to know in order to improve their safety performance. In addition to improving or expanding content of train- ing programs, there are many delivery processes available which encourage participants to become involved, share ex- periences and learn. But simply showing PowerPoint slides, reading them to students and lecturing is not one of them; having trainees sit in front of a computer monitor with no opportunity to interact or ask questions is another. To devel- op training which is truly effective and of value, trainers or instructors will need to take time to research and find meth- ods which blend their current delivery processes with those proven to engage participants and where retained learning goes from 10 or 20 percent to 80 percent and higher. Some examples of delivery processes trainers or instructors of MSHA training could look at include: • Classroom/Instructor-led Training. • Interactive Training. • Hands-on or Experiential Training. • Distance Education. • Computer-Based Training. • E-learning. When considering an alternative training delivery process, trainers or instructors should explore the advantages and disadvantages of each. As pointed out earlier, instructor-led is efficient at presenting a large amount of material to either small or large groups, is cost effective and ensures everyone will hear the same message; but it tends to not be interactive and success of the class is dependent on the presenter's skills. P articipants enrolled in distance education sessions have shown learning takes place and can be just as effective as traditionally offered training when there is no other choice; in other words, when face-to-face training is not available. Distance education, computer-based training or e-learn- ing allows learning to take place at one's own pace, can be provided at numerous locations simultaneously and is very effective for teaching "hard" skills; but it tends to be less ef- fective for delivering training dealing with "soft" skills. The advantages and disadvantages of other delivery pro- cesses are quite similar to those of Instructor-led distance education, computer-based training and e-learning. All of them can be more effective if they use a blend of two or more delivery processes together. The MSHA safety workbooks and delivery process described in this document are an example of what can be developed when one gets outside of his/her comfort zone. Survey data and comments from those having participated in these ed- ucational sessions indicate they are a refreshing break from MSHA training that is "the same old thing every year." As stated earlier, "it is the trainer's duty to make safety training fun and educational, which will help the trainees to retain information, enjoy the course and apply the learning to their work and lives". Remember, our responsibility is to our stu- dents, not to our content or what we know. *Note: The MSHA web page, not only provides materials on typical safety topics, but often explores others which it encourages safety professionals and trainers use when they are leading required training. Over the past few years task training, risk tolerance and mine site examinations are examples of other topics that could be used in place of those which tend to be repeated year after year. In addition, regional MSHA Educa- tional Field Representatives, if asked, will provide sugges- tions for topics that they believe will help trainers provide new information and engage participants in the training. This article was written by Joseph P. McGuire, Ph.D. and Bill Snead, CSP. For more information, contact drjmcguire@omg- midwest.com. Aggregates Industry Almanac Safety Training

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