Training Solutions Seminar July 23-24, 2002 Golden, Colorado POST-SEMINAR SUMMARIES AND INFORMATION

SUMMARIES OF PRESENTATIONS

1) Summary of Last Year's Seminar - Bob Ferriter

• Full-scale assessment of Western mining industry needs
  • Interviews with operators
  • MSHA accident data based
  • Many variables
  • Will require considerable information gathering
• Survey of industry best practices
• Future Western TRAM-type conference
  • Who wants to take the lead?
  • CSM has facilities available and the ability to host
• Effecting/improving the industry's safety culture
• Electronic repository for cataloging training materials
  • Proposal prepared; not funded
• Effective Training Techniques
  • Train the trainer
  • Session offered today
• Revisit input from last year
• Plan for future training by prioritizing needs and steps
• Issues for breakout group (see handout)
• Agencies and others committed to meeting needs

2) Factors Affecting Effective Training

A) Diversified Work Force - Camm & Cullen

• System safety focus: human, equipment, environment
• Most pieces are myopic on their needs
• Human factors to consider: ability, training, work process, culture, organization
• Equipment: design, work process, economics, maintenance
• Environment: physical, organizational, social, political
• Human factors using systems engineering:
  • Don't assume workers can do tasks [all the time]
  • People can adapt and learn to operate poorly designed equipment, which often results in:
    • Increased training time
    • Increased stress on operator
    • Increased human error under stress
    • Unused equipment capability
• Six principles of effective adult learning (Brookfield, 1986)
  • Voluntary participation
  • Mutual respect
  • Collaborative spirit
  • Praxis (action & reflection; mutual feedback; interaction)
  • Critical reflection (how task fits into overall scheme; why do certain way)
  • Self-direction (what need to do on their own; wean them)
• Mentoring (Billett, 1994)
  • Modeling (expert performs and explains)
  • Coaching (mentor watches & monitors, gives tips & feedback)
  • Scaffolding (learner performs, mentor monitors at distance; support phase)
  • Fading (gradual removal of support, learner becomes self-sufficient)
• Diversity is here; will change; look at demographics (1984 last one for mining)
• How meet their needs?
• Some possible answers:
  • New demographics study coming (NIOSH)
  • Look at accident statistics (MSHA's)
  • Look at regulations
  • Ask the experts (many of them)
  • Ask the miners (work within their culture; include in training development; ask for their evaluations)
• What really works?
  • Adult learning theory says (Knowles, 1984, The Adult Learner, A Neglected Species):
    • Learning based on experience
    • Learning must be relevant
    • Learning is problem-centered, not content-centered
    • Adults need to be involved in planning and evaluation
  • Social learning theory (A. Bandura, 1971):
    • People learn by watching others, then copying what they do
    • People are most willing to learn from people they identify with
    • Mining relies on a master-apprentice relationship to train new hands (MASTERS WILL BE RETIRING; is it really possible to capture an expert? Mortensen video)
  • Experts share …
    • Knowledge about what's important
    • Knowledge about how to do things
    • Values and attitudes of the culture …
    • Zen: craftsman not real deliberate re: instructions (art)
  • Story-telling as a training technique (experts call it entertainment-narrative); miners are natural at this
  • Series of videos done now (mentoring and story-telling)
  • New videos coming

B) MSHA's Training Perspective - Training Challenges in the Mining Industry

• EFS is expanding (showed dots on map, East and West)
• What do?
  • Assistance with training needs
  • Training plan review and approvals
  • Conduct instructor training courses
  • Attend district and field office meetings
  • Participate in seminars, conferences, workshops
  • Help others get training materials
  • Visit as many mines as possible
  • Talk to miners and give info
  • Accident investigation/prevention (fatals; training perspectives; go beyond what's required in approved training plan)
  • "Training Makes a Difference"
    • Voluntary, non-enforcement program (20 now)
    • Conducted by training specialists
    • Evaluate overall S&H program effectiveness
    • In-depth review of accident/illness and violation history
    • Accident Reduction Goals: fatals - 15%/year, etc.
• Challenges, briefly: changing workforce; training needs
• Inform people of benefits of working safely
• Task training should include: risk assessment, system safety
• Hazard ID:
  • Work place exams (safety, health hazards)
  • Equipment preshift exams
  • Immediacy of training (evaluation of task-risk assessment)
• Website updated
• New goals:
  • Develop model to evaluate training needs and successes for mining operations, etc.
• Outsource where feasible (Navy - situational analysis)
• Expand computer-based technology (at National Guard armories?)
• Develop and promote new training programs, policy, best practice cards, videos, interactive computer programs
• Questioning attitudes - value system for workers; get rid of short cuts and bad practices
• Partnership

C) NIOSH's Training Perspective

• PRL (11 professionals; convert research findings into understandable format):
  • Two types of studies: human factors understood first; educational methods (content and delivery)
  • Interviewed miners for input on situations (emergency, roof falls)
  • Develop training materials (80 now)
  • 3-D hazard recognition exercises: 20 slides at aggregates operation
  • Active learning through problem-solving simulations
  • MERITS ready now (download or ask from CD)
  • Workshops for Mine Trainers
• SRL (no staff):
  • VRMST
  • Toolbox training for construction and mining (50 planned with injury story, best practices, leading questions)
  • Videos
  • Research to training
  • Themes: collaboration, connection, quality

D) Industry Training Perspective

• All on the same page
• Define goals (cost effective)
• Education vs. training (distinction; common sense, too)
• What is missing, if present, would make a difference?
• Role of all entities
• Learn the lessons we need to learn; why not? Sleeping in class picture
• Same accidents happen over and over
• Adult learning requirements
• Motivating adult learner:
  • Social relationships
  • Meet external expectations, supervisor, spouse
  • Social welfare, serve community
  • Personal advancement, higher status
  • Escape/stimulation, relieve boredom
  • Interest in learning for knowledge sake
• Barriers to motivation: need to enhance reasons for participation and decrease barriers
• Effective instructors
  • Provide positive reinforcement
  • Stimulate as many senses as possible
  • Understand how to motivate
  • Finds ways to improve learning from other's mistakes (fatalgrams)
• Important elements:
  • Reinforcement (+ better),
  • Retention (practice),
  • Transference (ability to use info in new setting, associate new info with something known, etc.),
  • Practical course/material,
  • Adults prefer single concept single theory courses (application to relevant problems),
  • Adults integrate new ideas into what they know,
  • If dramatic change in direction then learning is integrated slowly,
  • Adults take errors personally so that fewer risks
• Need flexibility in training plan
• Need more interaction with trainees and self-direction
• MSHA lead development of adult learning specialists?
• How training delivered effectively? More customization?
• Different needs for different sizes/types of mines
• How do current training initiatives fit?
  • Nothing beats eyeball to eyeball, interaction
  • Interactive computer training easier for younger miners; mines don't have computers; still meet adult education principles
  • Video okay for some applications; still meet adult education principles
  • Do you learn better when you are having fun?
• Conclusion
  • Education & training need to make the leap to next level of safety performance
  • Employee choices are very important in preventing accidents
  • Multiple attack fronts are required (no one has resources)
  • A new way of working is essential (collaboration good)

E) Insurance Industry Training Perspective

• Where is training needed?
  • New employees (policies/procedures, controls)
  • JSA's
  • New/infrequent tasks, as needed
  • Auto exposures
• Who? Train the trainer
  • Stable employees
  • You do later
• Cone of Learning
  • We tend to remember:
    • Passive learning: 10% of what we read; 20% of what we hear; 30% of what we see; 50% of what we hear and see
    • Active learning: 70% of what we say (participating in discussion, giving a talk); 90% of what we both say and do (doing the real thing, simulating real experience, doing a dramatic presentation)
• Driver training results; acc/vehicle/year
  • 0.27 year of training (before done); $15,586 loss
  • 0.21 first year after; ~$7300
  • 0.14 second year after; ~$4600
• Safety evolution - traditional model (at most companies; organizational loss control evolution)
  • Compliance program
  • Safety programs
  • Loss source control
  • Risk control
  • Behavior based safety (employee based)
  • Safety performance leadership (leadership based)

F) Train the Trainer - See Handout

• Marx, Freud, Einstein changed the way we think; therefore, major change, even over Hitler, Stalin, etc.
• Communication is not intent … it is perception; it's not what you say, it's what they hear and what they think you meant. (paper trick: fold, fold, tear upper right, compare results, what happened?)
• The environment:
  • Conditions for comfort
  • Preparation for content, materials
  • Visual aids; mix it up
• ROPES Model - developing and planning
  • Review (scan audience skill level re: topic)
  • Overview (tell what will be coming in session)
  • Presentation (involving experts gives legitimacy of content and maybe validity; ask class if correct or not or ask for another perspective)
  • Exercise (list steps for task, other team does it; communicated well?; photo of accident, then role play on investigation, substantiate citation; if you make things different from expectations, they will retain it better, e.g., video camera in bathroom re: smoking on airplane)
  • Summary (what done; segway to next topic, if coming)
• TEAM: Together Everyone Achieves More - perception; all understood at end
• Those in jeopardy of becoming ineffective are those who have done it longest
• Visual aids: don't overdo one type; mix it up; write large enough; pointer; watch overcrowding too much info
• Three types of participants: explorer (wants info, participates), vacationer (placid daydreamer, ask direct question), prisoner (just want to get done, usually experts)
• Getting people back from breaks: start promptly, funny time, music, volunteer board, responsible person in charge
• Actions speak louder than words: gestures, movement in room, eye contact, etc.
• The question of questions
  • Name first
  • Group questions, too
• Secret weapon: sort the cards (top number, letter, bottom number, color)
  

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