Adult Learning Principals In Health and Safety
Adult Learning Principles
Adult Learners are Self-Directed
Most adults like to make their own decisions and throughout adult learning, on the job, this applies too. Employees play a fundamental role in developing their workplaces safety program and safety training program(s). They must be asked what they think should be covered in weekly meetings. It is important to make sure that your employees feel included in any program and training. During training, employees should not feel like they are getting lectured.
Adult Learners have Life Experiences
When adults learn new information and skills, they often associate that learning with information and experiences that they have had in the past. As a result, employers need to understand that adults will relate concepts from training to their own life experiences. It is also important to know that there is a greater likelihood of recalling concepts from training if adult learners relate to prior knowledge or life experiences. An example of this principle is attending a lecture and reading the assigned materials, the student will state the function of a thermometer, it is highly likely that the student has used a thermometer to check the weather.
Adult Learners are Goal-Oriented
Adults often engage in learning because they have a specific, solid goal that they want to achieve. They want a degree so they can enter new employment. They want to learn a new skill so they can get a promotion. They want to learn about a new piece of equipment so they can use it safely in the workplace. One example of this is learning to use a skill saw to make cuts efficiently without cutting off their extremities. Make it clear what the objective is for each safety training session and let them know what the goal is in advance.
Adult Learners Want Training to Be Relevant and Task-Oriented
Adults want training that gets straight to the point. They want training that teaches them how to perform specific tasks, they want to know the relevancy of these tasks to their life and/or at their jobs immediately. An example of this is pulling out a five-hundred-page book on OHS training and reading it from cover to cover. Likewise, don’t train every employee about every conceivable safety hazard at the site. Instead, tell each employee about the hazards they will face while performing their job tasks. Lastly, you must tell them how to work safely in the presence of those hazards.
Adult Learners Learn When They Are Motivated to Learn
Adults tend to do things on their terms when they want to and sometimes a little motivation goes a long way. In general, we do things when we want to (when we are self-motivated and there is a reward). The same is true with learning. We learn when we are motivated to learn. Giving workers options is key to try to show why specific safety topics are of interest to them, show them the potential outcome or benefits.
Adult Learners Like to Feel Respected
We all do better in situations where we feel respected, and often we do poorly or don’t engage in situations when we feel disrespected. Asking adults to lead discussions during actual safety training sessions and letting them take ownership is key. Engage in safety walkarounds and talk to employees. Have a suggestion box, and act on those suggestions.
In short, value their opinions and experiences. They will wind up being better, more productive, and safer workers, you might learn a lot from them. Additionally, they will probably like and respond to you better.
Conclusion
Adult learning is about developing knowledge, skill, or attitude. Although we focused on the list of adult learning principles created by Knowles, I do want to include the benefits I would expect as a facilitator. The main benefits include a greater understanding of relevant content to employees put to use in their day to day lives. The success of adult learners requires a great degree of responsibility from the teacher. Learners come to class with defined expectations. The best motivators for adult learning are interest and benefit. The instructor who can demonstrate pragmatic benefits of the class is more likely to have students who perform better both in the short and long term.
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