This paper is about training. The bottom line to training is to "give it to them so they get it" (Bowman, 2003). Many adults have sat through classes waiting for some expert to provide them with all the answers to their jobs' most challenging safety hazards and probably took little or nothing away from the training. Giving information to students so they "get it" takes innovation, which the author defines as a desire to do things differently, through activity, with the student in mind, while making every effort to ensure the learning material is accessible.
No reader comes to this paper without real experience. This paper is an opportunity for the reader to build on what they already know or perhaps change it to something that works better. Grimaldi and Simonds have identified providing education and training as one of the most important steps in carrying out a logical and orderly safety and health program (Grimaldi and Simonds 1993). If done right, this important step will allow employees and management to know what their roles and responsibilities are in preventing accidents.
There are a number of methods that can be used to train an employee. "Job rotations, special assignments, reflecting on experience, coaching and counseling, mentoring, manager as teacher, learning teams and self-development, and individual development plans are just a few" (Getting Results Through Learning 1997). Each of these methods has its benefits and drawbacks.
Adults learn differently than children and should be given credit for life experiences they bring to the training. The instructor must provide opportunities for the students to engage in the learning process. By engaging learners, the instructor can increase retention and understanding of the material. Lecturing is the most common method of training. "Lecturing is often done because it is the easiest way to teach or instruct for the person doing the speaking, it has been modeled for years so it must work, and it is the fastest way to put out a lot of information" (Bowman 2002). However, Sharon Bowman in her book Preventing Death by Lecture tells us that people normally remember only 20% of what they hear (Bowman 2002).
Sharon Bowman (2000) believes that hands-on training means that listeners are doing something, as opposed to just sitting and listening to an instructor. This can be anything that includes movement and action. Things like reading, writing, standing, moving parts of the body, asking or answering questions, are just a few examples. This takes a little more work on the part of the instructor because activities must be planned and prepared for; however standing in front of the class and lecturing only provides a 20% return on the time investment. There are better methods.
Adults prefer to work through information and get physically involved. This means the trainer speaks as little as possible and spends more time with hands-on activities.
