The United States Occupational Health and Safety Administration requires many training procedures to be conducted by businesses. The site safety trainer is a key interface between the regulatory material and the employees that need to know the information in an effort to protect the team from harm. Research shows that training programs are effective in reducing injuries and mitigating risks. The use of engaging training shows a higher effectiveness, yet the use of lectures is still a primary method of safety education. The use of lecture training is prominent due to the ease of conveying information and creating documentation for the legal requirements. A gap exists in understanding the motivational techniques used by trainers to make lectures meaningful to their employees. The study qualitatively evaluated trainers’ processes of creating and conducting training for their employees. 14 participants were asked 14 open-ended questions about their training processes and the methods they perceived as creating meaning for their audience. Since there are regulatory requirements for annual refreshment training, information was gathered to understand improvement cycles for creating meaning. The data led to three common themes that were used by trainers: reliance on feedback, reliance on personal traits, and emotional stimulus. Each theme contained three subcomponents that were expressed by the participants during the data collection. Communication, application, and cognition were the components of reliance on feedback. Performance, knowledge, and cognition were parts of personal traits. Visuals, fear, and humor were regarded as emotional stimuli. The three central themes were related to the learning theories of andragogy, experiential learning, and transformational learning respectively. These central themes are representative of methods based on adult learning theory that are used to create meaning in a lecture setting for employees to be equipped with the required knowledge to prevent personal harm.
|Commitee:||Williamson, Gordon, Vail, Thomas|
|Department:||Harold Abel School of Psychology|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 81/4(E), Dissertation Abstracts International|
|Subjects:||Occupational safety, Organizational behavior, Occupational psychology|
|Keywords:||Learning, Occupational, Psychology, Safety, Training|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be