Dissertation/Thesis Abstract

A Generic Qualitative Analysis of Meaningful Regulatory Required and Lecture-Based Safety Training from the Instructor’s Perspective
by French, Mark A., Ph.D., Capella University, 2019, 116; 22619237
Abstract (Summary)

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.

Indexing (document details)
Advisor: Secrest, Wayland
Commitee: Williamson, Gordon, Vail, Thomas
School: Capella University
Department: Harold Abel School of Psychology
School Location: United States -- Minnesota
Source: DAI-A 81/4(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Occupational safety, Organizational behavior, Occupational psychology
Keywords: Learning, Occupational, Psychology, Safety, Training
Publication Number: 22619237
ISBN: 9781687946805
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