Solutions for a Training Problem

Example 3 - Asynchronous Training:

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

Two Proposed Technology Solutions:

I would like to propose two technology solutions to address the training need identified in Example 3:  videos and job aids accessible via digital devices. The problem highlighted in the example is that more training is needed at a biodiesel manufacturing plan on how to safely operate the heavy machinery on the plant floor. The safety record at the plant is not at the level that it should be. The type of training should by asynchronous and it should allow the shift supervisors to be sure that the employees are engaged and can demonstrate the skills that they have learned. I propose a 2-part solution to the training need: videos and job aids available on digital devices.

Solution Part 1 - Videos: In order to solve this training problem, students must be able to see demonstrations of “best practices on how to safely operate” the heavy machinery so that they know exactly how to operate the equipment. To do this, I propose developing a series of high-quality videos that allow students to see clearly and precisely what steps should be performed, and how, when operating the equipment. The students need to be able to see the “right” way to do things. The videos should focus in on the equipment and the user in order to see the precise level of details needed in order to convey the proper equipment handling steps. The videos could be presented, or narrated, by a skilled operator of the machinery. Here is an example of a video that is designed to show a learner how to use equipment safely and appropriately; this is a Butane Torch Safety instructional video provided by the jewelry site Beaducation. (http://www.beaducation.com/vids/watch_class/158). This video demonstrates very clearly how effective video can be in demonstrating the proper usage of equipment in a situation where safety is paramount. It is easy to imagine how a video could be designed to be effective in the scenario presented in Example 3. Through online tests, students can be assessed on their knowledge of the proper steps in using this equipment to ensure that they have mastered the content. Prerecorded media, such as videos, can be highly-effective learning tools when they are designed well. As they are prerecorded, they can be used whenever needed, by whomever needs them. Videos have a long history of use in distance learning, and they continue to offer tremendous value, particularly when a learner needs to be able to “see” and perhaps “hear” something being done. This type of approach to learning is often used by companies as they develop asynchronous learning materials to satisfy training needs (Simonson, Smaldino, Albright, & Zvacek, 2012).

Solution Part 2 – Job Aids on Digital Devices: To supplement the videos, I propose providing a series of “job aids” in the form of PDF files that employees would have available to them on portable digital devices, such as tablets or other smart devices, located right next to the equipment in question. The job aids would include equipment diagrams and sequential steps, presented as reminders to the employees, along with important safety reminders, cautions, and warnings. These job aids would be called upon as needed, to refresh an employee’s memory about how to perform certain tasks in a safe manner. A company called Wild Blue Tools has an example of a safety performance digital job aid: (http://wildbluetools.com/content/FS/20/22/002_PreInstallPrepJobAid.pdf). A similar job aid, tailored to this specific training need, could be customized and designed to be highly-effective in the scenario at hand. The particular learners in this scenario are adults in the workforce who need further professional development, i.e., further training in safety procedures related to the work they perform on heavy equipment on a plant floor. As adults in the workforce, they are considered nontraditional learners, and as such, applying adult learning strategies would serve them well. By providing digital job aids that would be available when and where they are needed, within the context of their jobs, this training solution offers the learners an opportunity to be self-directed learners. "If students enrolled in a course are working adults, the course design should incorporate the basic principles of adult learning. Adults are more self-directed and have specific reasons for taking the course" (Simonson, Smaldino, Albright, & Zvacek, 2012, pg. 136).

References

Beaducation, Inc. (Producer). (2011). Butane Torch Safety [DVD]. Redwood City, CA. Joe Silvera.

Pre-Installation Preparation Job Aid. (n.d.). Wild Blue Tools. Retrieved January 27, 2013, from wildbluetools.com/content/FS/20/22/002_PreInstallPrepJobAid.pdf

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.