BOS 3751 Unit III Assessment

Unit III Quiz

Discuss three different ways that information is encoded in memory. Which of these three do you feel is the most relevant for safety training? Explain your choice.

Your response must be at least 200 words.

From my reading of Hazard Prevention through Effective Safety and Health training, chapter four page forty-eight I found that the three different ways information is encoded into long-term memory are through personal experiences (episodic memory) mental images or memorable events, general knowledge (semantic memory) basically a mental network map of similarly connected concepts, and procedural knowledge (procedural memory) acquired through continuous practice.

I personally feel like the personal experiences or episodic memory is the most relevant memory system for safety training. The reason I chose this memory system was due to its variety or flexibility to a trainer. Episodic memory or personal memory are usually stored in the form of images or memorable events through the five senses, meaning it lends it self to a variety of different learning styles which makes it easier for a trainer to build a training session around. All students can learn from the multitude of learning styles but when they can learn from their preferred learning style they will learn the best. By being able to make training sessions interesting to visual learners, auditory learners, and tactile learners at the same time it gives them the ability to make a more memorable training session which is the basis of episodic memory.

Reference

Haight, J. M. (Ed.). (2012). Hazard prevention through effective safety and health training. Des Plaines, IL: American Society of Safety Engineers.

Explain how external factors can influence behavior and learning. Provide two examples that illustrate your point.

Your response must be at least 200 words.

Based on my reading of Hazard Prevention through Effective Safety and Health training, chapter four page fifty-two through fifty-three I found that behavior and learning can be influenced through external factors in two methods. One is a theory from B.F. Skinner where he theorized that positive reinforcement (the external force) and the environment could help teach someone safety procedures. The second method was from a theorist Albert Bandura, his theory was called modeling. In this theory observing the actions of others would help shape and encourage others to have similar behavior.

An example of B.F. Skinner’s theory would be to train an employee on how to complete a task and then make sure to give positive reinforcement on a continuous basis. This can be done in many ways, such as job observations, inspections, safety meeting, and through incentive or recognition programs.

An example of Albert Bandura’s theory is similar to teaching someone a task by having them follow you in a step by step training such as first aid. In order to teach some one CPR or first-aid you go through the training by showing them how to complete each step yourself then watch the learner complete the steps themselves and correct or repeat as needed.

Reference

Haight, J. M. (Ed.). (2012). Hazard prevention through effective safety and health training. Des Plaines, IL: American Society of Safety Engineers.

What are the four motivational strategies of the ARCS model? Which one do you think would be most important for a two-hour class on respiratory protection? Explain your choice.

Your response must be at least 200 words.

From my reading of Hazard Prevention through Effective Safety and Health training, chapter four pages fifty-four through fifty-six I found that the four motivational strategies of the ARCS model are A: Attention referring to ways a trainer would gain a learners attention and keep their interest and motivation, R: Relevance refers to why it is important to the learner to have that information or knowledge, C: Confidence (Self-worth) refers to getting learners motivated to be successful to achieve a goal, and S: Satisfaction refers to being able to meet a learner’s expectations.

To be honest I would not want to attend a two-hour course that didn’t have elements of the entire ARCS model incorporated into it. If I had to pick one for a two-hour class on respiratory protection I think I would have to go with relevance. The reason I would choose this particular strategy is due to the nature of the training. Respiratory protection is a very important topic and has very dangerous hazard associated with it. When I think of the respiratory system I think of my breathing and lungs, if those are damaged and I can’t breathe then I will not be around for long. This would be one angle I would take with this training, I would stress the importance of respiratory protection and it’s relevance in the workplace.

Reference

Haight, J. M. (Ed.). (2012). Hazard prevention through effective safety and health training. Des Plaines, IL: American Society of Safety Engineers.

Explain the principle of praxis as applied to adult learning. Provide an example of how it could be applied in a safety training class.

Your response must be at least 200 words.

From my reading of Principles of Adult Learning, I learned that praxis is one of seven principles of andragogy and application. It was listed as the fourth principle and is a Greek word meaning action with reflection. The article goes on to explain that praxis is important to adult learners because they learn by doing and that praxis is that with a built-in reflection.

This is a very good thing for adult learners and can be very beneficial if and when used appropriately. I have had to hold training classes previously were the lesson plan used this very learning principle. An example of this would be were you teach a safety course with several different concepts included. After the lecture portion of the lesson you insert a hands-on portion were the learners get to use what they just received knowledge on. This helps them to tie the information into an action and reflect of the knowledge that they are using. One basic example could be giving a lesson on proper lifting technique with guide discussion and visual aides then directly after have the learners practice hands on drills using the new lifting techniques the just learned. This is a very simplistic example for this principle but shows its versatility to adult learning.

Reference

Galbraith, D. D., & Fouch, S. E. (2007). Principles of Adult Learning. Professional Safety, 52(9), 35-40.