essay questions

Occupation Health and Safety Training
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QUESTION 1:
When designing and delivering training to adults, what are six key principles to keep in mind?
According to Knowles, Holton, & Swanson, (2014) people can be described as adults when they portray aspects of self-concept of responsibility for their own lives and can direct themselves independently. The following six key principles have been developed to enable designing and delivery of training needs to adults (Knowles, Holton, & Swanson, 2014).
Self-concept is among the key principles that enable adults to seek self-direction and choose what they want to learn and how they want to acquire the education (Phillips & Phillips, 2016). Adult resists being imposed on ideas or directives other than what internally motivates them. Setting up individual goals will also enable the adults to carry out self-testing and acknowledge goal completion at the end of the task (Knowles, Holton & Swanson, 2014).
Adults have over time gathered foundational knowledge from life experiences that would augment the current learning. The trainer needs to find the interests and experiences of adults being taught which enable designing of current training to utilize those aspects. The information gained over time from different environments over time enable adults solves problems that reflect earlier occurrences (Knowles, Holton, & Swanson, 2014).
Phillips & Phillips, (2016) argue that adults are goal-oriented and they seek to learn towards fulfilling existing life challenges, which will enable better life.

Adults are also compelled to learn new situations that are directly linked to personal goals and are linked to real-life situations (Phillips & Phillips, 2016).
Adults are also relevancy oriented and usually learn to be able to solve existing challenges they experience. Application of knowledge in the area they operate enables them to meet their personal goals. The training also adds to what they do during regular duties, which helps them meet learning goals (Knowles, Holton & Swanson, 2014)
Laberge, Eachen, & Calvet, (2014) adults are practical and interaction with real-life scenarios away from training rooms ensures that hands-on experience is impacted directly to learners. This promotes active participation that promotes the development of skill, self-confidence, and additional experience (Laberge, Eachen, & Calvet, 2014).
Adult learners also like to be respected by acknowledging the wealth of experience that they have gained over time. They like contributing and participating in the topics during the training session. This makes them feel appreciated and makes them take more interest in learning (Knowles, Holton, & Swanson, 2014)
QUESTION 2:
What is the difference between education and training?
Education can be termed as a typical form of learning through an academic institution that seeks to develop a wide base of knowledge and is theoretical in orientation. Its basic purpose is developing concepts, which act as foundational knowledge in early years of learners in classrooms. It is formulated to enable individuals to improve intellectually which will be helpful in solving future challenges (Peters, 2015).
Training can be termed as a process of inculcating particular skill to enhance proficiency in a specific task. Its main purpose is to improve performance and productivity in the current job. It is mainly short-term in nature and is practical in an orientation that seeks to fulfill a specific task. Additionally, training is also hands-on towards gaining a particular skill (Philips & Philips, 2016).
QUESTION 3:
Where does training fit within safety and health problem solving?
Proper training is paramount towards achieving a coherent strategy in solving challenges emanating from issues of health and safety (Laberge, Eachen, & Calvet, 2014). Training enables collaborative effort of all the stakeholders who are able to identify hazards, assess and evaluate them and consequently utilize collective knowledge to develop a practical solution. Moreover, training aims at creating more hazard awareness in the working environment to reduce risk and it also enables development of knowledge towards safe work practices. Indeed the role of training is noted in development of hazard control procedures, which can act as preventive tools on anticipated problems hence improved productivity (Steege, Boiano, & Sweeney, 2014).
QUESTION 4:
Why is it important for health and safety training to be integrated with an organization’s safety and health program?
A synergistic relationship is experienced when health and safety training is integrated with organization’s safety and health program. Because organization objectives and needs vary, integration brings in a comprehensive and acceptable metrics that measure the effectiveness of the program (Pronk, 2013). Integration also utilizes the available resources within the precincts of the organization towards the achievement of the training objectives. Additionally, because the organization safety and health program have clearly indicated the probable risks, the training program is able to contextualize the hazards and clearly develop a workable solution. Ultimately, organization-training needs are coherent with daily activities articulated in the program and hence integration will ensure designing of safe workplace (Mahmoudi, Ghasemi, Mohammadfam, & Soleimani, 2014)
References
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. Routledge.Laberge, M., MacEachen, E., & Calvet, B. (2014). Why are occupational health and safety training approaches not effective? Understanding young worker learning processes using an ergonomic lens. Safety Science, 68, 250-257
Mahmoudi, S., Ghasemi, F., Mohammadfam, I., & Soleimani, E. (2014). Framework for continuous assessment and improvement of occupational health and safety issues in construction companies. Safety and health at work, 5(3), 125-130.
Peters, R. S. (2015). Ethics and Education (Routledge Revivals). Routledge.Phillips, J. J., & Phillips, P. P. (2016). Handbook of training evaluation and measurement methods. Routledge.Pronk, N. P. (2013). Integrated worker health protection and promotion programs: overview and perspectives on health and economic outcomes. Journal of occupational and environmental medicine/American College of Occupational and Environmental Medicine, 55(12 0), S30.Steege, A. L., Boiano, J. M., & Sweeney, M. H. (2014). NIOSH health and safety practices survey of healthcare workers: training and awareness of employer safety procedures. American journal of industrial medicine, 57(6), 640-652.