The jury: A three-step process for bringing the real-world into ‘class’

by on November 8, 2012 · 0 Comment POSTED IN: Workplace Safety Network
safety-committee-66x66.jpg

After you’ve trained workers, have you ever wondered – great, they passed the test, but how well are they going to be able to apply this in the real world?

Here is a three-step process to consider that may help you answer that question – and also bring some real-world experience into a safety training session:

    1. Present trainees with a scenario they will face. Ask them to figure out a tough, real-life safety problem. Make it clear there may several “right answers” and one wrong answer – you just want their thinking on how to solve it.Example: A machine frequently jams, and clearing jams requires a machine shutdown with lock out. Do you:
      • check your operating procedures to make sure you’re properly feeding material into the machine, e.g., at the correct speed, the machine is adjusted properly, etc.
      • learn to lock out the machine very quickly.
      • ignore the lockouts and just shut down the machine.
      • talk to your supervisor about calling maintenance.
      • see if you can find or develop a tool to clear the machine without a shutdown.
    2. Assemble a “jury” of experienced pros. This means some of the veteran members of your crew – ask them to sit in on the training (or show up afterward). They’ll listen to the trainees’ answers and offer their perspective on how to solve the problem.Example: Your jury will no doubt say (3) is wrong, but note that’s what people often do. Perhaps they can explain when the jam requires a full shutdown and when you can clear the machine other ways.

      The vets can also discuss when (5) is right answer, providing you get approval for the new tool. They can also review (1) and talk about how they learned when the machine was likely to jam and what was causing it. As for (2) – perhaps they have ways to lock out the machine more quickly. Most important – they’ll share their thinking about when each answer is most appropriate.

  1. Compare the answers and begin a discussion. Both trainees and veterans talk out the problem together – offering varying perspectives on how they judged the best way to handle a situation.Example: The vets and the workers discuss the specifics of dealing with machine jams. In this example, they have a variety of real-world topics specific to your operation:
    • communicating maintenance work orders so they’re a higher priority
    • specifics of better operator maintenance
    • better operator operations
    • quicker lock out procedures, or
    • perhaps workarounds and temporary fixes.

    Bottom line: The three-step process will not only let you bring real-world experience into the class, but will help you assess how well previous training sessions improved trainees’ real-world judgment. It will also encourage veterans to coach less-experienced operators.

Source: Duggan, Paul, et al., “Summative assessment of 5th year medical students’ clinical reason …,” September 2011: BMC Medical Education, Vol. 12, No 29.

Click to View Comments

Leave a Reply

Close

Request a Free Demo

We'd love to show you how this industry-leading training system can help you develop your team. Please fill out this quick form or give us a call at 877-792-2172 to schedule your one-on-one demo with a Rapid Learning Specialist.