Health and Safety Practitioner Competency Development Using Experiential Learning

  • Laurie Martin Southgate Independent Health and Safety Consultant - Vietnam
Keywords: Experiential Learning, Competency Development, Construction Safety, Task Observations, Action Research.

Abstract

During the construction of a copper mine in Kazakhstan, the contractor health and safety (H&S) team had members who lacked necessary competency in hazard recognition and intervention skills to support the projects Zero Harm philosophy. An action research method was used in this study to create, assess, and improve an intervention strategy of developing the contractor H&S team competencies using experiential learning at the work site. A training and development program that used classroom instruction, hazard control bulletins for specific site hazards, and experiential learning activities supported by task observation checklists to aid in hazard identification in the work area was developed and implemented. The experiential learning process used a four-step cyclic process of planning for task observation in the work area, observation, engagement, and reflection. Task observation checklists were developed and became an effective tool to support hazard recognition. The average number of at-risk deficiencies identified and corrected per observation was three. Critical reflection after the task observation and engagement experience was used by the H&S practitioners to recognize what they learned, how the learning could be applied to future situations, and reflection allowed for the consideration of what knowledge and skills still required further development. This study found that the experiential learning approach implemented, supported by mentoring was effective to train health and safety practitioners in the evidence-based practice of hazard identification and risk management in their work areas.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Austin & Rust (2015). Developing an experiential learning program: Milestones and challenges. International Journal of Teaching and Learning in Higher Education, 27(1), 143-153. Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE1904.pdf

Blunt & Karpicke (2014). Learning with retrieval-based concept mapping. Journal of Educational Psychology, 106(3), 849-858. doi: 10.1037/a0035934

Daud , Ismail & Omar Z (2010). Exploring competencies. Professional Safety, 55(10), 39-47.

Endroyo, Yuwono, Mardapi, & Soenarto (2015). Model of learning/training of occupational safety & health (OSH) based on industry in the construction industry. Procedia Engineering, 125, 83-88. doi: 10.1016/j.proeng.2015.11.013

Hoffman & Silverberg (2015). Training the next generation of global health advocates through experiential education: A mixed-methods case study evaluation. Canadian Journal of Public Health, 106(6), e442–e449. doi: 10.17269/CJPH.106.5099

Khalil & Elkhider (2016). Applying learning theories and instructional design models for effective Instruction. Advances in Physiology Education, 40, 147-156. doi:10.1152/advan.00138.2015.

Kolb & Kolb (2005). Learning styles and learning spaces: enhancing experiential learning in higher education. Academy of Management Learning & Education,4(2),193-212. doi:10.5465/AMLE.2005.17268566

Pedro, Chien, &Park (2018). Towards a competency-based vision for construction safety education. IOP Conference Series: Earth and Environmental Science, 143 (1). doi :10.1088/1755-1315/143/1/012051

Ronnie L (2016). Reflection as a strategy to improve management practice: Insights from management education. Acta Commercii, 16(1), 1-7. doi:10.4102/ac.v16i1.392

Stupans, March G & Owen (2013). Enhancing learning in clinical placements: Reflective practice, self-assessment, rubrics and scaffolding. Assessment & Evaluation in Higher Education, 38(5), 507-519. doi: 10.1080/02602938.2012.658017

Susilo & Others (2013). From lecture to learning tasks: Use of the 4C/ID model in a communication skills course in a continuing professional education context. The Journal of Continuing Education in Nursing, 44(6), 278-284. doi:10.3928/00220124-20130501-78

Wang & Others (2016). Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research. BMC Medical Education, 162. doi:10.1186/s12909-015-0516-x

Wells Jw. Jr. (2014, December). The evolution of OSH curricula: four decades of advancing the safety profession. Professional Safety, 24-26

Wingrove and Turner (2015). Where there is a WIL there is a way: Using a critical reflective approach to enhance work readiness. Asia-Pacific Journal of Cooperative Education, 16(3), 211-222. Retrieved from https://eric.ed.gov/?id=EJ1113550

Zhang, Levenson & Crossley (2014). Move your research from the ivy tower to the board room: a primer on action research for academics, consultants, and business executives. Human Resource Management, 54 (1), 151-174. doi: 10.1002/hrm.21616

Published
2019-07-31
How to Cite
Martin Southgate , L. (2019). Health and Safety Practitioner Competency Development Using Experiential Learning . Religación, 4(17), 285-292. Retrieved from https://revista.religacion.com/index.php/religacion/article/view/631