Document MzJjVK3bpey3NBmBNBG2RoMx

Safety Training deal of experience The application of good sense and an understanding of what a con ference is supposed to accomplish will go far toward making the conference successful The sequence of conference leading is as follows 1 The leader states the problem 2 He attempts to break the problem into segments to keep the discussion orderly 3 He encourages free discussion 4 He makes sure that members have given adequate consideration to all the signifi cant points raised 5 He notes any conclusions that are reached 6 He states the final conclusion in such a way that it truly represents the findings of the group One who attends many conferences has opportunities to observe examples of success ful and unsuccessful conference leading This should help him when he assumes the role of conference leader The new leader should also seek help from training people and others who may give him sound advice on making his conferences productive Misuse of the conference method II a conference leader, in his eagerness to get across his ideas or m order to cover ground quickly, departs from true conference pro cedures and steers the discussion in the way he wants it to go, then a meeting becomes a conference in name only A closely guided or controlled "conference" is not an effective teaching method Worse still, because it is called a conference, it may establish m the minds of conferees and leader a pattern of conduct that makes it difficult for them to serve usefully as members of a true conference Conferences are almost indis pensable in business, and any process that tends to make them unproductive should be avoided Other Methods of Supervisory Training Manv methods of instruction and many teaching aids are available for training super visors in accident prevention Using a variety of methods in a single course or even m a single session makes for interest and under standing, so long as the methods chosen are appropriate for both the subject and the learners Teaching aids are discussed m Chapter 10, "Audio-Visual Media " Teaching methods include individual coaching, work projects, conventions, pro grammed learning, and reading, as well as courses outside the company, practice, re search, and observation All have value as educational methods if they encourage par ticipation by the learners Personal instruction and coaching Often overlooked as a method of instruc tion is personal discussion with individual supervisors When the safety professional and the supervisor meet and talk about the job, there can be a complete and free inter change of ideas that is not possible in a group In private conversation, the supervisor will often express reservations or doubts that he would not voice in a meeting, and the safety professional will have the opportunity to clear up misunderstandings The safety professional who meets with the individual supervisor not only instructs and coaches, but also learns many things he needs to know Supervisors appreciate his interest in their work and are usually eager to teach him about the processes of their departments The safety professional can learn much from them about the mechanical processes and also about problems of supervision Possibly most important is that he becomes personally acquainted with the supervisors Every safety professional ought to allot a part of his time to these personal contacts Work projects Probablv the best kind of safety training for supervisors comes when they actually do a job that needs to be done Small groups of supervisors, working with the safety profes sional, can reallv help the company's safety program by undertaking projects for which they are well qualified Following is a list of suggested projects Manv others will occur to safetv professionals and safety com mittees All these activities are discussed elsewhere in this Manual Safety professionals who plan to use them as training projects should first obtain as much information as possible 156