What hinders mine workers from learning site safety online, when it could save their lives?

What hinders mine workers from learning site safety online, when it could save their lives?

Tim Angel | January 07, 2021 | 01:18 PM

High risk industries like mining are characterised by many different - and constantly changing – hazards. Harsh working conditions and the introduction of technologically advanced machines are placing growing demands on the qualifications of mine workers, forcing them to undergo continuous complex training to assure competency and safety. Mining employees, sub-contractors and all those that service the industry need to possess a breadth of critical skills across a range of critical safety procedures. Application of this vital knowledge is essential to continually adapt to uncertain conditions; to keep themselves and others safe.

With fast-paced changes in mining technology and operations driving productivity and cutting costs, health and safety standards must also be continuously monitored and adapted, putting huge pressure on training delivery and especially inductions.

The first few months of a new job is a period of higher risk for work-related injury, regardless of experience levels (Smith and Mustard). Older, more experienced workers are at a similar risk of being injured during their first months on a job as younger inexperienced workers; inductions are clearly vital – for everyone, at every new site, every time.

In the past, simple compliance was the key driver for training, with the internet offering a cost-effective way to deliver information pertaining to regulatory requirements. But…. it is important to remember that simply completing mandatory training does not necessarily mean that genuine compliance has actually been achieved; there are potential barriers to learning in the mining sector.

Much has been written about generic online learning efficacy, but few have explored mining-specific challenges to successful inductions. In their study (Journal of Health, Safety and Environment) Kidd and Nagel collected extensive data from mineworkers who had completed an online site safety induction while working in the open-cut coal mines of Queensland’s Bowen Basin.

They identified four main barriers to learning from online site safety inductions – specific to the mining sector.

Barrier 1: repetitious and irrelevant information

Workers were “frustrated with the sheer amount of information due to the repetitious nature of the content, especially if they were being inducted into more than one mine site on one day.” Many users found content to be irrelevant to their job role, or too generic to add value – such information was often “glossed-over” or “ignored” rather than retained.

Barrier 2: lack of customisation

There was a strong sense from inductees that online inductions did not cater to the differing knowledge and/or abilities of workers – it had a “one size fits all” approach. Without any recognition of prior learning, all existing knowledge and experience was ignored.

Barrier 3: absence of engagement

Most of the mining workforce will have completed inductions before; engagement represents how interested and/or involved participants were when completing the online safety induction program. The words “boring”, “monotonous”, “uninteresting” and “repetitive” were used frequently and resulting engagement was typically low – impacting performance productivity, recall and loyalty.

Barrier 4: lack of instructor support

Online training participants often highlight the need for “more feedback” during inductions and the opportunity to ask for clarification or help with content and assessments. This was no different for miners in this research; with frustrations such as “if you do not understand something you can ask the bloke face-to-face”; there was a strong desire for access to additional supporting information.

LAAMP

The highest performing organisations need a modern induction, training and assessment solution. LAAMP inductions take a mould-breaking approach to learning delivery and compliance to reduce risk and drive performance.

So how is LAAMP different and why are we better in this mining scenario?

Repetitious and irrelevant information

LAAMP solution: we offer assessment-focussed mining safety inductions to minimise duplication and recognise prior learning

LAAMP inductions avoid costly duplication by actively assessing and acknowledging existing relevant competencies (perhaps gained in a past role), allowing your new joiners to be commercially productive more quickly, rather than wasting time repeating past inductions. Our inductions assess existing knowledge and past training to identify overlaps and avoid dull, time consuming and expensive unnecessary duplication. Not only does LAAMP provide you with a content framework, we also give you the necessary tools to ensure you get optimal efficiency from your inductions to minimise time and money investment and maximise effectiveness. Most of our customers operate organisations with complex learning needs; those requiring induction might include employees (remote, site and office-based), contractors, student interns, site visitors etc. – each with different induction needs. To realise efficiencies, fast track the induction journey and get workers useful and safe, it’s imperative they receive only what is relevant to them and their specific circumstances.

Lack of customisation

LAAMP solution: we focus on flexible, bespoke relevance

We have developed a LAAMP “Role, Responsibility and Location Matrix” which we will use (with your team) to map and deploy customised induction journeys for differing users with differing roles, abilities and requirements – across differing sites. Whatever the scale and scope of your organisation, whatever the diversity of your people and their needs, we have a LAAMP solution that is genuinely bespoke, simple to deliver and cost-effective.

Absence of engagement

LAAMP solution: we prioritise the user experience

Who said training needs to be boring? Using VR and AR technologies, LAAMP takes immersive training to a new level. Thanks to our innovative methods, employees will be engaged for longer and find deeper connections with content. Increased engagement leads to greater retention and this is our collective goal for clients. By making LAAMP’s immersive inductions relevant, flexible, innovative and fun, employees feel valued and engaged, immediately.
The groundhog days of dull, generic, classroom-based learning are gone – we prioritise bite-sized experiences designed for the modern-day attention span. We understand that different generations have different learning styles and that your business needs adaptable, tailored and effective solutions that have broad appeal. Our design-centric, intuitive LAAMP interface (using cutting-edge augmented and virtual reality technology) is simple to use on all devices and caters to the entire workforce.

Lack of instructor support

Solution: we offer context-rich resources on demand, supported by a reference library of content, during the induction and assessment journey - and forevermore

Our LAAMP inductions (whether facilitator or self-led) are heavily resourced, with a wealth of content and relevant information available at every stage to support users’ genuine learning and enhance recall. Users can return to LAAMP whenever and wherever they need to in order to refresh memory or update lessons learned. Administrators have access to cloud-based live data regarding completions, allowing them to analyse areas for further development and assess potential gaps in learning.

LAAMP learning and assessment isn’t just about completion for the sake of compliance and governance; our inductions are about deep skilling in order to mitigate real risk immediately and forevermore.

References

Smith, P. M., & Mustard, C. A. How many employees receive safety training during their first year of a new job? Injury Prevention, 2007, 13(1), 37–41.

Kidd, R., & Nagel, M. (2014). Enhancing worker’s learning from Online Site Safety Induction Programs: What factors hinder mine workers from learning? Journal of Health, Safety and Environment, 30(3), 1–16.

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