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mechanics and may involve gross and/or fine motor skills. Examples:
Warehouse personnel will lift heavy boxes appropriately.
Inventory personnel will enter data into computer at 40 words per minute.
Safety training sessions for psychomotor skills should involve as many of the senses as possible. The safety
trainer should adapt the format of training to match the skill level of the learner and the difficulty of the
task. Following is an example of a sound process for teaching psychomotor skills:
Example: How to Don a Respirator
Step 1: The safety instructor shows a respirator and explains its function and importance.
(Lecture)
Step 2: The trainees explain the function and importance of the respirator. (Cognitive -
comprehension level)
Step 3: The safety instructor holds up the respirator, names the parts, and explains functions.
(Lecture/demonstration)
Step 4: The trainees hold up respirators, name the parts, and explain the functions. (Cognitive -
knowledge and comprehension levels)
Step 5: The instructor explains and demonstrates how to don a respirator. (Lecture/demonstration)
Step 6: The trainees explain how to don a respirator while the safety instructor follows trainees’
instructions. (Cognitive - comprehension level)
Important Note: Step 6 allows the safety instructor an opportunity to check for
understanding and would be especially useful when one is teaching a task that could be
potentially dangerous to the trainee or others or that involves expensive tools or equipment
that could be damaged.
FAA System Safety Handbook, Chapter 14: System Safety Training
December 30, 2000
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Step 7: The trainees don a respirator properly. (Cognitive - application level and psychomotor)
Step 8: Explain and practice; explain and practice; EXPLAIN AND PRACTICE. (Cognitive -
comprehension and application levels and psychomotor)
The key to teaching psychomotor skills is that the more the learner observes the task, explains the task, and
practices the task correctly, the better he/she performs the task.
Affective Behaviors
Affective behaviors pertain to attitudes, feelings, beliefs, values, and emotions. The safety trainer must
recognize that affective behaviors influence how efficiently and effectively learners acquire cognitive and
psychomotor behaviors. Learning can be influenced by positive factors (success, rewards, reinforcement,
perceived value, etc.) and by negative factors (failure, disinterest, punishments, fears, etc.) Examples:
Supervisors resent training time and tell employees they must make up time lost.
Employees develop negative attitude toward training.
OR
Supervisors explain the training could save lives, attend training with employees, and
reinforce training on the job.
Employees are afraid of chemical spills and are anxious to learn how to avoid them.
OR
Employees have been told through the grapevine that the safety and training is boring and
a waste of time. Employees have a negative attitude toward training.
Employees have just received a bonus for 365 accident-free days and have a positive
attitude toward the company and toward safety training.
OR
The company announces 30 minutes before the safety training session begins that there
will be a massive layoff. Training will probably not be a priority for employees today.
Other affective behaviors (attitudes and emotions) that must be considered go beyond positive or negative
motivations toward learning. Examples:
An employee may have the knowledge and skills to repair an air conditioning system, but
fear of heights causes him/her not to be able to repair a unit located on the roof.
FAA System Safety Handbook, Chapter 14: System Safety Training
December 30, 2000
14 -
12
An employee may know how to don a self-contained breathing apparatus, but panics when
he/she does so.
Training objectives which state affective behaviors are usually much more difficult to observe and measure
than cognitive behaviors. Nevertheless, they are crucial to the ultimate success of the safety-training
program. Following are some examples of affective objectives:
Employees will demonstrate safety awareness by leaving guards on equipment and wearing
safety glasses in designated areas.
Employees will demonstrate awareness of chemical flammability by smoking only in
designated areas.
Employees will state in a survey that they appreciate safety-training sessions.
A critical factor to remember is that while training can stress the importance of affective behaviors, people
are most influenced by the behavioral norms of an organization. Remember: Before attempting to make
changes in an organization, it is first important to identify existing norms and their effects on employees.
　
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