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hands on hips, wagging a pointed index finger, etc.
·  Do not “talk down” to participants; “talking down” results more from tone of voice
and expression rather than from vocabulary.
·  Maintain a certain degree of decorum within a classroom environment and mutual
respect among learners.
·  Should a mistake in information or judgment occur, admit it.
·  Make sure everyone can see and hear properly and has comfortable seating.
14.5 Learning Styles
One of the pitfalls of instruction is that trainers tend to develop safety-training programs that accommodate
the way the trainer learns best, not the way the participants learn best. For example, if the trainer learns
best by reading, he/she tends to give a manual to the new employees and expects them to master the
procedure by reading the manual. If the trainer learns best through experimentation, he/she tends to throw
employees into a new situation with little guidance. It is important to emphasize individual growth rather
than competition and to remember that individuals have different learning styles with which they are most
comfortable. Every trainee is different and must be treated as an individual. Here are some examples:
Passive Learners learn best by:
Reading manuals/books
Watching audio-visual presentations
Hearing a lecture
Observing demonstrations
Active Learners learn best by:
Participating in discussions
Role-playing
Performing an experiment
Taking a field trip
Hands-on learning
Responding to a scenario
Making a presentation
FAA System Safety Handbook, Chapter 14: System Safety Training
December 30, 2000
14 -
15
Some learners prefer to learn by themselves; others prefer to work in-groups. Some people need a lot of
organization and learn small steps sequentially; others assimilate whole concepts with a flash of insight or
intuition.
Some people are very visual and learn best through drawings, pictorial transparencies, slides,
demonstrations, etc.; others learn best through words and enjoy reading transparencies and slides with
words, and lectures.
Increased retention results from what we know of split hemisphere learning. Just as different sides of the
brain control opposite sides of the body, so does the brain absorb and record different types of information:
a. Left side — Linear functions, logic, time, reasoning, language, and
writing.
b. Right side — Space, movement, emotion, facial recognition, music,
depth perception.
It is the combination of the effects of both sides that allows us to think and react to information.
Although various tests have been developed to try to identify how people learn best, they are not practical
for most safety training sessions. Rather, the trainer needs to be aware that differences in learning styles
exist and try to combine as many types of activities and media as possible so that learners can have access
to the way they learn best and also learn to adapt to other learning styles as well. That means that a safety
training session might include a handout for readers, a lecture for listeners, and an experiment for doers,
depending on the objective.
The key to accommodating learning styles is that instructional strategies and media be selected as a means
to help the learner and not as a convenience for the instructor. For example, a new employee orientation
pamphlet and videotape should be selected if they prove to be an excellent instructional strategy for
teaching new employees; they should not be selected just because they are a convenient means of
orientation. Also, the safety trainer should constantly look for alternate strategies and media so that if one
strategy or type of media is ineffective, the safety trainer has multiple strategies from which to select.
14.6 Sources for System Safety Training
FAA Academy
FAA Training Office
FAA Office of System Safety, System Safety Engineering and Analysis Division
International System Safety Society
FAA System Safety Handbook, Chapter 15: Operational Risk Management
December 30, 2000
Chapter 15: Operational Risk Management (ORM)
15.1 DEFINING RISK AND RISK MANAGEMENT............................................................ 2
15.2 ORM PRINCIPLES ......................................................................................................... 3
15.3 THE ORM PROCESS SUMMARY................................................................................. 4
15.4 IMPLEMENTING THE ORM PROCESS...................................................................... 6
15.5 RISK VERSUS BENEFIT................................................................................................ 6
　
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