In this edition, we'll be covering the following topics:
- 7 Effective Ways to Engage Adult Learners.
- Counterbalanced & Rough Terrain Vertical Mast Forklifts - One and the Same (Mostly).
- Worker escapes injury as 15-tonne excavator rolls over on Civic construction site.
- Ask Bob: Our tech guru addresses a question on keeping trainees interested in class.
- Steel Truss Falls from Forklift and Crushes Worker, Company Fined $65,000.
- What are the Inspection Requirements for Aerial Work Platforms?
- Last chance to register!
- What's Wrong With This? Photo and answer.
- A selection of interesting articles.
- New testimonials from our wonderful clients.
But first, check out all the places we are delivering training this month...
7 Effective Ways to Engage Adult Learners.
Experienced teachers and trainers know that preparation is key to success in both traditional and corporate classrooms. When it comes to teaching adult learners, though, you’ll need more than just a good training plan to succeed. You’ll also need to recognize the unique needs of adult learners, and you’ll have to work diligently to engage your audience every step of the way. Here are seven straightforward, effective ways you can engage adult learners and boost training retention.
Assess Your Audience Ahead of Time
Adult students tend to have a much broader range of experience than younger learners. Keeping them engaged means understanding where they’re at and what they would really benefit from learning. Before you hold a training session, sit down and think about the background of each attendee. Remember that teaching your audience effectively means knowing what they already know and how you can build on that knowledge.
Stay Focused & Relevant
If you’ve ever taught kids before, you might have noticed that they welcome teachers who get off track. You can wander off topic, and they generally won’t complain. It’s very different with adults. No matter their job roles, the adults you’re training expect you to provide highly relevant information in an efficient manner. That means that you must stay focused on the task at hand and need to ensure that you’re making everything you present relevant to your audience.
Manage & Facilitate Conversation
Almost every class has that one student who likes to dominate the conversation. As a trainer or teacher, it’s essential that you manage big personalities and facilitate the conversation so that everyone can participate. That might mean keeping people in check if they dominate the classroom or interrupt and belittle other students. Always steer the conversation in a positive direction, and be sure to keep it on topic too.
Both experienced and younger students love hands-on learning opportunities. That means that it’s essential to encourage exploration during your training sessions. Form workgroups, hand out small assignments and give your students plenty of opportunities to explore training information on their own.
Offer High-Value Deliverables
Classroom instruction is great, but every student needs something to take away that helps reinforce what they’ve learned too. For adults, that means creating high-value deliverables that recap and extend upon what you’ve taught them. Listing or linking to additional support resources is a valuable way to keep adults engaged long after your training seminar is over. You can offer these deliverables in the form of printed handouts or via an online LMS, such as Prolaera.
Focus on Real-World Applications
The adult learners in your classroom aren’t there to learn for the sake of learning. They’re in your class to learn information that they can apply to their jobs. That means you need to stay focused on real-world applications for the information that you present to your students. Before your training session, identify specific scenarios in your firm or workplace that correspond to training materials. Creating avatars and engaging in role-playing activities with students are great ways to practice real-world applications.
Give Plenty of Positive Reinforcement
Most adults want and expect praise when they make on-the-job accomplishments. That need for positive reinforcement carries over to the training environment too. As you interact with adult learners, praise and reinforce them when they’re on target with learning aims. Doing so will help keep the environment in the classroom positive and will encourage greater engagement from all attendees.
Of course, there’s no shame in working with someone who has extensive training experience either. Workplace training professionals know how to engage adult learners and can help you create compelling sessions that even the most seasoned attendees will enjoy. Remember that working with adult learners is about more than meeting basic training goals. It’s about investing proactively in the future growth of your firm or organization.
Counterbalanced & Rough Terrain Vertical Mast Forklifts - One and the Same (Mostly).
Although the conventional types of counterbalanced forklifts fall into different ITA classifications (class 1, 4 & 5) than the rough terrain vertical mast (RTVM - class 7), did you know that if you are an IVES Certified Trainer on the conventional units you also have the knowledge and ability to train operators of RTVM units? In fact, we recommend you utilize our regular Counterbalanced Forklift Operator Reference Manual to deliver your training on RTVM as it contains all of the basic operational theory information that is also applicable to RTVM units which in theory, are really just larger versions of conventional counterbalanced machines.
That being said, make sure you get yourself thoroughly familiarized with the RTVM unit you will use in your training by reading the manufacturer’s operating manual and adopting any specific safety/operational information into your training class, just like you should do for any training you do. In doing so, you will find that all of the basic principles as they relate to stability and capacity apply across both conventional and RTVM forklifts but that there are several differences relating to the components and operating controls. For example, some basic but significant differences between conventional and RTVM units are:
- Capacity/size/weight – Since RTVM units are made to handle heavier loads, they are usually quite a bit larger and heavier. This means they need more space to operate in and must always remain on a driving surface that provides substantial support. Alert your operators to be wary of soft, muddy ground as well as bridges or similar structures.
- Tires – They always use pneumatic (air filled) on RTVMs and occasionally, ballast (liquid filled) or foam filled tires are used. If they are ballast type tires, there should be a decal on the machine and/or a warning in the manual alerting you to this. Ballast tires should only be filled/serviced by qualified personnel.
- Forks – Many times, the forks on RTVM machines are shaft mounted which means there is an “eye” at the top shank that fits onto a shaft and they are not attached to the carriage at the lower end of the back of the fork. This means that the bottom of the fork can swing up and away from the carriage while backing out from a load causing the tips to swing upward as well. Operators have to be sure that the forks get a clean exit when backing out of loads.Also, because of the heavy load the forks on RTVMs are made to handle, the blades can be quite a lot thicker than those found on conventional units. Operators must consider this when assessing how much room is available for the forks before engaging loads.
- Mast – Since RTVM units are not designed for indoor warehouse applications, the mast is usually not designed with any free lift. This means that as soon as the forks begin to rise, the second stage of the mast starts to rise as well.
- Capacity Restrictions – on some RTVM units, the amount of weight that can be lifted depends on how high the load is lifted. For example, a unit with a maximum capacity of 10,000 lbs may only be able to lift that much weight up to a certain height, let’s say 12 feet. From that point, it may only be able to lift 8,000 lbs up to 16 feet and so on.
- Controls – The basic controls in the cab of an RTVM forklift are more or less the same as they are in conventional counterbalanced units but how they are laid out can vary quite a bit, which could throw an operator off. You would be wise to consider that and take some time to familiarize yourself (and your operators) with the control layout. Occasionally, you may come across controls for parts/systems on RTVMs that you would never find on conventional units, like air-assist brakes, four wheel drive/steer options or individual lift/lower levers for each stage of the mast.
These are just a few examples of how RTVM units may differ from conventional counterbalanced units. Remember, the items described above and possibly many more are all listed and explained in the manufacturer’s equipment-specific manual so be sure to check it and let your operators know to do the same!
Director of Training
IVES Training Group
Worker escapes injury as 15-tonne excavator rolls over on Civic construction site.
A massive 15-tonne excavator rolled over on a residential apartment construction site in Civic yesterday with only a seatbelt stopping its operator from receiving serious injuries.
WorkSafe ACT yesterday issued a Prohibition and two Improvement Notices to the excavator’s owner and the principal contractor of the site – stopping the excavator from being used again until safety requirements are met.
According to WorkSafe ACT, at about 11 am yesterday (June 6) the excavator was moving a three-tonne coil of stressing cable from one location to another when it tipped over on its side.
WorkSafe ACT said that the surface area which the excavator was operating on was not sufficient, resulting in the excavator sliding down a benched area and landing on its side.
Acting Director of Workplace Protection Dan Curtin said that it was extremely fortunate that no workers were injured in the incident given the circumstances.
He also said it was fortunate that the operator was wearing a seatbelt at the time of the incident which prevented serious injury from occurring.
“This incident could have caused very serious injuries, particularly considering the size of the plant [excavator] in operation and the type of work being undertaken,” he said.
“Also of concern was that site access and egress was not to a suitable standard and it was agreed during the time of inspection that the Person Conducting the Business or Undertaking would cease all work activities until this was improved.”
Investigations into the incident at the large construction site located in London Circuit are continuing.
Mr Curtin reminded employers and workers across the ACT to slow down and make sure safety remained the priority on sites and in workplaces.
“My message to workers on this site, and others across the city, is not to rush to complete deadlines at the expense of safety,” he said.
Q. Most of the operators that I train think that the class is a big joke and don't take it seriously. They show up as if it's going to be a holiday and sometimes even fall asleep during the class. What can I do to change things?
A. The first thing to do is not to take it personally and know that you are not alone in your frustration.
Here are some of the things that I have done (and still do) in order to set the tone and keep it interesting.
First of all, set the tone. Most of the people want to know why they have to take the training. Try to stay away from the "it's the law" talk (although that is a good reason) and lean toward the benefits of avoiding injury. I have found that the hazard and fatality reports and statistics that you can often get from the websites of federal, state, and provincial regulatory agencies as well as organizations like NIOSH (US) and CCOHS (Canada) to be very helpful here.
Another effective method for setting the tone of a class and developing interest is a pre-test. Put together a few questions involving center of gravity, load center or the stability pyramid. Most people won't have a clue about any of these things and they will realize that they had better stay awake and listen otherwise there is no way they will pass. And remember, if you want people to be interested in what you are saying, then YOU have to be interested in what you are saying.
Last but not least, get them up off their butts as soon as possible and out to the machine. I like to do a walk around training session using the greatest training aid of all... the actual machine that they will be using. Pop questions to everybody while training, ask them for their opinion, when they have a comment have them explain what they mean and ask others if they agree. In other words, GET THEM INVOLVED!!!
Steel Truss Falls from Forklift and Crushes Worker, Company Fined $65,000.
Convicted: AZZ Galvanizing Canada Limited, 44 Chipman Hill, Suite #1000, Saint John, New Brunswick
Location: Industrial establishment at 49 Commerce Crescent, Acton, Ontario.
Description of Offence: A steel truss fell off a forklift onto a worker, causing crushing injuries. An operator should have attended the forklift while its load was raised and the load of steel trusses should have been secured from tipping.
Date of Offence: July 25, 2016.
Date of Conviction: April 10, 2018.
- Following a guilty plea, the company was fined $65,000 in Burlington court by Justice of the Peace Paul A. Welsh; Crown Counsel Wes Wilson.
- The court also imposed a 25-per-cent victim fine surcharge as required by the Provincial Offences Act. The surcharge is credited to a special provincial government fund to assist victims of crime.
- On July 25, 2016, the worker was working as part of a night shift crew galvanizing steel trusses.
- Part of the galvanization process includes manual cleaning of the truss for quality control. A forklift is used to move trusses to the shop floor for cleaning. Each steel truss is about 18 metres (60 feet) long and weighs about 453 kilograms (1000 pounds).
- That night, the forklift used to move the trusses was smaller than the forklift normally used, which was in repairs. It was also the first time this smaller forklift had been used to lift a load of trusses of this size and weight.
- A safety sensor in the operator's seat was not working at the time. In normal operation, when the forklift's operator is not seated, the sensor engages a lock system that does not allow the forklift mast to lift, lower, or tilt until the operator returns to the seat.
- On the shop floor, the operator left the forklift unattended during the clean-up process. The sensor did not engage the lock system.
- To accommodate the cleanup, the forks were raised approximately 0.75 to 0.90 metres (2 ½ to 3 feet) above the shop floor.
- The load of trusses on the forklift was also not braced or restrained from tipping in any way.
- The worker and a co-worker were cleaning the trusses when one truss tipped from the forks and fell on the worker.
- The worker suffered crushing injuries.
- The defendant, AZZ Galvanizing Canada Limited, failed to ensure that an operator attended a lifting device's controls when its load was in a raised position.
- This contravened section 51(2)(b)(iii) of Regulation 851 (Industrial Establishments), of section 25(1)(c) of the Occupational Health and Safety Act.
What are the Inspection Requirements for Aerial Work Platforms?
Performing equipment inspections is essential for ensuring the safety and productivity of any piece of aerial work platform equipment. One of the challenges lift equipment owners face is knowing how often to perform inspections on their aerial work platforms.
ANSI standards state that routine inspections should be performed frequently, as well as annually. Here’s a breakdown of what tasks should be performed at each inspection point:
Frequent inspections must be performed in accordance with the manufacturer’s instructions on an aerial platform:
- That was purchased used.
- This inspection shall be accomplished unless it is determined that the frequent and annual inspections are current
- That has been in service for three months, or 150 hours, whichever comes first
- That has been out of service for a period longer than three months
The inspection shall be made by a person qualified as a mechanic on the specific type aerial platform. The inspection should include, but not limited to, the following:
- All functions and their controls for speed(s), smoothness and limits of motion
- Lower controls including the provisions for overriding of upper controls
- All chain and cable mechanisms for adjustment and worn or damaged parts
- All emergency and safety devices
- Lubrication of all moving parts, inspection of filter element(s), hydraulic oil, engine oil and coolant as specified by the manufacturer
- Visual inspection of structural components and other critical components such as fasteners, pins, shafts and locking devices
- Placards, warnings and control markings
- Items specified by the manufacturer
- Emergency lowering means
Annual inspections must be performed on the aerial platform no later than thirteen (13) months from the date of the prior annual inspection, and the inspection shall be in accordance with items specified by the manufacturer for an annual inspection.
The inspection needs to be done by a person(s) qualified as a mechanic on the specific type of aerial platform. And, an aerial work platform should not be put into service until any malfunctions and/or problems discovered during the inspection have been corrected.
What's Wrong With This? Photo
Can you tell what's going wrong in this photo?
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Answer to Last Month's WWWT? Video
Check out the video above and we'll point out where the operator has made mistakes!
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"IVES Training provided a unique and very informative process. I have learned a lot and will definately benefit as a trainer from the program." Isaac, UniSea Inc.
"The open discussions and input from everyone [in the Trainer Recertification class] helped bring new ideas to our situations." Thomas, Glanbia Nutrionals Services.
"The program for me went beyond being a forklift trainer. It provided me with tools on how to communicate and how to become a better leader." Sean, IKEA.
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