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Why train face-to-face in an online world?

Why train face-to-face in an online world?

For all the benefits of having the world of knowledge stored in your pocket, why is face-to-face training still ‘a thing’?

Why do countless organisations still undertake face-to-face training – and is there a place for instructor-led training  and online learning to work together for the best learning outcome?

Let’s explore…

Why face-to-face has a place:


Humans are complex, we learn in many dimensions

Human behaviour is complex.  Generally, we don’t like making changes to our behavior – especially if it’s going to makes us uncomfortable in the process, even if it’s of benefit to us in the long term.

To install new habits and skills –  usually the purpose of the training we do – you need to artfully engage all learners on multiple levels. That’s often difficult when you’re sitting in front of a screen.

A good facilitator can capture a group within the first 20 minutes of any session. They’re experts at understanding human behaviour, ‘reading a room’, challenging learners in a way that helps them expand their thinking,  and giving every learner what they need to get the most out of a session.

 

Personal interaction

Human beings are social by design – it’s called face-to-face for a reason!

The depth and quality of conversation is unparalleled in face to face training. Conversations are richer and allow for ‘in-the-moment’ dialogue between participants, away from the misinterpretation that can happen online.

Working with peers in-real life (IRL) supported by a live facilitator also gives us instant feedback translated through the body language and facial expressions and the ability to build rapport.

 

Face-to-face can be more accessible.

Doing a qualification or training via online delivery favours those who can sit, watch and type – often for a long period of time. While this works for some, other learners may have barriers with language, writing or technology – or a combination.

A facilitator can also quickly pivot the tone, examples or explanations used, and the type of assessments and activities required based on the needs of the participants in the room – often in the moment, based on what the facilitator observes.

For others – particularly if undertaking an accredited course over a long duration – the self-discipline to complete becomes a factor. This is a financially  risk to the organisation if learners don’t complete and a missed opportunity for the knowledge to have created a culture or leadership change.

In a study by the National Centre for Student Equity in Higher Education when looking at completion rates of higher education students – found only 44 % of online learners finish their studies compared to 77% of on-campus students.

Quicker results and intense focus

Online learning can be positioned as ‘quicker’ and more convenient however this relies on your people actually finding the time to do the work and the assessments they also need to get done.

When you train people face to face and make the time to invest in them being in the room, there are fewer distractions and a higher likelihood of participation, completion and retention.

Learners can get ‘in the zone’ and give 100% of their attention to the program.

 

Integrated assessments

Students of accredited qualifications delivered solely online often give feedback that it’s a struggle to complete. Usually they will need to complete assessments for every unit, often demonstrating the same competency over and over again as it repeats in different units. This means they have to do more, for no additional learning benefit.

Integrated assessment means the facilitator will assess you once for a competency and that can then apply across all the units, cutting down time without compromising on the assessment quality.

 

Group dynamics

For organisations, face-to-face training can be a team building opportunity. It allows you to ‘cross-pollinate’ people from your organisation or give work teams a platform to work together to collaborate in a different environment. It’s also surprising how much your people will learn from (and about) each other as they bring their insights and experiences to the training room.

 

So how do we use online learning?

We believe online learning works best as a support to what happens in the training room so we have designed an online portal with simple user functionality and the ability to generate detailed and usable insights.

We use our online portal in two key ways:

Pre-Work and Refresher Programs

Our online learning portal is used to prepare your people (prior to their program) – to be open and receptive to what they’ll be learning –  through short online pre-work, which can involve informative video content, answering questions and giving feedback.  After the face-to-face program, our online portal can support your people with a refresher program to make sure the learning sticks -so you receive a return on your training investment.

Culture Surveys & Analysis

We help organisations measure and analyse their current level of ‘Safety Culture’ or ‘Leadership Culture’ through online culture surveys and analysis. Our surveys are designed to take the pulse of what your people believe (and how this impacts their behaviours), so we can partner with you to design programs and interventions that make a difference – and what can be measured can be managed. We then get people to complete the survey again after their program and are able to track and analyse how thoughts, attitudes and behaviors have changed as an outcome of the face-to-face program.

Want to find out more about our online portal?

Safety Dimensions and Leadership Dimensions offer clients aOnline Learner Portal with capabilities in the areas of culture surveys, program pre-work and online refresher programs with the ability to measure an organisations safety and leadership culture maturity, prepare learners prior to the commencement of a program, and embed and reinforce the learning after a program has finished.

We do this on our cross-platform, web-based and secure learner focused online portal, designed and customised for the needs of each client.

Find out more about how our online portal can add value to your learning programs, call us on 1300 453 555, email info@safetydimensions.com.au or click the button below to read more.

Soldiering On? Codeine Products Now Prescription Only.

Is your workforce “soldiering on” through colds, flu and pain with products that contain codeine?

From 1 Feb 2018 they’ll need a prescription for over-the-counter medicines containing codeine. This has implications for organisations who conduct drug and alcohol testing and for industries and occupations where a worker could kill or seriously injure themselves, another worker or a member of the public.

Have you updated your workforce regarding the change?
Has it been discussed at Toolbox talks?

THE BACKGROUND

What is codeine ?

Codeine is the most common form of the opiate (morphine-like) class of drugs, a narcotic used to treat pain by changing the way the brain and nervous system respond to pain. It is used in common over-the-counter pain relievers.

Effects include drowsiness, confusion, erratic behaviour, tiredness, poor concentration, blurred vision, dizziness, nausea, and sweating. Side effects of Codeine can seriously impact Workplace Health & Safety, especially for jobs that involve driving, machinery and high risk work.

Why is codeine now prescription only ?

Codeine is recognised as a drug of dependency by the Therapeutic Goods Administration. This is based on the evidence of harm caused by overuse and abuse of medicines – and that medicines containing codeine for pain relief offered very little additional benefit when compared to similar medicines without codeine. Thus codeine products have become prescription only.

What do the changes to codeine mean and what should your company do?

Given codeine has been in so many over-the-counter medications people may have used every day over a long period, there is a strong need to educate your workforce from a duty-of-care perspective.

Let your people know

Make people aware of the full list of codeine-based products previously available over-the-counter, which from 1 February 2018 requires them to have a prescription from a doctor.  View the list on the right, and see what the common brand names are.

Update your company policy

Depending on your company policy, people using codeine medications may be required to obtain a letter of verification that the use is not of a dependent nature, even if it was purchased before the cut-off date. This would be something to explore quickly, given the change is already in force.

Make people aware of the withdrawal symptoms and where to find help

It is important to be aware of codeine withdrawal symptoms. Without a prescription, some people may run out and suddenly stop taking it which may cause withdrawal symptoms.

Let your people know that if they are withdrawing from codeine, they should seek medical advice, as some of the common symptoms start within a few hours after the last dose and become strongest between 48 and 72 hours.

Withdrawal symptoms can include:

  • Cravings for codeine
  • Dilated pupils
  • Abdominal cramps, diarrhoea, nausea, vomiting
  • Lack of appetite
  • A runny nose and sneezing
  • Yawning and difficulty sleeping
  • Trembling, aching muscles and joints
  • Goosebumps, fever, chills, sweating
  • Restlessness, irritability, nervousness, depression

Next steps

For those organisations who conduct drug testing, it is important for you to advise your employees they now require a prescription for any medication containing codeine.  Failure to provide a prescription if codeine is found in their system will be in breech of policy.  You may wish to seek out an expert to help you revise your organisational Drug and Alcohol Policy and educate and inform your workforce.

The easiest and most effective way to deliver this to the workforce is is via an effective Toolbox Talk or Lunch and Learn where you explain the change to codeine use and your company policy, including the implications for a breech.

Safety Dimensions can help you with communicating safety messages effectively through either consultancy or our courses, both accredited and non-accredited. Email us on info@safetydimensions.com.au or contact 1300 453 555.

Need training in communicating safety messages to your people?

Check out our programs below to help you communicate more effectively like our Effective Safety Consultation Program.
Email us on info@safetydimensions.com.au or contact 1300 453 555.

WHAT PRODUCTS ARE NOW PRESCRIPTION ONLY?

Codeine may also be known by a brand or trade name. Some of these common brands are:

Generic Name / Brand names
Aspirin and codeine  / Aspalgin®, Codral Cold & Flu Original®
Ibuprofen and codeine / Nurofen Plus®
Paracetamol and codeine / Panadeine Forte®, Panamax Co®
Paracetamol, codeine and doxylamine / Mersyndol® and Mersyndol Forte®, Panalgesic®1

VIEW THE FULL LIST >>

HELP RESOURCES

More about withdrawal from codeine visit:
https://adf.org.au/alcohol-drug-use/supporting-a-loved-one/withdrawal

NPS MedicineWise
www.nps.org.au

Pain Australia
www.painaustralia.org.au

painHEALTH
https://painhealth.csse.uwa.edu.au

Australian Pain Management Association
www.painmanagement.org.au

Ask Your Pharmacist:
askyourpharmacist.com.au

Pain Link Helpline – 1300 340 357

Healthdirect Australia Advice Line – 1800 022 222
_________________________________

Sources

Therapeutic Goods Association https://www.tga.gov.au/codeine-info-hub
Alcohol and Drug Foundation: https://adf.org.au/help-support/support-services-directory/
Safe Work Australia https://www.safeworkaustralia.gov.au/drugs-alcohol
Arisk Video: https://www.youtube.com/watch?v=g1uG9Gyf-3U

 

Want to elevate your Toolbox Talks?

Effective Safety Consultation Program

This program focuses on helping participants generate genuine two-way communication.

Get the skills to:

  • Conduct effective and engaging Toolbox Talks, Pre-Start and safety meetings
  • Gain employees’ and team members’ attention and get them motivated about safety
  • Learn how to overcome potential barriers to achieve engaged participation
  • Ensure others don’t just hear, but understand safety messages
  • Show confidence as a communicator and leader
  • Apply effective consultation skills to all meetings

Download the course outline (page 9) in our full course brochure here >>

Leadership Excellence at Downer (LEaD1)

Leadership Excellence at Downer (LEaD1)

Leadership Excellence At Downer (LEaD1)

Find out about Leadership & Management

Downer is the leading provider of integrated services in Australia and New Zealand. It works closely with its customers to design, build and sustain assets, infrastructure and facilities. The Group employs approximately 56,000 people across more than 300 sites, primarily in Australia and New Zealand and also in the Asia-Pacific region, South America and Southern Africa.

A long-term client, Downer approached Leadership Dimensions (the leadership division of Learning Dimensions Network)  two years ago with a desire to further support their frontline leaders.

We know that clients who invest significantly in their employees develop competent and confident people who build skills, knowledge and experience within the organisation, often leading to those individuals being promoted. Companies who are adept at identifying this talent are also proficient in setting new managers and leaders up for success. Early on, Downer recognised the importance of investing in its frontline leaders and one of its strategies was to partner with Leadership Dimensions to develop a highly customised, nationally accredited qualification aligned to the BSB42015 Certificate IV in Leadership and Management.

The program is modularised to suit the different business divisions across Downer, all of which have varying requirements around how the training needs to be delivered. For example, employees from remote mining projects will require a different solution to those on working on rail or gas projects.

Two years on, this program – having being delivered to over 280 Downer employees across Australia – has developed a solid reputation for being able to impart the tangible, practical leadership skills needed on the ground.

Candice Mesecke, Executive Manager, Organisational Development & Change at Downer says: “Developing our leaders is key to our overall business performance. Our frontline leaders are responsible for delivering results for our customers in a safe manner, on time and on budget. They lead groups of diverse employees and are therefore key drivers of the business’s success. LEaD1 (our internal name for the program) needed to be dynamic and relevant if it were to create a shift in mindset and improve performance. Downer’s frontline leaders are incredibly astute individuals who work in no-nonsense environments, so we developed a program that aligned to their operating environment and challenges, and was also highly engaging. This has been achieved through clever learning design and outstanding facilitation from the Leadership Dimensions team of approved Downer trainers.”

Broken into themes essential for frontline leaders, the accredited BSB42015 Certificate IV in Leadership and Management face to face delivery components is broken up into four modules:

Leadership Communications – 2 days
Leading Teams – 2 days
Planning, Prioritising and Undertaking Project Work – 2 days
Customer and Stakeholder Management – 2 days

Candice says, “We chose to align the training to the BSB42015 Certificate IV in Leadership and Management so we had a structure for our people to demonstrate solid outcomes. Our people enjoy working towards an accredited qualification and our customers enjoy the benefits of a skilled supervisory workforce. We are proud of the outcomes of the program and the results on the ground, which LEaD1 has managed to generate at Downer within a relatively short time frame.”

With many opportunities in the program to reflect on their attitudes and beliefs, learners say their insights into their own leadership style directly impacts their ability to communicate more effectively, draw on a wider range of leadership skills in challenging situations, and be more mindful about their leadership approach.

One learner said: “I’ve found it really useful to take time away from the work-site to look at the way I lead others, my underlying beliefs, and the way it all comes out in my communication with others. Understanding the concept of “Above the Line” and “Below the Line” behaviours (taking accountability, ownership and responsibility vs blame, excuses and denial) has been really eye opening. I can think of so many examples of times I was leading with “Below the Line” behaviours that just don’t get the best out of people. I can now see how the way I am (as a leader) has a direct impact on the behaviours of those around me and the results we can achieve.”

Thanks to Candice from Downer for speaking to us.


Find out more about Downer


Find out more about BSB42015 Certificate IV in Leadership and Management >>

Want this program customised for your workplace and industry?
Call 1300 453 555 or email info@safetydimensions.com.au

10 Insider Tips to Rock Your Presentations

10 Insider Tips to Rock Your Presentations

From Toolbox Talk To Boardroom Squawk – 10 Insider Tips to Rock Your Presentations

Whether you’re a leader, salesperson or trainer, at some stage most of us need to deliver a presentation at work or do some public speaking.

Great presenting skills help us to influence action, so here are 10 insider tips you can use to rock your presentations.

1. Know your intention.

Before you get started, understand why you’re giving this presentation. Is it to influence action, persuade, report, inspire, educate or a mix? What are the ‘takeaways’ or key messages and ideas you want people to take from your presentation and how do you need to BE to achieve that? Summarise your content into no more than 3 key points so when you plan content, you know what you should include and it’s easier to stay on track. And most importantly what’s your call to action? If you’re not clear, your audience won’t be.

2. Have a plan.

If you fail to plan, you plan to fail. Now you know your intention, plan out your presentation around the takeaway you want the audience to action. When you’re deciding on what content to put into the plan, make sure you have an intro, middle and end that leads people to the key messages within the time allocated. It’s best to know your material from memory when possible but if you’re new to presenting or particularly nervous, keep some notes with you and check them once or twice to build your confidence.   And if you’re not new to presenting, even a couple of minutes planning in your head will make a big difference.

3. Prepare yourself.

The content is only about 10% of the message.  How you present the content creates meaning so make sure you dress right, warm up your voice, take some deep breaths to steady the nerves and feed the brain and be comfortable with how you move around the environment.

4. Practice in front of a buddy, or record yourself.

Even though you may have practiced many times on your own, there’s a sense of clarity which comes from presenting to a buddy or alternatively recording yourself on your phone and listening back. Your presentation might be amazing on paper, but when you hear it out loud it sounds very different. Integrate the feedback and keep practicing.

5. Open with a hook.

When a comedian begins their routine with “So something funny happened to me on the way here tonight”… you are immediately drawn into wanting to know what happened. Start your presentation with something that grabs the attention of the audience, intrigues them and has them open to receive your message. You can start with a question, a wild statistic or story that grabs them and engages them from the very start. Ted Talk presenters are experts at this.

6. Be you and your stories.

There’s nothing more engaging than a person being themselves. Bringing your personality into your presenting style via relevant stories, observations, and shared experiences with the audience helps to make you more relatable, increases trust and builds credibility.  And stories are way more fun than a slow death by PowerPoint.

7. Look at people and engage.

Eye contact is a powerful connector. Make sure you share eye contact around the room.

8. Read the room. Save & Exit

If you’re not into it, your audience will know immediately. If you’re bored, they’re bored. If you feel your topic is particularly dry, do something creative, add some humour or a few well-chosen slides, prop, or pop quiz to ‘break it up’.  And questions engage the brain.  By creating two way communication, you create a conversation and ‘share the load’.

9 Pause and slow down.

Pauses are a great way to bring attention back to you (and to give you a chance to breathe and gather your own thoughts). When you talk about serious issues, for example in a toolbox talk where you are addressing risks and potential danger, near-misses or injuries that have occurred, slow down a bit to give people the opportunity for it to ‘sink in’.

10. Bring it home.

Create a clear path to wrapping up your presentation. Even though you covered them in the body, you want to summarise the headlines of the takeaways to make sure it’s what you leave behind with the audience.

NEW PROGRAM IN PRESENTATION SKILLS!

Want to elevate your presentation, facilitating and training skills?
Our public program division Workplace Dimensions is offering a new program,

“The Art of Training, Presenting and Facilitating”
2 Day Course

2 Day Program Regular Price– $1250
Early Bird until Feb 1st – $950

Group Special – $950 for 3 or more booking together

NEXT DATE:
Tues 27 – Wed 28 Feb, 2018

LOCATION:
COLLINGWOOD MELBOURNE

More dates and locations coming soon.
We can also customise this program for your organisation.

Low “Near Miss” Reporting – Good Sign or Failure?

Low “Near Miss” Reporting – Good Sign or Failure?

Ready to train your people in hazard identification and risk management?

We have a range of programs that will train your people in hazard identification and risk management which we can tailor specifically to your industry organisational needs.

Training can be taken as individual training program (download our course outlines here), or as part of one of our accredited programs:

10604NAT Certificate IV in Safety Leadership (WHS) – Construction

BSB41415 Certificate IV in Work Health and Safety

BSB51315 Diploma Of Work Health And Safety

Need some training? We can customise to your needs.

A near-miss is defined as an “unplanned event that did not result in injury, illness or damage – but had the potential to do so.”

As organisations move through their safety culture maturity the issue of near-miss reporting raises its head. A mature organisation has a culture which tracks near-misses, examines how and why the near-miss happened, then puts in controls to minimise or eliminate the risk.  However not all organisations understand the purpose of near-miss reporting, or even if they say they do, they may fail to communicate benefits that reporting near-misses can bring to the safety of the organisation.

The purpose of near reporting is to allow the organisation to take cultural clues and assess their processes and procedures to determine how to prevent the “near-miss” occurring again with potential harm associated with it.

Some organisations celebrate low reported numbers of near-misses. However, many do this without closely determining what the low numbers mean? Did the near-misses not happen, or is it more likely that staff are just not reporting them?

Safety professionals agree that implementing a near-miss or close call reporting system works to rectify potential hazards and injuries.

Near-miss reporting is often described as a gift – because it hasn’t caused harm but instead is a wake-up call that something could have gone wrong if adequate controls weren’t put in place.

Near-miss reporting adds value in an organisation when it is treated in a proactive way – used to improve the workplace and move towards rectifying risks. At the same time support needs to be given to those who report the near-miss, and the learning that comes out of the near-miss or close call needs to filter through the whole organisation.

Why don’t people report near-misses?

There are five common reasons why employees / contractors don’t report near-misses or close calls.

  1. The fear of management reprisal. This could be; the fear of losing your job for speaking up, being branded a snitch or implicating others in the cause or the impact of the near-miss. For contractors it could be the fear of loss of reputation, work or an entire contract.
  2. Nothing happens. Near-miss reporting is seen as a ‘tick and flick’ requirement for management. The person reporting the near-miss does not ever hear or see what happens once they have submitted their report.
  3. The paperwork gets in the way. It’s just too much trouble to start up the paper trail which will go nowhere, so why should we all bother creating more work for everyone?
  4. What’s a near-miss and what do I have to report on? The uncertainty of what constitutes a near-miss and of exactly what has to be reported and sometimes even how to report it.
  5. It’s no biggie. The perception that it is ‘just something that happens in the line of work we do’.

10 Steps to encourage near miss reporting

  1. Train people in hazard identification. This has your people thinking proactively about hazards before they escalate into near misses. Safety Dimensions can help you with this.
  2. Remind your leaders and frontline staff that near misses being reported – especially if there have been a few in the past – are opportunities to improve, not slacken the focus on safety systems and procedures.
  3. Look for and share stories of where near miss reporting and rectifications have stopped a major incident or seek out and share near miss reports and how they are being responded to on a daily basis.
  4. Work collaboratively to work out a system to report near misses. i.e. potential for severe harm to people, plant/ assets, environment (high-risk). Keep it simple so everyone knows what to do and how to report.
  5. Make the reporting system easy to use and with the ability to collect useful data for rectification – this might mean you need to develop an anonymous reporting system, using technology i.e. online, an incident hotline, dedicated text message number or a mobile app.
  6. Encourage verbal reporting. You may need to start by doing the paper-work for your team.
  7. Praise whoever submits a near miss report. Let everyone know this is how they can play their part in stopping major incidents based on their reporting, before it happens again. The difference between complacency and speaking up (about a near miss or hazard) can make the difference between no one getting hurt, an injury or a tragic fatality.
  8. ACTUALLY DO SOMETHING. You’ve been given a wake-up call by a near-miss, now use that knowledge of what ‘could have happened’ to put in controls to eliminate or manage the risk immediately.
  9. At the end of each week, month or quarter, review the types of near misses that have occurred, with your team, to highlight trends and patterns to determine coaching / training / reinforcement/ procedure or systems review that your organisation needs to undertake to strengthen the area.
  10. Acknowledge the fact that your team sees near miss reporting as “the way things are done around here” and it’s no longer a tick and flick exercise.

Ready to train your people in hazard identification and risk management?

We have a range of programs that will train your people in hazard identification and risk management which we can tailor specifically to your industry organisational needs.

Training can be taken as individual training program (download all our course outlines here or the individual topics below) as part of one of our accredited programs:

10604NAT Certificate IV in Safety Leadership (WHS) – Construction

BSB41415 Certificate IV in Work Health and Safety

BSB51315 Diploma Of Work Health And Safety

DOWNLOAD COURSE OUTLINE NOW

 Risk Assessment including hazard identification, risk analysis.

This programs helps you identify and describe the difference between a hazard and a risk and introduces a way of thinking about hazard identification and risk management as an everyday activity. Enhances the skills and capabilities of leaders in the areas of hazard identification, risk analysis, and identification and how to implement appropriate risk controls.

DOWNLOAD NOW >>

DOWNLOAD COURSE OUTLINE NOW

Participate In Incident Investigations.

This program gives participants the mindset and skill set to undertake or assist in incident investigations, including how to identify and ensure all evidence and facts related to an incident  (or near-miss) are understood, sequenced and analysed.

Coach others to use best practice safety thinking when investigating near misses, high potential incidents and other critical events.

DOWNLOAD NOW >>

DOWNLOAD COURSE OUTLINE NOW

Manage Incident Investigations.

This program develops your skills to determine the requirements, protocols and processes of managing a post incident response, including leading others to gather evidence effectively, identifying the real causal factors of an incident, corrective and preventative actions and overseeing appropriate reporting, monitoring and reviews.

DOWNLOAD NOW >>