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Behavioral norms refer to the peer pressure that results from the attitudes and actions of the
employees/management as a group. Behavioral norms are the behaviors a group expects its members to
display. Examples:
Although training may emphasize the importance of wearing a face mask and helmet in a
“clean” room, if most employees ignore the rule, new employees will “learn” to ignore the
rule as well.
Although smoking and non-smoking areas may be clearly labeled in the plant, if new
employees observe supervisors and “old-timers” breaking the rules, they will tend to
perceive the non-smoking rule as not very important, despite what was stated in an
orientation session.
Although a new employee learns to perform a task well in safety training sessions,
he/she will quickly change performance if the supervisor undermines the safety
training and insists there is a better, faster way to do the job.
For safety training to be successful, it must have the support of all levels of management. Safety training
does not occur in a vacuum. The organizational climate and behavioral norms, in fact, are likely to be more
powerful than the behavior taught in safety training sessions, because the group can enforce its norms with
continual rewards, encouragement, and pressure. Supervisors should see themselves as coaches who
continue to reinforce safety training. Otherwise, the safety training is unlikely to have a long-term impact
on the organization.
FAA System Safety Handbook, Chapter 14: System Safety Training
December 30, 2000
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13
14.4 Delivering Effective Safety Training
One of the easiest and most fatal mistakes for a trainer to make is to approach the trainer-learner
relationship as a teacher-child relationship. Certainly, most of the role models trainers have observed have
been adults teaching children. However, it is essential for trainers to view themselves as facilitators of the
adult learning process. Although no generalizations apply to every adult learner, it is helpful in planning
training sessions to keep the following characteristics of adult learners in mind:
·  Despite the cliché that “old dogs can’t learn new tricks,” healthy adults are capable of lifelong
learning. At some point, rote memorization may take more time, but purposeful learning can be
assimilated as fast or faster by an older adult as by high school students.
·  Most adults want satisfactory answers to these questions before they begin to learn: “Why is it
important?” and “How can I apply it?”
·  Adults are used to functioning in adult roles, which means they are capable of and desirous of
participating in decision making about learning.
·  Adults have specific objectives for learning and generally know how they learn best.
Delegation of decisions on setting objectives may help learners, especially managers, gain the
knowledge and skills they really need.
·  Adults do not like to be treated “like children” (neither do children) and especially do not
appreciate being reprimanded in front of others.
·  Adults like organization and like to know the “big picture.”
·  Adults have experienced learning situations before and have positive and/or negative
preconceptions about learning and about their own abilities.
·  Adults have had a wealth of unique individual experiences to invest in learning and can
transfer knowledge when new learning is related to old learning.
·  Adults recognize good training and bad training when they see it.
There are several guidelines to remember when one is designing adult training sessions:
·  Early in the safety training session, explain the purpose and importance of the session.
·  Share the framework (organization) of the safety learning session with the participants.
·  Demonstrate a fundamental respect for the learners. Ask questions and really listen to
their responses. Never reprimand anyone in front of others, even if it means taking an
unscheduled break to resolve a problem.
·  Acknowledge the learners’ experience and expertise when appropriate. Draw out their
ideas, and try not to tell them anything they could tell you. Do not embarrass them
when they make mistakes.
·  Allow choices when possible within a structured framework. Example: “For this
exercise, would you rather work in pairs or individually?”
FAA System Safety Handbook, Chapter 14: System Safety Training
December 30, 2000
14 -
14
·  Avoid body language that is reminiscent of an elementary school teacher, such as
　
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