Everyone in the workplace benefits from quality safety training. Most individuals would say that health and safety are dry subjects. It might be a serious business, but it is also possible to have fun while learning about it.
Will we witness greater results and workers who carry out their responsibilities in a safer manner if we make safety training fun? Will there be fewer workplace injuries and fatalities, or are we just providing entertainment?
This article examines research into whether the inclusion of fun in training improves learning results. Safety training is essential since it directly affects performance.
It is widely assumed that training activities must be enjoyable in order for knowledge to be transferred. However, research has shown that emphasizing fun in training exercises has minimal influence on learning.
According to this research, training the identical subject with and without entertaining activities yielded equivalent effects. According to the findings, introducing enjoyment can trivialize the learning substance. Fun elements may sometimes be perceived as unnatural, forced, juvenile, and a distraction from the learning process.
Some may believe that bringing fun into professional training is improper for grownups. Especially after an injury or tragic event, when safety training is crucial to prevent similar incidents from occurring again.
When entertaining elements are included in training, some employees may feel that the course is a waste of time. Instead, they could be devoting valuable time to completing mounting job tasks. Keeping this in mind, enjoyable training may have the reverse impact and fail to engage employees at all.
Other studies revealed that jokes, anecdotes, and funny films did not promote worker engagement or information acquisition. They did, however, make the training appear to be a more pleasurable experience that stimulates learning. Fun activities, on the other hand, have been demonstrated to minimize training time for important skills and knowledge items in the course.
Experiential learning combines play and fun and comes after engaging experiences are completed. One of the difficulties with experiential learning is that the emphasis is often on the game and the fun.
Many people struggle to link and apply their experiences to specific organizational difficulties. Another issue is that some people may not respect the instruction since it appears frivolous or childish. Experiential learning must once again demonstrate its significance beyond being an enjoyable activity for learning and transfer to occur.
Trainees must be physically and psychologically engaged for experiential learning to be successful. Debriefing events should quickly follow to focus on how the experience transfers into workplace practices. This is especially vital after an event or near-miss, when safety instruction is critical. Trainees must reflect on their experiences and the implications for the workplace. They should also prepare action plans that demonstrate how they will apply their new knowledge and abilities.
Managers can benefit from play by considering new ideas, experimenting, and developing new skills. Experiential learning activities that include play must include reflection in order to develop meaning from what is learned.
Effective safety training is crucial to an organization’s overall safety performance, and many are looking for novel and exciting ways to train. Trainers are concerned that safety is boring, and they believe that introducing enjoyable activities will offer engagement and a successful transfer of learning. This article reviewed research on the use of fun and games to increase new skill knowledge transfer.
The study looked at various studies and discovered that many trainers believe that introducing fun into learning environments is an effective way to engage trainees. While having fun can help to increase engagement, it is not a replacement for good sound design and delivery. As long as the activities promote the learning outcomes, having fun in exercises, games, and contests can lead to greater knowledge and skill acquisition. There must be a direct link between the training activity and the learning.