以“五评”提升安全教育培训施教者的能力

安全教育培训是安全工作的基础工程,是企业安全管理的永恒主题。安全教育培训工作开展得好,企业的安全工作就有保障,否则会影响企业的安全稳定。由于企业的安全教育培训工作大多依赖于相关管理人员、专业技术人员以及生产骨     

企业安全教育培训工作初探

针对企业安全教育培训工作的现状,就如何开展好企业的安全教育培训工作和安全教育培训的对象、内容、形式、方法及效果进行了探讨。     

以"五评"提升安全教育培训施教者的能力

安全教育培训是安全工作的基础工程,是企业安全管理的永恒主题.安全教育培训工作开展得好,企业的安全工作就有保障,否则会影响企业的安全稳定.由于企业的安全教育培训工作大多依赖于相关管理人员、专业技术人员以及生产骨干担当兼职教员,没有专门的师资队伍.     

安全培训要做好"五篇文章"

安全教育培训是企业安全工作的基础,是企业管理的常态工作,是实现企业安全工作持续稳定的长效举措.做好企业安全教育培训工作,有效发挥教育培训在安全工作中的作用,必须要做好五篇文章.     

安全培训要做好“五篇文章”

安全教育培训是企业安全工作的基础,是企业管理的常态工作,是实现企业安全工作持续稳定的长效举措。做好企业安全教育培训工作,有效发挥教育培训在安全工作中的作用,必须要做好五篇文章。做好培训组织文章。要向职工系统讲解安全生产相关法律、政策和规章制度,     

安全培训要做好“五篇文章”

安全教育培训是企业安全工作的基础,是企业管理的常态工作,是实现企业安全工作持续稳定的长效举措。做好企业安全教育培训工作,有效发挥教育培训在安全工作中的作用,必须要做好五篇文章。做好培训组织文章。要向职工系统讲解安全生产相关法律、政策和规章制度,提高职工对安全生产工作重要性和紧迫性的认识。这是安全教育培训的最基本内容。同时,还必须从本单位生产特点和职工实际需要出发,从解决职工安全工作能力入手,加强基本功培训。做好课前准备文章。讲好安全教育培     

以“五评”提升安全教肓培训施教者的能力

安全教育培训是安全工作的基础工程,是企业安全管理的永恒主题。安全教育培训工作开展得好,企业的安全工作就有保障,否则会影响企业的安全稳定。由于企业的安全教育培训工作大多依赖于相关管理人员、专业技术人员以及生产骨干担当兼职教员,没有专门的师资队伍,如果不注重提高施教者的能力,就会制约教育培训质量。因此,笔者认为,必须注重加强对施教者队伍的管理,通过“五评”促进施教者能力的提升。     

浅谈矿山安全教育培训的方法和途径

安全是永恒的主题,是生命线,没有安全,企业很难维持正常运转,也就没有效益、没有企业的稳定和发展.作为一个特殊的高危险矿山行业,安全教育培训是为安全工作提供思想、智力和能力保证的基础性、经常性工作.目的是增强职工队伍的整体素质,不断提升企业的生产经营管理水平.本文从当前安全教育培训存在的现象人手,探索适应矿山企业安全教育培训的方法和途径.     

职工教育培训要注重“十性”

企业职工安全教育培训是安全工作的一项基础性工程,是为安全工作提供支持的一项长期性工作。在企业的安全教育体系中,教育培训是提高员工操作技能、安全素质的必要手段,教育培训的形式虽然多种多样,但如何使培训真正起到作用、产生效果,却有不少学问。笔者认为,在抓职工教育培训时,应该注重"十性",才能     

谈企业安全教育培训

近年来,随着国家安全法律、法规及监管体系的不断完善,对安全教育培训的要求不断提高,企业对安全教育培训越来越重视,培训工作越来越深入、扎实。企业员工（包括企业管理者和操作者）的安全素质较过去有了空前的提高,有力地促进了企业安全管理水平的不断提高。但是,在安全教育培训方面,目前还存在不少问题：一方面人们的安全素质水平与国家、企业安全管理的要求、与人们对安全的需求、与发达国家相比还相差很远;另一方面安全培训工作还存在政府部门管理不够规范、     

企业职工安全教育培训内容和方法的研究

阐述了企业职工安全教育培训的重要意义,同时对培训的内容和方法进行了深入的分析和研究,总结了森工企业职工安全教育培训工作的一些经验和做法,有针对性地提出了职工安全教育培训工作中应该注意的问题,对进一步做好企业职工安全教育培训工作,提出有价值的建议。     

对铁路动车段劳动安全教育培训工作的思考

从培训针对性、培训方式等方面阐述铁路动车段劳动安全教育现状,结合动车段特点,提出构建专业安全、通用安全、季节性安全3个组成部分的劳动安全教育框架,并通过课堂教学、互联网媒介、检查教育等安全教育渠道,实现提高职工安全敬畏意识、安全防范意识的目的,为保证劳动安全教育培训效果提供了一种思路.     

非煤矿山虚拟现实安全培训系统的研究与构建

针对现有非煤矿山安全培训不足、效果不佳,现有安全培训系统构建复杂、功能单一的情况,运用虚拟现实技术,结合3dsMax建模与Unity3D平台,构建相应角色、场景,划分矿井漫游和应急培训2个模块;设计各个模块的基础功能与培训内容,以第一人称操作的方式对井下工作人员进行安全教育,增强培训时的沉浸感与交互性。结果表明:该虚拟现实培训系统能够以较简单、易实现的方式达到安全教育的目的,其设计与开发可以使得安全培训更加安全高效,提升学员的学习兴趣。     

Worker training and education in occupational safety and health: A report on practice in six industrialized western nations : Part four of a four-part series

During 1980–1981, a study was conducted of worker training and education in occupational safety and health in Canada, Great Britain, Sweden, France, the Federal Republic of Germany, and the United States. This article is the fourth in a four-part series of the findings of this study. Part one discussed the genesis of the study and the study design, reported on the training requirements of the occupational safety and health legislation in each of the six countries, and considered the implications of this legislation for worker training and education. Part one also included information on how each country is organized to carry out worker training and education in occupational safety and health. Part two discussed the role perceived for worker training and education as an occupational injury and illness countermeasure and identified and described the major components of the occupational safety and health training infrastructure in each country in the study. Part three reported on strategies for worker training including course design, construction, delivery, evaluation, and costs. Part four provides synopses of worker training and education for selected subsets of the worker population, e.g., migrant workers, nonorganized workers, employees of small business establishments, and employees of the federal or central government. Worker training and education programs are discussed for the following industries: construction, marine cargo handling (longshoring), and petroleum refining and related industries.     

Worker training and education in occupational safety and health: A report on practice in six industrialized western nations : Part three of a four-part series

During 1980–1981, a study was conducted of worker training and education in occupational safety and health in Canada, Great Britain, Sweden, France, the Federal Republic of Germany, and the United States. This article is the third in a four-part series of the findings of this study. Part one discussed the genesis of the study and the study design, reported on the training requirements of the occupational safety and health legislation in each of the six countries, and considered the implications of this legislation for worker training and education. Part one also included information on how each country is organized to carry out worker training and education in occupational safety and health. Part two discussed the role perceived for worker training and education as an occupational injury and illness countermeasure and identified and described the major components of the occupational safety and health training infrastructure in each country in the study. Part three reports on strategies for worker training including course design, construction, delivery, evaluation, and costs. Part four will provide synopses of worker training and education for selected subsets of the worker population, e.g., migrant workers, nonorganized workers, employees of small business establishments, and employees of the federal or central government. Worker training and education programs will also be discussed for the following industries: construction, marine cargo handling (longshoring), and petroleum refining and related industries.     

Worker training and education in occupational safety and health: A report on practice in six industrialized western nations: Part two of a four-part series

During 1980–1981, a study was conducted of worker training and education in occupational safety and health in Canada, Great Britain, Sweden, France, the Federal Republic of Germany, and the United States. This article is the second in a four-part series of the findings of this study. Part one discussed the genesis of the study and the study design, reported on the training requirements of the occupational safety and health legislation in each of the six countries, and considered the implications of this legislation for worker training and education. Part one also included information on how each country is organized to carry out worker training and education in occupational safety and health. Part two discusses the role perceived for worker training and education as an occupational injury and illness countermeasure and identifies and describes the major components of the occupational safety and health training infrastructure in each country in the study. Part three will report on course design, construction, delivery, evaluation, and costs. Part four will provide synopses of worker training and education for selected subsets of the worker population, e.g., migrant workers, nonorganized workers, employees of small business establishments, and employees of the federal or central government. Worker training and education programs will also be discussed for the following industries: construction, marine cargo handling (longshoring), and petroleum refining and related industries.     

安全生产职业培训中“安全本质”的教学思考

从提高安全生产职业培训有效性的角度,提出"安全本质"的哲学机理与数理机理,以及安全本质的认知对安全生产职业培训的积极意义。针对当前安全生产培训教育中,多限于事故案例警示教育、法律条文解释和一般安全生产管理知识的宣教的现状,提出深层认知安全本质的方法及其认知价值。通过安全本质的认知定义域划分,安全本质哲学机理和数理机理的定义,安全本质定义的认知价值,分析与探讨了安全科学体系中"安全本质"定义的构造。目的是在辩证认识中,既认知"事故发生可能性"存在的绝对性,又认知一定时空条件下,事故是可以预防的相对性,从而强化培训对象的安全生产管理意识,提升安全生产职业培训的实效性。     

The effect of aviation safety education on passenger cabin safety awareness

This paper examines the effect of aviation safety education on passenger cabin safety awareness in knowledge, attitude, and behavior (KAB). The educational value of KAB has been addressed in various fields such as AIDS prevention and campus safety. KAB has been applied in aviation safety related areas, especially in training, such as crew resource management training, pilot training, and mechanic training. However, KAB has not been implemented in aviation passenger education in cabin safety. This paper uses the construct of “aviation safety education”, which is intended to influence airline passenger knowledge of, attitude toward, and behavior about cabin safety awareness. Passenger surveys were done at two Taiwan airports. The results show that aviation safety education positively affects airline passenger cabin safety knowledge, attitude, and behavior. We recommend safety education that involves accurate instruction about emergency equipment procedures, situational awareness, emergency responses, and relevant cabin-safety regulations.Our findings indicated that an increase in cabin safety knowledge positively affected airline passenger behavior, which supported knowledge–behavior consistency. We also found that a positive attitude toward cabin safety positively affected airline passenger behavior, which supported attitude–behavior consistency. The hypothesis that cabin safety knowledge positively affected passenger attitude – knowledge–attitude consistency was not supported.     

基于危机理论的煤矿安全教育培训体系考核评估研究

为解决传统煤矿安全教育培训流于形式,考核评估体系出现行为层与效果层内容长期缺失,反应层及学习层考评手段单一、考评结果模糊、无法具体衡量等问题,基于危机理论,提出以微信小程序为载体的含课程资源、主题培训、海量题库、我的设置4个版块的煤矿信息化安全教育培训体系,以经典柯氏4级评估模型为基础,对考核评估模型进行针对性创新设计...     

HSE管理体系的基层安全教育培训探讨

安全教育培训是石油行业一项非常重要的安全基础性工作,扎实开展基层员工安全培训,提高安全综合素质,增强事故防范能力,防止发生不安全行为,才能真正达到预防事故的目的。本文从七个方面介绍基层安全教育培训的一些方法与实践,针对性强、实用性好,并已在基层单位取得了较好的效果。