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pretests, training records, etc., that pre-requisite skills have been mastered. However, many training
sessions have turned into a disaster because the trainer made the assumption that the trainees had mastered
basic skills and began the training at too high a level. In contrast, some training sessions have bored the
participants by being too basic. Therefore, it is important for safety trainers to be able to label learning
objectives and design safety training sessions appropriate to the level of cognitive behavior required to
perform a task. Following are descriptions and examples of types of cognitive behaviors.
Knowledge-level cognitive behaviors are the easiest to teach, learn, and evaluate. They often refer to rote
memorization or identification. Trainees often “parrot” information or memorize lists or name objects.
Common knowledge-level behaviors include action words such as these: identify, name, list, repeat,
recognize, state, match, and define. Examples:
Given containers of sample chemicals, the participants will identify the
chemicals by name.
Given a list of chemicals, health and safety personnel will state the
properties of each.
Comprehension-level cognitive behaviors have a higher level of difficulty than knowledge-level cognitive
behaviors, because they require learners to process and interpret information; however, learners are not
required to actually apply/demonstrate the behavior. Commonly used action words at this level include
verbs such as these: explain, discuss, interpret, classify, categorize, cite evidence for, compare, contrast,
illustrate, give examples of, differentiate, and distinguish between. Examples:
Participants will contrast the properties of acids and alkalis.
All employees will be able to discuss the hazard communications training
they have received.
Application-level cognitive behaviors move beyond the realm of explaining concepts orally or in writing;
they deal with putting ideas into practice and involve a routine process. Trainees apply the knowledge they
have learned. Some examples of action words commonly used in application-level cognitive behaviors
include the following: demonstrate, calculate, do, operate, implement, compute, construct, measure,
prepare, and produce. Examples:
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The emergency response team will perform evacuation management.
Beginning machinists will measure stock with a micrometer within a
tolerance of +/-0.001.
Workshop trainees will accurately complete an MSDS.
Problem-solving cognitive behaviors involve a higher level of cognitive skills than application-level
cognitive behaviors. The easiest way to differentiate between application-level and problem-solving level is
to apply application-level to a routine activity and problem-solving level to non-routine activities which
require analysis (breaking a problem into parts), synthesis (looking at parts of a problem and formulating a
generalization or conclusion), or evaluation (judging the appropriateness, effectiveness, and/or efficiency
of a decision or process and choosing among alternatives). Some examples of action words commonly used
in problem-solving cognitive behaviors include the following: troubleshoot, analyze, create, develop, devise,
evaluate, formulate, generalize, infer, integrate, invent, plan, predict, reorganize, solve, and synthesize.
Examples:
System safety personnel will develop an emergency response plan.
Given a pump with “bugs” built in, maintenance personnel will
troubleshoot the problems with the pump.
Quality circle team will analyze the flow of production and devise ways to
reduce work-in-process inventory.
There is no way to prepare a list stating that an action word is always on a certain level. The lists of
example action words included in the discussion above are suggestions and are not all-inclusive. Safety
trainers must use professional judgement to determine the level of cognitive behavior indicated. The same
action word can be used on different levels. Example:
Photographers will develop film in a dark room using a three-step process.
(Application level)
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R and D Department will develop a new process to coat film. (Problemsolving
level)
Psychomotor Behaviors
Learning new behaviors always includes cognitive skills (knowledge, comprehension, application and/or,
problem solving). In addition, the trainer needs to be cognizant of psychomotor skills that may be required
in the application phase of learning. Psychomotor behaviors pertain to the proper and skillful use of body
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