Virtual Reality (VR) is quickly gaining momentum as a possible tool for safety training and skills training in the energy sector at the Health and Safety Council (HASC). As a non-profit contractor training organization, HASC has been studying ways to integrate VR training into its delivery models in ways that help provide more effective learning outcomes for the learner.
To determine if VR is effective as a training tool for the contractors and trainees who come to HASC for safety or skills training and whether VR is effective compared to traditional eLearning or Computer Based Training (CBT) tools, HASC has completed several investigations. HASC's studies have shown that VR effectively creates lasting, retrievable memories for HASC's trainees (Health and Safety Council, 2020). In addition, being exposed to theories, learning procedures, and understanding information are aspects that CBT at HASC can benefit their learners. VR offers the opportunity to practice and try the procedures in an immersive, virtual world. However, finding ways to improve worker self-efficacy could have deeper, more meaningful effects on the learner and their teams.
Stop-Work Authority
The understanding and use of personal stop work authority is ubiquitous and fundamental to safe work activities in the energy sector (Gaddis, 2019; Mlynek, 2021). Providing training that helps learners, particularly newer workers, understand stop-work authority and how to use it effectively and promptly. The proper use of stop-work authority by workers can also create a safer work environment for all workers on the job site. Stop work authority is a safety policy designed to keep workers personally safe and allow them to stop any work they may see that is unsafe. According to Gaddis (2019), "the goal behind such a plan is to encourage workers to speak up without fear of retribution when they see a potential at-risk situation unfolding" (p. 2). When used correctly, stop work authority is a powerful tool for keeping workers safe. When it is not used, it can place employees, worksites, and communities surrounding energy manufacturing facilities at risk of dangerous releases, explosions, or fires.
In many cases, new workers are hesitant to use their stop-work authority due to factors such as diffusion of responsibility; or a "situation in which a person is less likely to take responsibility for action or inaction, when other workers are present" (Mlynek, 2021, p. 1). Counting on others rather than being assured of your own knowledge, training, and capabilities could lead to injury or fatality for the field workers and contracting organizations' that HASC supports.
Another issue with new employees feeling empowered to use their authority to stop work is the bystander effect. According to Furst (2015), the bystander effect "occurs when the presence of others hinders an individual from intervening in a situation that may cause injury to others or the environment" (p. 5). Like the diffusion of responsibility, the bystander effect can affect new employees inserted into work teams with other, more experienced workers. Being the newest employee can influence a greater chance for the bystander effect to occur. Even if they see something dangerous, new employees might be less apt to stop work because they believe another, more experienced member would stop the hazardous act if it were dangerous. Conversely, experienced workers can get complacent and bad habits can cause them to miss procedural steps. When newer employees rely on these experienced workers due to the bystander effect, stop-work authority will not be used effectively.
Self-Efficacy
For HASC learners, self-efficacy can be described as a learner's belief in the abilities and capabilities for a task or procedure and their perceptions of themselves in society (Bandura, 1977). Having higher regard for their capabilities and understanding can lead to greater self-efficacy and a greater sense of independent agency, the chance to make independent changes. As Lindley (2006) points out, Bandura believes that "self-efficacy is closely linked to individual human agency" (p. 144). These have positive benefits as providing learners with greater self-efficacy and agency will be more confident in their decisions. In terms of stop-work authority, having the confidence to speak up and stop a job, especially as a newer technician, is a hard challenge. Having greater agency, self-efficacy, and confidence can help newer workers potentially overcome those challenges sooner in their career development.
Citing several sources, Artisco et al. state in Hoare (2011) that self-efficacy and self-worth are linked to one's abilities. Citing Ehrlinger and Dunning, Artistico, Berry, Black, Cervone, Lee and Orom write that "the knowledge that one is succeeding or failing at a task has substantial implication for ongoing and future actions related to task performance and sense of mastery” (Hoare, 2011, p. 217). Developing skills and feeling that they can meet future challenges successfully is the essence of self-efficacy and can impact learners' future success.
Virtual Reality and Self-Efficacy
Many studies show how VR training can improve worker self-efficacy for industrial workers (Colombo, 2014; Makransky & Klingenberg, 2022). These studies have shown that workers who took VR training were more apt to identify and fix problems they found on the worksite and showed higher levels of motivation and behavioral changes. Bandura (1977) suggests that self-efficacy comes from four primary sources; of those four, two are: (a) personal performance and accomplishments, (b) vicarious experiences. The VR exercises that HASC provides allows learners to perform procedures in a safe and controlled environment. Learners have the opportunity to perform procedures and experience the results of that work in an immersive environment.
An immersive VR environment also allows learners to practice these procedures in significantly more dangerous situations than what could be provided in live training simulators. Holbrook and Cennamon (2014), citing several studies, write that one beneficial aspect of simulators is that "they provide a safe environment in which to learn and fail" (p. 40). Their study on emotion and self-efficacy in simulators for police officers found that learners in an immersive learning environment were: (a) more emotionally invested, (b) found the training situations realistic, and (c) found the learning memorable and realistic. In a similar study, Nissim and Weissblueth (2017) found that when providing VR simulator training to teachers, the participants' self-efficacy or belief in their ability improved following the simulator training. Additionally, Shu et al. (2017) found that learner motivation and enjoyment of the training course improved when using high definition immersive VR as the tool for delivery.
Career Development
A greater sense of self-efficacy can also have positive benefits for the learner's career and the learner's fulfillment from their career. Bandura (1997) writes that the "stronger the sense of self-regulatory efficacy, the greater the improvement in work involvement" (p. 189). This can not only lead to greater worker involvement but can have positive benefits to the worker in the form of being more involved to use stop-work authority more effectively. Additionally, this willingness to "own" their own and others' safety at the job site can lead to quicker career growth and promotion. Holbrook and Cennamo (2014) write about how individuals with "high perceived self-efficacy about a certain task can lead to positive performance outcomes" (p. 38). And Bandura (1997) writes that "individuals who have a resilient sense of self-efficacy perceive greater employment opportunities and are more successful in finding employment" (p. 188). Finally, Bandura (1986) quotes Brown and Inouye that "when people are fully assured of their capabilities, they remain unshaken in their perceived self-efficacy and persevere doggedly, even though they fail repeatedly" (p. 364).
Multiple studies show that self-efficacy can be improved for students through the use of VR exercises (Colombo et al, 2014; Holbrook & Cennamo, 2014; Makransky & Klingenberg, 2022; Nissim & Weissblueth, 2017). Improved self-efficacy, or a greater sense of self-efficacy in a shorter time can help field workers supporting the energy sector perform their work more safely and speak up quicker and use their stop work authority when they see something dangerous (Burke, et al., 2006; Furst, 2015; Gaddis, 2019; Mlynek, 2021). For an organization like HASC that is looking for ways to improve contractor safety in the energy sector, finding training techniques that can help learners quickly gain a sense of self-efficacy, VR could be a worthwhile investment.
References
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Hoare, C. (2011). The Oxford Handbook of Reciprocal Adult Development and Learning. 2nd Edition. New York, NY: Oxford University Press. ISBN: 978-0199736300
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Mlynek, J. (2021). Stop-Work Authority: Empower Employees to Watch For Hazardous Situations, Take Action. Grain Journal. Retrieved April 20, 2022, frhttps://www.grainnetsafety.com/article/243934/joe-mlynek-stop-work-authority-empower-employees-to-watch-for-hazardous-situations-take-action
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Shu, Y., Huang, YZ., Chang, SH. et al. Do virtual reality head-mounted displays make a difference? A comparison of presence and self-efficacy between head-mounted displays and desktop computer-facilitated virtual environments. Virtual Reality 23, 437–446 (2019). https://doi.org/10.1007/s10055-018-0376-x
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