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TRAIN THE TRAINER
5MCSS
ENGR. ALEXANDER TRAIN THE TRAINER B. REV0TRILLANA GENERAL MANAGER/OSH CONSULTANT
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COURSE OUTLINE
Overview Goals Objectives Definitions The Roles and Responsibilities of the Trainer The Roles and Responsibilities of the Trainer Qualifications and Skills of the Trainer Developing the Training Program Determining if Training is Needed Identifying Training Needs Developing of Learning Objectives Developing of Training Content Developing of Learning Activities
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COURSE OUTLINE
Developing of Training Aids Writing of Lesson Plans Developing of Evaluation Methods Conducting the Training Motivating Learners (Adult Learning Principles) Interesting Introduction Ways to Create an Interactive & Friendly Atmosphere Presentation Skills Attending/Observing Skills Listening and Answering Skills Handling Problem Situations 5MCSS
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COURSE OUTLINE Conducting the Training (Continuation) Related Training Techniques o Ice Breakers o Energisers o Brainstorming o Case Study o Role Playing o Comment Cards o Drawing/Illustration o Demonstration o Actual Drill/Simulation o Group Feedback o Post Items 5MCSS
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COURSE OUTLINE Coordinating Logistics Documenting of Safety Training Evaluating the Training Program Improving the Training Program Summary of Techniques Used by Effective Trainers Training Delivery Summary Post Examination 5MCSS
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ICEBREAKER: INTRODUCTION OF PARTICPANTS/FACILATOR
Brief introduction: Name and nick name Job and expertise Company represented Expectations from this training
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OVERVIEW This training will be used to assist all participants to develop and/or improve their skills to conduct an effective training that are specifically related to your current job and training curriculum.
GOALS To increase trainers’ knowledge and skills on the active learning strategies needed to effectively communicate training sessions; and To develop a competent OSH Trainer. 5MCSS
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OBJECTIVES At the end of this training, you will clearly understand the concepts of active learning: Demonstrate the best training strategy (in addition to lecturing using PowerPoint) that will work effectively with your participants; Motivate the participants to interact and complete the training; and Create the proper (safe) venue, comfortable conditions and prepare the best materials for your training. 5MCSS
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DEFINITIONS Training is short term, task oriented and targeted on achieving a change of attitude, skills and knowledge in a specific area. It is usually job related. on the other hand, is the development and delivery of information that people will actually use One method of education
The “how” in safety
Skills
Knowledge
Education
Attitude
Training
(Courtesy to ASTDAmerican Society for Training and Development)
Primarily increases knowledge and skills A specialized form of education that focuses on developing or improving skills - the focus is on performance. 5MCSS
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THE CHANGING ATTITUDE OF EMPLOYERS
“If you think training is expensive. . . try ignorance.” Many employers now see training not as a cost . . . but as an investment. 5MCSS
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DEFINITIONS Education is a lifetime investment. It tends to be initiated by a person in the area of his/her interest. Anything that affects our knowledge, skills, and attitudes (SKA's) The “why” in safety educates about the natural and system consequences of behavior Primarily increases knowledge and attitudes A process through which learners gain new understanding, acquire new skills, or change their attitudes or behaviors. Development is a long term investment in human resources. 5MCSS TRAIN THE TRAINER REV0
Skills
Knowledge
Education
Attitude
Training
(Courtesy to ASTDAmerican Society for Training and Development)
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LEARNERS TEND TO REMEMBER
10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say as they talk 90% of what they say as they do something
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THE ROLE OF THE TRAINER
Facilitating Motivating Inspiring Leading Coordinating Managing Evaluating
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THE ROLE OF THE TRAINER The American Society for Training and Development (ASTD) study, Models for Excellence listed the following roles that trainers typically perform: Trainers are primarily change agents.
Leader-everyone is always both a teacher and learner. Evaluator-identifying the extent of the impact of a safety training program. Group Facilitator-managing group discussion and group process. Individual Development Counselor-helping an employee assess personal safety competencies, values, and goals. Instructional Writer-preparing written learning and instructional materials. 5MCSS
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THE ROLE OF THE TRAINER The American Society for Training and Development (ASTD) study, Models for Excellence listed the following roles that trainers typically perform: Instructor-presenting safety information and directing structured learning experiences.
Manager of Training and Development-planning, organizing, staffing, controlling safety training and development operations/projects. Marketer-selling safety training and development viewpoints, programs, and services. Media Specialist-producing audio-visual materials for safety training. Needs Analyst-defining gaps between ideal and actual safety performance and specifying the cause of the gaps. 5MCSS
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THE ROLE OF THE TRAINER The American Society for Training and Development (ASTD) study, Models for Excellence listed the following roles that trainers typically perform: Program Administrator-ensuring that the facilities, equipment, materials, participants are present and that program logistics run smoothly. Program Designer-preparing objectives, defining content, and selecting and sequencing activities for a specific safety training. Strategist-developing long-range plans for safety training and development. Task Analyst-identifying safety-related activities to attain specific results. Theoretician-developing and testing theories of learning, training, and development. 5MCSS
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THE GAP CONCEPT
PERFORMANCE
100% OSHS COMPLIANCE
GAP
70% OSHS COMPLIANCE
Expected Curve
Actual Curve
YEAR
In training terms this means we need to develop programs to fill the Gap 5MCSS
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THE RESPONSIBILITIES OF THE TRAINER Optimal lighting for viewing and changes in lighting as necessary. Ensuring the room temperature is comfortable for the students. Setting the excellent mood of the group. Creating an effective climate for learning. Motivate students to participate in the learning process. Be accepting of comments, avoid getting defensive. 5MCSS
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THE RESPONSIBILITIES OF THE TRAINER Control disruptive participants. Offer yourself as a resource. Allow for limited debate and/or challenges of the ideas presented. Discuss how the learning can be applied in real world applications.
Make yourself available at the beginning of breaks and after class to field individual student questions. Always treat the learners with respect. Avoid stereotypes. 5MCSS
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QUALIFICATIONS OF THE TRAINER Trainer criteria summary of subject matter expertise and training delivery skills: Trainers should be able to demonstrate an appropriate level of technical knowledge, skills, or abilities in the subjects they teach; Trainers should be able to demonstrate adequate competency in delivery techniques and methods appropriate to adult learning; Trainers should maintain competency by participating in continuing education, development programs, or experience related to their subject matter; 5MCSS
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QUALIFICATIONS OF THE TRAINER Trainer criteria summary of subject matter expertise and training delivery skills: The trainer should be able to apply adult learning principles as appropriate to their target audience; Adult learning principles should also be reflected in the learning objectives; and
As OSH Trainer: He must be an accredited OSH Consultant/ Practitioner; and Had completed the 3-day Train The Trainer workshop. 5MCSS
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A GOOD FACILITATOR “I never teach my pupils; I only attempt to provide the conditions to which they can learn. As a trainer, it’s one of the best things that we can do” — Albert Einstein
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DELIVERY SKILLS Make sure you speak so that learners at the back have no trouble hearing you.
Enunciate your words clearly. Avoid saying uhm……… Avoid distracting mannerisms such as jingling change or playing with your hair. 5MCSS
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DELIVERY SKILLS Involve the participants by encouraging and asking questions. Start on time; make sure that established breaks, lunch and ending times are adhered to. Pace your delivery according to the allotted time and the material to be covered.
If working from a syllabus, make sure you cover everything that is on it, or explain changes. 5MCSS
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DELIVERY SKILLS Keep close tabs on the climate of the class.
Recognize your strengths and weaknesses. Work to maximize your strengths and minimize your weakness. Do not pretend to know all the answers. If you don’t know something: Discuss the question with the class. Let the student know you will get the answer, but be sure to remember to follow up. 5MCSS
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POOR DELIVERY SKILLS Poor first impression No objectives Dull, dry and boring Frozen in one spot Weak eye contact
Poor visual aids
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Weak close
No humor Poor preparation No audience involvement No enthusiasm or conviction Poor facial expression TRAIN THE TRAINER REV0
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A GOOD LEARNER I hear, and I forget I see, and I remember I do, and I understand Chinese Proverb 5MCSS
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DON’TS Don’t be too formal
Don’t loose control
Don’t be a know it all
Don’t catch people unprepared
Don’t be unprepared Do not talk down to learners Do not use profanity
Don’t be afraid to say you do not know Don’t avoid eye contact
Don’t be distracting
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DEVELOPING THE TRAINING PROGRAM A "program" contains a written plan, policies, processes, procedures, rules, forms, reports, and possibly other documents. In order to meet the continuing need for highly trained safety and health staff, it's important to develop a safety training program that includes a written plan for training new-hire and current employees. The purpose of a training plan is to provide training professionals with clearly written policy and guidelines for implementing an effective safety education and training program for employees. 5MCSS
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TRAINING POLICY Explains company’s overall attitude to training Sets out priorities, standards, scope of training activities Provide the framework Can be seen as a cost or as competitive advantage Explicit or implicit 5MCSS
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INFLUENCES ON TRAINING POLICY
OSH legislation Economic climate Company OSH performance Technological changes Labour market Company resources Nature of the product/service Employee expectations/level of influence Management views on the value of training
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DEVELOPING THE TRAINING PROGRAM The plan should contain elements that are informative and directive. It should inform everyone about the safety training mission, policies, procedures It should also clearly state who is responsible for carrying out the mission, policies and procedures
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DEVELOPING THE TRAINING PROGRAM At a minimum a training program should include a plan that includes information and directives on the following: Training needs analysis Learning objectives that reflect the different levels of training
Description of course content and format Necessary resource materials The criteria for course completion 5MCSS
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DEVELOPING THE TRAINING PROGRAM At a minimum a training program should include a plan that includes information and directives on the following:
Processes that ensure delivery by competent trainers in a suitable training environment Continual improvement evaluation process Adequate training documentation and recordkeeping
Assignment of responsibilities How the various training elements will be accomplished 5MCSS
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TRAINING CALENDAR EXAMPLE Month in the year
Training Area 1 BOSH COSH Defensive Driving Work Permit System COHE HAZMAT 5MCSS
2
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4
5
6 7...
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DETERMINING IF TRAINING IS NEEDED The first step in the training process is to determine if a problem can be solved by training. Whenever employees are not performing their jobs properly, it is often assumed that training will bring them up to standard.
However, it is possible that other actions (such as hazard abatement or the implementation of engineering controls) would enable employees to perform their jobs properly. 5MCSS
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DETERMINING IF TRAINING IS NEEDED Problems that can be addressed effectively by training include: those that arise from lack of knowledge of a work process; unfamiliarity with equipment/machine; or
incorrect execution of a task.
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DETERMINING IF TRAINING IS NEEDED Training is less effective (but still can be used) for problems arising from: an employee's lack of motivation; or
lack of attention to the job. Whatever its purpose, training is most effective when designed in relation to the goals of the employer's total safety and health program.
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DETERMINING IF TRAINING IS NEEDED Poor safety performance may not be the result of a training deficiency
Describe the Safety Performance Discrepancy (The Gap)
Is There a deficiency in knowledge, ability or skill?
No Employee does know how to accomplish the task safely.
Yes
Employee does not know how to accomplish the task safely.
Has the employee performed task before?
Yes
No
Yes
No
Conduct Formal safety training
Training Decision Tree
Is the task accomplished often?
Training Options
Provide feedback
Conduct practice
Non-training Options
Are Resources adequate?
No Provide Resources 5MCSS
Yes
Is Supervision adequate?
Yes
Is Discipline Adequate?
Yes
No
No
Improve Supervision
Improve Accountability System
Is Leadership adequate?
No
Yes
Consider Discipline
Are training or non-training interventions the solution to poor safety performance in the workplace? Adapted from Robert Mager’s Performance Analysis Flowchart
Improve Safety Leadership
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IDENTIFYING TRAINING NEEDS HOW TRAINING NEEDS ARISE There are a number of indicators that may generate a training need. If any of these are likely to effect the department in the future or have in the near past, one or more employees may need training. Potential Indicators •New employees
Internal Indicators •Employee complaints
External Influences •New legislation
•Promotions or transfers
•Incident/accidents
•New procedures
•Grievances or discipline
•Changes to legislation
•New equipment
•High turnover
•New standards
•Poor quality ratings
•New relationships
•High or increasing rates of sickness or absence
•Change of curriculum •Downsizing •Retirements •Increased work load
•Management changes •Changed ownership 5MCSS
•Disputes
•Low levels of motivation •Cases of harassment •Missed deadlines TRAIN THE TRAINER REV0
•Competitor activity •Professional body regulations and requirements •QA codes of practice •Funding Council requirements
•International standards
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IDENTIFYING TRAINING NEEDS Needs analysis will provide information about the learner, and the task that will help us design training that meets specific learner needs. The employees themselves can provide valuable information on the training they need. Safety and health hazards can be identified through the employees’ responses to such questions as whether anything about their jobs frightens them, if they have had any near-miss incidents, if they feel they are taking risks, or if they believe that their jobs involve hazardous operations or substances. 5MCSS
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ASSESSING TRAINING NEEDS
Specific requests from line managers Performance appraisal process Training and development surveys Employee requests for training Competency profiling 5MCSS
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ASSESSING TRAINING NEEDS Organizational Analysis Examines system wide factors that effect the transfer of newly acquired skills to the workplace.
Person Analysis Who needs and what kind of training. Task Analysis Provide the task procedure of the activities and work operations being performed on the job. 5MCSS
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ORGANIZATIONAL ANALYSIS
Corporate objectives and business plan Human Resource plans Staffing plans Skills inventories Statistics System changes Management requests Exit interviews
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JOB ANALYSIS Staffing plans Job analysis/ job descriptions Task analysis Person specifications Training surveys Performing the job Observation Review of literature Ask questions Working groups Analyse operating problems 5MCSS
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TRAINING NEEDS ANALYSIS Table Top Exercise: Divide into 4 groups and brainstorm; Based on case study conducted to ABC Company, each group is required to and fill-up correctly the training needs analysis worksheets; and
Select your best presenter and discuss your report.
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TRAINING NEEDS ANALYSIS CASE STUDY-ABC COMPANY The situation: The DOLE RO has just completed a comprehensive on-site consultation and recommended to the owner of ABC COMPANY that effective training be developed and conducted for: Hazard Communication Program. When asked, employees demonstrated a lack of knowledge regarding: (1) spill/emergency procedures, and (2) container labeling requirements for the chemicals they were using.
Lock-out/tag-out. Maintenance workers were not familiar with the written lock-out/tag-out procedures for mechanical power presses. Personal protective equipment. Workers were discovered: (1) wearing defective respirators, and (2) improperly storing respirators.
Emergency action and fire prevention plans. No training has been developed or conducted in: (1) emergency evacuation, or (2) use of fire extinguishers. Safety committee. No hazard identification training has been conducted. Accident investigation. Supervisors have not received training in effective incident/accident investigation procedures. Currently no such training exists! The owner has now come to you, of course, and given you the responsibility for developing and conducting safety training at ABC COMPANY. The owner has agreed to allow you to include a few other employees in this effort. 5MCSS
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TRAINING NEEDS ANALYSIS CASE STUDY-ABC COMPANY Background information: ABC COMPANY employs 72 workers (60 employees, 8 supervisors, 4 managers). Twenty workers are exposed to the chemicals used in the manufacturing process. Chemicals used in the production process include hydrofluoric acid.
Seventeen workers are exposed to high noise levels (90+ dBa) during their work shifts. Five production workers use/service/maintain mechanical power presses. Two janitors regularly use chemicals for cleaning office and plant work areas. Three maintenance workers regularly use grinders, table saws, drill presses, various tools, and welding equipment for servicing and maintaining equipment and machinery. Two maintenance workers are responsible for cleaning out chemical storage tanks using respirators. Thirty-five production workers and one maintenance worker consider English a second language. There are six members of the safety committee. The HR manager, production supervisor, maintenance worker, production worker, admin specialist and the receptionist. 5MCSS
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TRAINING NEEDS ANALYSIS CASE STUDY-ABC COMPANY Training Needs Analysis Worksheet 1. Training need as stated by requester or as you view it. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. Why the training is required: __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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TRAINING NEEDS ANALYSIS CASE STUDY-ABC COMPANY Training Needs Analysis Worksheet 3. Description of audience receiving training: Job category/position and number of attendees in each learner group __________________________________________________________________________ __________________________________________________________________________
Degree of familiarity with the content of training __________________________________________________________________________
__________________________________________________________________________
4. Description of the training subject/content: Content of the training. General nature of the subject, topic, job task __________________________________________________________________________ __________________________________________________________________________ 5MCSS
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TRAINING NEEDS ANALYSIS CASE STUDY-ABC COMPANY Training Needs Analysis Worksheet
5. Scheduling requirements of the training: •Training start date(s) __________________________________________________
•Length of training _____________________________________________________ •Frequency of training __________________________________________________ •Time of training
_____________________________________________________
6. Logistical requirements of the training: •Physical location _____________________________________________________ •Estimated number of participants ________________________________________ •Space required to conduct training _______________________________________ •Equipment and other resources required ___________________________________ 5MCSS
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DEVELOPING GOALS AND OBJECTIVES Setting Goals and Objectives-it is designed to be delivered by an individual who has knowledge of the basics of setting goals and objectives and of the employer's own policies and practices on goals and objectives setting, tactical and strategic planning, and performance management.
Training Goal is a general statement about what you want to train. For instance, a training goal might state, "Train our new employees on hazard reporting procedures” or “Familiarize our employees on emergency procedures”. 5MCSS
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DEVELOPING OBJECTIVES Training Objectives: Formal description of what trainee should be able to do after training. Objectives Convey training goals Provide a framework to develop course content Provide a basis for assessing training achievement Characteristics of effective objectives Statement of desired capability or behavior Specify conditions under which behavior will be performed State the criterion of acceptable performance 5MCSS
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DEVELOPING GOALS AND OBJECTIVES Table Top Exercise:
Divide into 4 groups and brainstorm; Develop your goals and objectives for the following training; and Group 1-Emergency Preparedness Training Group 2-Chemical Safety and Spill Response Group 3-Confined Space Entry Training Group 4-Eathquake Safety Select your best presenter and discuss your report. 5MCSS
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DETERMINING OF TRAINING CONTENT The content is everything the learner will have to learn in order to achieve a learning objective. Selecting content for a training program is a decisionmaking process. The trainer must decide what and how much about a particular area of study they want trainees to learn. In essence, content is the subject matter of the lesson. If the objective is to teach someone to safely drive a forklift, then the course content may be learning to start, load, accelerate, shift, steer, stop, and inspect the forklift. It is the step-by-step process of what the trainee must learn if the objective is to be attained. 5MCSS
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DETERMINING OF TRAINING CONTENT Two important criteria for deciding on content are usefulness and appropriateness in relation to the stated objectives. •It must be useful-the content should be important to the employee. The content should be perceived as relevant, useful to the employee. •It must be appropriate-ideally, each particular topic within the training session should directly support one or more objectives. If it does not, then that part of the content may be perceived as inappropriate, unclear or not well thought out. 5MCSS
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DETERMINING OF TRAINING CONTENT Training Content Development Worksheet This worksheet helps determine everything the learner needs to know and do to meet this objective. Learning objective: At the end of training, learners will (will be able to)… Knowledge Requirements: What learners need to do to prove they know to complete the above actions. Learners must know… (list subjects) Actions: Describe what learners will need to do to achieve the above objective. Learners must be able to …(list activities) 5MCSS
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DETERMINING OF TRAINING CONTENT
Training title Training overview Training goals and objectives Training contents Training methodologies Duration of each activity in each session 5MCSS
Trainer (Resource Speaker) Break(s) Ice breakers and energisers Questions to test understanding Table top exercises Conclusion Post examination
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DETERMINING OF TRAINING CONTENT Table Top Exercise: Divide into 4 groups and brainstorm; Presentation Sequence: Determine the sequence strategy your group will use. List the sequence of training topics to be discussed; and Group 1-Emergency Preparedness Training Group 2-Chemical Safety and Spill Response Group 3-Confined Space Entry Training Group 4-Eathquake Safety
Select your best presenter and discuss your report. 5MCSS
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DEVELOPING LEARNING ACTIVITIES A few factors will help to determine the type of learning activity to be incorporated into the training. One aspect is the training resources available to the employer. Can a group training program that uses an outside trainer and film be organized, or should the employer personally train the employees on a one-to-one basis? Another factor is the kind of skills or knowledge to be learned. Is the learning oriented toward physical skills (such as the use of special tools) or toward mental processes and attitudes? Such factors will influence the type of learning activity designed by employers. The training activity can be group-oriented, with lectures, role play, and demonstrations or designed for the individuals with self-paced instruction. 5MCSS
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DEVELOPING LEARNING ACTIVITIES It's important to consider appropriate training methods because: They provide an effective means for the trainee to learn specific information. They keep the trainee interested and involved in the learning process.
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SELECTING THE INSTRUCTIONAL METHODS TRADITIONAL APPROACHES Classroom Instruction Lecture and Discussion-PowerPoint presentation Case Study Role Playing Table Top Exercises Self-Directed Learning Readings, Workbooks, Correspondence Courses Programmed Instruction Simulated/Real Work Settings Vestibule training Apprentice training On-the-job training Job Rotation/Cross Training 5MCSS
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SELECTING THE INSTRUCTIONAL METHODS What Methods Work For You There are more than a hundred different methods of helping others learn. Here are but a few, but probably the most common, popular, and easiest to use. Check the two training methods that work best and least for you. _____ 1. CASE STUDY: _____ 2. LECTURE: _____ 3. _____ 4. _____ _____ _____ _____ _____ _____ 5MCSS
5. 6. 7. 8. 9. 10.
Actual or hypothetical situation. Oral presentation of material, usually from prepared notes and visual aids. ROLE PLAY: Participants improvise behavior of assigned fictitious roles. SMALL GROUP:Participants divide into sub-groups for discussion or exercise. GAMES: Simulations of real-life situations. STORIES: Actual or mythical examples of course content in action. EXERCISES: Various tasks related to specific course content. DISCUSSION: Facilitated opportunity for participants to comment. BRAINSTORM: Participants generate ideas on a problem situation. JOB AIDS: Summaries of key points of course content, for use back on the job. TRAIN THE TRAINER REV0
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SELECTING THE INSTRUCTIONAL METHODS Describe why the two methods you ranked best work for you. _____________________________________________________ _____________________________________________________
Describe why the two methods you ranked least do not work for you. _____________________________________________________ _____________________________________________________ 5MCSS
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SELECTING THE INSTRUCTIONAL METHODS Important questions to ask about the training methods used include: Will the method effectively help the learner accomplish the learning objective? Does the method work for the number of learners participating? Does the method take into account any special characteristics of the group?
Will the method work at the training location? Will there be enough classroom time to complete the method? Will the employer be able to provide the resources to support the method? 5MCSS
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WHAT IS MY LEARNING STYLE? You may want to administer this simple survey to a sample (or all) employees in your workplace to help determine the best training methods for the training you present. Check yes or no beside each of the following statements to discover how you generally learn. Be honest and think in terms of most of the time, not exceptions. YES
NO
1. I learn a lot from listening to instructors
______
______
2. I figure things out best by trial and error.
______
______
3. Books are easy for me to learn from.
______
______
4. Give me a map and I can find my way.
______
______
5. I like to have directions explained to me verbally.
______
______
6. I can assemble something without looking at the instructions.
______
______
7. I learn a lot from discussions.
______
______
8. I’d rather watch an expert first and then try a new skill
______
______
9. I like to take things apart to see how they work
______
______
10. I can remember most of what is said without taking notes
______
______
11. My best classes involve activities and movement
______
______
12. Diagrams and drawings help me understand new concepts
______
______
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WHAT IS MY LEARNING STYLE? How to interpret the results This short quiz cannot diagnose accurately how you learn, it can give you insight into how you see yourself and the learning process. You learn by hearing. You are a strong auditory learner if you answered “yes” to questions 1, 5, 7 and 10. You learn by seeing. You are a strong visual learner if you answered “yes” to questions 3, 4, 8 and 12. You learn by doing. You are a strong kinesthetic learner if you answered “yes” to questions 2, 6, 9 and 11. How many hearers, seers, and doers are there? _____________________________________________________________ 5MCSS
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STRATEGIES TO HELP YOU MEET OBJECTIVES Strategy 1: To help people understand something by providing information use the following methods: Articles
Audiotapes
Lectures
Programmed Instruction
Diagrams
Online Internet courses
Strategy 2: To help people do something by providing opportunities to experiment with the procedure/practices use the following methods: Case Studies Demonstrations Role Play
Exercises
Video
Worksheets
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STRATEGIES TO HELP YOU MEET OBJECTIVES Strategy 3: To help people understand and possibly change their values and priorities by providing methods to inquire and observe by comparing/ contrasting old and new ideas use the following methods:
Role Play
Exercises
Films/Video
Self-Analysis
Games
Interviews
Strategy 4: To improve learner creativity by helping learners to experience innovation use the following methods: Mind Maps
Case Studies
Brainstorming
Analysis
Games 5MCSS
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DEVELOPING TRAINING AIDS
Training aids are devices which can be used to clearly, concisely and quickly record and deliver training. Why use visual aids? Visual aids help your presentation make things happen. Visual aids help you reach your objectives by providing emphasis to whatever is being said. Clear pictures multiply the audience's level of understanding of the material presented. 5MCSS
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DEVELOPING TRAINING AIDS
Why use visual aids? They can reinforce your message, clarify points, and create excitement. Visual aids involve your audience and require a change from one activity to another: from hearing to seeing. They tend to encourage gestures and movement on your part. This extra movement reinforces the control that you, the speaker, need over the presentation. 5MCSS
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DEVELOPING TRAINING AIDS
Why use visual aids? Visual aids add impact and interest to a presentation. They enable you to appeal to more than one sense at the same time, thereby increasing the audience's understanding and retention level.
5MCSS
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DEVELOPING TRAINING AIDS Why use visual aids? They can reinforce your message, clarify points, and create excitement. Visual aids involve your audience and require a change from one activity to another: from hearing to seeing. They tend to encourage gestures and movement on your part. This extra movement reinforces the control that you, the speaker, need over the presentation. Visual aids add impact and interest to a presentation. They enable you to appeal to more than one sense 5MCSS
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DEVELOPING TRAINING AIDS Why use visual aids? Visual aids involve your audience and require a change from one activity to another: from hearing to seeing. They tend to encourage gestures and movement on your part. This extra movement reinforces the control that you, the speaker, need over the presentation. Visual aids add impact and interest to a presentation. They enable you to appeal to more than one sense at the same time, thereby increasing the audience's understanding and retention level. 5MCSS
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DEVELOPING TRAINING AIDS Visual Aids are a means, not an end. Never include visuals for their own sake, always be alert to the damage they can do Never take great leaps in complexity Always choose the less complicated visual Always test equipment and rehearse its operation - in location if possible. Always have a “Plan B” Always apply the KISS principle
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DEVELOPING TRAINING AIDS
Plan the slides Ensure readability of words Ensure comprehensibility of pictures
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DEVELOPING TRAINING AIDS Plan the slides: Can we manage just as well without it? (approximately 1/3 of visual aids should be excluded by this question.) Is this really a visual, or just a visible verbal? A visual must be necessary A visual must be a visual A presenter must always ask: “What will this slide show?” And never “What will this slide say.” It is the presenter who will “say.” 5MCSS
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OTHER TRAINING AIDS
In addition to the laptop/LED White boards and markers are mainly to be used as “parking bay.” Flip charts Drawings and still photographs Solid objects Working models Videos
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DEVELOPING TRAINING AIDS
Ensure readability of words: Title is font 32-40 (tahoma, arial, calibri, etc.) Use “bullets” or titles only. A long sentence will either deter the audience from reading or fail to listen to the speaker because they are following the eyewords at the expense of the ear-words This can be solved by “custom animation” allowing bullets to appear one at a time Use “tahoma, arial, calibri, etc.” big texts (at least font 28) not “Times New Roman” 5MCSS
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DEVELOPING TRAINING AIDS Ensure readability of words: Keep texts horizontal. Relate them to the object they identify by clear lines or arrows Never cram too much information. Ideally use the 7 x 7 rule Illustrations and Charts need not be comprehensive. Just preface your talk with “here is an illustration in simplified form. . .” The 7x7 Rule states that a PowerPoint slide (or any other electronic slide) should have no more than seven lines of text and no more than seven words in each of those lines. 5MCSS
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DEVELOPING TRAINING AIDS
Ensure readability of words: Be kind to participants eyes. Use dark colored background and light colored text Compare this slide with the next slide. Which color combination do you prefer?
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DEVELOPING TRAINING AIDS OSH Management System
The Pros and Cons of Visual Aids The Pros
The Cons
Overhead Projector _________________________________
_____________________________________
Computer-generated slides _________________________________
_____________________________________
Video Presentation _________________________________
_____________________________________
Handouts _________________________________
_____________________________________
Flipcharts or whiteboards _________________________________
_____________________________________
Job aids/Props _________________________________
_____________________________________
Instruments _________________________________ 5MCSS
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Mind Meld! Once again review the course content development worksheet and the methods you plan to use for your presentation. Determine at least two training aids that would best motivate learning. 1.Review the sequence of training topics and methods.
2.Describe the training aid that will best help you present using the methods selected. 3.List the advantages of using the training aids your group chose. Training Aids Worksheet Method _____________________
Training Aid _________________________________________
Advantages ____________________________________________________________________ ____________________________________________________________________ Method _____________________
Training Aid _________________________________________
Advantages ____________________________________________________________________ ____________________________________________________________________ Method _____________________
Training Aid _________________________________________
Advantages ____________________________________________________________________ ____________________________________________________________________
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WRITING LESSON PLANS
Before you train and develop people identify what: They must know - before they can perform job They should know - to improve performance Would be nice for them to know - but not necessary to perform duties.
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PREPARING TRAINING PLAN
Nature of trainees Trainers’ qualification Training duration Training program structure Training objectives Training outline Training manuals Support resourcesOHP, sound system, pointer, batteries, classroom, food, land/air fare
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Training location Training methodologyvideo, visual aids, powerpoint, flipcharts Evaluation sheets Pre-test and post-test Attendance sheets Attendance profile sheet
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TRAINING LESSON PLAN
Topic Training objectives Summary of key points Duration of each activity in each session Training contents Training methods / activities Break(s) Exercise to warm up-ice breaker Questions to test understanding Table top exercises Conclusion
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TRAINING PROGRAM Participants’ registration Opening prayer National anthem Introduction of participants, resource speakers and coordinators Familiarization of assembly area, toilets, wash room, etc. Training expectations
Participants’ motivation Pre-test Training-powerpoint presentation, visual aids, video, table top exercise Breaks and ice breaker/ short exercise End of sessionhighlight summary of learning Post Test
Please see the attached Train The Trainer training program 5MCSS
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SAMPLE LESSON PLAN Safety and Health Programs (8-hour) Overview Introduce trainer and students as appropriate. Describe topics to be discussed, ground rules, facilities, scheduled breaks, emergency procedures.
Step 1: Planning the Lesson Instructional Materials. 1. Powerpoint presentation 2. Trainer notes 3. Other materials Instructional Objectives. 1. Complete the required topics for the Safety and Health Programs 8- hour course.
2. Present Safety and Health Programs to participants. 3. Incorporate active participation in each lesson. 4. Provide a quiz or short evaluation at the end of the course.
5. Ensure feedback from participants at various points in the training. 6. Resource Speakers, Topics and Responsibilities. 5MCSS
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SAMPLE LESSON PLAN Step 2: Presenting the Lesson Lesson Introduction Introductory remarks or transition from previous lesson.
Learning Objectives/Outcomes Upon completion of the lesson, participants will be able to: 1. Discuss the benefits of an effective safety and health program.
• Reduces work-related injuries and illness. • Improves morale and productivity. • Reduces workers’ compensation costs. 2. Name the four elements of an effective safety and health program. • • • • 5MCSS
Management commitment and employee involvement Worksite analysis Hazard prevention and control Safety and health training TRAIN THE TRAINER REV0
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SAMPLE LESSON PLAN Step 2: Presenting the Lesson 3. Methods to prevent and control workplace hazards. • • • • •
Elimination Substitution Engineering Administrative Personal protective equipment
Step 3: Evaluating of Participants’ Learning and Instruction • Written test and/or skills demonstration • Lesson Evaluation and Comments
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DEVELOPING OF EVALUATION METHODS Guidelines for evaluating proficiency: The proficiency should be evaluated and documented using the following: a written assessment; and
a skill demonstration. Use these guidelines when developing testing methods for your safety or any related training: The assessment and demonstration should evaluate the knowledge and individual skills developed in the course of training. The level of minimum achievement necessary for proficiency should be specified in writing (as stated in the learning objectives). 5MCSS
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DEVELOPING OF EVALUATION METHODS Use these guidelines when developing testing methods for your safety or any related training: If a written test is used in combination with a skills demonstration, a minimum of 25 questions should be used for more complex subjects like lock-out/tag-out, confined space entry and emergency response procedures. If a skills demonstration is used, the tasks chosen (defensive driving) and the means to rate successful completion should be fully documented. 5MCSS
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DEVELOPING OF EVALUATION METHODS Use these guidelines when developing testing methods for your safety or any related training: The content of the written test or of the skill demonstration should be relevant to the objectives of the course. The written test and skill demonstration should be updated as necessary to reflect changes in the curriculum. The proficiency assessment methods, regardless of the approach or combination of approaches used, should be justified, documented and approved by the employer. 5MCSS
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EVALUATING THE TRAINING
5 LEVELS OF EVALUATION Level 1 Evaluation: Evaluates learner reaction Level 2 Evaluation: Evaluates the learning Level 3 Evaluation: Evaluates the application Level 4 Evaluation: Evaluate how training has impacted business results Level 5 Evaluation: Evaluate how training has impacted return on investment 5MCSS
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LEVEL 1 EVALUATION: EVALUATES LEARNER REACTION The purpose of this level of evaluation is to get feedback from participants about what they thought and felt about various aspects of the program. Were the participants pleased and satisfied.
Process Evaluation - participants describe their reaction to the presentation of the trainer, the quality of the materials, the understandability of the exercises, and so on. Content Evaluation - participants describe their reactions to and satisfaction with the specific content of the training. Participants judge trainer’s knowledge and how much they believe they learned about each specific topic. Methods: Evaluations, questionnaire immediately after the program. Post-program conversations. * Adapted from; Donald Kirkpatrick, Evaluating Training Programs, The Four Levels, Berrett-Koehler Pub., 1994 5MCSS
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LEVEL 1 EVALUATION: EVALUATES LEARNER REACTION Guidelines for evaluating reaction: Determine what you want to find out Design a form that will quantify reactions Encourage written comments and suggestions Get 100 percent immediate response
Get honest responses Develop acceptable standards
Measure reactions against standards, take appropriate action Communicate reactions as appropriate * Adapted from; Donald Kirkpatrick, Evaluating Training Programs, The Four Levels, Berrett-Koehler Pub., 1994 5MCSS
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LEVEL 1 EVALUATION: EVALUATES LEARNER REACTION Some Questions To Ask Should after the training, it is clear from the evaluation that participants were not satisfied with the content or presentation of training, it may be necessary to revise the lesson plan or some other part of the training program. It may be helpful to ask employees more questions to more specifically understand what the problem is. Here are some examples: Was the content appropriate for their level of experience?
Did learners already know the information? Was it assumed they had experience when they didn't? What material was confusing or distracting? Was the content too complicated? Was the level of language appropriate to the audience? 5MCSS
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LEVEL 1 EVALUATION: EVALUATES LEARNER REACTION Some Questions To Ask Was anything missing from the program? Workbooks, handouts
Media (slides, photos, videos, etc.) Resource speakers What did the employees learn, and what did they fail to learn? Was the topic applicable to their job? Did they consider the information of little value?
Did they think the information would help them personally? Were learners motivated Did they understand the importance of the material? Did they understand the benefits of safety performance?
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SAMPLE LEVEL 1 MEASUREMENT TOOL: THE PARTICIPANT EVALUATION Course Name ___________________ Date: ____________ Trainer: ________________ WE VALUE YOUR COMMENTS!
Yes
No I properly participated the training program.
Agree Disagree
Rate the Course Content
1. The information presented was easy to understand and useful. 2. The information presented will help improve the effectiveness of our training program. 3. The course materials provided were helpful. 4. Please rate the overall effectiveness of this training in helping you better understand and apply this on your work: …Effective... 10 9 8
7
6
5
4
...Not Effective... 3 2 1 0
Comments: (Please take the time to explain all "no" or "not effective" responses) ______________________________________________________________________ 5MCSS
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SAMPLE LEVEL 1 MEASUREMENT TOOL: THE STUDENT EVALUATION
Agree Disagree Rate the Trainer
1. The Trainer provided quality training (relevant, interesting, applicable, etc.) and was knowledgeable about occupational safety and health. 2. The Trainer was able to answer questions adequately or make a referral. 3. The Trainer encouraged participation. 4. Please rate the overall effectiveness of the Trainer in helping reduce your safety and health problems: …Effective... 10 9 8
7
6
5
4
...Not Effective... 3 2 1 0
Comments: (Please take the time to explain all "no" or "not effective" responses.) _______________________________________________________________________ 5MCSS
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LEVEL 2 EVALUATION: EVALUATES THE LEARNING Level 2 evaluation involves measuring the learning that took place during the training session. Evaluation occurs immediately after the training is presented. Quantifying the learning that took place by measuring increased knowledge and improved skills. Did the participants learn anything as a result of the training? This level of evaluation is necessary for most safety training that requires the ability to correctly perform a procedure or practice. 5MCSS
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LEVEL 2 EVALUATION: EVALUATES THE LEARNING Methods: Classroom performance. Paper-andpencil quiz. Tests before and after the training program. Demonstration of skill(s). Guidelines for evaluating learning: Develop a control group if possible. Enlist the help of skilled employees Pretest - Post test: Measure knowledge, skills, and attitudes before and after the training session Measure all participants 5MCSS
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SAMPLE LEVEL 2 MEASUREMENT TOOL: THE WRITTEN EXAM Before you run…let’s review 1. Unsafe conditions cause around ____ % of the accidents in the workplace, while unsafe acts account for about ____ % ? 2. All of the following are system (root) causes, except?
a. A staff member fails to review safety rules during orientation b. No lock-out/tag-out procedures in place c. A missing training plan d. Supervisors are ignoring safety rules
e. An inspection process does not include machine guarding hazards 5MCSS
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SAMPLE LEVEL 2 MEASUREMENT TOOL: THE WRITTEN EXAM 3. Administrative controls change ____________. a. Behavior, things b. Objects, behavior c. Awareness, attitude d. PPE, performance 4. Why is it important to focus on fixing the system, not the blame? ____________________________________________________ ____________________________________________________
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LEVEL 3 EVALUATION: EVALUATES THE APPLICATION
This level of evaluation measures both the learner and immediate safety culture. It gauges how well the learner applied the training. Evaluation at this level may also indicate the degree to which the safety culture supports the training.
Did the training lead to improved on-the-job performance by the participants? This level of evaluation is a good business policy to help make sure training is effective. 5MCSS
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LEVEL 3 EVALUATION: EVALUATES THE APPLICATION Culture. For training to be truly effective, the safety culture must support the training. A supportive safety culture is most immediately demonstrated by the learner's immediate supervisor. According to Donald Kirkpatrick, there are five supervisor behaviors that affect learner attitudes about safety training:
Preventing-The supervisor does not allow the worker to use the procedures or practices that have been taught. Discouraging-The supervisor does not encourage behavioral change. They send implicit messages that they want behavior to remain the same. 5MCSS
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LEVEL 3 EVALUATION: EVALUATES THE APPLICATION Neutral-The supervisor does not acknowledge the training received. There is no objection to behavioral change as long as the job gets done on time. Encouraging-The supervisor acknowledges the training and encourages the worker to use what they learned. Requiring-The supervisor knows what training was received and insists that the learning is transferred to the job. This response is the most supportive and will be necessary most of the time for effective safety training. 5MCSS
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SAMPLE LEVEL 3 MEASUREMENT TOOL: THE POST-TRAINING SURVEY Instructions: This survey can be adapted to your own particular training needs. Send the survey to everyone who has completed a given course within the last several months. Allow survey respondents to remain anonymous. You may also want to design a survey for supervisors of course participants. COURSE TITLE_____________________________________________________ DATES ATTENDED__________________________________________________ COURSE OBJECTIVE ________________________________________________ DATE OF SURVEY __________________________________________________
Please rate the following aspects of the program using the numerical equivalent as follows: 5-Excellent, 4-Very Good, 3-Good, 2-Fair and 1-Poor. ___ 1. To what degree did you think that you achieved the course objective stated above?
___ 2. To what degree do you now use the skills you learned in the course? ___ 3. To what degree has your job performance improved as a result of this course? 5MCSS
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SAMPLE LEVEL 3 MEASUREMENT TOOL: THE POST-TRAINING SURVEY ___ 4. List 3 ways you have used the skills you learned in the course to improve your job performance. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
___ 5. Why have you applied the skills you have learned to your job? (Check any items that apply).
___ My supervisor discussed with me how my new skills would be used in my job. ___ My supervisor required me to use the new skills in my job. I received help from others in my work area to use my new skills. ___ I was given the necessary time and tools to apply the skills. The training was timed so that I needed the skills in my job right away.
___ The skills I learned applied directly to my job assignment ___ Other (please specify) _______________________________________________________ 5MCSS
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SAMPLE LEVEL 3 MEASUREMENT TOOL: THE POST-TRAINING SURVEY ___ 6. Why have you NOT applied the skills you learned in the course to your job? (Check any items that apply). ___ My supervisor did not require me to use the skills. ___ My supervisor did not agree with the skills I learned. ___ My supervisor was not aware of what skills I learned. ___ I was not given the time nor tools to implement the skills I learned. ___ There was no one in my work area to help me use my new skills. The skills I learned did not apply to my job assignment. ___ The training was not timed right for my job assignment. ___ Other (please specify) _______________________________________________________
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LEVEL 4 EVALUATION: EVALUATE HOW TRAINING HAS IMPACTED BUSINESS RESULTS Determining how the organization has improved: the final results which have come about because of the training program. Safety improves process quality. Evaluate how the training has impacted the quality (efficiency, effectiveness) of a job.
In Total Quality Management (TQM) circles, "safety" is considered the absence of variation in a process. When safety is effective, a procedure is accomplished the same way every time. Consequently, fewer accidents should result. Has this form of variation decreased? This level of evaluation is necessary to more thoroughly demonstrate the effectiveness of training. 5MCSS
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LEVEL 5 EVALUATION: EVALUATE HOW TRAINING HAS IMPACTED RETURN ON INVESTMENT Training affects the bottom-line results. Determine how training has improved the bottom line profitability: the return on the investment (ROI) of the company. ROI is calculated by converting productivity and quality improvements to monetary values. This is the most difficult level of evaluation. Have accident rates decreased? How as that improved direct and indirect costs? This level of evaluation may best help training staff justify their on-going training efforts. 5MCSS
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DEVELOPING OF EVALUATION METHODS Table Top Exercise: Divide into 4 groups and brainstorm;
Based on the sample evaluation methods (i.e., pre/post-test and training program evaluation) exhibited by the Resource Speaker, kindly develop your own that you might apply on your future training for continuous improvement. Select your best presenter and discuss your report. 5MCSS
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CONDUCTING THE TRAINING Upon completion of your lesson plan, you are now ready to begin conducting the training. To the extent possible, the training must be presented so that its organization and meaning are clear to the employees.
Motivating Learners In-order to be motivated to pay attention and learn, participants must be convinced of the importance and relevance of the material on their respective field. 5MCSS
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ADULT LEARNING PRINCIPLES Application in the real world is important and relevant to the adult learner's personal and professional needs. According to previous experience, adults will commit to learning when the goals and objectives are considered realistic and important to them. Adults like to drive their learning and will resist activities they believe question their competence. Therefore, good professional development gives participants some control over the what, who, how, why, when, and where of their learning. Adult learners need to see the connections and relevancy of the professional development to their day-to-day activities. 5MCSS
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ADULT LEARNING PRINCIPLES Adult learners are practical - they need direct, concrete experiences in which they apply the learning in real work. Adult learning impacts ego and therefore requires respect. Good professional development provides peer support and reduces the fear of judgment during learning. Adults need feedback on the results of their efforts. Opportunities should be built into professional development activities that allow the learner to practice the learning and receive structured, timely, helpful feedback. 5MCSS
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ADULT LEARNING PRINCIPLES Adults need to participate in small-group activities during the learning to move beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, and generalize learning experiences. Adult learners have a wide range of experiences, knowledge, self-direction, interests, and competencies. Learning activities should accommodate and respect this diversity. Transfer of knowledge for adults is not automatic and must be facilitated. Coaching and other kinds of follow-up support help adult learners transfer learning into daily practice to ensure sustainability. 5MCSS
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WHY DO ADULTS LEARN? To gain knowledge or skill they need. To better manage changes in their lives. To keep up with changes in their environment. To increase or maintain a sense of self-esteem. To become an achiever.
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WHAT MOTIVATES ADULT LEARNERS? Adults obviously differ from children in their motivations for learning. Dr. Stephen Lieb in Principles of Adult Learning discusses the following factors of motivation for adults: Desire to maintain social relationships Need to meet external expectations - the supervisor recommends you upgrade skills Desire to learn how to better serve others Professional advancement Escape or stimulation Cognitive or personal interest
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CHILD AND ADULT LEARNING Children: Are told what is important to learn and accept this. Accept the information being presented at face value. Expect that what they are learning will be useful in their longterm future. Have little ability to serve as a knowledgeable resource to the teacher or the rest of the class. 5MCSS
Adults: Decide for themselves what is important to learn. Take in information based on their own experiences. Expect that what they are learning will be useful immediately. Have experiences and skills to share with the facilitator and the other participants.
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MALCOLM KNOWLES LEARNING THEORY Adults want to know why they should learn. Adults come to trainings with a wealth of knowledge. Adults want to learn things that effect their daily lives. Adults are willing to learn things that will help them solve problems.
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MALCOLM KNOWLES Andragogy is a theory developed by Knowles (1913-97) which differentiates the needs of adult learners from those of juveniles and uses the term andragogy to describe the specific methods which should be employed in the education of adults. The adult learner moves towards independence and is self-directing. Pedagogy is the discipline that deals with the theory and practice of education; it thus concerns the study and practice of how best to teach. 5MCSS
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ANDROGOGY VS. PEDAGOGY • Androgogy
Pedagogy • Formal • Learners are dependent and directed by teacher • Evaluation is external (teachers, tests) • Learners extrinsically motivated (grades) • Learners inexperienced • Value learning that is put upon them • Learning centers on a particular subject
5MCSS
• Informal and cooperative • Learners are independent and self-directed • Evaluation through selfassessment • Learners intrinsically motivated • Learners have own rich experience, used as a resource • Value learning that is relevant to every day life • Learning centers on a particular problem
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TRAINING FLOW CHART
5MCSS
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CHARACTERISTICS OF ADULT LEARNERS Adults are capable of long term learning. Adults want to know why it is important and how they can use it. Adults like to participate in decision making regarding learning/training. Learn in their own ways.
Are not children. Need organization.
Preconceptions and abilities. New vs. old learning. 5MCSS
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ADULT LEARNERS HAVE DIFFERENCES
5MCSS
Physical Differences Emotional Differences Intellectual Differences Learning Style Differences
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TECHNIQUES TO MOTIVATE ADULT LEARNERS: Explain the need of learning Establish an intent to learn Maintain interest Encourage early success Give recognition and credit Avoid emotional response Use honest praise and avoid blame Be professional 5MCSS
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HOW TO GAIN RESPECT FROM ADULT LEARNERS?
Display genuine interest Lesson preparation Responsive in discussion Have a positive attitude toward learners Maturity Skill and Knowledge base Be responsive to learners needs Be intellectually honest in response to questions Be consistent and objective Avoid sarcasm or ridicule 5MCSS
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HOW TO MAKE THE INTRODUCTIONS INTERESTING DURING THE PRESENTATION Thank the audience for participation; Establish your credibility - explain your experience, share your interest in the materials being presented; Present the agenda (the main ideas); Set out any expectations from the audience; Discuss the schedule for breaks; Give a time frame for your presentation; Tell the audience what you hope they will learn by the end of your presentation; Do not come across as arrogant and having all the answers; and Once you have gained attention, then start your presentation. 5MCSS
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WAYS TO CREATE AN INTERACTIVE, FRIENDLY ATMOSPHERE DURING THE PRESENTATION
Familiarize participants with safety/5S items such as location of exits and bathrooms. Begin the session on time Greet people as they come in the room
Engage in "small talk" with participants Make yourself available during breaks Make positive eye-contact 5MCSS
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WAYS TO CREATE AN INTERACTIVE, FRIENDLY ATMOSPHERE DURING THE PRESENTATION
Having participants fill out name tags so that you can call them by their name Listening to the question and then answering do not anticipate the rest of the question as this will lead to a confused answer for the person asking the question. Keeping distractions to a minimum, such as squeaky doors and flickering lights. If you arrive early enough, there is usually time to do something about it. 5MCSS
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PRESENTATION SKILLS THE COMMUNICATION EQUATION WHAT YOU HEAR (40% OF THE MESSAGE) Tone of voice Vocal clarity Verbal expressiveness WHAT YOU SEE OR FEEL (50% OF THE MESSAGE) Facial expression Dress and grooming Posture Eye contact Touch Gesture WORDS (10% OF THE MESSAGE) 5MCSS
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VERBAL COMMUNICATION
Use of words, numbers and symbols. Tone, pitch, quality and rate of speech carries more weight than the words The latter convey the emotions and meaning, regardless of the content of the message. 5MCSS
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NON-VERBAL COMMUNICATION Some major areas of nonverbal behaviors to explore are: Eye contact Facial expressions Gestures Posture and body orientation Proximity Paralinguistic Humor
5MCSS
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EYE CONTACT Eye is an direct and most expressive part of our body. DIFFERENT WAYS OF EYE CONTACT: Direct eye contact: (shows confidence) Looking downwards (listening carefully or guilty) Single raised eyebrow (doubting) Both raised eyebrows (admiring) Bent eyebrows (sudden focus) Tears coming out (emotional either happy or hurt) ………and many more 5MCSS
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FACIAL EXPRESSION
Smile covers the most part of facial expression. Smiling is a powerful cue that transmits. Happiness Friendliness Warmth Liking Affiliation 5MCSS
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GESTURES
If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated communication style captures listeners' attention, makes the material more interesting, facilitates talking and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to listeners and indicate that you are listening. 5MCSS
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POSTURE AND BODY ORIENTATION You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class. 5MCSS
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PROXIMITY Cultural norms dictate a comfortable distance for interaction with audience. You should look for signals of discomfort caused by invading young listeners‘ space. Some of these are: Rocking Leg swinging Tapping Gaze aversion To counteract this, move around to increase interaction with your listeners. Increasing proximity enables you to make better eye contact and increases the opportunities for listeners to speak. 5MCSS
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PARALINGUISTIC This facet of nonverbal communication includes such vocal elements as: - Tone - Pitch
- Rhythm - Timbre - Loudness
- Inflection 5MCSS
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COMMUNICATION PROCESS
BARRIERS: Hearing Noise Language
5MCSS
BARRIERS: Cultural Differences Values and Attitudes (Generation Gap)
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BARRIERS TO EFFECTIVE COMMUNICATION LANGUAGE TIME
NOISE
OTHER PEOPLE
DISTRACTIONS
BARRIERS TO EFFECTIVE COMMUNICATION PUT DOWNS
TOO MANY QUESTIONS
LACK OF INTEREST
DISTANCE DISCOMFORT WITH THE TOPIC 5MCSS
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EFFECTIVE COMMUNICATION SKILLS EYE CONTACT AND VISIBLE MOUTH SOME QUESTIONS
ENCOURAGEMENT TO CONTINUE
BODY LANGUAGE
EFFECTIVE COMMUNICATION SKILLS
SILENCE
SMILING FACE SUMMARIZING WHAT HAS BEEN SAID
5MCSS
CHECKING FOR UNDERSTANDING
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TRAINING PREPARATION
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BEING PREPARED TO SUCCEED TRAIN THE TRAINER REV0
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TRAINING PREPARATION
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ONE WEEK BEFORE YOUR TRAINING TRAIN THE TRAINER REV0
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TRAINING PREPARATION
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ONE DAY BEFORE YOUR TRAINING TRAIN THE TRAINER REV0
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TRAINING PREPARATION
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ONE HOUR BEFORE YOUR TRAINING TRAIN THE TRAINER REV0
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TRAINING PREPARATION
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ONE MINUTE BEFORE YOUR TRAINING TRAIN THE TRAINER REV0
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PRESENTATION SKILLS Group Exercise: Work this out! Discuss and list do's and don'ts for effective presentations that apply to each element below. There are as many presentation styles as there are presenters. The key to effective presentation is in being able to adapt your natural presentation style so that it best fits the needs/wants of the audience. Since you will be training adults, let us take a look at some tips on effective presentation skills. Voice Do's - ___________________________________________________________________________________________________________ __________________________________________________________________________________________________________________
Don'ts
_________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Pace Do's - ___________________________________________________________________________________________________________ __________________________________________________________________________________________________________________
Don'ts
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__________________________________________________________________________________________________________________
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PRESENTATION SKILLS Position Do's - ____________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
Don'ts
__________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Control Do's - ____________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
Don'ts ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
Dress Do's - ____________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
Don'ts
__________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
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PRESENTATION SKILLS Attitude Do's - __________________________________________________________________________________________________ _________________________________________________________________________________________________________
Don'ts
________________________________________________________________________________________________
_________________________________________________________________________________________________________
Expertise Do's - _________________________________________________________________________________________________ _________________________________________________________________________________________________________
Don'ts
________________________________________________________________________________________________
_________________________________________________________________________________________________________
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ATTENDING SKILLS 1) Facing the participants. 2) Maintaining an appropriate eye contact. 3) Moving toward the participants.
4) Avoiding behaviors that distract the participants.
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ATTENDING SKILLS DO’S Position your body so that you face all the participants. Continually scan the group with your eyes. Walk towards the participants. Maintain pleasant facial expressions. Nod affirmatively. Circle the room during activities to assess participants’ progress and to be readily available for questions. Use an appropriate speaking voice and tone, along with natural gestures, in talking with participants. 5MCSS
DON’TS Talk to visual aids or rely too heavily on notes. Stare at individuals or avoid making eye contact. Ignore portions of the group by scanning too quickly. Put too much distance between you and the group. Shuffle papers or notes. Stand in the same position or move around the room too quickly. Check your watch or fidget with items. Turn your back for any length of time to a part of the group.
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OBSERVING SKILLS 1) Look at the person’s face, body position and body movements.
2) Try to determine the person’s feelings, based on what you observed. 3) Take appropriate action based on the inferences made.
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OBSERVING SKILLS Non-Verbal Behaviors
Potential Inferences
Smiling Nodding Leaning forward Making eye contact
Yawning Vacant stare Shuffling feet Leaning back in chair Looking at watch or clock Frowning Scratching head Pursing lips Vacant stare Avoiding eye contact 5MCSS
Interested/Enthusiastic/ Understanding
Bored/Tired/Frustrated
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OBSERVING SKILLS Match these! Match the Feelings/Thoughts listed on the left with the non-verbal behaviors on the right. Feelings/Thoughts
Behaviors
a. Motivated/Likes it b. Bored/Not important c. Confused/Doesn't understand
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
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Smiling Frowning Yawning Nodding affirmatively Vacant stare Scratching head Shuffling feet Leaning forward Direct eye contact Leaning back in chair Pursing lips Looking at clock Avoiding eye contact
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OBSERVING SKILLS What should we do if several learners appear to be bored with training? ____________________________________________ ____________________________________________ What should trainers do if several learners appear to be confused? ____________________________________________ ____________________________________________
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ASKING SKILL The two basic types of questions (trainer use during a presentation) Open questions require more than a "yes" or "no" answer. Stimulates thinking, discussion. Usually begins with a "what," "how,“ when, "why“; and Closed questions only a one word "yes" or "no" answer. Closes off discussion. Usually begins with "is," "can," "how many," "does." 5MCSS
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ASKING SKILL Type of Question Open
Closed
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Description
Example
Requires more than a “yes”, “no”, or one-word answer. Stimulates thinking. Invites discussion. Usually begins with words like “what”, “how”, “when”, “why”.
“What ideas do you have for explaining why this person may have been discriminated against?”
Only requires a one-word answer. Closes off opportunities for discussion. Usually begins with words like “is”, “can”, “how many”, “does”.
“Does everyone understand the reasons that we have discussed?”
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ASKING SKILL Guidelines for Phrasing Questions
Do
Don’t
Ask clear, concise questions that cover a single issue. Ask reasonable questions based on what the participants can be expected to know at this point in the training session. Ask challenging questions that require thought. Ask appropriate, relevant questions that direct the participants to logical answers. 5MCSS
Ask rambling, ambiguous questions that cover multiple issues. Ask questions that are too difficult for the majority of participants to answer.
Ask questions that are too easy or that provide no opportunity for thought. Ask “trick” questions that are designed to fool or trap the participants.
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ASKING SKILL Choosing How To Direct Questions Then…
If You Want To…
Stimulate all of your participants to think … Direct the question to the group. Allow participants to voluntarily respond …
Avoid putting an individual participant on the spot …
EXAMPLE: “What experiences have you had related to this issue?”
Stimulate only 1 participant to think and Direct the question to a specific respond … individual. Tap the known resources of an “expert” in the audience …
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EXAMPLE: “Mary, you indicated that you have had a lot of experience in filing fair housing complaints for individuals with disabilities. How would you proceed in this case?”
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ASKING SKILL If The Participant’s Response Is: Correct
Incorrect
Partially Correct
Use positive reinforcement.
Acknowledge the effort.
Reinforce the correct portion of the response THEN, Redirect the question either to the same participant, to another participant, or answer it yourself.
EXAMPLES: “Yes.”
EXAMPLES: “I can see how you might come up with that answer. Let’s see if anyone else can come up with a different answer.” “That’s not exactly what I was looking for period. Perhaps I should have phrased the question differently. What I was looking for was ________.”
EXAMPLES: “You are on the right track. What other ideas do you have?”
“Good point.”
“That’s right.” 5MCSS
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“That’s close, Joe. Who else wants to take a stab at this question?”
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LISTENING SKILL Listen carefully to your audience’s questions and comments first before thinking of your response;
Welcome difficult questions (get ready ahead to answer them!); To build rapport, say, "that’s a good question." Or, “I am glad you asked that“; and Make direct eye contact with the person. 5MCSS
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LISTENING SKILL Focus on the person when they are asking the question; Move towards the person;
Repeat the question so the rest of the audience can hear it; and Rephrase the question if you are not clear what is being asked.
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ANSWERING SKILL Respond initially to the person who asked the question; Then shift your eye contact to the broad audience; Answer the question clearly and briefly; Hold your ground and do not back down with hostile questions; If you do not know the answer, say so;
Conclude by transitioning attention back to the person who asked the question; and If appropriate, ask, "did I answer the question for you?" or "does that help?“. 5MCSS
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ANSWERING SKILL Choose the Following Response: Provide the yourself.
When…
answer You are reasonably sure that you are the only person who can and/or should provide the answer.
Redirect the question There is a high probability that the person will be able to come up back to the same with the correct answer. participant or to another participant. Defer the question.
The question does not fit within the purpose of the session and/or the session’s objective(s). The question is beyond the intent or scope of the training session. The question cannot be handled in the session’s allotted timeframe. The answer will be provided by material covered later in the training session. You need time to get the correct answer and get back to the participant.
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HANDLING PROBLEM SITUATIONS They may be rare, but problem situations, in which learning is inhibited due to the behavior of one or more of the learners, may occur. Problem situations have something to do with the level of participation of individual learners: when learners participate too much or too little. Too much participation. Learners may not be able to fully participate in group or class activities when an individual learner is too vocal. Overly vocal learners may be merely the result of an enthusiastic interest in the course material. Too little participation. When one participant is too vocal, others may not feel comfortable participating, and remain silent. Their valuable input may be lost from the group. In addition, the trainer may not be able to accurately assess the degree of learning that's taking place when learners are silent. On the other hand, silent learners may just be nervous about expressing themselves in front of others. 5MCSS
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HANDLING PROBLEM SITUATIONS Problem situations may occur when learner behavior is perceived by the trainer as inappropriate. Hostility. A learner may express hostility towards the trainer, the company, or another learner. Don’t assume that such behavior on the part of learners is a reflection of their hostility toward you or your training. What to do? When the learner appears to be overactive or inhibited in some way, there are three important strategies to consider: • Eliminate or reduce the problem behavior. Resolve the problem to the extent necessary.
• Maintain the self-esteem of the learner causing the disruption. • Avoid further disruptions. Make sure the learning environment is relaxed and conducive to TRAIN learning. 5MCSS THE TRAINER REV0 170
HANDLING PROBLEM SITUATIONS Important strategies for handling problem situations
Remain emotionally neutral. Identify possible strategies you or other trainers have used before in the a similar situation. Evaluate alternative strategies against the considerations above. Select the strategy that best satisfies the criteria for the situation.
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HANDLING PROBLEM SITUATIONS Considerations and Results When Handling Problem Situations Consideration
Corresponding Result
1. Eliminate or minimize the problem behavior(s)
1. The problem is resolved to the extent necessary so that learning can resume or continue in an unhindered manner.
2. Protect the self-esteem of the participant
2. The problem is addressed in such a way that the self-esteem of the participant(s) exhibiting the problem behavior(s) is not compromised.
3. Avoid further disruptions to the 3. An environment that is relaxed, learning process comfortable, and conducive to learning is preserved. 5MCSS
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HANDLING PROBLEM SITUATIONS Identifying Strategies for Handling Problem Situations:
1) Bringing in members of the audience who have been non-participatory or who have demonstrated extensive knowledge of and/or experience in the topic under discussion; and/or 2) Shutting out members of the audience who have been too verbal or have monopolized the discussions. This is often combined with the process of bringing in other participants to the discussion. 5MCSS
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ICE BREAKERS
Adult learners appreciate an open and comfortable learning environment.
Motivate participants at the beginning of a training session by introducing a fun exercise that requires them to interact.
Do not spend too much time on icebreakers! (recommended time about 10 minutes) 5MCSS
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ICE BREAKERS Introduction: Participants introduce themselves and tell why they are taking this training. Participants may also say their occupation, home town, or any related matter pertaining to training. Dream Vacation: Participants introduce themselves and describe details of their perfect dream vacation: the place, activities that they would do, who they would take with them, etc.
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ICE BREAKERS If you had to move to an uninhabited island, what are the three things would you take with you and why?
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ICE BREAKERS Table Top Exercise: Divide into 4 groups and brainstorm;
Select 2 icebreakers that may work for your participants; and Select your best presenter and discuss your report.
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ENERGISERS After lunch or late in the afternoon, participants may become lethargic and unmotivated. Revitalise their energy with a brief fun activity (either physical or not) that gets learning moving!
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ICE BREAKERS Table Top Exercise: Divide into 4 groups and brainstorm;
Plan one energiser that may work for your participants; and Select your best presenter and lead the energising activity.
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BRAINSTORMING Give participants a topic or a question. Ask them to think about as many items related to the topic or question that they can. Write down all their responses (no wrong answers). Guide learners to determine the best ideas presented.
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CASE STUDY
This technique provides participants with a description of an event, incident, or situation related to the subject under discussion. Participants analyse the case and report their findings to the entire group.
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ROLE PLAYING One person plays the role of the supervisor and another person plays the role of the fabricator. The group observes and provides feedback on their performance.
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COMMENT CARDS FOR SHY PARTICIPANTS
Hand out cards to all participants at the beginning of the session. Participants can write comments on the cards and hand them to the trainer at any time. Address the questions / concerns with the group or privately, if necessary.
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DRAWING/ILLUSTRATION Some participants learn best through visual activities. Consider illustrating a concept through a drawing rather than explaining it in words, or ask participants for a volunteer who could illustrate what you have verbally taught in a drawing.
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DEMONSTRATION Ask participants to practice a new skill by showing what they have learned to the rest of the group. Such demonstrations allow learners to “try out” new learning.
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GROUP FEEDBACK
After a demonstration or observation (role-playing, video), ask for feedback. Feedback should not be judgmental or negative about other participants’ performances. Feedback helps participants recognise their strengths as well as areas needing improvement.
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POST ITEMS Post items for participants to review around the training room. Participants walk around the room reviewing the displayed items or answering a question. Ask participants to record their observations or answers for each item. Have participants complete an activity at each stop, or contribute to each item in some way. Reconvene and discuss. 5MCSS
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COORDINATING LOGISTICS Determine where and when the training will occur. What will classroom set-up be? Who must be contacted to coordinate training? These and other questions are important logistical considerations when planning the training.
What is generally the best time of day to train? Best day(s) of the week? ______________________________________________________ What are some tips to remember about coordinating the training with others? ______________________________________________________ What should you consider when setting up a room for training? _____________________________________________________ 5MCSS
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LOGISTICS Take care of issues such as:
Participants’ transportation needs Directions to the training center & room
Posting signs for the training Getting your participants’ contact information to send certificates, follow-up forms, etc. Getting directions to toilets/CR
Accommodation 5MCSS
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THE TRAINING ROOM Neat and tidy Room temperature, light, noise, etc. Seating arrangements Audiovisual Materials Close to food and beverage water, tea, coffee, & snacks/meals Close to toilets/washing facility Assembly area 5MCSS
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NEAT AND TIDY
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ROOM TEMPERATURE, LIGHT, NOISE, ETC.
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SEATING ARRANGEMENTS
Room Layout 1. 2. 3. 4. 5.
Circular-no table, for less than 12 Boardroom table, for max 12 U-shaped, for 20-30 Classroom, for over 30 Theater, for big groups
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SEATING ARRANGEMENTS 1
2
3 = Trainer = Participants
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SEATING ARRANGEMENTS 4
5 = Trainer = Participants
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SEATING ARRANGEMENTS The training room: Seating arrangements for working groups 5
4
6
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AUDIOVISUAL
Lap Top Computer LED projector & white screen
Sound System Spare rechargeable batteries and charger TV Screen Related cables Extension cords and power strips
Set-up and test all equipment before class 5MCSS
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MATERIALS
Flash drive with Participants directory powerpoint sheets presentation, videos, Clip boards etc. Training program White boards, Pre-test and post test flipcharts, markers Training evaluation sheets
Pens/pencils
Handouts
Materials for activities
Name tags
Attendance sheets 5MCSS
Certificate of completion
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DOCUMENTING SAFETY TRAINING Make sure your documentation is adequate: Usually, safety training documentation should be more than an attendance sheet. See the sample training certification document on the next page. It represents one possible way to document training. Strong documentation includes: The name of trainee(s) and trainer(s) The Date of training A description of the Subject(s) being trained procedures, practices, related policies, rules, etc. Certification - a place for trainee and trainer signatures 5MCSS
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DOCUMENTING SAFETY TRAINING Make sure your documentation is adequate: Strong documentation includes: A trainee statement of understanding and intent to comply A trainee statement that he/she was provided opportunity to ask questions and practice. A trainer statement that all questions were answered and an opportunity to practice was provided A trainer statement that measurement (testing) of knowledge and skills was conducted and that trainees met or exceeded required levels of performance 5MCSS
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DOCUMENTING SAFETY TRAINING Sample Safety Training Certification Training Subject ______________________ Date _________ Location _______________ Trainee certification. I have received on-the-job training on those subjects listed (see other side of this sheet): This training has provided me adequate opportunity to ask questions and practice procedures to determine and correct skill deficiencies. I understand that performing these procedures/practices safely is a condition of employment. I fully intend to comply with all safety and operational requirements discussed. I understand that failure to comply with these requirements may result in progressive discipline (or corrective actions) up to and including termination. Employee Name
Signature
Date
________________________ ____________________________
_________
________________________ ____________________________
_________
Trainer certification. I have conducted orientation/on-the-job training to the employees(s) listed above. I have explained related procedures, practices and policies. Employees were each given opportunity to ask questions and practice procedures taught under my supervision. Based on each student's performance, I have determined that each employee trained has adequate knowledge and skills to safely perform these procedures/practices. ________________________ ____________________________
Trainer Name
_________
Signature
Date
Reviewed by: ________________________ ____________________________
Safety Coordinator
_________
Signature
Date
Supervisor Follow-up Evaluation of Training. I observed/interviewed the above employees on __________ date(s). All employees demonstrated adequate knowledge and skills to safely perform all steps of the procedures/practices presented in this training session. 5MCSS
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DOCUMENTING SAFETY TRAINING Sample Hazard Communication Training Outline The following information was discussed with students: Overview of the hazard communication program - purpose of the program
Primary, secondary, portable, and stationary process container labeling requirements Discussion of the various sections of the MSDS and their location
Emergency and Spill procedures Discussion of the hazards of the following chemicals to which students will be exposed
Symptoms of overexposure Use/care of required personal protective equipment used with the above chemicals Employee accountability __ ____________________________________________ 5MCSS
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DOCUMENTING SAFETY TRAINING Sample Hazard Communication Training Outline The following procedures were practiced:
Spill procedures
Emergency procedures
Personal protective equipment use
The following (oral/written) test was administered: (Or "Each student was asked the following questions:") (I recommend keeping these tests as attachments to the safety training plan and merely reference it here to keep this document on one sheet of paper) 1. What are the labeling requirements of a secondary container? (name of chem. and hazard warning) 2. When does a container change from a portable to secondary container? (when employee loses control) 3. What are the symptoms of overexposure to ___________________? (stinging eyes) 4. Where is the "Right to Know" station (or MSDS station) located? (in the production plant) 5. What PPE is required when exposed to ________________? (short answer) 6. How do you clean the PPE used with ______________? (short answer) 7. What are the emergency procedures for overexposure to ______________? (short answer) 8. Describe spill procedures for ___________________. (short answer) 9. When should you report any injury to your supervisor? (immediately) 10. What are the consequences if you do not follow safe procedures with this chemical (injury, illness, discipline) 5MCSS
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COURSE OUTLINE Coordinating Logistics Documenting of Safety Training Evaluating the Training Program Improving the Training Program Summary of Techniques Used by Effective Trainers Training Delivery Summary Post Examination 5MCSS
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EVALUATING THE TRAINING PROGRAM
To make sure that the training program is accomplishing its goals, an evaluation of the training program can be valuable. Safety training should have, as one of its critical components, a method of measuring the effectiveness of the training, itself, and those presenting the training. ANSI Guidelines for evaluating training programs. ANSI Z490.1-2001, Accepted Practices in Safety Health and Environmental Training, recommends evaluating three important elements of a safety training program. 5MCSS
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EVALUATING THE TRAINING PROGRAM Training program management. Training works best when it's designed and implemented as an integrated system rather than a series of unrelated training sessions. Elements that should be evaluated include: Responsibility, Authority, and Accountability Facilities and equipment Program Development Course Delivery Program Evaluation Documentation and records 5MCSS
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EVALUATING THE TRAINING PROGRAM Training process. Training should be conducted using a systematic process that includes a needs assessment, objectives, course materials, lesson plans, evaluation strategies, and criteria for successful completion. Areas of emphasis should include: Training goals Learning environment Adequacy of learning objectives Effectiveness of the training process 5MCSS
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EVALUATING THE TRAINING PROGRAM Training results. By evaluating the results of training, it's possible to make improvements to existing plans and gain awareness of the need for new training. Items that should be evaluated include: The training action-plan Long-term strategic planning Needs assessment Prioritizing training Adequate support and funding 5MCSS
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COURSE OUTLINE Coordinating Logistics Documenting of Safety Training Evaluating the Training Program Improving the Training Program Summary of Techniques Used by Effective Trainers Training Delivery Summary Post Examination 5MCSS
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IMPROVING THE TRAINING PROGRAM There's always room for improvement in any training program. If it isn't the program itself, it's the culture that supports the training that may need improvement. Ultimately, improving training is all about change management. Effective change management is crucial to long term success. We'll take a look at one proven change model that can be applied to safety training. PLAN The Deming Cycle
ACT
DO STUDY
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IMPROVING THE TRAINING PROGRAM Step 1: Plan – Design the change or test Purpose: Take time to thoroughly plan the proposed change in the training program before it’s implemented.
PLAN ACT
DO STUDY
Pinpoint specific conditions, behaviors, results you expect to see as a result of the change. Plan to ensure successful transition (trainers, supervisors) as well as change.
____________________________________________________________________ ____________________________________________________________________ 5MCSS
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IMPROVING THE TRAINING PROGRAM Step 2: Do - Carry out the change or test
Purpose: Implement the change or test it on a small scale. PLAN ACT
DO STUDY
Educate, train, communicate the change in program to instructors. Keep the change limited in scope to better measure variables.
____________________________________________________________________ ____________________________________________________________________
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IMPROVING THE TRAINING PROGRAM Step 3: Study – Examine the effects or results of the change or test Purpose: To determine what was learned: what went right or wrong. Statistical process analysis, surveys, questionnaires, interviews PLAN ACT
DO STUDY
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IMPROVING THE TRAINING PROGRAM Step 4: Act – Adopt, abandon, or repeat the cycle Purpose: Incorporate what works into the system. PLAN ACT
DO STUDY
Ask not only if we’re doing the right things, but ask if we’re doing things right. If the result was not as intended, abandon the change or begin the cycle again with the new knowledge gained.
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PLANNING FUTURE TRAINING Last step in the training process after completing all reports: After taking all evaluated comments, trainers should modify the programs to keep good things and make suggested improvements Remember, even with the same topic for different trainees, trainers should address many parts of the training process again and consider new approaches. 5MCSS
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SUMMARY OF TECHNIQUES USED BY EFFECTIVE TRAINERS
1. Identify the training needs; 2. Identify the topic and the possible questions that will be asked; 3. Determine the level of knowledge needed and the sequence of your subtopics; 4. Write your objectives; 5. Prepare an outline to structure your content; 6. Highlight the details; 5MCSS 216
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SUMMARY OF TECHNIQUES USED BY EFFECTIVE TRAINERS
7. Choose the presentation method; 8. Rehearse; 9. Delivery of the presentation; and 10.Evaluation – Self Evaluate: Verbal and nonverbal communication Design of training lesson plan, did it work, did you meet the objectives, too little or too much time
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TRAINING DELIVERY SUMMARY TRAINING METHODOLOGY
LEARNING PERCENTAGE
Lecture Demonstrations Discussion Active, participatory Table top exercise Role play Simulation Games
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10% of what they read
20% of what 30% of what 50% of what hear and see 70% of what 90% of what and do.
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they hear they see they both they say they say
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REFERENCES OSHA Train The Trainer OSH Communication and Training, Developed by Engr. Alexander B. Trillana Adult Learning Concepts and Methodologies, Developed by Engr. Alexander B. Trillana
Train The Trainer Workshop, Adapted by J.D. Guillory, Community Development Program, Human Development Center (7/8/05) from “Interactive Behavior Skills”, Leadership Designs, Inc. (1990) and “Train-theTrainer: Practical Skills That Work (2nd Ed.)”, Ittner & Douds (1997), HRD Press. 5MCSS
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REFERENCES Train The Safety Trainer, Geigle Communication, LLC How to Conduct Training Sessions, Treat Global Net Train The Trainer, HP Modern Safety Management, DNV National Safety Council Handbooks, Chicago, USA Management Guide To Loss Control International Safety Rating System ARAMCO Loss Prevention Manual OSHS DuPont STOP Cards 5MCSS
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REFERENCES Turner, Dr. Myrtle, Georgia Tech Research Institute (2011). Training Adult Learners PowerPoint Presentation
Grimaldi, J. V. & Simonds, R. H. (1989). Safety management. (5th ed.). Boston, MA: Irwin. Handley, W. (1977). Industrial Safety handbook. McGraw-Hill Book Company (UK) Limited.
(2nd ed.). London:
Johnson, D. (1998). Adult educators need to have enthusiasm. Adult Learning (9) 4, 11-14. Bassi, L. J. & Van Buren, M. E. (1999). Sharpening the leading edge: The State of the Industry Report reveals the steps companies must take to ascend to the top of the training field. American Society for Training and Development: Alexandria, VA.
Carey, L. & Dick, W. (1996). The systematic design of instruction. (4th ed.). New York: HarperCollins Publishers, Inc. Chrétien, J. (May/June 1995). Effective Training Techniques, OH&S Canada (11) 3. 29-33. 5MCSS
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REFERENCES McMaster, S. (2000).Training Made Easy for Health, Safety, and Environmental Trainers. McMaster Training Associates ©. Krause, T. R. (1997). The behavior-based safety process: Managing involvement for an Injury-free culture. (2nd ed.). New York: Van Nostrand Reinhold. Saccaro, J. A. (1994). Developing safety training programs: Preventing accidents and improving worker performance through quality training. (2nd ed.). New York: Van Nostrand Reinhold. OSHA, (2010) Best Practices for Development, Delivery and Evaluation of Harwood Training Grants
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END OF PRESENTATION THANK YOU FOR THIS OPPORTUNITY We are hoping that our professional experience, expertise, training and achievement relevant to this Train The Trainer training will satisfy your requirements. We look forward to hearing from you, with a positive response. Thank you very much for this opportunity to be a part of your training program and prestigious firm. Engr. Alexander B. Trillana General Manager/OSH Consultant 5MCSS
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ENGR. ALEXANDER TRAIN THE TRAINER B. REV0TRILLANA GENERAL MANAGER/OSH CONSULTANT
1
COURSE OUTLINE
Overview Goals Objectives Definitions The Roles and Responsibilities of the Trainer The Roles and Responsibilities of the Trainer Qualifications and Skills of the Trainer Developing the Training Program Determining if Training is Needed Identifying Training Needs Developing of Learning Objectives Developing of Training Content Developing of Learning Activities
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COURSE OUTLINE
Developing of Training Aids Writing of Lesson Plans Developing of Evaluation Methods Conducting the Training Motivating Learners (Adult Learning Principles) Interesting Introduction Ways to Create an Interactive & Friendly Atmosphere Presentation Skills Attending/Observing Skills Listening and Answering Skills Handling Problem Situations 5MCSS
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COURSE OUTLINE Conducting the Training (Continuation) Related Training Techniques o Ice Breakers o Energisers o Brainstorming o Case Study o Role Playing o Comment Cards o Drawing/Illustration o Demonstration o Actual Drill/Simulation o Group Feedback o Post Items 5MCSS
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COURSE OUTLINE Coordinating Logistics Documenting of Safety Training Evaluating the Training Program Improving the Training Program Summary of Techniques Used by Effective Trainers Training Delivery Summary Post Examination 5MCSS
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ICEBREAKER: INTRODUCTION OF PARTICPANTS/FACILATOR
Brief introduction: Name and nick name Job and expertise Company represented Expectations from this training
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OVERVIEW This training will be used to assist all participants to develop and/or improve their skills to conduct an effective training that are specifically related to your current job and training curriculum.
GOALS To increase trainers’ knowledge and skills on the active learning strategies needed to effectively communicate training sessions; and To develop a competent OSH Trainer. 5MCSS
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OBJECTIVES At the end of this training, you will clearly understand the concepts of active learning: Demonstrate the best training strategy (in addition to lecturing using PowerPoint) that will work effectively with your participants; Motivate the participants to interact and complete the training; and Create the proper (safe) venue, comfortable conditions and prepare the best materials for your training. 5MCSS
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DEFINITIONS Training is short term, task oriented and targeted on achieving a change of attitude, skills and knowledge in a specific area. It is usually job related. on the other hand, is the development and delivery of information that people will actually use One method of education
The “how” in safety
Skills
Knowledge
Education
Attitude
Training
(Courtesy to ASTDAmerican Society for Training and Development)
Primarily increases knowledge and skills A specialized form of education that focuses on developing or improving skills - the focus is on performance. 5MCSS
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THE CHANGING ATTITUDE OF EMPLOYERS
“If you think training is expensive. . . try ignorance.” Many employers now see training not as a cost . . . but as an investment. 5MCSS
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DEFINITIONS Education is a lifetime investment. It tends to be initiated by a person in the area of his/her interest. Anything that affects our knowledge, skills, and attitudes (SKA's) The “why” in safety educates about the natural and system consequences of behavior Primarily increases knowledge and attitudes A process through which learners gain new understanding, acquire new skills, or change their attitudes or behaviors. Development is a long term investment in human resources. 5MCSS TRAIN THE TRAINER REV0
Skills
Knowledge
Education
Attitude
Training
(Courtesy to ASTDAmerican Society for Training and Development)
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LEARNERS TEND TO REMEMBER
10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say as they talk 90% of what they say as they do something
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THE ROLE OF THE TRAINER
Facilitating Motivating Inspiring Leading Coordinating Managing Evaluating
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THE ROLE OF THE TRAINER The American Society for Training and Development (ASTD) study, Models for Excellence listed the following roles that trainers typically perform: Trainers are primarily change agents.
Leader-everyone is always both a teacher and learner. Evaluator-identifying the extent of the impact of a safety training program. Group Facilitator-managing group discussion and group process. Individual Development Counselor-helping an employee assess personal safety competencies, values, and goals. Instructional Writer-preparing written learning and instructional materials. 5MCSS
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THE ROLE OF THE TRAINER The American Society for Training and Development (ASTD) study, Models for Excellence listed the following roles that trainers typically perform: Instructor-presenting safety information and directing structured learning experiences.
Manager of Training and Development-planning, organizing, staffing, controlling safety training and development operations/projects. Marketer-selling safety training and development viewpoints, programs, and services. Media Specialist-producing audio-visual materials for safety training. Needs Analyst-defining gaps between ideal and actual safety performance and specifying the cause of the gaps. 5MCSS
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THE ROLE OF THE TRAINER The American Society for Training and Development (ASTD) study, Models for Excellence listed the following roles that trainers typically perform: Program Administrator-ensuring that the facilities, equipment, materials, participants are present and that program logistics run smoothly. Program Designer-preparing objectives, defining content, and selecting and sequencing activities for a specific safety training. Strategist-developing long-range plans for safety training and development. Task Analyst-identifying safety-related activities to attain specific results. Theoretician-developing and testing theories of learning, training, and development. 5MCSS
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THE GAP CONCEPT
PERFORMANCE
100% OSHS COMPLIANCE
GAP
70% OSHS COMPLIANCE
Expected Curve
Actual Curve
YEAR
In training terms this means we need to develop programs to fill the Gap 5MCSS
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THE RESPONSIBILITIES OF THE TRAINER Optimal lighting for viewing and changes in lighting as necessary. Ensuring the room temperature is comfortable for the students. Setting the excellent mood of the group. Creating an effective climate for learning. Motivate students to participate in the learning process. Be accepting of comments, avoid getting defensive. 5MCSS
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THE RESPONSIBILITIES OF THE TRAINER Control disruptive participants. Offer yourself as a resource. Allow for limited debate and/or challenges of the ideas presented. Discuss how the learning can be applied in real world applications.
Make yourself available at the beginning of breaks and after class to field individual student questions. Always treat the learners with respect. Avoid stereotypes. 5MCSS
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QUALIFICATIONS OF THE TRAINER Trainer criteria summary of subject matter expertise and training delivery skills: Trainers should be able to demonstrate an appropriate level of technical knowledge, skills, or abilities in the subjects they teach; Trainers should be able to demonstrate adequate competency in delivery techniques and methods appropriate to adult learning; Trainers should maintain competency by participating in continuing education, development programs, or experience related to their subject matter; 5MCSS
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QUALIFICATIONS OF THE TRAINER Trainer criteria summary of subject matter expertise and training delivery skills: The trainer should be able to apply adult learning principles as appropriate to their target audience; Adult learning principles should also be reflected in the learning objectives; and
As OSH Trainer: He must be an accredited OSH Consultant/ Practitioner; and Had completed the 3-day Train The Trainer workshop. 5MCSS
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A GOOD FACILITATOR “I never teach my pupils; I only attempt to provide the conditions to which they can learn. As a trainer, it’s one of the best things that we can do” — Albert Einstein
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DELIVERY SKILLS Make sure you speak so that learners at the back have no trouble hearing you.
Enunciate your words clearly. Avoid saying uhm……… Avoid distracting mannerisms such as jingling change or playing with your hair. 5MCSS
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DELIVERY SKILLS Involve the participants by encouraging and asking questions. Start on time; make sure that established breaks, lunch and ending times are adhered to. Pace your delivery according to the allotted time and the material to be covered.
If working from a syllabus, make sure you cover everything that is on it, or explain changes. 5MCSS
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DELIVERY SKILLS Keep close tabs on the climate of the class.
Recognize your strengths and weaknesses. Work to maximize your strengths and minimize your weakness. Do not pretend to know all the answers. If you don’t know something: Discuss the question with the class. Let the student know you will get the answer, but be sure to remember to follow up. 5MCSS
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POOR DELIVERY SKILLS Poor first impression No objectives Dull, dry and boring Frozen in one spot Weak eye contact
Poor visual aids
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Weak close
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A GOOD LEARNER I hear, and I forget I see, and I remember I do, and I understand Chinese Proverb 5MCSS
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DON’TS Don’t be too formal
Don’t loose control
Don’t be a know it all
Don’t catch people unprepared
Don’t be unprepared Do not talk down to learners Do not use profanity
Don’t be afraid to say you do not know Don’t avoid eye contact
Don’t be distracting
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DEVELOPING THE TRAINING PROGRAM A "program" contains a written plan, policies, processes, procedures, rules, forms, reports, and possibly other documents. In order to meet the continuing need for highly trained safety and health staff, it's important to develop a safety training program that includes a written plan for training new-hire and current employees. The purpose of a training plan is to provide training professionals with clearly written policy and guidelines for implementing an effective safety education and training program for employees. 5MCSS
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TRAINING POLICY Explains company’s overall attitude to training Sets out priorities, standards, scope of training activities Provide the framework Can be seen as a cost or as competitive advantage Explicit or implicit 5MCSS
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INFLUENCES ON TRAINING POLICY
OSH legislation Economic climate Company OSH performance Technological changes Labour market Company resources Nature of the product/service Employee expectations/level of influence Management views on the value of training
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DEVELOPING THE TRAINING PROGRAM The plan should contain elements that are informative and directive. It should inform everyone about the safety training mission, policies, procedures It should also clearly state who is responsible for carrying out the mission, policies and procedures
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DEVELOPING THE TRAINING PROGRAM At a minimum a training program should include a plan that includes information and directives on the following: Training needs analysis Learning objectives that reflect the different levels of training
Description of course content and format Necessary resource materials The criteria for course completion 5MCSS
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DEVELOPING THE TRAINING PROGRAM At a minimum a training program should include a plan that includes information and directives on the following:
Processes that ensure delivery by competent trainers in a suitable training environment Continual improvement evaluation process Adequate training documentation and recordkeeping
Assignment of responsibilities How the various training elements will be accomplished 5MCSS
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TRAINING CALENDAR EXAMPLE Month in the year
Training Area 1 BOSH COSH Defensive Driving Work Permit System COHE HAZMAT 5MCSS
2
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4
5
6 7...
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DETERMINING IF TRAINING IS NEEDED The first step in the training process is to determine if a problem can be solved by training. Whenever employees are not performing their jobs properly, it is often assumed that training will bring them up to standard.
However, it is possible that other actions (such as hazard abatement or the implementation of engineering controls) would enable employees to perform their jobs properly. 5MCSS
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DETERMINING IF TRAINING IS NEEDED Problems that can be addressed effectively by training include: those that arise from lack of knowledge of a work process; unfamiliarity with equipment/machine; or
incorrect execution of a task.
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DETERMINING IF TRAINING IS NEEDED Training is less effective (but still can be used) for problems arising from: an employee's lack of motivation; or
lack of attention to the job. Whatever its purpose, training is most effective when designed in relation to the goals of the employer's total safety and health program.
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DETERMINING IF TRAINING IS NEEDED Poor safety performance may not be the result of a training deficiency
Describe the Safety Performance Discrepancy (The Gap)
Is There a deficiency in knowledge, ability or skill?
No Employee does know how to accomplish the task safely.
Yes
Employee does not know how to accomplish the task safely.
Has the employee performed task before?
Yes
No
Yes
No
Conduct Formal safety training
Training Decision Tree
Is the task accomplished often?
Training Options
Provide feedback
Conduct practice
Non-training Options
Are Resources adequate?
No Provide Resources 5MCSS
Yes
Is Supervision adequate?
Yes
Is Discipline Adequate?
Yes
No
No
Improve Supervision
Improve Accountability System
Is Leadership adequate?
No
Yes
Consider Discipline
Are training or non-training interventions the solution to poor safety performance in the workplace? Adapted from Robert Mager’s Performance Analysis Flowchart
Improve Safety Leadership
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IDENTIFYING TRAINING NEEDS HOW TRAINING NEEDS ARISE There are a number of indicators that may generate a training need. If any of these are likely to effect the department in the future or have in the near past, one or more employees may need training. Potential Indicators •New employees
Internal Indicators •Employee complaints
External Influences •New legislation
•Promotions or transfers
•Incident/accidents
•New procedures
•Grievances or discipline
•Changes to legislation
•New equipment
•High turnover
•New standards
•Poor quality ratings
•New relationships
•High or increasing rates of sickness or absence
•Change of curriculum •Downsizing •Retirements •Increased work load
•Management changes •Changed ownership 5MCSS
•Disputes
•Low levels of motivation •Cases of harassment •Missed deadlines TRAIN THE TRAINER REV0
•Competitor activity •Professional body regulations and requirements •QA codes of practice •Funding Council requirements
•International standards
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IDENTIFYING TRAINING NEEDS Needs analysis will provide information about the learner, and the task that will help us design training that meets specific learner needs. The employees themselves can provide valuable information on the training they need. Safety and health hazards can be identified through the employees’ responses to such questions as whether anything about their jobs frightens them, if they have had any near-miss incidents, if they feel they are taking risks, or if they believe that their jobs involve hazardous operations or substances. 5MCSS
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ASSESSING TRAINING NEEDS
Specific requests from line managers Performance appraisal process Training and development surveys Employee requests for training Competency profiling 5MCSS
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ASSESSING TRAINING NEEDS Organizational Analysis Examines system wide factors that effect the transfer of newly acquired skills to the workplace.
Person Analysis Who needs and what kind of training. Task Analysis Provide the task procedure of the activities and work operations being performed on the job. 5MCSS
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ORGANIZATIONAL ANALYSIS
Corporate objectives and business plan Human Resource plans Staffing plans Skills inventories Statistics System changes Management requests Exit interviews
5MCSS
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JOB ANALYSIS Staffing plans Job analysis/ job descriptions Task analysis Person specifications Training surveys Performing the job Observation Review of literature Ask questions Working groups Analyse operating problems 5MCSS
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TRAINING NEEDS ANALYSIS Table Top Exercise: Divide into 4 groups and brainstorm; Based on case study conducted to ABC Company, each group is required to and fill-up correctly the training needs analysis worksheets; and
Select your best presenter and discuss your report.
5MCSS
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TRAINING NEEDS ANALYSIS CASE STUDY-ABC COMPANY The situation: The DOLE RO has just completed a comprehensive on-site consultation and recommended to the owner of ABC COMPANY that effective training be developed and conducted for: Hazard Communication Program. When asked, employees demonstrated a lack of knowledge regarding: (1) spill/emergency procedures, and (2) container labeling requirements for the chemicals they were using.
Lock-out/tag-out. Maintenance workers were not familiar with the written lock-out/tag-out procedures for mechanical power presses. Personal protective equipment. Workers were discovered: (1) wearing defective respirators, and (2) improperly storing respirators.
Emergency action and fire prevention plans. No training has been developed or conducted in: (1) emergency evacuation, or (2) use of fire extinguishers. Safety committee. No hazard identification training has been conducted. Accident investigation. Supervisors have not received training in effective incident/accident investigation procedures. Currently no such training exists! The owner has now come to you, of course, and given you the responsibility for developing and conducting safety training at ABC COMPANY. The owner has agreed to allow you to include a few other employees in this effort. 5MCSS
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TRAINING NEEDS ANALYSIS CASE STUDY-ABC COMPANY Background information: ABC COMPANY employs 72 workers (60 employees, 8 supervisors, 4 managers). Twenty workers are exposed to the chemicals used in the manufacturing process. Chemicals used in the production process include hydrofluoric acid.
Seventeen workers are exposed to high noise levels (90+ dBa) during their work shifts. Five production workers use/service/maintain mechanical power presses. Two janitors regularly use chemicals for cleaning office and plant work areas. Three maintenance workers regularly use grinders, table saws, drill presses, various tools, and welding equipment for servicing and maintaining equipment and machinery. Two maintenance workers are responsible for cleaning out chemical storage tanks using respirators. Thirty-five production workers and one maintenance worker consider English a second language. There are six members of the safety committee. The HR manager, production supervisor, maintenance worker, production worker, admin specialist and the receptionist. 5MCSS
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TRAINING NEEDS ANALYSIS CASE STUDY-ABC COMPANY Training Needs Analysis Worksheet 1. Training need as stated by requester or as you view it. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. Why the training is required: __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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TRAINING NEEDS ANALYSIS CASE STUDY-ABC COMPANY Training Needs Analysis Worksheet 3. Description of audience receiving training: Job category/position and number of attendees in each learner group __________________________________________________________________________ __________________________________________________________________________
Degree of familiarity with the content of training __________________________________________________________________________
__________________________________________________________________________
4. Description of the training subject/content: Content of the training. General nature of the subject, topic, job task __________________________________________________________________________ __________________________________________________________________________ 5MCSS
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TRAINING NEEDS ANALYSIS CASE STUDY-ABC COMPANY Training Needs Analysis Worksheet
5. Scheduling requirements of the training: •Training start date(s) __________________________________________________
•Length of training _____________________________________________________ •Frequency of training __________________________________________________ •Time of training
_____________________________________________________
6. Logistical requirements of the training: •Physical location _____________________________________________________ •Estimated number of participants ________________________________________ •Space required to conduct training _______________________________________ •Equipment and other resources required ___________________________________ 5MCSS
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DEVELOPING GOALS AND OBJECTIVES Setting Goals and Objectives-it is designed to be delivered by an individual who has knowledge of the basics of setting goals and objectives and of the employer's own policies and practices on goals and objectives setting, tactical and strategic planning, and performance management.
Training Goal is a general statement about what you want to train. For instance, a training goal might state, "Train our new employees on hazard reporting procedures” or “Familiarize our employees on emergency procedures”. 5MCSS
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DEVELOPING OBJECTIVES Training Objectives: Formal description of what trainee should be able to do after training. Objectives Convey training goals Provide a framework to develop course content Provide a basis for assessing training achievement Characteristics of effective objectives Statement of desired capability or behavior Specify conditions under which behavior will be performed State the criterion of acceptable performance 5MCSS
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DEVELOPING GOALS AND OBJECTIVES Table Top Exercise:
Divide into 4 groups and brainstorm; Develop your goals and objectives for the following training; and Group 1-Emergency Preparedness Training Group 2-Chemical Safety and Spill Response Group 3-Confined Space Entry Training Group 4-Eathquake Safety Select your best presenter and discuss your report. 5MCSS
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DETERMINING OF TRAINING CONTENT The content is everything the learner will have to learn in order to achieve a learning objective. Selecting content for a training program is a decisionmaking process. The trainer must decide what and how much about a particular area of study they want trainees to learn. In essence, content is the subject matter of the lesson. If the objective is to teach someone to safely drive a forklift, then the course content may be learning to start, load, accelerate, shift, steer, stop, and inspect the forklift. It is the step-by-step process of what the trainee must learn if the objective is to be attained. 5MCSS
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DETERMINING OF TRAINING CONTENT Two important criteria for deciding on content are usefulness and appropriateness in relation to the stated objectives. •It must be useful-the content should be important to the employee. The content should be perceived as relevant, useful to the employee. •It must be appropriate-ideally, each particular topic within the training session should directly support one or more objectives. If it does not, then that part of the content may be perceived as inappropriate, unclear or not well thought out. 5MCSS
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DETERMINING OF TRAINING CONTENT Training Content Development Worksheet This worksheet helps determine everything the learner needs to know and do to meet this objective. Learning objective: At the end of training, learners will (will be able to)… Knowledge Requirements: What learners need to do to prove they know to complete the above actions. Learners must know… (list subjects) Actions: Describe what learners will need to do to achieve the above objective. Learners must be able to …(list activities) 5MCSS
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DETERMINING OF TRAINING CONTENT
Training title Training overview Training goals and objectives Training contents Training methodologies Duration of each activity in each session 5MCSS
Trainer (Resource Speaker) Break(s) Ice breakers and energisers Questions to test understanding Table top exercises Conclusion Post examination
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DETERMINING OF TRAINING CONTENT Table Top Exercise: Divide into 4 groups and brainstorm; Presentation Sequence: Determine the sequence strategy your group will use. List the sequence of training topics to be discussed; and Group 1-Emergency Preparedness Training Group 2-Chemical Safety and Spill Response Group 3-Confined Space Entry Training Group 4-Eathquake Safety
Select your best presenter and discuss your report. 5MCSS
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DEVELOPING LEARNING ACTIVITIES A few factors will help to determine the type of learning activity to be incorporated into the training. One aspect is the training resources available to the employer. Can a group training program that uses an outside trainer and film be organized, or should the employer personally train the employees on a one-to-one basis? Another factor is the kind of skills or knowledge to be learned. Is the learning oriented toward physical skills (such as the use of special tools) or toward mental processes and attitudes? Such factors will influence the type of learning activity designed by employers. The training activity can be group-oriented, with lectures, role play, and demonstrations or designed for the individuals with self-paced instruction. 5MCSS
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DEVELOPING LEARNING ACTIVITIES It's important to consider appropriate training methods because: They provide an effective means for the trainee to learn specific information. They keep the trainee interested and involved in the learning process.
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SELECTING THE INSTRUCTIONAL METHODS TRADITIONAL APPROACHES Classroom Instruction Lecture and Discussion-PowerPoint presentation Case Study Role Playing Table Top Exercises Self-Directed Learning Readings, Workbooks, Correspondence Courses Programmed Instruction Simulated/Real Work Settings Vestibule training Apprentice training On-the-job training Job Rotation/Cross Training 5MCSS
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SELECTING THE INSTRUCTIONAL METHODS What Methods Work For You There are more than a hundred different methods of helping others learn. Here are but a few, but probably the most common, popular, and easiest to use. Check the two training methods that work best and least for you. _____ 1. CASE STUDY: _____ 2. LECTURE: _____ 3. _____ 4. _____ _____ _____ _____ _____ _____ 5MCSS
5. 6. 7. 8. 9. 10.
Actual or hypothetical situation. Oral presentation of material, usually from prepared notes and visual aids. ROLE PLAY: Participants improvise behavior of assigned fictitious roles. SMALL GROUP:Participants divide into sub-groups for discussion or exercise. GAMES: Simulations of real-life situations. STORIES: Actual or mythical examples of course content in action. EXERCISES: Various tasks related to specific course content. DISCUSSION: Facilitated opportunity for participants to comment. BRAINSTORM: Participants generate ideas on a problem situation. JOB AIDS: Summaries of key points of course content, for use back on the job. TRAIN THE TRAINER REV0
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SELECTING THE INSTRUCTIONAL METHODS Describe why the two methods you ranked best work for you. _____________________________________________________ _____________________________________________________
Describe why the two methods you ranked least do not work for you. _____________________________________________________ _____________________________________________________ 5MCSS
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SELECTING THE INSTRUCTIONAL METHODS Important questions to ask about the training methods used include: Will the method effectively help the learner accomplish the learning objective? Does the method work for the number of learners participating? Does the method take into account any special characteristics of the group?
Will the method work at the training location? Will there be enough classroom time to complete the method? Will the employer be able to provide the resources to support the method? 5MCSS
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WHAT IS MY LEARNING STYLE? You may want to administer this simple survey to a sample (or all) employees in your workplace to help determine the best training methods for the training you present. Check yes or no beside each of the following statements to discover how you generally learn. Be honest and think in terms of most of the time, not exceptions. YES
NO
1. I learn a lot from listening to instructors
______
______
2. I figure things out best by trial and error.
______
______
3. Books are easy for me to learn from.
______
______
4. Give me a map and I can find my way.
______
______
5. I like to have directions explained to me verbally.
______
______
6. I can assemble something without looking at the instructions.
______
______
7. I learn a lot from discussions.
______
______
8. I’d rather watch an expert first and then try a new skill
______
______
9. I like to take things apart to see how they work
______
______
10. I can remember most of what is said without taking notes
______
______
11. My best classes involve activities and movement
______
______
12. Diagrams and drawings help me understand new concepts
______
______
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WHAT IS MY LEARNING STYLE? How to interpret the results This short quiz cannot diagnose accurately how you learn, it can give you insight into how you see yourself and the learning process. You learn by hearing. You are a strong auditory learner if you answered “yes” to questions 1, 5, 7 and 10. You learn by seeing. You are a strong visual learner if you answered “yes” to questions 3, 4, 8 and 12. You learn by doing. You are a strong kinesthetic learner if you answered “yes” to questions 2, 6, 9 and 11. How many hearers, seers, and doers are there? _____________________________________________________________ 5MCSS
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STRATEGIES TO HELP YOU MEET OBJECTIVES Strategy 1: To help people understand something by providing information use the following methods: Articles
Audiotapes
Lectures
Programmed Instruction
Diagrams
Online Internet courses
Strategy 2: To help people do something by providing opportunities to experiment with the procedure/practices use the following methods: Case Studies Demonstrations Role Play
Exercises
Video
Worksheets
5MCSS
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STRATEGIES TO HELP YOU MEET OBJECTIVES Strategy 3: To help people understand and possibly change their values and priorities by providing methods to inquire and observe by comparing/ contrasting old and new ideas use the following methods:
Role Play
Exercises
Films/Video
Self-Analysis
Games
Interviews
Strategy 4: To improve learner creativity by helping learners to experience innovation use the following methods: Mind Maps
Case Studies
Brainstorming
Analysis
Games 5MCSS
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DEVELOPING TRAINING AIDS
Training aids are devices which can be used to clearly, concisely and quickly record and deliver training. Why use visual aids? Visual aids help your presentation make things happen. Visual aids help you reach your objectives by providing emphasis to whatever is being said. Clear pictures multiply the audience's level of understanding of the material presented. 5MCSS
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DEVELOPING TRAINING AIDS
Why use visual aids? They can reinforce your message, clarify points, and create excitement. Visual aids involve your audience and require a change from one activity to another: from hearing to seeing. They tend to encourage gestures and movement on your part. This extra movement reinforces the control that you, the speaker, need over the presentation. 5MCSS
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DEVELOPING TRAINING AIDS
Why use visual aids? Visual aids add impact and interest to a presentation. They enable you to appeal to more than one sense at the same time, thereby increasing the audience's understanding and retention level.
5MCSS
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DEVELOPING TRAINING AIDS Why use visual aids? They can reinforce your message, clarify points, and create excitement. Visual aids involve your audience and require a change from one activity to another: from hearing to seeing. They tend to encourage gestures and movement on your part. This extra movement reinforces the control that you, the speaker, need over the presentation. Visual aids add impact and interest to a presentation. They enable you to appeal to more than one sense 5MCSS
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DEVELOPING TRAINING AIDS Why use visual aids? Visual aids involve your audience and require a change from one activity to another: from hearing to seeing. They tend to encourage gestures and movement on your part. This extra movement reinforces the control that you, the speaker, need over the presentation. Visual aids add impact and interest to a presentation. They enable you to appeal to more than one sense at the same time, thereby increasing the audience's understanding and retention level. 5MCSS
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DEVELOPING TRAINING AIDS Visual Aids are a means, not an end. Never include visuals for their own sake, always be alert to the damage they can do Never take great leaps in complexity Always choose the less complicated visual Always test equipment and rehearse its operation - in location if possible. Always have a “Plan B” Always apply the KISS principle
5MCSS
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DEVELOPING TRAINING AIDS
Plan the slides Ensure readability of words Ensure comprehensibility of pictures
5MCSS
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DEVELOPING TRAINING AIDS Plan the slides: Can we manage just as well without it? (approximately 1/3 of visual aids should be excluded by this question.) Is this really a visual, or just a visible verbal? A visual must be necessary A visual must be a visual A presenter must always ask: “What will this slide show?” And never “What will this slide say.” It is the presenter who will “say.” 5MCSS
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OTHER TRAINING AIDS
In addition to the laptop/LED White boards and markers are mainly to be used as “parking bay.” Flip charts Drawings and still photographs Solid objects Working models Videos
5MCSS
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DEVELOPING TRAINING AIDS
Ensure readability of words: Title is font 32-40 (tahoma, arial, calibri, etc.) Use “bullets” or titles only. A long sentence will either deter the audience from reading or fail to listen to the speaker because they are following the eyewords at the expense of the ear-words This can be solved by “custom animation” allowing bullets to appear one at a time Use “tahoma, arial, calibri, etc.” big texts (at least font 28) not “Times New Roman” 5MCSS
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DEVELOPING TRAINING AIDS Ensure readability of words: Keep texts horizontal. Relate them to the object they identify by clear lines or arrows Never cram too much information. Ideally use the 7 x 7 rule Illustrations and Charts need not be comprehensive. Just preface your talk with “here is an illustration in simplified form. . .” The 7x7 Rule states that a PowerPoint slide (or any other electronic slide) should have no more than seven lines of text and no more than seven words in each of those lines. 5MCSS
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DEVELOPING TRAINING AIDS
Ensure readability of words: Be kind to participants eyes. Use dark colored background and light colored text Compare this slide with the next slide. Which color combination do you prefer?
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DEVELOPING TRAINING AIDS OSH Management System
The Pros and Cons of Visual Aids The Pros
The Cons
Overhead Projector _________________________________
_____________________________________
Computer-generated slides _________________________________
_____________________________________
Video Presentation _________________________________
_____________________________________
Handouts _________________________________
_____________________________________
Flipcharts or whiteboards _________________________________
_____________________________________
Job aids/Props _________________________________
_____________________________________
Instruments _________________________________ 5MCSS
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Mind Meld! Once again review the course content development worksheet and the methods you plan to use for your presentation. Determine at least two training aids that would best motivate learning. 1.Review the sequence of training topics and methods.
2.Describe the training aid that will best help you present using the methods selected. 3.List the advantages of using the training aids your group chose. Training Aids Worksheet Method _____________________
Training Aid _________________________________________
Advantages ____________________________________________________________________ ____________________________________________________________________ Method _____________________
Training Aid _________________________________________
Advantages ____________________________________________________________________ ____________________________________________________________________ Method _____________________
Training Aid _________________________________________
Advantages ____________________________________________________________________ ____________________________________________________________________
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WRITING LESSON PLANS
Before you train and develop people identify what: They must know - before they can perform job They should know - to improve performance Would be nice for them to know - but not necessary to perform duties.
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PREPARING TRAINING PLAN
Nature of trainees Trainers’ qualification Training duration Training program structure Training objectives Training outline Training manuals Support resourcesOHP, sound system, pointer, batteries, classroom, food, land/air fare
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Training location Training methodologyvideo, visual aids, powerpoint, flipcharts Evaluation sheets Pre-test and post-test Attendance sheets Attendance profile sheet
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TRAINING LESSON PLAN
Topic Training objectives Summary of key points Duration of each activity in each session Training contents Training methods / activities Break(s) Exercise to warm up-ice breaker Questions to test understanding Table top exercises Conclusion
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TRAINING PROGRAM Participants’ registration Opening prayer National anthem Introduction of participants, resource speakers and coordinators Familiarization of assembly area, toilets, wash room, etc. Training expectations
Participants’ motivation Pre-test Training-powerpoint presentation, visual aids, video, table top exercise Breaks and ice breaker/ short exercise End of sessionhighlight summary of learning Post Test
Please see the attached Train The Trainer training program 5MCSS
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SAMPLE LESSON PLAN Safety and Health Programs (8-hour) Overview Introduce trainer and students as appropriate. Describe topics to be discussed, ground rules, facilities, scheduled breaks, emergency procedures.
Step 1: Planning the Lesson Instructional Materials. 1. Powerpoint presentation 2. Trainer notes 3. Other materials Instructional Objectives. 1. Complete the required topics for the Safety and Health Programs 8- hour course.
2. Present Safety and Health Programs to participants. 3. Incorporate active participation in each lesson. 4. Provide a quiz or short evaluation at the end of the course.
5. Ensure feedback from participants at various points in the training. 6. Resource Speakers, Topics and Responsibilities. 5MCSS
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SAMPLE LESSON PLAN Step 2: Presenting the Lesson Lesson Introduction Introductory remarks or transition from previous lesson.
Learning Objectives/Outcomes Upon completion of the lesson, participants will be able to: 1. Discuss the benefits of an effective safety and health program.
• Reduces work-related injuries and illness. • Improves morale and productivity. • Reduces workers’ compensation costs. 2. Name the four elements of an effective safety and health program. • • • • 5MCSS
Management commitment and employee involvement Worksite analysis Hazard prevention and control Safety and health training TRAIN THE TRAINER REV0
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SAMPLE LESSON PLAN Step 2: Presenting the Lesson 3. Methods to prevent and control workplace hazards. • • • • •
Elimination Substitution Engineering Administrative Personal protective equipment
Step 3: Evaluating of Participants’ Learning and Instruction • Written test and/or skills demonstration • Lesson Evaluation and Comments
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DEVELOPING OF EVALUATION METHODS Guidelines for evaluating proficiency: The proficiency should be evaluated and documented using the following: a written assessment; and
a skill demonstration. Use these guidelines when developing testing methods for your safety or any related training: The assessment and demonstration should evaluate the knowledge and individual skills developed in the course of training. The level of minimum achievement necessary for proficiency should be specified in writing (as stated in the learning objectives). 5MCSS
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DEVELOPING OF EVALUATION METHODS Use these guidelines when developing testing methods for your safety or any related training: If a written test is used in combination with a skills demonstration, a minimum of 25 questions should be used for more complex subjects like lock-out/tag-out, confined space entry and emergency response procedures. If a skills demonstration is used, the tasks chosen (defensive driving) and the means to rate successful completion should be fully documented. 5MCSS
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DEVELOPING OF EVALUATION METHODS Use these guidelines when developing testing methods for your safety or any related training: The content of the written test or of the skill demonstration should be relevant to the objectives of the course. The written test and skill demonstration should be updated as necessary to reflect changes in the curriculum. The proficiency assessment methods, regardless of the approach or combination of approaches used, should be justified, documented and approved by the employer. 5MCSS
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EVALUATING THE TRAINING
5 LEVELS OF EVALUATION Level 1 Evaluation: Evaluates learner reaction Level 2 Evaluation: Evaluates the learning Level 3 Evaluation: Evaluates the application Level 4 Evaluation: Evaluate how training has impacted business results Level 5 Evaluation: Evaluate how training has impacted return on investment 5MCSS
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LEVEL 1 EVALUATION: EVALUATES LEARNER REACTION The purpose of this level of evaluation is to get feedback from participants about what they thought and felt about various aspects of the program. Were the participants pleased and satisfied.
Process Evaluation - participants describe their reaction to the presentation of the trainer, the quality of the materials, the understandability of the exercises, and so on. Content Evaluation - participants describe their reactions to and satisfaction with the specific content of the training. Participants judge trainer’s knowledge and how much they believe they learned about each specific topic. Methods: Evaluations, questionnaire immediately after the program. Post-program conversations. * Adapted from; Donald Kirkpatrick, Evaluating Training Programs, The Four Levels, Berrett-Koehler Pub., 1994 5MCSS
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LEVEL 1 EVALUATION: EVALUATES LEARNER REACTION Guidelines for evaluating reaction: Determine what you want to find out Design a form that will quantify reactions Encourage written comments and suggestions Get 100 percent immediate response
Get honest responses Develop acceptable standards
Measure reactions against standards, take appropriate action Communicate reactions as appropriate * Adapted from; Donald Kirkpatrick, Evaluating Training Programs, The Four Levels, Berrett-Koehler Pub., 1994 5MCSS
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LEVEL 1 EVALUATION: EVALUATES LEARNER REACTION Some Questions To Ask Should after the training, it is clear from the evaluation that participants were not satisfied with the content or presentation of training, it may be necessary to revise the lesson plan or some other part of the training program. It may be helpful to ask employees more questions to more specifically understand what the problem is. Here are some examples: Was the content appropriate for their level of experience?
Did learners already know the information? Was it assumed they had experience when they didn't? What material was confusing or distracting? Was the content too complicated? Was the level of language appropriate to the audience? 5MCSS
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LEVEL 1 EVALUATION: EVALUATES LEARNER REACTION Some Questions To Ask Was anything missing from the program? Workbooks, handouts
Media (slides, photos, videos, etc.) Resource speakers What did the employees learn, and what did they fail to learn? Was the topic applicable to their job? Did they consider the information of little value?
Did they think the information would help them personally? Were learners motivated Did they understand the importance of the material? Did they understand the benefits of safety performance?
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SAMPLE LEVEL 1 MEASUREMENT TOOL: THE PARTICIPANT EVALUATION Course Name ___________________ Date: ____________ Trainer: ________________ WE VALUE YOUR COMMENTS!
Yes
No I properly participated the training program.
Agree Disagree
Rate the Course Content
1. The information presented was easy to understand and useful. 2. The information presented will help improve the effectiveness of our training program. 3. The course materials provided were helpful. 4. Please rate the overall effectiveness of this training in helping you better understand and apply this on your work: …Effective... 10 9 8
7
6
5
4
...Not Effective... 3 2 1 0
Comments: (Please take the time to explain all "no" or "not effective" responses) ______________________________________________________________________ 5MCSS
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SAMPLE LEVEL 1 MEASUREMENT TOOL: THE STUDENT EVALUATION
Agree Disagree Rate the Trainer
1. The Trainer provided quality training (relevant, interesting, applicable, etc.) and was knowledgeable about occupational safety and health. 2. The Trainer was able to answer questions adequately or make a referral. 3. The Trainer encouraged participation. 4. Please rate the overall effectiveness of the Trainer in helping reduce your safety and health problems: …Effective... 10 9 8
7
6
5
4
...Not Effective... 3 2 1 0
Comments: (Please take the time to explain all "no" or "not effective" responses.) _______________________________________________________________________ 5MCSS
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LEVEL 2 EVALUATION: EVALUATES THE LEARNING Level 2 evaluation involves measuring the learning that took place during the training session. Evaluation occurs immediately after the training is presented. Quantifying the learning that took place by measuring increased knowledge and improved skills. Did the participants learn anything as a result of the training? This level of evaluation is necessary for most safety training that requires the ability to correctly perform a procedure or practice. 5MCSS
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LEVEL 2 EVALUATION: EVALUATES THE LEARNING Methods: Classroom performance. Paper-andpencil quiz. Tests before and after the training program. Demonstration of skill(s). Guidelines for evaluating learning: Develop a control group if possible. Enlist the help of skilled employees Pretest - Post test: Measure knowledge, skills, and attitudes before and after the training session Measure all participants 5MCSS
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SAMPLE LEVEL 2 MEASUREMENT TOOL: THE WRITTEN EXAM Before you run…let’s review 1. Unsafe conditions cause around ____ % of the accidents in the workplace, while unsafe acts account for about ____ % ? 2. All of the following are system (root) causes, except?
a. A staff member fails to review safety rules during orientation b. No lock-out/tag-out procedures in place c. A missing training plan d. Supervisors are ignoring safety rules
e. An inspection process does not include machine guarding hazards 5MCSS
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SAMPLE LEVEL 2 MEASUREMENT TOOL: THE WRITTEN EXAM 3. Administrative controls change ____________. a. Behavior, things b. Objects, behavior c. Awareness, attitude d. PPE, performance 4. Why is it important to focus on fixing the system, not the blame? ____________________________________________________ ____________________________________________________
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LEVEL 3 EVALUATION: EVALUATES THE APPLICATION
This level of evaluation measures both the learner and immediate safety culture. It gauges how well the learner applied the training. Evaluation at this level may also indicate the degree to which the safety culture supports the training.
Did the training lead to improved on-the-job performance by the participants? This level of evaluation is a good business policy to help make sure training is effective. 5MCSS
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LEVEL 3 EVALUATION: EVALUATES THE APPLICATION Culture. For training to be truly effective, the safety culture must support the training. A supportive safety culture is most immediately demonstrated by the learner's immediate supervisor. According to Donald Kirkpatrick, there are five supervisor behaviors that affect learner attitudes about safety training:
Preventing-The supervisor does not allow the worker to use the procedures or practices that have been taught. Discouraging-The supervisor does not encourage behavioral change. They send implicit messages that they want behavior to remain the same. 5MCSS
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LEVEL 3 EVALUATION: EVALUATES THE APPLICATION Neutral-The supervisor does not acknowledge the training received. There is no objection to behavioral change as long as the job gets done on time. Encouraging-The supervisor acknowledges the training and encourages the worker to use what they learned. Requiring-The supervisor knows what training was received and insists that the learning is transferred to the job. This response is the most supportive and will be necessary most of the time for effective safety training. 5MCSS
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SAMPLE LEVEL 3 MEASUREMENT TOOL: THE POST-TRAINING SURVEY Instructions: This survey can be adapted to your own particular training needs. Send the survey to everyone who has completed a given course within the last several months. Allow survey respondents to remain anonymous. You may also want to design a survey for supervisors of course participants. COURSE TITLE_____________________________________________________ DATES ATTENDED__________________________________________________ COURSE OBJECTIVE ________________________________________________ DATE OF SURVEY __________________________________________________
Please rate the following aspects of the program using the numerical equivalent as follows: 5-Excellent, 4-Very Good, 3-Good, 2-Fair and 1-Poor. ___ 1. To what degree did you think that you achieved the course objective stated above?
___ 2. To what degree do you now use the skills you learned in the course? ___ 3. To what degree has your job performance improved as a result of this course? 5MCSS
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SAMPLE LEVEL 3 MEASUREMENT TOOL: THE POST-TRAINING SURVEY ___ 4. List 3 ways you have used the skills you learned in the course to improve your job performance. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
___ 5. Why have you applied the skills you have learned to your job? (Check any items that apply).
___ My supervisor discussed with me how my new skills would be used in my job. ___ My supervisor required me to use the new skills in my job. I received help from others in my work area to use my new skills. ___ I was given the necessary time and tools to apply the skills. The training was timed so that I needed the skills in my job right away.
___ The skills I learned applied directly to my job assignment ___ Other (please specify) _______________________________________________________ 5MCSS
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SAMPLE LEVEL 3 MEASUREMENT TOOL: THE POST-TRAINING SURVEY ___ 6. Why have you NOT applied the skills you learned in the course to your job? (Check any items that apply). ___ My supervisor did not require me to use the skills. ___ My supervisor did not agree with the skills I learned. ___ My supervisor was not aware of what skills I learned. ___ I was not given the time nor tools to implement the skills I learned. ___ There was no one in my work area to help me use my new skills. The skills I learned did not apply to my job assignment. ___ The training was not timed right for my job assignment. ___ Other (please specify) _______________________________________________________
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LEVEL 4 EVALUATION: EVALUATE HOW TRAINING HAS IMPACTED BUSINESS RESULTS Determining how the organization has improved: the final results which have come about because of the training program. Safety improves process quality. Evaluate how the training has impacted the quality (efficiency, effectiveness) of a job.
In Total Quality Management (TQM) circles, "safety" is considered the absence of variation in a process. When safety is effective, a procedure is accomplished the same way every time. Consequently, fewer accidents should result. Has this form of variation decreased? This level of evaluation is necessary to more thoroughly demonstrate the effectiveness of training. 5MCSS
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LEVEL 5 EVALUATION: EVALUATE HOW TRAINING HAS IMPACTED RETURN ON INVESTMENT Training affects the bottom-line results. Determine how training has improved the bottom line profitability: the return on the investment (ROI) of the company. ROI is calculated by converting productivity and quality improvements to monetary values. This is the most difficult level of evaluation. Have accident rates decreased? How as that improved direct and indirect costs? This level of evaluation may best help training staff justify their on-going training efforts. 5MCSS
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DEVELOPING OF EVALUATION METHODS Table Top Exercise: Divide into 4 groups and brainstorm;
Based on the sample evaluation methods (i.e., pre/post-test and training program evaluation) exhibited by the Resource Speaker, kindly develop your own that you might apply on your future training for continuous improvement. Select your best presenter and discuss your report. 5MCSS
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CONDUCTING THE TRAINING Upon completion of your lesson plan, you are now ready to begin conducting the training. To the extent possible, the training must be presented so that its organization and meaning are clear to the employees.
Motivating Learners In-order to be motivated to pay attention and learn, participants must be convinced of the importance and relevance of the material on their respective field. 5MCSS
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ADULT LEARNING PRINCIPLES Application in the real world is important and relevant to the adult learner's personal and professional needs. According to previous experience, adults will commit to learning when the goals and objectives are considered realistic and important to them. Adults like to drive their learning and will resist activities they believe question their competence. Therefore, good professional development gives participants some control over the what, who, how, why, when, and where of their learning. Adult learners need to see the connections and relevancy of the professional development to their day-to-day activities. 5MCSS
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ADULT LEARNING PRINCIPLES Adult learners are practical - they need direct, concrete experiences in which they apply the learning in real work. Adult learning impacts ego and therefore requires respect. Good professional development provides peer support and reduces the fear of judgment during learning. Adults need feedback on the results of their efforts. Opportunities should be built into professional development activities that allow the learner to practice the learning and receive structured, timely, helpful feedback. 5MCSS
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ADULT LEARNING PRINCIPLES Adults need to participate in small-group activities during the learning to move beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, and generalize learning experiences. Adult learners have a wide range of experiences, knowledge, self-direction, interests, and competencies. Learning activities should accommodate and respect this diversity. Transfer of knowledge for adults is not automatic and must be facilitated. Coaching and other kinds of follow-up support help adult learners transfer learning into daily practice to ensure sustainability. 5MCSS
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WHY DO ADULTS LEARN? To gain knowledge or skill they need. To better manage changes in their lives. To keep up with changes in their environment. To increase or maintain a sense of self-esteem. To become an achiever.
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WHAT MOTIVATES ADULT LEARNERS? Adults obviously differ from children in their motivations for learning. Dr. Stephen Lieb in Principles of Adult Learning discusses the following factors of motivation for adults: Desire to maintain social relationships Need to meet external expectations - the supervisor recommends you upgrade skills Desire to learn how to better serve others Professional advancement Escape or stimulation Cognitive or personal interest
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CHILD AND ADULT LEARNING Children: Are told what is important to learn and accept this. Accept the information being presented at face value. Expect that what they are learning will be useful in their longterm future. Have little ability to serve as a knowledgeable resource to the teacher or the rest of the class. 5MCSS
Adults: Decide for themselves what is important to learn. Take in information based on their own experiences. Expect that what they are learning will be useful immediately. Have experiences and skills to share with the facilitator and the other participants.
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MALCOLM KNOWLES LEARNING THEORY Adults want to know why they should learn. Adults come to trainings with a wealth of knowledge. Adults want to learn things that effect their daily lives. Adults are willing to learn things that will help them solve problems.
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MALCOLM KNOWLES Andragogy is a theory developed by Knowles (1913-97) which differentiates the needs of adult learners from those of juveniles and uses the term andragogy to describe the specific methods which should be employed in the education of adults. The adult learner moves towards independence and is self-directing. Pedagogy is the discipline that deals with the theory and practice of education; it thus concerns the study and practice of how best to teach. 5MCSS
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ANDROGOGY VS. PEDAGOGY • Androgogy
Pedagogy • Formal • Learners are dependent and directed by teacher • Evaluation is external (teachers, tests) • Learners extrinsically motivated (grades) • Learners inexperienced • Value learning that is put upon them • Learning centers on a particular subject
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• Informal and cooperative • Learners are independent and self-directed • Evaluation through selfassessment • Learners intrinsically motivated • Learners have own rich experience, used as a resource • Value learning that is relevant to every day life • Learning centers on a particular problem
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TRAINING FLOW CHART
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CHARACTERISTICS OF ADULT LEARNERS Adults are capable of long term learning. Adults want to know why it is important and how they can use it. Adults like to participate in decision making regarding learning/training. Learn in their own ways.
Are not children. Need organization.
Preconceptions and abilities. New vs. old learning. 5MCSS
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ADULT LEARNERS HAVE DIFFERENCES
5MCSS
Physical Differences Emotional Differences Intellectual Differences Learning Style Differences
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TECHNIQUES TO MOTIVATE ADULT LEARNERS: Explain the need of learning Establish an intent to learn Maintain interest Encourage early success Give recognition and credit Avoid emotional response Use honest praise and avoid blame Be professional 5MCSS
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HOW TO GAIN RESPECT FROM ADULT LEARNERS?
Display genuine interest Lesson preparation Responsive in discussion Have a positive attitude toward learners Maturity Skill and Knowledge base Be responsive to learners needs Be intellectually honest in response to questions Be consistent and objective Avoid sarcasm or ridicule 5MCSS
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HOW TO MAKE THE INTRODUCTIONS INTERESTING DURING THE PRESENTATION Thank the audience for participation; Establish your credibility - explain your experience, share your interest in the materials being presented; Present the agenda (the main ideas); Set out any expectations from the audience; Discuss the schedule for breaks; Give a time frame for your presentation; Tell the audience what you hope they will learn by the end of your presentation; Do not come across as arrogant and having all the answers; and Once you have gained attention, then start your presentation. 5MCSS
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WAYS TO CREATE AN INTERACTIVE, FRIENDLY ATMOSPHERE DURING THE PRESENTATION
Familiarize participants with safety/5S items such as location of exits and bathrooms. Begin the session on time Greet people as they come in the room
Engage in "small talk" with participants Make yourself available during breaks Make positive eye-contact 5MCSS
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WAYS TO CREATE AN INTERACTIVE, FRIENDLY ATMOSPHERE DURING THE PRESENTATION
Having participants fill out name tags so that you can call them by their name Listening to the question and then answering do not anticipate the rest of the question as this will lead to a confused answer for the person asking the question. Keeping distractions to a minimum, such as squeaky doors and flickering lights. If you arrive early enough, there is usually time to do something about it. 5MCSS
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PRESENTATION SKILLS THE COMMUNICATION EQUATION WHAT YOU HEAR (40% OF THE MESSAGE) Tone of voice Vocal clarity Verbal expressiveness WHAT YOU SEE OR FEEL (50% OF THE MESSAGE) Facial expression Dress and grooming Posture Eye contact Touch Gesture WORDS (10% OF THE MESSAGE) 5MCSS
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VERBAL COMMUNICATION
Use of words, numbers and symbols. Tone, pitch, quality and rate of speech carries more weight than the words The latter convey the emotions and meaning, regardless of the content of the message. 5MCSS
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NON-VERBAL COMMUNICATION Some major areas of nonverbal behaviors to explore are: Eye contact Facial expressions Gestures Posture and body orientation Proximity Paralinguistic Humor
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EYE CONTACT Eye is an direct and most expressive part of our body. DIFFERENT WAYS OF EYE CONTACT: Direct eye contact: (shows confidence) Looking downwards (listening carefully or guilty) Single raised eyebrow (doubting) Both raised eyebrows (admiring) Bent eyebrows (sudden focus) Tears coming out (emotional either happy or hurt) ………and many more 5MCSS
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FACIAL EXPRESSION
Smile covers the most part of facial expression. Smiling is a powerful cue that transmits. Happiness Friendliness Warmth Liking Affiliation 5MCSS
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GESTURES
If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated communication style captures listeners' attention, makes the material more interesting, facilitates talking and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to listeners and indicate that you are listening. 5MCSS
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POSTURE AND BODY ORIENTATION You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class. 5MCSS
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PROXIMITY Cultural norms dictate a comfortable distance for interaction with audience. You should look for signals of discomfort caused by invading young listeners‘ space. Some of these are: Rocking Leg swinging Tapping Gaze aversion To counteract this, move around to increase interaction with your listeners. Increasing proximity enables you to make better eye contact and increases the opportunities for listeners to speak. 5MCSS
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PARALINGUISTIC This facet of nonverbal communication includes such vocal elements as: - Tone - Pitch
- Rhythm - Timbre - Loudness
- Inflection 5MCSS
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COMMUNICATION PROCESS
BARRIERS: Hearing Noise Language
5MCSS
BARRIERS: Cultural Differences Values and Attitudes (Generation Gap)
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BARRIERS TO EFFECTIVE COMMUNICATION LANGUAGE TIME
NOISE
OTHER PEOPLE
DISTRACTIONS
BARRIERS TO EFFECTIVE COMMUNICATION PUT DOWNS
TOO MANY QUESTIONS
LACK OF INTEREST
DISTANCE DISCOMFORT WITH THE TOPIC 5MCSS
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EFFECTIVE COMMUNICATION SKILLS EYE CONTACT AND VISIBLE MOUTH SOME QUESTIONS
ENCOURAGEMENT TO CONTINUE
BODY LANGUAGE
EFFECTIVE COMMUNICATION SKILLS
SILENCE
SMILING FACE SUMMARIZING WHAT HAS BEEN SAID
5MCSS
CHECKING FOR UNDERSTANDING
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TRAINING PREPARATION
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BEING PREPARED TO SUCCEED TRAIN THE TRAINER REV0
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TRAINING PREPARATION
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ONE WEEK BEFORE YOUR TRAINING TRAIN THE TRAINER REV0
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TRAINING PREPARATION
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ONE DAY BEFORE YOUR TRAINING TRAIN THE TRAINER REV0
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TRAINING PREPARATION
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ONE HOUR BEFORE YOUR TRAINING TRAIN THE TRAINER REV0
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TRAINING PREPARATION
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ONE MINUTE BEFORE YOUR TRAINING TRAIN THE TRAINER REV0
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PRESENTATION SKILLS Group Exercise: Work this out! Discuss and list do's and don'ts for effective presentations that apply to each element below. There are as many presentation styles as there are presenters. The key to effective presentation is in being able to adapt your natural presentation style so that it best fits the needs/wants of the audience. Since you will be training adults, let us take a look at some tips on effective presentation skills. Voice Do's - ___________________________________________________________________________________________________________ __________________________________________________________________________________________________________________
Don'ts
_________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Pace Do's - ___________________________________________________________________________________________________________ __________________________________________________________________________________________________________________
Don'ts
_________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
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PRESENTATION SKILLS Position Do's - ____________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
Don'ts
__________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Control Do's - ____________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
Don'ts ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
Dress Do's - ____________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
Don'ts
__________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
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PRESENTATION SKILLS Attitude Do's - __________________________________________________________________________________________________ _________________________________________________________________________________________________________
Don'ts
________________________________________________________________________________________________
_________________________________________________________________________________________________________
Expertise Do's - _________________________________________________________________________________________________ _________________________________________________________________________________________________________
Don'ts
________________________________________________________________________________________________
_________________________________________________________________________________________________________
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ATTENDING SKILLS 1) Facing the participants. 2) Maintaining an appropriate eye contact. 3) Moving toward the participants.
4) Avoiding behaviors that distract the participants.
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ATTENDING SKILLS DO’S Position your body so that you face all the participants. Continually scan the group with your eyes. Walk towards the participants. Maintain pleasant facial expressions. Nod affirmatively. Circle the room during activities to assess participants’ progress and to be readily available for questions. Use an appropriate speaking voice and tone, along with natural gestures, in talking with participants. 5MCSS
DON’TS Talk to visual aids or rely too heavily on notes. Stare at individuals or avoid making eye contact. Ignore portions of the group by scanning too quickly. Put too much distance between you and the group. Shuffle papers or notes. Stand in the same position or move around the room too quickly. Check your watch or fidget with items. Turn your back for any length of time to a part of the group.
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OBSERVING SKILLS 1) Look at the person’s face, body position and body movements.
2) Try to determine the person’s feelings, based on what you observed. 3) Take appropriate action based on the inferences made.
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OBSERVING SKILLS Non-Verbal Behaviors
Potential Inferences
Smiling Nodding Leaning forward Making eye contact
Yawning Vacant stare Shuffling feet Leaning back in chair Looking at watch or clock Frowning Scratching head Pursing lips Vacant stare Avoiding eye contact 5MCSS
Interested/Enthusiastic/ Understanding
Bored/Tired/Frustrated
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Confused/Disagreeing/ Frustrated
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OBSERVING SKILLS Match these! Match the Feelings/Thoughts listed on the left with the non-verbal behaviors on the right. Feelings/Thoughts
Behaviors
a. Motivated/Likes it b. Bored/Not important c. Confused/Doesn't understand
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
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Smiling Frowning Yawning Nodding affirmatively Vacant stare Scratching head Shuffling feet Leaning forward Direct eye contact Leaning back in chair Pursing lips Looking at clock Avoiding eye contact
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OBSERVING SKILLS What should we do if several learners appear to be bored with training? ____________________________________________ ____________________________________________ What should trainers do if several learners appear to be confused? ____________________________________________ ____________________________________________
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ASKING SKILL The two basic types of questions (trainer use during a presentation) Open questions require more than a "yes" or "no" answer. Stimulates thinking, discussion. Usually begins with a "what," "how,“ when, "why“; and Closed questions only a one word "yes" or "no" answer. Closes off discussion. Usually begins with "is," "can," "how many," "does." 5MCSS
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ASKING SKILL Type of Question Open
Closed
5MCSS
Description
Example
Requires more than a “yes”, “no”, or one-word answer. Stimulates thinking. Invites discussion. Usually begins with words like “what”, “how”, “when”, “why”.
“What ideas do you have for explaining why this person may have been discriminated against?”
Only requires a one-word answer. Closes off opportunities for discussion. Usually begins with words like “is”, “can”, “how many”, “does”.
“Does everyone understand the reasons that we have discussed?”
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ASKING SKILL Guidelines for Phrasing Questions
Do
Don’t
Ask clear, concise questions that cover a single issue. Ask reasonable questions based on what the participants can be expected to know at this point in the training session. Ask challenging questions that require thought. Ask appropriate, relevant questions that direct the participants to logical answers. 5MCSS
Ask rambling, ambiguous questions that cover multiple issues. Ask questions that are too difficult for the majority of participants to answer.
Ask questions that are too easy or that provide no opportunity for thought. Ask “trick” questions that are designed to fool or trap the participants.
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ASKING SKILL Choosing How To Direct Questions Then…
If You Want To…
Stimulate all of your participants to think … Direct the question to the group. Allow participants to voluntarily respond …
Avoid putting an individual participant on the spot …
EXAMPLE: “What experiences have you had related to this issue?”
Stimulate only 1 participant to think and Direct the question to a specific respond … individual. Tap the known resources of an “expert” in the audience …
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EXAMPLE: “Mary, you indicated that you have had a lot of experience in filing fair housing complaints for individuals with disabilities. How would you proceed in this case?”
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ASKING SKILL If The Participant’s Response Is: Correct
Incorrect
Partially Correct
Use positive reinforcement.
Acknowledge the effort.
Reinforce the correct portion of the response THEN, Redirect the question either to the same participant, to another participant, or answer it yourself.
EXAMPLES: “Yes.”
EXAMPLES: “I can see how you might come up with that answer. Let’s see if anyone else can come up with a different answer.” “That’s not exactly what I was looking for period. Perhaps I should have phrased the question differently. What I was looking for was ________.”
EXAMPLES: “You are on the right track. What other ideas do you have?”
“Good point.”
“That’s right.” 5MCSS
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“That’s close, Joe. Who else wants to take a stab at this question?”
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LISTENING SKILL Listen carefully to your audience’s questions and comments first before thinking of your response;
Welcome difficult questions (get ready ahead to answer them!); To build rapport, say, "that’s a good question." Or, “I am glad you asked that“; and Make direct eye contact with the person. 5MCSS
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LISTENING SKILL Focus on the person when they are asking the question; Move towards the person;
Repeat the question so the rest of the audience can hear it; and Rephrase the question if you are not clear what is being asked.
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ANSWERING SKILL Respond initially to the person who asked the question; Then shift your eye contact to the broad audience; Answer the question clearly and briefly; Hold your ground and do not back down with hostile questions; If you do not know the answer, say so;
Conclude by transitioning attention back to the person who asked the question; and If appropriate, ask, "did I answer the question for you?" or "does that help?“. 5MCSS
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ANSWERING SKILL Choose the Following Response: Provide the yourself.
When…
answer You are reasonably sure that you are the only person who can and/or should provide the answer.
Redirect the question There is a high probability that the person will be able to come up back to the same with the correct answer. participant or to another participant. Defer the question.
The question does not fit within the purpose of the session and/or the session’s objective(s). The question is beyond the intent or scope of the training session. The question cannot be handled in the session’s allotted timeframe. The answer will be provided by material covered later in the training session. You need time to get the correct answer and get back to the participant.
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HANDLING PROBLEM SITUATIONS They may be rare, but problem situations, in which learning is inhibited due to the behavior of one or more of the learners, may occur. Problem situations have something to do with the level of participation of individual learners: when learners participate too much or too little. Too much participation. Learners may not be able to fully participate in group or class activities when an individual learner is too vocal. Overly vocal learners may be merely the result of an enthusiastic interest in the course material. Too little participation. When one participant is too vocal, others may not feel comfortable participating, and remain silent. Their valuable input may be lost from the group. In addition, the trainer may not be able to accurately assess the degree of learning that's taking place when learners are silent. On the other hand, silent learners may just be nervous about expressing themselves in front of others. 5MCSS
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HANDLING PROBLEM SITUATIONS Problem situations may occur when learner behavior is perceived by the trainer as inappropriate. Hostility. A learner may express hostility towards the trainer, the company, or another learner. Don’t assume that such behavior on the part of learners is a reflection of their hostility toward you or your training. What to do? When the learner appears to be overactive or inhibited in some way, there are three important strategies to consider: • Eliminate or reduce the problem behavior. Resolve the problem to the extent necessary.
• Maintain the self-esteem of the learner causing the disruption. • Avoid further disruptions. Make sure the learning environment is relaxed and conducive to TRAIN learning. 5MCSS THE TRAINER REV0 170
HANDLING PROBLEM SITUATIONS Important strategies for handling problem situations
Remain emotionally neutral. Identify possible strategies you or other trainers have used before in the a similar situation. Evaluate alternative strategies against the considerations above. Select the strategy that best satisfies the criteria for the situation.
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HANDLING PROBLEM SITUATIONS Considerations and Results When Handling Problem Situations Consideration
Corresponding Result
1. Eliminate or minimize the problem behavior(s)
1. The problem is resolved to the extent necessary so that learning can resume or continue in an unhindered manner.
2. Protect the self-esteem of the participant
2. The problem is addressed in such a way that the self-esteem of the participant(s) exhibiting the problem behavior(s) is not compromised.
3. Avoid further disruptions to the 3. An environment that is relaxed, learning process comfortable, and conducive to learning is preserved. 5MCSS
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HANDLING PROBLEM SITUATIONS Identifying Strategies for Handling Problem Situations:
1) Bringing in members of the audience who have been non-participatory or who have demonstrated extensive knowledge of and/or experience in the topic under discussion; and/or 2) Shutting out members of the audience who have been too verbal or have monopolized the discussions. This is often combined with the process of bringing in other participants to the discussion. 5MCSS
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ICE BREAKERS
Adult learners appreciate an open and comfortable learning environment.
Motivate participants at the beginning of a training session by introducing a fun exercise that requires them to interact.
Do not spend too much time on icebreakers! (recommended time about 10 minutes) 5MCSS
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ICE BREAKERS Introduction: Participants introduce themselves and tell why they are taking this training. Participants may also say their occupation, home town, or any related matter pertaining to training. Dream Vacation: Participants introduce themselves and describe details of their perfect dream vacation: the place, activities that they would do, who they would take with them, etc.
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ICE BREAKERS If you had to move to an uninhabited island, what are the three things would you take with you and why?
(food and water are provided) 5MCSS
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ICE BREAKERS Table Top Exercise: Divide into 4 groups and brainstorm;
Select 2 icebreakers that may work for your participants; and Select your best presenter and discuss your report.
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ENERGISERS After lunch or late in the afternoon, participants may become lethargic and unmotivated. Revitalise their energy with a brief fun activity (either physical or not) that gets learning moving!
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ICE BREAKERS Table Top Exercise: Divide into 4 groups and brainstorm;
Plan one energiser that may work for your participants; and Select your best presenter and lead the energising activity.
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BRAINSTORMING Give participants a topic or a question. Ask them to think about as many items related to the topic or question that they can. Write down all their responses (no wrong answers). Guide learners to determine the best ideas presented.
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CASE STUDY
This technique provides participants with a description of an event, incident, or situation related to the subject under discussion. Participants analyse the case and report their findings to the entire group.
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ROLE PLAYING One person plays the role of the supervisor and another person plays the role of the fabricator. The group observes and provides feedback on their performance.
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COMMENT CARDS FOR SHY PARTICIPANTS
Hand out cards to all participants at the beginning of the session. Participants can write comments on the cards and hand them to the trainer at any time. Address the questions / concerns with the group or privately, if necessary.
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DRAWING/ILLUSTRATION Some participants learn best through visual activities. Consider illustrating a concept through a drawing rather than explaining it in words, or ask participants for a volunteer who could illustrate what you have verbally taught in a drawing.
5MCSS
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DEMONSTRATION Ask participants to practice a new skill by showing what they have learned to the rest of the group. Such demonstrations allow learners to “try out” new learning.
5MCSS
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GROUP FEEDBACK
After a demonstration or observation (role-playing, video), ask for feedback. Feedback should not be judgmental or negative about other participants’ performances. Feedback helps participants recognise their strengths as well as areas needing improvement.
5MCSS
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POST ITEMS Post items for participants to review around the training room. Participants walk around the room reviewing the displayed items or answering a question. Ask participants to record their observations or answers for each item. Have participants complete an activity at each stop, or contribute to each item in some way. Reconvene and discuss. 5MCSS
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COORDINATING LOGISTICS Determine where and when the training will occur. What will classroom set-up be? Who must be contacted to coordinate training? These and other questions are important logistical considerations when planning the training.
What is generally the best time of day to train? Best day(s) of the week? ______________________________________________________ What are some tips to remember about coordinating the training with others? ______________________________________________________ What should you consider when setting up a room for training? _____________________________________________________ 5MCSS
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LOGISTICS Take care of issues such as:
Participants’ transportation needs Directions to the training center & room
Posting signs for the training Getting your participants’ contact information to send certificates, follow-up forms, etc. Getting directions to toilets/CR
Accommodation 5MCSS
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THE TRAINING ROOM Neat and tidy Room temperature, light, noise, etc. Seating arrangements Audiovisual Materials Close to food and beverage water, tea, coffee, & snacks/meals Close to toilets/washing facility Assembly area 5MCSS
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NEAT AND TIDY
5MCSS
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ROOM TEMPERATURE, LIGHT, NOISE, ETC.
5MCSS
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SEATING ARRANGEMENTS
Room Layout 1. 2. 3. 4. 5.
Circular-no table, for less than 12 Boardroom table, for max 12 U-shaped, for 20-30 Classroom, for over 30 Theater, for big groups
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SEATING ARRANGEMENTS 1
2
3 = Trainer = Participants
5MCSS
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SEATING ARRANGEMENTS 4
5 = Trainer = Participants
5MCSS
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SEATING ARRANGEMENTS The training room: Seating arrangements for working groups 5
4
6
5MCSS
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AUDIOVISUAL
Lap Top Computer LED projector & white screen
Sound System Spare rechargeable batteries and charger TV Screen Related cables Extension cords and power strips
Set-up and test all equipment before class 5MCSS
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MATERIALS
Flash drive with Participants directory powerpoint sheets presentation, videos, Clip boards etc. Training program White boards, Pre-test and post test flipcharts, markers Training evaluation sheets
Pens/pencils
Handouts
Materials for activities
Name tags
Attendance sheets 5MCSS
Certificate of completion
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DOCUMENTING SAFETY TRAINING Make sure your documentation is adequate: Usually, safety training documentation should be more than an attendance sheet. See the sample training certification document on the next page. It represents one possible way to document training. Strong documentation includes: The name of trainee(s) and trainer(s) The Date of training A description of the Subject(s) being trained procedures, practices, related policies, rules, etc. Certification - a place for trainee and trainer signatures 5MCSS
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DOCUMENTING SAFETY TRAINING Make sure your documentation is adequate: Strong documentation includes: A trainee statement of understanding and intent to comply A trainee statement that he/she was provided opportunity to ask questions and practice. A trainer statement that all questions were answered and an opportunity to practice was provided A trainer statement that measurement (testing) of knowledge and skills was conducted and that trainees met or exceeded required levels of performance 5MCSS
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DOCUMENTING SAFETY TRAINING Sample Safety Training Certification Training Subject ______________________ Date _________ Location _______________ Trainee certification. I have received on-the-job training on those subjects listed (see other side of this sheet): This training has provided me adequate opportunity to ask questions and practice procedures to determine and correct skill deficiencies. I understand that performing these procedures/practices safely is a condition of employment. I fully intend to comply with all safety and operational requirements discussed. I understand that failure to comply with these requirements may result in progressive discipline (or corrective actions) up to and including termination. Employee Name
Signature
Date
________________________ ____________________________
_________
________________________ ____________________________
_________
Trainer certification. I have conducted orientation/on-the-job training to the employees(s) listed above. I have explained related procedures, practices and policies. Employees were each given opportunity to ask questions and practice procedures taught under my supervision. Based on each student's performance, I have determined that each employee trained has adequate knowledge and skills to safely perform these procedures/practices. ________________________ ____________________________
Trainer Name
_________
Signature
Date
Reviewed by: ________________________ ____________________________
Safety Coordinator
_________
Signature
Date
Supervisor Follow-up Evaluation of Training. I observed/interviewed the above employees on __________ date(s). All employees demonstrated adequate knowledge and skills to safely perform all steps of the procedures/practices presented in this training session. 5MCSS
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DOCUMENTING SAFETY TRAINING Sample Hazard Communication Training Outline The following information was discussed with students: Overview of the hazard communication program - purpose of the program
Primary, secondary, portable, and stationary process container labeling requirements Discussion of the various sections of the MSDS and their location
Emergency and Spill procedures Discussion of the hazards of the following chemicals to which students will be exposed
Symptoms of overexposure Use/care of required personal protective equipment used with the above chemicals Employee accountability __ ____________________________________________ 5MCSS
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DOCUMENTING SAFETY TRAINING Sample Hazard Communication Training Outline The following procedures were practiced:
Spill procedures
Emergency procedures
Personal protective equipment use
The following (oral/written) test was administered: (Or "Each student was asked the following questions:") (I recommend keeping these tests as attachments to the safety training plan and merely reference it here to keep this document on one sheet of paper) 1. What are the labeling requirements of a secondary container? (name of chem. and hazard warning) 2. When does a container change from a portable to secondary container? (when employee loses control) 3. What are the symptoms of overexposure to ___________________? (stinging eyes) 4. Where is the "Right to Know" station (or MSDS station) located? (in the production plant) 5. What PPE is required when exposed to ________________? (short answer) 6. How do you clean the PPE used with ______________? (short answer) 7. What are the emergency procedures for overexposure to ______________? (short answer) 8. Describe spill procedures for ___________________. (short answer) 9. When should you report any injury to your supervisor? (immediately) 10. What are the consequences if you do not follow safe procedures with this chemical (injury, illness, discipline) 5MCSS
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COURSE OUTLINE Coordinating Logistics Documenting of Safety Training Evaluating the Training Program Improving the Training Program Summary of Techniques Used by Effective Trainers Training Delivery Summary Post Examination 5MCSS
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EVALUATING THE TRAINING PROGRAM
To make sure that the training program is accomplishing its goals, an evaluation of the training program can be valuable. Safety training should have, as one of its critical components, a method of measuring the effectiveness of the training, itself, and those presenting the training. ANSI Guidelines for evaluating training programs. ANSI Z490.1-2001, Accepted Practices in Safety Health and Environmental Training, recommends evaluating three important elements of a safety training program. 5MCSS
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EVALUATING THE TRAINING PROGRAM Training program management. Training works best when it's designed and implemented as an integrated system rather than a series of unrelated training sessions. Elements that should be evaluated include: Responsibility, Authority, and Accountability Facilities and equipment Program Development Course Delivery Program Evaluation Documentation and records 5MCSS
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EVALUATING THE TRAINING PROGRAM Training process. Training should be conducted using a systematic process that includes a needs assessment, objectives, course materials, lesson plans, evaluation strategies, and criteria for successful completion. Areas of emphasis should include: Training goals Learning environment Adequacy of learning objectives Effectiveness of the training process 5MCSS
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EVALUATING THE TRAINING PROGRAM Training results. By evaluating the results of training, it's possible to make improvements to existing plans and gain awareness of the need for new training. Items that should be evaluated include: The training action-plan Long-term strategic planning Needs assessment Prioritizing training Adequate support and funding 5MCSS
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COURSE OUTLINE Coordinating Logistics Documenting of Safety Training Evaluating the Training Program Improving the Training Program Summary of Techniques Used by Effective Trainers Training Delivery Summary Post Examination 5MCSS
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IMPROVING THE TRAINING PROGRAM There's always room for improvement in any training program. If it isn't the program itself, it's the culture that supports the training that may need improvement. Ultimately, improving training is all about change management. Effective change management is crucial to long term success. We'll take a look at one proven change model that can be applied to safety training. PLAN The Deming Cycle
ACT
DO STUDY
5MCSS
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IMPROVING THE TRAINING PROGRAM Step 1: Plan – Design the change or test Purpose: Take time to thoroughly plan the proposed change in the training program before it’s implemented.
PLAN ACT
DO STUDY
Pinpoint specific conditions, behaviors, results you expect to see as a result of the change. Plan to ensure successful transition (trainers, supervisors) as well as change.
____________________________________________________________________ ____________________________________________________________________ 5MCSS
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IMPROVING THE TRAINING PROGRAM Step 2: Do - Carry out the change or test
Purpose: Implement the change or test it on a small scale. PLAN ACT
DO STUDY
Educate, train, communicate the change in program to instructors. Keep the change limited in scope to better measure variables.
____________________________________________________________________ ____________________________________________________________________
5MCSS
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IMPROVING THE TRAINING PROGRAM Step 3: Study – Examine the effects or results of the change or test Purpose: To determine what was learned: what went right or wrong. Statistical process analysis, surveys, questionnaires, interviews PLAN ACT
DO STUDY
5MCSS
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IMPROVING THE TRAINING PROGRAM Step 4: Act – Adopt, abandon, or repeat the cycle Purpose: Incorporate what works into the system. PLAN ACT
DO STUDY
Ask not only if we’re doing the right things, but ask if we’re doing things right. If the result was not as intended, abandon the change or begin the cycle again with the new knowledge gained.
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PLANNING FUTURE TRAINING Last step in the training process after completing all reports: After taking all evaluated comments, trainers should modify the programs to keep good things and make suggested improvements Remember, even with the same topic for different trainees, trainers should address many parts of the training process again and consider new approaches. 5MCSS
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SUMMARY OF TECHNIQUES USED BY EFFECTIVE TRAINERS
1. Identify the training needs; 2. Identify the topic and the possible questions that will be asked; 3. Determine the level of knowledge needed and the sequence of your subtopics; 4. Write your objectives; 5. Prepare an outline to structure your content; 6. Highlight the details; 5MCSS 216
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SUMMARY OF TECHNIQUES USED BY EFFECTIVE TRAINERS
7. Choose the presentation method; 8. Rehearse; 9. Delivery of the presentation; and 10.Evaluation – Self Evaluate: Verbal and nonverbal communication Design of training lesson plan, did it work, did you meet the objectives, too little or too much time
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TRAINING DELIVERY SUMMARY TRAINING METHODOLOGY
LEARNING PERCENTAGE
Lecture Demonstrations Discussion Active, participatory Table top exercise Role play Simulation Games
5MCSS
10% of what they read
20% of what 30% of what 50% of what hear and see 70% of what 90% of what and do.
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they hear they see they both they say they say
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REFERENCES OSHA Train The Trainer OSH Communication and Training, Developed by Engr. Alexander B. Trillana Adult Learning Concepts and Methodologies, Developed by Engr. Alexander B. Trillana
Train The Trainer Workshop, Adapted by J.D. Guillory, Community Development Program, Human Development Center (7/8/05) from “Interactive Behavior Skills”, Leadership Designs, Inc. (1990) and “Train-theTrainer: Practical Skills That Work (2nd Ed.)”, Ittner & Douds (1997), HRD Press. 5MCSS
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REFERENCES Train The Safety Trainer, Geigle Communication, LLC How to Conduct Training Sessions, Treat Global Net Train The Trainer, HP Modern Safety Management, DNV National Safety Council Handbooks, Chicago, USA Management Guide To Loss Control International Safety Rating System ARAMCO Loss Prevention Manual OSHS DuPont STOP Cards 5MCSS
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REFERENCES Turner, Dr. Myrtle, Georgia Tech Research Institute (2011). Training Adult Learners PowerPoint Presentation
Grimaldi, J. V. & Simonds, R. H. (1989). Safety management. (5th ed.). Boston, MA: Irwin. Handley, W. (1977). Industrial Safety handbook. McGraw-Hill Book Company (UK) Limited.
(2nd ed.). London:
Johnson, D. (1998). Adult educators need to have enthusiasm. Adult Learning (9) 4, 11-14. Bassi, L. J. & Van Buren, M. E. (1999). Sharpening the leading edge: The State of the Industry Report reveals the steps companies must take to ascend to the top of the training field. American Society for Training and Development: Alexandria, VA.
Carey, L. & Dick, W. (1996). The systematic design of instruction. (4th ed.). New York: HarperCollins Publishers, Inc. Chrétien, J. (May/June 1995). Effective Training Techniques, OH&S Canada (11) 3. 29-33. 5MCSS
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REFERENCES McMaster, S. (2000).Training Made Easy for Health, Safety, and Environmental Trainers. McMaster Training Associates ©. Krause, T. R. (1997). The behavior-based safety process: Managing involvement for an Injury-free culture. (2nd ed.). New York: Van Nostrand Reinhold. Saccaro, J. A. (1994). Developing safety training programs: Preventing accidents and improving worker performance through quality training. (2nd ed.). New York: Van Nostrand Reinhold. OSHA, (2010) Best Practices for Development, Delivery and Evaluation of Harwood Training Grants
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END OF PRESENTATION THANK YOU FOR THIS OPPORTUNITY We are hoping that our professional experience, expertise, training and achievement relevant to this Train The Trainer training will satisfy your requirements. We look forward to hearing from you, with a positive response. Thank you very much for this opportunity to be a part of your training program and prestigious firm. Engr. Alexander B. Trillana General Manager/OSH Consultant 5MCSS
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