Slide 1:Welcome ! This is the second workshop in a series of four courses in the Train-The-Trainer Series. The four workshops are: Course 109 - Train the Trainer I: Managing the Training Program Course 113 - Train the Trainer II: Conducting Classroom Safety Training Course 114 - Train the Trainer III: Developing Training Courses and Materials Course 115 - Train the Trainer IV: Conducting On-the-Job-Training (OJT) The purpose of this train the trainer workshop is to provide an overview of the basic tools and techniques for presenting classroom safety training. Remember, only personal experience in the actual training environment will give you the expertise to fine-tune your abilities to succeed as a classroom trainer. The success of this workshop depends on your participation. We encourage you to describe what you've learned from personal experience, and discuss your opinions, ideas and feelings during the course. Workshop Goal Increase learner awareness of effective classroom safety training presentations Please Note: This material or any other material used to inform employers of compliance requirements of Oregon OSHA standards through simplification of the regulations should not be considered a substitute for any provisions of the Oregon Safe Employment Act or for any standards issued by Oregon OSHA. The information in this workbook is intended for classroom use only. Getting Around Emergency Procedures Ground Rules Introductions


Slide 2:What's Inside Form Teams 3 Great Expectations 3 1. Get Ready... before learners arrive 4 The Pros and Cons of Visual Aids 6 Tips for Using Visual Media 7 2. Get Set...while learners are waiting 8 3. GO!... Start training 9 Tips for Training Adults 10 What's your style? 14 What's the Message! 16 Asking Questions 17 Listening to Questions 18 Answering Questions 19 Handling Proble Situations 20 Strategize this! 23 4. Finish with a bang! 24 Review Quiz 25


Slide 3:Great Expectations! Discuss what you want to get out of training today. What's important for you to learn? What do you want to be able to do? Write your expectations on flipchart paper. The team’s spokesperson will briefly present the team's list to the class. Our team's great expectations! __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Great expectations of other teams! __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ "We are forced to rely on people, which is why we put so much emphasis on training them." Henry Block, H&R Block Form Teams Introductions. Say hi! Let everyone know who you are, where you work, and what your safety responsibilities are. Team Leader. Wait until directed to elect your team leader. Spokesperson. Although one person is appointed, everyone is welcome to contribute their ideas, feeling and opinions! Name your team! Quickly brainstorm a creative name for your team for the day. Extra Credit: Use "safety," or "train" in your team name. Team name ____________________________________


Slide 4:1. GET READY... Before learners arrive What are some things a trainer should remember to do at least one day before training? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ What about room setup? Tables and chairs ___________________________________________________________ ___________________________________________________________ Lights ___________________________________________________________ ___________________________________________________________ Temperature ___________________________________________________________ ___________________________________________________________ Restrooms ___________________________________________________________ ___________________________________________________________ Emergency exits ___________________________________________________________ ___________________________________________________________ AV equipment ___________________________________________________________ ___________________________________________________________


Slide 5:OOOOOOOOOOOOO OOOOOOOOOOOOO O OOOOOOOOOOOOO OOOOOOOOOOOOO O In which diagram is the trainer competing most with the visual aid? OOOOOOOOOOOOO OOOOOOOOOOOOO O OOOOOOOOOOOOO OOOOOOOOOOOOO O O O O O O O O O O O O O O O O O O O O O O O O O O O What are the advantages and disadvantages of each of these table positioning strategies? O O O O O O O


Slide 6:The Pros and Cons of Visual Aids The Pros The Cons Videotapes __________________________ ___________________________ __________________________ ___________________________ 35mm slides __________________________ ___________________________ __________________________ ___________________________ Computer slides __________________________ ___________________________ __________________________ ___________________________ Overheads __________________________ ___________________________ __________________________ ___________________________ Handouts __________________________ ___________________________ __________________________ ___________________________ Charts/Boards __________________________ ___________________________ __________________________ ___________________________ Job aids/Props __________________________ ___________________________ __________________________ ___________________________


Slide 7:Tips for Using Visual Media People learn primarily by seeing, and did you know, 70-80% of adults are visual. They can also help facilitators to communicate effectively. Here are some tips for using visual aids: Let your visuals help your presentation, not be your presentation Present visuals only when you are ready to use them Put visuals away when you’re finished with them Rehearse with your visuals Test all audio-visual equipment before using it Avoid getting between your visuals and your participants (Use a laser pointer!) Write on flipcharts and whiteboards Use assorted color transparencies to add interest and variety Use a pointer of some kind for finding important items on the screen Avoid moving the AV equipment while you're using it Be careful not to use too much animation on computer slides Other Tips: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________


Slide 8:2. GET SET... While learners are waiting Just before training begins, while participants arrive can be a challenging time. The trainer may start feeling nervous. It's important to have this time planned out. The problem: Stress-induced anxiety Every trainer has to conduct training the first time. You'll normally experience some degree of anxiety about unanswered questions as you prepare for the session, when a room full of people will focus their attention on you. Thoughts about having too much or too little time, how you look, or how your audience will "like" you, may cause symptoms of stress. Symptoms of stress include: Nervous stomach Sweating Tremors in the hands and legs Faster breathing Increased heart rate How do you reduce anxiety associated with training? ________________________________________________________________ ________________________________________________________________ What else can the trainer do to make sure he or she is emotionally and mentally prepared to lead a training session? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


Slide 9:After everyone arrives, you're ready to begin conducting the training. To the extent possible, the training should be presented so that its organization and meaning are clear to the employees. The delivery generally follows this sequence: Introduction Preview. Tell them what you're going to tell them. Benefits. Tell them why it's important. Main ideas. Tell them Activity. Have them do something Benefits. Tell them why it's important. Review. Tell them what you told them Conclude. Thank everyone and finish paperwork. Motivating learners In order to be motivated to pay attention and learn the material being presented, employees must be convinced of the importance and relevance of the material. Brainstorm this! What can the trainer say and do to make introductions more interesting? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 3. GO!... Start training


Slide 10:Tips for Training Adults Tell them what you're going to tell them Giving adult learners an advance organizer, like workshop goals or objectives, helps them to retain information. Show them the benefits of the training. Emphasize WIFM (What’s in it for me). The Three Principles of Motivation: 1. You can not motivate people 2. All people are motivated; and 3. People do things for their reasons, not your reasons. The Five Ways to Squelch Motivation: 1. Have little personal contact: Worse yet, ignore. 2. Get participants in a passive mood and keep them there; 3. Assume class participants will apply what is taught; 4. Be quick to criticize; and 5. Make participants feel stupid for asking questions in class. What are some of the benefits of safety training? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________


Slide 11:Tell them one thing at a time. Give them time to take notes. They should not have to write and/or draw something while you want them to listen. If they must write while you’re talking, they’re probably missing or losing much of what you want them to hear. How can we best design workbooks and handouts to limit writing? ________________________________________________________________ ________________________________________________________________ Give them time to reflect or think Avoid distractions in the front of the room. Flip charts should be left on a blank page when not being used. Once announced, the day’s agenda should be posted in the back of the room. Projectors should be turned off when not being used. In other words, focus on the current event. Apply the learning to something they can relate to. Adults do not effectively learn by simply being told. They must have a chance to digest and understand how they can apply what they're being taught to the job. Adults seek learning to cope with change or problems, because learning is not usually considered its own reward. Information more easily enters the long-term memory when it is linked to old memories or can be related to something the learner has experienced. Make certain the program material is actually needed by the participants, and give time during the training to applying learning to real-life situations.


Slide 12:Give them a list. The adult's short-term memory is linear, works best through lists, and is the only conscious part of the brain. For instance, here's a list for discussing the criteria for increasing the effectiveness of recognition: 1. Soon. Recognize soon after the behavior. 2. Sure. They need to know they'll be recognized if they perform. 3. Spontaneous. No need to plan it, just do it! 4. Secret. No need for formal public ceremony. 5. Single. Recognize individuals rather than groups. 6. Simple. Pat on the back; handshake, lunch (food works :-) 7. Selection. One doesn't fit all. Let them choose tangible rewards. 8. Standard. Base recognition on achieving standards or criteria. 9. Significant. Should be important to the receiver. 10. Sincere. To touch the heart, recognition must come from the heart. Use acronyms Training, Resources, Enforcement, Supervision, Leadership Let them know what's important Say something like, "This is important," or "This is a key concept" Surprise them The mind pays more attention to what’s novel than what’s ordinary. Use the 80% predictable/20% unpredictable rule here. Involve them Give participants the opportunity to share information and points of view during the training program. Invite them to be creative by developing lists, acronyms, exercises Get them involved in solving problems.


Slide 13:Help them feel comfortable They may not have been in a formal learning setting for some time, and may have some concern whether they can learn the new knowledge or skill. Provide training program participants with the skills and know-how so they can transfer their learning directly to the workplace without fear of failure. Give participants appropriate recognition and praise for their prior learning, and reassurance as to the likelihood that they will master the new material or skill. What's a good training strategy when some adults have a lot of experience or expertise in the subject? ________________________________________________________________ ________________________________________________________________ What do you do that makes training adults more effective? ________________________________________________________________ ________________________________________________________________ What techniques have you seen other trainers use to make their presentation effective? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________


Slide 14:Group Exercise: Razzle Dazzle! Discuss each topic below. What makes a trainer more effective? List positives (what works) List negatives (what doesn't work) for effective presentations. Voice Positives - _______________________________________________________________ _________________________________________________________________________ Negatives - _______________________________________________________________ _________________________________________________________________________ Pace of Presentation Positives - _______________________________________________________________ _________________________________________________________________________ Negatives - _______________________________________________________________ _________________________________________________________________________ Movement and Position Positives - _______________________________________________________________ _________________________________________________________________________ Negatives - _______________________________________________________________ _________________________________________________________________________ What's your style? 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’s take a look at some tips on effective presentation skills. Tip: Use the categories below to develop a trainer evaluation form as part of your training plan.


Slide 15:Control of topic, students Positives - _______________________________________________________________ _________________________________________________________________________ Negatives - _______________________________________________________________ _________________________________________________________________________ Posture - Gestures - Use of Hands - Eye Contact Positives - _______________________________________________________________ _________________________________________________________________________ Negatives - _______________________________________________________________ _________________________________________________________________________ Attire Positives - _______________________________________________________________ _________________________________________________________________________ Negatives - _______________________________________________________________ _________________________________________________________________________ Attitude toward training and participants Positives - _______________________________________________________________ _________________________________________________________________________ Negatives - _______________________________________________________________ _________________________________________________________________________ Knowledge - Expertise Positives - _______________________________________________________________ _________________________________________________________________________ Negatives - _______________________________________________________________ _________________________________________________________________________


Slide 16:What's the Message! Match the gestures on the left with the message it might send to you during training: Gesture What it means to you… ____ Smiling a. I like what I'm hearing ____ Frowning b. I'm bored to death ____ Yawning c. I don't get it ____ Nodding affirmatively d. I don't like you ____ Vacant stare e. Give me a break ____ Laughing f. I gotta go real bad! ____ Scratching head g. other? ____ Shuffling feet ____ Leaning forward ____ Direct eye contact ____ Leaning back in chair ____ Pursing lips ____ Looking at clock ____ Avoiding eye contact


Slide 17:Asking Questions The two basic types of questions trainers use during a presentation: Closed-ended questions Require only a one word "yes" or "no" answer Usually begins with "are," "is," "can," or "does" This closed-ended question doesn't work: "Are there any questions?“ Open-ended questions and requests Require an extended response: a discussion of ideas, opinions, feelings Questions usually begin with a "what," "how," "when,“ or "why Requests may begin with a "discuss," "identify," "describe" "analyze“ This open-ended question works: “What are your questions for me?” What are the pros and cons of closed-ended questions? ________________________________________________________________ ________________________________________________________________ What are the pros and cons of open-ended questions? ________________________________________________________________ ________________________________________________________________ What can the trainer do to encourage questions? ________________________________________________________________ ________________________________________________________________


Slide 18:Listening to questions One of the most important ideas to remember is to listen to questions and comments first before thinking of your response Welcome difficult questions Look at the person asking the question Focus on the person when they are asking the question Move towards the person Use posture and gestures that project confidence Repeat the question so the rest of the audience can hear it Rephrase the question if you are not clear what is being asked _______________________________________________________________________ _______________________________________________________________________ Exercise! What bugs you? Check the three conditions you consider the most irritating distractions that interfere with your ability to listen effectively. _____ Noise and activity in the immediate area _____ A speaker with an unpleasant voice _____ Profanity _____ Ideas that are different from your own _____ Dress or hairstyle that is different from your own _____ Your own internal thoughts and concerns _____ A large age difference between you and the speaker _____ An accent that is different from your own _____ A speaker who talks down to you _____ A disorganized speaker _____ Prior negative experience with the speaker Source: The Adult Learner - Strategies for Success, Crisp Publications, p. 37


Slide 19:Answering questions Don't answer the question until the question is finished Respond initially to the person who asked the question Then shift eye contact to the broad audience. Use the 25%-75% rule. Answer the question clearly and briefly Hold your ground and don’t back down with hostile questions If you don’t know the answer, say so Conclude by transitioning attention back to the person who asked the question If appropriate, ask, "Did I answer the question for you?" or "Does that help?“ How would you respond, as the trainer, if a participant responds to your answer to a question with, “That’s hogwash!” _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________


Slide 20: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. Why might learners be too vocal? ___________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 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. Why might learners not want to participate? ____________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


Slide 21:Handling Problem Situations 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. Why might learners behave in a hostile manner? ______________________________________________________________________ ______________________________________________________________________ Strategies When the learner appears to be overactive or inhibited in some way, there are three important strategies to eliminate or reduce the problem behavior while maintaining the self-esteem of the learner causing the disruption. How do we do that? Understand what's driving the behavior Our behavior is caused by thoughts. The body responds to thoughts by producing feelings. Behavior represents the outward expression of internal thoughts and beliefs. Consequences - We modify our behaviors based on consequences. Activators - Stimulate or initiate performance. Attitudes - Internal beliefs, thoughts, feelings. Behavior - Observable, and measurable external actions. We act based on beliefs. Safety Rules


Slide 22:Strategies for handling problem situations When a participant disrupts the training try these strategies: Acknowledge the behavior by describing it without evaluation. “I see you don’t agree with what’s just been said, is that right ?” Validate the thoughts that are causing the feelings behind the behavior: “ . . .and you may have a good point.” I know how you feel…I've felt that way myself…but I've found that… Agree to disagree. What works for one person may not work for another. There may not be a "one fits all" solution. Ask others what they think. Ask, “Are you willing to let others express their opinions on the matter?” What other techniques have you seen or used to resolve disagreement or conflict during training? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________


Slide 23:Strategize this! Read and discuss the assigned scenario below. Identify strategies that your group believes would work in eliminating or reducing the problem behavior(s) described. Scenario 1: Ralph dominates the class discussion of proper accident investigation procedures and answers all the questions the trainer asks before anyone else in the group has a chance to speak. Strategy: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Scenario 2: Gloria is continually interrupting the trainer's lecture on the elements of the hazard communication program to debate technical details of the subject. Her information is quite accurate. It's obvious that she has a thorough knowledge of the subject and extensive experience managing the program. Strategy: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Scenario 3: Bob is responding to an open question related to safety accountability with a lengthy diatribe including "war stories" that have nothing to do with the subject. Strategy: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________


Slide 24:4. Finish with a bang! Now that you've conducted the training, it's time to wrap up the training. Depending on the length of the training session, wrapping up make take as little as fifteen minutes or over an hour. Finishing Steps* What. Review what's been achieved during the training So what. Restate why it's important. Have participants take stock. Ask them to share what's been most important to them. What now. Talk about how they can apply what's learned to where they work. What's next. Discuss what they can do to further their learning. Remind them about any followup or feedback actions after training is completed. Loose ends. Finish up with any issues that may have been "parked" during the training. Evaluate. Give participants time to complete the training evaluation form. Celebrate. Thank everyone! Say good-bye! See you next time. Drive safely! Reflect. Take time to write down changes, improvements, thoughts. What might be some effective ways to review what has been taught? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ * Source: Bruce Klatt, The Ultimate Training Workshop Handbook, McGraw-Hill Pub.


Slide 25:1. True False Trainers should arrive about 15 minutes before the start of training. 2. Draw a line from the term on the left to the appropriate phrase on the right. Introduction "Tell them what you told them" Body/Module "Tell them what you're going to tell them" Conclusion "Tell them" 3. According to the text, to most effectively relate/connect with the audience, the instructor should be similar to the audience in every respect, except? a. language b. attire c. expertise d. age 4. Which basic questioning strategy will usually result in the transfer of more information? a. closed b. open c. why-why d. why-you 5. True False When answering a question, first move away from the person who asked question and respond to the class. Let's Review!


Slide 27:Train The Trainer II: Conducting Classroom Safety Training OR-OSHA 113 0204sjg Presented by the Public Education Section Oregon OSHA Department of Consumer and Business Services 0606


Slide 28:Portland Field Office (503) 229-5910 Salem Field Office (503) 378-3274 Eugene Field Office (541) 686-7562 Medford Field Office (541) 776-6030 Bend Field Office (541) 388-6066 Pendleton Field Office (541) 276-9175 Salem Central Office: (800) 922-2689 or (503) 378-3272 Web Site: www.orosha.org OR-OSHA Mission Statement To advance and improve workplace safety and health for all workers in Oregon. Go online to check out our Professional Development Certificate Program Additional Public Education Services Safety for Small Business workshops Interactive Internet courses Professional Development Certificates On-site training requests Access workshop materials Spanish training aids Training and Education Grants Continuing Education Units/Credit Hours For more information on Public Education services, please call (888) 292-5247 Option 2 Consultative Services • Offers no-cost on-site safety and health assistance to help Oregon employers recognize and correct safety and health problems in their workplaces. • Provides consultations in the areas of safety, industrial hygiene, ergonomics, occupational safety and health programs, new-business assistance, the Safety and Health Achievement Recognition Program (SHARP), and the Voluntary Protection Program (VPP). Enforcement • Offers pre-job conferences for mobile employers in industries such as logging and construction. • Provides abatement assistance to employers who have received citations and provides compliance and technical assistance by phone. • Inspects places of employment for occupational safety and health rule violations and investigates workplace safety and health complaints and accidents. Appeals, Informal Conferences • Provides the opportunity for employers to hold informal meetings with OR-OSHA on workplace safety and health concerns. • Discusses OR-OSHA’s requirements and clarifies workplace safety or health violations. • Discusses abatement dates and negotiates settlement agreements to resolve disputed citations. Standards & Technical Resources • Develops, interprets, and provides technical advice on safety and health standards. • Provides copies of all OR-OSHA occupational safety and health standards. • Publishes booklets, pamphlets, and other materials to assist in the implementation of safety and health standards and programs. • Operates a Resource Center containing books, topical files, technical periodicals, a video and film lending library, and more than 200 databases. Public Education & Conferences • Conducts conferences, seminars, workshops, and rule forums. • Presents many workshops that introduce managers, supervisors, safety committee members, and others to occupational safety and health requirements, technical programs, and safety and health management concepts.