Train The Safety

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Welcome! Train The Safety Trainer Workshop
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Trainer Name Trainer Position Organization
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• Administrivia
• Getting around
• Ground rules

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Goals

• This workshop will help you understand
• OSHA training requirements
• How to develop and operate an effective safety
  training program
• Adult learning principles
• How to plan a training session and develop
  effective lesson plans
• Presentation skills
• How to conduct on-the-job (OJT) training

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What's Inside? Whats most important?
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Form Teams

• Introduce yourselves
• Select a team leader
• Appoint spokesperson

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WeRUs
Name your team! Quickly brainstorm a creative
name for your team for the day. Hey, if it's
hard to come up with a namebe afraidbe very
afraid -)
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• Great Expectations!
• Discuss what you want to learn in this course.
• Write your expectations on flipchart paper.
• Team spokesperson briefly present the team's
  list.
• Our great expectations!
• Other great expectations!

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Module 1 Defining Education and Training
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Module 1 Defining Education and Training
Education the presentation of general
information that may or may not be used by the
learner.

• Ed-u-cer-e (ey-doo-ker-ey) Latinthat which
  leads out of ignorance
• 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. 

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Module 1 Defining Education and Training
Training the development and delivery of
information that people will actually use.

• One method of education
• The how
• Primarily increases specific knowledge and skills

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Module 1 Defining Education and Training
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Module 1 Defining Education and Training

• What workplace training can and cant do for
  workers
• Training isnt likely to help if workers dont
  understand it, if they are unmotivated, or if
  they have poor work attitudes.

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Module 1 Defining Education and Training

• What workplace training can and cant do for
  workers
• Training isnt likely to help if workers dont
  understand it, if they are unmotivated, or if
  they have poor work attitudes.
• Make training part of a sound safety and health
  program.

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Module 1 Defining Education and Training
How does ineffective training negatively impact
the organization?
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Module 1 Defining Education and Training
Analyze this! What are the root causes for lack
of understanding, motivation, and proper
attitudes?
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Module 2 OVERVIEW OF ANSI/OSHA STANDARDS
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What do OSHA rules say about employer training
responsibilities?
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Module 3 THE ROLE OF THE TRAINER
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Module 3 THE ROLE OF THE TRAINER
Safety trainers are primarily change agents

• Leader
• Evaluator
• Group Facilitator
• Individual Development Counselor
• Instructional Writer
• Instructor  
• Manager of Training and Development

• Marketer
• Media Specialist
• Needs Analyst
• Program Administrator
• Program Designer
• Strategist
• Task Analyst
• Theoretician
• Transfer Agent

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Module 3 THE ROLE OF THE TRAINER
ANSI Z490.1-2001 Instructor Qualifications
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Module 3 THE ROLE OF THE TRAINER

• Trainer criteria shall include subject matter
  expertise and training delivery skills
• Trainers shall have an appropriate level of
  technical knowledge, skills, or abilities in the
  subjects they teach.

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Module 3 THE ROLE OF THE TRAINER

• Trainer criteria shall include subject matter
  expertise and training delivery skills
• Trainers shall have an appropriate level of
  technical knowledge, skills, or abilities in the
  subjects they teach.
• Trainers shall be competent in delivery
  techniques and methods appropriate to adult
  learning.

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Module 3 THE ROLE OF THE TRAINER

• Trainer criteria shall include subject matter
  expertise and training delivery skills
• Trainers shall have an appropriate level of
  technical knowledge, skills, or abilities in the
  subjects they teach.
• Trainers shall be competent in delivery
  techniques and methods appropriate to adult
  learning.
• Trainers shall maintain their training skills by
  participating in continuing education,
  development programs, or experience related to
  their subject matter expertise delivery skills.

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Module 3 THE ROLE OF THE TRAINER

• Trainer criteria shall include subject matter
  expertise and training delivery skills
• Trainers shall have an appropriate level of
  technical knowledge, skills, or abilities in the
  subjects they teach.
• Trainers shall be competent in delivery
  techniques and methods appropriate to adult
  learning.
• Trainers shall maintain their training skills by
  participating in continuing education,
  development programs, or experience related to
  their subject matter expertise delivery skills.
• The trainer shall apply adult learning principles
  appropriate to the target audience and the
  learning objectives.

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Module 3 THE ROLE OF THE TRAINER
OSHA Guidelines for Instructor Competency
OSHA defines "Competent" as possessing the
skills, knowledge, experience, and judgment to
perform assigned tasks or activities
satisfactorily as determined by the employer.
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Module 3 THE ROLE OF THE TRAINER

• Instructors should be deemed competent on the
  basis of
• previous documented experience in their area of
  instruction,

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Module 3 THE ROLE OF THE TRAINER

• Instructors should be deemed competent on the
  basis of
• previous documented experience in their area of
  instruction,
• successful completion of a "train-the-trainer"
  program specific to the topics they will teach,
  and

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Module 3 THE ROLE OF THE TRAINER

• Instructors should be deemed competent on the
  basis of
• previous documented experience in their area of
  instruction,
• successful completion of a "train-the-trainer"
  program specific to the topics they will teach,
  and
• an evaluation of instructional competence by the
  Training Director.

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Module 3 THE ROLE OF THE TRAINER

• Instructors should be required to maintain
  professional competency by
• participating in continuing education or
  professional development programs

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Module 3 THE ROLE OF THE TRAINER

• Instructors should be required to maintain
  professional competency by
• participating in continuing education or
  professional development programs
• or
• by completing successfully an annual refresher
  course and having an annual review by the
  Training Director.

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Module 3 THE ROLE OF THE TRAINER

• The annual review by the Training Director
  should
• include observation of an instructor's delivery,

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Module 3 THE ROLE OF THE TRAINER

• The annual review by the Training Director
  should
• include observation of an instructor's delivery,
• a review of those observations with the trainer,
  and

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Module 3 THE ROLE OF THE TRAINER

• The annual review by the Training Director
  should
• include observation of an instructor's delivery,
• a review of those observations with the trainer,
  and
• an analysis of any instructor or class
  evaluations completed by the students during the
  previous year.

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Module 3 THE ROLE OF THE TRAINER
Competency and qualifications OSHAs safety and
health requirements frequently use specific terms
to identify the different categories of workers
who must meet specific training requirements.
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Module 3 THE ROLE OF THE TRAINER

• A Certified person has successfully completed
  specialized training and the training has been
  certified in writing by a professional
  organization.

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Module 3 THE ROLE OF THE TRAINER

• A Certified person has successfully completed
  specialized training
• A Designated person has received extensive
  training in a particular task in a particular
  task and is assigned by the employer to perform
  that task in specific operations.

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Module 3 THE ROLE OF THE TRAINER

• A Certified person has successfully completed
  specialized training
• A Designated person has received extensive
  training in a particular task
• An Authorized person is permitted by an employer
  to be in a regulated area the term also refers
  to a person assigned by the employer to perform a
  specific task or to be in a specific location at
  a jobsite.

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Module 3 THE ROLE OF THE TRAINER

• A Certified person has successfully completed
  specialized training
• A Designated person has received extensive
  training in a particular task
• An Authorized person is permitted by an employer
  to be in a regulated area
• A Competent person is someone who has broad
  knowledge of worksite safety and health issues,
  who is capable of identifying existing and
  predictable worksite hazards, and who has
  management approval to control the hazards.

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Module 3 THE ROLE OF THE TRAINER

• A Certified person has successfully completed
  specialized training
• A Designated person has received extensive
  training in a particular task
• An Authorized person is permitted by an employer
  to be in a regulated area
• A Competent person is someone who has broad
  knowledge
• A Qualified person is someone who, through
  training and professional experience, has
  demonstrated the ability to resolve problems
  relating to a specific task or process.

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Module 4 DEVELOPING THE TRAINING PROGRAM
"Each mind has its own method." Ralph Waldo
Emerson, 1803-1882
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Module 4 DEVELOPING THE TRAINING PROGRAM

• A "program" contains a written plan, policies,
  processes, procedures, rules, forms, reports, and
  possibly other documents.
• Include a written plan for training new-hire and
  current employees.

"Each mind has its own method." Ralph Waldo
Emerson, 1803-1882
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Module 4 DEVELOPING THE TRAINING PROGRAM

• A "program" contains a written plan, policies,
  processes, procedures, rules, forms, reports, and
  possibly other documents.
• Include a written plan for training new-hire and
  current employees.
• The plan provides training clearly written policy
  and guidelines

"Each mind has its own method." Ralph Waldo
Emerson, 1803-1882
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Module 4 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.

"Each mind has its own method." Ralph Waldo
Emerson, 1803-1882
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Module 4 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.

"Each mind has its own method." Ralph Waldo
Emerson, 1803-1882
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Module 4 DEVELOPING THE TRAINING PROGRAM
According to ANSI 490.1-2001, at a minimum a
training program should include

• A development piece

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Module 4 DEVELOPING THE TRAINING PROGRAM
According to ANSI 490.1-2001, at a minimum a
training program should include

• A development piece
• Delivery by competent trainers

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Module 4 DEVELOPING THE TRAINING PROGRAM
According to ANSI 490.1-2001, at a minimum a
training program should include

• A development piece
• Delivery by competent trainers
• Evaluation in a continuous improvement system

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Module 4 DEVELOPING THE TRAINING PROGRAM
According to ANSI 490.1-2001, at a minimum a
training program should include

• A development piece
• Delivery by competent trainers
• Evaluation in a continuous improvement system
• Documentation and recordkeeping

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Module 4 DEVELOPING THE TRAINING PROGRAM
According to ANSI 490.1-2001, at a minimum a
training program should include

• A development piece
• Delivery by competent trainers
• Evaluation in a continuous improvement system
• Documentation and recordkeeping
• A plan describing how the various training
  elements will be accomplished.

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Module 4 DEVELOPING THE TRAINING PROGRAM
Tie Training to Natural and System Consequences
Training without effective consequences is a
waste of time and money!
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Module 4 DEVELOPING THE TRAINING PROGRAM
Natural consequences

• Occur automatically in response to our
  behaviors/actions.
• We are punished or rewarded by something for what
  we do.
• If we fall down, two consequences naturally
  occur we either get hurt or we don't.
• In safety natural consequences refer to hurt or
  health as outcomes.

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Module 4 DEVELOPING THE TRAINING PROGRAM
System consequences

• Are possible organizational responses to our
  behavior/actions.
• We are punished or rewarded by someone for what
  we do.
• Various consequences may occur someone may
  administer discipline, apologizes, etc.

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Module 4 DEVELOPING THE TRAINING PROGRAM
What are the natural and system consequences of
safe/unsafe behaviors/activities?
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Module 4 DEVELOPING THE TRAINING PROGRAM
When does the "real" education occur? What is the
outcome when safety training is not supported by
the corporate culture?
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Module 4 DEVELOPING THE TRAINING PROGRAM
Let's take a look at a sample training plan
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Module 4 DEVELOPING THE TRAINING PROGRAM
Work the plan!

• Discuss and list the benefits of a formal
  (written) safety training plan that employees and
  employers enjoy.
• Benefits to the employee
• Benefits to the employer

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Module 5 DETERMINING IF TRAINING IS NEEDED
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Module 5 DETERMINING IF TRAINING IS NEEDED
The first step in the training process is a basic
one to determine if a problem can be solved by
training.
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Module 5 DETERMINING IF TRAINING IS NEEDED

• Whenever employees are not performing their jobs
  properly, it is often assumed that training will
  bring them up to standard.

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Module 5 DETERMINING IF TRAINING IS NEEDED
However other actions (such as hazard abatement
or the implementation of engineering controls)
would enable employees to perform their jobs
properly.
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Module 5 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,

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Module 5 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, or

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Module 5 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, or
• incorrect execution of a task.

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Module 5 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

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Module 5 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.

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Poor safety performance may not be the result of
a training deficiency
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Non-training Options
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Non-training Options
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Module 6 IDENTIFYING TRAINING NEEDS
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Module 6 IDENTIFYING TRAINING NEEDS

• HOW TRAINING NEEDS ARISE
• There are a number of triggers that may generate
  a training need.
• Potential Triggers
• Internal Indicators
• External Influences

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Module 6 IDENTIFYING TRAINING NEEDS
How to get the information you need.

• To get information about the audience
• Observe workers doing work

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Module 6 IDENTIFYING TRAINING NEEDS
How to get the information you need.

• To get information about the audience
• Observe workers doing work
• Interview and/or survey workers

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Module 6 IDENTIFYING TRAINING NEEDS
How to get the information you need.

• To get information about the audience
• Observe workers doing work
• Interview and/or survey workers
• Review employee personnel records

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Module 6 IDENTIFYING TRAINING NEEDS
How to get the information you need.

• To get information about the audience
• Observe workers doing work
• Interview and/or survey workers
• Review employee personnel records
• Determine demographics (age, gender, race)

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Module 6 IDENTIFYING TRAINING NEEDS
How to get the information you need.

• To get information about the audience
• Observe workers doing work
• Interview and/or survey workers
• Review employee personnel records
• Determine demographics (age, gender, race)
• Determine experience level

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Module 6 IDENTIFYING TRAINING NEEDS
How to get the information you need.

• To get information about the audience
• Observe workers doing work
• Interview and/or survey workers
• Review employee personnel records
• Determine demographics (age, gender, race)
• Determine experience level
• Determine learning styles

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Module 6 IDENTIFYING TRAINING NEEDS
How to get the information you need.

• To get information about the audience
• Observe workers doing work
• Interview and/or survey workers
• Review employee personnel records
• Determine demographics (age, gender, race)
• Determine experience level
• Determine learning styles
• Determine aptitudes, knowledge

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Module 6 IDENTIFYING TRAINING NEEDS
How to get the information you need.

• To get information about the audience
• Observe workers doing work
• Interview and/or survey workers
• Review employee personnel records
• Determine demographics (age, gender, race)
• Determine experience level
• Determine learning styles
• Determine aptitudes, knowledge
• Determine attitudes toward subject being taught

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Module 6 IDENTIFYING TRAINING NEEDS
How to get the information you need.

• To get information about the tasks
• Observe experts doing the task

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Module 6 IDENTIFYING TRAINING NEEDS
How to get the information you need.

• To get information about the tasks
• Observe experts doing the task
• Interview experts about the task

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Module 6 IDENTIFYING TRAINING NEEDS
How to get the information you need.

• To get information about the tasks
• Observe experts doing the task
• Interview experts about the task
• Review job descriptions, policy statements,
  reports

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Module 6 IDENTIFYING TRAINING NEEDS
CASE STUDY Wombley Widgets, Inc.
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Module 6 IDENTIFYING TRAINING NEEDS
The Situation

• Oregon OSHA has just completed a comprehensive
  on-site consultation and recommended to the owner
  of Wombley Widgets, Inc. that effective training
  be developed and conducted for
• Hazard Communication Program
• Lockout/Tagout
• Personal Protective Equipment (PPE)
• Emergency Action and Fire Prevention Plans
• Safety Committee
• Accident Investigation

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Module 6 IDENTIFYING TRAINING NEEDS
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 Wombley.
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Group Exercise

• Choose one of the six training topics listed by
  the consultant
• Use the information given for the case study to
  conduct a brief needs analysis for that topic.

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Module 7DEVELOPING GOALS AND OBJECTIVES
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Establish clear-cut, competency-based learning
objectives that describe what the learner will be
able to do at the end of the training
presentation
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What is a goal?

• A goal is nothing more than a wish.
• For instance, a training goal might state, "Train
  our new employees on hazard reporting
  procedures."
• In this course we focus on getting beyond goals.
  
• We'll focus on writing operational objectives.

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What is a learning objective?

• A learning objective is an statement describing a
  learning outcome, rather than a learning process
  or procedure.
• It describes results, rather than the means of
  achieving those results.
• It defines the expectation for the learner.

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Why do we need to write objectives?

• They help the instructor design and select
  instructional content and procedures
• They help the instructor evaluate or assess the
  success of instruction

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What are the criteria for an effective learning
objective?

• The objective states a time limit.

"The end of the class" "at the conclusion of
training" "when training is concluded"
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What are the criteria for an effective learning
objective?

• The objective specifies the conditions of
  performance.
• "when given a simulated requirement"
• "when given a written test"
• "when given a mock chemical spill"
• "without assistance"

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What are the criteria for an effective learning
objective?

• The objective identifies the performer(s).
• "all students will.."
• "each employee will"
• "each new worker will"

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What are the criteria for an effective learning
objective?

• The objective contains one action verb.
• construct
• identify
• perform

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What are the criteria for an effective learning
objective?

• The objective specifies an acceptable standard of
  performance.
• "all"
• "100"
• "every"

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Group Exercise Do these objectives measure
up? Analyze each of the following objectives to
determine if the measure up to the criteria.
Identify and list criteria
that are missing.
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Action verbs to use in writing objectives
These behaviors measure the success of Level
2 training and are usually measured immediately
after training through verbal or written exam and
demonstration.
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Try thisTo develop objectives, work backwards
Step 1 Complete a simulated task analysis Step
2 Identify performance requirements Step 3
Develop a criterion test
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Training at Wombley Widgets
Use the following template to construct one
learning objective for the training your group
will present.
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Follow this Sequence
Time limit a Condition a Performer(s)
a Action a Standard
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Module 8DETERMINING COURSE CONTENT
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• 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
  decision-making process. Two important criteria
• It must be useful.
• It must be appropriate.

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Figure this out!
If the objective is to learn how to drive the
forklift, all of the following would be useful
and appropriate for the student to learn except?
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Reference OSHA Resources Appropriate safety
standards
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Sequencing - Don't put the cart before the
horse Be concerned about the logical sequencing
of training, because if the lesson does not
unfold in a building, reinforcing way, the
learning process will be inhibited.
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Basic Strategies

• General to the specific - selling safety
• Simple to the complex - lockout/tagout
• Theory to practical application - engineering
  controls
• Known to unknown - chemical hazards
• Step by step order - accident investigation

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The basic steps in OJT
Step 1. Introduction.
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The basic steps in OJT
Step 1. Introduction. Step 2. Trainer show
and tell. Trainer EXPLAINS and PERFORMS
each step. Trainee OBSERVES each step and
QUESTIONS .
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The basic steps in OJT
Step 1. Introduction. Step 2. Trainer show
and tell. Step 3. Trainer ask and show.
Trainee EXPLAINS each step and
RESPONDS. Trainer PERFORMS each step and
QUESTIONS.
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The basic steps in OJT
Step 1. Introduction. Step 2. Trainer show
and tell. Step 3. Trainer ask and show. Step
4. Trainee tell and show. Trainee EXPLAINS,
ASKS PERMISSION, and then PERFORMS each
step. Trainer GIVES PERMISSION, OBSERVES
each step and QUESTIONS .
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The basic steps in OJT
Step 1. Introduction. Step 2. Trainer show
and tell Step 3. Trainer ask and show Step 4.
Trainee tell and show Step 5. Conclusion
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The basic steps in OJT
Step 1. Introduction. Step 2. Trainer show
and tell Step 3. Trainer ask and show Step 4.
Trainee tell and show Step 5. Conclusion Step
6. Document
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The basic steps in OJT
Step 1. Introduction. Step 2. Trainer show
and tell Step 3. Trainer ask and show Step 4.
Trainee tell and show Step 5. Conclusion Step
6. Document Step 7. Validate
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Training at Wombly Widgets
Group Exercise Use the worksheet below to
develop the course content and the sequence
you'll use in presenting the topic for Wombly
Widgets.
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Module 9DEVELOPING LEARNING ACTIVITIES
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A couple of factors will help determine the type
of learning activity to use in training.

• One aspect is the training resources available to
  the employer.
• Another factor is the kind of skills or knowledge
  to be learned.

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It's important to consider appropriate learning
activities 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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Important questions to ask about the training
methods used include

• Will the method help the trainee accomplish the
  learning objective?
• Does the method work for the number of trainees ?
• Does the method take into account any special
  characteristics of the group?
• Will the method work at the training location?
• Will there be enough time to complete the method?
• Will the employer be able to provide the
  resources to support the method?

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• What motivates adult learners?
• Adult motivation occurs on four integrated and
  increasingly more effective levels
• Success "Hey, I can do this!"
• Volition "I can do it my way."
• Value "This stuff counts."
• Enjoyment "I like doing this!"

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What's my learning style? 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.
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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.
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Huddle up! Determine those activities your group
would use to present the training at Wombly
Widgets.
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Module 10DEVELOPING TRAINING AIDS
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Pros and Cons of training aids Videotapes or
films 35mm slides Computer-generated
slides Overhead transparencies Handouts
Flipcharts or whiteboards Job aids/Props
Instruments
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Good example of what NOT to do
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Module 11 WRITING LESSON PLANS
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Your training plan serves different purposes at
different points in time, as shown below.

• It's a planning tool for helping you plan the
  details of the lesson.
• It serves as a preparation guide for rehearsing
  the lesson.
• It's a roadmap for you to follow.
• It's a document that you can improve or use as
  is.

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Outline of a typical training session

• Opening Segment - Tell'm what you're going to
  tell'm! (___ minutes)
• Each module contains - Tell'm! (___ minutes)
• Final Segment - Tell'm what yov're told'm!
  (___ minutes)

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The Job Hazard Analysisuse it as a lesson plan!

• You can use the JHA as your basic training
  outline. Doing this will help ensure
• training covers safety procedures and practices
  as well as other operational steps, and
• safety procedures and practices are consistently
  taught by all trainers.

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Module 12 DEVELOP EVAUATION METHODS
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Level 1 Evaluation Measures learner reaction
This first level of evaluation gets feedback from
participants.

• Process Evaluation
• Content Evaluation
• Methods Reaction sheets
• Guidelines for evaluating reaction

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Level 2 Evaluation - Measures the Learning
Quantifying the learning that took
place by measuring increased knowledge, improved
skills, changes in attitude.

• 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.

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• OSHA believes proficiency should be evaluated and
  documented by the use of
• a written assessment, and
• a skill demonstration.

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Use these guidelines when developing testing
methods for your safety training

• The evaluation should evaluate individual
  knowledge and skills
• The level of minimum achievement should be
  specified in writing.
• If a written test is used, it should be
  sufficient and relevant.
• If a skills demonstration is used, the tasks
  chosen and the means to rate successful
  completion should be fully documented.
• The written test and skill demonstration should
  be updated to reflect changes in the curriculum.

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• Level 3 - Evaluates the application
• This level of evaluation measures both the
  learner and the safety culture
• Gauges how well the learner applied the training
  

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• Culture. For effective Level 3 change to occur,
  the corporate culture must support the training.
  Culture at this level refers to the learner's
  immediate supervisor.
• According to Donald Kirkpatrick, there are five
  types of climate will affect attitude about
  training
• Preventing
• Discouraging
• Neutral
• Encouraging
• Requiring

Which response is most supportive?
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Module 13 CONDUCTING THE TRAINING
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How to make the introductions interesting during
the Presentation
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How to make the introductions interesting during
the Presentation

• Thank the audience for coming
• Establish your credibility
• Present the agenda
• 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
• Do not come across as arrogant and having all the
  answers.
• Once you've gained attention, transition

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Group Exercise
Work this out! Discuss each element below and
list positive (what works) and negatives (what
doesn't work) for effective presentations.
Voice Dress Pace Attitude Position Exper
tise Control Dress
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Asking and Answering Questions
Asking questions The two basic types of questions
trainer use during a presentation

• Open-ended questions/requests - why, how,
  describe
• Closed-ended questions - is, are, can, were

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Listening to questions
listen to your audiences questions and comments
first before thinking of your response.

• welcome difficult questions
• to build rapport, say, "Thats a good question
• make direct eye contact with the person
• focus on the person when they are asking the
  question
• move towards the person
• repeat the question
• rephrase the question

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Answering questions

• Respond initially to the person who asked the
  question
• Then shift eye contact to the broad audience
• Answer the question clearly and briefly
• Hold your ground and dont back down
• If you dont 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?

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Match these! Match the Feelings/Thoughts listed
on the left with the non-verbal behaviors on the
right.
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What should we do if several learners appear to
be bored or confused during training?
150

• Handling Problem Situations
• 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
• Too little participation
• Hostility

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What to do?
There are three important considerations when
handling problem situations

• 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
  learning.

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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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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 Scenario 2 Gloria is
continually interrupting Scenario 3 Bob is
responding
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Module 14 COORDINATE LOGISTICS

155
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?
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Module 15 DOCUMENTING SAFETY TRAINING

Why is it so important to thoroughly document
safety training?
157

• Make sure your documentation is adequate
• Strong documentation includes
• The name of trainee(s) and trainer(s).
• The Date of training.
• A description of the Subject(s) being trained
• Certification - a place for trainee and trainer
  signatures.

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• 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 trainee all questions
  were answered and 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.

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Module 16 EVALUATING THE TRAINING PROGRAM
160

• 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.
• Training program management
• Training process
• Training results

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OSHA Guidelines for Training Program Evaluation

• Training Plan
• Program management, Training director, staff
• Training facilities and resources
• Quality control and evaluation
• Students
• Summary of evaluation questions

162
Level 4 Evaluation - asks how training has
impacted business results Evaluates how the
training has impacted the quality (efficiency,
effectiveness) of a job.
163
Level 5 Evaluation - Evaluate how training has
impacted return on investment Determine how
training has improved the bottom line
profitability the return on the investment (ROI)
of the company.
164
Questions to ask when conducting Level 4 and 5
program evaluation

• How much did accident rates decrease?
• How much did productivity increase?
• What reduction did we get in turnover and scrap
  rate?
• How much has training improved work life?
• What effective is safety committee training?
• How much has have costs been reduced?
• What tangible benefits have we received?

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Module 17 IMPROVING THE TRAINING PROGRAM
166
The Deming Cycle
167
Step 1 Plan Design the change or test

• Purpose Take time to thoroughly plan the
  proposed change in the training program before
  its implemented.
• Pinpoint specific conditions, behaviors, results
  you expect to see as a result of the change.
• Plan to ensure successful transition
  (instructors, supervisors) as well as change.

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Step 2 Do - Carry out the change or test

• Purpose Implement the change or test it on a
  small scale.
• Educate, train, communicate the change in program
  to instructors.
• Keep the change limited in scope to better
  measure variables.

169
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

170
Step 4 Act Adopt, abandon, or repeat the
cycle

• Purpose Incorporate what works into the system.
  
• Ask not only if were doing the right things, but
  ask if were 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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Let's Review!
172
Whew!
173
Didnt we have fun!!!
Thats it...
174
How did we do?