Transcript No Slide Title

TRAINING THE TRAINER
2008
CANADIAN
CANADIANCOAST
COASTGUARD
GUARDAUXILIARY
AUXILIARY- -PACIFIC
PACIFIC
1. Defining Education and
Training
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Education
• Education may be thought of as the
presentation of general information that may
or may not be used by the learner.
• “Ed-u-cer-e” (ey-doo-ker-ey)
Latin…that which leads out of ignorance
– Anything that affects our knowledge, skills,
and attitudes (SKA's)
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Education
– 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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Training
• Training on the other hand, is the
development and delivery of information that
people will actually use.
– One method of education
– The “how” in safety
– Primarily increases knowledge and skills
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Training
– A specialized form of education that
focuses on developing or improving skills the focus is on performance.
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Training
• Training and Development - Focus:
identifying, assessing and, through planned
learning, helping develop the key
competencies (knowledge, skill, attitudes SKA's) that enable individuals to perform
current or future jobs.
Skills
Knowledge
Attitude
Education Training
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Training
What training can do
• Training is essential to every organization’s
safety and health program.
• The time and effort it takes to train workers is
an investment that pays off in fewer
accidents.
• Effective training also helps inexperienced
workers, who tend to have higher injury rates
than experienced workers.
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Training
What training can’t do
• Training isn’t likely to help if people don’t
understand it, if they are unmotivated, or if
they have poor work attitudes.
• Finally, no amount of training is likely to
reduce risk unless it is part of a sound health
and safety program.
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2. Definitions
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Definitions
 A certified person has successfully
completed specialized training and that the
training has been certified in writing by a
professional organization.
 An authorized person is permitted by an
organization to be in a regulated area or
assigned by the organization to perform a
specific task or to be in a specific location.
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Definitions
 A designated person has received extensive
training in a particular task and is assigned by
the organization to perform that task in
specific operations.
 A competent person is someone who has
broad knowledge of worksite safety issues, is
capable of identifying existing and predictable
worksite hazards, and has management
approval to control the hazards.
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Definitions
 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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Goals and Objectives Reflect the
Level of Training
• Level One Training: We measure student
reaction to content and presentation of
training. If it’s just for fun…it’s Level One
• General/Specific information and
instruction
• Knowledge and skills are not measured at
the end of training
• Write goals for students. Instructional
objectives are not required
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Goals and Objectives Reflect the
Level of Training
• All you have to do is attend
• Measurement focuses on student's
reaction to the training session rather than
learning
• Measurement tools include - "smile sheet"
evaluation forms
• Sample goal: Be aware that personal
flotation devices are used
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Goals and Objectives Reflect the
Level of Training
• Level Two Training: We measure
knowledge and skills immediately after
training. If it’s a “how to,” it Level Two
• Describes general/specific policies,
procedures, practices
• Write goals and operational learning
objectives for students
• Knowledge and skills are measured
immediately after training
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Goals and Objectives Reflect the
Level of Training
• You must "pass a test" to get signed off
certificate
• Measurement tools - oral/written exam,
skill demonstration
• This level is required for most safety
training!
• Sample objective: Trainees can now
describe reasons for and how to wear
personal flotation devices
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Tie Training to Natural and
System Consequences
• 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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Tie Training to Natural and
System Consequences
• System consequences are possible
organizational responses to our
behaviour/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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3. Role of the Trainer
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Role of the Trainer
• Trainers are leaders. They are not
necessarily expected to be experts on all
aspects of the subject being presented. They
are not responsible for each person’s
learning: individuals are responsible for their
own learning and their own behaviour.
• Safety trainers are primarily change
agents.
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Role of the Trainer
• Trainers perform many roles including:
– 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.
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Role of the Trainer
– Individual Development Counselor. Helping
an employee assess personal safety
competencies, values, and goals.
– Instructional Writer. Preparing written
learning and instructional materials.
– Instructor. Presenting safety information
and directing structured learning
experiences.
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Role of the Trainer
– Program Manager. 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.
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Role of the Trainer
– Needs Analyst. Defining gaps between
ideal and actual safety performance and
specifying the cause of the gaps.
– Program Administrator. Ensuring that the
facilities, equipment, materials, participants
are present and that program logistics run
smoothly.
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Role of the Trainer
– 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.
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Role of the Trainer
– Theoretician. Developing and testing
theories of learning, training, and
development.
– Transfer Agent. Helping individuals apply
new safety-related learning to their work.
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Trainer Qualifications
Trainers shall:
– have an appropriate level of technical
knowledge, skills, or abilities in the
subjects they teach.
– be competent in delivery techniques and
methods appropriate to adult learning.
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Trainer Qualifications
Trainers shall:
– maintain their training skills by participating
in continuing education, development
programs, or experience related to their
subject matter expertise & delivery skills.
– apply adult learning principles appropriate
to the target audience and the learning
objectives.
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Trainer as Leader and Classroom
Manager
• The trainer has a responsibility for providing
the student with an opportunity to learn.
• In this context, the trainer looks at everything
that may help or hinder the learning process
in the student.
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Trainer as Leader and Classroom
Manager
• For example, if the trainer puts a lot of effort
into planning and designing a training
program then adapts a laissez faire attitude in
the classroom, the results may be less than
desirable.
• Thus, leadership and classroom management
become as important as setting objectives,
deciding on content, choosing methods, etc.
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Trainer as Leader and Classroom
Manager
• The main point to remember is that a group of
students is like any other group.
• It needs challenge and leadership to perform
at its best.
• Following is a brief checklist that trainers can
use to be sure they are providing good
classroom leadership:
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Trainer as Leader and Classroom
Manager
1. Be sure your lessons are well planned.
2. Have good knowledge of the subject being
taught.
3. Build your lessons on what the students
already know about the subject.
4. Let the students know what you expect of
them.
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Trainer as Leader and Classroom
Manager
5. Motivate the students by telling them why
they need the information being presented.
6. Stimulate interest by using a variety of
methods and materials wherever possible.
7. Encourage student questions and
discussion.
8. Provide students with feedback and
evaluation on how they are doing.
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Trainer as Leader and Classroom
Manager
9. Maintain a good appearance.
10. Show enthusiasm for teaching and for the
subject matter.
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4. Developing the Training
Program
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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 staff, it's important to develop a
training program that includes a written plan
for training new-hire and current volunteers.
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Developing the Training Program
• The purpose of a training plan is to provide
trainers with clearly written policy and
guidelines for implementing an effective
education and training program for
employees.
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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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5. Determining if Training is
Needed
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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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Determining if Training is Needed
• Whenever people 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) would enable
employees to perform their jobs properly.
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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, 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 individual’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
organization’s health and safety program.
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Determining if Training is Needed
Poor performance may not be the result of a
training deficiency
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Determining if Training is Needed
Are training or nontraining interventions
the solution to poor
safety performance
in the workplace?
Describe the
Safety Performance
Discrepancy
(The Gap)
Individual does know
how to accomplish the
task safely.
No
Is
There
a deficiency in
knowledge,
ability or
skill?
Yes
Individual does not
know how to accomplish
the task safely.
Has the
individual
performed task
before?
No
Non-training
Options
Conduct
Formal safety
training
Yes
Is the task
accomplished
often?
Training
Options
Yes
No
Conduct
practice
Provide
feedback
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Determining if Training is Needed
Non-training
Options
Are
Are
resources
resources
inadequate?
adequate
No
Provide
resources
Is safety
enforced?
Is supervision
adequate?
No
No
Improve
supervisor
oversight
Improve
safety
enforcement
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Is leadership
adequate?
No
Improve
safety
leadership
6. Identifying Training Needs
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Identifying Training Needs
How Training Needs Arise
• There are a number of triggers that may
generate a training need.
• If any of these are likely to affect the
organization in the future or have in the near
past, one or more individuals may need
training.
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Identifying Training Needs
Potential Triggers
• Internal promotions or transfers •Retirements
• Taking on new staff
• New procedures or systems
• New standards
• New relationships
• Change of curriculum
•Increased work
load
•Management
changes
•Changed
ownership
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Identifying Training Needs
Negative Indicators
• Individual’s concerns
• Incident/Accident
• Increasing grievance or
discipline
•High or increasing rates
of sickness or absence
•Disputes
•Low levels of motivation
• High staff turnover
•Cases of harassment
• Poor quality ratings
•Missed deadlines
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Identifying Training Needs
External Influences
• New legislation
• Changes to legislation
• Professional body regulations and
requirements
• Quality Assurance codes of practice
• Funding requirements
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How to Get the Information You
Need
• Volunteers themselves can provide valuable
information on the training they need.
• Safety and health hazards can be identified
through volunteers’ responses to such
questions as whether anything about the
operation 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.
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How to Get the Information You
Need
To get information about the audience
• Observe volunteers doing work
• Interview and/or survey volunteers
• Review the personnel records
• Determine demographics (age, gender,
race)
• Determine experience level
• Determine learning styles
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How to Get the Information You
Need
• Determine aptitudes, knowledge
• Determine attitudes toward subject being
taught
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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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How to Get the Information You
Need
Once the kind of training that is needed has
been determined, it is equally important to
determine what kind of training is not needed.
Individuals should be made aware of all the
steps involved in a task or procedure, but
training should focus on those steps on which
improved performance is needed.
This avoids unnecessary training and tailors the
training to meet the needs of the individuals.
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7. Developing Goals and
Objectives
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Developing Goals and Objectives
• 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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Developing Goals and Objectives
What is a goal?
• A goal is nothing more than a wish. For
instance, a training goal might state, "Train
our new volunteers in correct use of personal
protective equipment." In this course we
focus on getting beyond goals.
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Developing Goals and Objectives
What is a learning objective?
• A learning objective is a statement describing
a learning outcome, rather than a learning
process or procedure.
• It describes results, rather than the means of
achieving those results.
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Developing Goals and Objectives
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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Developing Goals and Objectives
What are the five criteria for an effective
learning objective?
• “(1) At the end of the training session, (2) with
all necessary personal protective equipment
and without help, (3) you will (4) perform (5)
all of the steps of dressing for a mission
without error.“
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Developing Goals and Objectives
• The objective states a time limit. "At the end of
the training session"
• The objective specifies the conditions of
performance. "without help"
• The objective identifies the performer(s). "you"
• The objective contains one or more action
verbs. “perform"
• The objective specifies an acceptable standard
of performance. "all steps, without error“
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Action Verbs to Use in Writing
Objectives
• Action verbs describe observable/measurable
behaviours.
• Use action verbs when writing objectives for Level
Two training.
• Use concrete vs abstract verbs. For instance, if
you use the verb, “demonstrate,” in an objective,
you’ll have to figure out how the student will
demonstrate. The action verb that answers that
question is the one you want to use.
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Action Verbs
Comprehension:
Interpret information in one's own words
classify
describe
discuss
explain
express
identify
indicate
locate
recognize
report
restate
review
select
sort
tell
translate
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Action Verbs
Knowledge:
Recall information . . .. . . . . . . . . . . . .
arrange
define
duplicate
label
relate
repeat
name
order
list
match
recall
reproduce
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Action Verbs
Application:
Use knowledge in a new situation
apply
choose
practice
schedule
sketch
solve
use
operate
prepare
dramatize
employ
illustrate
interpret
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Action Verbs
Analysis:
Break down knowledge into parts and show
relationships among parts
analyze
appraise
test
discriminate
calculate
distinguish
categorize
examine
compare
experiment
contrast
inventory
criticize
question
diagram
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Action Verbs
Synthesis:
Bring together parts of knowledge to form a
whole and build relationships for new situations
arrange
assemble
collect
compose
construct
create
manage
organize
formulate
prepare
propose
synthesize
design
write
plan
set up
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Action Verbs
Evaluation:
Make judgments on basis of given criteria
appraise
argue
assess
attack
choose
compare
evaluate
judge
predict
support
defend
estimate
rate
score
select
value
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Action Verbs
Attitude:
Behaviour that demonstrates underlying
thoughts and feelings
acclaims
cooperates
agrees
volunteers
disagrees
defends
offers
complies with praises
shares
assumes
attempts
engages in
challenges
participates in
joins
argues
avoids
disputes
resists
helps
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To Develop Objectives, Work
Backwards
• The trainer should develop the criterion or
performance test first, then write the objectives.
• The following approach outlines this simplified
procedure for writing training objectives.
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To Develop Objectives, Work
Backwards
Step 1: Complete a simulated task analysis
• Picture in your mind the job environment, materials,
and events so you have an understanding of the
job to be performed. (An actual task analysis would
be better if it could be done.)
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To Develop Objectives, Work
Backwards
Step 2: Identify performance requirements
• Identify the specific things the trainee is required to
do in order to perform the job in question.
• These specific "performance items" should be
written down in preparation for developing the
criterion test.
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To Develop Objectives, Work
Backwards
Step 3: Develop a criterion test
• The criterion test should have a direct relationship
to the performance requirements of the job. It
should also require the actual behavior that we
want the learners to be able to perform. If we want
them to be able to explain, the criterion test item
should ask for an explanation. For instance: If we
want them to be able to properly use a respirator,
the test should tell them to inspect it, and so on.
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To Develop Objectives, Work
Backwards
• In developing a criterion test there are three
areas of concern:
1. What questions do we want the trainee to be
able to answer, and what are the minimum
critical components of an acceptable answer?
2. What problems do we want the trainee to be
able to solve, and what are the critical
components of an acceptable solution?
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To Develop Objectives, Work
Backwards
3. What actions or tasks do we want the trainee to
be able to carry out, and what are the critical
components of acceptable action?
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8. Determining Course Content
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Determining Course Content
• The content is the subject matter of the
lesson which is everything the trainee will
have to learn in order to achieve a learning
objective.
• Trainers must decide what and how much
about a particular area of study they want
trainees to learn or know.
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Determining Course Content
• If the objective is to teach someone to safely
drive a vessel, then the course content may
be learning to start, undock, manoeuvre, go
up on a plane, steer, steer, stop, and dock.
• It is the step-by-step process of what the
trainee must learn if the objective is to be
attained.
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Determining Course Content
• Two important criteria
– The content 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.
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Determining Course Content
– The content must be useful. It needs to
be important, relevant and useful to the
trainee.
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Determining Course Content
• If the objective is to learn how to drive the
vessel, all of the following would be useful
and appropriate for the student to learn
except?
– a. The related parameters affecting vessel
manoeurability
– b. Overview of the history and
development of the rigid hull inflatable
– c. How to operate the vessel since he or
she will be driving the vessel
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Determining Course Content
• 02.01 Flotation
Candidates shall always wear
the minimum flotation gear
required by CCGA and unit
specific standing orders and
small vessel regulations.
Each candidate shall explain the
minimum required floatation device
for the CCGA crew member. Each
crew member shall demonstrate the
ability to understand the information
on the PFD or life jacket and the
requirements of the small vessel
regulations. Each candidate shall
describe the difference between a
PFD and a life jacket.
Evaluation:
The candidate shall identify the information on the PFD to determine its
approval and suitability. Candidates shall be able to perform the skills
consistently over time. The course shall provide lots of opportunities to test
this.
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Sequencing Course Content
• The sequencing of training content and
material is almost as important as the content
itself.
• Trainers should be concerned about the
logical sequencing of training, because if the
lesson does not unfold in a building,
reinforcing way, learning may be less
effective.
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Sequencing Course Content
• As an example, a trainer would not have a
trainee jump into a hazardous task without
first learning some basic information covering
related hazards and necessary steps to
operate safely.
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Sequencing Course Content
Five “strategies” to consider in sequencing
safety training:
1. Information should flow from the general to
the specific - Move gradually to the many
and varied specific on-the-job applications of
the concepts discussed.
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Sequencing Course Content
2. Information should develop from the simple
to the complex - The design should begin
with a fairly simple overview of the subject to
be learned.
3. Training concepts should move from theory
to practical application.
4. Training may transition from known to
unknown concepts, ideas, or processes.
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Sequencing Course Content
5. For on-the-job training, sequence the
content so that it corresponds to the order
in which the tasks are actually
performed.
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On the Job Training
• Step 1. Introduction. Tell the trainee what
you’re going to train. Emphasize the
importance of the procedure to the success of
the mission. Invite questions. Emphasize
natural and system consequences.
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On the Job Training
• Step 2. Trainer describes. The trainer first
explains and then demonstrates the relevant
procedures associated with the task. In this
step the trainee becomes familiar with each
work practice and why it is important.
– Trainer: EXPLAINS a step and then
PERFORMS a step.
– Trainee: OBSERVES each step and
QUESTIONS the trainer.
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On the Job Training
• Step 3. Trainer ask and show. The trainee
explains the procedure to the trainer, while
the trainer does it, allowing the trainer to
discover whether there were any
misunderstandings in Step 1. This also
protects the trainee because the trainer still
performs the procedure. The trainee also
responds to the trainer’s questions.
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On the Job Training
• Step 3.
– Trainee: EXPLAINS each step and
RESPONDS to questions.
– Trainer: PERFORMS each step and
QUESTIONS the trainee.
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On the Job Training
• Step 4. Trainee does it. The trainer has the
trainee do it. The trainee carries out the
procedure but remains protected because the
trainee explains the process before doing it
– Trainee: EXPLAINS, gets PERMISSION
and then PERFORMS each step.
– Trainer: Gives PERMISSION,
OBSERVES each step and QUESTIONS
the trainee.
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On the Job Training
• Step 5. Conclusion. The trainer recognizes
accomplishment, and reemphasizes the
importance of the procedure, with how it fits
into the overall process. Tie the training to
accountability.
• Step 6. Document. Effective documentation
is more than an attendance sheet. Make
sure you sign off achievement of adequate
knowledge and skills.
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On the Job Training
Course Content Development Worksheet
This worksheet helps determine everything the
learner needs to know and do to meet this
objective.
What will learners need to know and have to
do to meet the objective?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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On the Job Training
Presentation Sequence: Determine the
sequence strategy you will use (i.e. known to
unknown). List the sequence of training
topics to be discussed.
Sequence strategy: _______________________________________________
1
________________________________________________________________
2
________________________________________________________________
3
________________________________________________________________
4
________________________________________________________________
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9. Developing Learning Activities
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Developing Learning Activities
• Two factors will help determine the type of
learning activity to use in training.
1. The kind of skills or knowledge to be
learned. Is the learning oriented toward
physical skills (such as the use of special
equipment) or toward mental processes
and attitudes?
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Developing Learning Activities
2. The training resources available to the
organization. Can the station manage with
its own resources (trained its own
personnel to train), or is an outside firm
required?
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Developing Learning Activities
• Such factors will influence the type of learning
activity designed by organization.
• The training activity can be group-oriented,
with lectures, role play, and demonstrations or
designed for the trainees with self-paced
instruction.
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Developing Learning Activities
• 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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Developing Learning Activities
• Six important questions to ask about the
training methods used include:
1. Will the activity effectively help the learner
accomplish the learning objective?
2. Does the activity work for the number of
trainees participating?
3. Does the activity take into account any
special characteristics of the group?
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Developing Learning Activities
4. Will the activity work at the training
location?
5. Will there be enough classroom time to
complete the activity?
6. Will the employer be able to provide the
resources to support the activity?
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What Motivates Adult Learners?
• Adults, by definition, are responsible people
who seek to build their self-esteem through
practical learning activities in which their
competency is enhanced.
• Adults have a strong need to be able to
successfully apply what they learn to the job.
• If they think training is a waste of their time,
they are not likely to be motivated to learn.
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What Motivates Adult Learners?
I really want to do this!
• Adult learners are motivated in a training
session on four integrated and increasingly
more effective levels:
– Success. The learner believes that he or
she has the ability to successfully complete
the training. "Hey, I can do this!“
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What Motivates Adult Learners?
– Volition. Along with a feeling of success,
the trainee has a sense of choice or
willingness to learn. This is the most
critical level of motivation for adult learning.
"I can do it my way."
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What Motivates Adult Learners?
– Value. In addition to success and volition,
the trainee thinks the training is important.
The trainee may not particularly enjoy the
material, but they take it seriously. "I want
to do this because it's important."
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What Motivates Adult Learners?
– Enjoyment. Finally, the trainee not only
feels confident about completing the
training, they are willing and they believe
it's important, they also have fun learning.
"I like doing this!"
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What is 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.
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
______ ______
instructions.
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What is My Learning Style?
YES
NO
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?
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What Activities 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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What Activities Work for You?
• Indicate the training activity that you like
the most and least for you as a learner.
___1. Case study: Actual or hypothetical situation.
___2. Lecture: Oral presentation of material, usually
from prepared notes and visual aids.
___3. Role play: Participants improvise behavior of
assigned fictitious roles.
___4. Small Group: Participants divide into subgroups for discussion or exercise.
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What Activities Work for You?
___5. Stories: Actual or mythical examples of
course content in action.
___ 6. Class exercise: Various tasks related to
specific course content.
___ 7. Class discussion: Facilitated opportunity for
participants to comment.
___ 8. Brainstorm: Participants generate ideas on a
problem situation.
___ 9. Other:____________________________
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10. Developing Training Aids
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Developing Training Aids
• Training aids are devices which can be used
to clearly, concisely and quickly record and
deliver training.
• What are some advantages of using audio/
visual aids in training?
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The Pros and Cons of Visual Aids
The Pros
The Cons
Videotapes
__________________ __________________________
35mm slides
__________________ __________________________
Computer slides __________________ __________________________
Overheads
__________________ __________________________
Handouts
__________________ __________________________
Charts/Boards
__________________ __________________________
Job aids/Props __________________ __________________________
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Developing Training Aids
Three days after an event, people retain 10% of what
they heard from an oral presentation, 35% from a
visual presentation, and 65% from a visual and oral
presentation.
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11. Writing Lesson Plans
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Writing Lesson Plans
• Whether you train a subject once, or often, it's
important that you develop a lesson plan.
• It's a valuable planning tool that helps you
make sure trainees receive all the information
they need in order to learn, and it enables
you to conduct your training in an organized,
professional manner.
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Writing Lesson Plans
• The lesson plan is a written record detailing
how you intend to actually conduct the
training course.
• It includes the learning objective, training
content, sequencing, and the training
methods and training aids you will use in
teaching the content.
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Writing Lesson Plans
Your training plan serves different purposes at
different points in time, as shown below.
1. During lesson development it's a planning
tool for helping you plan the details of the
lesson.
2. Before conducting the lesson it is serves as
a preparation guide for rehearsing the lesson.
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Writing Lesson Plans
3. While presenting the lesson it's a roadmap
for you to follow.
4. After the lesson it's a document that you (or
others) can improve or use as is to present
the lesson again.
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Outline of a Typical Training
Session
• Opening Segment - Tell them what you're
going to tell them! (___ min)
– Introduce.
Participants and instructor
Reason for the course - motivation
Goals and Objectives
Facilities and Ground rules
– Warm-up
Ice breaker
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Outline of a Typical Training
Session
• Each module contains - Tell them! (_ min.)
– Introduction - overview goal/objective
(Motivator, attention-getter)
– Present information
– Demonstrate application of information
– Clarification - any questions?
– Module review quiz
– Review and Bridge - transition to next
module or final segment.
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Outline of a Typical Training
Session
• Final Segment - Tell them what you've told
them! (___ min.)
– Overall Summary
– Ask for final questions
– Final Test
– Review test
– Thanks!
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12. Develop Evaluation Methods
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Develop Evaluation Methods
Level 1 Evaluation: Measures learner
reaction
• This first level of evaluation gets feedback
from participants about what they thought and
felt about various aspects of the program.
• Were the trainees pleased and satisfied?
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Develop Evaluation Methods
– Process Evaluation - trainees describe
their reaction to the presentation of the
instructor, the quality of the materials, the
understandability of the exercises, and so
on.
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Develop Evaluation Methods
– Content Evaluation - trainees describe
their reactions to and satisfaction with the
specific content of the training. Trainees
judge the trainer’s knowledge and how
much they believe they learned about each
specific topic.
– Methods: Evaluations, questionnaire
immediately after the program. Postprogram conversations.
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Develop Evaluation Methods
• 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
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Develop Evaluation Methods
Measure reactions against standards,
take appropriate action
Communicate reactions as appropriate
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Level 2 Evaluation - Measures
the Learning
• This 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.
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Level 2 Evaluation - Measures
the Learning
– 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.
• Proficiency should be evaluated and
documented by the use of a written
assessment, and a skill demonstration.
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Level 2 Evaluation - Measures
the Learning
• 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.
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Level 2 Evaluation - Measures
the Learning
– If a written test is used, a minimum of 25
questions should be used for more
complex subjects.
– If a skills demonstration is used, the tasks
chosen and the means to rate successful
completion should be fully documented.
– The content of the written test or of the skill
demonstration should be relevant to the
objectives of the course.
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Level 2 Evaluation - Measures
the Learning
– 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
organization.
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Level 3 Evaluation - Evaluates
the Application
• This level of evaluation measures both the
learner and the safety culture.
• It gauges how well the trainee applied the
training in the actual work environment.
• Evaluation at this level may also indicate the
degree to which the safety culture supports
the training.
• It is good policy to help make sure training is
effective.
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Level 3 Evaluation - Evaluates
the Application
Safety culture must support safety training
• For training to be truly effective, the safety
culture must support the training.
• A supportive safety culture is most
immediately demonstrated by the trainee’s
immediate supervisor.
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Level 3 Evaluation - Evaluates
the Application
• There are five coxswain behaviours that
affect learner attitudes about safety training:
1. Preventing. The coxswain does not allow
the crewman to use the procedures or
practices that have been taught.
2. Discouraging. The coxswain does not
encourage behavioural change. They
send implicit messages that they want
behaviour to remain the same.
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Level 3 Evaluation - Evaluates
the Application
3. Neutral. The coxswain does not
acknowledge the training received. There
is no objection to behavioural change as
long as the job gets done on time.
4. Encouraging. The coxswain
acknowledges the training and encourages
the crewman to use what they learned.
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Level 3 Evaluation - Evaluates
the Application
5. Requiring. The coxswain 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.
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13. Conducting the Training
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Conducting the Training
• With the completion of the lesson plan, 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 trainees.
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Conducting the Training
Motivating learners
• In order to be motivated to pay attention and
learn the material that the trainer is
presenting, trainees must be convinced of the
importance and relevance of the material.
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Interesting Introductions
How to make the introductions interesting
during the Presentation:
• Thank the audience for coming to listen to the
presentation
• Establish your credibility - explain your
experience, share your interest in the
materials being presented
• Present the agenda (the main ideas)
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Interesting Introductions
• Determine 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. Confess that you probably
don’t know all the answers. You don’t need to
be the “font of all knowledge.”
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Interesting Introductions
• Encourage everyone to participate with their
own ideas, opinions, feelings.
• Once you've gained attention, transition into
the body of your presentation
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Presentation Styles
• 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.
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Presentation Styles
• Tip: Use the categories below to evaluate
your trainer and their use of :
– Voice
– Pace
– Position
– Control
– Dress
– Attitude
– Expertise
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Asking and Answering Questions
The two basic types of questions trainers use
during a presentation --- open questions and
closed questions.
1. Open questions require an extended
response: a discussion of ideas, opinions,
feelings. Stimulates thinking, discussion.
Usually begins with "what”, "when”,
“which”, ”who”, "why”, and "how”.
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Asking and Answering Questions
2. Closed questions only a one word "yes"
or "no" answer. Closes off discussion.
Usually begins with "is," "can," "how many,"
"does."
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Listening to Questions
• Listen to your audience’s questions and
comments first before thinking of your
response
• Welcome difficult questions (or at least
appear to welcome them!)
• To build rapport, say, "That’s a good
question." or, "I’m glad you asked that."
• Make direct eye contact with the person
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Listening to Questions
• 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.
• Ask the person to rephrase the question if
you are not clear what is being asked .
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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 don’t back down with
hostile questions
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Answering 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?“
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Audience Feedback
Match the Feelings/Thoughts listed on the left with the non-verbal
behaviours on the right.
Feelings/Thoughts
Behaviours
a. Motivated/Likes it
b. Bored/Not important
c. Confused/Doesn't understand
____
____
____
____
____
____
____
____
____
____
____
____
____
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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Handling Problem Situations
• They may be rare, but problem situations, in
which learning is inhibited due to the
behaviour of one or more of the trainees, may
occur.
• Problem situations have something to do with
the level of participation of individual trainees:
when trainees participate too much or too
little.
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Handling Problem Situations
– Too much participation. Trainees may
not be able to fully participate in group or
class activities when an individual trainee
is too vocal. Overly vocal trainees may be
merely the result of an enthusiastic interest
in the course material.
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Handling Problem Situations
– Too little participation. When one trainee
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
trainees are silent. On the other hand,
silent trainees may just be nervous about
expressing themselves in front of others.
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Handling Problem Situations
• Problem situations may occur when learner
behaviour is perceived by the trainer as
inappropriate.
– Hostility. A trainee may express hostility
towards the trainer, the organization, or
another trainee. Don’t assume that such
behaviour on the part of trainees is a
reflection of their hostility toward you or
your training.
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Handling Problem Situations
What to do when the trainee appears to be
overactive or inhibited in some way, there are
three important strategies to consider:
1. Eliminate or reduce the problem
behaviour, by resolving the problem to the
extent necessary.
2. Maintain the self-esteem of the trainee
causing the disruption.
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Handling Problem Situations
3. Avoid further disruptions by making sure
that the learning environment is relaxed
and conducive to learning.
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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.
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Handling Problem Situations
– Select the strategy that best satisfies the
criteria for the situation.
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How would you handle this?
• Scenario 1: Robin dominates the class discussion of proper
conduct of search routine procedures and answers all the
questions the trainer asks before anyone else in the group has a
chance to speak.
• Scenario 2: Dawn is continually interrupting the trainer's lecture
on the elements of personal protective equipment 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.
• Scenario 3: Bob is responding to an open question related to
mission safety with a lengthy diatribe including "war stories" that
have nothing to do with the subject.
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14. Coordinating Logistics
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Coordinating Logistics
These and other questions are important
logistical considerations when planning the
training.
1. Where and when the training will occur?
2. What will classroom set-up be?
3. Who must be contacted to coordinate
training?
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Coordinating Logistics
• 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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15. Documenting Training
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Documenting Training
Make sure your documentation is adequate
• All training should be entered on the SAR
Management System, and will cover:
– 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.
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Documenting Training
– 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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Documenting Training
Other training outside the Auxiliary may also
include:
– Certification - a place for trainee and
trainer signatures
– A trainee statement of understanding and
intent to comply
– A trainee statement that he/she was
provided opportunity to ask questions
and practice.
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Documenting Training
– A trainer statement that all questions were
answered and an opportunity to practice
was provided
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16. Evaluating the Training
Program
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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.
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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.
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Evaluating the Training Program
• Elements to evaluate include:
– Responsibility
– Facilities and equipment
– Development
– Delivery
– Documentation and records
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Evaluating the Training Program
• Training process. This should be systematic,
and have a needs assessment, objectives,
course materials, lesson plans, evaluation
strategies, and successful completion criteria.
Areas of emphasis include:
– Training goals
– Learning environment
– Learning objectives
– Training effectiveness
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Evaluating the Training Program
• Training results. By evaluating these, it is
possible to make improvements to existing
plans and gain awareness of the need for new
training. Items to evaluate include:
– Training action-plan
– Long-term planning
– Needs assessment
– Prioritizing
– Adequate support and funding
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Eight Ways to Evaluate the
Training Program
The following eight methods should include tests
for understanding and acceptance.
1. Trainees report their own results.
2. Prepare pre-training and post-training
productivity reports.
3. Supervisory observation.
4. Usefulness and self-evaluation
questionnaire.
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Eight Ways to Evaluate the
Training Program
5. Manager productivity report.
6. File unsolicited reports.
7. Using a new session to evaluate the
previous one.
8. Conduct role plays that require the use of
skills learned in a previous session.
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17. Improving the Training
Program
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Improvement of Training
• There's always room for improvement in any
training program.
• This can apply to the program, or the culture
that supports the training.
• Ultimately, improving training is all about
change management.
• Effective change management is crucial to
long term success.
CANADIAN COAST GUARD AUXILIARY - PACIFIC
Improvement of Training
We'll take a look at one proven change model
that can be applied to safety training.
PLAN
ACT
DO
STUDY
CANADIAN COAST GUARD AUXILIARY - PACIFIC
Improvement of Training
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.
• 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.
CANADIAN COAST GUARD AUXILIARY - PACIFIC
Improvement of Training
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.
CANADIAN COAST GUARD AUXILIARY - PACIFIC
Improvement of Training
Step 3: Study - Check how the change or
test works
• Purpose: Monitor and evaluate the
processes and results against objectives and
specifications and report the outcome.
• Does it work with all trainers?
CANADIAN COAST GUARD AUXILIARY - PACIFIC
Improvement of Training
Step 4: Act - Put the change into full
operation
• Purpose: Apply actions to the outcome for
necessary improvement. This means
reviewing all steps (Plan, Do, Check, Act) and
modifying the process to improve it before its
next implementation.
CANADIAN COAST GUARD AUXILIARY - PACIFIC
Thank you for attention on this very long
powerpoint.
CANADIAN COAST GUARD AUXILIARY - PACIFIC