Effective Methods and Techniques of Training

Introductions

Who are you? Who do you work for? Why are you attending

this training? Other info such as:

Emergency exits, break areas, smoking areas, and restroom locations.

I’m Bill Shooterfrom the Florida Safety Council

What some believe makes a good instructor?

Some people believe that good trainers are born that way.

They believe that instructional excellence is somehow genetically determined.

They also believe that trainers possess a kind of charismatic presence that results in highly motivated learners.

What some believe makes a good instructor? (continued)

Knox (1986), has studied how instructors can enhance learning.

He suggests there is a strong relationship between effective instruction and effective learning.

Linked to instructor’s personality such as enthusiasm, humor, and clarity of expression, attitudes towards learners and their subject matter, as well as their expertise and content mastery.

“…effective instructors are those who look for ways of matching individual learning styles to their own instructional style.”

Objective of this course

To provide you with an overview of the knowledge and skills so you can effectively match individual learning styles to your own instructional style!

The first questions is “What is learning?”

Learning is a change in behavior resulting from experience or assimilation of knowledge.

By giving them knowledge, have they learned?

Learning occurs after training, practice, and experience.

In order for them to learn, theymust apply their knowledge.

Training Examples

To train people about fall protection on the jobsite you could…

Tell them about the OSHA Standard 29 CFR 1926, Subpart M, and other Standards applicable to Fall Protection NOT under Subpart M:• Subpart E, PPE and Lifesaving

• Subpart L, Scaffolds• Subpart N, Certain Cranes &

Derricks• Subpart R, Steel Erection (07/17/01)• Subpart S, Tunneling Operations• Subpart X, Ladders & Stairways• OSHA Std 3.1, Residential

Construction

Or you could…

Allow them to apply their knowledge…

…which is an example of learning.

The second questions is, “Who is being taught?”

Before you can fully appreciate techniques of instruction, it is important we take a look at who is being taught right now – that’s you!

How would you characterize your learning style?

An appreciation of the adult learner is essential before your program of instruction can be developed, or a presentation is made.

• I’m going to attend training?

• What are they going to make me do?

• I must take & pass a test?

• What if it’s boring?• What if I don’t like the

instructor?• What if I don’t learn

anything?

Typical Adult

Learner

The third question is, “What is their learning style?”

People learn in different ways. Visual Auditory Tactile Kinesthetic Or any

combination of the four

Visual

Pictures Color presentations Demonstrations Information given to

visual learners must be reinforced with a visual presentation.

“Monkey see; Monkey do”

Auditory

Learners receive basic information through sound.

Music Speech

Tactile

Learning through touch

Manipulation Hands on

experience

Activity Orientation

Scuba Flying Baseball Climbing Building

Learning Orientation

Learning for its own sake Life long

Goal Orientation

Degree seeking Certification Promotion New skill

Most training in industry is goal oriented.

Adults Desire

To be involved in making mutual decisions about the learning process.

To be active, not passive, in their learning.

To use learning experiences related to their real world experiences.

To evaluate their own learning. To use a variety of teaching/learning

techniques.

Adults Desire (continued)

Recognizing these needs can directly influence your training program design, strategies, content, and methodologies.

Learning Climate(Not to be confused with Environment)

It is also important to recognize the learning climate for adults.

Don’t assume comforts: clean classroom, coffee breaks, or training only on company time are essential to learning because they are NOT. These are all the “learning environment”.

Some of the best training possible could take place in a dirty, hot, smelly shop floor.

Learning Climate (continued)

Refers to: Emotional

and Psychological norms of the group.

Climate is the Trainer’s Responsibility!

Instructors Negative Influences on Climate

Not taking a participant seriously Using polysyllabic jargon Overlooking “sleepers” Picking favorites Not extending common courtesy Failing to listen, listen, listen

Climate has a lot to do with the learners’ expectations.

Let’s Now Consider the Trainer…

What kind of characteristics does this Trainer have?

Some Trainer Characteristics

Experience: Needs assessment, curriculum design, topic research, lecturers, group work, computer assisted training, programmed instruction, etc…

Orchestrates: Visualize training from viewpoint of the learner. Insure learning segments flow.

Flexible: Suppose a student asks a question and you plan to cover it later. Don’t defer response. Answer when asked, transition, reinforce at appropriate times.

Takes Risk: Psychological risk, risk of embarrassment, etc. preparation reduces risk.

Some Trainer Characteristics (continued)

Excitement: Avoid boring monotone. Give life to learning.

Humor: Don’t take yourself too seriously. Not a joke teller, leave that to the comedians.

Toughness of Mind: Know your limitations, don’t be afraid to admit ignorance. Don’t fake it if not sure.

Wisdom: Be skeptical. Don’t accept everything the subject matter expert tells you. Don’t believe experience is free from error. Somewhere between subject matter expertise and experience lies wisdom. Wisdom to point the learner in the right direction to enrich their learning experience.

Trainers Tool Box

•Videos

•Lecture

•Multimedia projector •Overhead

s

•Charts

•Whiteboard

•Handouts

•Case studies

•Group Work •Etc.

The “Dreaded Lecture”

The most wide spread technique of training is the lecture.

Why is it the “dreaded lecture”? • Let’s be honest – do any of you really

look forward to being lectured to for 4 hours?

How do you overcome that? • Design a program using techniques

other than lecture!

How People Learn(Visual Presentation)

13% Auditory

12% Smell, Taste, Touch

75% Visual

Creating Presentation Slides

Create the slides as interesting as possible, and use graphics to illustrate.

For example:

Let’s say I am conducting a sales training seminar and want to illustrate the “P.A.P.E.R. cycle”.P.A.P.E.R. is an acronym: Prospecting, Appointments, Presentations, Enrollments, and ReferralsHow can we present this cycle best?

One Method of Presentation

Prospecting Appointments Presentations Enrollments Referrals

NOTE: We are talking about a cycle and yet displaying information in a sequential manner. Is there a better way?

Another Method of Presentation

Prospecting

Appointments Referrals

Presentations Enrollments

Retention is higher when we combine auditory,

and visual.

Videos/Movies

Insure you can provide “One Button Service”.

•Tape is ready•Volume is set•Minimum distractions

Can everyone see it? Can everyone hear it? Lights on or off?

Fall Protection, Subpart M

Personal Fall Arrest SystemsConsist of:• Anchorage• Body Harness• Deceleration Device (Optional)• Lifeline (Optional)

Fall Protection, Subpart M

(continued)

• Body belts may not be used (01/01/98)• Connectors

Personal Fall Arrest Systems

Snaphooks must be self-locking (01/01/98). 5,000 pounds tensile strength. Proof tested to 3,600 pounds. Smooth, corrosion-resistant finish. Drop forged, pressed, or formed steel

(equivalent.

Fall Protection, Subpart M

(continued)

• Lanyards and Lifelines Personal Fall Arrest Systems

If horizontal lifeline could become vertical, must lock in both directions of the lifeline.

Safety factor of two must be maintained. Breaking strength – 5,000 pounds. Protect from cuts or abrasions. Self-retracting lifelines and lanyards that

limit freefall to 2 feet or less must sustain 3,000 pounds.

Fall Protection, Subpart M

(continued)

• Anchorages Personal Fall Arrest Systems

Must be independent of that used for platform, capable of supporting 5,000 pounds per employee attached.

Never attach personal fall protection systems to guardrail systems.

Fall Protection, Subpart M

(continued)

• Harness Personal Fall Arrest Systems

Maximum harness arresting force shall be 1,800 pounds.

Rig fall to 6 feet or to avoid contact with lower level.

Limit deceleration distance to 3.5 feet. Provide prompt rescue. Inspect all components prior to use,

remove from service if defective.

Fall Protection, Subpart M

(continued)

• Warning Line Systems Personal Fall Arrest Systems

Consist of ropes, wires, chains, stanchions (34”-39” high) around all sides of roof area no less than 6 feet from the roof edge.

Flag at least every 6 feet. Rope, wires, etc. – minimum strength 500

pounds, stanchions must support 16 pounds. No unauthorized personnel inside warning lines. Mechanical equipment – lines to be 6 feet

parallel or 10 feet perpendicular to direction of travel.

Fall Protection, Subpart M

(continued)

• Used only for leading edge, precast concrete erection, residential construction work.

• Must document infeasibility or greater hazard of conventional fall protection.

• Prepared by a qualified person for specific site.• Review and keep up to date (Keep at site).• Changes can only be made by a qualified

person.• A competent person implements and monitors

plan.

Fall Protection Plan

Fall Protection, Subpart M

(continued)

• Reasons conventional fall protection is infeasible or a greater hazard.

• Alternative protective measures to be used to reduce or eliminate hazards.

• Location where plan is needed (Classify as Controlled Access Zone).

• Method of identifying each employee who can enter CAZ. NO others may enter.

Fall Protection PlanThe Plan must include:

Near misses, incidents must be investigated and the plan updated if necessary.

Fall Protection, Subpart M

(continued)

• Unprotected sides and edges• Leading edges• Holes• Hoist areas• Formwork and reinforcing steel• Excavations• Ramps, runways, and other walkways• Dangerous equipment• Overhand bricklaying and related work• Roofing work on low-slope roofs• Roofing work on steep roofs• Wall openings• Precast concrete erection• Residential construction

Duty to Have Fall Protection