train the trainer table of contentsbwc division of safety & hygiene train the trainer 1-1...

BWC Division of Safety & Hygiene Train the Trainer

Revised: July 2003

Train the Trainer Table of Contents

Tab Topic Page

1 Objectives

Agenda Action Plan

1-1 1-2 1-3

2 Three stages of designing training 1) Planning A. Content: What are you going to train? B. Audience: Who are you going to train? C. Resources: What do you need? D. Evaluation: What kind of feedback do you want from your

audience?

2-1

2-2 2-15 2-20

2-26

3 Resources for safety training materials 3-1 4 Using Videos

A/V Guidelines

4-1 4-3

5 Training Methods Training Documentation

5-1 5-13

6 Case Studies

6-1

7 Presentation Skills

7-1

8 Examples of Icebreakers

8-1

9 Follow-up Activities 9-1

BWC Division of Safety & HygieneTrain the TrainerRevised: July 2003

BWC Division of Safety & HygieneTrain the Trainer

1-1Revised: July 2003

Objectives

Upon completion of this course, participants will be able to:

• use basic skills for planning, conducting and evaluating effective safety & health training;• determine when training is and is not needed;• list characteristics of adult learners;• locate safety training materials;• describe teaching techniques which promote audience participation;• recognize elements of interesting and educational audio-visual materials;• differentiate do’s and dont’s for presentation skills; and• plan next steps when returning to their workplace.



Agenda

DAY 1 Introduction

Three stages of designing training 1) Planning A. Content: What are you going to train? B. Audience: Who are you going to train?

LUNCH

C. Resources: What do you need? D. Evaluation: What kind of feedback do you want from your

audience? 2) Conducting 3) Evaluating

Resources for safety training materials

Guidelines for creating student handouts

Guidelines for creating instructor’s materials

Exercise to create visual materials

DISMISS

DAY 2 Evaluation of visual materials

Training documentation

Training methods

Case studies

LUNCH

Action plan

Presentation Do’s & Don’ts

DISMISS



Action Plan

Action Step People Involved TargetDate


2-1 Revised: July 2003

Three Stages in Designing Training

Step 1: Planning

A. Content: What are you going to train?

B. Audience: Who are you going to train?

C. Resources: What do you need? 1. Time 2. Space 3. Money 4. Staff 5. Equipment/materials 6. Management support

D. Evaluation: What kind of feedback do you want from your audience?

Step 2: Conducting

Step 3: Evaluating



Content: What are you going to train?

To determine what to train, you can use a variety of needs assessment tools, including:• written instrument (survey, questionnaire)• structured interviews using a set of preplanned questions• informal discussions with employees• document review (researching and analyzing written documents)• observation• job safety analysis

BWC

Div

isio

n of

Saf

ety

& H

ygie

ne Tr

ain

the

Tra

iner

2-3

Revi

sed:

Jul

y 20

03

JOB

SA

FETY

AN

ALY

SIS

Aud

itor:_

____

____

____

____

___

Dep

artm

ent:_

____

____

____

____

____

_ D

ate:

____

____

____

____

____

__

Proc

ess

or S

ourc

e H

azar

d R

isk

Lev

el A

ffec

ted

Bod

y Pa

rt(s

)

BWC

Div

isio

n of

Saf

ety

& H

ygie

ne Tr

ain

the

Tra

iner

2-4

Revi

sed:

Jul

y 20

03



Aim your Instruction at the Bull’s Eye!!

Helpful to know

Like to know

Should know

Must know



LESSON PLAN FOR THE CLAIMS ON LINE ADJUDICATION SYSTEM (COLA)

GLOBAL OBJECTIVE: The participant will demonstrate an understanding of theCOLA system as it relates to claims processing.

SPECIFIC OBJECTIVES: At the end of the module, the participant will be able to:

• Access the COLA system through the Multi-Session-Manager (MSM) icon

• Identify the various COLA formats and describe theinformation contained in each

• Describe the difference between CA, CC and CQCOLA screens

• Access specific claims information using theappropriate COLA format

AUDIENCE: Claims Service Specialists

TEACHING STRATEGIES:• Lecture• Live COLA/COLA Training Data Base

MATERIALS NEEDED:• Flip Chart• Live COLA/COLA Training Data Base• handouts

REFERENCE MATERIALS:• MSM Tutorial• COLA Manual• applicable COLA Bulletins

TIME FRAME: Two Hours

BWC

Div

isio

n of

Saf

ety

& H

ygie

ne Tr

ain

the

Tra

iner

2-

8 Re

vise

d: J

uly

2003

PIT-

- Dev

elop

ing

a Tr

aini

ng P

rogr

amL

esso

n Pl

an

Con

tent

Mat

eria

lsfo

r st

uden

tm

anua

l

Not

es to

inst

ruct

or

8:30

- 8:

45I.

Intro

duct

ion

• In

trodu

ce y

ours

elf,

othe

r ins

truct

or, b

e su

re e

very

one

has

sign

ed th

e st

uden

t ros

ter

• Li

st co

urse

obj

ectiv

es, r

efer

to p

age

in m

anua

l.•

Brie

fly g

o ov

er a

gend

a fo

r the

day

(lun

ch, b

reak

s)•

Giv

e O

CO

SH (o

r oth

er s

ite) i

nfor

mat

ion

(no-

smok

ing

polic

y; b

reak

room

, Res

ourc

e C

ente

r, et

c.)

• A

sk p

artic

ipan

ts to

intro

duce

them

selv

es, g

ive

com

pany

BWC

Div

isio

n of

Saf

ety

& H

ygie

ne Tr

ain

the

Tra

iner

2-

9 Re

vise

d: J

uly

2003

8:45

- 9:

30I.

Plan

ning

for

PIT

cla

ssro

om c

onte

nt

A. I

ntro

duct

ion.

1.

Pur

pose

of t

rain

ing

2.

How

par

ticip

ants

are

sel

ecte

d

3. R

espo

nsib

ilitie

s/Exp

ecta

tions

follo

win

gtra

inin

g

4. In

tern

al m

easu

rem

ents

5.

Sta

tem

ent o

f Pol

icy

(gen

eral

safe

ty p

olic

yan

d/or

spec

ific

polic

ies t

o Fo

rklif

t)

6. R

esou

rces

/lim

itatio

ns to

con

sider

whe

npl

anni

ng th

e tra

inin

g

Tim

e

Spac

e

Cos

t

Man

agem

ent s

uppo

rt

Mat

eria

ls

Equi

pmen

t

• U

se la

rge-

grou

p br

ains

torm

ing

to a

nsw

er th

e qu

estio

n,“W

hat i

s the

pur

pose

of t

rain

ing?

” L

ist o

n fli

pcha

rt.•

1. A

nsw

ers m

ight

incl

ude:

• Sa

fety

of e

mpl

oyee

s &

cus

tom

ers

• En

hanc

e sk

ills

• A

war

enes

s/re

view

• Lo

wer

cos

t of W

C•

Com

plia

nce

• 5.

See

exa

mpl

e in

stud

ent m

anua

l.

BWC

Div

isio

n of

Saf

ety

& H

ygie

ne Tr

ain

the

Tra

iner

2-

10 Re

vise

d: J

uly

2003

9:30

- 10

:00

B

. Cha

ract

eris

tics

of P

IT

Diff

eren

ces b

etw

een

mot

or v

ehic

les a

ndPI

T

Type

s of

PIT

• 1.

(10

min

.) La

rge

grou

p di

scus

sion

of th

e di

ffere

nces

betw

een

mot

or v

ehic

les

and

PIT

(rel

ated

to n

ew p

ropo

sed

stand

ard)

; tw

o fli

pcha

rts: o

ne w

ith “

simila

ritie

s,” o

ne w

ith“d

iffer

ence

s”•

2. (2

0 m

in) T

ypes

of P

IT (i

nclu

ding

EX

, var

ious

gro

upin

g).

Use

pic

toria

l mod

el p

age

from

Ind.

Tru

ck A

ssoc

.; pi

ctur

esof

fork

lifts

in st

uden

t man

ual.

Ask

“W

hat d

o yo

u ne

ed to

train

on?

” E

ach

stude

nt id

entif

ies a

nd li

sts h

is/he

r PIT

at

wor

kpla

ce.

If stu

dent

s ha

ve m

ore

than

one

type

at t

heir

wor

kpla

ce, a

sk th

em to

cho

ose

the

one

they

are

mos

tfa

mili

ar w

ith fo

r thi

s exe

rcise

usin

g op

erat

or’s

man

ual a

nd“b

lue”

pag

e.10

:00-

10:1

5B

RE

AK

10:1

5 -

10:5

5

3. C

ontro

ls &

Con

figur

atio

nW

heel

sLo

ad c

apac

ityN

amep

late

s

• 3.

Con

trols

(use

OSH

A h

ando

ut) (

stee

ring,

bra

ke, l

ift-ti

lt,ga

uges

, etc

.)•

(10

min

) Use

gen

eric

dra

win

g as

exa

mpl

e•

(30

min

) Blu

e-pa

ge e

xerc

ise u

sing

thei

r ow

n ow

ners

’m

anua

l to

list c

ontro

ls an

d co

nfig

urat

ion.

10:5

5 -

11:3

0

4. P

re-o

pera

tion

Insp

ectio

n

5. M

aint

enan

ce

6. R

echa

rge

& R

efue

ling

• (2

0 m

in) A

sk, “

How

man

y of

you

do

pre-

op in

spec

tion,

mai

nten

ance

?” (

Onl

y a

few

will

pro

babl

y ra

ise th

eir

hand

s.) A

sk th

ose

stud

ents

, “W

hy d

o yo

u do

this

?” L

etth

eir a

nsw

er se

rve

as a

testi

mon

ial t

o th

eir c

lass

mat

es.

• Sh

ow v

ideo

17

min

utes

11:3

0-12

:30

LU

NC

H

BWC

Div

isio

n of

Saf

ety

& H

ygie

ne Tr

ain

the

Tra

iner

2-

11 Re

vise

d: J

uly

2003

12:3

0 -

C

. Bas

ic P

rinci

ples

of S

afe

Ope

ratio

n

1. S

tabi

lity

Tria

ngle

/ Cen

ter o

f Gra

vity

• A

sk s

tude

nts,

“W

hat i

s yo

ur e

xper

ienc

e le

vel?

”•

To d

emon

strat

e sta

bilit

y tri

angl

e, u

se d

iagr

ams,

defin

ition

s•

Vid

eo o

n sa

fe o

pera

tion

until

1:4

5

2. L

oads

a)

Pic

king

up/

setti

ng d

own

load

s

b) T

ypes

of l

oads

c)

Atta

chm

ents

3.

Tra

velin

g (w

ith o

r with

out l

oads

)

4. P

arki

ng

• Fo

r “Lo

ads”

use

blu

e pa

ge e

xerc

ise

to d

escr

ibe

load

s,at

tach

men

ts (in

clud

ing

pers

onne

l bas

kets,

fall

prev

entio

n)

1:45

-2:0

0B

RE

AK

2:00

- 2:

30

D. O

pera

ting

Envi

ronm

ent

1.

Phy

sical

env

ironm

ent

2.

Haz

ards

(sur

face

s, gr

ades

, are

as o

fop

erat

ion,

cle

aran

ces,

nois

e, c

arbo

n m

onox

ide,

haza

rdou

s mat

eria

ls)

3. S

peci

fic o

pera

tions

(loa

ding

/unl

oadi

ng)

4.

Ped

estri

ans

(sid

ewal

k, p

lant

, rig

ht o

f way

)

• B

lue

page

exe

rcise

to d

escr

ibe

envi

ronm

ent,

list h

azar

ds,

pede

stria

ns

2:30

- 3:

15

Cas

e st

udy

• Ex

ampl

e of

load

ing

dock

em

phas

izes

the

iden

tific

atio

n an

dco

rrect

ion

of h

azar

ds.

Smal

l gro

up d

iscus

sion

follo

wed

by

larg

e gr

oup

feed

back

.3:

15-3

:30

BR

EA

K

BWC

Div

isio

n of

Saf

ety

& H

ygie

ne Tr

ain

the

Tra

iner

2-

12 Re

vise

d: J

uly

2003

3:30

- 4:

30

E. S

afet

y R

ules

1.

OSH

A

2. A

NSI

3.

Spe

cific

to o

pera

tion

& o

rgan

izat

ion

4.

Res

train

ts

AN

SI•

Safe

ty ru

les i

nclu

de p

roce

dure

s for

repo

rting

mai

nten

ance

prob

lem

s, pr

oced

ures

for d

ealin

g w

ith h

azar

ds•

Incl

ude

seat

bel

ts in

“re

strai

nts”

• B

lue

page

exe

rcis

e to

writ

e SO

P•

Vid

eo o

n JS

A

4:30

DIS

MIS

S (E

ND

OF

DA

Y 1

)

8:30

BE

GIN

DA

Y 2

•

• 8:

30II

. Pla

nnin

g fo

r PI

T h

ands

-on

oper

ator

’s tr

aini

ngA

. Ana

lyze

ope

rato

r nee

ds1.

Det

erm

ine

expe

rienc

e le

vel o

f tra

inee

2. A

naly

ze w

ork

task

requ

irem

ents

3. A

naly

ze th

e fo

rklif

t to

be u

sed

in th

e w

ork

task

4. A

naly

ze re

sour

ces f

or tr

aini

ng Ti

me

Spac

e Eq

uipm

ent/m

ater

ials

avai

labl

e St

aff

Cos

t (pr

oduc

tivity

) M

anag

emen

t com

mitm

ent

• D

iscus

s adv

anta

ges &

disa

dvan

tage

s of s

imul

ated

vs.

on-

the-

job

task

s. U

se h

ando

ut “

Han

ds-o

n w

heel

s”•

Dra

w s

ampl

e ob

stac

le c

ours

e•

Firs

t, de

term

ine

if sk

ills t

rain

ing

is sim

ulat

ed fo

rklif

t cou

rse

or o

n-th

e-jo

b ta

sks

• 1.

Lev

el o

f exp

erie

nce

(wha

t is

train

ee’s

pre

viou

s w

ork

expe

rienc

e, p

revi

ous t

rain

ing)

BWC

Div

isio

n of

Saf

ety

& H

ygie

ne Tr

ain

the

Tra

iner

2-

13 Re

vise

d: J

uly

2003

B. C

reat

e cu

stom

ized

trai

ning

pro

gram

, whi

chm

ay in

clud

e on

e or

mor

e of

the

steps

liste

dbe

low

.

Trai

nee

wat

ches

a d

emon

strat

ion

of th

efo

rklif

t.

Trai

nee

obse

rves

how

eac

h co

ntro

lw

orks

.

Trai

nee

prac

tices

eac

h co

ntro

l und

ersu

perv

ision

.

Trai

nee

prac

tices

a c

ombi

natio

n of

cont

rols

unde

r sup

ervi

sion.

Tr

aine

e op

erat

es P

IT fo

r a re

al w

ork

task

und

er su

perv

ision

.

Trai

nee

take

s a

hand

s-on

test

.

• D

iscus

s cus

tom

izin

g th

e tra

inin

g pr

ogra

m b

ased

on

anal

ysis

in (A

) abo

ve. N

ovic

e op

erat

ors

wou

ld in

clud

e al

l of t

hese

step

s; v

eter

an o

pera

tors

wou

ld o

nly

incl

ude

the

last

ste

p.•

Ref

er to

blu

e pa

ge o

n “I

nspe

ctio

n lis

t.”

BWC

Div

isio

n of

Saf

ety

& H

ygie

ne Tr

ain

the

Tra

iner

2-

14 Re

vise

d: J

uly

2003

9:00

- 9:

45II

I. E

valu

atio

n of

Lea

rnin

g

1. T

ypes

of T

est/E

valu

atio

n

a) S

kills

(sim

ulat

ed o

bsta

cle

cour

se o

r rea

llif

e w

ork

task

)

b) P

aper

/pen

cil o

r ora

l

(1) S

afet

y R

ules

(rig

ht o

f way

etc

.)

(2) P

roce

dure

s fo

r rep

ortin

g ac

cide

nt re

ports

,m

aint

enan

ce p

robl

ems

(3

) Con

cept

s

(4) P

PE

2. S

tage

s of

the

skill

s te

st

a) P

re-o

pera

tion

insp

ectio

n

b) O

pera

tion

of fo

rklif

t

c) R

efue

ling/

rech

argi

ng

3. F

eedb

ack

a)

Res

ult o

f tes

t

b) F

ollo

w-u

p st

eps

• A

sk, “

How

wou

ld y

ou g

o ab

out a

skin

g te

st q

uest

ions

on

load

s or

atta

chm

ents

?”•

Use

sam

ple

T/F

and

mul

tiple

cho

ice

ques

tions

to sh

owad

vant

ages

/dis

adva

ntag

es o

f eac

h ty

pe.

• B

lue

shee

t act

ivity

: que

stion

s spe

cific

to fa

cilit

y

9:45

- 10

:00

BR

EA

K•

10:0

0 -

10:4

5IV

. Tra

inin

g T

echn

ique

s

Adu

lt le

arni

ng th

eory

Le

arni

ng e

nviro

nmen

t

Aud

io-v

isual

s

Stud

ent m

ater

ials

• G

roup

dis

cuss

ion

usin

g pr

obin

g op

en-e

nded

que

stio

ns,

like

“Wha

t mot

ivat

es a

dults

to le

arn?

”

BWC

Div

isio

n of

Saf

ety

& H

ygie

ne Tr

ain

the

Tra

iner

2-

15 Re

vise

d: J

uly

2003

10:4

5 -

11:0

0V

. Cer

tific

atio

n

A. D

ocum

enta

tion

W

hen,

whe

re, w

hat t

rain

ing

occu

rred

Te

st re

sults

St

atem

ent o

f dem

onst

rate

d co

mpe

tenc

y

Nam

e of

trai

nee,

dat

e, s

igna

ture

of t

rain

er

B. I

D c

ard

C. I

mpo

rtanc

e of

reta

inin

g tra

inin

gm

ater

ials/

nam

es o

f tra

iner

s

• Ex

plai

n pa

perw

ork

need

ed to

doc

umen

t tra

inin

g.•

Expl

ain

wha

t ins

truct

or w

ould

cer

tify.

11:0

0 -

11:3

0V

I. R

efre

sher

trai

ning

W

hen

does

this

occu

r

Ann

ual e

valu

atio

n

Acc

iden

ts

Sam

e eq

uipm

ent,

sam

e lo

ads,

sam

e tra

ffic

patte

rn

Doc

umen

tatio

n

Con

tent

(cus

tom

ized

to n

eed)

11:3

0 -

11:4

5V

II. R

esou

rces

(vid

eo li

brar

y, v

endo

rs, D

SH, b

iblio

grap

hy)

11:4

5 -

12:0

0Su

mm

ary

Sum

mar

ize

mai

n po

ints.

Ask

stud

ents

to fi

ll ou

t eva

luat

ion

form

.



Audience: Who are you going to train?

How Adults Learn Best

Attitude

• Adults like to know why something is important for them to learn; including the rationale for theirattending the class, facts/statistics to indicate the severity of a problem, and/or examples of what cango wrong if the class topic is ignored.

• Provide a relaxed, comfortable atmosphere where adults can safely explore new ideas; encourageand reward their comments and questions; give immediate recognition of achievement. Thesecontribute to a positive learning environment, which is a prerequisite for participants to have an open,receptive attitude.

Active Participation• Adults bring a lot of work and life experience to the learning table, on which the trainer can draw for

content knowledge and real-life examples.• The more adults participate in the learning process, the more they will remember the content and

apply it. Participation in the learning process may involve asking questions, being part of adiscussion group, applying a theory to a practical situation, practicing a skill, describing a process,writing procedures or programs, evaluating products and solving problems.

• Adults need to hear it, see it and practice it for maximum retention of the content. If adults only hearsomething (lecture mode), they remember 20% of the content; if adults hear it and see it (lectureplus visuals), they remember 50% of the content; if adults hear it, see it, and practice (apply) it, theyremember 80% of the content.

• If the topic/content is new to an audience, the trainer needs to provide a context for the content thatis meaningful to the audience; that is, it is somehow linked to previous knowledge. Also, newcontent takes longer to learn and requires more examples and/or more practice.

• The average adult attention span for a lecture in a classroom is 20 minutes.

Repetition for new or difficult concepts• If the content is new or complex, it needs to be repeated and/or practiced for learning to occur.• Emphasize main points frequently, using a wide variety of examples.• Be sure that new or complex material is understood by asking questions of the students or

administering a test.• Ask students to explain a concept in their own words and/or give their own examples. Ask them to

explain why their responses are correct or incorrect.• Even if the concepts are not new or difficult, introductions and summaries should be used to repeat

important concepts.



Practical application• If an idea has immediate usefulness to an adult, it is more likely to be adopted.• Focus on “real-world” problems.• Focus on how the learning can be applied.• Relate the learning to the learners’ goals.• Can the concepts you teach be applied immediately?• Are there suggestions you can give to make them more easily applied?

Visuals• Similar to children, most adults learn best from visuals (charts, diagrams, photos, drawings,

flowcharts, props, pictures). Use them as often as possible.• People learn at different rates and in different ways. About 85% of adults are visual learners. That

is, they learn best when there is a visual image connected to the learning. There is a smallpercentage of auditory learners who learn best by hearing words or sounds. There is also a smallpercentage of kinesthetic learners who need to physically involve themselves in the learning task;that is, physical movement or patterning is essential to their understanding, involving theirarms/hands, legs/feet, whole body or any single body part.

Variety• Variety in the presentation helps maintain adults’ interest and attention. Variety stimulates the brain

and keeps it engaged.• Variety can be added by changing teaching methods, changing visual aids, changing instructors,

changing lighting or location, or even the use of color. Instructors can vary their voice tone, bodyposition (from standing still to walking around to sitting), gestures, facial expressions, and so forth.

• Having fun is a welcome addition, but not a necessity.

Examples.• Give sufficient and varied examples to explain the concept thoroughly.• Both theory (big picture) and application (specifics) are usually needed for learning to occur.

Adults need examples that drive the point home, along with the main point.• If the trainer does not have examples, s/he might ask the audience for examples.• Non-examples can also be given to show the limits/boundaries of the concept.• Examples should be:

⇒ realistic (not necessarily real)⇒ relevant⇒ current (if appropriate)⇒ sufficiently complex to engage the learner,⇒ thought-provoking

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Retention Rates

•HANDS-ON 90%

•LECTURE w/ 70%PARTICIPATION

•LECTURE ONLY 20%



Resources: What do you need to train?

1. Time

2. Space

3. Money

4. Staff

5. Equipment/Materials

6. Management support



Room set-ups

Classroom Style

FrontTable



Table Clusters

FrontTable



U - Shape

FrontTable



Modified Classroom

FrontTable



Seven Tips to Ensure that Your Training Dollars Aren’tWasted

1. Involve your participants’ managers. As early as possible try to get managers toidentify what they want accomplished with the training you’re designing. It might be thattraining is the wrong solution to the problem that they’re looking to solve.

2. Coach Managers to prepare their participants prior to the training. Have themreview the objectives for the training with each participant. Also, suggest that managers andparticipants write an action plan that can be reviewed after the course is over. Thispromotes support from both parties for the training received.

3. Ask Managers to schedule post-session debriefings. This not only shows concern forand in interest in the training received but it also allows participants and managers toevaluate the training and make suggestions or improvements. The action plan mentionedabove is also a good tool to use to guide any post-session debriefings.

4. Include an action plan or action plan page or pages in your training materials. Thisprovides a way for students to record concrete applications of ideas that they can use onthe job or in their future training.

5. Schedule periodic reflection time during your training. This allows participants toactually use the action idea or action plan pages and to consider how best to incorporateknowledge and skills from your training into their work setting.

6. Create follow-up support groups. Divide your class into groups of three or fourparticipants each for up to a 60 day period after your training. These support groups wouldthen be available to answer questions, discuss ideas, and encourage each other toimplement techniques learned in the training. Generally, peer support is more readilyaccessible than you as the instructor will be.

7. Offer recognition, encouragement, and approval. For a period of 45-60 days afterclass, solicit results from your training participants that identify how they have applied whatwas learned and what the results were. Share these successes with management and withfuture training classes. This will help ensure that learning continues long after your trainingclass has ended.



Evaluation: What kind of feedback do you want from youraudience?

Reasons for evaluating training programs:• to decide whether to continue offering a particular training program• to change/improve future programs• to gauge if customer expectations have been met• to measure how, if at all, the training will affect participants’ future behavior• to measure the effectiveness of the trainer’s instructional capabilities• to report to management

Steps in getting customer feedback from training1. Define the scope and purpose for your follow-up evaluation2. Synchronize the follow-up evaluation with the training objectives3. Define the audience for giving the feedback4. Define the audience for receiving the feedback (i.e., the trainer, the target audience’s

manager, the trainer’s supervisor/director)5. Select the appropriate evaluation method6. Design the evaluation tool7. Use the evaluation tool8. Evaluate the effectiveness of the evaluation tool.

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2 - 30Revised: July 2003

Evaluation Methods

Level 1 Level 2 Level 3 Level 4

Reaction Learning Behavior ResultsEnd-of-training skillsdemonstration, test orassignment

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ü üPerformance tracking(productivity, quality,quantity, cost, time)

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Sample evaluation forms



Sample 1Audio-Visuals Which Support Your Presentation

Evaluation of Training Workshop

Date ____________ Your name (optional) ___________________________________

Please answer these questions about the workshop. Your ideas will be used to create moreworthwhile experiences for future students. Thanks for your help!

1) What was helpful/interesting in this workshop?

2) What suggestions do you have to change/improve the workshop?

3) What key ideas from the workshop are you intending to use in your future training efforts?

4) Please check the appropriate box for the amount of time spent on each topic. Please use thereverse side for additional comments.

Topic Toolittle

Justright

Toomuch

Comments

Advantages and limitations of various AVmaterialsQuestions to ask before designing/using AVmaterialsSeven key design principles

Criticizing AV materials using the designprinciples



Sample 2

COURSE NAME: DATE:

OPERATIONS StronglyAgree

Agree Disagree

StronglyDisagre

e

NotApplicable

1. I found it easy to register for this class.

2. My confirmation letter arrived in plenty of time.

3. The directions made the building easy to find.

4. The signs made the classroom easy to find.

COURSE CONTENT

5. The pace of the class was good (not too slow, not toofast).

6. I gained some safety & health ideas that will beuseful in my job or in my workplace.

7. This course met my expectations.

8. The examples given were helpful.

9. Technical terms were explained/defined.

10. The course content was well-organized.

11. The course materials supported the classroominstruction.

INSTRUCTOR

a) The instructor seemed very knowledgeable about thecontent.

b) The instructor shared knowledge in a way that helpedme learn the content.

c) The instructional presentation was interesting andkept my attention.

d) The instructor treated participants with respect.

e) The instructor encouraged questions and discussion.

f) I would attend another course taught by thisinstructor.



What did you like about the class or the instructor(s)?

What did you dislike about the class or the instructor(s)?

What suggestions do you have to improve this course for future students?

Additional Comments:

OPTIONAL INFORMATION

Your Name:

Job Title: Company:

Phonenumber:

Thank you for attending this class and for filling out this evaluation form!



Resources for Safety Training Materials

Ohio Division of Safety & HygieneOHIO BWChttp://www.ohiobwc.com

OSHA (Occupational Safety & Health Act)

Training & EducationOSHA’s area offices offer a variety of informational services, such as publications, audiovisual aids,technical advice, and speaker for special engagements. OSHA’s Training Institute in Des Plaines,Illinois, provides basic and advanced courses in safety and health for federal and state complianceofficers, state consultants, federal agency personnel, and private sector employers, employees, and theirrepresentatives.

For more information on training and education, contact:OSHA Training InstituteOffice of Training and Education1555 Times Drive

Des Plaines IL 60018(847) 297-4810

Ohio OfficesCINCINNATI AREA OFFICE CLEVELAND AREA OFFICE36 Triangle Park Drive Federal Office BuildingCincinnati OH 45246 1240 East 9th Street, Room 899

Cleveland OH 44199(513) 841-4132 (216) 522-3818Fax: (513) 841-4114 Fax: (216) 771-6148

COLUMBUS AREA OFFICE TOLEDO AREA OFFICEFederal Office Building Room 600200 North High Street, Room 620 420 Madison AvenueColumbus OH 43215 Toledo OH 43604(614) 469-5582 (419) 259-7542Fax: (614) 469-6791 Fax: (419) 259-6355

Web Addresshttp://www.osha.govIncludes OSHA media releases, publications, statistics, and a download for the OSHA poster.



NIOSH (National Institute for Occupational Safety & Health)Publications Dissemination (or other information)4676 Columbia ParkwayCincinnati OH 45226-1998Phone: 800-35-NIOSH (800-356-4674)Fax: (513) 533-8573Web address: http://www.cdc.gov/niosh


4- 1Revised: July 2003

USING VIDEOS

Selecting a video In selecting a video consider these factors:

• Is it the right length?• Will there be enough time for discussion?• Where will the video fit into the program?• Who will introduce the film and lead the discussion?

Previewing a video Previewing a video prior to use is highly recommended. Take notes. Consider these questions:

• Does the video cover the area you want to discuss?• Is the information current, accurate, and relevant?• What information has to be updated or supplemented?• Does the video prepare the group for the follow-up discussion?• Is a discussion outline necessary?

Before: Introducing the video Prepare the group as you would for any learning experience.

• Briefly tell why you are showing the film; how it ties in with the subject under discussion.• Describe the video revealing only enough information to build interest and focus attention on the

subject.• Prepare the group for discussion following the video by asking them to watch for certain points.• Keep the introduction brief - - not more than five minutes.

Showing the video• Be sure you have a room that can be darkened.• Check out light switches, electrical outlets, extension cords, etc.• Arrange for projectionist, projector and screen.• Ask projectionist to get there early to have the film all set.



After: Discussing the videoBegin with an easy, open-ended question, like,

• “What did you think of this video?”• “What does this video emphasize?”• “What are the main points in this video?”

Follow up on the points you asked them to watch for.

Don't be afraid to throw questions back to the group - -• “What do the rest of you think about that answer?”• “Do you agree?"

Discussion can move away from the video, but bring the discussion back to the main theme that youwant to cover in this teaching session.

Be sure technical terms are defined and clearly understood.

Summarize discussion from time to time and again at the end of the session.



AV Guidelines

Why do we use audio-visual materials?• to increase the learning potential• to appeal to different learning styles• to embellish the content• to aid long-term retention/use• to add interest to the presentation

Questions to ask before designing/using AV materials• Who is your audience?• What is the content?• What is the learning objective?• How can the materials support this objective?• Are there existing materials that can be modified?

Design principles• Content versus Appearance• Guiding the learner• Consistency• Balance, proportion, contrast• Simplicity• Unity (total picture)• Mood

Consistency Factors• Use of bold, italics, underline• Size and location of headings, subheadings, text• Spacing• Bullets, text following bullets• Font• Indents, margins• Color, patterns, shading



Reasons for Using Visual Aids

1. To attract and maintain attention

2. To reinforce main ideas

3. To illustrate and support the spoken word

4. To minimize misunderstanding

5. To increase retention

6. To add a touch of realism

7. To save time and money

8. To aid in organizing your thoughts

9. To ensure covering key points

10. To build confidence in yourself

11. To open the presentation

12. To conclude or summarize the presentation

13. To present data in understandable ways

14. To make comparisons

15. To show relationships

16. To explain new concepts

17. To channel or guide discussion

18. To show items too big or small to have in the classroom



Visual Aid Guidelines

A good visual clarifies and reinforces a presentation. A visual should highlight keyinformation and focus on one clear idea. It should also be simple, accurate, bold,colorful, informative and easy to read.

• Use one idea per visual

• Use no more than seven words per line

• Use no more than seven lines per visual

• Use simple English and short words

• Avoid jargon and highly technical words and ideas

• Make the letters big and readable (18 + font)

• Use no more than three sizes of letters per visual

• Use color when possible, but no more than four colors per visual

Today’s Supervisor/October 1993

BWC Division of Safety & Hygiene 5-1Train the TrainerRevised: July 2003

Training Methods

DISCUSSION

Discussion is talking with a purpose. It is the discussion leader's role to determine the purpose and toguide the discussion. The success of any discussion group depends on how carefully the planning hasbeen done. The discussion leader must be familiar with the subject, identify the goals of the session,draw up a discussion outline and guide, control and summarize the session. Here are some points tokeep in mind:

1. Open the discussion with a brief introduction of the subject with carefully planned backgrounddata which will help move the group into the subject and outline the general goals of thediscussion.

2. If the materials ask specific questions, read them to the group. And, as answers are developedand other questions asked do not forget the word "Why?"

3. Be ready to rephrase questions for better understanding.

4. Try to get as much participation as is possible although do not be discouraged if everyone doesnot talk. And, do not be afraid of occasional periods of silence after a question is asked. Peopleneed time to think.

5. Call on class members from time to time, but in a way that will not embarrass anyone.

6. Give credit where credit is due to group members for their contribution.

7. If there are arguments don't let them degenerate into conflict. Intervene and summarize thedifference of opinion and move on.

8. Summarize as you go along - don't wait until the end of the discussion.

9. Stick to the subject. Side trips are all right if the material is relevant, but firmly and tactfully pull thegroup back to the main subject.

10. Do not force your opinion on the group.

11. Where possible, use illustrations from your own experience.

12. Maintain discipline - pleasantly.

13. End the discussion with a summary of what has been discussed and prepare the way for the nextsession.


QUESTIONS

The question is not only a useful but a highly versatile tool. A good teacher tries to talk as little aspossible and makes the students do the talking. This is achieved by asking the right kind of questions.Questions can help you:

1. Begin a discussion. The fastest way of getting a discussion under way is to ask a thought-provoking question.

2. Arouse interest in the subject under discussion. A question containing an element ofcontroversy is most likely to achieve this.

3. Direct the thinking of the group. Suppose your lesson deals with the problem of how toget workers to attend union meetings, and you wish to direct their attention to the fact that theapathy of the members might be the fault of the leaders. You do that by asking, "To whatextent, would you say, that the apathy is the fault of the leaders?"

4. Determine the students' understanding or knowledge. You have taught the idea ofinflation and now you wish to know whether they know what inflation is. By simply askingthem, "What do you mean by inflation?", you know whether they have the idea or not. If youwish to test their understanding, all you need do is ask this question, "How can one tellwhether there is inflation?"

5. Get participation from a particular student. You call her name and ask her the questiondirectly.

6. Obtain information or opinion. What does the contract say about overtime?

7. End or limit the discussion. In that case, you would say, "It seems to me that we havesufficiently considered this point (or topic). What do you think?"

8. Reach a conclusion or agreement. "How can we, on the basis of the facts presented, saywhat makes unions strong?". Or, "Can we agree that these are the reasons why unions arestrong?"

Types of Questions

Questions based on mental processes:

I. Information or facts for the purpose of knowledge. Example: What is the organizationalstructure of the union?


2. Interpretation from which inferences are drawn from known facts. Example: Why doworkers join unions?

3. Comparison in which relations are sought. Example: Which unions are more effective,industrial or craft?

4. Causal reasoning which seeks the reasons behind facts. Example: Why is collectivebargaining necessary?

5. Analysis which examines the elements of a statement or object. Example: What makes this contract a good one?

Techniques in asking questionsFor maximum effect, the manner as well as the right question is important. Here are suggestionswhich you might consider:

1. Vary your questions. The majority of them should be questions which encourage students tothink.

2. Insist on getting a complete and fully developed answer.

3. Speak distinctly so that everyone can hear the question.

4. Pause after asking a question before naming an individual to answer. This is important to givethe members time to reflect and formulate their answer.

5. Do not repeat answers except when needed for emphasis.

6.Encourage students to ask and repeat the question to make sure that everyone heard it.

7. Avoid calling always on those who appear to know the answer.

8. Reword the question if it is not clear and give an example to clarify the meaning if necessary.

9. Ask for more than one answer and avoid rapid fire questions.

10. Be sure that your manner is pleasant.


QUESTIONNAIRES

A questionnaire is one of the best ways for a group to learn if the material to be discussed lends itself tothis approach. The questionnaire can be handed out or questions can be written on the board.

Advantages for the instructor

I. It is an automatic discussion starter.

2. It can help in organizing your material.

3. It avoids lecturing and helps determine students' understanding.

4. A question can be used to open a broader discussion.

5. It keeps you and the class on the track.

Advantages for the group

I. It helps promote individual participation and arouse interest.

2. It focuses attention on one thing at a time.

Disadvantages of using Questionnaires

1. People think they are being tested. This makes it extremely important to state at the beginningthat it is not a test and that it does not have to be handed in.

2. People may become discouraged if they cannot answer at least some of the questions. (Thismakes it important to include at least a few easy questions, possibly some questions asking foropinions. If the material is difficult and new, then the questionnaire can be used as a discussionguide without asking the people to try to individually answer the questions first.)


Example of Questionnaire

Violence in the WorkplaceAwareness Survey

1. Workplace violence by its definition has to involve some form of physical attack.True or False

2. OSHA has cited organizations for allowing “violent” environments to exist. True or False

3. Workplace violence is primarily a “security” issue. True or False

4. As a cause of workplace fatalities in the U.S., violence ranks as: 1 2 3 4 5

5. Violence is actually a major “social” problem and therefore should not be considered a serious“workplace” issue. True or False

6. Job layoffs and stress are typical causes of workplace homicides. True or False

7. There are ways you and your employer can effectively prevent violence. True or False

8. Your company probably needs a “policy” dealing with violence in the workplace.True or False

9. Name some things any organization could do to reduce the threat of violence in the workplace.

10. Some violent acts and threats just need to be ignored. True or False


LECTURE

Introduction

1. State learning goals (what students will be able to do at the end of the class with the knowledgegained). Indicate how student achievement will be assessed.

2. Give an overview of the topic. Tell students what you will be talking about, why the subject isimportant, and how it relates to previous topics in the course, and to their interests, experiencesand future educational or vocational activities.

3. Provide an outline of the lecture. Write the main points on the board, use an overheadtransparency projector, or distribute a handout.

Content

1. Limit the content to be taught. Some say include about 7 chunks of information in a 45 minutelecture.

2. Explain each major point fully, providing a variety of concrete examples, analogies or illustration ofthe idea.

3. Present all the ideas essential to your major point (content that students "need to know") beforefollowing up with content that is minor or simply "nice to know."

4. Relate ideas and examples to students' experience, future works or interests, or ask students toprovide examples from their own experiences.

Presentation

1. Don't read your notes - try to use key words.

2. Vary your movement in the classroom, and voice (volume, speed).

3. Talk to your students, maintaining eye contact with your audience.

4. Use overhead transparencies, slides or handouts to provide variety in your lecture.


Student participation during the lecture

The following procedures facilitate student participation:

1. Ask "open-ended" questions for which there is no single "right" or "wrong" answer, but severalpossible responses.

2. Ask for questions, but to save time ask for the type of question you want which deals with themain idea. For example, instead of "Are there any questions?" use "Do you have a question aboutthe sequence of steps in doing...?"

3. Redirect a student's question to other students. Invite them to clarify, expand, or comment. Askfor examples from their experience.

4. Give recognition and praise to good questions or answers. For an incorrect statement, select anypart that is correct (if possible) and build on that. In any case, "reinforce the try" as well ascorrecting the error.

5. After making a series of points in your lecture, pose a problem that requires students to applythem. Give students several minutes to jot down an answer and then survey the range ofresponses and discuss them (if time allows).

Summary of the lecture

During the closing summary of the lecture:

1. Restate your main points.

2. State how the main points relate to previous or future lectures.


BUZZ GROUPS

Buzz groups are small discussion groups composed of three to eight people.

Increased participation can be obtained In a large class by breaking up into buzz groups where moreindividuals will have an opportunity to take part in the discussion. People are more apt to expressthemselves freely in small groups.

Mechanics of the buzz group

1. The teacher should designate the number of buzz groups. The students could count off by thedesired number of groups. This mixing procedure is important so that each buzz group has a crosssection of the opinions represented in the group, rather than only one point of view.

2. A leader and recorder may be selected by each buzz group.

3. The teacher should designate the physical area where each group is to meet. If possible, thegroups should meet in separate rooms so not to interfere with one another. If space is limited thebuzz groups should swing their chairs into a circle so all members of the group can see and heareach other.

4. The teacher should give each group a specific question or questions for discussion. They may bethe same question or different ones. It is preferable that the questions be in writing so each groupknows exactly what is to be discussed.

5. The teacher should set the time limit for discussion before breaking into buzz groups.

6. The teacher should give each group a two minute warning so each group can summarize beforereconvening

7. If more than one question has been assigned, group one should be asked to state its findings onquestion one with supplementary comments from the other groups. Group two should then beasked to report on question two, and so forth.

8. The teacher should summarize the findings.

Advantages of buzz groups

1 Everyone in a large group can take part.

2. The whole group analyzes problems and suggests solutions.


3. This may be the only way to get a majority opinion in a large group.

4. Buzz groups stimulate the thinking of each individual and give more people the opportunity to leadand/or record the group’s ideas.

Disadvantages of buzz groups

1. It is sometimes hard to divide a large group.

2. Some groups may start “chatting,” not addressing the discussion question.3. Some groups may not understand the assignment/question.4. Allow sufficient time for large group feedback following the buzz group discussion.

ROLE-PLAYING

Role-playing is "acting out" of a situation or incident. It's used to center group discussion around someconcrete experience.

Writing a role-playing case

1. Pick a problem that can have a number of equally good solutions. If there is a specific answer, thecase will not elicit much discussion.

2. Build into each case several -- but not too many -- points for discussion. Some can relate toprocedure and others to the content of what is said and agreed to.

3. Make the case both realistic and representative of what might occur in an actual bargaining unit.Something that occurs only once in a blue moon is not worth spending time on.

4. When using a number of the cases, all of them taken together should give you a good cross-section of problems faced.

5. Build into the case some human interest elements to make the case lively as well as informative.

6. Depending on the complexity you want to have, and the time you want to spend, you may wish tohave several stages of role-playing. For example,

7. Incorporate enough detail so that the players do not have to make up too much, but not so muchdetail that they will have trouble grasping all the details.


How to set up the role-play

1. The physical arrangements. The members of the group should be seated informallyaround a cleared part of the room. Everybody should be able to hear and see what is goingon. Everybody should be able to participate.

2. Defining the problem situation. Ready made role-playing situations present carefullyplanned case problems. Or you can make up your own or have the group suggestsituations they have to face.

3. Setting the scene. Be sure everyone understands who the actors are supposed to be andwhere the action is supposed to take place.

4. Defining the roles and choosing the actors.Ask for volunteers to play these roles. For the first time try to choose people who aren'tshy and won't be embarrassed to act the part. Sometimes, it may be appropriate toinstruct one or more characters out of hearing of the others.

5. What the observers do. Those not taking roles, act as observers. They watch closelywhat the actors say and do. You may want to provide a form so they can write down whatgoes on during the scene, and their comments on how the actors handle the situation.

6. Role-playing begins. When you have outlined the situation, selected the actors and given them a chance to think over their parts for a minute or two, action begins. Avoid discussing the situation too much before role-playing begins. Discussion comes later.

Usually role-playing scenes run five or ten minutes -- never much more. Be sure to breakin and stop the scene after the main points have been made or the actors begin repeatingthemselves.

Follow-up after the role-play

Reactions of actors : Get the reactions of the actors - how they felt in their roles, what they thought ofthe arguments of the other actors.

Reactions of observers: Then, throw discussion open to the group (observers). Some of the mainpoints to cover are:

1. Good and bad arguments the actors used.2. Good and bad approaches or strategies used.3. Mistakes or omissions.4. Suggestions for other lines of action or other arguments.


5. Ask the group "How else might this have been handled?"

NOTE: In discussing the good and bad points of the role-playing, use the role - names of theactors. Keep personalities out of the problems. Don't let the actors become personally involved.

Variations on role-playing

1. Have the group make up their own cases, scenes, actors. (New problems may grow out of discussion of cases already acted out. These can be handled through role-playing, too.)

2. Have actors reverse roles

3. Have two complete casts play the same situation (some of the observers probably think they could do better - this gives them a chance to try).

4. Have a recording device handy. Record the scene, refer to the recording to clear up any confusion that may come up during discussion.

5. Include everyone in the audience in the role-play by having many simultaneous role-plays. Then follow-up with discussion about effective strategies, the outcomes, how theactors felt, and so forth.

Advantages of role-playingRole-playing is especially productive in a small group. It's one way for everybody to explore problemstogether. Through role-playing the group can:

- Test ideas and plans of action in practice situations;- See how it feels to do something face-to-face (in a discussion you just talk about it);- Discuss the problems revealed by the "act"; analyze how it might have been done better;- Have fun (people learn best when they can relax and enjoy themselves).

Disadvantages of role-playing1. Some people are very self-conscious when “acting.”2. If the role does not have enough flexibility, the outcome may be oversimplified.3. The role-play may seem artificial or forced.


CASE STUDIES

The advantage of the case method is that it requires a class to consider a problem, much as they wouldhave to do in real life, and to use both facts and judgment in solving the problem. It also gives the class acommon basis for discussion.

Characteristics of a good case study

I. It is specific as to detail, yet can be handled in several different ways.

2. It is interesting and realistic; anyone could recognize this as a familiar situation.

3. It forces the class to take facts into account and exercise judgment in handling the problem.

4. It forces the class to talk about a common problem and guarantees that they will have the sameset of facts and conditions in mind.

5. It requires the class members to put themselves in the player’s shoes and consider the case as if itwere happening to them.

BIBLIOGRAPHYAdapted from S. Fanny Simon, Teaching Methods and Techniques in Labor EducationAdapted from "Teaching Practices and Techniques," International Association of Machinists (IAM),Education Department, Placid Harbor, Maryland


Training documentation(sample)

Sign-in Roster

Title of className of trainer(s)

Date Location

Start time End Time

Company

Name (please print) Department Signature

Signature of trainer

Cer

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of C

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BWC Division of Safety & Hygiene 6 – 1Train the TrainerRevised: July 2003

Case Studies

Scenario

One of your duties at your Tool and Die Manufacturing Shop is as the Safety Trainer.Business is good. There are a lot of jobs scheduled to be done so production is a top concernright now. The company employees 40 people.

CASE 1

You have been given 20 minutes for the next staff meeting (it’s two weeks away) to do HazardCommunication Training for all 40 employees. There are no records that HAZCOM has ever beendone for everyone.

CASE 2

Your boss comes to you and asks you to develop a training plan which will identify ways that thecompany’s Worker’s Compensation costs can be reduced by 25%. The company is currently penaltyrated by 20% and the boss wants to try to get into a group rating program.

CASE 3

There was an accident in the warehouse involving the collapse of some storage shelves. Equipment andparts were damaged but there were no injuries. The accident investigation did not turn up anywitnesses. Your boss asks you to develop a training plan to reduce the likelihood that it will happenagain.

CASE 4

A machine operator suggests that guarding is not adequate on all the equipment. You need to train thesafety committee to recognize machine guarding issues so they can evaluate conditions in the plant andmake appropriate recommendations to the engineering department.

BWC Division of Safety & Hygiene 6 – 2Train the TrainerRevised: July 2003



Presentation Skills

Professional Do’s

Professional Don’ts



Hints for Excellent Presentations1. Prior to training, make an on-site visit to get acquainted with your audience.2. On the day of training, get there early and set-up the room 20-30 minutes before class,

adjusting the setting as needed.3. Meet/greet participants as they show up, chat with them, put them at ease.4. Adjust to the facility. Don’t criticize the facility, equipment, or size of room in front of the

participants.5. Mix and mingle during breaks, during small-group discussions and lunch (to establish rapport,

show you care about the participants and their problems, answer individual questions).6. During your informal discussions with participants, listen for examples and problems you can

mention in subsequent sessions.7. Modify exercises to fit students (change case study example or add more hands-on activities

etc.)Adapted from an article by Broardwell & Broardwell “Reaching for Rapport” in Training,

September 1987, pages1-4.

Other hints:• Don’t apologize to the audience for lack of equipment, poor visuals, or your lack of planning.

Apologies give the impression that you have not prepared or communicated adequately. Beresourceful and adapt as necessary.

• Create a positive learning environment by listening carefully to participants’ questions andconcerns, responding respectfully, and acknowledging their viewpoints, continuallyencouraging them to be agents of positive change in their workplace.

• Ask a colleague to observe your instruction and give constructive feedback in order toimprove your presentation skills and audience interactions.



Etiquette Among Multiple InstructorsThe goal is to present complete and cohesive instruction to the audience when using severalinstructors, so that they complement each other, providing support for each other.

Here are some suggestions for presenting with multiple instructors:1. Plan the presentation together

∗ Agree on the start/end time of the entire presentation, as well as each individualpresenter’s section. Plan who does what.

∗ Plan the segue (hand-off) between each presenter’s section to make sure theaudience knows how your content “fits” together.

∗ Watch for holes and overlaps in the content, duplication of stories, examples andjokes, so the whole presentation runs smoothly.

2. Remain in the room while the other instructor presents, sit quietly in the back of the room,don’t side-talk with others in the room, don’t fidget or rustle papers, and don’t fall asleep!

3. When you are not presenting, listen for any errors that your co-instructor makes, then gentlypoint them out during the next break so that the co-instructor can correct herself/himself at thebeginning of the next section.

4. Don’t interrupt the instructor who is presenting unless the two of you have agreed ahead oftime that this is OK.

5. Don’t argue with the other instructor in front of the audience. If there is a disagreement,present it to the audience as a difference in philosophy, but be careful not to convey hostility.



Dealing with a student’s negative feedback

• Clarify the negative feedback, if needed.

• Express your appreciation for the negative feedback, explaining your goal of continuous

improvement.

• Support individual differences -- different people believe different things and that’s OK.

• Assure the participant that his/her ideas will be considered, if they will be. Take a minute to write

down the idea. If appropriate, ask for the participant’s name/phone number to credit him/her with

the idea or contact later for elaboration on the idea.

• Explain why his/her ideas are not possible, if they are not. Possible reasons include:

• lack of resources, such as time, money, space, staff, materials, equipment,

• philosophical differences, and/or

• policy or procedural conflicts.

• Ask for comments/reactions from others in the audience to the participant’s ideas, if you want to

pursue the idea.


8 -1Revised: July 2003

Listening Skills

ObjectiveNon-verbal communicationListening skills

MaterialsChairs

Timing15 minutes

Procedure1. Form participants into pairs (A and B) and ask them to get their chairs more or less facing each

other. Explain that the A’s are going to be speakers and the B’s listeners.2. Explain that the A’s are to speak for two minutes about their favorite hobby, food, or travel

location. B’s are to do anything but listen. The only restriction on B’s is that they cannot leave theroom.

3. Time the two minutes, giving a start signal and a stop signal.4. Conduct a discussion on:

• what the listeners were doing to show they were not listening,• how the speakers knew they were not being listened to,• how they felt about the exercise,• tips on listening skills.



Team-building

ObjectiveTeam-building exercise

MaterialsTables and chairsPuzzles (50-pieces or so, all of the same theme), except that one key piece (not an outside frame piece)is missing and each puzzle has one odd piece. Mix up the key pieces so each puzzle team has the keypiece for another team.

Timing15 minutes

Procedure1. Place one puzzle at each table of 4-6 participants2. Explain that they each table is to complete its puzzle as quickly as possible. Do not explain that a

key piece is missing.3. Watch while they find that the key piece is missing and that another table has it.Discuss the concept of teams working together can accomplish more than teams working separately.Helping each other creates a positive work environment.



Introductions

ObjectiveGroup introductions

MaterialsPen/pencil and paper

Timing20 minutes for 12 people

Procedure1. Ask participants to work in pairs, finding someone in the room whom they do not already know.

They are to get acquainted, then introduce the other person to the larger group.2. Each one has 4 minutes to interview the other about his/her interests, job, etc. They may take notes

on each other, if they want to.3. In the large group, ask each pair to introduce the new acquaintance to the group.

Variations1. Give participants some specific questions to answer, based on the topic of the training, course

expectations, knowledge of the topic, skills, experience and so on.2. Ask the participants to discuss the results of an exercise or case study or video in pairs, reporting

back to the larger group.



Breaking into Groups

ObjectiveVarious ways to break a large group into small discussion or buzz groups

MaterialsDeck of cards

Timing1-2 minutes

Procedure1. Remove as many cards from the deck of playing cards to have as many cards as there are

participants. Plan how participants you want in the smaller groups.2. Ask each person to draw a card from the remaining deck of cards.3. Ask the subsets of cardholders to find each other to form a smaller group, such as:

• those holding the same number (5’s, Jacks, 10’s, Aces, etc.)• those holding the same number cluster (2-3-4’s together, face cards together, etc.)• those holding the same suit (Diamonds, Clubs, Spades, & Hearts)• those holding the same color cards (red, black)

4. To add a few extra or balance groups, declare certain numbers or categories as “wild” cards.5. Shuffle the deck and re-draw for the next time you want to break up into groups.

F

ollow-up A

ctivities

BWC’s Division of Safety & Hygiene Training Center

The Division of Safety & Hygiene wants Ohio workplaces to be safer and healthier by reducing occupational injuries and illnesses. To accomplish this goal, the Training Center emphasizes the importance of applying what you learn in class to your workplace. Effective July 1, 2003, class participants will have a list of follow-up activities to review as possible steps to take when they return to work. During or at the end of a class, you may choose from among these follow-up activities or customize your own activity as appropriate for your workplace. When you complete a follow-up activity in your workplace, notify the Training Center. Following notification, a certificate with continuing education credits for the class will be sent to you. You must complete this notification process from your first class in order to be eligible to enroll in a second class. (Please see details on reverse side.)

Crossing the bridge to a safer workplace

BWC’s Division of Safety & Hygiene Training Center

Examples of follow-up activities • Develop or improve a training program on the class topic; • Organize a new or improve an existing safety team; • Conduct a safety audit on one or more machines at work; • Analyze illness/injury trends; • Find and document hazardous chemicals to add to Hazard Communication program. Notification process Provide the following information when notifying the Training Center of your completed activity: 1. Please describe the activity you completed at your workplace as a result of taking the class; 2. Who at your company was involved in this activity; 3. The impact of this activity on your company; 4. What barriers, if any, you encountered; 5. How you would like your certificate sent to you (e-mail, fax, or no certificate needed); 6. Please estimate the amount of time you spent on this activity. Methods of notifying the Training Center will be provided when you attend the class. Summary 1. Enroll in one class at a time; 2. Attend class; 3. Select a follow-up activity that is reasonable and manageable at your workplace; 4. Complete the activity; 5. Notify the Training Center; 6. Receive certificate with continuing education credits; 7. Enroll in another class. Exceptions • Safety Works for You, Modules 1-7 (See Division Services catalog for course description) • Safety Works for Kids (See Division Services catalog for course description) • Students who are unemployed

Train the Trainer Follow-up Activities • Wrote or revised an in-house training program. • Developed appropriate visual materials for an in-house training program. • Presented training utilizing adult learning principles.

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Statement of Attendance

(Student name)__________________________________ attended the (Class title)_______________________________________ class on (Date)__________________________ at (Location) _______________. Instructor’s signature Note to student: Please enter the class information above prior to asking the instructor to sign it. After you notify the Training Center of your completed follow-up activity, a certificate with continuing education credits will be sent to you.

Training Center New Direction Student Questions & Answers

Question: Several of us from our company attended this class. May we work on one

follow -up activity together back at our workplace? Answer: Yes, but each person needs to individually notify the Training Center of the

completed activity. Question: If I am not sure what activity I will do back at the workplace, what should I

write on the sign-in sheet? Answer: Please write your most likely activity. It is OK to change your mind or

modify the activi ty when you return to the workplace. Question: Do I have to do an activity on the list? Answer: No, you can customize an activity that will benefit your workplace. Question: May I enroll in a second class if the follow-up activity from the first class is

not complete? Answer: Sorry, no. Question: Why are you restricting us to enrollment in one class at a time? Answer: The DSH mission is to prevent injuries & illnesses. DSH is willing to invest

resources in those students who contribute to that mission by improving the workplace through meaningful activities.

Question: When I am limited to enrollment in one class at a time, how can I plan out my

year of classes? Won’t all the classes be full? Answer: Plan out your classes with at least 4-6 weeks between them, pencil them on

your calendar. Promptly after completing a class, begin your follow-up activity back at the workplace. When you notify the Training Center of your completed activity, send in your registration for your next class. Starting July 1, everyone will be “in the same boat;” that is, no one can sign up for more than one class at a time.

Question: Do web-based classes have follow-up activities? Answer: Yes, but you may enroll in a web-based class and a regular class

simultaneously. Question: Can I be on a wait list for one class and be enrolled in another class? Answer: No, you will have to choose whether to be on a wait list or to be enrolled in

another class. Question: Is “one class at a time” by individual or by company? Answer: By individual.

Question: Some activities may take longer than others, so it may take months to complete an activity.

Answer: Here’s a suggestion: break down the activity into smaller, but nonetheless significant, steps. Report to the Training Center the first completed step.

Question: What about PDP companies? All PDP requires them to do is attend a class to

meet their Step 6 requirement. Answer: For Step 6 credit, BWC will accept the “Statement of Attendance” signed

by your instructor. Question: What is the fastest method to report my completed activity and get my

updated status, so I may enroll in a future class? Answer: All methods of reporting will take 1-2 days for updating your status, but you

may send in your registration form for the future class along with your notification form. Within two weeks, you should receive a confirmation notice of your enrollment in the future class.

Question: Why do I have to write the intended follow-up activity on the sign-in sheet? Answer: What you have written on the sign-in sheet will be reviewed by BWC staff

members who are responsible for assuring high-quality classes. Question: What is the purpose behind the new direction? Answer: It is a way of measuring the effectiveness of the Training Center in

reducing occupational injuries and illnesses.

Resources Available from the Division of Safety & Hygiene (DSH) Libraries (800) 644-6292 (614) 466-7388

[email protected] www.ohiobwc.com

Safety training: • Safety talks, outlines and scripts - DSH Safety leader’s discussion guide, Training

Center’s One-hour safety presentations, reference books, web resources • Videos – hundreds of safety and health topics • Books and articles on training techniques

Machine and equipment safety:

• Safety standards (ANSI, NFPA, CGA) • Books and articles on power presses, material handling equipment, lockout/tagout, etc.

Sample written programs:

• DSH program profiles and sample written programs • Reference books • Internet resources

Illness and injury statistics:

• Statistics from the U.S. Bureau of Labor Statistics • National Safety Council’s Injury Facts • National Institute of Occupational Safety & Health (NIOSH) studies

Hazard communication and chemical safety:

• Chemical safety information • Material safety data sheets (MSDSs) • Sample written programs • Videos • Internet resources

Safety standards

• American National Standards Institute (ANSI) standards (including standards for construction, machinery and equipment, personal protective equipment)

• National Fire Protection Association (NFPA) fire codes (including the Life Safety Code and the National Electrical Code)

• Compressed Gas Association (CGA) standards Other topics of interest (books, articles, magazines, videos and standards):

• Confined spaces • Electrical safety • Job safety analysis • New employee orientation

• Powered industrial trucks • Respiratory protection • Scaffolds • Spill response

Directories and lists of vendors of safety equipment Occupational Safety & Health Administration (OSHA) regulations Manual of Uniform Traffic Control Devices (MUTCD) Recommendations of useful Internet sites

BWC publications

Saving You Time and Research Requests for copies of OSHA standards, information on starting a safety committee, a video on accident investigation techniques -- these are some of the thousands of inquiries BWC’s Division of Safety & Hygiene (DSH) libraries receive each year. DSH has two libraries to serve you:

• The central library in the William Green Building in downtown Columbus; • The resource center and video library located at the Ohio Center for Occupational Safety and

Health (OCOSH) in Pickerington. Both libraries are open 8 a.m. to 4:45 p.m., Monday through Friday. Your need for information does not require a visit to the library. You can phone, fax, or e-mail your requests and receive a quick response. The central library provides free information services on the topics of occupational safety and health, workers’ compensation and rehabilitation. The OCOSH resource center provides similar services for those who visit OCOSH for meetings and training center classes. Students from the DSH training center can use the services and collections of the libraries to assist with the completion of their course follow-up activities . The librarians have recommended a variety of resources for the follow-up activities and are available to answer questions and provide assistance. The video library offers an extensive collection of videotapes to supplement your organization’s safety and health training program. It is a convenient and popular source for Ohio employers to borrow quality occupational safety- and health-related training aids. Visit our Web site at www.ohiobwc.com. Central library 30 W. Spring St., Third Floor Columbus OH 43215-2256 1-800-OHIOBWC (614) 466-7388 (614) 644-9634 (fax) [email protected] OCOSH resource center 13430 Yarmouth Drive Pickerington OH 43147 1-800-OHIOBWC Resource center (614) 728-6464 Video library (614) 644-0018

train the trainer table of contentsbwc division of safety & hygiene train the trainer 1-1...

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