Safety Training Presentations

1. Safety Training Presentations Institute of Occupational Safety and Health Train-the-Trainer

2. FY-11 OSHA Susan Harwood Grant Program This material was produced under grant number SH22297-SH1 from OSHA. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

3. Objectives: Participants will: • Explain the different titles of a teacher • Determine positive classroom control measures • Examine diversity and stereotypes • Describe training delivery methods • Analyze questioning types and techniques • Demonstrate the use of training aids • Define how to empowering the adult learner • Illustrate the proper use of assessments and Critiques

4. Titles of Folks that Guide Learners • Trainer: Directs the growth of learners by making them qualified or proficient in a skill or task. • Instructor: Gives knowledge or information to learners in a systematic manner. • Coach: Instructs, demonstrates, directs, guides, and prompts learners. • Facilitator: Makes it easier for learners to learn. All The Same

5. Professional Image • Dress in the correct attire • “Up close and personal” with students maintain personal hygiene • Maintain a professional demeanor • Use discretion in words and actions • Be fair, respectful and unbiased to all • Leave your stereotypes at home • Religion and political opinion are not allowed in the classroom

6. Establish Classroom Rules • Introductions • Address health and safety Emergency Procedures • Discuss classroom rules • Turn off cell phones • No texting • 10 minute break every hour • Lunch for one hour • One person speaks at a time

7. The learning platform and skillful trainers • Skillful means involvementis the focus • Focus more on skills to empower learning • Powerful trainers….not actors • Focus on the learner • Good trainers should bring any training to life

8. The Three Learning Factors There are three factors that must happen for a successful learning experience to take place: • Knowledge • Environment • Involvement Skills

9. Whole Brain Learning Theory • Our brain is divided into two hemispheres the left brain and the right brain. • Our left hemisphere characteristics include: judgmental, linear, logical, systematic, and verbal. • Our right hemisphere characteristics include: creative, intuitive, holistic, playful, and visual. • Both sides should cooperate equally

10. The Learning Cycle • The learner starts learning as a beginner • Less guidance from the trainer • The learner becomes capable of learning a skill • The learner now returns to their job • Requires less or no supervision from the boss • Encouraged to take on new tasks • The learning cycle repeats itself

11. Setting Up The Learning Environment • How much space (square footage) should we allocate for the classroom? • 15 to 17 square feet per participant

12. Standard Seating Arrangements • Square for large groups • Horse shoe • Instructor can monitor each student more closely • Non-verbally encourages participation • Good for demonstrations • Circular for smaller groups • Informal • Fosters group participation

13. The Voice There are five main terms used for defining vocal qualities (Grant-Williams, 2002): • Volume • Tone • Pitch • Pace • Color

14. Two good methods for improving your voice: • Listen to it! Practice listening to your voice while at home, driving, walking, etc. • Get an opinion from trusted confidants • Practice articulation • Pose to let information sink in and to emphasize punctuation • May want to take voice lessons

15. “Listen to it” Exercise • To really listen to your voice, cup your right hand around your right ear and gently pull the ear forward. Next, cup your left hand around your mouth and direct the sound straight into your ear. This helps you to hear your voice as others hear it... and it might be way different from the voice you thought it was! • Now practice moderating your voice.

16. Non Verbal Body Language • Eye contact • Facial expressions • Gestures • Posture / body orientation • Proximity • Voice

17. Active Listening • Active listening is NOT the same as hearing! Hearing is the first part and consists of the perception of sound. • Listening can be one of our most powerful communication tools! • Be sure to use it!

18. Nerves: The Main Enemy of the Presenter • Do not fight nerves, welcome them! • Presentation becomes a challenge • Winners overcome nerves. You are all winners! • Be well prepared. Be the SME that you are! • Don’t drink too much coffee • Exercise can reduce tension • Eat a balanced breakfast • Mentally rehearse your presentation “To fail to prepare is to prepare to fail”

19. Student Questions • Always allow time at the end of the presentation for questions • Listen closely to the questions • Be honest if you do not know the answer • Find the answer and get back to the class • Answers that last 10-40 seconds work best • Use empathy if some disagrees with your answer

20. Breaking Distracting Habits • Hands in the pocket • Talking to the screen • Slang • Lack of eye contact • Talking with the hands • Saying “uh” “ok” “you know”

21. Diversity in the Classroom • Why Must We Embrace Diversity?

22. What Exactly Does Diversity Include? • A wide variety of people, examples such as: • Gender • Religion • The diversity of an individual: • Scholar • Sports-person • Slow learner • Takes a wide variety of people to become the best

23. Why Is Embracing Diversity A Challenge? • Our bias and prejudice are deeply rooted within us

24. Embracing diversity is more than tolerating people who are different • It means actively welcoming and involving them by: • Developing an atmosphere that is safe for all employees to ask for help. • Actively seeking information from people from a variety of backgrounds and cultures. • Including people who are different than you to lunch, coffee breaks, and spur of the moment meetings. • Creating a team spirit where every member feels a part of.

25. Diversity Classroom Exercise • Looksism and Diversity

26. Adult Learning Styles • Learn because they want to learn • Need information quickly • Encouraged to share relevant experience • Treated with respect • Active participation • “Hands on” http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/teachtip.htm

27. Training Methods • Case studies • Debates • Tabletop drills • Hands on training scenarios • Brain storming session • Role playing exercises

28. Training Techniques to Reach all Literacies • Give out only most important written material • Let them know you will not require them to read out loud • Let them know you are available during breaks • Explain certain terminology and acronyms • If they have to write, post a list of key words

29. Power point Presentations • Is a visual aid not a teaching technique • Five by five rule • 5 words across • 5 bullets down • General “rule of thumb” is 5 minutes per slide • Do not just read from the slide Death by power point

30. Visual Aids • Flip chart • Videos • Hand outs • Whiteboards • Training DVDs • Posters • Software simulations

31. Tips for Great Presentations • If you have handouts, do not read straight from them • Do not wave a pointer around in the air • Do not lean on the podium for long periods • Speak to the audience...NOT to the visual aids, such as flip charts or overheads

32. Tips for Great Presentations • Speak clearly and loudly enough for all to hear. • Pause between punctuation marks • Learn the name of each participant as quickly as possible • Listen intently to comments and opinions • Circulate around the room as you speak

33. Tips for Great Presentations • List and discuss your objectives at the beginning of the presentation • Vary your techniques • Get to the presentation before your audience arrives; be the last one to leave • Be prepared to use an alternate approach if the one you've chosen seems to bog down

34. Tips for Great Presentations • When writing on flip charts use no more than 7 lines of text per page • Consider the time of day and how long you have got for your talk • Most people find that if they practice in their head, the actual talk will take about 25 percent longer • Timing is very important

35. Assessments • The primary purpose of student assessment and evaluation is to support student learning

36. Critiques and Feedback • Critiques should be given to students upon the completion the training • This is tool to identify and correct deficiencies in the training program or issues with the trainer • Remember, this is to be a “constructive” mechanism not a sword to slay the trainer!

37. OSHA Resources • OSHA has many helpful programs, including assistance about safety and health programs, state plans, workplace consultations, voluntary protection programs, strategic partnerships, training and education, and more.

38. Summary Now, participants should have an idea of how to give an effective and dynamic presentation. Keys to success is to be well-prepared, know the subject, understand the learning process and really involve the learners. Remember, power point is a visual aid not the lesson plan so ensure you incorporate a well balanced mixture of learning activities. “Read and heed” student critiques as this is how you can improve your teaching style and the training course.

39. OSHA Contact Numbers To report Unsafe Working Conditions, Safety and Health Violations Contact OSHA @: 1-800-321-OSHA (6742) / TTY1-877-889-5627 To File a Complaint Form: To file an OSHA-7 report online, see how to file a complaint with OSHA (www.osha.gov) For more information regarding your rights, see Worker Rights

40. References • Instructional System Design. Retrieved from: • http://nwlink.com/~Donclark/hrd/sat.html • Susan Harwood Training Grant Program • Best Practices for the Development, Delivery, and Evaluation of Susan Harwood Training Grants. Retrieved from: • http://www.osha.gov/dte/sharwood/best-practices.html