WIXLIB

TRAIN THE TRAINEROBJECTIVE EXERCISEGroup Exercise: From page 30 evaluate the objectives and rate below.Course ObjectivesAfter completing this course, without help,you will be able to:1. Describe Installation Process.2. Identify all Tools and Materials Needed toInstall TRACS Terminal.3. Install the Terminal Unit.4. Install the Antenna.5. Install Electrical Hook-Ups.6. Test Unit for Proper Functioning.Objective meets standards Does not meet standardsMissing criteria number(s): 1234544

TRAIN THE TRAINEROBJECTIVE EXERCISE IIGroup Exercise: Analyze each of the following objectives to determineif they measure up to the five criteria. If they do not, circle the numberof the missing criteria.1.2.3.4.5.The objective states a time limitThe objective specifies conditions of performanceThe objective identifies the performer(s)The objective contains one action verbThe objective specifies an acceptable standard of performance"Gain a greater awareness of our hazard communications program."Objective meets standards Does not meet standardsMissing criteria number(s): 12345“You will be able to rate, with justification, each element of thecompany’s hazard communications program."Objective meets standards Does not meet standardsMissing criteria number(s): 12345“At the end of the training session, given a simulated accident report,learners will be able to identify at least three possible root causescontributing to the accident.”Objective meets standards Does not meet standardsMissing criteria number(s): 1234545

TRAIN THE TRAINERACTION WORDSAction verbs describe observable/measurable behaviors. Useaction verbs when writing objectives.Comprehension:Interpret information in one'sown rttelltranslateAnalysis:Break down knowledge intoparts and show relationshipsamong comparecontrastcriticizediagramKnowledge:Recall information . . . . . . . . . . . . . . . . . . . . . . . . . istmatchrecallreproduceSynthesis:Bring together parts ofknowledge to form a wholeand build relationships fornew eset upsynthesizewriteApplication:Use knowledge in a tEvaluation:Make judgments on basis ofgiven rtvalue46

TRAIN THE TRAINERSAMPLE OBJECTIVESTraining Objectives:At the completion of this module, without help, thetrainee will be able to: Accurately describe the 6 key elements of anEmergency Action Plan Accurately describe the 5 key elements of a FallProtection Plan Select the proper agency for a given action whenpresented with a list of agencies Properly put on 3 types of fall protection equipment Explain the three key elements of quality Explain the key points of a quality assurancesystem Explain the key points of ISO 900147

TRAIN THE TRAINERYOUR COURSE OVERVIEWCourse TitleCourse PurposeAfter completing this module, you will be able to:Course ObjectivesAfter completing this module, you will be able to:1.2.3.4.Trainee PreparationTraining ModulesBackground/ImportanceTraining Relevance48

TRAIN THE TRAINERDIGESTIBLE CHUNKS Adults Build On What They Know49

TRAIN THE TRAINERDIGESTIBLE CHUNKS A manageable chunk of information is onethat the learner can easily process andcomprehend. Research suggests that people can bestprocess and remember no more than 5-9pieces ofinformation atone time. The humanmind willautomaticallygroup items tofacilitatememory.50

TRAIN THE TRAINERCHUNKING ANDSEQUENCING Information for each training objective should beput in digestible chunks and sequenced!51

TRAIN THE 244203421333522364623421111210484752

TRAIN THE TRAINERTHE WHOLE THING! Learn This Number53

TRAIN THE TRAINERMANAGEABLE UNITS Now Learn This NumberPhone:Address:54

TRAIN THE TRAINERMANAGEABLE UNITEXAMPLEA writer was assigned to write a policymanual containing 25 policies. Because 25exceeds the “chunking” limit of 5-9, thewriter identified three categories ofpolicies and divided the manual into thefollowing sections: Section I: Financial Policies Section II: Safety Policies Section III: Security Policies55

TRAIN THE TRAINERSEQUENCING The sequencing of training content and material isalmost as important as the content itself. It candefeat the purpose of a training program if notcarefully thought out. Trainers should beconcerned about the logical sequencing of training,because if the lesson does not unfold in a building,reinforcing way, learning will be less effective.“Don’t put the cart before the horse!”56

TRAIN THE TRAINERSEQUENCINGSTRATEGIES Basic “strategies” to consider insequencing safety training:– 1. Information should flow from the general tothe specific - Move gradually to the many andvaried specific on-the-job applications of theconcepts discussed.– 2. Information should develop from the simpleto the complex - The design should begin witha fairly simple conceptual overview of thesubject to be learned.– 3. Training concepts should move from theoryto practical application.– 4. Training may transition from known tounknown concepts, ideas, or processes.– 5. For On-the-Job Training (OJT), sequence thecontent so that it corresponds to the order inwhich the tasks are performed on the job.57

TRAIN THE TRAINERTHE ACANTHOPHOLIS Acanthopholis (meaning "spiny scales") was an armored,quadrupedal (walked on four legs), plant-eating dinosaurfrom the early Cretaceous period. Its armor was rows ofoval plates set into its skin, plus it had spikes jutting outof its neck and shoulder area along the spine. It was about15 feet long (4 m) and weighed roughly 380 kg.Acanthopholis lived during the early Cretaceous Period,about 115-91 million years ago. This huge, heavy reptilewas an herbivore (it ate only plants). It had to eat a hugeamount of low-lying plant material to sustain itself so itsgut must have been very large. It probably had afermentation compartment to aid in the digestion of thetough plant material, producing prodigious amounts ofgas. Acanthopholis was an ankylosaur, whoseintelligence (as measured by its relative brain to bodyweight, or EQ) was low among the dinosaurs.Ankylosaur track ways were found in 1996 near Sucre,Bolivia, South America showing that these hugecreatures could run at a "decent jog," according toChristian Meyer, a Swiss paleontologist working at thesite. Speed estimates are made using the distance betweenthe footprints, the animal's leg length, the pattern of thetracks, and other factors. Partial fossils have been foundin England. Acanthopholis was named by the Britishbiologist Thomas H. Huxley in 1865.58

TRAIN THE TRAINERTHE ACANTHOPHOLIS There are about 30 facts regarding the Acanthopholis. Outlinethese facts using Manageable Units and Sequencing Strategies.59

TRAIN THE TRAINERSAMPLE OUTLINETopic Two: Performance Alignment The Performance Process Establishing Trust .No Surprises! Planning For Performance Establishing Expectations– SMART Objectives– Establishing the Bar Measuring Performance Providing On-Going Feedback (Coaching) The Performance Discussion– Setting– Questioning– Agreement Action Planning Using The Process (On-The-Job-Actions)60

TRAIN THE TRAINERYOUR OUTLINE 61

TRAIN THE TRAINERPRACTICE, PRACTICEPRACTICE!“An ounce ofpractice isworth more thantons ofpreaching.”- Gandhi62

TRAIN THE TRAINERPRACTICE, PRACTICE,PRACTICE!I do it normal I do it slow You do it withme Then off you go!63

TRAIN THE TRAINERON PRACTICE Practice should be nonthreatening (OK to mess up!)– Simulated work is best Practice activities should be setup for each task. Be available for coaching andquestions. Let the learner decide if theyhave practiced enough.64

TRAIN THE TRAINERCOMPETENCE The ability to do a job to a specifiedstandard or expectation. de65

TRAIN THE TRAINERDETERMININGCOMPETENCE Determine what “competence”means before you begin.– Quality Standards– Time Standards– Waste Standards Establish performance againststandards.– Written Pre-post Test (Knowledge)– Measurable Observation (Skill)Both the trainer and the trainee must beconfident that the trainee is competent.66

TRAIN THE TRAINERSAMPLE COMPETENCECHECKLIST67

TRAIN THE TRAINERYOUR COMPETENCECHECKLISTSKILLS /KNOWLEDGEObservedAssistedDemonStratedCompetent68

TRAIN THE TRAINERPROVIDE ON-GOINGFEEDBACK“A person who feels competent is far more likely to performcompetently.and vice versa!”69

TRAIN THE TRAINERON-GOING FEEDBACK Maintain Self-Esteem Be Timely Deliver It Positively Provide It Often Do Not Wait Until It Is Perfect Encourage!70

TRAIN THE TRAINERTRAINING IN ACLASSROOM The physical environment The power of questions Use training media effectively Participative training methods71

TRAIN THE TRAINERTHE PHYSICALENVIRONMENTListening is purely a voluntaryactivity!72

TRAIN THE TRAINERTHE PHYSICALENVIRONMENTList below what you believe to be the optimumphysical environment for training.1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.73

TRAIN THE TRAINERPHYSICAL ENVIRONMENTELEMENTS Temperature Comfort of Chairs Space Distractions Furniture Arrangement Lighting Restrooms74

TRAIN THE TRAINERRATING THISENVIRONMENT Temperature Comfort of Chairs Room Size & Dimensions Screen or Chart Locations Distractions Furniture Layout Lighting Restrooms75

TRAIN THE TRAINERROOM CHECKLISTAudience ComfortLighting—————How is it controlled?Is dimmer switch available?All bulbs/fixtures working?Windows have shades/blinds?Do you know how to operate?——————Room Set-upElectrical Outlets— Where are they?— Is an extension cord needed?— Do you need an adapter?——————Theater style?U-shape style?Herringbone style?Classroom style?Conference style?Buzz style?StageMicrophone— Are there more than 40 people?— What type of microphone?— Did I practice using it?Temperature Control?Room dimensions?Screen location?Comfort of chairs?Noise/distractions?Restroom locations?————Practice walking/climbing?Is there a lectern?Are there lights?Is it adjustable?76

TRAIN THE TRAINERYOUR ENVIRONMENTWHERE YOU WILL BE TRAININGHow can the environment be improved? 77

TRAIN THE TRAINERRULE OF THUMB ONE Tell your audiencewhat you're going totell them. (Pre-Test) Tell them. (A varietyof training methods) Then tell them whatyou told them.(Section Summaries) Let them tell you!(Questioning, PostTest)78

TRAIN THE TRAINERTYPES OF MEDIA Video Slides/Multi-media Flipcharts79

TRAIN THE TRAINERUSING THE RIGHT MEDIA RIGHT!Not the goal!80

TRAIN THE TRAINERDEVELOPING ANDUSING MEDIA Presenters use media to both increase theirpersuasiveness and heighten audience retention. Increase Persuasiveness– Presenters using visual aids conduct meetings in28% less time– Proposals are approved twice as often Heighten Retention– Retention increases by about 10%– Participants learn vocabulary twice as well– People comprehend about 7% of informationdelivered verbally. They comprehend 87%when the information is delivered both verballyand visually.81

TRAIN THE TRAINERWHAT PEOPLEREMEMBER!Verbal Read Hear wordsVisual Look at pictures Watch an eventSee and Hear Watch and listen to a demonstration Watch a videoSay or Write Take notes Explain a procedureKinesthetic (Experiential) Simulate an experience Do the real thing82

TRAIN THE TRAINERSLIDES WITHDISCUSSIONSee and Hear Watch and listen to a demonstration Watch a video83

TRAIN THE TRAINERTAKING NOTES WHILEWATCHING A VIDEOSee and Hear Watch and listen to a demonstration Watch a video84

TRAIN THE TRAINERTHE PROS AND CONSThe ProsThe ConsVIDEOPOWERPOINTFLIPCHARTSHANDOUTS85

TRAIN THE TRAINERREMEMBER! With any type of projection device, thedarker the room the clearer the picture.However The darker the room the more difficult it isto see and hear you. The darker the room the more difficult it isto take notes. The darker the room the less audienceparticipation you will receive.86

TRAIN THE TRAINERYOUR MEDIA Write below the media you are planning on usingfor your presentation and why you have selectedthat media.87

TRAIN THE TRAINERPARTICIPATIVETRAINNG METHODS Team Competition Demonstration Rewards Summaries Pre-Post Testing Videos Graphics/Pictures Games IndividualExercises QuestionsEvery training method shouldhave a learning objective!88

TRAIN THE TRAINERTHE POWER OFQUESTIONS“Judge a man by his questions rather thanhis answers.”- Voltaire89

TRAIN THE TRAINEROPEN QUESTIONSQuestioning Accomplishes: Gathering of information, sharing ideas,learning about a situation Obtaining specific information Encouraging people to think!! Guiding a conversation Providing general information or specificinformation Demonstrating that you value the thoughtsand feelings of others.90

TRAIN THE TRAINERTYPES OF OPENQUESTIONS What .this will focus the training on events How .this will focus the training on theprocess or sequence of doing things Why .this will require an explanation Who can tell me about . Please explain I would like your opinion regarding. I am interested in your views of Tell me your feelings about.91

TRAIN THE TRAINERTHE DIFFERENCELet me tell you why youneed to Who can tell me why youneed to ?You shouldn’t do thisbecause If I were to do this, whatwould happen?The best way to do thisis What do you think is thebest way to do this?My experience in thisis What is your experiencein this?If you use this tool, besure to How should you use thistool?I am going to do thisbecause Why would I do this?92

TRAIN THE TRAINERANOTHER GOODREASON TO QUESTIONIt makes the trainer’s life a loteasier!93

TRAIN THE TRAINERQUESTIONINGIn the space provided below, write 5 statements regarding thetraining you will be conducting. After finishing those 5statements, turn them into open ended 4

TRAIN THE TRAINERTRAINING METHODS Why use a variety of learning methods?95

TRAIN THE TRAINERUSING DIFFERENTMETHODS1. Generates interest2. People learn in different ways3. People learn at different rates4. People learn from different experiences5. People learn from fun experiences96

TRAIN THE TRAINERREWARDS Participating– Reading– Answeringquestions– Providingexamples– Encouragingothers– Offeringsuggestions– Others?97

TRAIN THE TRAINERPRE-POST TESTCircle the letter of the matches the jointNeedle noseMulti-groove / Channel LockDiagonalVise Grip / LockingABCED98

TRAIN THE TRAINERRULE OF THUMB TWO Seven Slide RuleNo more than seven slides/pageswithout a change in media.99

TRAIN THE TRAINERGRAPHICS/PICTURES100

TRAIN THE TRAINERGRAPHICS/PICTURESMudsillBase plate101

TRAIN THE TRAINERWHAT’S WRONG WITHTHIS PICTURE?dd102

TRAIN THE TRAINERRULE OF THUMB THREE If you show a negative picture,graphic or example always show thepositive.103

TRAIN THE TRAINERGOOD EXAMPLE!104

TRAIN THE TRAINERINDIVIDUAL EXERCISEUsing the table below, list the work you perform in the left column,the hazardous materials and/or chemicals you use to perform thatwork in the middle column and the potential adverse health affectsin the right column.WorkMaterials/ChemicalsEffects105

TRAIN THE TRAINERYOUR INDIVIDUALEXERCISEBased on the training you are or will be conducting, completethe table below. List the training method(s) you will be using inthe left column, how you will use it in the middle column andthe benefits you expect in the right column.Training MethodHow You Will Use ItExpectedBenefits106

TRAIN THE TRAINERDEMONSTRATIONFor a fruit snack, who would demonstrate how toproperly put in ear plugs?107

TRAIN THE TRAINERDEMONSTRATION108

TRAIN THE TRAINERSECTION SUMMARIESDraw a Line From the Type of Eye Protectionto the Key Feature It PossessesType of Eye ProtectionDescriptionSafety Glasses Protection extends from theeyebrows to below the chin andacross the entire width of thehead Does not protect againstimpactSafety Goggles Impact resistant lenses Side shields requiredWelding Shield Tight fitting Some can fit over correctivelensesFace Shield Constructed with vulcanizedfiber or fiberglass Fitted with filtered lenses109

TRAIN THE TRAINERVIDEO EXERCISEStep 1: Watch the videoStep 2: Discuss with your team“what should have been donedifferently” and list belowStep 3: Be prepared to shareyour list with the class110

TRAIN THE TRAINERRULE OF THUMB FOUR When structuring a game oractivity, assume the trainingparticipants have no idea whatyou are talking about (See Ruleof Thumb One!).111

TRAIN THE TRAINERGAMES Stump the Class Jeopardy Hangman Put-In-Order112

TRAIN THE TRAINERSTUMP THE CLASSWith a partner, write a questions from thissection (Training Methods) that you believethe rest of the class will be challenged inanswering correctly. (Questions must bereasonable! If your instructor can’t answer, itdoesn’t count!)113

TRAIN THE TRAINERHANGMANs sRThe three words above a “rule of thumb”. Whenyou

TRAIN THE TRAINER T 3 Train The . Trainer "Transferring skills and knowledge" A Port of San Diego Ship Repair Association . Course for Shipyard Workers . This material was produced under grant SH-27645-SH5 from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies .