002 5MCSS Train The Trainer (Participant Rev0) PDF

TRAIN THE TRAINER
5MCSS ENGR. ALEXANDER

TRAIN THE TRAINER B.
REV0TRILLANA 1
GENERAL MANAGER/OSH CONSULTANT
COURSE OUTLINE
 Overview
 Goals
 Objectives
 Definitions
 The Roles and Responsibilities of the Trainer
 The Roles and Responsibilities of the Trainer
 Qualifications and Skills of the Trainer
 Developing the Training Program
 Determining if Training is Needed
 Identifying Training Needs
 Developing of Learning Objectives
 Developing of Training Content
 Developing of Learning Activities
5MCSS TRAIN THE TRAINER REV0 2
COURSE OUTLINE
 Developing of Training Aids
 Writing of Lesson Plans
 Developing of Evaluation Methods
 Conducting the Training
 Motivating Learners (Adult Learning
Principles)
 Interesting Introduction
 Ways to Create an Interactive &
Friendly Atmosphere
 Presentation Skills
 Attending/Observing Skills
 Listening and Answering Skills
 Handling Problem Situations
COURSE OUTLINE
 Conducting the Training (Continuation)
 Related Training Techniques
o Ice Breakers
o Energisers
o Brainstorming
o Case Study
o Role Playing
o Comment Cards
o Drawing/Illustration
o Demonstration
o Actual Drill/Simulation
o Group Feedback
o Post Items
COURSE OUTLINE
 Coordinating Logistics
 Documenting of Safety
Training
 Evaluating the Training
Program
 Improving the Training
Program
 Summary of Techniques
Used by Effective Trainers
 Training Delivery Summary
 Post Examination

ICEBREAKER:
INTRODUCTION OF PARTICPANTS/FACILATOR
Brief introduction:
 Name and nick name
 Job and expertise
 Company represented
 Expectations from this training

OVERVIEW
This training will be used to assist all participants
to develop and/or improve their skills to conduct
an effective training that are specifically related
to your current job and training curriculum.
GOALS
 To increase trainers’ knowledge and skills on the
active learning strategies needed to effectively
communicate training sessions; and
 To develop a competent OSH Trainer.

OBJECTIVES
At the end of this training, you will clearly
understand the concepts of active
learning:
 Demonstrate the best training strategy
(in addition to lecturing using
PowerPoint) that will work effectively
with your participants;
 Motivate the participants to interact and
complete the training; and
 Create the proper (safe) venue,
comfortable conditions and prepare the
best materials for your training.
DEFINITIONS
 Training is short term, task oriented and
targeted on achieving a change of attitude,
skills and knowledge in a specific area. It is
usually job related.
 on the other hand, is the development and Skills Knowledge Attitude
delivery of information that people will
actually use Education Training
 One method of education (Courtesy to ASTD-

American Society for
Training and Development)
 The “how” in safety
 Primarily increases knowledge and skills
 A specialized form of education that focuses
on developing or improving skills - the focus
is on performance.
THE CHANGING ATTITUDE OF EMPLOYERS
“If you think training is expensive. . .

try ignorance.”
Many employers now see training

not as a cost . . . but as an investment.

DEFINITIONS
 Education is a lifetime investment. It tends to
be initiated by a person in the area of
his/her interest.
 Anything that affects our knowledge,
skills, and attitudes (SKA's)
Skills Knowledge Attitude
 The “why” in safety educates about the
natural and system consequences of Education Training
behavior (Courtesy to ASTD-

American Society for
 Primarily increases knowledge and Training and Development)
attitudes
 A process through which learners gain
new understanding, acquire new skills, or
change their attitudes or behaviors.
 Development is a long term investment in
human
5MCSS resources. TRAIN THE TRAINER REV0 11
LEARNERS TEND TO REMEMBER
 10% of what they read

 20% of what they hear
 30% of what they see
 50% of what they see and hear
 70% of what they say as they talk
 90% of what they say as they do something

THE ROLE OF THE TRAINER
 Facilitating
 Motivating
 Inspiring
 Leading
 Coordinating
 Managing
 Evaluating

The American Society for Training and Development (ASTD)
study, Models for Excellence listed the following roles that
trainers typically perform:
 Trainers are primarily change agents.
 Leader-everyone is always both a teacher and learner.
 Evaluator-identifying the extent of the impact of a safety
training program.
 Group Facilitator-managing group discussion and group
process.
 Individual Development Counselor-helping an employee
assess personal safety competencies, values, and goals.
 Instructional Writer-preparing written learning and
instructional materials.
The American Society for Training and Development (ASTD)
study, Models for Excellence listed the following roles that
trainers typically perform:
 Instructor-presenting safety information and directing
structured learning experiences.
 Manager of Training and Development-planning, organizing,
staffing, controlling safety training and development
operations/projects.
 Marketer-selling safety training and development viewpoints,
programs, and services.
 Media Specialist-producing audio-visual materials for safety
training.
 Needs Analyst-defining gaps between ideal and actual safety
performance and specifying the cause of the gaps.
The American Society for Training and Development (ASTD) study,
Models for Excellence listed the following roles that trainers
typically perform:
 Program Administrator-ensuring that the facilities, equipment,
materials, participants are present and that program logistics run
smoothly.
 Program Designer-preparing objectives, defining content, and
selecting and sequencing activities for a specific safety training.
 Strategist-developing long-range plans for safety training and
development.
 Task Analyst-identifying safety-related activities to attain specific
results.
 Theoretician-developing and testing theories of learning,
training, and development.
THE GAP CONCEPT
100% OSHS
COMPLIANCE
PERFORMANCE
GAP 70% OSHS
COMPLIANCE
Expected Curve
Actual Curve
YEAR
In training terms this means we need to

develop programs to fill the Gap
THE RESPONSIBILITIES OF THE TRAINER
 Optimal lighting for viewing and changes in
lighting as necessary.
 Ensuring the room temperature is comfortable
for the students.
 Setting the excellent mood of the group.
 Creating an effective climate for learning.
 Motivate students to participate in the learning
process.
 Be accepting of comments, avoid getting
defensive.
THE RESPONSIBILITIES OF THE TRAINER
 Control disruptive participants.
 Offer yourself as a resource.
 Allow for limited debate and/or challenges of the
ideas presented.
 Discuss how the learning can be applied in real
world applications.
 Make yourself available at the beginning of breaks
and after class to field individual student
questions.
 Always treat the learners with respect.
 Avoid stereotypes.
QUALIFICATIONS OF THE TRAINER
Trainer criteria summary of subject matter expertise
and training delivery skills:
 Trainers should be able to demonstrate an
appropriate level of technical knowledge, skills, or
abilities in the subjects they teach;
 Trainers should be able to demonstrate adequate
competency in delivery techniques and methods
appropriate to adult learning;
 Trainers should maintain competency by
participating in continuing education, development
programs, or experience related to their subject
matter;
QUALIFICATIONS OF THE TRAINER
Trainer criteria summary of subject matter expertise
and training delivery skills:
 The trainer should be able to apply adult learning
principles as appropriate to their target audience;
 Adult learning principles should also be reflected in
the learning objectives; and
 As OSH Trainer:
 He must be an accredited OSH Consultant/
Practitioner; and
 Had completed the 3-day Train The Trainer
workshop.
A GOOD FACILITATOR
“I never teach my pupils; I only
attempt to provide the conditions to
which they can learn. As a trainer, it’s
one of the best things that we can do”
— Albert Einstein

DELIVERY SKILLS
 Make sure you speak so
that learners at the back
have no trouble hearing
you.
 Enunciate your words
clearly.
 Avoid saying uhm………
 Avoid distracting
mannerisms such as
jingling change or playing
with your hair.
DELIVERY SKILLS
 Involve the participants by encouraging and
asking questions.
 Start on time; make sure that established

breaks, lunch and ending times are adhered to.
 Pace your delivery according to the allotted

time and the material to be covered.
 If working from a syllabus, make sure you cover

everything that is on it, or explain changes.
DELIVERY SKILLS
 Keep close tabs on the climate of the class.
 Recognize your strengths and weaknesses.
 Work to maximize your strengths and minimize your

weakness.
 Do not pretend to know all the answers.
 If you don’t know something:

 Discuss the question with the class.
 Let the student know you will get the answer, but be
sure to remember to follow up.
POOR DELIVERY SKILLS
 Poor first impression  Weak close
 No humor
 No objectives
 Poor preparation
 Dull, dry and boring
 No audience
 Frozen in one spot involvement
 Weak eye contact  No enthusiasm or

conviction
 Poor visual aids
 Poor facial expression

A GOOD LEARNER
I hear, and I forget

I see, and I remember
I do, and I understand
Chinese Proverb

DON’TS
 Don’t be too formal  Don’t loose control
 Don’t be a know it all  Don’t catch people

unprepared
 Don’t be unprepared
 Don’t be afraid to say
 Do not talk down to you do not know
learners
 Do not use profanity  Don’t avoid eye contact
 Don’t be distracting

DEVELOPING THE TRAINING PROGRAM
 A "program" contains a written plan, policies, processes,
procedures, rules, forms, reports, and possibly other
documents.
 In order to meet the continuing need for highly trained
safety and health staff, it's important to develop a safety
training program that includes a written plan for
training new-hire and current employees.
 The purpose of a training plan is to provide training
professionals with clearly written policy and guidelines
for implementing an effective safety education and
training program for employees.
TRAINING POLICY
 Explains company’s overall attitude to

training
 Sets out priorities, standards, scope of
training activities
 Provide the framework
 Can be seen as a cost or as competitive
advantage
 Explicit or implicit

INFLUENCES ON TRAINING POLICY
 OSH legislation
 Economic climate
 Company OSH performance
 Technological changes
 Labour market
 Company resources
 Nature of the product/service
 Employee expectations/level of influence
 Management views on the value of
training
The plan should contain elements that are

informative and directive.
 It should inform everyone about the safety
training mission, policies, procedures
 It should also clearly state who is responsible
for carrying out the mission, policies and
procedures

At a minimum a training program should include a
plan that includes information and directives on the
following:
 Training needs analysis
 Learning objectives that reflect the different levels of
training
 Description of course content and format
 Necessary resource materials
 The criteria for course completion
At a minimum a training program should include a
plan that includes information and directives on the
following:
 Processes that ensure delivery by competent trainers
in a suitable training environment
 Continual improvement evaluation process
 Adequate training documentation and recordkeeping
 Assignment of responsibilities
 How the various training elements will be
accomplished
TRAINING CALENDAR EXAMPLE
Month in the year

Training Area 1 2 3 4 5 6 7...
BOSH
COSH
Defensive Driving
Work Permit System
COHE
HAZMAT
35
5MCSS TRAIN THE TRAINER REV0

DETERMINING IF TRAINING IS NEEDED
 The first step in the training process is to
determine if a problem can be solved by
training.
 Whenever employees are not performing their
jobs properly, it is often assumed that training
will bring them up to standard.
 However, it is possible that other actions (such
as hazard abatement or the implementation of
engineering controls) would enable employees
to perform their jobs properly.
Problems that can be addressed effectively by
training include:
 those that arise from lack of knowledge of a
work process;
 unfamiliarity with equipment/machine; or
 incorrect execution of a task.

Training is less effective (but still can be used)
for problems arising from:
 an employee's lack of motivation; or
 lack of attention to the job.
Whatever its purpose, training is most effective
when designed in relation to the goals of the
employer's total safety and health program.

Describe the
Poor safety Safety Performance
Discrepancy
(The Gap)
performance may
not be the result of Is
There
a training a deficiency in
knowledge,
No ability or
Are training or
deficiency Employee does
skill?
Employee does not
know how to
accomplish the task
Yes know how to
accomplish the task non-training
safely. Training
safely.
Has the
employee
Options interventions
Is the task
performed task
before?
Yes
accomplished
often?
Yes
the solution to
No No poor safety
Training Decision Tree Conduct
Provide
performance in
Formal safety Conduct
training practice feedback the workplace?
Non-training
Options
Adapted from
Robert Mager’s
Are Is Is Is Consider
Resources adequate? Yes Supervision Yes Discipline Yes Leadership Yes Performance
adequate? Adequate? adequate? Discipline
Analysis
No No No No
Flowchart
Improve Improve Improve
Provide
Supervision Accountability Safety
Resources System Leadership

IDENTIFYING TRAINING NEEDS
HOW TRAINING NEEDS ARISE
There are a number of indicators that may generate a training need. If any of these are likely to
effect the department in the future or have in the near past, one or more employees may need
training.
Potential Indicators Internal Indicators External Influences
•New employees •Employee complaints •New legislation
•Promotions or transfers •Incident/accidents •Changes to
•New procedures legislation
•Grievances or discipline
•New equipment •Competitor activity
•High turnover
•New standards •Professional body
•Poor quality ratings
regulations and
•New relationships •High or increasing rates requirements
of sickness or absence
•Change of curriculum •QA codes of practice
•Disputes
•Downsizing •Funding Council
•Low levels of motivation requirements
•Retirements
•Cases of harassment •International
•Increased work load
standards
•Missed deadlines
•Management changes
•Changed ownership
IDENTIFYING TRAINING NEEDS
 Needs analysis will provide information about the
learner, and the task that will help us design
training that meets specific learner needs.
 The employees themselves can provide valuable
information on the training they need.
 Safety and health hazards can be identified
through the employees’ responses to such
questions as whether anything about their jobs
frightens them, if they have had any near-miss
incidents, if they feel they are taking risks, or if
they believe that their jobs involve hazardous
operations or substances.
ASSESSING TRAINING NEEDS
 Specific requests from

line managers
 Performance
appraisal process
 Training and
development surveys
 Employee requests
for training
 Competency profiling
ASSESSING TRAINING NEEDS
 Organizational Analysis
Examines system wide factors that effect the
transfer of newly acquired skills to the
workplace.
 Person Analysis
Who needs and what kind of training.
 Task Analysis
Provide the task procedure of the activities
and work operations being performed on
the job.
ORGANIZATIONAL ANALYSIS
 Corporate objectives and business plan
 Human Resource plans
 Staffing plans
 Skills inventories
 Statistics
 System changes
 Management requests
 Exit interviews

JOB ANALYSIS
 Staffing plans
 Job analysis/ job descriptions
 Task analysis
 Person specifications
 Training surveys
 Performing the job
 Observation
 Review of literature
 Ask questions
 Working groups
 Analyse operating problems
TRAINING NEEDS ANALYSIS
Table Top Exercise:

 Divide into 4 groups and brainstorm;
 Based on case study conducted to ABC
Company, each group is required to and fill-up
correctly the training needs analysis
worksheets; and
 Select your best presenter and discuss your
report.

CASE STUDY-ABC COMPANY
The situation: The DOLE RO has just completed a comprehensive on-site consultation and
recommended to the owner of ABC COMPANY that effective training be developed and conducted
for:
 Hazard Communication Program. When asked, employees demonstrated a lack of knowledge
regarding: (1) spill/emergency procedures, and (2) container labeling requirements for the
chemicals they were using.
 Lock-out/tag-out. Maintenance workers were not familiar with the written lock-out/tag-out
procedures for mechanical power presses.
 Personal protective equipment. Workers were discovered: (1) wearing defective respirators,
and (2) improperly storing respirators.
 Emergency action and fire prevention plans. No training has been developed or conducted in:
(1) emergency evacuation, or (2) use of fire extinguishers.
 Safety committee. No hazard identification training has been conducted.
 Accident investigation. Supervisors have not received training in effective incident/accident
investigation procedures.
Currently no such training exists!
The owner has now come to you, of course, and given you the responsibility for developing and
conducting safety training at ABC COMPANY. The owner has agreed to allow you to include a few
other employees in this effort.
Background information:
 ABC COMPANY employs 72 workers (60 employees, 8 supervisors, 4 managers).
 Twenty workers are exposed to the chemicals used in the manufacturing process.
Chemicals used in the production process include hydrofluoric acid.
 Seventeen workers are exposed to high noise levels (90+ dBa) during their work shifts.
 Five production workers use/service/maintain mechanical power presses.
 Two janitors regularly use chemicals for cleaning office and plant work areas.
 Three maintenance workers regularly use grinders, table saws, drill presses, various
tools, and welding equipment for servicing and maintaining equipment and
machinery.
 Two maintenance workers are responsible for cleaning out chemical storage tanks
using respirators.
 Thirty-five production workers and one maintenance worker consider English a second
language.
 There are six members of the safety committee. The HR manager, production
supervisor, maintenance worker, production worker, admin specialist and the
receptionist.
Training Needs Analysis Worksheet
1. Training need as stated by requester or as you view it.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Why the training is required:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________


3. Description of audience receiving training:
 Job category/position and number of attendees in each learner group

__________________________________________________________________________
__________________________________________________________________________
 Degree of familiarity with the content of training

__________________________________________________________________________
__________________________________________________________________________
4. Description of the training subject/content:
 Content of the training. General nature of the subject, topic, job task
__________________________________________________________________________
__________________________________________________________________________
5. Scheduling requirements of the training:

•Training start date(s) __________________________________________________
•Length of training _____________________________________________________
•Frequency of training __________________________________________________
•Time of training _____________________________________________________
6. Logistical requirements of the training:

•Physical location _____________________________________________________
•Estimated number of participants ________________________________________
•Space required to conduct training _______________________________________
•Equipment and other resources required ___________________________________

DEVELOPING GOALS AND OBJECTIVES
Setting Goals and Objectives-it is designed to be
delivered by an individual who has knowledge of
the basics of setting goals and objectives and of the
employer's own policies and practices on goals and
objectives setting, tactical and strategic planning,
and performance management.
Training Goal is a general statement about what

you want to train. For instance, a training goal
might state, "Train our new employees on hazard
reporting procedures” or “Familiarize our
employees on emergency procedures”.
DEVELOPING OBJECTIVES
Training Objectives:
 Formal description of what trainee should be able to
do after training.
 Objectives
 Convey training goals
 Provide a framework to develop course content
 Provide a basis for assessing training achievement
 Characteristics of effective objectives
 Statement of desired capability or behavior
 Specify conditions under which behavior will be
performed
 State the criterion of acceptable performance
DEVELOPING GOALS AND OBJECTIVES
Table Top Exercise:
 Develop your goals and objectives for the
following training; and
Group 1-Emergency Preparedness Training
Group 2-Chemical Safety and Spill Response
Group 3-Confined Space Entry Training
Group 4-Eathquake Safety
report.
DETERMINING OF TRAINING CONTENT
The content is everything the learner will have to learn
in order to achieve a learning objective.
 Selecting content for a training program is a decision-
making process. The trainer must decide what and
how much about a particular area of study they want
trainees to learn. In essence, content is the subject
matter of the lesson.
 If the objective is to teach someone to safely drive a

forklift, then the course content may be learning to
start, load, accelerate, shift, steer, stop, and inspect the
forklift. It is the step-by-step process of what the
trainee must learn if the objective is to be attained.
Two important criteria for deciding on content are
usefulness and appropriateness in relation to the
stated objectives.
•It must be useful-the content should be important
to the employee. The content should be perceived
as relevant, useful to the employee.
•It must be appropriate-ideally, each particular
topic within the training session should directly
support one or more objectives. If it does not,
then that part of the content may be perceived as
inappropriate, unclear or not well thought out.
Training Content Development Worksheet
This worksheet helps determine everything the learner
needs to know and do to meet this objective.
 Learning objective: At the end of training, learners
will (will be able to)…
 Knowledge Requirements: What learners need to do
to prove they know to complete the above actions.
Learners must know… (list subjects)
 Actions: Describe what learners will need to do to
achieve the above objective. Learners must be able to
…(list activities)
 Training title  Trainer (Resource
 Training overview Speaker)
 Training goals and  Break(s)
objectives  Ice breakers and
 Training contents energisers
 Training  Questions to test
methodologies understanding
 Duration of each  Table top exercises
activity in each  Conclusion
session  Post examination

Table Top Exercise:
 Presentation Sequence: Determine the sequence
strategy your group will use. List the sequence of
training topics to be discussed; and
 Group 1-Emergency Preparedness Training
 Group 2-Chemical Safety and Spill Response
 Group 3-Confined Space Entry Training
 Group 4-Eathquake Safety

report.
DEVELOPING LEARNING ACTIVITIES
A few factors will help to determine the type of learning
activity to be incorporated into the training.
 One aspect is the training resources available to the
employer. Can a group training program that uses an outside
trainer and film be organized, or should the employer
personally train the employees on a one-to-one basis?
 Another factor is the kind of skills or knowledge to be
learned. Is the learning oriented toward physical skills (such
as the use of special tools) or toward mental processes and
attitudes? Such factors will influence the type of learning
activity designed by employers. The training activity can be
group-oriented, with lectures, role play, and demonstrations
or designed for the individuals with self-paced instruction.
DEVELOPING LEARNING ACTIVITIES
It's important to consider appropriate training

methods because:
 They provide an effective means for the
trainee to learn specific information.
 They keep the trainee interested and
involved in the learning process.

SELECTING THE INSTRUCTIONAL METHODS
TRADITIONAL APPROACHES
 Classroom Instruction
 Lecture and Discussion-PowerPoint presentation
 Case Study
 Role Playing
 Table Top Exercises
 Self-Directed Learning
 Readings, Workbooks, Correspondence Courses
 Programmed Instruction
 Simulated/Real Work Settings
 Vestibule training
 Apprentice training
 On-the-job training
 Job Rotation/Cross Training
What Methods Work For You
There are more than a hundred different methods of helping others learn. Here are
but a few, but probably the most common, popular, and easiest to use.
Check the two training methods that work best and least for you.
_____ 1. CASE STUDY: Actual or hypothetical situation.

_____ 2. LECTURE: Oral presentation of material, usually from prepared
notes and visual aids.
_____ 3. ROLE PLAY: Participants improvise behavior of assigned fictitious
roles.
_____ 4. SMALL GROUP:Participants divide into sub-groups for discussion or
exercise.
_____ 5. GAMES: Simulations of real-life situations.
_____ 6. STORIES: Actual or mythical examples of course content in action.
_____ 7. EXERCISES: Various tasks related to specific course content.
_____ 8. DISCUSSION: Facilitated opportunity for participants to comment.
_____ 9. BRAINSTORM: Participants generate ideas on a problem situation.
_____ 10. JOB AIDS: Summaries of key points of course content, for use back
on the job.
Describe why the two methods you ranked best

work for you.
_____________________________________________________
_____________________________________________________
Describe why the two methods you ranked least

do not work for you.
_____________________________________________________
_____________________________________________________

Important questions to ask about the training methods used

include:
 Will the method effectively help the learner accomplish the
learning objective?
 Does the method work for the number of learners participating?
 Does the method take into account any special characteristics of
the group?
 Will the method work at the training location?
 Will there be enough classroom time to complete the method?
 Will the employer be able to provide the resources to support
the method?

WHAT IS MY LEARNING STYLE?
You may want to administer this simple survey to a sample (or all) employees in your workplace to
help determine the best training methods for the training you present.
Check yes or no beside each of the following statements to discover how you generally learn. Be
honest and think in terms of most of the time, not exceptions.
YES NO
1. I learn a lot from listening to instructors ______ ______
2. I figure things out best by trial and error. ______ ______
3. Books are easy for me to learn from. ______ ______
4. Give me a map and I can find my way. ______ ______
5. I like to have directions explained to me verbally. ______ ______
6. I can assemble something without looking at the instructions. ______ ______
7. I learn a lot from discussions. ______ ______
8. I’d rather watch an expert first and then try a new skill ______ ______
9. I like to take things apart to see how they work ______ ______
10. I can remember most of what is said without taking notes ______ ______
11. My best classes involve activities and movement ______ ______
12. Diagrams and drawings help me understand new concepts ______ ______

WHAT IS MY LEARNING STYLE?
How to interpret the results
This short quiz cannot diagnose accurately how you learn, it can give you insight
into how you see yourself and the learning process.
You learn by hearing.
You are a strong auditory learner if you answered “yes” to questions 1, 5, 7
and 10.
You learn by seeing.
You are a strong visual learner if you answered “yes” to questions 3, 4, 8 and
12.
You learn by doing.
You are a strong kinesthetic learner if you answered “yes” to questions 2, 6, 9
and 11.
How many hearers, seers, and doers are there?
_____________________________________________________________
STRATEGIES TO HELP YOU MEET OBJECTIVES
Strategy 1:
To help people understand something by providing information use the
following methods:
Articles Audiotapes
Lectures Programmed Instruction
Diagrams Online Internet courses
Strategy 2:
To help people do something by providing opportunities to experiment
with the procedure/practices use the following methods:
Case Studies Demonstrations
Role Play Exercises
Video Worksheets
STRATEGIES TO HELP YOU MEET OBJECTIVES
Strategy 3:
To help people understand and possibly change their values and
priorities by providing methods to inquire and observe by comparing/
contrasting old and new ideas use the following methods:
Role Play Exercises
Films/Video Self-Analysis
Games Interviews
Strategy 4:
To improve learner creativity by helping learners to experience
innovation use the following methods:
Mind Maps Case Studies
Brainstorming Analysis
Games
DEVELOPING TRAINING AIDS
Training aids are devices which can be used to
clearly, concisely and quickly record and deliver
training.
Why use visual aids?
Visual aids help your presentation make things
happen.
Visual aids help you reach your objectives by
providing emphasis to whatever is being said.
Clear pictures multiply the audience's level of
understanding of the material presented.
They can reinforce your message, clarify
points, and create excitement.
Visual aids involve your audience and require
a change from one activity to another: from
hearing to seeing.
They tend to encourage gestures and
movement on your part. This extra movement
reinforces the control that you, the speaker,
need over the presentation.

Visual aids add impact and interest to a
presentation.
They enable you to appeal to more than one
sense at the same time, thereby increasing
the audience's understanding and retention
level.

They can reinforce your message, clarify
points, and create excitement.
 Visual aids involve your audience and require a
change from one activity to another: from hearing to
seeing.
 They tend to encourage gestures and movement on
your part. This extra movement reinforces the
control that you, the speaker, need over the
presentation.
 Visual aids add impact and interest to a
presentation.
 They enable you to appeal to more than one sense
 Visual aids involve your audience and require a
change from one activity to another: from hearing to
seeing.
 They tend to encourage gestures and movement on
your part. This extra movement reinforces the
control that you, the speaker, need over the
presentation.
 Visual aids add impact and interest to a
presentation.
 They enable you to appeal to more than one sense
at the same time, thereby increasing the audience's
understanding and retention level.
Visual Aids are a means, not an end.

 Never include visuals for their own sake,
always be alert to the damage they can do
 Never take great leaps in complexity
 Always choose the less complicated visual
 Always test equipment and rehearse its
operation - in location if possible.
 Always have a “Plan B”
 Always apply the KISS principle

 Plan the slides

 Ensure readability of words
 Ensure comprehensibility of
pictures

Plan the slides:
 Can we manage just as well
without it? (approximately 1/3 of
visual aids should be excluded by
this question.)
 Is this really a visual, or just a
visible verbal?
 A visual must be necessary
 A visual must be a visual
 A presenter must always ask:
“What will this slide show?” And
never “What will this slide say.”
 It is the presenter who will “say.”
OTHER TRAINING AIDS
In addition to the laptop/LED

 White boards and markers are mainly to be
used as “parking bay.”
 Flip charts
 Drawings and still photographs
 Solid objects
 Working models
 Videos

Ensure readability of words:
 Title is font 32-40 (tahoma, arial, calibri, etc.)
 Use “bullets” or titles only.
 A long sentence will either deter the
audience from reading or fail to listen to the
speaker because they are following the eye-
words at the expense of the ear-words
 This can be solved by “custom animation”
allowing bullets to appear one at a time
 Use “tahoma, arial, calibri, etc.” big texts (at
least font 28) not “Times New Roman”

 Keep texts horizontal. Relate them to the object
they identify by clear lines or arrows
 Never cram too much information. Ideally use
the 7 x 7 rule
 Illustrations and Charts need not be
comprehensive. Just preface your talk with “here
is an illustration in simplified form. . .”
The 7x7 Rule states that a PowerPoint slide (or any other electronic slide) should
have no more than seven lines of text and no more than seven words in each of those
lines.


 Be kind to participants eyes.
Use dark colored
background and light colored
text
 Compare this slide with the
next slide. Which color
combination do you prefer?

OSH Management System
The Pros and Cons of Visual Aids
The Pros The Cons
Overhead Projector
_________________________________ _____________________________________
Computer-generated slides
_________________________________ _____________________________________
Video Presentation
_________________________________ _____________________________________
Handouts
_________________________________ _____________________________________
Flipcharts or whiteboards
_________________________________ _____________________________________
Job aids/Props
_________________________________ _____________________________________
Instruments
_________________________________ _____________________________________

Mind Meld! Once again review the course content development worksheet
and the methods you plan to use for your presentation. Determine at least
two training aids that would best motivate learning.
1.Review the sequence of training topics and methods.
2.Describe the training aid that will best help you present using the methods selected.
3.List the advantages of using the training aids your group chose.
Training Aids Worksheet
Method Training Aid
_____________________ _________________________________________
Advantages
____________________________________________________________________
____________________________________________________________________
Method Training Aid

_____________________ _________________________________________
Advantages
____________________________________________________________________
____________________________________________________________________
Method Training Aid

_____________________ _________________________________________
Advantages
____________________________________________________________________
____________________________________________________________________

WRITING LESSON PLANS
Before you train and develop people

identify what:
 They must know - before they can
perform job
 They should know - to improve
performance
 Would be nice for them to know - but
not necessary to perform duties.

PREPARING TRAINING PLAN
 Nature of trainees  Training location
 Trainers’ qualification  Training methodology-
 Training duration video, visual aids,
 Training program powerpoint, flipcharts
structure  Evaluation sheets
 Training objectives  Pre-test and post-test
 Training outline  Attendance sheets
 Training manuals
 Attendance profile
 Support resources- sheet
OHP, sound system,
pointer, batteries,
classroom, food,
land/air fare
TRAINING LESSON PLAN
 Topic
 Training objectives
 Summary of key points
 Duration of each activity in each session
 Training contents
 Training methods / activities
 Break(s)
 Exercise to warm up-ice breaker
 Questions to test understanding
 Table top exercises
 Conclusion
TRAINING PROGRAM
 Participants’  Participants’
registration motivation
 Opening prayer  Pre-test
 National anthem  Training-powerpoint
 Introduction of presentation, visual
participants, resource aids, video, table top
speakers and exercise
coordinators  Breaks and ice
 Familiarization of breaker/ short
assembly area, exercise
toilets, wash room,  End of session-
etc. highlight summary of
 Training expectations learning
 Post Test
Please see the attached Train The Trainer training program
SAMPLE LESSON PLAN
Safety and Health Programs (8-hour)
Overview
Introduce trainer and students as appropriate. Describe topics to be discussed, ground
rules, facilities, scheduled breaks, emergency procedures.
Step 1: Planning the Lesson
Instructional Materials.
1. Powerpoint presentation
2. Trainer notes
3. Other materials
Instructional Objectives.
1. Complete the required topics for the Safety and Health Programs 8- hour course.
2. Present Safety and Health Programs to participants.
3. Incorporate active participation in each lesson.
4. Provide a quiz or short evaluation at the end of the course.
5. Ensure feedback from participants at various points in the training.
6. Resource Speakers, Topics and Responsibilities.
SAMPLE LESSON PLAN
Step 2: Presenting the Lesson
Lesson Introduction
Introductory remarks or transition from previous lesson.
Learning Objectives/Outcomes
Upon completion of the lesson, participants will be able to:
1. Discuss the benefits of an effective safety and health program.
• Reduces work-related injuries and illness.
• Improves morale and productivity.
• Reduces workers’ compensation costs.
2. Name the four elements of an effective safety and health program.
• Management commitment and employee involvement
• Worksite analysis
• Hazard prevention and control
• Safety and health training
SAMPLE LESSON PLAN
Step 2: Presenting the Lesson

3. Methods to prevent and control workplace hazards.
• Elimination
• Substitution
• Engineering
• Administrative
• Personal protective equipment
Step 3: Evaluating of Participants’ Learning and Instruction

• Written test and/or skills demonstration
• Lesson Evaluation and Comments

DEVELOPING OF EVALUATION METHODS
Guidelines for evaluating proficiency:
 The proficiency should be evaluated and documented using the
following:
a written assessment; and
a skill demonstration.
 Use these guidelines when developing testing methods for your

safety or any related training:
The assessment and demonstration should evaluate the knowledge
and individual skills developed in the course of training.
The level of minimum achievement necessary for proficiency
should be specified in writing (as stated in the learning objectives).
 Use these guidelines when developing testing
methods for your safety or any related training:
If a written test is used in combination with a
skills demonstration, a minimum of 25
questions should be used for more complex
subjects like lock-out/tag-out, confined space
entry and emergency response procedures.
If a skills demonstration is used, the tasks
chosen (defensive driving) and the means to
rate successful completion should be fully
documented.
 Use these guidelines when developing testing methods
for your safety or any related training:
The content of the written test or of the skill
demonstration should be relevant to the objectives of
the course.
The written test and skill demonstration should be
updated as necessary to reflect changes in the
curriculum.
The proficiency assessment methods, regardless of the
approach or combination of approaches used, should be
justified, documented and approved by the employer.
EVALUATING THE TRAINING
5 LEVELS OF EVALUATION
 Level 1 Evaluation: Evaluates learner
reaction
 Level 2 Evaluation: Evaluates the learning
 Level 3 Evaluation: Evaluates the
application
 Level 4 Evaluation: Evaluate how training
has impacted business results
 Level 5 Evaluation: Evaluate how training
has impacted return on investment

LEVEL 1 EVALUATION: EVALUATES LEARNER REACTION
The purpose of this level of evaluation is to get feedback from
participants about what they thought and felt about various aspects
of the program. Were the participants pleased and satisfied.
 Process Evaluation - participants describe their reaction to the

presentation of the trainer, the quality of the materials, the
understandability of the exercises, and so on.
 Content Evaluation - participants describe their reactions to and
satisfaction with the specific content of the training. Participants
judge trainer’s knowledge and how much they believe they
learned about each specific topic.
 Methods: Evaluations, questionnaire immediately after the
program. Post-program conversations.
* Adapted from; Donald Kirkpatrick, Evaluating Training Programs, The Four Levels, Berrett-Koehler Pub., 1994

 Guidelines for evaluating reaction:
Determine what you want to find out
Design a form that will quantify reactions
Encourage written comments and suggestions
Get 100 percent immediate response
Get honest responses
Develop acceptable standards
Measure reactions against standards, take appropriate action
Communicate reactions as appropriate
* Adapted from; Donald Kirkpatrick, Evaluating Training Programs, The Four Levels, Berrett-Koehler Pub., 1994

Some Questions To Ask
Should after the training, it is clear from the evaluation that
participants were not satisfied with the content or presentation of
training, it may be necessary to revise the lesson plan or some other
part of the training program. It may be helpful to ask employees more
questions to more specifically understand what the problem is. Here
are some examples:
 Was the content appropriate for their level of experience?
Did learners already know the information?
Was it assumed they had experience when they didn't?
 What material was confusing or distracting?
Was the content too complicated?
Was the level of language appropriate to the audience?
Some Questions To Ask
 Was anything missing from the program?
Workbooks, handouts
Media (slides, photos, videos, etc.)
Resource speakers
 What did the employees learn, and what did they fail to learn?
Was the topic applicable to their job?
Did they consider the information of little value?
Did they think the information would help them personally?
 Were learners motivated
Did they understand the importance of the material?
Did they understand the benefits of safety performance?
SAMPLE LEVEL 1 MEASUREMENT TOOL: THE PARTICIPANT EVALUATION
Course Name ___________________ Date: ____________ Trainer: ________________
WE VALUE YOUR COMMENTS!

Yes No
I properly participated the training program.
Agree Disagree Rate the Course Content

1. The information presented was easy to understand and useful.
2. The information presented will help improve the effectiveness
of our training program.
3. The course materials provided were helpful.
4. Please rate the overall effectiveness of this training in helping
you better understand and apply this on your work:
…Effective... ...Not Effective...

10 9 8 7 6 5 4 3 2 1 0
Comments: (Please take the time to explain all "no" or "not effective" responses)
______________________________________________________________________
SAMPLE LEVEL 1 MEASUREMENT TOOL: THE STUDENT EVALUATION
Agree Disagree Rate the Trainer
1. The Trainer provided quality training (relevant, interesting,

applicable, etc.) and was knowledgeable about occupational
safety and health.
2. The Trainer was able to answer questions adequately or make a
referral.
3. The Trainer encouraged participation.
4. Please rate the overall effectiveness of the Trainer in helping
reduce your safety and health problems:
…Effective... ...Not Effective...

10 9 8 7 6 5 4 3 2 1 0
Comments: (Please take the time to explain all "no" or "not effective" responses.)
_______________________________________________________________________

LEVEL 2 EVALUATION: EVALUATES THE LEARNING
Level 2 evaluation involves measuring the learning
that took place during the training session.
Evaluation occurs immediately after the training is
presented. Quantifying the learning that took place
by measuring increased knowledge and improved
skills.
 Did the participants learn anything as a result of
the training?
 This level of evaluation is necessary for most

safety training that requires the ability to
correctly perform a procedure or practice.
LEVEL 2 EVALUATION: EVALUATES THE LEARNING
 Methods: Classroom performance. Paper-and-
pencil quiz. Tests before and after the training
program. Demonstration of skill(s).
 Guidelines for evaluating learning:

Develop a control group if possible. Enlist the
help of skilled employees
Pretest - Post test: Measure knowledge, skills,
and attitudes before and after the training
session
Measure all participants
SAMPLE LEVEL 2 MEASUREMENT TOOL: THE WRITTEN EXAM
Before you run…let’s review
1. Unsafe conditions cause around ____ % of the accidents in
the workplace, while unsafe acts account for about ____ % ?
2. All of the following are system (root) causes, except?
a. A staff member fails to review safety rules during
orientation
b. No lock-out/tag-out procedures in place
c. A missing training plan
d. Supervisors are ignoring safety rules
e. An inspection process does not include machine guarding
hazards
SAMPLE LEVEL 2 MEASUREMENT TOOL: THE WRITTEN EXAM
3. Administrative controls change ____________.
a. Behavior, things
b. Objects, behavior
c. Awareness, attitude
d. PPE, performance
4. Why is it important to focus on fixing the system, not the

blame?
____________________________________________________
____________________________________________________

LEVEL 3 EVALUATION: EVALUATES THE APPLICATION
This level of evaluation measures both the learner

and immediate safety culture. It gauges how well
the learner applied the training. Evaluation at this
level may also indicate the degree to which the safety
culture supports the training.
 Did the training lead to improved on-the-job

performance by the participants?
 This level of evaluation is a good business policy to

help make sure training is effective.

 Culture. For training to be truly effective, the safety
culture must support the training. A supportive safety
culture is most immediately demonstrated by the
learner's immediate supervisor. According to Donald
Kirkpatrick, there are five supervisor behaviors that
affect learner attitudes about safety training:
 Preventing-The supervisor does not allow the worker
to use the procedures or practices that have been
taught.
 Discouraging-The supervisor does not encourage
behavioral change. They send implicit messages that
they want behavior to remain the same.
 Neutral-The supervisor does not acknowledge the
training received. There is no objection to behavioral
change as long as the job gets done on time.
 Encouraging-The supervisor acknowledges the

training and encourages the worker to use what they
learned.
 Requiring-The supervisor knows what training was

received and insists that the learning is transferred to
the job. This response is the most supportive and
will be necessary most of the time for effective safety
training.
SAMPLE LEVEL 3 MEASUREMENT TOOL: THE POST-TRAINING SURVEY
Instructions: This survey can be adapted to your own particular training needs.
Send the survey to everyone who has completed a given course within the last
several months. Allow survey respondents to remain anonymous. You may also
want to design a survey for supervisors of course participants.
COURSE TITLE_____________________________________________________
DATES ATTENDED__________________________________________________
COURSE OBJECTIVE ________________________________________________
DATE OF SURVEY __________________________________________________
Please rate the following aspects of the program using the numerical equivalent
as follows: 5-Excellent, 4-Very Good, 3-Good, 2-Fair and 1-Poor.
___ 1. To what degree did you think that you achieved the course objective
stated above?
___ 2. To what degree do you now use the skills you learned in the course?
___ 3. To what degree has your job performance improved as a result of this
course?
___ 4. List 3 ways you have used the skills you learned in the course to
improve your job performance.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
___ 5. Why have you applied the skills you have learned to your job? (Check
any items that apply).
___ My supervisor discussed with me how my new skills would be used in my
job.
___ My supervisor required me to use the new skills in my job. I received
help from others in my work area to use my new skills.
___ I was given the necessary time and tools to apply the skills. The training
was timed so that I needed the skills in my job right away.
___ The skills I learned applied directly to my job assignment
___ Other (please specify)
_______________________________________________________
___ 6. Why have you NOT applied the skills you learned in the course to your
job? (Check any items that apply).
___ My supervisor did not require me to use the skills.
___ My supervisor did not agree with the skills I learned.
___ My supervisor was not aware of what skills I learned.
___ I was not given the time nor tools to implement the skills I learned.
___ There was no one in my work area to help me use my new skills. The
skills I learned did not apply to my job assignment.
___ The training was not timed right for my job assignment.
___ Other (please specify)
_______________________________________________________

LEVEL 4 EVALUATION: EVALUATE HOW TRAINING HAS
IMPACTED BUSINESS RESULTS
Determining how the organization has improved: the final
results which have come about because of the training
program.
Safety improves process quality. Evaluate how the training
has impacted the quality (efficiency, effectiveness) of a job.
 In Total Quality Management (TQM) circles, "safety" is
considered the absence of variation in a process. When
safety is effective, a procedure is accomplished the same
way every time. Consequently, fewer accidents should
result.
 Has this form of variation decreased? This level of
evaluation is necessary to more thoroughly demonstrate
the effectiveness of training.
LEVEL 5 EVALUATION: EVALUATE HOW TRAINING
HAS IMPACTED RETURN ON INVESTMENT
Training affects the bottom-line results.
Determine how training has improved the bottom
line profitability: the return on the investment
(ROI) of the company.
 ROI is calculated by converting productivity and
quality improvements to monetary values. This
is the most difficult level of evaluation.
 Have accident rates decreased? How as that
improved direct and indirect costs?
 This level of evaluation may best help training
staff justify their on-going training efforts.
Table Top Exercise:
 Based on the sample evaluation methods (i.e.,

pre/post-test and training program evaluation)
exhibited by the Resource Speaker, kindly develop
your own that you might apply on your future
training for continuous improvement.

report.
CONDUCTING THE TRAINING
Upon completion of your lesson plan, you are
now ready to begin conducting the training. To
the extent possible, the training must be
presented so that its organization and meaning
are clear to the employees.
Motivating Learners
In-order to be motivated to pay attention and
learn, participants must be convinced of the
importance and relevance of the material on their
respective field.
ADULT LEARNING PRINCIPLES
 Application in the real world is important and
relevant to the adult learner's personal and
professional needs. According to previous
experience, adults will commit to learning when
the goals and objectives are considered realistic
and important to them.
 Adults like to drive their learning and will resist
activities they believe question their competence.
Therefore, good professional development gives
participants some control over the what, who,
how, why, when, and where of their learning.
 Adult learners need to see the connections and
relevancy of the professional development to their
day-to-day activities.
 Adult learners are practical - they need direct,
concrete experiences in which they apply the
learning in real work.
 Adult learning impacts ego and therefore
requires respect.
 Good professional development provides peer
support and reduces the fear of judgment
during learning.
 Adults need feedback on the results of their
efforts. Opportunities should be built into
professional development activities that allow
the learner to practice the learning and receive
structured, timely, helpful feedback.
 Adults need to participate in small-group activities
during the learning to move beyond
understanding to application, analysis, synthesis,
and evaluation. Small-group activities provide an
opportunity to share, reflect, and generalize
learning experiences.
 Adult learners have a wide range of experiences,
knowledge, self-direction, interests, and
competencies. Learning activities should
accommodate and respect this diversity.
 Transfer of knowledge for adults is not automatic
and must be facilitated. Coaching and other kinds
of follow-up support help adult learners transfer
learning into daily practice to ensure sustainability.
WHY DO ADULTS LEARN?
 To gain knowledge or
skill they need.
 To better manage
changes in their lives.
 To keep up with changes
in their environment.
 To increase or maintain
a sense of self-esteem.
 To become an achiever.

WHAT MOTIVATES ADULT LEARNERS?
Adults obviously differ from children in their
motivations for learning. Dr. Stephen Lieb in
Principles of Adult Learning discusses the following
factors of motivation for adults:
 Desire to maintain social relationships

 Need to meet external expectations - the
supervisor recommends you upgrade skills
 Desire to learn how to better serve others
 Professional advancement
 Escape or stimulation
 Cognitive or personal interest

CHILD AND ADULT LEARNING
Children: Adults:
 Are told what is  Decide for themselves
important to learn and what is important to
accept this. learn.
 Accept the information
being presented at face  Take in information
value. based on their own
 Expect that what they experiences.
are learning will be  Expect that what they
useful in their long- are learning will be
term future. useful immediately.
 Have little ability to  Have experiences and
serve as a
knowledgeable skills to share with the
resource to the teacher facilitator and the
or the rest of the class. other participants.
MALCOLM KNOWLES LEARNING THEORY
 Adults want to know why they should learn.
 Adults come to trainings with a wealth of
knowledge.
 Adults want to learn things that effect their
daily lives.
 Adults are willing to learn things that will
help them solve problems.

MALCOLM KNOWLES
 Andragogy is a theory developed by Knowles
(1913-97) which differentiates the needs of
adult learners from those of juveniles and uses
the term andragogy to describe the specific
methods which should be employed in the
education of adults. The adult learner moves
towards independence and is self-directing.
 Pedagogy is the discipline that deals with
the theory and practice of education; it thus
concerns the study and practice of how
best to teach.

ANDROGOGY VS. PEDAGOGY
Pedagogy • Androgogy
• Formal • Informal and cooperative
• Learners are dependent • Learners are independent
and directed by teacher and self-directed
• Evaluation is external • Evaluation through self-
(teachers, tests) assessment
• Learners extrinsically • Learners intrinsically
motivated (grades) motivated
• Learners inexperienced • Learners have own rich
• Value learning that is put experience, used as a
upon them resource
• Learning centers on a • Value learning that is
particular subject relevant to every day life
• Learning centers on a
particular problem
TRAINING FLOW CHART

CHARACTERISTICS OF ADULT LEARNERS
 Adults are capable of long term learning.
 Adults want to know why it is important and how
they can use it.
 Adults like to participate in decision making
regarding learning/training.
 Learn in their own ways.
 Are not children.
 Need organization.
 Preconceptions and abilities.
 New vs. old learning.
ADULT LEARNERS HAVE DIFFERENCES
 Physical Differences
 Emotional Differences
 Intellectual Differences
 Learning Style Differences

TECHNIQUES TO MOTIVATE ADULT LEARNERS:
 Explain the need of
learning
 Establish an intent to
learn
 Maintain interest
 Encourage early
success
 Give recognition and
credit
 Avoid emotional
response
 Use honest praise and
avoid blame
 Be professional
HOW TO GAIN RESPECT FROM ADULT LEARNERS?
 Display genuine interest
 Lesson preparation
 Responsive in discussion
 Have a positive attitude
toward learners
 Maturity
 Skill and Knowledge base
 Be responsive to learners
needs
 Be intellectually honest in
response to questions
 Be consistent and
objective
 Avoid sarcasm or ridicule
HOW TO MAKE THE INTRODUCTIONS INTERESTING
DURING THE PRESENTATION
 Thank the audience for participation;
 Establish your credibility - explain your experience, share your
interest in the materials being presented;
 Present the agenda (the main ideas);
 Set out any expectations from the audience;
 Discuss the schedule for breaks;
 Give a time frame for your presentation;
 Tell the audience what you hope they will learn by the end of your
presentation;
 Do not come across as arrogant and having all the answers; and
 Once you have gained attention, then start your presentation.
WAYS TO CREATE AN INTERACTIVE, FRIENDLY
ATMOSPHERE DURING THE PRESENTATION
 Familiarize participants with safety/5S items
such as location of exits and bathrooms.
 Begin the session on time
 Greet people as they come in the room
 Engage in "small talk" with participants
 Make yourself available during breaks
 Make positive eye-contact

WAYS TO CREATE AN INTERACTIVE, FRIENDLY
ATMOSPHERE DURING THE PRESENTATION
 Having participants fill out name tags so that you
can call them by their name
 Listening to the question and then answering -
do not anticipate the rest of the question as this
will lead to a confused answer for the person
asking the question.
 Keeping distractions to a minimum, such as
squeaky doors and flickering lights. If you arrive
early enough, there is usually time to do
something about it.
PRESENTATION SKILLS
THE COMMUNICATION EQUATION
 WHAT YOU HEAR (40% OF THE
MESSAGE)
Tone of voice
Vocal clarity
Verbal expressiveness
 WHAT YOU SEE OR FEEL (50% OF THE
MESSAGE)
Facial expression
Dress and grooming
Posture
Eye contact
Touch
Gesture
 WORDS (10% OF THE MESSAGE)
VERBAL COMMUNICATION
 Use of words,
numbers and
symbols.
 Tone, pitch, quality
and rate of speech
carries more weight
than the words
 The latter convey the
emotions and
meaning, regardless
of the content of the
message.
NON-VERBAL COMMUNICATION
Some major areas of nonverbal behaviors to explore
are:
 Eye contact
 Facial expressions
 Gestures
 Posture and body orientation
 Proximity
 Paralinguistic
 Humor
Most of our communication is non-verbal

5MCSS
(which is missing in emails and tweets)
TRAIN THE TRAINER REV0 135
EYE CONTACT
Eye is an direct and most expressive part
of our body.
DIFFERENT WAYS OF EYE CONTACT:

 Direct eye contact: (shows confidence)
 Looking downwards (listening carefully
or guilty)
 Single raised eyebrow (doubting)
 Both raised eyebrows (admiring)
 Bent eyebrows (sudden focus)
 Tears coming out (emotional either
happy or hurt)
………and many more
FACIAL EXPRESSION
 Smile covers the most part

of facial expression.
 Smiling is a powerful cue
that transmits.
 Happiness
 Friendliness
 Warmth
 Liking
 Affiliation

GESTURES
 If you fail to gesture while
speaking, you may be perceived
as boring, stiff and unanimated.
 A lively and animated
communication style captures
listeners' attention, makes the
material more interesting,
facilitates talking and provides a
bit of entertainment.
 Head nods, a form of gestures,
communicate positive
reinforcement to listeners and
indicate that you are listening.
POSTURE AND BODY ORIENTATION
 You communicate numerous
messages by the way you walk, talk,
stand and sit.
 Standing erect, but not rigid, and
leaning slightly forward
communicates to students that you
are approachable, receptive and
friendly.
 Furthermore, interpersonal
closeness results when you and your
students face each other.
 Speaking with your back turned or
looking at the floor or ceiling should
be avoided; it communicates
disinterest to your class.
PROXIMITY
 Cultural norms dictate a comfortable distance for
interaction with audience.
 You should look for signals of discomfort caused by
invading young listeners‘ space.
 Some of these are:
 Rocking
 Leg swinging
 Tapping
 Gaze aversion
 To counteract this, move around to increase interaction
with your listeners. Increasing proximity enables you to
make better eye contact and increases the
opportunities for listeners to speak.

PARALINGUISTIC
This facet of nonverbal
communication includes such vocal
elements as:
- Tone
- Pitch
- Rhythm
- Timbre
- Loudness
- Inflection
COMMUNICATION PROCESS
BARRIERS: BARRIERS:
 Hearing  Cultural
Differences
 Noise
 Values and
 Language Attitudes
(Generation Gap)

BARRIERS TO EFFECTIVE COMMUNICATION
LANGUAGE
TIME NOISE
OTHER PEOPLE DISTRACTIONS

BARRIERS TO
EFFECTIVE
COMMUNICATION
TOO MANY QUESTIONS PUT DOWNS
DISTANCE LACK OF INTEREST
DISCOMFORT DISABILITY
WITH THE TOPIC
EFFECTIVE COMMUNICATION SKILLS
EYE CONTACT AND VISIBLE MOUTH
SOME QUESTIONS BODY

LANGUAGE
ENCOURAGEMENT
EFFECTIVE
SILENCE
TO CONTINUE COMMUNICATION SKILLS
SMILING FACE
SUMMARIZING CHECKING
WHAT HAS BEEN SAID FOR UNDERSTANDING

TRAINING PREPARATION
5MCSS BEING PREPARED TO SUCCEED 146

TRAIN THE TRAINER REV0
5MCSS
ONE WEEK BEFORE YOUR TRAINING 147
ONE DAY BEFORE YOUR TRAINING

5MCSS 148
ONE HOUR BEFORE YOUR TRAINING

5MCSS 149
ONE MINUTE BEFORE YOUR TRAINING

5MCSS 150
PRESENTATION SKILLS
Group Exercise: Work this out! Discuss and list do's and don'ts for
effective presentations that apply to each element below.
There are as many presentation styles as there are presenters. The key to
effective presentation is in being able to adapt your natural presentation style
so that it best fits the needs/wants of the audience. Since you will be training
adults, let us take a look at some tips on effective presentation skills.
Voice
Do's - ___________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Don'ts _________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Pace
Do's - ___________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Don'ts _________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
PRESENTATION SKILLS
Position
Do's - ____________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Don'ts __________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Control
Do's - ____________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Don'ts
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Dress
Do's - ____________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Don'ts __________________________________________________________________________________________________________
___________________________________________________________________________________________________________________

PRESENTATION SKILLS
Attitude
Do's - __________________________________________________________________________________________________
_________________________________________________________________________________________________________
Don'ts ________________________________________________________________________________________________
_________________________________________________________________________________________________________
Expertise
Do's - _________________________________________________________________________________________________
_________________________________________________________________________________________________________
Don'ts ________________________________________________________________________________________________
_________________________________________________________________________________________________________

ATTENDING SKILLS
1) Facing the participants.
2) Maintaining an appropriate eye contact.
3) Moving toward the participants.
4) Avoiding behaviors that distract the

participants.

ATTENDING SKILLS
DO’S DON’TS
 Position your body so that you  Talk to visual aids or rely too
face all the participants. heavily on notes.
 Continually scan the group with  Stare at individuals or avoid
your eyes. making eye contact.
 Walk towards the participants.  Ignore portions of the group by
 Maintain pleasant facial scanning too quickly.
expressions.  Put too much distance between
 Nod affirmatively. you and the group.
 Circle the room during activities  Shuffle papers or notes.
to assess participants’ progress  Stand in the same position or
and to be readily available for move around the room too quickly.
questions.  Check your watch or fidget with
 Use an appropriate speaking items.
voice and tone, along with  Turn your back for any length of
natural gestures, in talking with time to a part of the group.
participants.
OBSERVING SKILLS
1) Look at the person’s face, body

position and body movements.
2) Try to determine the person’s

feelings, based on what you
observed.
3) Take appropriate action based on

the inferences made.

OBSERVING SKILLS
Non-Verbal Behaviors Potential Inferences
Smiling
Interested/Enthusiastic/
Nodding
Understanding
Leaning forward
Making eye contact
Yawning
Vacant stare Bored/Tired/Frustrated
Shuffling feet
Leaning back in chair
Looking at watch or
clock
Frowning
Scratching head Confused/Disagreeing/
Pursing lips Frustrated
Vacant stare
Avoiding eye contact
OBSERVING SKILLS
Match these! Match the Feelings/Thoughts listed on the left with
the non-verbal behaviors on the right.
Feelings/Thoughts Behaviors
a. Motivated/Likes it ____ Smiling

b. Bored/Not important ____ Frowning
c. Confused/Doesn't understand ____ Yawning
____ Nodding affirmatively
____ Vacant stare
____ Scratching head
____ Shuffling feet
____ Leaning forward
____ Direct eye contact
____ Leaning back in chair
____ Pursing lips
____ Looking at clock
____ Avoiding eye contact

OBSERVING SKILLS
What should we do if several learners appear to be

bored with training?
____________________________________________
____________________________________________
What should trainers do if several learners appear to

be confused?
____________________________________________
____________________________________________

ASKING SKILL
The two basic types of questions (trainer use
during a presentation)
 Open questions require more than a "yes" or
"no" answer. Stimulates thinking, discussion.
Usually begins with a "what," "how,“ when,
"why“; and
 Closed questions only a one word "yes" or
"no" answer. Closes off discussion. Usually
begins with "is," "can," "how many," "does."

ASKING SKILL
Type of Question Description Example
 Requires more than a
“What ideas do
Open “yes”, “no”, or one-word
answer.
you have for
 Stimulates thinking. explaining why this
 Invites discussion. person may have
 Usually begins with words been discriminated
like “what”, “how”, against?”
“when”, “why”.
 Only requires a one-word

Closed answer. “Does everyone
 Closes off opportunities understand the
for discussion. reasons that we
 Usually begins with words
have discussed?”
like “is”, “can”, “how
many”, “does”.
ASKING SKILL
Guidelines for Phrasing Questions
Do Don’t
Ask clear, concise questions that Ask rambling, ambiguous
cover a single issue. questions that cover multiple
issues.
Ask reasonable questions based Ask questions that are too
on what the participants can be difficult for the majority of
expected to know at this point in participants to answer.
the training session.
Ask challenging questions that Ask questions that are too easy
require thought. or that provide no opportunity for
thought.
Ask appropriate, relevant Ask “trick” questions that are
questions that direct the designed to fool or trap the
participants to logical answers. participants.

ASKING SKILL
Choosing How To Direct Questions
If You Want To… Then…
Stimulate all of your participants to think … Direct the question to the group.
Allow participants to voluntarily respond … EXAMPLE:

“What experiences have you had
Avoid putting an individual participant on related to this issue?”
the spot …
Stimulate only 1 participant to think and Direct the question to a specific

respond … individual.
Tap the known resources of an “expert” in EXAMPLE:

the audience … “Mary, you indicated that you have
had a lot of experience in filing fair
housing complaints for individuals
with disabilities. How would you
proceed in this case?”
ASKING SKILL
If The Participant’s Response Is:
Correct Incorrect Partially Correct
Use positive Acknowledge the effort. Reinforce the correct portion
reinforcement. of the response
THEN, Redirect the question
either to the same participant,
to another participant, or
answer it yourself.
EXAMPLES: EXAMPLES: EXAMPLES:
“Yes.”  “I can see how you might come “You are on the right track.
up with that answer. Let’s see if What other ideas do you
anyone else can come up with a have?”
different answer.”
“Good point.”  “That’s not exactly what I was “That’s close, Joe. Who else
looking for period. Perhaps I wants to take a stab at this
should have phrased the question?”
question differently. What I
was looking for was ________.”
“That’s right.”
LISTENING SKILL
 Listen carefully to your audience’s questions and

comments first before thinking of your
response;
 Welcome difficult questions (get ready ahead to
answer them!);
 To build rapport, say, "that’s a good question."
Or, “I am glad you asked that“; and
 Make direct eye contact with the person.

LISTENING SKILL
 Focus on the person when they are asking the

question;
 Move towards the person;
 Repeat the question so the rest of the audience
can hear it; and
 Rephrase the question if you are not clear what
is being asked.

ANSWERING SKILL
 Respond initially to the person who asked the question;
 Then shift your eye contact to the broad audience;
 Answer the question clearly and briefly;
 Hold your ground and do not back down with hostile
questions;
 If you do not know the answer, say so;
 Conclude by transitioning attention back to the person
who asked the question; and
 If appropriate, ask, "did I answer the question for you?"
or "does that help?“.
ANSWERING SKILL
Choose the Following When…
Response:
Provide the answer You are reasonably sure that you are the only person who can
yourself. and/or should provide the answer.
Redirect the question There is a high probability that the person will be able to come up
back to the same with the correct answer.
participant or to
another participant.
Defer the question. The question does not fit within the purpose of the session and/or the
session’s objective(s).
The question is beyond the intent or scope of the training session.
The question cannot be handled in the session’s allotted timeframe.
The answer will be provided by material covered later in the training

session.
You need time to get the correct answer and get back to the
participant.
HANDLING PROBLEM SITUATIONS
They may be rare, but problem situations, in which learning is inhibited

due to the behavior of one or more of the learners, may occur.
Problem situations have something to do with the level of participation
of individual learners: when learners participate too much or too little.
 Too much participation. Learners may not be able to fully participate
in group or class activities when an individual learner is too vocal.
Overly vocal learners may be merely the result of an enthusiastic
interest in the course material.
 Too little participation. When one participant is too vocal, others may
not feel comfortable participating, and remain silent. Their valuable
input may be lost from the group. In addition, the trainer may not be
able to accurately assess the degree of learning that's taking place
when learners are silent. On the other hand, silent learners may just
be nervous about expressing themselves in front of others.
Problem situations may occur when learner behavior is perceived by
the trainer as inappropriate.
Hostility. A learner may express hostility towards the trainer, the
company, or another learner. Don’t assume that such behavior on the
part of learners is a reflection of their hostility toward you or your
training.
What to do?
When the learner appears to be overactive or inhibited in some way,
there are three important strategies to consider:
• Eliminate or reduce the problem behavior. Resolve the problem to
the extent necessary.
• Maintain the self-esteem of the learner causing the disruption.
• Avoid further disruptions. Make sure the learning environment is
relaxed and conducive to TRAIN
5MCSS
learning.
THE TRAINER REV0 170
Important strategies for handling problem situations
 Remain emotionally neutral.
 Identify possible strategies you or other trainers
have used before in the a similar situation.
 Evaluate alternative strategies against the
considerations above.
 Select the strategy that best satisfies the criteria
for the situation.

Considerations and Results When Handling Problem Situations
Consideration Corresponding Result
1. Eliminate or minimize the 1. The problem is resolved to the
problem behavior(s) extent necessary so that learning
can resume or continue in an
unhindered manner.
2. Protect the self-esteem of the 2. The problem is addressed in
participant such a way that the self-esteem
of the participant(s) exhibiting the
problem behavior(s) is not
compromised.
3. Avoid further disruptions to the 3. An environment that is relaxed,
learning process comfortable, and conducive to
learning is preserved.

Identifying Strategies for Handling Problem Situations:
1) Bringing in members of the audience who have been
non-participatory or who have demonstrated
extensive knowledge of and/or experience in the
topic under discussion;
and/or
2) Shutting out members of the audience who have

been too verbal or have monopolized the
discussions. This is often combined with the
process of bringing in other participants to the
discussion.
ICE BREAKERS
 Adult learners appreciate an open and

comfortable learning environment.
 Motivate participants at the beginning

of a training session by introducing a
fun exercise that requires them to
interact.
 Do not spend too much time on

icebreakers! (recommended time
about 10 minutes)
ICE BREAKERS
Introduction:
Participants introduce themselves and
tell why they are taking this training.
Participants may also say their
occupation, home town, or any related
matter pertaining to training.
Dream Vacation:
Participants introduce themselves and describe
details of their perfect dream vacation: the place,
activities that they would do, who they would take
with them, etc.

ICE BREAKERS
If you had to move to an uninhabited island, what are

the three things would you take with you and why?
(food and water are provided)

ICE BREAKERS
Table Top Exercise:
 Select 2 icebreakers that may work for your

participants; and

report.

ENERGISERS
 After lunch or late in the afternoon, participants may
become lethargic and unmotivated.
 Revitalise their energy with a brief fun activity (either
physical or not) that gets learning moving!

ICE BREAKERS
Table Top Exercise:
 Plan one energiser that may work for your

participants; and
 Select your best presenter and lead the

energising activity.

BRAINSTORMING
 Give participants a topic or a
question.
 Ask them to think about as
many items related to the
topic or question that they
can.
 Write down all their responses
(no wrong answers).
 Guide learners to determine
the best ideas presented.

CASE STUDY
 This technique provides

participants with a
description of an event,
incident, or situation
related to the subject
under discussion.
 Participants analyse the
case and report their
findings to the entire
group.

ROLE PLAYING
One person plays the role of the supervisor

and another person plays the role of the
fabricator.
The group observes

and provides
feedback on their
performance.

COMMENT CARDS FOR SHY PARTICIPANTS
 Hand out cards to all

participants at the
beginning of the session.
 Participants can write
comments on the cards
and hand them to the
trainer at any time.
 Address the questions /
concerns with the group
or privately, if necessary.

DRAWING/ILLUSTRATION
Some participants learn best

through visual activities.
Consider illustrating a concept
through a drawing rather than
explaining it in words, or ask
participants for a volunteer
who could illustrate what you
have verbally taught in a
drawing.

DEMONSTRATION
Ask participants to practice

a new skill by showing
what they have learned to
the rest of the group. Such
demonstrations allow
learners to “try out” new
learning.

GROUP FEEDBACK
 After a demonstration or observation (role-playing,

video), ask for feedback.
 Feedback should not be judgmental or negative
about other participants’ performances.
 Feedback helps participants recognise their
strengths as well as areas needing improvement.

POST ITEMS
 Post items for participants to
review around the training
room.
 Participants walk around the
room reviewing the displayed
items or answering a
question.
 Ask participants to record
their observations or answers
for each item.
 Have participants complete an
activity at each stop, or
contribute to each item in
some way.
 Reconvene and discuss.
COORDINATING LOGISTICS
Determine where and when the training will occur. What will
classroom set-up be? Who must be contacted to coordinate
training? These and other questions are important logistical
considerations when planning the training.
 What is generally the best time of day to train? Best day(s) of

the week?
______________________________________________________
 What are some tips to remember about coordinating the
training with others?
______________________________________________________
 What should you consider when setting up a room for training?

_____________________________________________________
LOGISTICS
Take care of issues such as:

 Participants’ transportation needs
 Directions to the training center & room
 Posting signs for the training
 Getting your participants’ contact information to
send certificates, follow-up forms, etc.
 Getting directions to toilets/CR
 Accommodation

THE TRAINING ROOM
 Neat and tidy
 Room temperature, light,
noise, etc.
 Seating arrangements
 Audiovisual
 Materials
 Close to food and beverage -
water, tea, coffee, &
snacks/meals
 Close to toilets/washing
facility
 Assembly area
NEAT AND TIDY

ROOM TEMPERATURE, LIGHT, NOISE, ETC.

SEATING ARRANGEMENTS
Room Layout
1. Circular-no table, for less than 12
2. Boardroom table, for max 12
3. U-shaped, for 20-30
4. Classroom, for over 30
5. Theater, for big groups
193
1 2
= Trainer
= Participants

= Trainer
= Participants

The training room: Seating arrangements for working groups
4 5

AUDIOVISUAL
 Lap Top Computer
 LED projector & white screen
 Sound System
 Spare rechargeable batteries and
charger
 TV Screen
 Related cables
 Extension cords and power strips
Set-up and test all equipment before class
MATERIALS
 Flash drive with  Participants directory
powerpoint sheets
presentation, videos,
 Clip boards
etc.
 Training program
 White boards,
flipcharts, markers  Pre-test and post test
 Pens/pencils  Training evaluation
sheets
 Handouts
 Materials for activities
 Name tags
 Certificate of
 Attendance sheets
completion
DOCUMENTING SAFETY TRAINING
Make sure your documentation is adequate:
Usually, safety training documentation should be
more than an attendance sheet. See the sample
training certification document on the next page. It
represents one possible way to document training.
Strong documentation includes:
 The name of trainee(s) and trainer(s)
 The Date of training
 A description of the Subject(s) being trained -
procedures, practices, related policies, rules, etc.
 Certification - a place for trainee and trainer
signatures
Make sure your documentation is adequate:
Strong documentation includes:
 A trainee statement of understanding and intent to
comply
 A trainee statement that he/she was provided
opportunity to ask questions and practice.
 A trainer statement that all questions were answered
and an opportunity to practice was provided
 A trainer statement that measurement (testing) of
knowledge and skills was conducted and that
trainees met or exceeded required levels of
performance
Sample Safety Training Certification
Training Subject ______________________ Date _________ Location _______________
Trainee certification. I have received on-the-job training on those subjects listed (see other side of this sheet):
This training has provided me adequate opportunity to ask questions and practice procedures to determine and correct
skill deficiencies. I understand that performing these procedures/practices safely is a condition of employment. I fully
intend to comply with all safety and operational requirements discussed. I understand that failure to comply with these
requirements may result in progressive discipline (or corrective actions) up to and including termination.
Employee Name Signature Date
________________________ ____________________________ _________
________________________ ____________________________ _________
Trainer certification. I have conducted orientation/on-the-job training to the employees(s) listed above. I have
explained related procedures, practices and policies. Employees were each given opportunity to ask questions and
practice procedures taught under my supervision. Based on each student's performance, I have determined that each
employee trained has adequate knowledge and skills to safely perform these procedures/practices.
________________________ ____________________________ _________
Trainer Name Signature Date

Reviewed by:
________________________ ____________________________ _________
Safety Coordinator Signature Date

Supervisor Follow-up Evaluation of Training. I observed/interviewed the above employees on __________ date(s). All
employees demonstrated adequate knowledge and skills to safely perform all steps of the procedures/practices presented in this
training session.
Sample Hazard Communication Training Outline
The following information was discussed with students:
Overview of the hazard communication program - purpose of the program
 Primary, secondary, portable, and stationary process container labeling
requirements
 Discussion of the various sections of the MSDS and their location
 Emergency and Spill procedures
 Discussion of the hazards of the following chemicals to which students will be
exposed
 Symptoms of overexposure
 Use/care of required personal protective equipment used with the above
chemicals
 Employee accountability
__ ____________________________________________
Sample Hazard Communication Training Outline
The following procedures were practiced:
 Spill procedures
 Emergency procedures
 Personal protective equipment use
The following (oral/written) test was administered: (Or "Each student was asked the following questions:")
(I recommend keeping these tests as attachments to the safety training plan and merely reference it here to
keep this document on one sheet of paper)
1. What are the labeling requirements of a secondary container? (name of chem. and hazard warning)
2. When does a container change from a portable to secondary container? (when employee loses control)
3. What are the symptoms of overexposure to ___________________? (stinging eyes)
4. Where is the "Right to Know" station (or MSDS station) located? (in the production plant)
5. What PPE is required when exposed to ________________? (short answer)
6. How do you clean the PPE used with ______________? (short answer)
7. What are the emergency procedures for overexposure to ______________? (short answer)
8. Describe spill procedures for ___________________. (short answer)
9. When should you report any injury to your supervisor? (immediately)
10. What are the consequences if you do not follow safe procedures with this chemical (injury, illness,
discipline)
COURSE OUTLINE
Training
Program
Program

EVALUATING THE TRAINING PROGRAM
To make sure that the training program is
accomplishing its goals, an evaluation of the
training program can be valuable. Safety training
should have, as one of its critical components, a
method of measuring the effectiveness of the
training, itself, and those presenting the training.
ANSI Guidelines for evaluating training
programs. ANSI Z490.1-2001, Accepted Practices
in Safety Health and Environmental Training,
recommends evaluating three important
elements of a safety training program.
Training program management. Training works best
when it's designed and implemented as an integrated
system rather than a series of unrelated training
sessions. Elements that should be evaluated include:
 Responsibility, Authority, and Accountability
 Facilities and equipment
 Program Development
 Course Delivery
 Program Evaluation
 Documentation and records
Training process. Training should be conducted
using a systematic process that includes a needs
assessment, objectives, course materials, lesson
plans, evaluation strategies, and criteria for
successful completion. Areas of emphasis should
include:
 Training goals
 Learning environment
 Adequacy of learning objectives
 Effectiveness of the training process
Training results. By evaluating the results of
training, it's possible to make improvements to
existing plans and gain awareness of the need for
new training. Items that should be evaluated
include:
 The training action-plan
 Long-term strategic planning
 Needs assessment
 Prioritizing training
 Adequate support and funding
COURSE OUTLINE
Training
Program
Program

IMPROVING THE TRAINING PROGRAM
There's always room for improvement in any
training program. If it isn't the program itself, it's
the culture that supports the training that may
need improvement. Ultimately, improving training
is all about change management. Effective change
management is crucial to long term success. We'll
take a look at one proven change model that can
be applied to safety training.
PLAN
The Deming Cycle ACT DO
STUDY
Step 1: Plan – Design the change or test
 Purpose: Take time to thoroughly plan the
proposed change in the training program
PLAN
before it’s implemented.
ACT DO
STUDY  Pinpoint specific conditions, behaviors,

results you expect to see as a result of the
change.
 Plan to ensure successful transition
(trainers, supervisors) as well as change.
____________________________________________________________________
____________________________________________________________________
Step 2: Do - Carry out the change or test
 Purpose: Implement the change or test
it on a small scale.
PLAN
ACT DO
 Educate, train, communicate the change
STUDY
in program to instructors.
 Keep the change limited in scope to
better measure variables.
____________________________________________________________________
____________________________________________________________________

Step 3: Study – Examine the effects or results of
the change or test
 Purpose: To determine what was
learned: what went right or wrong.
 Statistical process analysis, surveys,
questionnaires, interviews
PLAN
ACT DO
STUDY
Step 4: Act – Adopt, abandon, or repeat the cycle
 Purpose: Incorporate what works into
the system.
PLAN
 Ask not only if we’re doing the right
ACT DO things, but ask if we’re
STUDY doing things right.
 If the result was not as intended,
abandon the change or begin
the cycle again with the new knowledge
gained.
PLANNING FUTURE TRAINING
Last step in the training process
after completing all reports:
 After taking all evaluated
comments, trainers should
modify the programs to keep
good things and make
suggested improvements
 Remember, even with the
same topic for different
trainees, trainers should
address many parts of the
training process again and
consider new approaches.
SUMMARY OF TECHNIQUES USED BY EFFECTIVE TRAINERS
1. Identify the training needs;

2. Identify the topic and the possible
questions that will be asked;
3. Determine the level of knowledge
needed and the sequence of your
subtopics;
4. Write your objectives;
5. Prepare an outline to structure your
content;
6. Highlight the details;
5MCSS
216 TRAIN THE TRAINER REV0
SUMMARY OF TECHNIQUES USED BY EFFECTIVE TRAINERS
7. Choose the presentation method;

8. Rehearse;
9. Delivery of the presentation; and
10.Evaluation – Self Evaluate:
 Verbal and nonverbal communication
 Design of training lesson plan, did it work,
did you meet the objectives, too little or
too much time
5MCSS
217 TRAIN THE TRAINER REV0
TRAINING DELIVERY SUMMARY
TRAINING LEARNING
METHODOLOGY PERCENTAGE
 Lecture  10% of what they read
 Demonstrations  20% of what they hear
 30% of what they see
 Discussion
 50% of what they both
 Active, participatory hear and see
 Table top exercise
 70% of what they say
 Role play
 90% of what they say
 Simulation and do.
 Games

REFERENCES
 OSHA Train The Trainer
 OSH Communication and Training, Developed by Engr.
Alexander B. Trillana
 Adult Learning Concepts and Methodologies, Developed
by Engr. Alexander B. Trillana
 Train The Trainer Workshop, Adapted by J.D. Guillory,

Community Development Program, Human
Development Center (7/8/05) from “Interactive Behavior
Skills”, Leadership Designs, Inc. (1990) and “Train-the-
Trainer: Practical Skills That Work (2nd Ed.)”, Ittner &
Douds (1997), HRD Press.
REFERENCES
 Train The Safety Trainer, Geigle
Communication, LLC
 How to Conduct Training Sessions,
Treat Global Net
 Train The Trainer, HP
 Modern Safety Management, DNV
 National Safety Council
Handbooks, Chicago, USA
 Management Guide To Loss
Control
 International Safety Rating System
 ARAMCO Loss Prevention Manual
 OSHS
 DuPont STOP Cards
REFERENCES
 Turner, Dr. Myrtle, Georgia Tech Research Institute (2011). Training Adult
Learners PowerPoint Presentation
 Grimaldi, J. V. & Simonds, R. H. (1989). Safety management. (5th ed.).
Boston, MA: Irwin.
 Handley, W. (1977). Industrial Safety handbook. (2nd ed.). London:
McGraw-Hill Book Company (UK) Limited.
 Johnson, D. (1998). Adult educators need to have enthusiasm. Adult
Learning (9) 4, 11-14.
 Bassi, L. J. & Van Buren, M. E. (1999). Sharpening the leading edge: The
State of the Industry Report reveals the steps companies must take to
ascend to the top of the training field. American Society for Training and
Development: Alexandria, VA.
 Carey, L. & Dick, W. (1996). The systematic design of instruction. (4th
ed.). New York: HarperCollins Publishers, Inc.
 Chrétien, J. (May/June 1995). Effective Training Techniques, OH&S
Canada (11) 3. 29-33.
REFERENCES
 McMaster, S. (2000).Training Made Easy for Health, Safety,
and Environmental Trainers. McMaster Training Associates ©.
 Krause, T. R. (1997). The behavior-based safety process:
Managing involvement for an Injury-free culture. (2nd ed.).
New York: Van Nostrand Reinhold.
 Saccaro, J. A. (1994). Developing safety training programs:
Preventing accidents and improving worker performance
through quality training. (2nd ed.). New York: Van Nostrand
Reinhold.
 OSHA, (2010) Best Practices for Development, Delivery and
Evaluation of Harwood Training Grants

END OF PRESENTATION
THANK YOU FOR THIS OPPORTUNITY
 We are hoping that our professional experience,
expertise, training and achievement relevant to this
Train The Trainer training will satisfy your
requirements.
 We look forward to hearing from you, with a positive

response. Thank you very much for this opportunity to
be a part of your training program and prestigious
firm.
Engr. Alexander B. Trillana
General Manager/OSH Consultant

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TRAIN THE TRAINER

5MCSS ENGR. ALEXANDER

5MCSS TRAIN THE TRAINER REV0 5

5MCSS TRAIN THE TRAINER REV0 6

5MCSS TRAIN THE TRAINER REV0 7

 One method of education (Courtesy to ASTD-

“If you think training is expensive. . .

Many employers now see training

5MCSS TRAIN THE TRAINER REV0 10

behavior (Courtesy to ASTD-

 10% of what they read

5MCSS TRAIN THE TRAINER REV0 12

5MCSS TRAIN THE TRAINER REV0 13

In training terms this means we need to

5MCSS TRAIN THE TRAINER REV0 22

 Start on time; make sure that established

 Pace your delivery according to the allotted

 If working from a syllabus, make sure you cover

 Recognize your strengths and weaknesses.

 Work to maximize your strengths and minimize your

 Do not pretend to know all the answers.

 If you don’t know something:

 Weak eye contact  No enthusiasm or

5MCSS TRAIN THE TRAINER REV0 26

I hear, and I forget

5MCSS TRAIN THE TRAINER REV0 27

 Don’t be a know it all  Don’t catch people

 Do not use profanity  Don’t avoid eye contact

5MCSS TRAIN THE TRAINER REV0 28

 Explains company’s overall attitude to

5MCSS TRAIN THE TRAINER REV0 30

The plan should contain elements that are

5MCSS TRAIN THE TRAINER REV0 32

Month in the year

5MCSS TRAIN THE TRAINER REV0

5MCSS TRAIN THE TRAINER REV0 37

5MCSS TRAIN THE TRAINER REV0 38

5MCSS TRAIN THE TRAINER REV0 39

 Specific requests from

5MCSS TRAIN THE TRAINER REV0 44

Table Top Exercise:

5MCSS TRAIN THE TRAINER REV0 46

Training Needs Analysis Worksheet

1. Training need as stated by requester or as you view it.

2. Why the training is required:

5MCSS TRAIN THE TRAINER REV0 49

Training Needs Analysis Worksheet

 Job category/position and number of attendees in each learner group

 Degree of familiarity with the content of training

4. Description of the training subject/content:

5. Scheduling requirements of the training:

6. Logistical requirements of the training:

•Equipment and other resources required ___________________________________

5MCSS TRAIN THE TRAINER REV0 51

Training Goal is a general statement about what

 If the objective is to teach someone to safely drive a

5MCSS TRAIN THE TRAINER REV0 58

 Select your best presenter and discuss your

It's important to consider appropriate training

5MCSS TRAIN THE TRAINER REV0 61

_____ 1. CASE STUDY: Actual or hypothetical situation.

Describe why the two methods you ranked best

Describe why the two methods you ranked least

Course Name ___ Date: Trainer: