Institute of Occupational Safety and Health

Safety Training Presentations

Train-the-Trainer
FY-11 OSHA Susan Harwood
Grant Program

This material was produced under grant

number SH22297-SH1 from OSHA. It does
not necessarily reflect the views or policies of
the U.S. Department of Labor, nor does
mention of trade names, commercial products,
or organizations imply endorsement by the
U.S. Government.
Objectives: Participants will:
Explain the different titles of a teacher
Determine positive classroom control measures

Examine diversity and stereotypes

Describe training delivery methods

Analyze questioning types and techniques

Demonstrate the use of training aids

Define how to empowering the adult learner

Illustrate the proper use of assessments and Critiques

 Titles of Folks that Guide
Learners
Trainer: Directs the growth of learners by making them
qualified or proficient in a skill or task.
Instructor: Gives knowledge or information to learners in
a systematic manner.
Coach: Instructs, demonstrates, directs, guides, and prompts
learners.
Facilitator: Makes it easier for learners to learn.
Professional Image
Dress in the correct attire
Up close and personal with students maintain
personal hygiene
Maintain a professional demeanor
Use discretion in words and actions
Be fair, respectful and unbiased to all
Leave your stereotypes at home
Religion and political opinion are not allowed in the
classroom
 Establish Classroom Rules
Introductions
Address health and safety Emergency Procedures

Discuss classroom rules

Turn off cell phones

No texting
10 minute break every hour
Lunch for one hour
One person speaks at a time
The learning platform and
skillful trainers
Skillful means involvement is the focus
Focus more on skills to empower learning
Powerful trainers.not actors
Focus on the learner
Good trainers should bring any training to life
 The Three Learning Factors
There are three factors that must happen for a
successful learning experience to take place:
Knowledge
Environment
Involvement Skills
Whole Brain Learning Theory

Our brain is divided into two hemispheres

the left brain and the right brain.
Our left hemisphere characteristics
include: judgmental, linear, logical,
systematic, and verbal.
Our right hemisphere characteristics
include: creative, intuitive, holistic, playful,
and visual.
Both sides should cooperate equally
The Learning Cycle
The learner starts learning as a beginner
Less guidance from the trainer

The learner becomes capable of learning a

skill
The learner now returns to their job

Requires less or no supervision from the boss

Encouraged to take on new tasks
The learning cycle repeats itself
Setting Up The Learning
Environment
How much space (square footage) should we
allocate for the classroom?
15 to 17 square feet per participant
Standard Seating Arrangements
Square for large groups
Horse shoe

Instructor can monitor each student more closely

Non-verbally encourages participation
Good for demonstrations
Circular for smaller groups
Informal
Fosters group participation
The Voice
There are five main terms used for defining
vocal qualities (Grant-Williams, 2002):
Volume
Tone
Pitch
Pace
Color
 Two good methods for improving
your voice:
Listen to it! Practice listening to your voice
while at home, driving, walking, etc.
Get an opinion from trusted confidants
Practice articulation
Pose to let information sink in and to emphasize
punctuation
May want to take voice lessons
 Listen to it Exercise
To really listen to your voice, cup your right hand
around your right ear and gently pull the ear
forward. Next, cup your left hand around your mouth
and direct the sound straight into your ear. This
helps you to hear your voice as others hear it... and
it might be way different from the voice you thought
it was!
Now practice moderating your voice.
Non Verbal Body Language
Eye contact
Facial expressions

Gestures

Posture / body orientation

Proximity

Voice
 Active Listening
Activelistening is NOT the same as
hearing! Hearing is the first part and
consists of the perception of sound.

Listening
can be one of our most powerful
communication tools!

Be sure to use it!

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

Always allow time at the end of the presentation

for questions
Listen closely to the questions

Be honest if you do not know the answer

Find the answer and get back to the class
Answers that last 10-40 seconds work best

Use empathy if some disagrees with your

answer
Breaking Distracting Habits
Hands in the pocket
Talking to the screen

Slang

Lack of eye contact

Talking with the hands

Saying uh ok you know

Diversity in the Classroom
Why Must We Embrace Diversity?
 What Exactly Does Diversity
Include?
A wide variety of people, examples such as:
Gender
Religion
The diversity of an individual:
Scholar
Sports-person
Slow learner
Takes a wide variety of people to become the best
Why Is Embracing Diversity A
Challenge?
Our bias and prejudice are deeply rooted
within us
 Embracing diversity is more than
tolerating people who are different
It means actively welcoming and involving them by:
Developing an atmosphere that is safe for all employees
to ask for help.
Actively seeking information from people from a variety of
backgrounds and cultures.
Including people who are different than you to lunch,
coffee breaks, and spur of the moment meetings.
Creating a team spirit where every member feels a part
of.
Diversity Classroom Exercise
Looksism and Diversity
Adult Learning Styles
Learn because they want to learn
Need information quickly

Encouraged to share relevant experience

Treated with respect

Active participation

Hands on

http://www2.honolulu.hawaii.edu/facdev/gui
debk/teachtip/teachtip.htm
Training Methods
Case studies
Debates

Tabletop drills
Hands on training
scenarios
Brain storming session

Role playing exercises

 Training Techniques to Reach all
Literacies
Give out only most important written material
Let them know you will not require them to read
out loud
Let them know you are available during breaks

Explain certain terminology and acronyms

If they have to write, post a list of key words

Power point Presentations
Is a visual aid not a teaching technique
Five by five rule

5 words across
5 bullets down
General rule of thumb is 5 minutes per slide

Do not just read from the slide

Visual Aids
Flipchart
Videos

Hand outs

Whiteboards

Training DVDs

Posters

Software simulations
Tips for Great Presentations
If you have handouts, do not read straight
from them
Do not wave a pointer around in the air

Do not lean on the podium for long periods

Speak to the audience...NOT to the visual

aids, such as flip charts or overheads
Tips for Great Presentations
Speak clearly and loudly enough for all to
hear.
Pause between punctuation marks

Learn the name of each participant as

quickly as possible
Listen intently to comments and opinions

Circulate around the room as you speak

Tips for Great Presentations
List and discuss your objectives at the beginning
of the presentation
Vary your techniques

Get to the presentation before your audience

arrives; be the last one to leave
Be prepared to use an alternate approach if the
one you've chosen seems to bog down
 Tips for Great Presentations
When writing on flip charts use no more than
7 lines of text per page
Consider the time of day and how long you
have got for your talk
Most people find that if they practice in their
head, the actual talk will take about 25
percent longer
Timing is very important
Assessments
Theprimary purpose of student
assessment and evaluation is to support
student learning
 Critiques and Feedback
Critiques
should be given to students upon
the completion the training
This is tool to identify and correct deficiencies in
the training program or issues with the trainer
Remember, this is to be a constructive mechanism
not a sword to slay the trainer!
 OSHA Resources
OSHA has many helpful programs, including
assistance about safety and health programs, state
plans, workplace consultations, voluntary
protection programs, strategic partnerships,
training and education, and more.
 Summary
Now, participants should have an idea of how to give an
effective and dynamic presentation. Keys to success is to
be well-prepared, know the subject, understand the
learning process and really involve the learners.
Remember, power point is a visual aid not the lesson
plan so ensure you incorporate a well balanced mixture
of learning activities. Read and heed student critiques
as this is how you can improve your teaching style and
the training course.
OSHA Contact Numbers
To report Unsafe Working Conditions, Safety
and Health Violations Contact OSHA @:
1-800-321-OSHA (6742) / TTY1-877-889-5627
To File a Complaint Form:
To file an OSHA-7 report online, see how to file
a complaint with OSHA (www.osha.gov)
For more information regarding your rights, see
Worker Rights
 References
Instructional System Design. Retrieved from:
o http://nwlink.com/~Donclark/hrd/sat.html

Susan Harwood Training Grant Program

Best Practices for the Development, Delivery, and
Evaluation of Susan Harwood Training Grants.
Retrieved from:
o http://www.osha.gov/dte/sharwood/best-
practices.html