Training Techniques and

Methodologies
(Adult Learning)
WHAT IS TRAINING?
Training is an approach in learning
(acquisition of new knowledge/change of
behavior) to perform specific tasks or
activities.
HOW CAN WE DEVELOP AN
EFFECTIVE SAFETY TRAINING FOR
OUR WORKERS?


The purpose of this topic/presentation is to
provide the Safety Officer an overview of the
basic knowledge and skills needed to succeed
as a Safety Lecturer/Trainer whose goals and
objectives is based on the implementation of
the Occupational Safety and Health in his
workplace.

The Safety Officer must have the necessary
know-how and confidence to develop the
needed training module relevant to different
occupation.

OBJECTIVES OF TRAINING
1. For Employees
Give two (2) things
a. Knowledge
b. Skills
2. For Employer
Get back three (3) things
1. Knowledge
2. Skills
3. Motivation of Workers
DEVELOPMENT OF AN EFFECTIVE TRANING
PROGRAM
1. Assess learner needs
2. Set goals / objectives
3. Design the Training Module
4. Select methods and media
5. Write the training outline
6. Approval of logistics and budget
7. Present the training
8. Evaluate the results
DEVELOPMENT OF AN EFFECTIVE
TRANING PROGRAM
1. Assess Learner Needs Through:

a. Accident/Illnesses Records
Including Near-Misses
b. Job Observation
c. Training Needs Analysis

DEVELOPMENT OF AN EFFECTIVE TRANING PROGRAM
1. Assess Learner Needs Through:
a. Check Accident/Illnesses Records Including Near-
Misses
As per RULE 1050 -NOTIFICATION AND KEEPING OF
RECORDS OF ACCIDENTS AND/OR OCCUPATIONAL
ILLNESSES 1054: Keeping of Records:
(1) The employer shall maintain and keep an accident or illness
record which shall be open at all times for
inspection to authorized personnel containing the following
minimum data:
a. Date of accident or illness;
b. Name of injured or ill employee, sex and age;
c. Occupation of injured or ill employee at the time of accident or
illness;
d. Assigned causes of accident or illness;
e. Extent and nature of disability;
f. Period of disability (actual and/or charged);
g. Whether accident involved damaged to materials, equipment
or machinery, kind and extent of damage,
including estimated or actual cost; and
DEVELOPMENT OF AN EFFECTIVE TRANING PROGRAM
1. Assess Learner Needs Through:

b. Job Observation

To identify all critical jobs
To list hazards and risks
To compile a check list of safety standards,
incorporate the list in job training
To analyze the extent to which new standards are
observed.


DEVELOPMENT OF AN EFFECTIVE TRANING PROGRAM
1. Assess Learner Needs Through:
c. Training Needs Analysis
To get information about accidents/illnesses in the worksite
Check the accident/ illnesses records of the company.
To get information about the participants of the training
Observe workers doing work
Interview and/or survey workers
Review employee personal records
Determine demographics (age, gender, race)
Determine experience level
Determine learning styles
Determine aptitudes, knowledge
Determine attitudes toward subject(s) being taught
To get information about the tasks
Observe experts doing the task
Interview experts about the task
Review job descriptions, policy statements, reports.
To get information about the content of process or procedures
Review process plans, specifications, rules, guidelines (use current
facts)
Interview experts, policy makers, managers

DEVELOPMENT OF AN EFFECTIVE TRANING PROGRAM
2. Set goals / objectives

Goals (a wish) Ex: To know how to eliminate accident in their
workplace
Objectives (The result after the training module, Measurable
quantitative, Observable) Ex: At the end of the session, the
participant will be able to perform the job step 100% correct
and safe.

Questions to ask after writing the objective. DOES IT
say what the participants will be able to do?
state a time limit?
include an acceptable level of performance?
describe a measurable level, increase or decrease in
knowledge, skills, or ability?


DEVELOPMENT OF AN EFFECTIVE TRANING PROGRAM
3. Design the Training Module

Design the training program or workshop so
that it will directly and effectively address the
learning and / or skill development needs of
the workers/trainees.


IMPORTANT COURSE DESIGN QUESTIONS :

Here are some questions that must be answered when
designing a course. These will help determine whether you
are ready or still have some work to do.

1. content : what subjects the training will cover?
2. sequencing : in what order will the topics be covered?
3. loading : to what depth will each subject be covered?
4. methods : how will the topics be presented and covered?
5. materials : what materials are needed?
6. venue : where will the training take place?
7. feedback : how will the learning be assessed or evaluated?
8. scheduling : when will the training presented?

DEVELOPMENT OF AN EFFECTIVE TRANING PROGRAM
4. Select methods and media to be used in the
presentation

It is said that there are over 100 different training
methodologies available to trainers. Some of these,
based on whats already been said, are more
appropriate to one group of trainees than to another.
All training materials are written, adapted, or produced
during this step of the training design. This includes
workbooks, handouts, trainer guides, audio and video
tapes, etc..


Common Teaching Techniques
Lecture
Lecture with discussion
Panel of experts
Brainstorming
Videotapes
Class Discussion
Small Group Discussion
Case Studies
Role Playing
Report Back Session
Worksheets / Surveys

Common Visual Aids

Flip charts / posters
Slides
Videos
Overhead Transparencies
Computer Projections (e.g. Power Point )
Samples, Examples, and Mock ups.

Rules in developing visual aids
Rule 1: Use readable and consistent fonts, and stay
a way from the fancy stuff.
Rule 2: Keep to one or two major points per visual
aid, and limit the use of subtropics text to a few
phrases per subject.
Rule 3: Remember to use the "Kiss method"
of "Keep It Simple Stupid." (Keep it Short and Simple)
Rule 4: Always add a control number and title to
each visual aid used, where possible, this will help
keep your presentation organized and in sequence as
you present it.

DEVELOPMENT OF AN EFFECTIVE TRANING PROGRAM
5. Write the training outline

Outline of a typical training session:

Opening Segment
Introduce
Participants and Instructor
Reason for the Course
Goals and Objectives
Warm-up
Each module contains
Introduction (Motivator, attention-getter), Information / Demonstration
Application / Practice, Clarification, Test, Review
Final Segment
Overall Summary
Final Test
Commitment
DEVELOPMENT OF AN EFFECTIVE TRANING PROGRAM
6. Approval of logistics and budget for the
training.

Presentation to the CEO/COO the
training module including budgetary
requirements, logistics needed, time and
venue and the participants
DEVELOPMENT OF AN EFFECTIVE TRANING PROGRAM
7. Present the training

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, lets take a
look at some tips on effective presentation
skills.
ADULT LEARNER


Characteristics of Adult Learner
Adults are autonomous and self-directed
Adult have life experiences and knowledge
Adults are foal-oriented
Adults are relevancy oriented(job related)
Adults are practical(actual needs)
Adults need to be respected

Unless the learners themselves are ready,
able, and willing to learn only then your
training module will work
You can lead them to water but cant make
them drink.

ADULT LEARNER
Sources of Motivation for Adult
Learner
Social Relationship(belongingness)
External Expectations(Recognition)
Social Welfare(Reward System)
Personal Advancement(promotion)
Escape / Stimulation (rest from
work/personal interest)
Cognitive Interest(to know)

Instructors Can Motivate Adult Participants
via Several Means :
Set a feeling or tone for the lesson
(Training should be interesting)
Set an appropriate level of concern
(Personal benefits)
Set an appropriate level of difficulty
(Different from their routine)
Instructor should avoid the
following
Vulgarity and Obscenity(Bad words)
Sarcasm (Sarcastic remark)
Bluffing (Mislead)
Rambling (unorganized)

DEVELOPMENT OF AN EFFECTIVE TRANING PROGRAM
8. Evaluate the results

Evaluation measures the reaction and learning of the trainee and the
quality of the training program design, trainer, and training materials.
The evaluation should offer an opportunity for the trainers to tell the
trainer how to revise and improve the program.

A. Did they feel that they learned some things of interest and, more
importantly, can use?
Methods : Question immediately after the program. Post-program
conversations.
B. Did the participants learn anything as a result of the training?
Methods : classroom performance. paper and pencil quiz. Pre and
post training exams. Demonstration of skills.
C. Behavior - Did the training lead to improved on-the-job performance
by the participants?
Methods : Before and after comparisons, Job Observation, Interviews
Questionnaires. .
The Trainer Should Remember
People learn when they are
ready and willing to learn
- Learning requires the careful
attention and concentration on the part of
the learner. Thus, the trainer should
always strive for a physical and mental
environment conducive to learning.


People learn when they see a need
to know
The person must see a personal need to
know that which is being taught before he
will become strongly motivated. The trainer
must create a situation in which the learner
will see a direct personal value in learning
and recognize that the new knowledge, skill,
or attitude will help him satisfy a need on the
job or a personal need.
The Trainer Should Remember
People learn by hearing,
seeing, doing, thinking
- Depending upon what he is
attempting to teach, the trainer should
use as many training techniques as
possible.
The Trainer Should Remember
People learn by participating
mentally
- The learner must be following
mentally all the trainer is doing or
saying. In Job skill training he must
participate physically as well as
mentally.

The Trainer Should Remember
We must always remember that true learning is
an extremely difficult process.

It requires time and hard work on the part of
the trainee and patience, careful preparation
and hard work on the part of the trainer.