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
 Active listening is NOT the same as
hearing! Hearing is the first part and
consists of the perception of sound.

 Listening can be one of our most powerful

communication tools!

 Be sure to use it!

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