CAPACITY BUILDING OF

TRAINERS ON OSH
Everyday, Every Task, Everyone, Nobody Get Hurts

Safety Begins from [in] You

Make Safety a Way of Life On and Off the Job

5MCSS
ENGR. ALEXANDER B. TRILLANA
SO1 TRAINING REV0 1
GENERAL MANAGER/OSH CONSULTANT
 COURSE OUTLINE

 TRAINING THE TRAINERS

 OBJECTIVE SETTING
 PREPARING
PRESENTATION
MATERIALS
 BASIC SKILLS IN
PRESENTATION
 COMMITMENT SETTING
(RE-ENTRY PLAN)

5MCSS SO1 TRAINING REV0 1

 ICEBREAKER:
INTRODUCTION OF PARTICPANTS/FACILATOR

Brief introduction:
 Name and nick name
 Job and expertise
 Company represented
 Expectations from this training

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 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.

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 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.
5MCSS SO1 TRAINING REV0 1
 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

5MCSS SO1 TRAINING REV0 1

 THE ROLE OF THE TRAINER

 Facilitating
 Motivating
 Inspiring
 Leading
 Coordinating
 Managing
 Evaluating

5MCSS SO1 TRAINING REV0 1

 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.
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 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.
 5MCSS SO1 TRAINING REV0 1
 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;
5MCSS SO1 TRAINING REV0 1
 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.
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 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

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 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.
5MCSS SO1 TRAINING REV0 1
 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.

5MCSS SO1 TRAINING REV0 1

 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
5MCSS
be sure to remember to follow up.
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 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

5MCSS SO1 TRAINING REV0 1

 A GOOD LEARNER

I hear, and I forget

I see, and I remember
I do, and I understand

Chinese Proverb
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 DON’TS
 Don’t be too formal
 Don’t be a know it all
 Don’t be unprepared
 Do not talk down to
learners
 Do not use profanity
 Don’t loose control
 Don’t catch people
unprepared
 Don’t be afraid to say
you do not know
 Don’t avoid eye contact

 Don’t be distracting

5MCSS SO1 TRAINING REV0 1

 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 • Grievances or discipline legislation
• New equipment • High turnover • Competitor activity

• New standards • Poor quality ratings • Professional body

regulations and
• New relationships • High or increasing rates requirements
• Change of curriculum of sickness or absence
• QA codes of practice
• Downsizing • Disputes
• Funding Council
• Retirements • Low levels of motivation requirements
• Increased work load • Cases of harassment • International
• Management changes • Missed deadlines standards

• Changed ownership

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 DETERMINING OF TRAINING CONTENT
 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

5MCSS SO1 TRAINING REV0 1

 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
5MCSS SO1 TRAINING REV0 1
 DEVELOPING TRAINING AIDS

 Plan the slides

 Ensure readability of words
 Ensure comprehensibility of
pictures

5MCSS SO1 TRAINING REV0 22

 DEVELOPING TRAINING AIDS
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.”
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 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

5MCSS SO1 TRAINING REV0 24

 DEVELOPING TRAINING AIDS
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”
5MCSS SO1 TRAINING REV0 25
 DEVELOPING TRAINING AIDS

Ensure readability of words:

 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.

5MCSS SO1 TRAINING REV0 26

 PREPARING TRAINING PLAN
 Nature of trainees  Training location
 Trainers’ qualification  Training methodology-
 Training duration video, visual aids,
powerpoint, flipcharts
 Training program
structure  Evaluation sheets

 Training objectives  Pre-test and post-test

 Training outline  Attendance sheets

 Training manuals  Attendance profile

 Support resources- OHP, sheet

sound system, pointer,
batteries, classroom,
food, land/air fare
5MCSS SO1 TRAINING REV0 1
 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
5MCSS SO1 TRAINING REV0 1
 TRAINING PROGRAM
 Participants’  Participants’ motivation
registration  Pre-test
 Opening prayer  Training-powerpoint
 National anthem presentation, visual
aids, video, table top
 Introduction of
exercise
participants, resource
speakers and  Breaks and ice breaker/
coordinators short exercise
 Familiarization of  End of session-highlight
summary of learning
assembly area, toilets,
wash room, etc.  Post Test
 Training expectations
Please see the attached Train The Trainer training program
5MCSS SO1 TRAINING REV0 1
 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
5MCSS SO1 TRAINING REV0 1
 COMMUNICATION PROCESS

BARRIERS: BARRIERS:
 Hearing  Cultural
Differences
 Noise
 Values and
 Language Attitudes
(Generation Gap)

5MCSS SO1 TRAINING REV0 31

 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
5MCSS SO1 TRAINING REV0 1
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

5MCSS SO1 TRAINING REV0 1

 TRAINING PREPARATION

BEING PREPARED TO SUCCEED

5MCSS 34
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 TRAINING PREPARATION

ONE WEEK BEFORE YOUR TRAINING

5MCSS 35
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 TRAINING PREPARATION

ONE DAY BEFORE YOUR TRAINING

5MCSS 36
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 TRAINING PREPARATION

ONE HOUR BEFORE YOUR TRAINING

5MCSS 37
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 TRAINING PREPARATION

ONE MINUTE BEFORE YOUR TRAINING

5MCSS 38
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 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
5MCSS SO1 TRAINING REV0 1
 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

5MCSS SO1 TRAINING REV0 40

 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

5MCSS SO1 TRAINING REV0 41

 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
5MCSS SO1 TRAINING REV0 42
 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

5MCSS SO1 TRAINING REV0 1

RE-ENTRY OSH PLANNING

5MCSS SO1 TRAINING REV0 44

 WHAT IS SAFETY PLANNING
 Safety Planning means utilising the
basic planning principles in safety
management for optimum control and
implementation.

 The safety environment involves a lot

of uncertainties and unforeseen
events. With proper safety planning
we can minimise these uncertainties
and gain more control.
5MCSS SO1 TRAINING REV0 45
 THREE MAIN ASPECTS OF PLANNING
 Scheduling
Collecting information and preparing a
comprehensive sequence of activities.
 Monitoring
Monitoring the progress on each activity
and comparing this progress against the
planned activity.
 Forecasting
Evaluating the new completion dates and if
necessary devising schemes to maintain the
programme or mitigate the delay.
5MCSS SO1 TRAINING REV0 46
PREREQUISITES OF PROPER SAFETY PLANNING

 Local and International OSH Standards

 Company and Client OSH Policies
 Plant/Project OSH Requirements
 OSH Team Objectives and Function
 OSH Organization Structure
 OSH Plan
 OSH Monitors and Reports

5MCSS SO1 TRAINING REV0 47

5MCSS SO1 TRAINING REV0 48
 OSH PLANNING
Table Top Exercise
 Divide the participants into 4 groups. Each group
will be given either a brief accident scenario or
specific workplace for inspection.
 Group brainstorming: analyze carefully the given
task, identify all hazards, evaluate its risks and
recommend controls.
 Fill-up the re-entry OSH Plan form:
 Concern/Particular-Hazard
 Action Plan-Hierarchy of Controls
 Accountability-Responsible Persons
 Time Frame-Target Date of Completion
 Output-Status
 Select your best presenter and discuss.
5MCSS SO1 TRAINING REV0 49