Training Techniques2

Copyright CSHI 2007Copyright CSHI 2007

RESIDENTIAL RESIDENTIAL CONSTRUCTIONCONSTRUCTION

Training TechniquesTraining Techniques

presented by

Classroom ProceduresClassroom Procedures

Location of exits/evacuation procedures

Location of restrooms

Breaks

Smoking Areas

Use of telephones/pagers

DisclaimerDisclaimer

This material was produced under grant number SHTG-FY-07-01 Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the US Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

Today’s TopicsToday’s Topics

How Adults LearnHow Adults Learn Curriculum DevelopmentCurriculum Development Training TechniquesTraining Techniques Laws of LearningLaws of Learning Deadly SinsDeadly Sins

ObjectivesObjectives

Upon module completion:Upon module completion:– Compare learning process stagesCompare learning process stages– Describe learning differences between adults Describe learning differences between adults

and childrenand children– Describe basic learning stylesDescribe basic learning styles– Identify factors that motivate adultsIdentify factors that motivate adults– Identify positive learning climate componentsIdentify positive learning climate components– Cite reasons to apply blended learningCite reasons to apply blended learning

Adults vs. ChildrenAdults vs. Children

Others decide Others decide importanceimportance

Accept info at face Accept info at face valuevalue

Expect long-term useExpect long-term use Little / no experienceLittle / no experience Content centeredContent centered Less actively involvedLess actively involved Authority orientedAuthority oriented

They decide They decide importanceimportance

Validate info vs. beliefsValidate info vs. beliefs Info immediately usefulInfo immediately useful Much experienceMuch experience Problem centeredProblem centered Actively participateActively participate Want collaborationWant collaboration

Children Adults

Adult LearnersAdult Learners

What motivates adult learners?What motivates adult learners?– Perceived needPerceived need– Economic needEconomic need– Social factorsSocial factors– Negative factorsNegative factors

The Learning ProcessThe Learning Process

Information

Received

Processed

Similaritiesvs

Differences

ManageableParts

Information/KnowledgeApplied

Remember…Remember…

Behavior doesn’t STAY changed Behavior doesn’t STAY changed until you have shown the until you have shown the VALUEVALUE of the change to the of the change to the individual…!individual…!

Three Learning Three Learning DomainsDomains

CognitiveCognitive AffectiveAffective PsychomotorPsychomotor

Cognitive LevelsCognitive Levels(from least to most complex)(from least to most complex)

KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation

Affective LevelsAffective Levels(from least to most complex)(from least to most complex)

ReceivingReceiving RespondingResponding ValuingValuing OrganizationOrganization CharacterizationCharacterization

Psychomotor LevelsPsychomotor Levels (from least to most complex)(from least to most complex)

ImitationImitation ManipulationManipulation PrecisionPrecision ArticulationArticulation NaturalizationNaturalization

Simple, Right?Simple, Right?

You just pick the area you want You just pick the area you want toto

target relative to the target relative to the information you want to information you want to

convey….convey….

Yeah, Right…Yeah, Right…

The Bad NewsThe Bad News

Only 30% of the Only 30% of the students are listening students are listening

at any given time at any given time during the lectureduring the lecture

The other 70% are The other 70% are either taking a either taking a mental nap, thinking mental nap, thinking about the past or about the past or planning the futureplanning the future

What People RememberWhat People Remember

10 % of what is read

20 % of what is heard

30 % of what is seen

50 % of what they see & hear

70 % what they say as they do a task

90% of what they teach

Who is Your Target Who is Your Target Audience?Audience?

InternalInternal SuperiorsSuperiors EqualsEquals SubordinatesSubordinates

ExternalExternal KnowledgeabKnowledgeab

lele OthersOthers

What to DO???What to DO???

Plan – Plan – PlanPlan – Plan – Plan

“ “ If you don’t know where you If you don’t know where you are going, how will you know are going, how will you know

when you get there?”when you get there?”

PlanningPlanning

Reflect upon past experiencesReflect upon past experiences Make observations of present Make observations of present

needneed Collect data regarding the needCollect data regarding the need

How do you know what to collect How do you know what to collect before you build your class?before you build your class?

Learning ObjectivesLearning Objectives

They will guide:They will guide:– Content of instructional Content of instructional

materialsmaterials– Presentation / instruction Presentation / instruction

methodsmethods– Methods for evaluation / Methods for evaluation /

achievementachievement

A Learning ObjectiveA Learning Objective

Contains a specific action Contains a specific action verbverb

Has a beginning and endingHas a beginning and ending Is observable and measurableIs observable and measurable Is independent of other Is independent of other

actionsactions

A Learning ObjectiveA Learning Objective

Must contain the condition(s) Must contain the condition(s) under which performance is to under which performance is to occuroccur

DoDo NOT NOT UseUse– To KnowTo Know– To LearnTo Learn– To UnderstandTo Understand

Take a BreakTake a Break

11 Minutes Please…11 Minutes Please…

Training Training TechniquesTechniques

““Nothing great was ever Nothing great was ever achieved without achieved without

enthusiasm”enthusiasm”

-Ralph Waldo Emerson-Ralph Waldo Emerson

Phases of a Phases of a PresentationPresentation

The The OpeningOpening

The BodyThe Body The CloseThe Close

The OpeningThe Opening

We begin where the audience We begin where the audience isis and and close the presentation where we close the presentation where we

want them to want them to bebe!!

But First…But First…

We must first determine where IS, is!We must first determine where IS, is!

The OpeningThe Opening

Attention grabbing material Addresses “What’s in it for me” Intended to change behavior Objectives (preview major

points)

The BodyThe Body

Present the detail of each major Present the detail of each major point which supports your point which supports your central thoughtcentral thought

The CloseThe Close

Should provide information that is:Should provide information that is:– SupportiveSupportive– Useful Useful – Believable Believable – LogicalLogical– PassionatePassionate

Should be your Should be your strongest materialstrongest material!!

The CloseThe Close

““Great is the art of Great is the art of beginning,beginning,

but greater is the art of but greater is the art of endingending.”.”

-Henry Wadsworth Longfellow-Henry Wadsworth Longfellow

Most Common Most Common MistakesMistakes

Weak openingWeak opening Poor first impressionPoor first impression No objectivesNo objectives Dull, dry & boringDull, dry & boring Frozen in one spotFrozen in one spot Weak eye contactWeak eye contact Poor facial expressionPoor facial expression

Most Common Most Common MistakesMistakes

No humorNo humor Poor preparationPoor preparation No audience involvementNo audience involvement No enthusiasmNo enthusiasm Poor visual aidsPoor visual aids Weak closeWeak close

10 Methods of Delivery10 Methods of Delivery

LectureLecture Structured Structured

discussiondiscussion Panel discussionPanel discussion ReadingReading Case studiesCase studies

Role playingRole playing Skill applicationSkill application SimulationSimulation GamesGames Call to actionCall to action (issuing a challenge) (issuing a challenge)

Tools of the Tools of the TradeTrade

Correlation Between Correlation Between Learning and the Learning and the

SensesSensesPercent of Learning Sense

SightHearing

Smell / Touch

80%10%5%5%

Audio & Visual ToolsAudio & Visual Tools

Videos/DVDsVideos/DVDs Easel padEasel pad Overhead transparenciesOverhead transparencies White boardsWhite boards SlidesSlides PC-based presentationsPC-based presentations Mock upsMock ups

Visual AidsVisual Aids

Improve Improve learninglearning

200200%%

Source: Studies at Harvard & Columbia

Visual AidsVisual Aids

Improve Improve RetentionRetention

Source: Studies at Harvard & Columbia

Flowchart For Problem Resolution

Don’t Mess With It!

YES NO

YOU IDIOT!

Will it Blow UpIn Your Hands?

Look The Other Way

Anyone ElseKnows? You’re History!

YESYES

Hide ItCan You Blame Someone Else?

NO PROBLEM!

Is It Working?

Did You Mess With It?

The The EnvironmentEnvironment

The “Room”The “Room”

Light switchesLight switches Window shades Window shades Temperature controlsTemperature controls Audio visual toolsAudio visual tools

Learning ClimateLearning Climate

A positive learning climateA positive learning climate– Non-threateningNon-threatening– Trainees comfortTrainees comfort– Fosters respectFosters respect– Group involvementGroup involvement– Positive reinforcementPositive reinforcement– CaringCaring

Seating Seating ArrangementsArrangements

Seating ArrangementsSeating Arrangements

GoodGood PoorPoor

PositionPosition

StandStand SitSit

Keys to an Effective Keys to an Effective PresentationPresentation

Prepare, prepare, preparePrepare, prepare, prepare Rehearse, rehearse, rehearse, Rehearse, rehearse, rehearse,

…then cheat…then cheat Use visual aidsUse visual aids Stand, don’t sit, unless …Stand, don’t sit, unless …

The Mind is a The Mind is a Wonderful Thing …Wonderful Thing …

It starts working the minute It starts working the minute you are born and never stopsyou are born and never stops

……

Until you get up to Until you get up to speakspeak!!

Roscoe Drummond

Plan To Be NervousPlan To Be Nervous

Some of a human’s worst fears Some of a human’s worst fears are:are:

Public speakingPublic speaking CrowdsCrowds RidiculeRidicule

Symptoms Are:Symptoms Are:

Fast pulseFast pulse Shallow breathingShallow breathing Muscle spasmsMuscle spasms

– VoiceVoice– KneesKnees– HandsHands

Dry mouthDry mouth

Cold extremitiesCold extremities Eyes dilatedEyes dilated NauseaNausea Sweaty palmsSweaty palms Tight nervesTight nerves Blurred visionBlurred vision

Presentation SkillsPresentation Skills

Establishing StyleEstablishing Style Establishing ClimateEstablishing Climate ListeningListening Presenting MaterialPresenting Material Encouraging InvolvementEncouraging Involvement

Define EachDefine Each

EducatorEducator PresenterPresenter TrainerTrainer FacilitatorFacilitator

Leadership and group phasesLeadership and group phases

Leadership and Groups Leadership and Groups

Commander

Partner

Facilitator

StrangerGroup

Coming Together Group

Cohesive Group

A collection of individuals:A collection of individuals:– Interact with one anotherInteract with one another– Period of timePeriod of time– Pursue common goalsPursue common goals

GroupsGroups

IndividualsIndividuals– Identify with mutual goals or Identify with mutual goals or

fellowship of a groupfellowship of a group– Identify with the success or Identify with the success or

failure of the groupfailure of the group– Alter behavior to fit in with a Alter behavior to fit in with a

groupgroup

Group ProcessGroup Process

FormalFormal

InformalInformal

PsychologicalPsychological

Types of GroupsTypes of Groups

The stranger groupThe stranger group– Members begin to form Members begin to form

impressionsimpressions– Trainees reluctant to speak up Trainees reluctant to speak up

and become involvedand become involved

Group PhasesGroup Phases

Coming togetherComing together– Individuals feel part of groupIndividuals feel part of group– Cliques formCliques form– Members work toward common Members work toward common

goalsgoals– Constructive communication Constructive communication

Group Phases (cont.)Group Phases (cont.)

CohesivenessCohesiveness– Trust developsTrust develops– Members have sense of Members have sense of

security and participate security and participate readilyreadily

Group Phases (cont.)Group Phases (cont.)

Get to know traineesGet to know trainees Address learners by nameAddress learners by name Make sure learners understand Make sure learners understand

goals and objectives for the goals and objectives for the coursecourse

Managing the GroupManaging the Group

Let learners know they are valuableLet learners know they are valuable Recognize, praise, and provide Recognize, praise, and provide

opportunities to share knowledgeopportunities to share knowledge Use brainstorming and Q & A Use brainstorming and Q & A

sessionssessions Use students leaders to your Use students leaders to your

advantageadvantage

Managing the GroupManaging the Group

Establishing ClimateEstablishing Climate

Define rolesDefine roles Recognize and deal with Recognize and deal with

tensiontension

ListeningListening

SelectivelySelectively ResponsivelyResponsively EmpatheticallyEmpathetically

Presenting MaterialPresenting Material

Make sure they understandMake sure they understand Don’t play “expert”Don’t play “expert” IllustrateIllustrate Build in visual, verbal and Build in visual, verbal and

vocal varietyvocal variety

“ “ Three things are Three things are necessary to persuade necessary to persuade

another person”another person”

CredibilityCredibility PassionPassion LogicLogic

AristotleAristotle

Be PreparedBe Prepared

Get there earlyGet there early Have student materials laid outHave student materials laid out Check the environmentCheck the environment

Be PreparedBe Prepared

Check all audio/visual Check all audio/visual equipmentequipment

Have spare bulbs availableHave spare bulbs available Have a printout of your notes!Have a printout of your notes!

Encouraging Encouraging InvolvementInvolvement

Make sure Make sure YOUYOU are are involvedinvolved

Be acceptingBe accepting Allow disagreementAllow disagreement

Presentation SkillsPresentation Skills

Recognizing Dysfunctional Recognizing Dysfunctional BehaviorBehavior

Confronting & Dealing with Confronting & Dealing with Dysfunctional BehaviorDysfunctional Behavior

Presenting Practical Application Presenting Practical Application of Skills & Conceptsof Skills & Concepts

Recognizing Recognizing Dysfunctional BehaviorDysfunctional Behavior

SaboteurSaboteur SniperSniper Assistant Assistant

TrainerTrainer DenierDenier Quiet Quiet Anxious Anxious

DominatorDominator Side TrackerSide Tracker Hand ClasperHand Clasper PolarizerPolarizer Attention Attention

SeekerSeeker ClownClown

Dysfunctional BehaviorDysfunctional Behavior

Draw attention to the Draw attention to the behavior? If so, How?behavior? If so, How?

Spell out the effectSpell out the effect

Practical Application of Practical Application of Skills & ConceptsSkills & Concepts

Set up the agenda earlySet up the agenda early Encourage changeEncourage change Support new behaviorSupport new behavior

Ask Yourself…Ask Yourself…

Do You…?Do You…?

Do you, as the instructor, have Do you, as the instructor, have personal experience in applying personal experience in applying what you are about to teach?what you are about to teach?

Throughout your presentation, Throughout your presentation, do you constantly emphasize do you constantly emphasize for the students the answer to for the students the answer to “What’s in it for me?”“What’s in it for me?”

Do you always speak so that Do you always speak so that the participants can the participants can understand? understand? – avoid practicing one-avoid practicing one-

upmanship?upmanship?– becoming the expert?becoming the expert?

Are you willing to go from the Are you willing to go from the known to the unknown? known to the unknown? – Start from where they are and Start from where they are and

establish a baseline that they can establish a baseline that they can then build from?then build from?

Do you get the students Do you get the students involved?involved?– What do you do to get them What do you do to get them

involved?involved?– How do you get How do you get everyoneeveryone

involved?involved?– How do you keep them involved?How do you keep them involved?

Learning does not take place until Learning does not take place until behavior is changed.behavior is changed.

It is not simply a matter of It is not simply a matter of knowing that you can do it, but of knowing that you can do it, but of demonstrating to them that they demonstrating to them that they can do it.can do it.

Do you show the students how Do you show the students how to apply the lesson in real life?to apply the lesson in real life?

TechniquesTechniques

The “Question”The “Question” WorkshopsWorkshops TIFOTIFO

Asking QuestionsAsking Questions

Appropriate for the Appropriate for the background and experience of background and experience of the studentsthe students

Thought and opinion Thought and opinion provokingprovoking

Uses of QuestionsUses of Questions

AnalyzeAnalyze ClassifyClassify CompareCompare DefineDefine DescribeDescribe

DiscussDiscuss ExplainExplain IllustrateIllustrate ReviewReview VerifyVerify

Grade the QuestionsGrade the Questions

“I am glad you asked that question”

…which could mean, thanks for the introduction to the next subject

“That is a very important point”

…which could mean, I almost forgot to mention that

“That is a really good question”

…which could mean, too bad I don’t know the answer…

WorkshopsWorkshops

ScenariosScenarios Group vs. SoloGroup vs. Solo Written vs. PracticalWritten vs. Practical

How to Fail… How to Fail…

1. 1. Appearing unpreparedAppearing unprepared2. Starting late2. Starting late3. Handling questions improperly3. Handling questions improperly4. Apologizing for yourself or the 4. Apologizing for yourself or the

organizationorganization5. Being unfamiliar with 5. Being unfamiliar with

knowledgeable informationknowledgeable information

How to Fail...How to Fail...

6. 6. Using audio visuals Using audio visuals unprofessionallyunprofessionally

7. Being (or Seeming to be ) off 7. Being (or Seeming to be ) off scheduleschedule

8. Not involving the students8. Not involving the students

9. Not establishing personal rapport9. Not establishing personal rapport

10. Ending late10. Ending late

How to Fail... How to Fail...

11. 11. Appearing disorganizedAppearing disorganized12. Not quickly establishing a 12. Not quickly establishing a

positive imagepositive image13. Not covering the objectives 13. Not covering the objectives

promisedpromised14. Not scheduling enough breaks14. Not scheduling enough breaks15. Practicing bad habits15. Practicing bad habits

How to Fail... How to Fail...

16. Not checking the environment16. Not checking the environment

17. Not updating material17. Not updating material

18. Not admitting mistakes18. Not admitting mistakes

19. Using inappropriate humor19. Using inappropriate humor

20. Using inappropriate language20. Using inappropriate language

How to Fail...How to Fail...

21. Coming on as an expert, a 21. Coming on as an expert, a know-it-allknow-it-all

22. Using profanity, bad 22. Using profanity, bad grammar, pronunciation and grammar, pronunciation and enunciationenunciation

When in Doubt …When in Doubt …

TIFO (or something similar):TIFO (or something similar):

ThingsThings

I’llI’ll

FindFind

OutOut

Remember This…Remember This…

Tell me and I Tell me and I willwill forget; forget;Show me and I Show me and I mightmight remember; remember;InvolveInvolve me and I will me and I will understandunderstand..

And …And …

Be Positive !Be Positive !

Questions?Questions?

Thank you!Thank you!

This concludes Module IThis concludes Module I

Training Techniques2

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