Training Techniques and Methodologies

8/11/2019 Training Techniques and Methodologies

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Training Techniques and

Methodologies(Adult Learning)



WHAT IS TRAINING?

Training – is an approach in learning(acquisition of new knowledge/change ofbehavior) to perform specific tasks or

activities.



HOW CAN WE DEVELOP AN

EFFECTIVE SAFETY TRAINING FOROUR WORKERS?



The purpose of this topic/presentation is to

provide the Safety Officer an overview of thebasic knowledge and skills needed to succeedas a Safety Lecturer/Trainer whose goals andobjectives is based on the implementation ofthe Occupational Safety and Health in hisworkplace.

The Safety Officer must have the necessaryknow-how and confidence to develop theneeded training module relevant to differentoccupation.



OBJECTIVES OF TRAINING

1. For Employees

Give two (2) things

a. Knowledge

b. Skills2. For Employer

Get back three (3) things

1. Knowledge2. Skills

3. Motivation of Workers



DEVELOPMENT OF AN EFFECTIVETRANING PROGRAM

1. Assess Learner Needs Through:

a. Accident/Illnesses RecordsIncluding 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 OCCUPATIONALILLNESSES 1054: Keeping of Records:(1) The employer shall maintain and keep an accident or illness

record which shall be open at all times forinspection to authorized personnel containing the followingminimum 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 orillness;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




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 areobserved.



DEVELOPMENT OF AN EFFECTIVE TRANING PROGRAM1. 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




2. Set goals / objectives

Goals – (a wish) Ex: “To know how to eliminate accident in theirworkplace”

Objectives – (The result after the training module, Measurable – quantitative, Observable) Ex: “At the end of the session, theparticipant 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?



IMPORTANT COURSE DESIGN QUESTIONS :

Here are some questions that must be answered whendesigning a course. These will help determine whether youare 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?




4. Select methods and media to be used in thepresentation

It is said that there are over 100 different training

methodologies available to trainers. Some of these,based on what’s already been said, are moreappropriate to one group of trainees than to another.

All training materials are written, adapted, or producedduring this step of the training design. This includesworkbooks, handouts, trainer guides, audio and videotapes, 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 staya 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 fewphrases 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 toeach visual aid used, where possible, this will helpkeep your presentation organized and in sequence asyou present it.




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-upEach module contains

Introduction (Motivator, attention-getter), Information / Demonstration Application / Practice, Clarification, Test, Review

Final SegmentOverall SummaryFinal Test

Commitment




6. Approval of logistics and budget for thetraining.

Presentation to the CEO/COO thetraining module including budgetaryrequirements, logistics needed, time and

venue and the participants




7. Present the training

The key to effective presentation is in being ableto adapt your natural presentation style sothat it best fits the needs/wants of theaudience.

Since you will be training ADULTS , let’s take alook at some tips on effective presentationskills.



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 can’t 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 thefollowing

Vulgarity and Obscenity(Bad words)

Sarcasm (Sarcastic remark)

Bluffing (Mislead)

Rambling (unorganized)




8. Evaluate the results

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

A. Did they feel that they learned some things of interest and, moreimportantly, can use?

Methods : Question immediately after the program. Post-programconversations.

B. Did the participants learn anything as a result of the training?

Methods : classroom performance. paper and pencil quiz. Pre andpost training exams. Demonstration of skills.

C. Behavior - Did the training lead to improved on-the-job performanceby 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 ofthe learner. Thus, the trainer shouldalways strive for a physical and mental

environment conducive to learning.



People learn when they see a needto know

The person must see a personal need toknow that which is being taught before he

will become strongly motivated. The trainermust create a situation in which the learnerwill see a direct personal value in learningand recognize that the new knowledge, skill,or attitude will help him satisfy a need on the

job or a personal need.




People learn by hearing,seeing, doing, thinking

-

Depending upon what he is

attempting to teach, the trainer shoulduse as many training techniques aspossible.




People learn by participatingmentally

-

The learner must be following

mentally all the trainer is doing orsaying. In Job – skill training he mustparticipate physically as well as

mentally.




We must always remember that true learning isan extremely difficult process.

It requires time and hard work on the part ofthe trainee and patience, careful preparation

and hard work on the part of the trainer.

Training Techniques and Methodologies

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