A basic training technique presention

1. Safety Training Techniques

2. Safety Training Techniques
Safety training differs from other kinds of
teaching in that:
• Students are usually adults, who have not
necessarily been in a classroom in many
years, and may be older / more experienced
than the training facilitator.
• It is problem-centered. All safety training
revolves around one main objective:
identifying, evaluating and controlling
hazards on the job.
• Practical application and hands-on learning
are more important to students than theory.

3. Safety Training Techniques
Safety training techniques should aim
to keep students involved as much as
possible by:
• Encouraging and rewarding active
participation.
• Giving immediate recognition for
achievement.
• Providing the learner with
knowledge of his/her progress.
• Putting the classroom learning
experience in a real-world frame
of reference.

4. Teacher vs Facilitator
• Teachers have knowledge and expertise in a
particular field. They impart that knowledge
through a variety of means to their students.
• A teacher directs classroom learning from a position
of authority.
• Facilitators build on the knowledge base of the
group of students to find the answers to questions
and solutions to problems.
• A facilitator helps students establish a set of ground
rules and learning objectives, then guides them to
new knowledge and skills as a part of a team.
• Facilitation makes it easier for students to carry out
the group’s goals and to feel less inclined to work
on individual agendas.

5. Learning Styles
• Visual: videos, powerpoint presentations,
photos, infographics, graphs / tables / charts.
• Aural (hearing): lectures, audio recordings.
• Interactive: group discussions, question and
answer sessions, interviews.
• Print: reading assignments, written reports.
• Kinesthetic (action, movement): role playing,
physical games or demonstrations.
• Haptic (touch): drawing / painting / sculpting,
building a model, touching tools / equipment.
• Olfactory (smell): odor identification activities,
tasting, scratch and sniff.

7. Motivating Workers
• DON’T focus on compliance and disciplinary action.
• DON’T rely on “cutesy” office signs to impart
serious safety objectives.
• DON’T focus on incentives and rewards for fewer
accidents, as this could discourage reporting of
incidents.
• DO implement an interactive training program that
focuses on realistic problems and solutions.
• DO focus on how safety training can improve their
daily work and lives.
• DO schedule short, focused training sessions spread
out over time to avoid overwhelming workers with
information overload.

8. Blended Learning Approach
Blended Learning is a term used to describe a hybrid
teaching methodology that combines traditional
classroom instruction with online learning and
resources.
It has three primary components:
• In-person classroom activities facilitated by a
trained educator.
• Online learning materials, often including pre-
recorded lectures given by that same instructor.
• Structured independent study time guided by the
material in the lectures and skills developed
during the classroom experience.

9. Blended Learning Approach
Benefits of blended learning include:
• Classroom time can be used for activities that
benefit the most from direct interaction.
• Trainers can shift their focus from the delivery of
knowledge to its application. For example, students
can complete an online video or short lecture
beforehand, then put their knowledge to use in role
play and other hands-on activities with a facilitator
present.
• Training facilitators can evaluate how well the
material was understood and identify areas that
need further training.
• Students are empowered with skills and knowledge
they can put to practical use.

10. Safety Training Techniques
Overview:
• Icebreakers
• Lectures
• Group Discussions
• Questions
• Brainstorming
• Case Method
• Role Playing
• Small Group Activities

11. Icebreakers
Icebreakers are a way of getting people to know each other, relax and feel a
part of the group, and prepare them for learning.
Use icebreakers to:
• Acquaint participants with
each other using non-threatening
warm-up activities.
• Put participants at ease.
• Make a smooth start by introducing
and focusing the program.
• Set the stage for the program.
• Introduce specific topics that may
be developed in more detail later.

12. Lectures
• A lecture is a presentation technique
whereby the instructor presents facts and
ideas to a group.
• The effective instructor works to keep
lectures short (10-15 minutes) and easy to
understand.
• Lectures are good for providing an
overview of a topic and covering basic
facts.
• Lectures can cover a topic rapidly but
people often tune out.
• To be effective as an educational
technique, a good lecture needs to be
followed up with a participatory activity.

13. Group Discussions
Group discussion is an exchange of ideas among participants of a group
facilitated by the discussion leader. The whole group participates in
examining a problem or a concept and discovers the answer together as a
group.
Use group discussion to:
• Build understanding.
• Exchange information and
experiences.
• Study and solve problems.
• Change attitudes.
• Determine the participants' needs.

14. Group Discussions
Discussion is a team effort. To be effective, there are certain rules that need
to be adhered to by everyone if the discussion is to be productive.
Ground Rules for Discussions:
• One person talks at a time.
• Everybody else LISTENS.
• Look at the person who is talking
and try to understand their point -
don't argue mentally.
• Contribute your ideas - don't hang
back.
• Deal with one subject at a time -
stick to the point.

15. Questions
A good instructor tries to talk as little as possible and makes the students do
the talking. This is achieved by asking the right kinds of questions.
Questions can help you:
• Begin a discussion.
• Arouse students’ interest in the subject
matter.
• Direct the thinking of the group.
• Determine the students' understanding
or knowledge.
• Get participation from a particular student.
• Obtain information or opinions.

16. Brainstorming
Brainstorming is a technique where all participants of a group are
encouraged to offer ideas on a problem or question. The aim is to be
creative and produce a lot of ideas.
Use brainstorming when you want to:
• Involve the entire group in the
generation of ideas to solve a
problem or address a particular
situation.
• Stimulate the creative thinking
capabilities of the group.
• Change pace – energize the group.

17. Case Method
The case method requires the class to consider a realistic situation,
much as they would have to do in their work, and to use both facts and
judgment in solving the problem.
Use the case method to:
• Improve critical-thinking, problem-solving,
and decision-making skills.
• Solve an actual policy, administrative, or
implementation problem.
• Get the group to think concretely about a
problem.

18. Role Playing
Role playing is “acting out” a situation or incident. There is usually no script -
the instructor describes the situation to two members of the class, who then
act out what might happen.
Use role play when you want a group to:
• Get a feel for a situation and consider
ways of handling it.
• Practice skills and procedures they have
been taught.
• Bridge the gap between the lesson being
taught and its everyday application.
• Consider how other people may react in
a given situation.

19. Small Group Activities
Small group activities:
• Encourage active participation on
the part of the students.
• Give people a chance to share
their experience with their peers,
which is the method by which
they have gained the most
knowledge.
• Allow students to solve problems
among themselves, especially
when there is no clear answer.

20. Small Group Activities
Small group activities:
• Help students develop problem
solving skills that they will need
when they go back to their
workplaces.
• Create a relaxed atmosphere in
the class, so that people will
feel comfortable being there.
• Give the instructor an indication
of how well the students are
absorbing the content of what's
being discussed.

21. Feedback
• Leave time at the end for
participants to give you
feedback on the training
session.
• Listen to all feedback without
getting defensive. This is how
you can learn what needs to
be modified for an even more
effective training next time.
• Let participants know you
heard and appreciate their
comments.

22. Overview
• Use as little lecture as possible.
• Act as a facilitator rather than
an all-knowing teacher.
• Have participants solve
problems themselves or use
references.
• Participants shouldn’t be
expected to remember huge
amounts of information from
memory.
• Good instructors don’t supply
answers that can be found in
technical reference materials.