Trindel Insurance FundTrindel Insurance Fund

Instructional TechniquesTraining

Presented by:

Gene Herndon

Safety Officer, Trindel Insurance Fund

The Trainers Responsibilities

To create a positive learning environment.

Create safety awareness. Have subject competency.

You don’t have to be the best or know it all.

Develop skill to communicate what you do know.

Acknowledge when you learn from those you are training.

Self Awareness

Know your own strengths and weaknesses

Why do you want to teach others Most important to help others. Status, power, advancement, etc.

Know your own biases Racial, gender, Age, economic, nationality, etc.

Instructor / Trainee Relationship

Trainee is central to the learning process.

Each trainee deserves and has a right to your best efforts.

The instructor’s best tool is a smile

Learning is a Cooperative Process

The instructor and trainee are equals as human beings. The distinction between the two is a matter of information and skill.

The process will be successful in an atmosphere of mutual respect.

Each trainee is both common and unique. The trainee will live up or down to your

expectations. If learning is achieved, the process is

successful.

Motivation

Motivation is the same for instructor and trainee.

Acceptance Recognition Accomplishment

Motivation: When our level of knowledge or skill is not adequate to fill a need, there is a motivation to learn.

The instructor is not responsible for motivation.

The trainee brings motivation The instructor can reinforce but not provide.

Conditions Affecting Motivation

New experience Encourage trainee to contribute to class. Look for experiences that will support class

Acceptance Include trainee in all class discussions. Give all contributions, correct or incorrect, a

positive response. Respect

Treat each trainee as an equal. Respect all contributions and opinions. Beware of jokes and sarcasm.

Conditions Affecting Motivation

Success Find success in each trainee. Concentrate your attention on successes

Physical comfort. Provide the best physical environment possible. Take break every hour.

Fun and enjoyment Make learning fun. Smile and be enthusiastic

Frustration

A conflict between desire, ability and circumstances.

Factors Contributing to Frustration

Impersonal - machines, inanimate objects, and circumstances.

People - values, beliefs, desires, attitudes, etc.

Rules - infringe on our freedom, frustration is taken out on rule enforcer.

Personal limitations - skill, lack of information, etc.

Reactions to Frustration

Anger Regression Fixation Apathy Negativism

Handling Frustration

Assume non-threatening physical posture.

Validate feelings Let them vent. Do not get into power struggle. Set limits. Be positive and patient. Control your own frustration.

Lesson preparation

Use “Flower” to capture and organize thoughts.

Start with general and work to specific. Don’t worry about spelling or punctuation. Works well when brainstorming with others.

Course outline

Describes course in general terms Lists objectives. Give expected performance. Make as formal as possible. Brief

The Lesson Plan“Road Map” for

Instructor

Detailed description of subject and the order in which it will be taught.

Use format that is most comfortable to you and understandable to someone else.

Outline format is most structured and easiest to use.

DO NOT SCRIPT YOUR LESSON! Leave plenty of room for notes. Lesson plan is always changing.

Instructional Materials

Handouts - use sparingly and make sure they are relevant.

Proof-read your hand out material.

Have someone else read. Use spell checker or dictionary.

Training AidsDrills & Role Play

Drills Observe skill and look component skill. Break down into component skill Start with most basic and build from there.

Use your imagination. Excellent for reinforcing learning. Use examples to reinforce subject matter. Practice ahead of time. Make sure the

equipment runs and is safe before class.

Lesson Presentation

Know your material. Review material ahead of time. Make sure of all of the facts you

present. Decide on time schedule. Make sure all handout material is

in order.

Before Class

Allow extra time to set up training site.

Arrive early and arrange site to assure time to prepare.

Make sure trainees will be as comfortable as possible.

Arrange seating for best eye contact and connection

Getting Started

Greet class with a bit of small talk as they arrive

Introduce self with a little background.

Establish your credentials. Be brief. Don’t go on an

extended ego trip.

Still Getting Started

Conduct some sort of introduction exercise.

“Dating game” Interview and introduce classmate. Use your imagination.

Give overview of class Include material and skills to be

covered. Encourage questions. This will give

you a “read” on the class members

What Is Communication?

Verbal - What you say. Non-verbal - All else.

85% of communication is non verbal

Important to pay attention to responses from class.

Presentation techniques.

Use your lesson plan Remember it is your road map. It will bring

your back on point if your get sidetracked. “Tell them what your are going to tell

them. Tell them. Tell them what you told them.”

The key to instruction is repetition. Repeat in different ways. Find ways to make information relevant.

…It’s How You Say It!

Speak clearly and loud enough for all to hear.

Make eye contact and speak to all members of class.

Don’t use jargon. Use short sentences.

It’s How You Listen!

To listen is to give thoughtful consideration

Pause for response 85% of communication is non verbal Important to pay attention to

responses from class

Ask Questions…

To introduce next thought To check for understanding To stimulate discussion Don’t put person on the spot No wrong answer Just right answer for wrong

question

Encourage Discussion

You don’t need to have all of the answers.

Help the group come to conclusions and answers.

Acknowledge when discussion results in answers

Summarize often in as many different ways as possible.

This helps reinforce progress Another means of reputation

The Focus is on You

Move around but do not distract. Use white board, flip chart,

training aids, etc. Don’t worry if you aren’t an artist. As long as class gets the point

Power Point is a good “tool” More on PP in another class

- Still Focused On You -

Use occasional anecdotes that apply.

Don’t get carried away. Be enthusiastic. Enjoy yourself.

Handling Difficult Trainees

Remember, your responsibility is to the entire class.

Don’t get into power struggle. Don’t confront in front of class.

Handling Difficult Trainees

Stop your presentation and wait until disruption stops.

Ask them to leave at a break if you are unable to get cooperation.

If all else fails - suspend class

Tests & Evaluations

Always based on material presented in class.

Should be the last means of repeating material presented.

Self correction ensures walking out with right answers.

Most effective means of documentation participation.

Subjective Evaluation

Fill in and essay answers. The question is easy to write. The answer can be difficult to

evaluate.

Objective

True / false, multiple choice. Difficult question to write. The answer is easier to evaluate. Works best for technical and

skill training. Avoid using “Always and never”

in question. Present questions in the order

the material was presented.

Correcting The Test …

Make sure you presented material in class.

Know where to find the answer in your lesson plan.

Be prepared to back up your answer. Gives opportunity for final discussion

and clarification of material. Be prepared to acquiesce (concede)

Skill Evaluations Always subjective in nature. Establish criteria and minimum performance

standards. Performance is determined by criteria Not by a comparison to yours or others skill.

Evaluations should be relevant to conditions under which the skill will be used.

Use your imagination to develop evaluation skills that represent tasks that will be used on the job.

Break down tasks into basics and then prepare evaluation skills that will evaluate those basics.

Before the Skill Evaluation

A checklist of required skills and practices is a good means of evaluating hands on skills.

Spend time rehearsing evaluation to work out bugs.

Before conducting evaluation: Explain criteria Give detailed explanation. Have trainee repeat instructions.

Remember to be positive. Focus on what went right Offer instruction and direction in areas of difficulties Thank participant for their effort.