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RESIDENTIAL RESIDENTIAL CONSTRUCTIONCONSTRUCTION
Training TechniquesTraining Techniques
presented by
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Classroom ProceduresClassroom Procedures
Location of exits/evacuation procedures
Location of restrooms
Breaks
Smoking Areas
Use of telephones/pagers
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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.
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Today’s TopicsToday’s Topics
How Adults LearnHow Adults Learn Curriculum DevelopmentCurriculum Development Training TechniquesTraining Techniques Laws of LearningLaws of Learning Deadly SinsDeadly Sins
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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
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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
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Adult LearnersAdult Learners
What motivates adult learners?What motivates adult learners?– Perceived needPerceived need– Economic needEconomic need– Social factorsSocial factors– Negative factorsNegative factors
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The Learning ProcessThe Learning Process
Information
Received
Processed
Similaritiesvs
Differences
ManageableParts
Information/KnowledgeApplied
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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…!
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Three Learning Three Learning DomainsDomains
CognitiveCognitive AffectiveAffective PsychomotorPsychomotor
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Cognitive LevelsCognitive Levels(from least to most complex)(from least to most complex)
KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation
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Affective LevelsAffective Levels(from least to most complex)(from least to most complex)
ReceivingReceiving RespondingResponding ValuingValuing OrganizationOrganization CharacterizationCharacterization
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Psychomotor LevelsPsychomotor Levels (from least to most complex)(from least to most complex)
ImitationImitation ManipulationManipulation PrecisionPrecision ArticulationArticulation NaturalizationNaturalization
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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…
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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
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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
ok
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Who is Your Target Who is Your Target Audience?Audience?
InternalInternal SuperiorsSuperiors EqualsEquals SubordinatesSubordinates
ExternalExternal KnowledgeabKnowledgeab
lele OthersOthers
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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?”
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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?
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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
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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
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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
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Take a BreakTake a Break
11 Minutes Please…11 Minutes Please…
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Training Training TechniquesTechniques
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““Nothing great was ever Nothing great was ever achieved without achieved without
enthusiasm”enthusiasm”
-Ralph Waldo Emerson-Ralph Waldo Emerson
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Phases of a Phases of a PresentationPresentation
The The OpeningOpening
The BodyThe Body The CloseThe Close
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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!
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The OpeningThe Opening
Attention grabbing material Addresses “What’s in it for me” Intended to change behavior Objectives (preview major
points)
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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
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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!!
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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
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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
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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
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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)
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Tools of the Tools of the TradeTrade
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Correlation Between Correlation Between Learning and the Learning and the
SensesSensesPercent of Learning Sense
SightHearing
Touch
Smell / Touch
80%10%5%5%
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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
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Visual AidsVisual Aids
Improve Improve learninglearning
200200%%
Source: Studies at Harvard & Columbia
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Visual AidsVisual Aids
Improve Improve RetentionRetention
38%
Source: Studies at Harvard & Columbia
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Flowchart For Problem Resolution
Don’t Mess With It!
YES NO
YES
YOU IDIOT!
NO
Will it Blow UpIn Your Hands?
NO
Look The Other Way
Anyone ElseKnows? You’re History!
YESYES
NO
Hide ItCan You Blame Someone Else?
NO
NO PROBLEM!
Yes
Is It Working?
Did You Mess With It?
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The The EnvironmentEnvironment
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The “Room”The “Room”
Light switchesLight switches Window shades Window shades Temperature controlsTemperature controls Audio visual toolsAudio visual tools
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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
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Seating Seating ArrangementsArrangements
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Seating ArrangementsSeating Arrangements
GoodGood PoorPoor
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Seating ArrangementsSeating Arrangements
GoodGood PoorPoor
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Seating ArrangementsSeating Arrangements
GoodGood PoorPoor
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PositionPosition
StandStand SitSit
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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 …
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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
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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
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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
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Presentation SkillsPresentation Skills
Establishing StyleEstablishing Style Establishing ClimateEstablishing Climate ListeningListening Presenting MaterialPresenting Material Encouraging InvolvementEncouraging Involvement
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Define EachDefine Each
EducatorEducator PresenterPresenter TrainerTrainer FacilitatorFacilitator
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Leadership and group phasesLeadership and group phases
Leadership and Groups Leadership and Groups
Commander
Partner
Facilitator
StrangerGroup
Coming Together Group
Cohesive Group
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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
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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
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FormalFormal
InformalInformal
PsychologicalPsychological
Types of GroupsTypes of Groups
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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
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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.)
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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.)
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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
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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
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Establishing ClimateEstablishing Climate
Define rolesDefine roles Recognize and deal with Recognize and deal with
tensiontension
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ListeningListening
SelectivelySelectively ResponsivelyResponsively EmpatheticallyEmpathetically
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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
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“ “ Three things are Three things are necessary to persuade necessary to persuade
another person”another person”
CredibilityCredibility PassionPassion LogicLogic
AristotleAristotle
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Be PreparedBe Prepared
Get there earlyGet there early Have student materials laid outHave student materials laid out Check the environmentCheck the environment
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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!
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Encouraging Encouraging InvolvementInvolvement
Make sure Make sure YOUYOU are are involvedinvolved
Be acceptingBe accepting Allow disagreementAllow disagreement
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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
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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
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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
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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
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Ask Yourself…Ask Yourself…
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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?
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Do You…?Do You…?
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?”
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Do You…?Do You…?
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?
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Do You…?Do You…?
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?
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Do You…?Do You…?
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?
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Do You…?Do You…?
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.
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Do You…?Do You…?
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?
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TechniquesTechniques
The “Question”The “Question” WorkshopsWorkshops TIFOTIFO
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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
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Uses of QuestionsUses of Questions
AnalyzeAnalyze ClassifyClassify CompareCompare DefineDefine DescribeDescribe
DiscussDiscuss ExplainExplain IllustrateIllustrate ReviewReview VerifyVerify
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Grade the QuestionsGrade the Questions
“I am glad you asked that question”
…which could mean, thanks for the introduction to the next subject
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Grade the QuestionsGrade the Questions
“That is a very important point”
…which could mean, I almost forgot to mention that
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Grade the QuestionsGrade the Questions
“That is a really good question”
…which could mean, too bad I don’t know the answer…
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WorkshopsWorkshops
ScenariosScenarios Group vs. SoloGroup vs. Solo Written vs. PracticalWritten vs. Practical
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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
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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
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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
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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
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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
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When in Doubt …When in Doubt …
TIFO (or something similar):TIFO (or something similar):
ThingsThings
I’llI’ll
FindFind
OutOut
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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..
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And …And …
Be Positive !Be Positive !
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Questions?Questions?
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Thank you!Thank you!
This concludes Module IThis concludes Module I
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