Effective Training Techniques. Mark A. Hernandez, CHST. Presentation outline. Most frequent cited standards 2011 Training requirements for General Industry Other training references: Blooms Taxonomy & ANSI Z 490.1 ASSE Professional Safety Articles on Effective Training Techniques - PowerPoint PPT Presentation
Effective Training TechniquesOther training references: Blooms
Taxonomy & ANSI Z 490.1
ASSE Professional Safety Articles on Effective Training
Techniques
OSHA Construction Trainer resources and requirements
OSHA Resources
Standards
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Training: Pay now or pay later
According to Broad & Newstrom in 1992, an estimated $50 Billion
was spent on formal training, with another $90 – 120 Billion on
structured training.
ASTD estimated in 2010, that US organizations spent $125.88 Billion
dollars on training.
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OSHA’s: VPP Program Elements
In VPP, management, labor, and OSHA work cooperatively and
proactively to prevent fatalities, injuries, and illnesses through
a system focused on: hazard prevention and control; worksite
analysis; training; and management commitment and worker
involvement.
Blooms Taxonomy
In 1780 Abigail Adams stated, "Learning is not attained by chance;
it must be sought for with ardor and attended to with
diligence"
Although it received little attention when first published in 1956,
Bloom's Taxonomy has since been translated into 22 languages and is
one of the most widely applied and most often cited references in
education.
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Blooms Taxonomy are greatly used to create Learning Objectives.
Will tie with ANSI Z 490.1
Blooms Taxonomy
Creating: can the student create new product or point of
view?
Evaluating: can the student justify a stand or decision?
Analyzing: can the student distinguish between the different
parts?
Applying: can the student use the information in a new way?
Understanding: can the student explain ideas or concepts?
Remembering: can the student recall or remember the
information?
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Have participants draw a line between Applying / Analyzing: beside
Applying write lower level of comprehension – beside Analyzing,
write Higher level of comprehension.
Understand: “If you can’t explain it simply, you don’t understand
it enough” – Albert Einstein
Gap of Knowing and Doing: “There is a great deal of difference
Knowing and Understanding. You can know allot about something and
not really understand
it.” – Charles F. Kettering
Applying: The most frustrating thing as an employee I had was being
held accountable for something I did not understand. When you do
something hat you are not totally confident of you second-guess
yourself and that is where Selection by Consequence is birthed.
Take the employee from the Gap of Intention to the realm of
Understanding and Increased Awareness.
Choice is a function of Awareness.
ANSI Z490.1: Criteria for Accepted Practices in Safety, Health
& Environmental Training
1.1 Scope - This Standard establishes criteria for safety, health,
and environmental training programs, including
development,
delivery,
ANSI Z490.1: Criteria for Accepted Practices in Safety, Health
& Environmental Training
3.2 The training program shall, at a minimum, include the following
elements:
- training development, including needs assessment,
- learning objectives,
- criteria for course completion (see Section 4 of this
Standard)
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Professional Safety December 2011:
1. In 1992, Broad & Newstrom reported an estimated 50 Billion
was spent each on formal training, with another 90-120 Billion on
less structured training. ASTD estimates in 2010 US organizations
spent 125.88 Billion dollars on training.
2. Questions to ask on Needs Assessment: Why, Who, How, What,
When
3. Objectives: ANSI Z490.1 has guidance on writing clear and
measurable objectives.
ANSI Z490.1: Criteria for Accepted Practices in Safety, Health
& Environmental Training
3. Training Program Administration and Management:
training delivery by Competent Trainers in a suitable training
environment (see Section 5 of this Standard)
training evaluation and a continuous improvement system
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1. Competent: root word is complete – Is your Competent Person
complete?
Competent trainers are integral to the learning process. Form the
Memo on Effective Training, to Authorized Trainers being held to a
higher standard for ensuring that training delivered is
effective.
2. Key to create an environment conducive for growth. Word-picture
of an acorn. People have mentioned that you can lead a horse to
water, but that does not mean they will drink. Add salt to their
tongue…build an environment that Desires and nurtures growth.
Ask daily: Who and How can I add value to daily?
Effective training: Case Study (Oil & Gas)
1. Compelling content:
Must be interesting, credible, and compelling. Lessons learned
proved to be significant (relevant story).
Use Adult learning theories.
2. Identify the players:
The “Master” in the group to act as a narrator for video,
describing task and potential hazards.
Source: ASSE Professional Safety: March 2011
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1. Elaborate on “Master” – Maestro – The Pareto Principle and how
the 80/20 applies. The Master/Maestro, or Influencer as I call them
has knowledge of the skillset, respect, trust, and what is very
important Influence.
2. Personal story of Don Aliber, my “Maestro” when I worked for 7
years in the scaffold industry.
3. Challenge question: Who is your Mark? Whose name comes to your
awareness right now? Write their name down and set time to pour
into them for 6 months, then ask them to do the same –
Multiply….
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Pareto Principle: Background
In 1906, Italian economist Vilfredo Pareto created a mathematical
formula to describe the unequal distribution of wealth in his
country, observing that twenty percent of the people owned eighty
percent of the wealth. In the late 1940s, Dr. Joseph M. Juran
inaccurately attributed the 80/20 Rule to Pareto, calling it
Pareto’s Principle. While it may be misnamed, Pareto’s Principle or
Pareto’s Law as it is sometimes called, can be a very effective
tool to help you manage effectively.
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Determine which people are the top 20% producers
Spend 80% of your “people time” with the top 20%
Spend 80% of your personnel development dollars on the top
20%
Ask the top 20% to do on-the-job training for the next 20%
(Multiply vs. Growth)
Source: John C. Maxwell
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1. Jim Collins: Good to Great: Get the right people on the bus
(speaking of Master/Maestro).
2. 21 Irrefutable Laws of Leadership: To grow you teach your
followers, To Multiply you Equip your Leaders.
3. Greatest Motivational Principle: People Do what People see. -
John C. Maxwell
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Step 1: I do it.
Step 2: I do it and you’re with me.
Step 3: You do it and I’m with you.
Step 4: You do it.
Step 5: You do it and someone is with you.
Compounding (Multiplication) happens when you equip someone who
equips someone else.
Source: John C. Maxwell
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1. Jim Collins: Good to Great: Get the right people on the bus
(speaking of Master/Maestro). People Do what People See
2. 21 Irrefutable Laws of Leadership: To grow you teach your
followers, To Multiply you Equip your Leaders.
3. Greatest Motivational Principle: People Do what People see. -
John C. Maxwell
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Effective training: Case Study
3. Avoid Common Mistakes:
Do not use professional actors, the CEO for videos. The worker
knows much more about the job than an outsider.
Best choice for the master trainer is the person who looks the part
and speaks with occupational (not organizational) authority.
(Master/Maestro)
Use language that is understood by the workers and is a cultural
insider.
Source: ASSE Professional Safety: March 2011
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Engaging Learners: Techniques To Make training stick
The Training Process: According to Kline (1985):
[T]raining emphasizes the psychomotor domain of learning. Training
that is done in the cognitive domain is generally at the knowledge
level or lower part of the comprehension level. Education, on the
other hand, teaches a minimum of psychomotor skills. It
concentrates instead on the cognitive domain, especially the higher
cognitive levels. (ie. High comprehension & above)
Source: ASSE Professional Safety: August 2011
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1. Educate: Educo – To draw from within. The Key is raising the
Awareness and Consciousness of the person.
2. Repetition is the mother of skill, Tony Robbins.
3.
4 levels of Competence: 1. Unconscious Incompetent, 2. Unconscious
Competent, 3. Conscious Incompetent, 4. Conscious Competent.
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Adult Learners retain:
40% of what they See
50% of what they Say
60% of what they Do
(People do what people See)
Building Rapport: (Connecting)
For Trainer:
1. Adult Learners retain: Compare to after 1 year of training the
average adults only retains only 10% to 15% of what was learned.
For Trainer
2. Connecting is the ability to communicate & add value with
another person in order to increase your influence.
3. Key is to have Conscious participation and engage Thinking and
challenge peoples current limited belief system.
4. Master/Maestro is an integral component of what adult learners
Do.
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Talk:
All kinds: monologues, dialogues, discussions, debates, interviews
– promotes creative and critical thinking.
Lecturing is the most common form of training – only 20% what is
heard is retained.
2. Role Playing:
Based on believability of scenario and participants -will gain life
& interpersonal skills.
Source: ASSE Professional Safety: August 2011
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3. Group Projects with single response:
Break-out into 3 or 4 groups, give a scenario with same question,
ea. group responds to 2 questions, and has a time-limit for
answers. Each group will deliver their responses.
4. Group Project with Individual responses:
Similar to 3., with instructor choosing one person and each person
writes their own answers.
Source: ASSE Professional Safety: August 2011
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5. Group Examination:
Each group has a different scenarios and questions, each group give
outcomes.
6. Accelerated Learning:
A combination of games or activities which involves imaginary and
all of the senses in order to create a rich memorable moment (ex.
Bingo).
Source: ASSE Professional Safety: August 2011
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Engaging Learners: Techniques To Make training stick
7. Student Demonstrations: Show what they know:
Allow students who “know” or are proficient in a specific area
(Maestro/Master) and allow that person the opportunity to show
their proficiency by allowing five minutes to demonstrate
skill.
8. Peer Coaching:
Source: ASSE Professional Safety: August 2011
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Peer-to-Peer: Important that the person giving feedback uses open
explorative question that challenge individual to Think. A really
good way to cross-train and Raise the Lid of the person giving
feedback.
Never Work Alone: I do it, I do it – and you watch, You do it –
John C. Maxwell
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9. Guided Discussions:
This method is useful when a trainer is trying to help students
develop their ability to asses a situation and “think on their
feet”
“Thinking is the hardest a person can do that is why so few engage
in it.” – Henry Ford
Source: ASSE Professional Safety: August 2011
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1. Thinking is the highest form of awareness. – Maslow
2. “Until thought is linked with Purpose there is no intelligent
accomplishment.” – Jim Allen, As A Man Thinketh
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10. Simulations:
A training environment set up to produce a comprehensive
“workplace-like” experience.
11. Storytelling:
“The single most effective training is telling relevant stories and
having students reflect on them” (Blair & Seo. 2007)
“Reflection + Experience = Insight” – John C. Maxwell
Source: ASSE Professional Safety: August 2011
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11. Storytelling: Cullen (2007) Four types:
Hero Stories: larger than life characters who saves another worker
or prevents a crisis.
Villain stories: one who is opposite of hero and causes the loss of
life or crisis.
Source: ASSE Professional Safety: August 2011
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11. Storytelling: Cullen (2007) Four types:
Adventure stories: tell of a specific event drama.
Fool stories: character who does things wrong and creates loss of
life or crisis.
Source: ASSE Professional Safety: August 2011
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Les Brown’s 3 step process of giving value in a story
a. Distract: From the present story they are currently listening to
(emotionally, mentally, physically etc.)
b. Dispute: Strategy to have individual back-away from their
present limited belief. –Having a good strategy makes you stand
out.
c. Inspire: To Behave different differently. Inspire to do more,
challenge, think outside their present thinking – add value. Don’t
simply tell it, Experience it. Only then will you draw the audience
in with you by using your emotions, tone, and body language. You
want to take the audience there and experience the moment with you
– that’s connecting.
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Reflection
Blooms Taxonomy & ANSI Z490.1 are resources for developing
clear learning objectives and training that is understood.
Create an environment conducive for the employees growth.
Identify Influencers in the group and equip them to Multiply
others.
Engage critical thinking and challenge limited belief systems with
any of the groups discussions or questions. This will also increase
communication, life, and inter-personal skills.
Use Storytelling as a way to Inform, Challenge, and Inspire
employees.
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“Everyone Communicates, Few Connect.” – John C. Maxwell
“Tribal Leadership: Levering groups to Build a Thinking
Organization” – Dr. Dave Logan
“StandOut” – Marcus Buckingham
Blooms Taxonomy:
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Les Brown video:
http://tellyourstory.lesbrown.com/fe/11655-how-to-tell-your-story-series?r=y
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Reflect all notes and prioritize according to A, C, & T, then
apply.
Be a lifelong learner. Success is determined in what you do
daily.
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Quotes
“If you know the Why, you can live any How” – Friedrich
Nietzsche
Leadership is nothing more & nothing less than Influence” –
John C. Maxwell
Trust is the foundation of Influence” – Stephen Covey
“Change is inevitable, Growth is Optional” - JCM
“Only wet babies like change, the rest of us resist it” Scott
Faye
“People do what People see” – JCM
“People don’t care what you know until you show them that you
care.” - JCM
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OSHA Training resources
Employee training must be provided in a language that employees
understand:
https://www.osha.gov/dep/OSHA-training-standards-policy-statement.pdf
OSHA Construction training:
http://www.osha.gov/dte/outreach/construction/index.html
[email protected], 832-597-5474
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