Planning & Preparation

Confidence in
yourself and the
presentation:
Maximum benefit to
participant
Enhances
importance of your
message

Square 1
Know your objective
Know your subject
Know your audience
Know how long your presentation will be
Rehearse timing

Square 1
How will you deliver the training?:
Lecture
Video
Power point
Flipcharts & blackboards
Handouts
Remote broadcast

Prepare materials
Know how equipment works
Make sure your materials work with equipment

Advance Work
Arrive early!
Seating
arrangements
Equipment
A/V, Facility contact
Light controls
Outlet locations &
extension cords
Room temperature

Emergency
procedures
Exits
Rest rooms
Telephones
Break rooms &
vending

Tell them what

youre going to
teach them
Teach them
Tell them what
youve taught
them!

Training Tips
Commit yourself:
Invest time and energy

Prepare your materials:

Dont wait until the last minute!

Practice:
Especially when you are just starting out

Training Tips
Have a positive attitude!
Thorough preparation will give you confidence

Expect to be nervous
Normal even for veterans

Dress appropriately
Look professional
Wear comfortable shoes

Show enthusiasm
Speak loudly and clearly

Philosophical Perspective
1. Students cannot be trusted to pursue
learning
2. Ability to pass examinations judges student
promise
3. Evaluation is education; education is
evaluation
4. Presentation equals learning
5. Knowledge is accumulated best brick upon
brick
6. Truth is known; students must accept it

Students cannot be trusted to

pursue learning
Work must be assigned
Completion of work must be supervised
Continual guidance and evaluation
Students have no choice in choosing topics

Ability to pass examinations

judges student promise
Passing examinations is a
skill
Examinations emphasize rote

useful

learning

Does not promote originality of thought or

scientific curiosity

Evaluation is education;
education is evaluation
Examinations have become the goal of
education
Examinations do not promote reaction
to the material and impede its synthesis
Examinations promote conformance
No credit given for creative thought

Presentation equals learning

Student learns only what is in the lecture.
Forces the memorization of facts.
Negative impact on gaining meaning from the
material.

Knowledge is accumulated best

brick upon brick
Harvard eliminated requirement for pre-med.
undergraduate major.
By third year of medical school students
without pre-med had better grades and a
greater breadth and promise than pre- med
majors.

However:
Other educators feel it is far more
important to:
develop an individuals creativity ( the
ability to discover new relations and
devise new techniques and approaches
to problems),
while that person becomes competent
in designing, conducting, and
interpreting rigorous studies.

People in education are now

suggesting that true learning takes
place through a re-discovery
process which is based on the
following assumptions :

1.Human beings have a natural potential for

learning
2. Significant learning takes place when the
subject matter is perceived by students as
having relevance for their own purposes
3. Much significant learning is acquired
through doing
4. Learning is facilitated when the student
participates responsibly in the learning process

5. Self-initiated learning which involves all of

the learner--feelings as well as intellect--is most
lasting
6. Independence, creativity, and self-reliance
are all facilitated when self-criticism/evaluation
are used
7. The most useful learning is openness to
change

1.Human beings have a natural

potential for learning
People are naturally curious and are both
eager and not eager to learn
Learning is painful but provides great
satisfaction
The tendency to learn is more likely to
appear when people see relevance to
themselves in the learning process

2. Significant learning takes place when the subject

matter is perceived by students as having relevance for
their own purposes
When individuals use related materials to
achieve goals learning takes place with
greater rapidity and depth
High motivation on the part of the student
increases the rate of learning i.e. adolescents
quickly learn how to drive a car

3. Much significant learning is

acquired through doing
Confronting students with practical
problems, social problems, ethical
problems etc.... is effective in promoting
learning
Brief, intensive experiences for
individuals facing immediate problems
are especially effective

4. Learning is facilitated when the student

participates responsibly in the learning
process
Students set goals
Find their own resources
Define their own problems
Take responsibility for their decisions
Data from industry and the field shows
participative learning is far more effective
than passive learning

5. Self-initiated learning which involves all

of the learner--feelings as well as intellect-is most lasting
Research shows that total involvement in
learning is most effective
This type of learning is associated with
artistic work
This approach helps students evaluate their
learning without the approval of some
authority judging them

The previous assumptions lead

to the following general
statements concerning wellconducted training programs

The leader is the guide

rather than the authority
figure in a training
program

Realness or genuineness
Be yourself
Interact with learners on one
to one basis
Be able to express feelings

Empathetic understanding
Students point of view
Understanding without
judgment
Students will appreciate your
efforts

As the facilitator you

have a responsibility for
assuming the following
role in the classroom:

Facilitator Responsibilities
Setting the initial mood of the group
Impart a sense of freedom and create a
climate of learning
Motivate learning by letting the students
have input into the learning structure
Try to provide a wide range of
Offer yourself as a resource

resources

Facilitator Responsibilities
Be accepting of comments made, avoid
getting defensive
Express your views as those of one
individual only
Take the initiative in sharing your feelings
Keep close tabs on the climate of the class
Recognize and accept your own limitations

Be yourself
Style embodies who we are
Learn your strengths and use them to
be successful
Conversely, minimize your weaknesses

Be Flexible
Be more forceful when leading a
group
Speak louder
Use gestures
Practice makes perfect

Be mature
Stress equality over superiority
Focus on solving the groups problems
Dont be indifferent to the groups needs
Avoid ego trips

Recognize and deal with tension

In the beginning some in the group may a little
defensive
They may be a little tense, wondering what they
have gotten into
What demands will be made on them, will the
course be worthwhile?
Allay their fears and lower their tension level by
creating a climate that is open

Define roles
Remind the group that their combined
experience is far greater than yours
You are there to serve as a guide not an
authority
You are there to help them use the resources of
the group constructively and positively
Let them know theyll learn more from each
other than they will from you

Asking Questions
The question is the best teaching device
available to the facilitator
Skillfully used questions help guide
discussions, extract and develop information
Questions gain participation and test the
effectiveness of the communication
Never make a statement when you can ask a
question

Questions must be:

Appropriate for the background and
experience of the group
Thought and opinion provoking
Generally directed to everyone in the
group
Aimed at getting their thoughts rather than
reinforcing your own

Kinds of questions
Open - allows great freedom, less threatening,
student controls amount of detail in answer
Closed - facilitator controls by limiting response
length and allows for re-direction of program
Direct - directed at one individual

Kinds of questions
Overhead - covers the group as a whole
Return - redirects question back at the
person who asked it
Relay - takes a question from one member
of the group and redirects it at another

Group response to questions

Good questions require the group to
think, after you ask a question allow
adequate time for answer formulation and
response
Be patient
Rule of thumb: count to twelve before
asking another question

listening

Selectivity
Focus your attention on the person who
is speaking and listen carefully
This will not be easy, its easy to get
distracted
Its better to take a minute to find your
place than to not listen carefully
No matter the irrelevance of the
comment dont be negative

Make sure they understand

Youve had time to prepare, but.

Most people in the group are hearing the

material for the first time
Make sure you allow students

time to

become familiar with a topic

You must stress how the concepts can be
applied to add value for the student

Make sure they understand

Increase their understanding by relating
concepts presented to their own
experiences.
Help them learn to apply a concept to a
problem their currently facing.

Be prepared...
Understanding material is difficult
Presenting it in a way that others
understand is even more difficult
Preparation enables you to organize
your thoughts, plan your approach,
expand your understanding and develop
illustrations examples and analogies

Be prepared...
Only preparation will give you the skill and
confidence you need to achieve your goals
Rehearsal is difficult, but it is one of the key
tools of good preparation
Run through your act
before you go on stage
At least concentrate on the things you will
say and go over it a few times

Dont play expert

Make it understood that you are all going to
learn together
If someone asks you a question you
cant answer throw it back to the group
Say, thats a good question Harriet, lets
hear what the group has to say about that
This fosters group participation, and forces
them to do their own thinking

Illustrate
Everybody loves a story, they are the
propelling power of persuasion
Stories hold a groups interest a lot more than
explaining something
Good stories are: real, vital, recent,
timely, specific and about people
The best stories are drawn from your
own experience & tailored to fit the topic

Visual, Verbal & Vocal Variety

Variety keeps them interested
It can make a good program outstanding
Question and answer, role playing, case
method, small group discussion, games,
exercises
Vary your vocal delivery
Go to the flip chart

Involvement of the students is

the heart of the discovery
learning method

Involvement
Your style, attitude & philosophy will
determine the level of the groups
involvement
It means being open and honest
It means displaying your weaknesses as well
as your strengths
Its risky, but it will get the group to open up
and then everyone will be more involved

Presenting Material
Use a variety of techniques to present your
materials to keep the information interesting:
Video
Slides
Lecture:
Personal experience
Case studies
Fatal facts

Diagrams or sketches

Use pictures along with your words to clarify

concepts discussed

Three keys to effective presentations

Practice
Practice
Practice

Research Resources
Internet: www.osha.gov
Libraries
OSHA Training Institute Resource
Library:
Videos available to authorized trainers

NIOSH