Now that you have completed all of the necessary preparation steps, the you're ready to begin conducting the training. To the extent possible, the training should be presented so that its organization and meaning are clear to the employees. To do so, you should:
These steps will assist in presenting the training in a clear, unambiguous manner. In addition to organizing the content, it's important to also develop the structure and format of the training. The content developed for the program, the nature of the workplace, and the resources available for training will help you determine the:
In order to be motivated, employees must be convinced of the importance and relevance of the material. Ways to develop motivation include:
Leadership is a relationship skill, so let’s first explore some ideas about classroom leadership. The main point to remember is that a group of students is like any other group. It needs challenge and leadership to perform at its best. Following is a brief checklist that trainers can use to be sure they are providing good classroom leadership to build positive relationships between the trainer and students:
Management is an organizational skill, so let’s look at some concepts of good classroom management. Here the main point is that the environment must be positive and comfortable if the learning experience is to be productive.
The above checklists are far from all-inclusive, however, they should motivate trainers to think about their classroom leadership and management role.
Thank the audience for coming to listen to the presentation. In fact, it's a good idea to do a little self-talk prior to the training session. Motivate yourself with positive affirmations that reflect a positive attitude about the training subject and your audience. You've got to... "pump yourself up!"
First of all, thank everyone for coming out to the training. Establish your credibility by explaining your experience and sharing your interest in the materials being presented. Discuss the schedule for breaks and, if necessary, how to get around the facility. Tell the audience what you hope they will learn by the end of your presentation and be sure to ask for their expectations as well. Once you've gained attention, present the agenda for the day and then transition into the body of your presentation.
Encourage everyone to participate in the training by expressing their own ideas, opinions, feelings. Don't come across as arrogant and having all the answers as it will cause your audience to disengage. Confess that you probably don’t have all the answers. You are a learner as well as a teacher. You don’t need to be the “font of all knowledge.” Give your audience permission to express their thoughts and feelings about the subject.
Effective listening is a skill and an art. It takes time to develop good listening skills, especially when the trainer is rushed for time.
Answering questions is an art as well as a science. Comprehending what the student is really asking can be a challenge so be sure to rephrase the questions if need be. If you don't believe other students heard the question, be sure to restate the question. Here are some more points to remember:
They may be rare, but problem situations, in which learning is inhibited due to the behavior of one or more of the learners, may occur. Problem situations have something to do with the level of participation of individual learners: when learners participate too much or too little.
Too much participation. Learners may not be able to fully participate in group or class activities when an individual learner is too vocal. Overly vocal learners may be merely the result of an enthusiastic interest in the course material, a felt need to be recognized, or just "the way they are." Whatever the case, encourage participation by everyone. It may be necessary to ask, privately, those who dominate the training to limit their participation. An effective method to get others involved is to ask the rest of the students what they think about a student's comments.
Too little participation. When one participant is too vocal, others may not feel comfortable participating, and remain silent. Their valuable input may be lost from the group. In addition, the trainer may not be able to accurately assess the degree of learning that's taking place when learners are silent. On the other hand, silent learners may just be nervous about expressing themselves in front of others. Again, if you think lack of participation is a problem, privately ask the person if you can be helpful in some way.
Hostility. Problem situations may occur when learner behavior is perceived by the trainer as inappropriate. A learner may express hostility towards the trainer, the company, or another learner. Don’t assume that such behavior on the part of learners is a reflection of their hostility toward you or your training. Don't take negative comments personally. It's important to understand that they underlying thoughts and feelings are somehow fearful. Your objective should be to somehow reduce that fear in a non-judgmental way. You might use the "feel-felt-found" strategy that goes something like this:
I can understand why you might feel that way, and I think others have felt that way too, but I've personally found that..."
Using this technique, you're validating their thoughts and feelings and introducing the person to your own thoughts and feelings that draw a different conclusion based on your own valid experience. If successful, this technique can be effective to change thoughts, perceptions and, thereby, reduce apprehension. Reduce fear by increasing understanding.
To reduce the likelihood of conflict in class, emphasize discussion of ideas that works vs. those that may not or do not work. It is extremely important that trainers not make value judgments about others. It is appropriate to state an opinion or make a judgment based on facts using the work vs. doesn't work response. Don't allow accusations of being right vs. wrong, good vs. bad, or smart vs. stupid.
Source: OSHAcademyCertisafety Section Home Page
Copyright ©2000-2016 Geigle Safety Group, Inc. All rights reserved. Federal copyright prohibits unauthorized reproduction by any means without permission. Students may reproduce materials for personal study. Disclaimer: This material is for training purposes only to inform the reader of occupational safety and health best practices and general compliance requirement and is not a substitute for provisions of the OSH Act of 1970 or any governmental regulatory agency. CertiSafety is a division of Geigle Safety Group, Inc., and is not connected or affiliated with the U.S. Department of Labor (DOL), or the Occupational Safety and Health Administration (OSHA).