The Health and Safety Trainer's Guidebook

Description

The book is designed to help trainers design and deliver health and safety training in a fun and high-impact way, such that trainees engage with the subject and remember how to apply it in the work environment. It will be useful for managers, trainers, professionals and graduate students in the fields of ergonomics, human factors, and occupational health and safety. The text comprehensively explains the effect of the brain on learning and then develops the training processes from training needs analysis all the way through effective training techniques and ending with competence assurance. The unique approach of the book is that Part II provides a range of 30 tried and tested original resource ideas to make health and safety training effective and memorable. It will be a valuable text for professionals and graduate students in the fields of ergonomics, human factors, and occupation health and safety. Provides practical and tested solutions to common training problems Covers a resource section showing how to develop interesting and relevant training exercises Focuses on special needs of health and safety training Guides the reader through identifying the training need, delivering the training and finally assuring competence Designed to help trainers design and deliver health and safety training in a fun and high-impact way Cover Half Title Title Page Copyright Page Dedication Contents Author Part I Chapter 1: Introduction Chapter 2: The importance of memory to learning - How adults learn 2.1 Short- and Long-Term Memory 2.2 Repeat, Recap and Review 2.3 Other Memory Techniques - Mnemonics and Acronyms 2.4 Get in the Cue 2.5 Memory Techniques Chapter 3: Communication - Getting the message across 3.1 Verbal Communication 3.2 Active Listening 3.3 Visual Communication 3.4 Written Communication Chapter 4: The audience - Who will be there? 4.1 Types of Trainees 4.2 Large Audiences 4.2.1 Tell Them What You're Going to Tell Them 4.2.2 Tell Them 4.2.3 Tell Them What You Told Them 4.2.4 Ergonomics 4.3 Training Room Layouts and Numbers of Trainees 4.3.1 Board Room Layout 4.3.2 U-Shape or Horseshoe Layout 4.3.3 V-Shape Layout 4.3.4 Cafe Style Layout 4.3.5 Theatre Style Layout 4.4 Where Should Training Be Done? Chapter 5: Training needs - What do they need to know? 5.1 Identifying Training Needs 5.2 Knowledge Checks 5.3 Training Levels 5.4 Records Chapter 6: Designing the training - What do they need to know? 6.1 Session Specifications 6.2 Sacrificial Content Chapter 7: Training styles and techniques - Making the training interesting 7.1 What Type of Training Is Appropriate? 7.2 Videos as a Training Aid 7.2.1 Commercial Videos 7.2.2 Bespoke Videos 7.3 Models 7.4 Posters and Chart Boards 7.5 Sticky Note Displays 7.6 Real-life Experience 7.7 Simulations (See Also Resources Sections K and O) 7.8 Role Plays (See Also Resources Section I) 7.9 Photographs (See Also Resources Sections B and U) 7.9.1 Photographs in Work Instructions and Training Manuals 7.9.2 Photographs as Posters 7.9.3 Photographs in Safety Training Presentations 7.9.4 Photographs Used in Training Exercises 7.9.5 Photo Hazard Spotting Exercises (See Also Resources Section B) 7.9.6 Photographic Hazards Spotting (Camera Hunt See Resources Section C) 7.10 Jigsaws (See Also Resources Section A) 7.11 Using Flip Charts 7.12 Drawings and Wallcharts 7.13 Props and Gizmos (See Also Resources Section F) 7.14 Exhibits and Displays as an Aid to Training 7.15 Webinars Chapter 8: Preparing computer displayed visual images - What you see is what you get! 8.1 PowerPoint Presentations 8.2 Too Many Slides 8.3 Important Tip 8.4 Animation 8.5 Media Transfers Chapter 9: Handouts and supporting material - Providing reference material 9.1 Remove Text That You Will Use for Interactive Questions 9.2 Remove All the Background Graphics 9.3 Making Changes 9.4 Handouts for International Audiences 9.5 Professionally Printed Handouts 9.6 Using Handouts during a Presentation 9.7 Bookmark Handouts 9.8 Ponder Sheets Chapter 10: The art of presentation delivery - Getting your message across 10.1 Giving a Performance 10.2 The Difference between Data, Information and Knowledge 10.3 Address Trainees by Name 10.4 Dress Code 10.5 Mannerisms 10.6 Enthusiasm 10.7 Engagement 10.8 Setting the Scene 10.9 Promoting Discussion 10.10 Tempo 10.11 Public Speaking 10.12 Attention Span 10.13 Emphasis 10.14 Use of Pointers, Lasers and Presenters 10.15 Pilot Events 10.16 When Things Go Wrong Chapter 11: Running exercises and activities - Making it fun! 11.1 How to Plan the Exercise Chapter 12: Validation and competence - Checking that they have understood 12.1 Validation 12.2 Mentoring and the Road to Competence Chapter 13: Training administration 13.1 Pre-Course Information 13.2 Equipment Lists and Trainers Kits 13.3 Stationary Box Chapter 14: Evaluating the effectiveness of the training - Did it work? 14.1 The Four Levels of Training Assessment Chapter 15: Trainer/tutor selection - Select leaders who will inspire! 15.1 Who Should Do the Training? 15.2 Presenter/Trainer Deputies Chapter 16: Train the trainer - Showing others how to do it 16.1 Train the Trainer Materials 16.2 Trainer Skill Training 16.3 Delegated Trainer's Practice Part II: Training resources section Section A: Jigsaws Section B: Photohazard spotting Section C: Camera hunts Section D: Bespoke videos and DVDs Section E: Flash cards Section F: Gizmos Section G: Interactive exercises Section H: Games Section I: Role play Section J: Event case studies (Lochside Engineering) Lochside Engineering Ltd Case Study Group 1 Task Group 2 Task Lochside Engineering Ltd Background The Incident Witness 1 - IAIN WACHEM Services Supervisor, Lochside Engineering Ltd Witness 2 - James Henderson Senior Technician, GRPM Ltd Witness 3 - DAVID CARTER General Labourer GRPM Ltd Section K: Automated PowerPoint exercise for emergency simulation Section L: Competitions - Trainees' presentations Section M: Quizzes Section N: Puzzles (communications exercise) Section O: Mock scenarios Scenario No. 1 - Safe Systems of Work/Energy Isolation Plans/Permits to Work Preparation The Task Scenario No. 2 - Confined Space Entry The Task Scenario No. 3 - Scaffolding Standards/Working at Heights The Task Section P: Personal protective equipment exercise Section Q: Noise simulation exercises Section R: Manual handling assessment exercise Section S: Individual crosswords Section T: Personal commitment statement Section U: Hazard recognition Section V: Coincidence or not? Section W: Unfamiliar task risk assessment slide rule Section X: Microbooks Section Y: Circle the hazard Index