Presentation Skills Labelmaster DGS, Chicago, IL September 6, 2017 - - PowerPoint PPT Presentation

Labelmaster DGS, Chicago, IL September 6, 2017

Presentation Skills

Patrick Coté

National Assistant Manager - Dangerous Goods Quebec and Atlantic Canada 29 years DG experience

David Bolton

Manager, Dangerous Goods Compliance-ACM 29 years DG experience

• f the Classroom Environment

Group discussion

• We all have our own horror stories
• Relive these experiences with your team
• Each team will present their

worst experience

What exactly is a HAZMAT EXPERT?

Language ?

English Spanish Other?

In Canada as well as in the USA

English may not be the first or even the second language of

your students. As course designers and trainers, we just have to…

Classroom Environment

• A study placed students in different rooms set at varying temperatures.
• Students were given exams and their scores were compared against the

temperature of the room.

• At 61 degrees, students averaged a score of 76%
• At 81 degrees, students averaged a score of 72%

https://www.uscranton.com/resources/teaching-tips/controlling-the-classroom-climate/#.WXuMvxKPOv8

Temperature Control

At 72 degrees, the students achieved an average score of 90%

Be Prepared!

Equipment

Lighting HVAC noise (from ducting or HVAC units Outdoor noise Pass through noise (adjacent rooms or corridors) Outdoor view

Distractions

Cell Phones Smells Office interruptions Noisy chairs or desks

How do you address these issues?

Knowledge Levels Trainer compared to the Student

Selection of a trainer could be based on:

• Seniority
• Job posting and not by job experience

Job experience isn’t a guaranteed solution either. The successful candidate may know how to ship, but that doesn't mean that they know how to teach.

Designated workplace trainers

Working with a Hazmat course that was scripted/designed so that ANY workplace trainer could deliver the course, even if they had no experience. A few problems with this:

• Despite the fact that they can read the script, they may

not understand what they are talking about.

• Answering questions with, "I'll get back to you on that”
• Lack of confidence

In both cases

The solution is a blend of knowledge, experience and training skills.

Training skills can be taught,

but a natural ability to communicate with their students

is essential.

The trainer has to know the subject

It is Patrick's and my opinion, that a trainer, should have actual experience of the topic that he or she is teaching. Some of you may disagree.

Training with Powerpoint

Teaching by reading every line on the slide. May not yield the results you are looking for.

Are your students absorbing the information that is being delivered? You have to be vigilant and alert to the nuances. You have to keep your class alive.

How long can you

reasonably expect your students to sustain attention in the classroom?

“ You know my attention span is longer than yours, right?” One common belief is that the typical student’s attention span is about 10 to 15 minutes

http://teachingcenter.wustl.edu/Journal/Reviews/Pages/student-attention.aspx#.U4ad55RdVHE Johnstone & Percival, 1976

Trained observers, monitored students during a lecture and recorded perceived breaks in attention. The following lapses in attention were noted:

• during the initial “settling-in” minutes
• again at 10-18 minutes into the lecture
• towards the end of the class, as frequently

as every 3-4 minutes.

Keep the brain active !

Group discussion

How to keep your class alive

STUDENTS

We can have the best script, but one student can drag a whole class down. This normally triggers a reaction to teach to the lowest common denominator But is that the only solution ?

Group Discussion

Know it all Grumpy I don’t want to be here The Sleeper Easily distracted Stress Adult Illiteracy

In a nutshell