You’ve probably heard of “death by PowerPoint,” but maybe you can’t think of any way around using your slide presentations.
A lecture presentation is an effective way to convey information, but will it get (and keep) each trainee’s attention? Your employees may not be aware of it, but they each have their favorite learning styles. For example, people who enjoy learning by seeing and hearing the material will appreciate your presentation. However, someone who has to think and talk things through to learn and understand may consider a lecture to be a frustrating, mind-numbing waste of time.
You and your audience will have a more positive learning experience if you can address all learning styles during the class. Adults learn by:
” Seeing – watching videos and demonstrations or reading print materials;
” Hearing – listening to lectures or machine sounds and being more focused when music is playing;
” Talking – participating in discussions and case studies or asking questions;
” Writing – taking notes or tests and filling in workbooks or handouts;
” Thinking – figuring out the reasoning or logic behind the concept; and
” Doing – performing drills, exercises, and simulations.
In addition, some people learn best in a group environment and others prefer to study on their own.
Conducting training with a blended approach combines methods that incorporate individual online training programs, lectures, videos, photos or diagrams, reading, discussions, group activities, writing notes or sample procedures, figuring out case studies, and handling equipment.
For example, adults like to learn at their own pace and get immediate feedback, so online training is a great tool. You can offer online training on the basics of the topic. Class time can then cover your workplace- and equipment-specific information. Choose an online program that is interactive and uses a multimedia approach.
To help trainees stay alert and learn from videos, tell the class you’re going to ask them questions about the contents. This will help engage learners who prefer to talk to reinforce learning. When the trainees have something specific to watch for, they’ll pay more attention.
Periodically stop the video for a brief discussion. This will encourage the audience to consider how what’s in the video can be applied to their jobs.
Break up lectures and videos with class activities. Consider offering the trainees several choices so they can select an activity they like. For example, have options for: group discussions, group and individual case studies, reading and writing exercises, group-run topic-based games, decision-tree or procedure drawing exercises, and practice using equipment.
In summary, you want to convey the information to your employees in a way they’ll understand, remember, and use on the job. Your employees all have unique abilities, learning styles, and ways of working. The more you celebrate these characteristics, the more effective your training program will be.
– Judie Smithers is an editor at J. J. Keller & Associates, a nationally recognized compliance resource company that offers products and services to address the range of responsibilities held by business professionals. Smithers’ subject matter expertise covers safety training, lockout/tagout, permit-required confined spaces, hearing conservation, exposure monitoring, personal protective equipment, asbestos, lead, radiation, and illumination. She is an authorized OSHA General Industry Outreach Trainer. She is the author of J. J. Keller’s 1910 OSHA Guide, OSHA for Transportation guidance manual, OSHA Safety Training Handbook, and OSHA Safety Training newsletter. For more information, visit www.jjkeller.com/osha and www.kelleronline.com.
