Health & Safety Training for Staff and Families: Tips from a Seasoned Trainer
Dr. Charlotte Hendricks Founder and President www.childhealthonline.org
Effective training does not just “happen.” Have a purpose Know the topic Know your audience Be aware of the setting Plan interesting activities and interactive discussion What is the purpose of the training session? Is specific training required for licensing, accreditation, or contact hours? Has a situation occurred that prompted training? Are you trying to prevent a situation? What experience, knowledge, or skills do staff already have? Clearly state learning outcomes. Know your audience Know the topic Write measurable objectives Use action verbs (Blooms Taxonomy verbs) Who will do what, by when, and how much? Example: “Healthy Eating for Young Children At the end of this session, participants will be able to:
Describe "healthy eating" as it relates to young children. Demonstrate activities to promote children's decision-making skills related to food choices. List cost-effective and convenient techniques to provide nutritious foods.
Training Tip: Help the provider determine the purpose and the objectives.
Bloom’s Taxonomy Verbs
count, define, describe, draw, enumerate, find, identify, label, list, match, name, quote, read, recall, recite, record, reproduce, select, sequence, tell, write
classify, conclude, convert, demonstrate, discuss, estimate, explain, generalize, give examples, illustrate, interpret, locate, paraphrase, predict, report, restate, review, summarize
act, administer, apply, assess, change, chart, choose, collect, compute, construct, demonstrate, determine, develop, dramatize, draw, extend, imitate, implement, interview, include, instruct, paint, participate, predict, prepare, produce, report, role-play, select, show, solve, transfer, utilize
analyze, break down, characterize, classify, compare, contrast, correlate, debate, deduce, diagram, differentiate, discriminate, distinguish, examine, focus, illustrate, infer, outline, prioritize, recognize, relate, research, separate, subdivide
adapt, anticipate, categorize, collaborate, combine, compare, compile, compose, construct, create, design, develop, devise, facilitate, formulate, generate, incorporate, individualize, initiate, integrate, intervene, invent, make, model, modify, negotiate, organize, perform, plan, pretend, produce, propose, rearrange, reconstruct, reinforce, revise, rewrite, validate
appraise, argue, assess, choose, compare & contrast, conclude, criticize, critique, decide, defend, evaluate, interpret, judge, justify, predict, prioritize, prove, rank, rate, select, support
Words to avoid
believe, capacity, comprehend, conceptualize, experience, feel, hear, intelligence, know, listen, memorize, perceive, realize, recognize, see, selfactualize, think, understand
Phrases to avoid
appreciation for…. acquainted with…. attitude of…. adjusted to…. awareness of…. capable of…. comprehension of… cognizant of…. enjoyment of…. conscious of…. feeling for…. familiar with….. interest in…. knowledge of….. self-confident in….
Know your Audience Provider resources and needs Licensing and other requirements Current level of knowledge Interest in the topic Preferred method of learning Available time and location Specific learner needs (visual, audio, accessibility) Include appropriate content Based on purpose and stated learning objectives Address licensing and other requirements or criteria Incorporate program policy and procedures Training content should be organized and presented to "makes sense" to participants. Example: “Classroom Safety” Content Outline Organize by types of injury: Wounds, choking, falls, burns, poisoning, drowning Organize by area of facility: Entrances, steps, hallways Windows, floors, walls, ceilings Furniture: cribs & cots, tables, etc. Washroom, diapering Organize by type of hazards: Electricity, fire & burn, poison, toys, clothing & accessories Posted information, emergency drills, first aid training Example: “Emergency Preparedness” Content Outline Types of emergency situations General responses: Shelter-in Evacuate & transport Practice and Drills Files, head counts, documentation Appropriate responses to specific situations: fire, weather, earthquake, intruder, chemical, etc. Supplies and storage
Method of Presentation Integrate hands-on activities for skill development Example: Orange Sipper Activity Cut a seedless naval orange in half. Place one half in a zipper plastic bag. Remove all air and seal tightly. Let child squeeze the orange in the bag to release juice. Carefully open one corner of bag. Insert straw, Drink and enjoy!
Use appealing graphics
Use PowerPoint effectively •
Technology should enhance the presentation. It should not control the presentation.
Use real-life examples • • • •
Describe likely situations. Give specific examples and outcomes Describe practical solutions. Demonstrate practices.
Reinforce learning with handouts Provide current information related to training topic. Provide clear concise content. Use bullets; write at 4th – 6th grade reading level. Create clean clear handouts. Catch attention with color or graphics. Don't overwhelm with text; include "white space." Handouts should “make sense” 6 months from training. Examples for handouts: HIP on Health” www.childhealthonline.org Articles from Healthy CHILDCare www.healthychild.net
Go to “library” tab. Search for topic Copy & paste article content into Word document; edit to create readable handout
Evaluate the training Purpose of evaluation:
Determine if objectives were met. Meet grant & funding requirements. Find out what participants like and dislike. Improve future training sessions.
Resources available at www.childhealthonline.org Training modules Training activities Parent materials Downloadable forms Online radio segments Visit the “Links & Resources” page for links to organizations, listserves, newsletters, online courses, national and state recommendations, and topic-specific resources