Effective, Interactive Training for WorkersOn December 26, 2019 by Raul Dinwiddie
Thank you all so much for joining us today on behalf of the Center for Occupational and Environmental Health, I would like to welcome you to our webinar effective interactive training for workers with Ali hundred domains. Ma and program coordinator of the labor occupational health program you housekeeping items. First, you’ll be muted during this presentation. If you would like to ask a question, please enter it into the online chat or Q AMP. There will be time to provide feedback using this online chat during the presentation. During these feedback sessions we will share your responses allowed and will save all questions until the end of the presentation. When you exit the webinar a link to the evaluation will become available in your browser. You’ll also receive a follow up email with a link to the evaluation tomorrow, November 7 attendees who have participated in the complete live webinar today. Within a tentative score of 85% or higher will be eligible to receive a certificate of completion. Once you complete the online evaluation, you will receive your certificate as a PDF via email within a week attentiveness scores are calculated by our webinar provider and are based on continuous engagement throughout the presentation. Here are some tips on how to keep your attentiveness above 85% join the webinar on time and remain logged in for the entirety of the presentation. Do not use your device to navigate away from the presentation. If you’re not clicked into zoom as your primary selected window, your level will significantly lower lower checking emails or doing other work on your device continues continuously lowers this attentiveness score. So try to keep necessary distractions brief during the presentation. This is also a highly visual presentation. And if you navigate away, you may miss an important visual This presentation is being recorded and will be made available on the Center for Occupational and Environmental Health YouTube page and on our website CH that berkeley.edu The slide deck for this presentation will also be available by request. If you would like a copy of a slide deck please email CH [email protected] At this time, and pleased to welcome our presenter Alejandro domain sign Alejandro has program coordinator of the labor and occupational health program at the University of California, Berkeley. Where she was responsible for developing and overseeing projects addressing the health and safety of immigrant low wage workers in a variety of high hazard industries. She started her work in the field of low wage immigrant workers and National Council of La Raza in Washington, DC. Writing curricula and providing training and technical assistance to community based organizations around the country. Then she worked with the UCLA labor Occupational Safety and Health Program in Los Angeles, focusing on workers in the informal economy. The garment Worker Center where she was health educator advocate and program manager. She went on to serve as assistant director of sweat sweat sweat shop watch WORKING ON STATEWIDE campaigns and policy initiatives in coalition with other advocates of low wage immigrant workers. Alejandro has also worked in the field of international development adult education and as a credentialed public school teacher and La USD for five years. She has an MA in urban planning and in Latin American Studies from UCLA and a bachelor’s in science of foreign service from Georgetown University. Thank you so much for joining us today. Hello everyone. Welcome. So excited to do this, we’re going to get started. So this is what we’re going to cover in the webinar. First adult learning theory. How to adults learn best. And then I’m going to take you through the five steps of developing a training plan. A lot of examples of interactive activities, which is something that people ask for their registration. I’m going to spend some time on how to adapt materials for literacy participants. And at the end, I’m going to give you a lot of links to resources that might be helpful as you plan your trainings. So this is a word cloud of, you know, when you registered. One of the questions was, what you wanted to get out of the webinar. And this is, you know, represents 330 responses. So you might have to look really closely to see yours. But you know what I understood is that the big themes are, you know, most of you are doing training regularly and you’re looking for, you know, new and more so new ideas or strategies really practical tips for training. And there’s also a lot of interest in how adults learn best and you know how to adapt for people. So it’s not like very text heavy or PowerPoint heavy So I’m going to spend most of the time on those things. And I also love seeing from the questions. Just people’s motivation to do better and be more effective. So I definitely share that goal. And you know, I acknowledge all the work that you guys are doing. I’m going to try to make this presentation as interactive as possible given you know the limitations of an online webinars so there’s going to be several Points when you’re going to see this image of the hands and so I’ll be asking questions and I’m hoping that you’ll be able to answer in your chat function and also feel free to, you know, answer other people’s questions link. Resources that you want to share. And as I understand all the chat comments are also available for us. After this ends. So it’s a it’s a good opportunity for us to learn from each other because I also know from the law registration that I recognize a lot of names of colleagues that I admire and respect and have a lot to say. Alright, so just today. Again, you know, quick background UC Berkeley’s labor occupational health program. Our mission is to promote safe, healthy and just workplaces. You know, and the way that we believe it’s the best to do that is to actually build the capacity of workers themselves and their organizations so that they can take action. To really make the changes that they want to see. So this affects the type of training we do, you know, since we focus a lot of skill building And because of a lot of our partners, mostly unions and worker centers and community organizations. They’re, they’re very active in a wide range of campaign. So our training is meant to support these efforts to help prepare workers to apply what they learned to really taking action in some way. Although he does a lot of things we do research with new policy, but you know when it comes to training. This is a little you know snapshot On any given year, we might train thousands of workers, most of them are low wage workers, people of color. Many of them are Spanish speakers. And then, you know, we also train a lot of new trainers and community members students and health professionals. So this is your first opportunity to share, please in the chat box. I would love to know from you, you know, when you have been a training participant. What made the experience effective or if it wasn’t. What do you think made it not effective. And so I’m going to actually go on and then a couple of slides will pause to hear your responses. So you have a little bit of time to think into Alright, so when I say training for action. I want to illustrate what I mean. So these are some of kind of concrete examples of what it can look like so. This is a training that we did for recycling workers whose union contract was up for renewal. So one aspect of this particular training. Training for actual was focus on what stage of provisions that they might want to include in their contract. This is an example where we worked with the Healthy Nail Salon Collaborative and there. They’ve been very active and pushing Employers to protect workers chemicals, among other things, and actually they just passed a new law. That make to get more information about toxic material. So, in their, in their particular case it was important to them is that A lot of the businesses, they were working for were small, you know, small business owners low profit margins and so their workers really wanted to know how do you talk to employers to convince them and make the case for how a healthy workplace can help the business. And one last example is this is a training of trainers program that we did. Actually, I’m sorry leadership training that we did with the staff of the United Auto Workers and worker leaders who were organizing at the Tesla plant in Richmond. And so for them and important part of what it meant to take action was to have strategies for workers to motivate others to act collectively because they, you know, didn’t have a union at that point to do it. And, you know, these three examples I gave you. They represent really well organized really strong campaigns, but also train crash and leadership can also just mean That we want workers to be able to put into effect what they learn. So for example, you know, for training community first responders. We want to prepare them so that they can play this leadership responsibility in their communities. I’m kind of the, the highest level of training for action is training, other people to be leaders and so we’re big believers in that because who better than someone who’s deeply familiar with the industry and who other workers can relate to right to be the trainers and so You want to example that we’re doing now, you know, last year and Canadian continuing into next year’s is United here workers work for decades to pass a Cal Osha standards to protect hotel housekeepers from ergonomic injuries and so now that it’s past retraining workers to inform others about it and how they can use it to protect themselves. Another example is this is a project that we did with janitors at SEIU us WW and so they also work really hard to pass a law. That mandates men sexual harassment training for all trial workers and they actually got really strong language that has to be person has to be active. At least two hours long, and they just recently pass another law that elevate as worker trainers. And worker lead programs that we help them create. So I just wanted to mention this example because it’s just such a great way where you see, you know, a Union that not only believes in doing the training and with worker leaders, but actually got a codified into law that that’s how it should be. So now I’m going to pause and have Michelle, give us a little recap of what some of your responses were about your effective training experiences and your ineffective experiences. Great, thank you. And thank you to everyone who’s entering their thoughts on the chat box, some of the themes. We’ve seen our interactive participation involvement of attendees, otherwise it can be boring. Opportunities to practice the skill that’s being taught trainers who are invested in the trainees success and case studies and providing clear examples of how to apply what was learned games cultural experiential relevance. And some examples of ineffective training we have too much data, not enough take home ideas on how to apply it a trainer sitting down and just reading through the Computer reading from slides, rather than engaging students trainings that don’t have room for participation. And also online click through with just a quiz at the end and no interaction. Those are some of the main themes Great, thank you so much for everyone that contributed. Those are such great examples and actually it’s a really good segue to a lot of things that we’re going to be covering next And so one of the things that someone mentioned was, you know, the clicking through and not enough examples for participation and also for flying and action. So let’s start with With that, well actually decide before I go on, just if this is kind of your next question that you have to keep in the back of your mind to respond to is what do you consider helpful to know about participants when you’re developing your training so As you’re listening. I’m type responses for that. So let’s start with adult learning theory, this is what we know. About adults adults learn best when the training is relevant right adults don’t have time to waste on things that don’t apply to them or they’re not interested in Also training that respects participants. So at a bare minimum. This is, you know, treating people courteously but really beyond that, for me, what it means is, respecting the life experience and concerns that people bring and taking them seriously. Also adults have a wealth of life experience. And so you want to build on that previous learning If you’re familiar with the principles of popular education. This is the idea that you start with where people are at and then you build on that. You know, people aren’t blank slate. So making connections is really key. And then using diverse methods, everyone learns differently. And we’re actually going to talk about that briefly about different learning styles and then, you know, for me the key. Also you guys mentioned participation. Training should be participatory and interactive, but in a meaningful way. So, This is important. I’ve actually seen examples of participation, where, for example, you know, participants go around and read take turns reading some sentence for my handout with like very technical, legal, so Okay, it’s it’s participation. It’s better than maybe someone just reading it out loud, of the tub that but it’s not going to do much to help you, you know, understand the content. And the other kind of big picture thing that we consider besides adult learning theory is that we want our training to be worker centered and so What that means is we really center workers experience right their reality their concerns. So for example, if you’re talking about labor rights. You have to really acknowledge the vulnerabilities that come with being. For example, an undocumented worker and how you know that might impact how you’re able to speak up. So if you’re going to offer solutions. For example, you have to Have a range, you have to have a range of things that Somewhat realistic for people. So this is an example of a handout. We made where if you notice, you know, there’s kind of some Solutions towards this end of the spectrum that are post less of a risk to a to a worker and then because you progress up the scale. You see that it might involve more restore workers, such as retaliation by an employer or, you know, maybe dealing with a government agency when when you’re in document. So we’re going to start now with actual steps, right, if you’re going to develop a training plan. What are the steps are going to go through these one by one. So for the first one is to do a needs assessment and this is I’d like to pause and hear what do you guys like to find out when you’re going to do a training. What do you like to know about your participants in order to design your training. Create. So some of the responses that we’ve gotten so far I’m exporting to know what people want to get out of a training and what they’re expecting from the training. Work background role in the organization and job duties level of literacy experience level and familiarity with the subject. dominant language is attendance at a specific training voluntary or compulsory and well the training be at the beginning or end of the shift. Those are just some of the responses that we’ve gotten Thank you, Michelle. Yeah, those are great responses. And I love the. What about the role in the organization and then like how how they’re coming to you, are they coming exhausted after the night shift. That’s going to make a big difference in how you design your training. So yeah, thank you very much for that. Here’s, here’s a little summary, I think it captures some of the things you said And I’m glad that you guys contributed some some additional things. So yeah, you ended a little bit about your audience. You know, people mentioned their language also their culture, their literacy level formal education level. You want to know a little bit more about what, what do they want to get out of it. Why are they there. That was a good point about when it’s when training is compulsory right the motivation might be much lower. And then what’s their background, have they already gotten training or information on this topic and It may be good and you can build on it and maybe really bad and you’re kind of up against amount of information that’s important to know to And how do they learn best. So what kind of written materials you prefer. What kind of activities are going to work. And how they’re going to use the information and skills, you know, especially for action oriented training that’s key. So that’s the first step is you want to know, okay, what’s, what’s the situation of the people that are coming to my dream, then you’re ready to set your learning objectives. And, you know, all of you guys that are joining are experts in your field and you know you probably want to be as helpful as possible. So you may be tempted to just pack it in But this is where you have to be strategic and sometimes less is more. So it’s helpful to identify what’s the absolutely essential thing that you want to make sure is address thoroughly. And then only if there’s enough time and opportunity then you include things that may be good to know or nice to know but not, you know, essential And when you’re setting your objectives. Don’t forget, you know that there’s different different types. So you might be interested in increasing knowledge. But also there are many attitudes are skills that you want to see. So one way to visualize this as as kind of the head, the heart and the hands, you know, what do you want people to know How do you want them to feel about a certain topic. And then what do you want them to be able to do. And I want to make a plug for the attitudes keys because You know, someone can have the knowledge and skills to do something, but it’s useless if they aren’t really motivated to use it. And changing it is is hard. You know, it may involve a learning attitudes that you had for decades and you can’t just tell people what to think or how to feel about something you’re tasked to create An experience that gives them a new perspective, which is the role of interactive and meaningful training, but you have to think it through. So for example, you know, we do a training with union leaders that have health and safety responsibility. So if you have someone that starts out with the attitude. Oh, you know, it’s work responded, they get injured, they’re just being careless. We just have to have more discipline. So that you know if you’re able to change that attitude to maybe inviting them to look at the structural problems that might prevent a lot of issues or like, what are the root causes. Why workers are doing things a certain way. Now you’re in a place where they’re ready for like the knowledge and skills to do it right. But first they have to kind of believe that that that’s important. Alright, so this is another question for you guys. We’re going to talk a little bit about learning style. So think about yourself. What is your learning style. What are the ways that that you learn best and we’ll come back to hear about that. All right. Alright, so you may have seen versions of this you know type of graphic. And the point is there’s different types of intelligences and all of us have developed different ones to different degrees. And when you train you want to appeal to people’s varying strengths Some people are best by talking to others. Some people do best. When we can move around and do stuff others need to hear see And for most of us were in more traditional school systems. We didn’t may not have had a chance to learn different ways. So we don’t have a lot of good models and It can be really empowering now as an adult to realize, you know, it’s not that I was a bad student or I can’t learn. It’s like the teaching style is really limited, you know, maybe Sitting still listening to a lecture and then working loan and silently on a written worksheet, like maybe that wasn’t the best way to learn for deep, but there are ways that Are that work better. And so as a trainer but adults now you have the chance to help people reclaim you know that joy and learning that confidence and also get to know themselves as a learner. And there’s also different you know versions of this type of graphic goods. The point is that it’s a bad trading assumption to think I said it, therefore they learned it. passively listening to a lecture is the least effective method for ensuring retention. So the more you engage participants, the more that you know you get to this bottom and where they’re actually doing stuff, the more effective know that the training is going to be I mean, it’s such as retention. It’s kind of the level of comprehension that you get that support. So if you’re let’s say you’re doing a lecture with, you know, not much interaction. And people are, you know, silent and they’re nodding their heads and there’s no question. So you might take that as a sign like wow they really got it. But, you know, you’ll never really know. Right. It could be that they just don’t feel comfortable asking a question or like their mind is actually wondering somewhere else. And so it also gives you really good information. When you see people interacting, you kind of see where they’re at and what needs to come next. So let’s circle back in here a little bit about your learning styles. Great. We had a lot of responses. So some of the styles that people mentioned we have visual, hearing stories interactive and experiential learning by doing. Another said, See do teach observing and doing me reading. Someone also noted it depends on the topic. And then we also had constant participation interacting with others, hands on activity and writing it down and taking notes, among many others. Three great that’s really interesting and you know it’s good to think about what your learning style is because chances are you’ll be a little bit biased towards that. And so, you know, you can kind of push yourself to make sure you’re thinking about other types of learners that, you know, learn differently. All right, so when you’re selecting your teaching methods. You know, you won the usual thing that we think about is, there’s a flow of information right from the instructor facilitator to the participants, but When you know your responsibility is actually to make lots of types of learning possible. So it’s not just this. It’s also, you know, in a really good rich learning environment. The instructors also learning from the participants you you know maybe learning about the subject itself, you’re definitely going to be learning about participants and how the topic applies to their life. And if you’re reflective. We also be assessing, you know, What teaching methods are working or not for next time. And the best kind of learning sometimes is actually the learning that happens just among participants. You know, if you’re someone who gets nervous, you were teaching. I definitely still get like moments of panic before training like Who am I to teach like anyone anything. And so it helps to remember that, you know, okay, yes, you probably have something new to offer and you should be prepared to do it well, but also Part of your job is to create a learning environment where people learn from each other. You know, someone asked a question, there may be someone else in the group that is more helpful and answering it then you win. That’s great. And I mean I can honestly say some of the most powerful moments that in trainings that I’ve done, they haven’t come from something that I said or did but from other participants contributing so your role is just to create the space, you know, the opportunities for that to happen meaningfully Another kind of big picture thing to keep in mind when you’re choosing your teaching methods is, don’t forget movement, especially in longer trainings that can be really energizing And humor or light moments. I mean, ideally would be part of the training activities. But if not, at the very least those like icebreakers that energizer And don’t be afraid of including emotion when it’s appropriate. So I’ll give you an example. The three woman that you see here at the bottom there janitors to survive some really horrific. Sexual harassment of violence in the workplace and we recorded their testimony about the impact that it had on their lives. And so now you know the workshops that they do start with those testimonies and they’re really moving and it sets the tone from the very beginning about how serious the issue is, and It takes the subject from something really abstract to something personal. So it’s a great example to of how we were talking about before changing attitudes by creating an experience. If, if someone started out the workshop thinking on the sexual harassment says not so serious people are just oversensitive. Hopefully, you know, listening to these impact stories will give them a different perspective. And that’s how attitudes work, you know, often which changes your mind. It’s not rational. It’s, it’s emotional Alright, so what do we want from our participatory training methods. Right. We want to engage people, both as individual Teams. We want to encourage problem solving and skill development learning through doing. We want to accommodate everyone’s abilities and make a comfortable learning environment. One easy way to start doing that. That last one is to have kind of ground rules and clear expectations at the beginning. So people feel, you know, safe and what’s going to happen. Alright, so now I’m just going to give you a lot of examples of different types of interactive activities. Alright, so I’m brainstorm. So remember brainstorms. The goal is to draw as many ideas out as possible without any judgment and a lot of people don’t feel comfortable speaking up in big groups. So if you want to generate a lot of ideas. It may help to do things with smaller groups or even pairs. One way to do it. That can introduce some movement. And social interaction is put up like flip chart papers on the wall are scattered around tables in the room, and then people walk around and actually answer the prompts on each of the sheets. So that way when they get to a new paper they see the proper they also see what you know people that have come before them, what they wrote already and they just add to it and also kind of cut down and repetition. And they may feel more comfortable bringing something up, you know, in a more anonymous way. Alright discussion so discussions can be very engaging, especially if there are different opinions, you know, or different experiences. This is an example of a question, you know, that we use to spark discussion. And the take a standard approach is one that I love because it’s, it’s, you know, you ask people to stand up and physically go to different corners of the room that are labeled To show their response to like a statement or a scenario. So, you know, the corners could be labeled yes know someone or agree or disagree. I need more information. And so while people are, you know, taking a stand where they responded, then you can ask them to justify why and you can even add information or change the facts of the scenario and then See, okay. Does that change where you stand now and explain why. And so it really helps people articulate their views. And then also, analyze, like, what, what are the variables that influence them. And I’m sure a lot of you are familiar with role plays and, you know, they tend to evolve movement humor creativity, collaboration. And they’re very valuable to practice skills. So for example, in this case workers had to come up with strategies for convincing a supervisor to make a specific change. So they’re actually practicing. So when they actually go and talk to the supervisor. You know, it’s not going to be cold. They’ll have like some some ideas. Right. Somebody memory of having done it. And then depending on the group and the topic groups, my creator will play from scratch. If that seems doable but you can also provide a bit more structure. So maybe you can start with a scenario that goes wrong and you ask people to make a role play for you know how to how it could have gone better or, you know, what would be the next step to handle a situation Games came up and the beginning as something that’s effective and you may increase focus and motivation, you know, they can build camaraderie and you know friendly competition so These are some examples. This one is a board game that we use with you. This is a bingo game that we use for labor rates. And this is a jeopardy style game where you pick your category, your, your dollar amount related to A variation on the bingo is where, in order to like check off your box. You have to find something So in this case, there’s a table with an array of cleaning products and people have to read the labels to get information and when they check it off and they find it. And you can also do it like as an icebreaker with people. So the box might say find a person who needs to find someone go around and talk to people by someone who matches what it says. So someone who’s been doing this work for more than 10 years or someone who’s been in your own job. These are games that are really great to review key concepts. So, for example, Pictionary. You know, where you have to draw something and your team has to guess what it is. Or taboo is similar, but instead of drawing you use words. So you have to describe what the thing is, but there’s taboo words, you can’t use. And of course, those are the ones that like would give it away, would make it really easy. So you have to talk around it. It can be fun. There’s some online games that you can use if your participants have smartphones and if you have good Wi Fi. So make sure that’s the case, you know, I mean, some of you may be familiar with cahoot. So what’s satisfying about these is that, you know, as you go along. It’s a sleazy change responses in Real time and then tracks the ranking of the teams after each question. So you can see who’s ahead. You know, it’s like question of a question, you can see where you stand. Alright, so moving on from games, case studies are a great way to apply information to real life situations and they capture people’s imaginations. Someone mentioned stories before So you know case that is can be really powerful, especially for based on true stories. So for example, we use this Study case study of a temp worker who was crushed by machine on his first day of work and it’s it’s profile to this documentary a day’s work. And the great thing about giving space for people to share their stories. During workshops, is that they can also service case studies, you know, in the moment and then you can capture them to use in future trainings. And, you know, sometimes in the moment, it’s hard to get into a very detailed story, but you can always follow up with participants afterwards and ask them more about it to capture that. You can create little short clips like film clips. This case studies to trigger discussions in this case. As you can see, we had professional filmmakers, but you can just do a lot with a tablet and basic editing software as well. OK, so moving on from case studies, problem solving is just immediately engaging right so you’re probably like can help yourself right now from looking and finding all the things that are wrong in this kitchen. So these are drawings of us with restaurant workers and we asked them to identify, you know, what are the hazards that are there. And then after they have a chance to do that, we asked them, what would be ways to fix them. And you know, we have Image of what it would look like if you address some of the problems and we have these for lots of different industries. And a variation of that is you can use real photographs with the kind of what’s wrong with this picture approach. This is for training for workers to clean up after wildfires. Photographs can also be really effective for contracting do’s and don’ts. So these are materials we develop with my collective so we staged the pictures with domestic workers demonstrating common tasks. And so then in the training, what we do is we give people the first one we give them in a folder. Right. So the cover of the folder has this picture and they have to Kind of strategize and make them. What, what is it about this working position or movement that might cause pain and then after they’ve come up with an alternative they open up the folder and they see you know the other picture. Of one possible solution that the workers came up with. Another problem solving activity. I love this one is where people just have to listen to it like a short skit. But you have to listen for clues To solve a mystery or answer a question. So in this case, it’s why is one worker getting sick from the chemical exposure, while the other one isn’t. And so you have to listen to them. So the dialogue to figure it out, and that you know you tease out the variable. And you know, we said that adults are really interested in applying what they learned, you know, new knowledge or skills and their own life. So These are all going to be examples now of application. This is one where you after you learn about different types of hazards participants just raw their actual workplace and then label working fine. The different hazards. And another example is here. These are day laborers and there they learn about ergonomic risk factors and then they actually act out like common tasks that they might do and You know gardening or construction and then they identify themselves like where are the places where they might feel pain and why why it is so they’re really tying into the risk In this case of application. So, participants were reviewing common factors why some people perpetrate workplace harassment and then common factors why people put up with it. And so there’s different reasons on the set up a little figures, but then they identify what dynamics or play in their workplace and then they make their own cutouts those And, you know, the ultimate application is when you’re actually doing the thing that you’re going to be doing out in the real world after the training is over. So In this case, you know, the domestic workers are teaching migraine cleaning and participants actually get to do it, you know, hopefully be convinced that that it works and it’s something that they can do. You know, other examples of applications or, you know, things like Like a bandage or, you know, moving someone who’s unconscious where you actually get to practice when you know the emergency situation happens it’s familiar to you. Alright, so we’re still in the subject of teaching your choosing your teaching methods and an really important thing is making sure that you’re adapting for language and literacy So I have a really strong advocate for quality translation and interpretation. It’s a professional skill. Just because someone is fluent in the language does not mean they were skilled translator. You know, if I say to you, the budget. She is advised to have within it enough numerous monies, you might get the gist, but it’s much clearer if I say I recommend that you put enough money in your budget. For professional translation or at least a review of the translation that you did and a good translator also understand connotations and nuances. So You know, and recent example is a colleague who was doing a workshop with Vietnamese workers about leadership development. And so they learned that the translation. They were using for the word leader actually had really negative connotations. From people’s home countries associated with Russia and autocratic rule, that kind of thing. So they have to be careful to convey the very different concept of leadership that they’re discussing Another example, as I was preparing for a training with electronics workers in Mexico about sexual harassment and I learned about there’s two different terms and Spanish. For harassment one refers to wrestling by appear and then the other one by someone who’s like a supervisor has a higher position and I’m a native Spanish speaker. But you know when you’re using specific vocabulary to technical topic. It’s a skill and so you can do your homework. And in any group, there’s probably going to be a range of literacy skill. So, you know, you should plan for that and one ways to avoid Putting people on the spot to have to read something or write something so let people self volunteer and it helps the status of friends. So, you know, people are use that if they have low literacy levels. They’re not going to suddenly yes to read something And remember again that a lot of people have had really negative educational experiences where they’ve been shamed or the public, they’re failing and you do not want to replicate that. You know, another rule of thumb, don’t win, don’t just rely on print information. So make sure there’s pure visuals, a compliment written messages and then the more that you can adapt your presentation to be culturally sensitive to your participants and the more that the examples. Well, Alright. So some examples of low literacy friendly materials and show you a bunch here. This is from a project with force workers. And so the first one is a digital story. So these are these are actually true stories of workers who got injured. And another great example of something that can change attitudes right showing how serious it can be when you’re injured is a lot more powerful coming from someone, you know, you know, and you can relate to. And then as part of the project. We also develop these written materials that are in the kind of comic book format with scenarios and realistic photographs and speech bubbles, which you know are really inviting to be Here’s a chart that we use to talk with day laborers, about which rights apply when you’re hired by a contractor. Versus a homeowner. And so, you know, the icons here represents like minimum wage and over time you’ll in respirators Genomic Health and Safety and workers comp. And so we go through scenarios. And then we talked about, you know, how does it apply when your employer was a contractor versus a homeowner And I like this example because I think sometimes there’s a misconception that if you make something low literacy that you have to like dumb it down, but that is just not the case, you know, in this activity we have really nuanced discussions about The intricacies of the law, its application and enforcement. So there’s a big difference between dumbing something down and breaking it down and just making it accessible in different ways. For this handout. We actually were able to hire an illustrator to capture kind of complex concepts with very clear images so If you can also get a budget to have an illustrator make pictures that are industry specific that represent the demographics of the worker population that you’re addressing that you can feel test for clarity. I mean, that is ideal. And here’s a guy. This is from a guy for home health workers that relies on your images to show what you know the do’s and don’ts and The use of symbols can be helpful. But of course, people have to be familiar with what they are. So in this case, you know, the assumption is that the x is as well understood. To me, don’t do this. Um, okay. So, lastly, this is from a heat illness prevention training for farm workers and it’s meant to be done kind of tailgate style. So realize mostly like there’s very little text. It’s mostly images discussions and then there’s key messages that are on posters and then on bandanas which were really popular because you know they’re actually really useful on the fields. So from that same training, you know, you can see That the images again and the symbols are very clear about the do’s and don’ts and then Other really great thing about this project is it was meant for community trainers to be able to conduct short sessions in the field. So even the materials that are for the trainers are very low literacy friendly so These are flip chart guides for in the front. There is a picture that participants. See, and you know triggers discussion. And then on the back. So this is like in the back and the part where the trainer’s looking at her here those are kind of the points that you know the trainer needs to keep in mind for the session. So it’s low literacy friendly, both for the participants, but also for the trainers. And on that note, Here’s another example of the same thing with us. We did a training of trainers for for this was three level health project at Oakland and so We needed, you know, we had great lesson plans for training day leavers like at their center. But we had just ideal training conditions of the two hours. We had a really comfortable environment. We could do role plays with that stuff on the walls, but They’re interested in developing something that was for dealers who just standing in the streets had to be quick and it had to be very different. And so we work with them to develop, you know, these materials where the not only the materials are very engaged for the participants, but Volunteer or an outreach staff could just with very little preparation, just take the traders guide and go out and conduct. The session. So you have to make sure you know that your materials are working for everyone involved on the train on the participants. It may be that new trainers have a lot of experience with the subject matter, but they’re new to training. Or maybe that they’re very experienced trainers, but they need a little support with the content or it may be that they’re both new to the content and the training. Right. So you have to keep that in mind. So this is a labor training and then just to show you this is what participants get like after the training on the street and so includes the sorry the photographs that they saw the presentation. And then some some key. Alright, so, um, this is the last one. So this is with domestic workers, you know, we worked really hard with them to develop the The materials of the trainers are going to use. And then part of the team. It was actually We, the first time that they did the training we co train with or observe them and take notes and debrief. And then I think almost every single time I’ve ever like done a to tea and then observe the new trainers training like I wanted to make changes to the traders guide to make it more user friendly more clear. So if you can do that. I think it’s really helpful to see how it’s being used in action. Okay, next question for you guys is what do you assess from your training. You know what kind of evaluation. Do you do and how do you do it. What are the instruments that you use. And while you’re answering and we’re in step four, which is whenever possible, you want to pilot test human trait, you know, check out whether the methods materials we thought were great are actually working with Sample participants and if you can’t do this, you know, officially, your first workshop kind of serves as your pilot so make sure you For not just the first. So, but for all of them you debrief you reflect and you know you’re continually making changes to to improve what you have For me, I find that if I’m excited to teach something. It’s a good sign. It means I feel confident about the plan or I’m curious to try something new. And if I’m not excited to do it, you know, maybe that the plan is starting to get old, or just isn’t very engaging. SOME KIND OF DREADING reading it or You know, if you’re bored with what you’re doing as a trainer that there’s no way that you’re going to spark interest in others, so keep it fresh, you know, change it up, try new things. Alright, so in assessment or getting you know your workshop is over and you want to know, did it work. And so you’re just a reminder that you’re going to have to come back and you’re learning objectives, you know, to Both the things that you want to see for change and knowledge and attitudes and still so you can either have, you know, just something at the end that you use to capture it, or at the beginning of the end so you can see the change And if you ever have the opportunity to do follow up evaluation later like a few weeks or months after your workshop You can get really valuable information about you know how much you people remember or how people use the information, or have they shared it with others, or are they doing anything different. As a result of the training. Alright, so let’s hear from you. What are some of the other things that you assess and other ways that you do it. We have lots of responses. Some of them included Survey Monkey asking learners. If they’ve learned something new. Seeing content reception and retention through quizzes and evaluations. Written evaluations and questionnaires someone else likes to talk to the participants on the floor and ask if and how they’re implementing the training. And what they would have changed. If anything to make it more understandable. Another person commented, they like to assess learning in a variety of ways, written and verbal so everyone has a chance to display their knowledge, in a way, they’re comfortable with. Some other people noted observing workers asking questions to gauge their new knowledge and someone else likes to do assessing knowledge prior to the training knowledge gained after the training and feedback on the training itself, among many others. Thank you, Michelle. Those are, those are all great ideas and I love that some people who did like during the training itself. You’re getting relevant information. And, you know, again, just to keep in mind that you don’t want people to feel kind of on the spot like we have a project where we had to do kind of pre and post test, but we didn’t call them pre and post as we call them like surveys that you know So yeah, but thank you. Thank you for sharing all those Alright, so, I mean, I think you guys have, you know, covered a lot of this one of know was there a change and knowledge attitude skills but also the effectiveness of what you did the materials you use was appropriate. And just some things about the logistics of the of the training calls the you know the space, comfortable, that kind of thing. And you know, I think, yeah, you guys mentioned to written or oral test your questionnaires and, you know, the beauty of doing interactive training is that You as you go along. You’re getting a lot of information about where participants are at right and the activities and precious presentations that they’re doing. So they’ll there, you had they have chances to show kind of what they’re learning, you know, in real time, so don’t discount those. It’s not just, you know, the little quiz at the end, it’s also what you’re observing and if you can make notes of that that’s useful to Okay. So some examples of the low literacy evaluations. So this one on the left relies on happy faces with kind of keywords. So usually we read out the questions and then people just circle, how they felt about it. And then the one on the right. It was actually designed for a training program we do with workers with intellectual disabilities but it’s also a really great example of, you know, using images as answer choices and which is great literacy option. This is another one where so there’s two circles. So wine is an outer circle and then one is the inner circle and people are facing each other and you tell them you know move over three spaces or Whatever it is, and then you give them a question to discuss with their partner and Later, after the general few rounds of that people share what some of their partners sold them so It’s nice because it maintain things you know some of anonymity because you never really know who said what which is also, you know, something I recommend for evaluations is Not having names because people can be really honest about, you know, their opinions and you want to hear the negative feedback that’s sometimes the most important right like what you could do better. And this is a one where we give participants these signs that say like yes on one side and then knowing the other, and then we ask them questions and they just fold them up. And then this is just like where the, you know, trainer reports, like you said, yes, who said no. And if you’re wondering why don’t you just like ask people to raise your hands, yes or no, it’s because sometimes it’s like everyone’s raising their hand. Yes, then you feel intimidated to be the one person who’s has no so the science is just where private, you can really, it’s harder to like look at everyone’s Um, alright, so getting to kind of tea key takeaways I want you to have from from this training, which is, you know, you want your training to be appropriate for the population. And so you have to know your audience you, it’s going to be a lot more useful if it’s action oriented. So for this, you need to know what people want to do with the information, right, what are their goals. And then you want to have confidence that and the activities that enhance confidence and leadership and, you know, both the head, but also the heart and I also want to just mention some resources so On our website for Lucci we have a multilingual guide with worker training materials. And by the way, all these resources. You know, you’ll have the links live pasted into the chat function and then they’re also obviously be on the recording of the webinar and they’ll also be in the slide deck later. So another I want to also acknowledge, we have to kind of sister programs that do great work with interactive action oriented worker training at UCLA Davis and they actually have been partners with us and developing a lot of the trainings that I’ve highlighted in this webinar. National Kosh Council for Occupational Safety and Health. If you’re not familiar with it already is an amazing resource. So they have A lot of multilingual health and safety training resources and their annual conference is coming up, December 3 to the fifth, which brings together, health and safety educators and worker leaders and they also have rental Mr where It’s just the best you can ask a question, and then you get responses from the best health and safety advocates and educators all around the country. Federal OSHA has a grant program that some of you may know about called the student hardwood cleaning grants. And so for all the grantees that have Been participants. They actually, you know, make their materials available to others. So you could go on their website and you can look for, you know, what other people have developed throughout the years by topic by language or by grantee And they also OSHA has evolved the guide that’s kind of a best practices for their grantees, but it really is actually a really great resource for anyone that wants to do. interactive training. It covers. As you can see in the content covers a lot of the things that we’ve talked about today. So check that out. Historian health guides is a nonprofit. Health Education source and they also have a lot of materials in multiple languages. And these are all sources of information for how to adapt materials be literacy and these are you know very comprehensive guys because there’s a lot of research on this, and it’s like a real science. So, I mean, just to give you like some technical tidbits to give you an idea. It includes everything from how you organize content like having consistent sub headings to Your sentence structure that you use, it’s better to have short active sentences and like long half of sentences. Or design features like using less justifies of centering texts. So there’s an even spacing that’s hard to read. So there’s like very, it can be really technical, but it’s really important, right, that people we know how to do this and So if it’s something you want to do. Well, I encourage you to to get more important. Alright. So to conclude, and I just, I guess I want to remind you, training matters. This is a letter that we got from an inmate and some of that prison where we do a three day course for the workers and You can imagine it might be hard to be hopeful about your ability to make change has a prison worker. So I found this letter particularly moving And he says, This program has changed the way I look at everyday life. I will not take advantage of watching unsafe things go on in the workplace. I will not look. Another way I will teach it, as well as practice it in everyday life. This program has opened my eyes to new possibilities in my career. And I thank you for this knowledge. So when we train, we get people tools that that make a difference. And for me that’s the magic of training. You know, it’s much more than just a transfer of knowledge. It can be an opportunity for people to come away with new skills confidence motivations hope. And in this time of so many attacks on workers, creating a place where you can say, You’re safe here. You’re respected. Your spirits is valuable your opinions matter. I believe in you. I’m here to support you. You have rights you deserve to be protected. We can do this together. I mean, that is really no small thing. So this is us as a recent staff picture and it’s meant to convince you that we’re very approachable and fun to work with. I hope it works. But we really love working in partnership collaborating on little and big things learning from others. So please contact us if we can support you in any way or if you have ideas for working together. And we have some time for questions. And so please again I encourage you to ask your questions and answer each other’s questions in the chat. And then I have questions for you because I would love to learn from your experience like do you have resources to share on any of these topics. I would love to know and then Do you guys have best practices for making online learning interactive and meaningful, which is something that we’re exploring more so thank you and I’ll open it up. So Michelle to read out some of your questions and comments. Great. Thank you so much. Um, yes. If you do have any questions, please do enter it there. It’s the online chat. There’s also a Q AMP a function One of the first questions was regarding whether these slides will be available. Um, yes, we do. We have recorded this webinar. It’s going to be on our website. See we h.berkeley.edu and also our CEO, eh, YouTube channel. And then if you want a copy of the slide deck. You can email CH [email protected] and we’ll get those sent out to you another question. Someone wanted you to go into a little bit more detail about the to circle discussion at them. Okay, sure. So it’s a, you know, we talked about me being important and social learners. And so this is a way to kind of get beyond the sit down and fill out your form dynamic. And so, so there you know you divide up people into two groups. So one one group you say please form a circle. And then the second review say okay, form a circle inside, you know, face to face your partner so they’re facing each other. And so you might say, as a first question, you know. Please talk with your partner about, you know, something that surprised you or something that you found interesting in the training and so they have you know a couple minutes and talk with your partner about that. And then you say, all right, if you’re in the inner circle. Please move, you know, clockwise for spaces. For fear of the outer circle, who’s, you know, so the right to space it and so they do that. And so now they’re facing a new person. And so then you ask any question and the question would be, you know, what What would you, what was missing. What would you have done differently in this training and you know that may have a chance to talk with the different. So by the end, they’ve talked with several different people about several different things. And then when you, you know, go back to the classroom. You can say, all right, so what did people here, you know, what did you hear from others about you know what they thought was surprising or interesting. And then they share but Again, because I think people were all mixed around, you don’t necessarily know who said it so it gives people a little bit of an opening to, you know, to have opinions to be really honest. Great, thank you. And we do have a couple of comments. Someone wanted to let everyone know that they do safety training for nail salon workers. And one thing that has worked really well has been incorporating an ESL component. Is that something that most of the workers are interested in learning and the majority of them are be our new immigrants. And then someone else also posted some resources in that center chat there. We do have another question someone who was wondering, some of the more effective methods when conducting tailgate training. Yeah. Yeah, that’s a great question. And our sister organization and UC Davis is a great resource for them for that. So I encourage you to contact them, but I think I mean some of the things are what I mentioned that it helps. I mean, you have to know the. How much time do you have, it’s probably going to be brief, right, because people are in the middle of their workday, or just about to start. You have to, I would assume that you know they’re not They’re going to be a kind of a distance from where you are. So you something really visual and add a size that people can see from a distance. And even if you notice the In the picture that I showed you know people were. I don’t know. People always keep their distance. They’re always stood at the back row. They always like no one like moves right out, see if I can find it, but So you want you know you can see here, right. You want like this person to be able to see what’s going on. And then, you know, because this is meant to be low literacy like you really wanted to just draw their of people’s experience and have it be not about Some, you know, a text, but just in Texas or lives right so engaging discussion and problem solving, you know, talking about the topic and The, the things that are handed out in the end are really just key points. It’s kind of key images you know key messages. But the real learning happens not from what was, you know, printed comparable from Lewis says Wonderful. Thank you. We also had someone who wanted to share that one of the documents they really liked by OSHA is the resource for development and delivery of training to workers. Again, those links are available in the chat for you to check out And we also have someone who was wondering about the number of participants, where the training is most effective That’s a great question. I mean, I think it’ll depend on what you’re trying to do. We found for You know, most of the trainings that we do with interactive activities. It’s actually like having too few isn’t helpful because then it’s hard to have a kind of a group dynamic and if you want to have teams for game or that kind of thing. You kind of lose a little bit of the momentum. So And but but then if you have really big group then it gets harder for everyone to participate and share back and all that so I mean, there’s no magic number. You know, it depends a lot of the subject of depends on the length of all those things. But I mean, as a rough, rough. Rough Guide. Like for me, the sweet spot is somewhere between like like 15 and 25 And that it feels like very personal. You know that I still feel like I can connect with people they can connect with each other. And you can still do cool group dynamics without it being like overwhelming and it also helps a lot if you have a space, a room that’s like flexible. If you can Get up and move around or break out into a different you know area, that kind of thing. And when it’s a big group. Usually you can’t like one of my least favorite trains only had to do it was like an auditorium like 200 People in the chairs are bolted to the ground. I mean, how do you do small groups. How do you, I mean besides turn to your partner was was really limited what we can do, you know, to be interactive and that sitting Wonderful, thank you. And I just reposted the links again. So there’s a long list of links in the chat that you guys can all have access to I’m willing to do have time for one more question here on the topic of making trainings actionable how, in your opinion, do you ensure actionable steps are taken, given the limitations of some attendees of trainings that they may have in their work environments. Yeah, that’s, that’s a really important consideration. You know, and it’s something I was saying that, you know, when we, when you talk about Worker Center training, but you really have to understand people’s realities and so I mean, the way that we’ve tried to do it is you know when the needs assessment really understand like what are, what are those limitations that people have and And you may not have the answers. You know, honestly, most likely it’s going to be other workers, right, that are really knowledgeable about the situation that are going to be able to come up with strategies that that are really useful. What I mean what we try is just to at least have lots of options. So, you know, Coming back to this one because You know, if you may. You people are at different steps of their journey right and what they’re able to do so. Maybe someone like they just need to start with something really small. It’s just under control and that Does not risk their job. It doesn’t, you know, there’s no risk involved and, you know, maybe with someone that has a lot of like a union behind them or you know collective action or other, they are able to kind of take it a step further. So Choices always help and also non judgment, you know, kind of like, but the worst thing you can do is like, well, You know, if you don’t call this, you know, government agency. Basically, it’s your you’re failing, you’re just doing nothing. Well, if that’s the only choice, you’re giving them and it’s not A realistic option for them. It’s almost worse than giving them, not just now, they feel bad, like they’re not taking the action that you suggested, so Choice is always helpful and realist, you know, being realistic is always helpful and get get the help of people themselves. They’re the ones just going to know what will work for them or not. Wonderful. Well, thank you again so much for joining us today. A special thanks to our presenter and all of our attendees online. CCH host webinars. The first Wednesday of every month from 12pm to 1pm Pacific Our next webinar is going to be WEDNESDAY, DECEMBER 11 with Dr. Robert Harrison on severe silicosis and engineered stone fabrication workers. We also have an ergonomics Webinar Series in cooperation with the NIOSH education and research centers throughout the country. And this next webinar will be on November 20 on patient handling from patient migration to repositioning with Dr Kermit Davis of the University of Cincinnati. Be sure to check our website for more information and to register that co e h.berkeley.edu thank you for all of your wonderful questions and participation in today’s webinar. And I hope you all have a wonderful rest of the day.