Instructor Training 

Workshop – Part 48 

U.S. Department of Labor 

Mine Safety and Health Administration 

National Mine Health and Safety Academy 

Instruction Guide Series 

IG 24a 

Revised 2022 
Visit the Mine Safety and Health Administration 

Web site at www.msha.gov 
 

TABLE OF CONTENTS 

Page 

INTRODUCTION..................................................................................................................1 

CHAPTER 1 BECOMING AN APPROVED MSHA INSTRUCTOR ......................................3 

Mine Safety and Health Enforcement Contacts.........................................................4 

Educational Field and Small Mine Services (EFSMS) Contacts................................4 

State Grants Contacts ...............................................................................................5 

CHAPTER 2 PART 48 TRAINING REQUIREMENTS ..........................................................7 

Form 5000-23 ............................................................................................................15 

PART 48 Training Chart .............................................................................................21 

CHAPTER 3 PRINCIPLES OF ADULT LEARNING .............................................................23 

Principles of Adult Learning .......................................................................................24 

CHAPTER 4 DEVELOPING OBJECTIVES AND EVALUATION METHODS .......................27 

Developing Objectives...............................................................................................27 

Exercise: Recognizing the Parts of Objectives..........................................................30 

Exercise: Recognizing Properly Written Objectives ...................................................31 

Exercise: Writing Objectives ......................................................................................32 

Evaluation Methods ...................................................................................................33 

Exercise: Match Game (Criterial Evaluation).............................................................34 

Exercise: Writing Evaluation Items ............................................................................35 

CHAPTER 5 OUTLINING THE TRAINING CONTENT AND DEVELOPING 

LESSON PLANS ..............................................................................................................37 

List Actions.................................................................................................................37 

Identify Knowledge Requirements.............................................................................38 

Sequence the Training ...............................................................................................38 

Exercise: Outlining Training Content .........................................................................39 

Training Content Outline ............................................................................................40 

Training Content Outline ............................................................................................41 

Lesson Plans .............................................................................................................43 

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CHAPTER 6 DETERMINING THE INSTRUCTIONAL METHODS AND PREPARING 

 EFFECTIVE PRESENTATIONS .......................................................................................47 

New Miner vs. Experienced Miner Training ...............................................................47 

Learner-Centered vs. Instructor-Centered Instruction ...............................................48 

Discussion Groups.....................................................................................................49 

Buzz Groups..............................................................................................................50 

Demonstration-Performance......................................................................................51 

Case Studies .............................................................................................................51 

Simulations ................................................................................................................53 

Games .......................................................................................................................53 

Role Playing...............................................................................................................54 

Preparing Eff ective Presentations .............................................................................56 

CHAPTER 7 DEVELOPING AND USING TRAINING AIDS .................................................61 

Criteria Used for Selecting Training Media (Aids) ......................................................61 

Videos and DVDs ......................................................................................................62 

Computer Presentations............................................................................................64 

Flip Charts .................................................................................................................65 

Handouts ...................................................................................................................67 

ii 
INTRODUCTION 

Rationale 

Federal law requires miners to be trained and retrained to enable them to perform their 

jobs safely and in a healthful manner. Further, 30 CFR Part 48 requires that persons 

who provide training and retraining be approved to do so. Mining companies are 

responsible for the training of their personnel. Inexperienced or new miners are required 

to receive 24 hours (surface) or 40 hours (underground) training before they begin 

working. This training is a combination of classroom and on-the-job performance. In 

addition, experienced miners are required to receive 8 hours of annual refresher training 

to keep them aware of good safety practices at their operation. 

Goals 

This Instructor Training Workshop has been developed to assist instructors and 

potential instructors with the following goals: 

• To become knowledgeable in the requirements of 30 CFR Part 48 

• To become effective classroom trainers 

This workshop is not designed to provide subject matter expertise in the various mining 

topics. 

Objectives 

Given a training request, the mine trainer will be able to develop a course following a 

systematic model. 

Given a developed course, the mine trainer will be able to teach that course using 

one or more learner-centered instructional techniques. 

Criterion Test Items 

1. Using the topics given in 30 CFR Part 48, select a topic and develop a lesson plan 

for a 15-minute instructional segment. 

2. Using the lesson plan developed in item 1, teach a 15-minute instructional 

segment. The presentation will be recorded for playback and individual review. 

1 
 

Outline 

Day 1 

A. Introduction and Overview 

B. Becoming an Approved MSHA Instructor 

C.Part 48 Requirements 

D.Developing Objectives and Evaluation Methods 

Day 2 

A. Principles of Adult Learning 

B. Outlining Training Content and Developing Lesson Plans 

C.Determining Instructional Methods 

D.Developing and Using Training Aids 

Day 3 

A. Student Presentations 

B. Feedback 

2 
 

CHAPTER 1 

BECOMING AN APPROVED MSHA INSTRUCTOR 

To become approved as an MSHA instructor, you must satisfactorily demonstrate that 

you have knowledge in the subject areas you will be teaching and also the ability to 

teach. The District Manager of the district which has inspection jurisdiction over your 

company, based on the company’s address of record, has the approval authority 

for MSHA instructors. Your application will be reviewed by the District Manager for 

approval. 

The National Mine Health and Safety Academy does not approve MSHA instructors. 

The Mine Academy only provides the instructor training course, and the District 

representative will accept this course as proof that you have the ability to provide 

instruction. The course is also provided by the state grant organizations and by EFSMS 

training specialists. Contact your EFSMS representative for information on other 

instructor courses. 

There is no official form for you to use when applying to become an approved instructor. 

The information can be submitted on plain paper, or email. You may want to contact the 

appropriate District Manager and request the instructor approval requirements in that 

district. Regardless of the format in which you submit the information, it is important that 

you completely describe your mining and training experience. 

3 
 

Mine Safety and Health Enforcement Contacts 

MSHA works to prevent fatalities, illness, and injury from mining and secure safe and 

healthful workplaces for America’s miners. Mine Safety and Health Enforcement is 

responsible for performing the Agency’s enforcement activities including: 

• Conducting inspections, including mandatory quarterly and semiannual inspections

of mines and facilities. 

• Issuing citations and orders for any observed violations. 

• Issuing a withdrawal order, removing equipment from service, and/or withdrawing 

miners in cases of imminent danger. 

• Conducting health sampling of respirable dust and noise exposure at mines, as

well as monitoring toxic materials and harmful physical agents. 

• Investigating fatal and serious nonfatal accidents. 

• Investigating complaints of hazardous conditions reported by miners. 

• Investigating criminal violations. 

• Examining complaints of discrimination reported by miners. 

• Conducting safety and health conferences with mine operators on violations. 

• Approving required roof control, ventilation, emergency response, and training

plans. 

• Reviewing mine operators’ mining plans and education and training programs for 

miners. 

• Directing various mine safety and health assistance programs. 

• Training and certifying instructors. 

• Developing improved safety and health standards. 

https://www.msha.gov/about/program-areas/mine-safety-and-health-enforcement 

Educational Field and Small Mine Services (EFSMS) Contacts 

If you wish to receive help or guidance relating to Part 48 training regulations, please 

check the link below and contact the EFSMS office in the state where your mining 

operation is located. 

https://arlweb.msha.gov/epd/efsms/contact.asp 

4 
 

State Grants Contacts 

The 1977 Mine Act, as amended, authorizes MSHA to grant money to the states to 

provide health and safety training and other services to miners and mine operators. 

Participating states have developed programs designed to address mine health and 

safety issues that exist within their state. 

State grantees can help you develop your Part 48 Training Plan and can provide the 

miners at your site with the training required by the provisions of Part 48. Most of this 

assistance and training is free-of-charge or available at minimal cost to you. 

If you wish to receive help in developing a training plan or to schedule training sessions, 

please check the list below and contact the grant program office in the state where your 

mining operation is located. 

The following link lists the states participating in the MSHA grants program with links to 

each state program. The summaries list the contact persons along with phone numbers 

and email addresses. 

https://www.msha.gov/state-grant-participants 

5 

 

CHAPTER 2 

PART 48 TRAINING REQUIREMENTS 

2-1 At the end of this training lesson, you will be able to identify the necessary 

training required by 30 CFR Part 48 for miners working in the mining industry. 

NOTE: This section is intended for general information only. For a more specific 

interpretation of Part 48 requirements, contact your EFSMS training specialist. 

Section 115 of the Mine Act requires each mine operator to have a health and safety 

training program for miners. Each training program must be submitted to and approved 

by the Secretary of Labor or designee (MSHA District Manager). The training programs 

are intended to ensure that miners will be effectively trained in matters aff ecting their 

health and safety, with the ultimate goal of reducing the frequency and severity of 

injuries in the Nation’s mines. 

The Mine Act requires that new underground miners without previous mining experience 

receive no less than 40 hours of training, 8 hours of which must be mine specific. New 

surface miners having no experience must receive a minimum 24 hours of training if 

they are to work at a surface mine or on the surface of an underground mine. 

In addition to the new miner training, the Mine Act requires a minimum of 8 hours 

“annual refresher training” each year for miners working in the industry. This is to ensure 

that critical skills are maintained, basic health and safety knowledge is reviewed, and 

any new applicable health and safety issues are discussed. 

Task training was also addressed by the Mine Act. It states that “any miner who is 

reassigned to a new task in which he or she has no previous work experience shall 

receive training...in the health and safety aspects specific to that task prior to performing 

that task.” 

Part 48 applies to both coal and metal and nonmetal mines. Each operator is responsible 

for compliance with all applicable provisions of Part 48. Therefore, operators should be 

prepared to provide all mine training as necessary. 

Part 48 is divided into two subparts: Subpart A, training requirements for underground 

miners, both coal and metal and nonmetal; and Subpart B, training requirements 

for surface miners and miners working at the surface of an underground mine. Both 

subparts are very similar and generally follow the same outline. For example, Subpart A, 

Section 48.2, and Subpart B, Section 48.22, both involve definitions. Likewise, Subpart 

A, Section 48.4, and Subpart B, Section 48.24, both discuss cooperative training 

programs. Therefore, when discussing the different sections of Part 48, both subparts 

(A&B) will be addressed at the same time. 

7 
Scope 48.1 / 48.21 

Part 48 requires mine operators, and in some cases contractors, to submit to the 

applicable MSHA District, for approval, a training plan under which miners are provided 

training. The training required by these plans must be provided to miners before 

they begin work at a mine, or before they receive new work tasks or assignments. 

Accordingly, when a miner is hired, transferred to a new work location, or is recalled, the 

miner must be given the training specified by Part 48. 

Definitions 48.2 / 48.22 

The determination of whether an individual is classified as a 48.2(a)(1)/48.22(a)(1) 

“miner” for purposes of comprehensive training or as a 48.2(a)(2)/48.22(a)(2) “miner” for 

purposes of hazard training must be made on a case-by-case basis. A specific job title 

does not necessarily determine how the individual is defined; neither does the fact that 

the worker is physically present on mine property. A determination must be made as to 

the kind and extent of mining hazard exposure. 

(a)(1) Miners are individuals engaged in the extraction or production process, or 

regularly exposed to mine hazards, or contracted by the operator and regularly exposed 

to mine hazards. They must receive comprehensive training. This includes contractor 

employees if they are involved in the mining process. 

Regularly exposed means either or both: 

• Frequent exposure, that is, exposure to hazards at the mine on a frequent rather

than consecutive day basis (a pattern of recurring exposure); or 

• Extended exposure of 5 consecutive workdays. 

Excluded from the above definition are the following: 

Shaft and slope workers, workers engaged in construction activities ancillary 

to shaft and slope sinking, and workers engaged in the construction of major 

additions to an existing mine which requires the mine to cease operations (This is 

for only underground operations). 

(a)(2) Miners are individuals not engaged in the extraction and production process, not 

regularly exposed to mine hazards, or inconsequentially exposed to mine hazards. They 

must receive the appropriate Section 48.11/48.31, hazard training. 

8 
Experienced Miner (Effective after Feb. 3, 1999) is a person meeting one of the 

following: 

1. A miner who has completed MSHA-approved new miner training and who has had 

at least 12 months of mining experience; 

2. A supervisor who is certified under an MSHA-approved State certifi cation program 

and who is employed as a supervisor on October 6, 1998; or 

3. An experienced miner on February 3, 1999. 

Training Plans 48.3 / 48.23 

Training plans are to be submitted for approval to the appropriate MSHA District. 

The training plan shall contain provisions for training new miners, newly-employed 

experienced miners, new task training, annual refresher training, and hazard training. 

Each operator’s plan should also contain: 

1. The company name, mine name, and MSHA ID of the mine. 

2. The name and position of the person responsible for health and safety training at 

the mine. 

3. A list of MSHA-approved instructors with whom the operator proposes to make 

arrangements to teach the courses, and the courses each instructor is qualifi ed to 

teach. 

4. The location where the training will be given. 

5. A description of the teaching methods and the course materials which are to be 

used in training. 

6. The approximate number of miners employed at the mine and the maximum 

number who will attend each session of training. 

7. A schedule of annual training. 

8. A list of work tasks and methods by which task training will be accomplished. 

MSHA-Approved Training Instructors must conduct all training under Section 

48.6/48.26(e), except new task training and hazard training. Instructors are approved by 

MSHA based on the individual’s mining experience and knowledge and through one of 

the following ways: 

1. Instructor may take an instructor training course approved by MSHA. 

2. Instructor can be approved by MSHA based on written evidence of qualifications 

and teaching experience. 

3. Instructor may be designated by MSHA as approved instructor to teach specific 

courses based on performance while teaching classes monitored by MSHA. 

Instructors may have their approval revoked by MSHA for good cause including not 

teaching a course at least once every 24 months. 

9 
The mine operator shall post on the mine bulletin board, and provide to the miners’ 

representative, a copy of the training plan plus any approved revisions and decisions 

which concern the training plan at the mine and which are issued by the District 

Manager. 

Cooperative Training Programs 48.4 / 48.24 

A mine operator may conduct his or her own training program, or may participate in 

training programs conducted by MSHA, or may participate in MSHA-approved training 

programs conducted by other sources. The operator should ensure that the training 

program has been approved by the District and that the instructors conducting the 

training are MSHA-approved instructors. 

Training of New Miners 48.5 / 48.25 

Underground: New miners are to receive a minimum of 40 hours of training prior to the 

assignment of work duties. Of this 40 hours, 8 hours must be given at the mine site. 

Some states (example WV - 80 hours) have training requirements in addition to those 

required by 30 CFR. 

Surface Mining and Surface Areas of Underground Mines: New miners are to receive 

a minimum of 24 hours of training preferably prior to the assignment of work duties. 

However, at the discretion of the District Manager, new miners may receive a portion of 

this training after assignment to work duties, provided a minimum of 8 hours of training 

is given prior to assignment of work. This initial 8 hours must include as a minimum the 

following topics: 

1. Introduction to work environment 

2. Hazard recognition 

3. Health and safety aspects of the task assigned 

Following the completion of this initial 8 hours of training, new surface miners must 

receive the remainder of the required 24 hours of training within 60 days. 

Courses required: New miner training programs for underground and surface shall 

include the following. 

Underground: 

1. Instruction in the statutory rights of miners and their representatives under the 

Act; including Part 90 rights at coal mines, and the authority and responsibility of 

supervisors 

2. Self-rescue and respiratory devices 

3. Entering and leaving the mine; transportation; communications 

10 
4. Introduction to the work environment 

5. Mine map; escapeways; emergency evacuation; barricading 

6. Roof or ground control and ventilation plans 

7. Health (including Part 90 at coal mines) 

8. Cleanup; rock dusting 

9. Hazard recognition 

10. Electrical hazards 

11. First aid 

12. Mine gases 

13. Health and safety aspects of the tasks to which the new miner will be assigned 

14. Such other courses as may be required by the District Manager 

Surface: 

1. Instruction in the statutory rights of miners and their representatives under the 

Act; including Part 90 rights at coal mines, and the authority and responsibility of 

supervisors 

2. Self-rescue and respiratory devices 

3. Transportation controls and communication systems 

4. Introduction to work environment 

5. Escape and emergency evacuation plans; fi rewarning and firefighting 

6. Ground control; working in areas of highwalls, water hazards, pits and spoil banks; 

illumination and night work 

7. Health (including Part 90 at coal mines) 

8. Hazard recognition 

9. Electrical hazards 

10. First aid 

11. Explosives 

12. Health and safety aspects of the tasks to which the new miner will be assigned 

13. Such other courses as may be required by the District Manager 

A newly-employed miner who has less than 12 months of experience but did receive 

new miner training within the last 36 months will only be required to take experienced 

miner training. If more than 36 months pass before the miner acquires the necessary 12 

months of experience, then the miner will be required to repeat new miner training. 

Training of Experienced Miners 48.6 / 48.26 (Effective after Feb. 3, 1999) 

Experienced miner training applies to miners who are: 

1. Newly employed experienced miners; 

2. Transferred to the mine from another mine location as experienced miners; 

11 
3. Experienced underground miners transferred from the surface to the underground 

or experienced surface miners transferred from the underground to surface; and 

4. Returning to the mine after an absence of more than 12 months. 

No minimum time requirement for experienced miner training is required. It should be 

geared to the hazards of the task and the individuals involved. However, an experienced 

miner returning to mining following an absence of 5 years or more must receive at least 

8 hours of training before duties are assigned. 

Courses of instruction for experienced miners include: 

Underground: 

1. Introduction to work environment 

2. Mandatory health and safety standards 

3. Authority and responsibility of supervisors and miners’ representatives 

4. Entering and leaving the mine; transportation; communications 

5. Mine map; escapeways; emergency evacuation; barricading 

6. Roof or ground control and ventilation plans 

7. Hazard recognition 

8. Prevention of accidents 

9. Emergency medical procedures 

10. Health (including Part 90 at coal mines) 

11. Health and safety aspects of the tasks to which the experienced miner is assigned 

12. Self-rescue and respiratory devices 

13. Such other courses as may be required by the District Manager 

Surface: 

1. Introduction to work environment 

2. Mandatory health and safety standards 

3. Authority and responsibility of supervisors and miners’ representatives 

4. Transportation controls and communication systems 

5. Escape and emergency evacuation plans; fi rewarning and firefighting 

6. Ground controls; working in areas of highwalls, water hazards, pits, and spoil 

banks; illumination and night work 

7. Hazard recognition 

8. Prevention of accidents 

9. Emergency medical procedures 

10. Health (including Part 90 at coal mines) 

11. Health and safety aspects of the tasks to which the experienced miner is assigned 

12. Such other courses as may be required by the District Manager 

12 
 

 

 

Any miner returning to the same mine following an absence of 12 months or less must 

be trained on any major changes to the mine environment that have occurred during the 

miner’s absence which could adversely affect the miners health or safety. This training 

does not have to be conducted by an MSHA-approved instructor and does not need to 

be recorded. 

The miner must complete annual refresher training if they missed it during their 

absence. 

Task Training 48.7 / 48.27 

When establishing Section 115 of the Mine Act, Congress also addressed employee 

task training. The intent was to ensure that the mine operator provided experienced 

miners with adequate training whenever they were assigned new tasks. Generally, 

miners assigned to new work tasks as mobile equipment operators, drilling machine 

operators, haulage and conveyor systems operators, roof and ground control machine 

operators, and those in blasting operations shall not perform those new work tasks until 

properly trained. This section does not apply to new miners since their initial training 

(40 hours or 24 hours) covers the health and safety aspects of the task they will be first 

assigned. The training program shall include the following: 

1. Health and safety aspects and safe operating procedures for work tasks, 

equipment, and machinery 

2. Supervised practice during nonproduction 

3. Supervised operation during production 

4. New or modified machines and equipment 

5. Such other courses as may be required by the District Manager 

Annual Refresher Training 48.8 / 48.28 

Each miner, including supervisors, will receive at a minimum at least 8 hours of 

refresher training each year. The program will include the following subjects:

 1. Mandatory health and safety standards

 2. Transportation controls and communications systems

 3. Barricading (underground)

 4. Escape and emergency evacuation plans (surface); fi rewarning and firefighting 

(surface)

 5. Roof or ground control and ventilation plans (underground); ground control 

(surface); working in areas of highwalls, water hazards, pits, and spoil banks 

(surface); illumination and night work (surface)

 6. First aid

 7. Electrical hazards

 8. Prevention of accidents 

13 
 

 9. Self-rescue and respiratory devices 

10. Health (including Part 90 at coal mines) 

11. Explosives 

12. Mine gases (underground) 

13. Such other courses as may be required by the District Manager 

Where annual refresher training is conducted periodically, such sessions shall not be 

less than 30 minutes of actual instruction time and the miners shall be notified that the 

session is part of their annual refresher training. 

Records of Training 48.9 / 48.29 

All training given as required by Part 48 shall be recorded on the standard MSHA 

Form 5000-23. The trainee must sign the training form after completion of the training 

verifying that the training was received. A copy of the form will be given the trainee for 

his or her records. The mine operator will keep the original on file at the mine property 

and make available if an inspector requests to review the training records. The training 

records will also be made available to the miners, miners’ representative, and State 

inspectors if requested. If a miner leaves the operation, he or she shall be entitled to a 

copy of their training records. 

Operators are required to keep training records for a minimum of 2 years after the 

training has been completed or for 60 days after termination of employment. False 

certification that training was given shall be punishable under Section 110(a) and 

(f) of the Act. 

Compensation for Training 48.10 / 48.30 

Training will be conducted during normal work hours and miners will be compensated 

for the time spent in training. The rate of pay will correspond to the rate of pay the 

employees would have received had they been performing their normal work tasks. 

The purpose of both the statute and the regulations is to ensure that miners are not 

financially penalized when they receive training. This includes additional costs incurred 

by the miners if training is not conducted at the mine site, for example, mileage, meals 

and even lodging. 

Operators are permitted to require that applicants for employment and laid-off persons 

obtain necessary training initially on their own time and at their own expense. 

14 
FORM 5000-23 

15 

Instructions for Completing a Mine Safety and Health Administration 

Certificate of Training Form (5000-23) 

All Part 48 training must be properly recorded on a Mine Safety and Health 

Administration (MSHA) Form 5000-23 (training certificate), or on an MSHA-approved 

alternate form. For additional policy information on the 5000-23 form, you may refer to 

the MSHA Program Policy Manual. You may access the 5000-23 form at the following 

address: https://www.msha.gov/sites/default/files/Support_Resources/Forms/5000-

23_0.pdf 

The expiration date on the MSHA Form 5000-23 is updated every three years; 

however, previously issued forms with an earlier expiration date may still be used 

unless otherwise stated. The printed version comes with four copies. Listed below are 

notations, which appear on the bottom right-hand side of the form, showing the intended 

use of each copy. 

Copy 1 (white) - Employer’s Personnel Record 

Copy 2 (pink) - Employee’s Record Copy 

Copy 3 (yellow) - Employee’s Separation Copy 

Copy 4 (green) - Record Keeping 

The following is a description of how to complete each item of the 5000-23. 

ITEM DESCRIPTION 

Serial Number (for operator’s use) This is an optional field which may be used 

to help track employees by an identification 

number. There is no Federal requirement to use 

this field. 

Item 1. Print Full Name of Person 

Trained (first, middle, last) Enter the person’s name who has received the 

training. 

Item 2. Check Type of Approved 

Training Received 

There are five boxes for the five types of training 

required. Check the appropriate box(s) to 

indicate what training was given. 

When New Task is checked, additional space is 

provided to record 1-8 task training events. This 

space is used to identify each task and to allow 

for the initials of the instructor(s) and the student 

(miner), as needed. 

17 
Item 3. Check Type of Operation 

and Related Industry 

Item 4. Date Training 

Requirements Completed 

(1) Mark the box for the appropriate commodity: 

coal, metal or nonmetal. (2) Mark the box for the 

appropriate location: surface or underground. 

(3) Mark the appropriate box if the training is 

for construction or shaft and slope work. When 

completed the box should identify the type of 

mining, location and if construction or shaft and 

slope activities are involved. 

Depending on whether the training is complete or 

partial will determine how this item is completed. 

Only entering a date indicates that the training 

marked in item 2 is completed. Placing a check 

in the box to the right of the date entry indicates 

that the training for the program(s) marked in 

item 2 is not complete. The appropriate boxes 

in item 5 must then be checked to indicate what 

subjects were completed. 

The following are some examples of partially 

completed training: (1) training for new miners 

given away from the mine site (which will then 

require site specific training at the mine site); (2) 

utilizing the 8 and 16 hours in 60-day provision 

for newly-employed inexperienced surface 

miners; and (3) providing partially completed 

annual refresher training. 

18 
Item 5. Check Subjects 

Completed (use only for partially 

completed training) 

This is generally used for conducting annual 

refresher training in increments throughout an 

annual refresher cycle; or for newly employed 

inexperienced miner training which does not 

cover mine specific courses that are required to 

be covered at the mine site. 

Item 6. Signature of Person Upon completion of an MSHA-approved training 

Responsible for Training program, such as experienced miner, task, or 

annual refresher training, you must record and 

certify on the 5000-23 form that the miner has 

received the specifi ed training. 

The person signing the form in item 6 is 

representing that the miner has received the 

indicated training. Anyone falsifying the 5000-23 

form is criminally liable under section 110(a) and 

(f) of the Federal Mine Safety and Health Act. 

Generally, the person signing the form is the 

mine operator or a person acting on behalf of the 

operator. For example, a company safety official, 

a trainer employed or contracted by the operator, 

or a cooperative instructor (such as a state 

grantee). 

Item 7. Mine Name, ID, & 

Location of Training (if institution, 

give name & address) 

List the mine name, mine ID, and location where 

training was conducted. If the training was 

conducted by a cooperative instructor or state 

grantee and a class participant is not employed 

at a particular mine, fill in the cooperative 

instructor’s name or state name and address. 

Item 8. Date and Signature of 

Person Trained 

The person trained has the option of signing and 

dating the form, acknowledging that the training 

indicated on the form was received. 

A copy of the 5000-23 form must be given to the 

miner upon completion of each MSHA-approved 

training program, such as experienced miner, 

task, or annual refresher training. 

19 
 

 

Hazard Training 48.11 / 48.31 

Hazard training requirements of Part 48 are intended for individuals on mine property 

for one reason or another but who are not directly engaged in the extraction or 

production process and are not regularly or continuously exposed to mine hazards. 

Examples of individuals that fall into this category, also called (a)(2) miners, are 

equipment manufacturers, manufacturers’ field representatives, sales representatives, 

delivery personnel, short-term maintenance workers, contract workers for the 

government collecting information, and customers. 

Hazard training should be designed and administered to address the hazards these 

individuals will likely encounter while on the mine site. In addition, hazard training shall 

include the following topics: 

1. Hazard recognition and avoidance 

2. Emergency and evacuation procedures 

3. Health and safety standards, safety rules, and safe working procedures 

4. Self-rescue and respiratory devices 

5. Such other courses as may be required by the District Manager 

Hazard training is required each year and must be recorded. The operator may use the 

standard MSHA Form 5000-23 for this purpose or may: 

• have the person receiving the verbal hazard training sign a log sheet indicating 

that hazard training has been received. 

• have the person receiving the written hazard training sign the written instructions. 

If the individuals subject to hazard training travel underground, they must be 

accompanied at all times by an experienced miner. 

Labor, management, or government officials visiting the mine site need not be given 

hazard training but must be accompanied by an experienced miner and be provided 

with appropriate safety equipment and self-rescuer. 

Authorized representatives of the Secretary (inspectors) are not subject to Part 48 

training or required to be accompanied when carrying out their duties. 

Other short-term visitors (one day or less) and students on field trips need not be given 

hazard training. However, they should be accompanied by an experienced miner and 

be provided with appropriate safety equipment. 

The chart on the following page summarizes the training which must be given to the 

various classifications of miners. 

20 
21

PART 48 TRAINING CHART

TRAINING AREAS NEW MINER TRAINING EXPERIENCED

MINER TRAINING

ANNUAL REFRESHER 

TRAINING

HAZARD TRAINING TASK TRAINING

(U)NDERGROUND (S)URFACE (U) (S) (U) (S) (U) (S) (U) (S) (U) (S)REQUIRED HOURS 40 hrs 24 hrs 8 hrs 8 hrs

1 Statutory Rights of Miners ü ü2 Authority and Responsibility of Supervisors ü ü ü ü3 Self-Rescue and Respiratory Devices ü ü ü ü ü ü ü4 Entering and Leaving the Mine ü ü5 Transportation Systems and Controls ü ü ü ü ü ü6 Communication Systems ü ü ü ü ü7 Introduction to the Work Environment ü ü ü ü8 Mine Map and Escapeways ü ü9 Escape and Emergency Evacuation Plans ü ü ü ü ü ü ü10 Firewarning and Firefighting ü ü ü11 Barricading ü ü ü12 Roof/Ground Control and Ventilation Plans ü ü ü13 Ground Control (highwalls) ü ü ü14 Water Hazards, Pits and Spoil Banks ü ü ü15 Illumination and Night Work ü16 Health ü ü ü ü ü ü17 Cleanup and Rock Dusting ü18 Hazard Recognition and Avoidance ü ü ü ü ü ü19 Electrical Hazards ü ü ü ü20 First Aid ü ü ü ü21 Explosives ü ü ü22 Mine Gases ü ü23 Health and Safety Aspects of the Task ü ü ü ü ü ü24 Mandatory Health and Safety Standards ü ü ü ü ü ü25 Emergency Medical Procedures ü ü26 Prevention of Accidents ü ü27 Safety Rules and Safe Working Procedures ü ü ü ü28 Supervised Practice During Non-Production ü ü29 Supervised Operation During Production ü ü30 New or Modified Machines and Equip. Training ü ü31 Other Training Required by the District ü ü ü ü ü ü ü ü ü ü

 

 

CHAPTER 3 

PRINCIPLES OF ADULT LEARNING 

3-1 At the end of this lesson, the participant will be able to describe how following 

principles of adult learning when developing and conducting training will result in 

more eff ective training. 

Much research has been conducted in the area of learning in general, and particularly 

adult learning. Some results of this research have obvious implications for instructors of 

adults, but others are a bit more obscure. 

One of the obvious conclusions shown by research is that adults are not just “big 

children,” nor can they be treated as such in the training situation. Adults differ from 

children in several major ways: 

Children Adults 

Have shorter attention span 

Rely on others to decide what is 

important 

Accept information being presented at 

face value 

Have little or no “life experiences” upon 

which to draw 

Have longer attention span 

Decide for themselves what is important 

Need to “weigh” information given against 

what they already know 

Have many “life experiences” upon which 

to draw 

However, just knowing these differences does not always help an instructor to design 

the course for adult learners. For instance, many instructors take advantage of an 

adult’s longer attention span (and their ability to outwardly control their discomfort) to 

make them sit for longer periods of time, listening to the instructor “teach.” In this case, 

the “obvious” implication runs counter to other good principles of adult learning. 

The biggest problem of most instructors of adults is that they model their behavior after 

instructors they have had in the past, rather than develop a style which is more suited to 

adults. In most instances, this means the dominant teaching technique used is lecture. 

Unfortunately, the classic lecture is probably the poorest method to accomplish learning. 

What then does produce the most effective learning situation for adults? The following 

are some general guidelines in developing and conducting training. 

23 
Principles of Adult Learning 

From a variety of sources, there emerges a body of fairly reliable knowledge about adult 

learning. The principles listed below lend themselves to three basic divisions: 

• Things we know about adult learning and their motivation. 

• Things we know about designing curriculum for adults. 

• Things we know about working with adults in the classroom. 

Motivation to Learn 

Adults learn best when they feel a need to learn. Most adults are motivated to learn 

when they see an immediate and direct application of the knowledge or skill. Adults 

can’t be threatened, coerced, or tricked into learning something new. Adults can be 

ordered into a classroom and into a seat, but they cannot be forced to learn. Though 

trainers are often faced with adults who have been sent to training, there are some 

insights to be gathered from the research on adults who seek structured learning 

experiences on their own. 

• Although adults have been found to engage in learning for a variety of reasons -

job advancement, pleasure - the love of learning is not its own reward. Adults who 

are motivated to seek a learning experience do so primarily because they have a 

use for the knowledge or skill sought. 

• Increasing or maintaining one’s sense of self-esteem and pleasure are strong 

secondary motivators for engaging in learning experiences. 

Curriculum Design 

Instructors, not learners, are responsible for making the material applicable to the “life” 

or “work” world of trainees. Instruction should relate to the trainees’ goals. The instructor 

should focus on “real world” problems when designing curriculum. The following 

principles should also be considered during curriculum development. 

• Adults learn best by being actively involved. The more passive the training, the 

more ineffective it tends to be. Instructors should provide instructional activities 

which require the trainee to use more than one “sense” (i.e., listening). Instructors 

should structure their courses around learner activities rather than teacher 

activities. 

• Adults need to be able to integrate new ideas with what they already know if they 

are going to keep-and use-the new information. Instructors must integrate the new 

knowledge to be learned with the previous knowledge of the trainees by providing 

“bridging” opportunities. 

• Information that conflicts sharply with what is already held to be true, and thus 

forces a reevaluation of the old material, is integrated more slowly. Instructors 

24 
should anticipate when such a conflict could occur and present the material slowly 

to allow time for trainee reevaluation and integration. Instructors should allow 

debate and challenge of ideas. 

• Information that has little “conceptual overlap” with what is already known is 

acquired slowly. 

• The curriculum designer must know whether the concepts and ideas will be in 

concert or in conflict with the learner and organizational values. 

• Programs need to be designed to accept viewpoints from people in diff erent life 

stages and with different value “sets.” 

• Regardless of media, straightforward “how-to” is the preferred content orientation. 

As many as 80% of the polled adults in one study cited the need for applications 

and how-to information as the primary motivation for undertaking a learning 

project. 

In the Classroom 

Adults prefer an informal learning environment. Most adults are motivated by a desire 

to maintain or build their image as a self-respecting, responsible grownup, not as an 

immature, dependent child. Instructors should carefully avoid causing adult trainees to 

lose face when they make errors or try new behaviors in front of peers. 

• The learning environment must be physically and psychologically comfortable. 

Instructors should use a classroom arrangement more suited for discussion. 

• Adults have expectations, and it is critical to take time up front to clarify and 

articulate all expectations before getting into content. Both trainees and the 

instructor/facilitator need to state their expectations. When they are at odds, the 

problem should be acknowledged, and a resolution negotiated. 

• Adults report that long lectures, periods of sitting, and the absence of practice 

opportunities are high on the irritation scale. Instructors should create an informal, 

participatory atmosphere in the classroom. 

• Adults bring a great deal of life experience into the classroom, an invaluable asset 

to be acknowledged, tapped, and used. Almost invariably, the sum of the trainees’ 

knowledge far exceeds that of the instructor. Adults can learn well - and much -

from dialogue with peers. Instructors should draw out trainees’ experience by using 

discussion methods, rather than by using lecture. This allows trainees to learn from 

their peers as well as from the instructor. 

• The key to the instructor role is control. The instructor must balance the 

presentation of new material, debate and discussion, sharing of relevant trainee 

experience, and the clock. Ironically, we seem best able to establish control 

when we risk giving it up. When we shelve our egos and stifle the tendency to be 

threatened by challenge to our plans and methods, we gain the kind of facilitative 

control we seem to need to affect adult learning. 

25 
• The instructor has to protect minority opinions, keep disagreements civil and 

unheated, make connections between various opinions and ideas, and keep 

reminding the group of the variety of potential solutions to the problems. 

Characteristics of a Good Instructor 

• Knowledge of subject and keep up on any changes 

• Knowledge of teaching techniques 

• Positive personality - show enthusiasm and sincerity 

• Good leadership - can develop proper attitudes, appreciation and character traits in 

students 

• Positive attitude which creates a desire to learn 

How Can You as an Instructor Improve Yourself? 

• Know what makes a good instructor. 

• Observe other instructors or speakers. 

• Analyze your own characteristics - build upon your strengths and correct your 

weaknesses. 

• Concentrate on specific techniques and work out a systematic plan for their 

improvement. 

• Seek the help of others to evaluate the instruction. 

Profit by Mistakes - Don’ts 

• Don’t bluff - if you don’t know the answer, admit it, find the correct answer, and give 

it to the class. 

• Don’t use profanity or obscenity. 

• Don’t use sarcasm or ridicule. 

• Don’t talk down to the class. 

• Don’t lose patience. 

Speech Techniques 

• Get the attention of the class and have opening remarks well in mind. 

• Look at and talk to the students. 

• Speak in a tone so all can hear. 

• Be alert! Look alert! 

• Remember - your body talks, maintain a good posture and neat appearance. 

• Avoid distracting mannerisms: leaning on lectern - constant pacing back and forth - 

counting change in pockets - waving pointer or pencil. 

• Choose words properly and be sure you’re understood. 

• Make a silent pause, avoid the “er-r-r,” “ah” or “uh-h-h.” 

26 
 

CHAPTER 4 

DEVELOPING OBJECTIVES AND EVALUATION METHODS 

CHAPTER OBJECTIVES

 4-1 The participant will be able to write an appropriately stated objective from the 

guidelines given in this material.

 4-2 Given a written objective, the participant will be able to write a test item to match 

the objective. 

Developing Objectives 

“If you don’t know where you’re going, it doesn’t matter which road you take.” 

This statement relates to designing good classroom training programs. Before any work 

is done in designing the course and developing the materials, the trainer must define 

the objectives of the course. 

Well-written objectives are the foundation of good training. Objectives are very useful 

tools for letting both the instructor and trainee know what is expected as a result of 

the training. They keep the instructor focused on what is important when developing 

and conducting training. They provide the trainee with a clear understanding of the 

performance required at the end of the training. 

There are two steps to follow in developing objectives: 

• Clarify the tasks to be performed after training. This may have already been done 

in the task analysis. 

• Develop appropriately stated objectives based on those tasks. 

It is important that the objectives for the training come as close as possible to the actual 

behavior the trainee will be expected to perform back on the job. 

A well-written objective contains three components: 

• Statement of task. This states what action the trainee should be able to do. 

• Condition(s) under which the task is to be performed. This defines the important 

condition(s) under which the action is going to occur. The conditions answer one or 

both of these questions, “What are the givens?” or “What are the restrictions?” 

• Standard(s) of performance that is required. This states how well the trainee must 

perform the action for it to be acceptable. 

27 
What an Objective Should Do 

• Help the instructor to plan his or her instruction in an organized way that 

accomplishes the goal. 

• Help the student know what he or she needs to achieve to reach the goal. 

• Provide a means of evaluating student achievement relative to the goal. 

Specifying the Task 

The performance statement should be written from the trainee’s point of view. It should 

state what the trainee will do, not what the instructor will accomplish. 

When writing the performance statement, it is important to use “action” verbs, or words 

that describe observable behavior. The following gives examples of appropriate and 

inappropriate words to use. 

Appropriate Words for Writing Objectives 

Information Mental Skill 

State 

Name 

Recite 

Describe 

List 

Relate 

Tell 

Write 

Express 

Demonstrate 

Discriminate 

Classify 

Generate (a 

solution) 

Apply (a rule) 

Solve 

Prove 

Analyze 

Evaluate 

Physical Skill 

Operate 

Repair 

Adjust 

Manipulate 

Handle 

Manufacture 

Calibrate 

Remove 

Replace 

Construct 

Inappropriate 

Words 

Accept 

Be aware of 

Remember 

Recall 

Be familiar with 

Consider 

Value 

Appreciate 

Comprehend 

Understand 

Know 

Believe 

28 
Specifying the Conditions 

When writing the condition statement of the objective, specify what the trainee will be 

given. Conditions include: 

Job Aids: 

Equipment: 

Technical References 

Special Tools: 

Environmental Conditions: 

Special Instruction: 

Signals, Symbol: 

Problem Situations or Contingencies: 

Specifying the Standard 

Given a maintenance checklist... 

Given a front-end loader... 

Given an Inspection Manual... 

Given an electric drill... 

Given a highwall 48’ in height... 

Given the company Safety Procedural 

Manual... 

Given a piece of equipment on which 

combustible material has accumulated 

Given a case study... 

When writing the standard for the objective, specify the outcome and how well it will be 

done. The measure of how well the task will be done can be based on several different 

things: 

Referring to a standard operating 

procedure 

Implying the standard of no error 

Specifying minimum acceptable level of 

performance 

Given a 20 pound block placed on the 

floor, lift and place the block on a table 

according to the lifting procedures 

discussed in class. 

Given the voltage and resistance of a 

wire, determine its current. 

Adding “perform without error” would 

not increase the requirement for 

accuracy. 

Shown a series of slides depicting 

hazardous situations, the student will 

identify at least 8 of the hazards. 

29 
Specifying time requirements Upon hearing the warning sound for a 

blast, the miner will evacuate the blast 

area within three minutes. 

Specifying qualitative requirements Given a maladjusted carburetor and the 

necessary tools, the trainee will adjust 

the carburetor to idle at its smoothest 

point. 

Exercise: Recognizing the Parts of Objectives 

Select the performance statement, standard, and conditions in the following objective 

statements. 

1. Using a Resusci-Anne in a classroom setting, the student will demonstrate the 

one-person CPR method as learned in the American Heart Association CPR class. 

2. The student will list two hazards that miners are subject to when operating a 

disconnect switch. 

Performance Statement: 

1. 

2. 

Conditions: 

1. 

2. 

Standard: 

1. 

2. 

30 
Exercise: Recognizing Properly Written Objectives 

Indicate with a  those statements that are properly written as objectives. 

1. Participants will appreciate the importance of front-end loaders at a mining 

operation. 

2. The use of hearing protection in mining. 

3. Participants will list two methods of giving artificial respiration according to the First 

Aid Manual. 

4. In a classroom setting, participants will demonstrate two methods of giving CPR as 

established by the American Heart Association. 

5. Participants will be introduced to dust sampling. 

6. Given the opportunity in a hospital emergency room, participants will demonstrate 

the mouth-to-mouth method of artificial respiration according to MSHA standards. 

7. Participants will develop a deep understanding of accident prevention. 

8. Participants will list five common hand tools used in maintenance operations 

according to company policy. 

9. The participant will know five steps in fi rst aid. 

10.Participants will understand the importance of job safety analysis as described in 

the MSHA Safety Manual, Job Safety Analysis. 

11. Mining hazard analysis. 

12.Without the use of notes or other references, the participants will list on paper 

three ways to prevent haulage accidents as discussed in a class on prevention of 

haulage accidents. 

13.Upon viewing a video vignette of a mining situation, participants will identify at least 

three safety hazards depicted in the video. 

14.Given a checklist, the miner will conduct a pre-operation check of the haul truck 

and report any deficiencies. This will be done according to the standards in the 

Operating Procedures Manual. 

31 
15.Participants will appreciate the role of the safety inspector in a mine. 

16.Participants will apply a pressure bandage on wounds of the ear as explained in 

the First Aid Manual and demonstrated by the instructor. 

17.Participants will explain how to use a monitoring device. 

18.Introduction to AC-DC theory for mine safety and health inspectors with at least 10 

years inspection experience. 

19.Participants will relate examples of mine accidents from personal experience. 

20.Participants will list two safe uses of explosives according to the Dupont Blaster’s 

Guide. 

Exercise: Writing Objectives 

In the space below, write an objective for a unit of instruction in new miner training. Be 

sure you include the task, condition, and standard. 

32 
 

Evaluation Methods 

Evaluation, if properly done, is an integral part of the teaching-learning process. 

Evaluations aid instructors by letting them know where to concentrate their efforts. 

Evaluations also aid the trainees by motivating, checking retention and transfer to 

learning, and facilitating self-understanding. 

An evaluation which is designed as an instructional tool should be relatively easy. It 

should emphasize and reinforce what the trainees already know, as well as let them see 

where their weaknesses are. Evaluations contain practice items. These practice items 

may be samples of actual questions that may appear on a later test, or they may be 

lower-level questions to help the trainees prepare for higher-level application questions. 

Mastery Type Evaluations, on the other hand, are used to determine when trainees 

have achieved sufficient competence in a particular area. Mastery evaluation items 

should closely match the course objectives. For example: 

Objective: Given a suspected shock victim, the trainee will 

demonstrate the procedure for caring for him/her 

according to the guideline in the First Aid Manual. 

Instructional Evaluation Item: List the steps in caring for a patient in shock. 

Mastery Evaluation Item: Using your assigned partner as a suspected shock 

victim, demonstrate the correct procedure for 

caring for him/her. 

A well-written objective makes evaluation methods easy. All the instructor needs to do 

is ask the trainee to perform the behavior asked for in the objective. Remember, the 

objective of the training and evaluation is not to differentiate among employees to show 

who knows the most, but to ensure that all trainees reach at least a minimum level of 

competence. 

33 
Exercise: Match Game (Criterial Evaluation) 

If the evaluation item directly matches the objective, mark with a . 

If the evaluation item approximately matches the objective, but not perfectly, mark with 

an A. If the evaluation item does not match the objective, mark with an X.

 1. Objective: Students will raise and properly block a front-end 

loader bucket.

 Evaluation Item: Describe the method of blocking a front-end loader 

bucket.

 2. Objective: Students will name four steps in mouth-to-mouth 

 resuscitation from memory.

 Evaluation Item: Recite the four steps in mouth-to-mouth resuscitation.

 3. Objective: Students will perform mouth-to-mouth resuscitation, in 

an emergency, to restore normal breathing.

 Evaluation Item: Demonstrate mouth-to-mouth resuscitation on the 

 provided mannequin.

 4. Objective: Students will use a front-end loader to scale down a 

highwall. 

Evaluation Item: Describe how to scale down a highwall using a frontend loader.

 5. Objective: Students will use the respirator properly in a dusty 

work environment. 

Evaluation Item: Enter the simulated dusty work environment and put 

on the provided respirator.

 6. Objective: Students will be able to recognize ventilation 

problems in a welding booth. 

Evaluation Item: Ventilate the welding booth in the shop. 

34 
Exercise: Writing Evaluation Items 

Write an evaluation item to match the objective written for the exercise on page 33. 

35 

 

 

 

 

 

CHAPTER 5 

OUTLINING THE TRAINING CONTENT AND 

DEVELOPING LESSON PLANS 

CHAPTER OBJECTIVES 

5-1 At the end of this lesson, the trainee will be able to outline the content of 

an instructional unit for miner training. 

5-2 At the end of this lesson, the trainee will be able to develop a lesson plan 

to be used for miner training. 

The training content is everything that the trainee must learn in order to achieve the 

objective for the lesson. Outlining the content serves three purposes: 

• It enables the instructors to sort through all the material available on a subject and 

identify that which is necessary. 

• It allows the instructors to organize and sequence the material so that it is more 

easily followed by the instructor and learned by the trainee. 

• It serves as a process for checking to ensure that the training includes everything 

that learners need to know. 

There are three steps involved in outlining the training content: 

• List the actions the trainees must take to accomplish the objective. 

• Identify the knowledge required so that the trainee can take those actions. 

• Sequence the training content according to an appropriate order for training. 

List Actions 

Learning is most effective when the training content is broken down into small steps. 

The smaller the steps, the more easily they can be learned. Breaking down the content 

into small steps also helps the instructor to ensure that no steps are left out. 

To develop a list of actions, it is sometimes helpful to visualize the trainee performing 

the tasks on the job, including the tasks that involve mental actions. 

Example 

Objective: At the end of this lesson, the trainee will demonstrate two of the three 

accepted methods for controlling arterial bleeding. 

Action(s): Recognize arterial bleeding. 

Identify accepted control methods. 

Demonstrate accepted control methods. 

37 
 

Identify Knowledge Requirements 

Outlining the content includes both what the trainee must do and the information they 

must know to enable them to do. As the instructor lists each action, he/she should 

consider what information will be required to perform it. 

Example 

Recognize arterial bleeding. Facts associated with types of bleeding 

Rules for distinguishing types of bleeding 

Facts associated with the three accepted Identify accepted control methods. methods 

Demonstrate accepted control methods. Procedures to follow for the three accepted 

methods 

Sequence the Training 

Once all actions and knowledge requirements have been identified, they can then 

be sequenced in the order they should be presented in training. As a general rule, 

knowledge requirements precede the related actions. 

Example

 Objective: At the end of this lesson, the trainee will demonstrate two of the three 

accepted methods for controlling arterial bleeding. 

Training Content Sequence: 

1. Facts associated with types of bleeding (knowledge) 

2. Rules for distinguishing types of bleeding (knowledge) 

3. Recognize arterial bleeding (action) 

4. Facts associated with the three accepted methods (knowledge) 

5. Identify accepted control methods (action) 

6. Procedures to follow for the three accepted methods (knowledge) 

7. Demonstrate accepted control methods (action) 

38 
Exercise: Outlining Training Content 

On the following two pages: 

1. List the actions for the objective written for the exercise on page 37. 

2. List the knowledge requirements for each of the actions written in the fi rst exercise. 

39 
 

 

 

 

 

 

Training Content Outline 

Learning Objective 

At the end of the lesson, the trainee will: 

Actions 

Knowledge Requirements 

40 
 

Training Content Outline 

Sequenced Training Content 

41 

Lesson Plans 

A lesson plan serves two purposes. Primarily it serves as a guide for the instructor 

to follow when presenting the course. Secondarily, it is an administrative document 

showing the organization of the course content, use of facilities and audiovisual 

equipment, allotment of time, and instructor activities. 

Lesson plans usually include, but are not limited to the following items: 

• Title. The title identifies the lesson. It should be descriptive and concise. 

• Instructor goals and objectives. State reason(s) for teaching the unit. 

Objectives limit your subject matter. They are used as a guide in preparing 

presentation. 

• Instructional methods to be used. 

• Time to be allotted. 

• Training aids and student materials. List all training aids and equipment to 

be used. Also, list handouts and other instructional materials needed. This 

composite list will enable you to determine quickly all the items that you need to 

assemble before teaching the class. 

• References. List all texts, instruction books, and other materials needed to 

prepare for the lesson. 

• Outline of content to be covered and the specific activities to be used to teach 

each concept. This information comprises the bulk of the lesson plan. 

Developing the Content Outline and Instructional Activities 

The content outline is normally divided into three parts: introduction, body, and 

summary. It follows the advice given for all instructors and speakers: Tell them what 

you are going to tell them; tell them; and then tell them again what you told them! 

The introduction normally needs only to be brief to stimulate interest and relate to 

objectives. Introductions serve the following purposes: 

• Develop trainee interest. 

• Direct trainee thinking along desired lines. 

• Establish scope of lesson by stating objectives. 

• Create personal interest by stating benefits of lesson to trainees. 

• Explain what method(s) will be used. 

• Inform trainees as to what will be expected of them by the end of the session. 

The body contains most of the actual content of the presentation. It consists of the 

sequenced training outline of the subject matter to be taught. For each concept listed 

on the outline, you should make notes as to instructional activity to be used. More 

information on specific instructional material will be covered in the next chapter. 

43 
If you do not determine the instructional activities during the planning stage, all you will 

be able to do in class is lecture! 

Since you want to appeal to as many senses as possible, always first think in terms of 

what activity students can do to learn the material. For example: 

• Have students practice CPR on a Resusci-Anne. 

• Divide students into groups of 3 to 4 persons and have them identify the 

hazards depicted in the photos. 

• Have students play Jeopardy. 

• Have students role play a given part in a mine emergency scenario. 

Secondarily, think of what activity you can provide. For example: 

• Show chart #1. 

• Show slide #14. 

• Show the video on ... 

• Write key concepts on whiteboard. 

• Demonstrate the safety belt and line. 

• Tell the joke about... 

• Tell the story about the miner who... 

• Ask the following questions to promote discussion... 

The summary is a repeat of the “must know” subject matter. Ensure that students take 

with them all “must know” subject matter, either through notes or handouts. 

There are as many lesson plan formats as there are instructors. The one that is shown 

on the next page is an example of one that has proven to be useful to some instructors. 

44 
COURSE LESSON PLAN 

Lesson: 

Objectives: 

Methods: 

Training Aids: 

References:

Total Time: 

 LESSON OUTLINE INSTRUCTOR ACTIVITIES 

45 

 

CHAPTER 6 

DETERMINING THE INSTRUCTIONAL METHODS 

AND PREPARING EFFECTIVE PRESENTATIONS 

CHAPTER OBJECTIVE 

6-1 At the end of this lesson, the trainee will be able to match appropriate 

learner-centered instructional methods with the training content. 

New Miner vs. Experienced Miner Training 

Instructors who are developing training for both new miners and annual refresher 

training must keep in mind the differences between the two groups. The type of 

instructional techniques used must be different for the two groups. 

New Miner Training Annual Refresher Training 

Trainees lack specific job skills Trainees have proficient job skills 

Trainees lack knowledge of safe job Trainees usually have knowledge of safe 

procedures job procedures, but fail to follow them on 

occasion 

Trainees unable to recognize hazardous Trainees often not observant of 

situations or conditions hazardous situations or conditions 

Primary goals of the training are to teach Primary goals of the training are to 

job skills and safe mining practices change trainee attitudes which lead to 

unsafe behavior, and to “refresh” old skills 

and knowledge 

Trainees often young, without much work Trainees often older than the instructor, 

experience and possessing much more work 

experience 

47 
Learner-Centered vs. Instructor-Centered Instruction 

A concept to bear in mind when determining which instructional techniques to use is that 

it does not matter what the instructor does, but what the trainee does that is critical to 

learning. 

Many mine trainers think that “teaching” and “covering material” are synonymous terms. 

They often get so caught up in the subject matter that they try to cover more material 

than the trainee can possibly absorb in the time allotted. Thinking of teaching as 

covering materials leads instructors to rely on lecture as the primary teaching technique. 

Lecture is one of the least effective methods of teaching in any type of course. It is most 

appropriately used when the trainee does not know much about the information to be 

taught. In annual refresher training, this is rarely the case. 

There are several factors which drive instructors to lecture: 

• It is the easiest method when course preparation time is limited; 

• It is the least risky method when the instructor is not totally familiar with the 

subject content; 

• It is the most easily managed method when the class size is large; and 

• Since most instructors imitate techniques that they have seen used and since 

lecture is the most commonly used technique, it is the only method that some 

instructors know how to use. 

Lecture becomes more inappropriate when the instructor is primarily trying to change 

attitudes rather than impart skill or knowledge. Lecture frequently causes trainees to 

become more hardened in their inappropriate attitude. 

The most effective way to change trainee attitudes is to provide learning activities 

which cause them to interact with each other and the concepts to be learned in such a 

way that they become aware of their inappropriate attitudes without losing face. Small 

group instructional techniques are usually much more effective when trying to change 

attitudes. 

An operating definition for small group instruction is 2 to 6 people. Small group 

instruction produces several outcomes not characteristic of large group or individual 

instruction. 

• Small group instruction leads to conformity of learning and behavior. 

• Small group instruction leads to cohesiveness of group. 

• Group thought is generally more accurate than individual thought. 

• Groups are generally riskier than individuals. 

• Groups are generally more creative than individuals. 

48 
There are many types of small group instructional activities that can be used effectively 

for training miners: discussion groups, buzz groups, demonstration-performance, case 

studies, simulations, games, and role playing. These are discussed more fully in the 

following pages. 

Discussion Groups 

Discussion is one type of small group activity which is very useful when the instructor 

wants to guide the participants toward a predetermined objective. Discussion is also 

described as a conference or seminar method. In this method, the members of the 

groups, with the instructor as the leader, participate in an exchange of ideas and 

information. 

Discussion allows the trainees to contribute what they know about a subject, which is 

usually considerable in annual refresher training. This participation keeps them more 

alert during the training. Since ideas are also coming from their peers, they are able to 

compare their thoughts against others in a similar situation. It is this comparison which 

is more likely to result in a shift in attitudes. Most persons are influenced by group 

thought. 

During discussion, the instructor is still able to control the learning which takes place. 

The instructor is responsible for redirecting the discussion when it digresses from the 

topic, and for correcting any misinformation. 

The key to conducting a successful discussion group is to ask questions. 

Why Ask Questions 

ASK means: an instructor will teach more Attitudes, Skills and Knowledge by asking, 

than by telling or showing. Below are some specific reasons why instructors should ask 

questions. 

• To open a discussion - to arouse interest and curiosity. 

• To keep interest alive. 

• To get trainees to think. 

• To get trainees involved - especially timid participants. 

• To balance the discussion - take the floor away from an over participator. 

• To develop the topic - bring out additional information or issues. 

• To channel the thinking - get participants headed in a particular direction. 

• To get discussion back on target. 

• To see how well the participants understand the material. 

• To determine group acceptance. 

• To get action. 

49 
Types of Questions 

Questions can be categorized in several diff erent ways: 

• Overhead Question - One directed toward the entire group. Any one person or 

several people may answer. Its primary purpose is to stimulate discussion. 

• Direct Question - one which is asked to a specific person. 

• Rhetorical Question - one addressed to the entire group, with no answer 

expected. This type of question is usually used to stimulate thinking, often at 

the beginning of a session. 

Advantages of discussion groups are: 

• they stimulate thinking, 

• they are interesting and informative, and 

• the informality is conducive to learning and retention. 

The disadvantages are: 

• discussion groups are time consuming, 

• the instructor must be a skillful questioner, 

• the instructor must be able to subtly control the group, 

• the instructor must have a good subject background, and 

• one or two people can dominate the discussion. 

Discussion can be used very effectively to resolve problems after a lecture or to discuss 

key ideas after a film or demonstration. 

Buzz Groups 

Buzz groups are small discussion groups (usually 3 to 6 individuals) which are formed 

to work out easy problems. Usually the groups work without the instructor. 

Advantages of buzz groups are: 

• the informal setting facilitates learning, 

• everyone has a chance to participate, and 

• they are excellent for greater in-depth discussion. 

The disadvantages are: 

• they are time consuming, 

• they are not good for introducing new material, and 

• one or two people can dominate. 

50 
 

Procedures for facilitating buzz groups include: 

• Break larger group into small groups (3 to 6 individuals). 

• Assign subject/objective. 

• Assign a time limit. 

• Assign a recorder and a leader to report. 

• Watch each group work, and be available for assistance. 

• Have leaders report the conclusions of their groups. 

• Discuss the conclusions.

 Demonstration-Performance 

The demonstration-performance method combines the showing of an operation or 

procedure with actual practice by the individual. 

Advantages of demonstration-performance are: 

• it appeals to all senses, 

• it provides actual practice, 

• it stimulates interest, 

• it maintains attention, and 

• it allows the instructor to spot and remedy incorrect techniques. 

Disadvantages include: 

• instructor must break activity into several steps and present it in logical order, 

• the instructor must be totally familiar with the steps, 

• the individual practice is time consuming, 

• advance arrangements must be made for equipment, 

• it is not practical for large groups, 

• equipment may not be easily moved, and 

• it may be difficult to get audience to equipment site.

 Case Studies 

In a case study approach, a real life situation or “case” is presented to a group. The 

case consists of the details of a problem and a solution or decision is called for. 

Presenting a problem situation or case study to participants allows them to apply new 

knowledge to specifi c situations. 

51 
Advantages are that case studies: 

• lend reality to an indirect experience, 

• help learners see others’ points of view, 

• help people acquire elementary decision-making skills, 

• indirectly help people gain insight into their own interaction pattern, 

• pool the insight of group members, 

• bridge the gap between theory and practice, 

• show that few problems have easy answers, and 

• discourage “causal over-simplification.” 

Disadvantages are: 

• they are time consuming, and 

• the instructor must develop a pertinent case in advance. 

Procedures for developing case studies include: 

• Develop a case that is realistic or relevant to trainees’ jobs. 

• Give the individuals time to discuss case or work on the problem. 

• Call for a decision and give definite instructions as to what is to be done. 

• Supply a solution. Do not leave it open-ended. 

Case study variations include: 

• Classical Case - consists of a comprehensive written record or evidence which 

influences a situation. The group is asked to fi nd causes/recommendations. 

• The Unfinished Story - consists of a few details of a situation. The group is 

asked, “Now what should be done?” 

• Critical Incident - confronts the group with a situation at the “explosion” point. 

The group is asked, “Now it has happened, what do you do?” 

• Informational Case - shows the group a picture of a situation. The group is 

asked, “What do you see?” 

• “Ex Post Facto” Case - gives the group both the problem case and the decision. 

The group is asked, “Did he/she act wisely?” 

• Baited Case - deliberately withholds significant parts of the case or deliberately 

includes insignificant parts. The group is asked to look for a solution. 

• Interview Case - gives just an incident to the group. The instructor is used as 

a source person to be interviewed. The group is asked to search for the facts, 

weigh them in view of circumstances, and decide on action. 

52 
Simulations 

Simulations are model systems. For training purposes, an instructor can simulate any 

system: the human body, a mine environment, a ventilation system, etc. When using 

this technique, the instructor should introduce some kink in the system and let the 

participants resolve the problem. 

Advantages are: 

• simulations foster creativity; 

• they have a good impact on all three domains of learning: attitude, skill, and 

knowledge; and 

• experiential learning makes greater impact. 

Disadvantages are: 

• the cost of equipment, and 

• the time required.

 Games 

Games have become a popular teaching technique in recent years. Although games 

have been primarily used in management training, they are applicable in many other 

courses. Games are especially useful in courses which require participants to develop 

decision-making ability, and in courses which teach sets of rules. 

Advantages include: 

• the motivation level is high, 

• competition makes trainees active, 

• it gives participants feedback, 

• provides practice, and 

• it helps with the decision-making process. 

Disadvantages include: 

• some games require coaching as well as instruction, 

• they require extensive planning and development, 

• elaborate equipment may be necessary, and 

• they are time consuming. 

53 
Guidelines for Developing and Using Games: 

• Games should not be used to teach new material. They are eff ective when 

reviewing material with which trainees are already familiar. 

• Games should take no more than 1 to 1 1⁄2 hours out of an 8 to 16 hour training 

session. Too much game playing is just as bad as too much of any other 

technique. 

• The goal of the game is to maximize learning. Progress in the game should 

be based primarily on knowledge of the subject material, not just luck or skill at 

gaming. 

• An element of chance should be built into every game. Trainees need to have a 

way to “save face” if they lose the game. 

• The game should be as participatory as possible. Every trainee should be 

thinking about every question asked, even if not required to answer it. 

• The game should be structured very simply for first-time players. As trainees 

become more adept at game playing, the rules can become more complex. 

• The rules of play should be adapted so that they suit the teaching style of the 

instructor as well as the material to be covered. 

• It is best to have groups of 4 to 6 players to answer questions. If the group is 

too large, some trainees let others do all the work. But if the group is too small, 

the atmosphere may become too threatening to some trainees. 

• Games have to be changed periodically in order to remain effective. Changing 

a game means rewriting the questions, changing the subject area covered, or 

changing the format of the game. 

• Games can be used as an icebreaker activity in the beginning of a training 

session. 

• Games can be used as an assessment tool in the beginning of a training 

session. However, it may be frustrating for trainees if they don’t know the 

answers to many questions. 

• Games can be used as a review tool at the end of a training session. 

• Games can be used during a training session to keep participants alert and 

involved. After lunch is a good time since that is a time when many trainees fall 

asleep. 

• Short, individualized games can have value as filler exercises. For example, if a 

test is being given, persons who finish early can be given a game to keep them 

occupied and quiet while others complete the test.

 Role Playing 

Role play involves acting out by individuals, without script or rehearsal, or job 

techniques needed in particular situations. In role play, the instructor does not 

determine the outcome in advance. The instructor may explain to each participant how 

he/she feels in the role, and the participant acts out these feelings. 

54 
Advantages of role play are that it allows trainees to: 

• practice in dealing with people in particular situations, 

• demonstrate abilities, and 

• see how others do it. 

Disadvantages are: 

• role play is time consuming, 

• the instructor must be prepared to handle emotional situations, 

• the atmosphere must be friendly, and 

• some individuals may “ham it up.” 

Procedures for using role play include: 

• Select a situation that will be meaningful to the group. 

• Ask individuals to volunteer. 

• Give each player instructions. 

• Prepare the observers for what is about to happen and what they should watch 

for. 

• Stop the role playing when real feelings begin to develop among the players or 

when the situation is resolved. 

• Allow individuals to critique their behavior first, then let the group. 

• Discuss the role play in a positive way, asking such questions as: What did you 

like? How can it be improved? 

• Encourage the group to relate the role play to their job. 

Criteria for Selecting a Particular Technique 

There are three general criteria that instructors should consider when they are selecting 

methods for training. They are shown below. 

Criteria Explanation 

Will the method most effectively lead the learner The Learning Objective toward the accomplishment of the learning objective? 

Does the method take into account the group size, The Trainee 

experience levels, and other special characteristics of 

the group? 

Is the method feasible given the physical environment, The Practical Requirements time (both preparation and classroom), materials, and 

any cost limitations? 

55 
 

 

Preparing Eff ective Presentations 

A quality of an effective instructor is knowledge of the subject matter. An instructor can 

acquire the necessary knowledge in the following basic ways: formal schooling, selfstudy, and experience. An instructor who knows the subject will not be eff ective unless 

his or her message is relevant and concise. Everything an instructor says or does 

should ultimately help the student attain the objectives. Training time is so valuable that 

the instructor cannot afford to waste it by giving nonessential information even though it 

may be in the same general area as the objective. 

Well-developed materials are a definite asset, but they are not the complete story. Many 

students have failed to attain objectives because they had the experience of listening 

to instructors who not only failed to keep their interest, but whose entire manner was an 

open invitation to slumber. Student interest must be aroused and maintained although 

it is often difficult to do so. The difficulty will vary with the subject matter, time of day, 

situation, and the instructor’s manner. Any instructor who desires to be able to hold the 

attention of students can be trained to do so. 

Tips for Eff ective Presentation 

• Give your listeners signals to help them follow your ideas. 

• Example: “Let’s look at the causes of the problem...,” as an introduction to a new 

topic. 

• Don’t start off on the wrong foot. It is unprofessional to start with an apology, 

except as good manners require, for example, for lateness. Don’t start with an 

irrelevant joke or story. 

• Be alert to your audience. Watch the body language of the group. 

• Maintain eye contact with the trainees. You do not need to look at each 

individual in the group (although that is preferred) as long as you look at each 

section of trainees. 

• Vary the speed at which you talk. Although we are told to vary the tone of our 

voices, it is a difficult thing to do. A better rule to follow is to vary your speed. 

• Make sure that everyone in the room can hear. The basic rule here is to make 

your voice loud enough so that you can be heard by the persons in the last row. 

• Use natural gestures. Avoid making gestures to be used in your talk. Do what 

comes naturally; for example, move toward the group when you want to get 

them to answer or ask questions. 

• Avoid putting your hands near your face. Putting your hands near your mouth 

may have psychological implications. Often, people who lack confidence in what 

they are saying display this body language. The speaker’s insecurity can spill 

over to the audience where they begin to lose confidence in the speaker. 

56 
 

 

 

 

 

 

• Use pauses effectively. People generally need time to think. When you make a 

particularly important point in your presentation, you should pause. This will feel 

awkward at first as ten seconds of silence can feel like ten minutes. However, 

there are times when those ten seconds are essential. 

• Talk from notes rather than from a script. Speaking from notes tends to appear 

more spontaneous and natural than reading a script. Be sure your notes are 

easy to follow. 

• Eliminate bad habits. Psychologists have found that we fall into bad habits 

because we are not aware we are doing them. A technique that can help one 

overcome a bad habit is to force oneself into a five-minute inundation. What will 

happen is that the next time you start the bad habit in front of a group, you will 

immediately become aware of what you are doing and stop the behavior. 

• Never memorize your presentation. Use your note cards for reference. The 

ideas are the same and choice of words will be free and natural. 

• Keep your conclusion short. Your conclusion should consist of one or two 

carefully thought-out sentences. 

- Summarize the main points briefly. 

- Reemphasize the reasons why the subject is important. 

- Suggest something the listeners can do to put the ideas presented 

into action. 

- Avoid an abrupt ending. Don’t just walk away without a clear 

indication that you have finished. 

• Practice. Do this regularly. 

Some ways to ensure the training material is meaningful to the trainees: 

• Understand the subject yourself -- you cannot make it meaningful for the 

trainees unless you understand it. 

• Pretest trainees’ existing knowledge by asking them questions about their 

previous experience, etc. 

• Provide background information. Train from the known to the unknown, relate 

the new material to something they already know -- make sure they know “Part 

A” before going to “Part B.” 

• Break the training session up into stages and present in a logical sequence. 

• Explain technical terms. Define the word for the trainees by using it in a 

meaningful context. Be aware that the trainees will be making a mental picture 

out of your words; consequently, it is essential they give the same meaning to 

the words as you do. 

• Teach at the trainees’ level. Determine the trainees’ present level of knowledge 

and skills and their ability to understand, then teach them at their level, not 

yours. It’s better to oversimplify than to be too complicated. 

57 
Do’s and Don’ts for the New Trainer 

DO 

• Maintain eye contact. 

• Be aware of audience cues. 

• Pay attention to such physical factors as room temperature, outside noise, etc. 

• Start on time. 

• Give complete directions when giving assignments. 

• Allow enough time to develop skills. 

• Check supplies and audiovisual equipment. 

• Establish program objectives from the beginning. 

DON’T 

• Be afraid to ask questions. 

• Be afraid of silence. 

• Rely on technical jargon. 

• Talk down to participants. 

• Openly criticize yourself or others. 

• Include too many people for group exercises. 

• Hesitate to say, “I don’t know.” 

• Expect to reach the skill or attitude level of learning from a lecture. 

A Checklist for the Final Step of Preparation 

Prepare yourself 

• Look your best 

• Review your teaching notes 

• Arrive early to take care of details 

Arrange props 

• Put up charts and screen 

• Arrange other visual aids 

• Check machine equipment 

• Arrange handout material in order 

Check the room 

• Select a room removed from outside noise 

• Arrange the seating 

• Check lights and ventilation 

• Remove trash 

• Clear whiteboard 

58 
Check needed supplies 

• Registration cards 

• Attendance list 

• Pencil, paper, folders 

• Any other types of visual aids needed 

59 

 

 

CHAPTER 7 

DEVELOPING AND USING TRAINING AIDS 

CHAPTER OBJECTIVE 

7-1 At the end of this lesson, the trainee will be able to develop and use training 

 aids appropriately. 

Training aids are media (materials), both visual and written, that support the training 

methods chosen. Training aids are not intended to do the training for the instructor, 

although they are often used this way inappropriately. 

Too often the trainer considers the lecture the only communication method available. 

While there is no denying that this method is effective for many training tasks, the trainer 

has a much wider variety of channels open to him or her. There are many channels of 

learning. No single avenue should be excluded if it will aid in the teaching of a lesson. 

Criteria Used for Selecting Training Media (Aids) 

The following are criteria for selecting training aids: 

• The group’s and instructor’s background abilities and motivation. 

• Course objectives are the key to all instruction and must be considered in 

selecting media. 

• The location of the classroom will indicate the various constraints of time, travel 

and physical environment. 

• Media which are beyond your control to schedule must be checked for 

availability. 

Always judge the medium on the basis of its ability to economically and eff ectively solve 

your training task. The training content should determine the media selection. Don’t 

solve the problem by working the available media around the training task. 

Training aids serve a variety of purposes. Some of the general purposes are: 

• Focus attention on topic by having learners visually review the material. 

• Increase interest in the topic by presenting material that is visually appealing. 

• Improve learner retention by involving more than one sense (e.g., hearing and 

seeing) when presenting the material. 

61 
Below are some general guidelines the instructor should consider when using any 

instructional aid. 

Needed Use an aid if: 

• it will help the trainees understand the point 

• words might evoke different images for 

diff erent people 

• a high level of retention is desired 

Ready to Use Have aids set up and tested 

Have aids in correct order with all materials needed 

Out of Sight When Not in Use Make aids as inconspicuous as possible except when 

being used 

Audible/Visible Make certain all trainees can see and hear the aids 

Time to Absorb Tell the trainees the significance of the aid and give 

them time to absorb it 

Proper Presentation of Aid Talk to the trainees, not the aid; do not read the aid, 

and present it smoothly 

Each type of training aid has enough unique considerations that each should be dealt 

with separately. The most common training aids are: 

• Videos or DVDs 

• Computer presentations 

• Flip charts 

• Handouts 

Videos and DVDs 

Videos or DVDs have particular advantages in training. They stimulate trainees’ 

interest, motivate them to try new things, illustrate behaviors, and add professionalism 

to the training. Normally, instructors will not be developing new videotapes or DVDs 

because of the costs involved, but there are many videos available commercially or from 

MSHA. 

Using a video or DVD will require a video or DVD player and monitor or a multimedia 

projector and screen. The instructor should always ensure that all equipment is in good 

working order before the trainees arrive. 

After selecting the video or DVD for training, the instructor should develop a plan for 

increasing its impact on trainee learning and for smoothly integrating it into the program. 

The best model is to follow the old public speaking adage: first tell them what you are 

going to tell them, then tell them, and finally tell them what you have told them. 

62 
Prepare. Preparing means readying the equipment and the trainee. The instructor 

should insert the video or DVD into the player during a break prior to the showing. 

These should prepare the trainee to watch the film by telling them the major point to 

focus on and what they will be asked to do after the viewing. 

View. Once the film has begun, the instructor may need to adjust the sound and light 

levels. The instructor may want to show only those portions of the film which are most 

pertinent. It is not always necessary to show a film without interruption. It is often of 

value to stop at predetermined points to discuss what has just occurred. 

Summarize. After trainees have viewed the film, it is useful to summarize the major 

points that were presented, discuss other points that were not covered, or discuss ways 

in which the concepts covered can be applied. 

Reasons to Use Video or DVD: 

• Provides an effective way to communicate new ideas or model positive behavior. 

• Gives a consistent message to many people in a decentralized organization, to 

different groups of people in one location, or to successive attendees to a session 

given over several dates. 

• Relieves the trainer of repetitive tasks, providing time to prepare new programs, 

tailor topics to specific groups, respond to questions and facilitate discussion. 

• Reinforces the overall quality of the training programs as well as the organization’s 

commitment to training. In the process, video elicits corresponding levels of 

commitment and involvement from participants. 

• Saves time - it communicates a message quickly and clearly. 

• Allows you to bring experts and nationally acclaimed speakers into your training 

room. Everyone gets the benefits of hearing, seeing, and learning from these 

professionals without incurring the expense of off-site travel and meeting space, or 

the costs of scheduling appearances by one or more speakers on-site. 

• Offers an alternative approach to learning, allowing your training to refl ect the 

reality that different people learn in diff erent ways. 

Times to Show a Video or DVD: 

• To kick off a session - it gets everyone relaxed and in a positive frame of mind. 

• To close a session - it motivates everyone to leave with an upbeat “can do” 

attitude. 

• Just before lunch - it helps generate informal discussions among participants. 

• At “big” meetings - it builds enthusiasm and sets a positive tone for company-wide 

meetings. 

...ONE BAD TIME... After lunch, a darkened room may produce snores rather than a 

lively discussion. Save the video or DVD for a few minutes. 

63 
Computer Presentations 

PowerPoint is one example of a complete presentation graphics software package. 

It gives you everything you need to produce a professional looking presentation -

text handling, outlining, drawing, graphing, clip art, and so on. It also offers speaker 

support and aids to help you create effective presentations. PowerPoint makes you, the 

presenter, an independent producer of your own high-quality presentations. You can use 

materials that you have created in other Microsoft products, such as Microsoft Word and 

Microsoft Excel, in PowerPoint. 

Here’s what you can make using PowerPoint: 

• Presentations. A PowerPoint presentation is a collection of your slides, handouts, 

speaker’s notes, and outline, all in one file. As you create slides, you’re creating a 

presentation - you’re designing how your presentation should look and giving it a 

format that carries through from beginning to end. 

• Slides. Slides are the individual “pages” of your presentation. Slides can have 

titles, text, graphs, drawn objects, shapes, clip art, drawn art, photographs, and 

visuals created with other applications. You can print slides as black-and-white or 

color. 

• Handouts. To support your presentation, you have the option of providing 

handouts for your audience. Handouts consist of smaller, printed versions of 

your slides - either two, three, or six slides per page. If you want, you can print 

additional information such as your company name, the date, and the page 

number on each page. 

• Speaker’s Notes. You can create and print speaker’s notes. You’ll see a small 

image of the slide on each notes page, along with any notes you type on the notes 

pages. 

• Outlines. As you’re working on a presentation, you have the option of working with 

your presentation in outline form. In the outline, your titles and main text appear, 

but not your art or the text typed with the Text tool. You can also print your outline. 

Whether you need quick overheads for a briefing, or slides for a training session, 

PowerPoint has it all. Prompts, tips, and cue cards help you learn the product quickly; 

wizards, templates, and auto layouts help you get right to work; and a complete set of 

easy-to-use tools ensures you have everything you need to get your point across and 

share information with others. 

64 
Principles for Eff ective Visuals: 

• The visual must be capable of being understood quickly, accurately, and 

eff ortlessly. 

• The visual is intended to reinforce the message. The rule for the maximum amount 

of printed material is six lines. If the message exceeds six lines, consider breaking 

the visual into two or three slides. 

• Choose your lettering for its readability. Printing is ordinarily much easier to read 

than cursive. Underlining should be used sparingly. Letters should be one inch 

high for every 25 feet of viewing distance. There are font sizes available on many 

computers that allow for larger than average size letters. 

• The boldness of the letters is as important as their size. Boldness includes the line 

width, density, and sharpness. For maximum legibility, the width of the lines used to 

make letters should be about 15 percent of the letter height. It is as bad to have

 the lines too thick as too thin. The density of the print determines the contrast on 

the screen. 

• The organization of the message is also important to the understanding of the 

visual as a whole. We ordinarily look first at the upper left area of printed material. 

This is probably the best place to start the message. 

• The best test of the readability of the visual is to simply try it out in the training area 

where it will be used. 

Flip Charts 

A flip chart consists of a pad of blank paper attached to an easel. Notes are recorded 

on the chart with a felt tip marker. The information can be prepared ahead or recorded 

during the training. Prerecording information saves training time and ensures neatness. 

Recording during the training allows the instructor to respond to the immediate learning 

situation. 

65 
 

Regardless of whether flip charts are prepared ahead or during the training, there are 

certain guidelines to follow to make them more readable and appealing. 

• Make letters at least 11⁄2 inches high. 

• Leave two inches or more between lines. 

• Use the top of the pad. 

• Use as few words as possible. 

• Highlight key words by using: color, shapes, graphics, boxing, underlining, or 

pictures. 

• Check readability by going to various parts of the room. 

• Leave a blank page between each prerecorded page so that the writing on the next 

chart does not show through and distract trainees. 

Advantages of Flip Charts: 

• The trainer can control the presentation of material. 

• Material for the flip chart can be prepared in advance or on the spot as is the case 

with a whiteboard. 

• The flip chart is highly portable. 

• A variety of shapes, colors, and devices can be used with the fl ip chart. 

• The flip chart can be used to answer spontaneous questions from students. 

Limitations of Flip Charts: 

• It’s difficult to see beyond 15 feet. 

• They are not usually good for groups of students exceeding 20. 

• Pages are occasionally diffi cult to flip. 

Additional tips that are useful when using fl ip charts: 

• Lightly write memory joggers in pencil in the margins of the prerecorded charts and 

use as presentation notes. 

• Tab prerecorded charts to eliminate searching for them when needed. 

• Cover prerecorded errors with paste-on labels, then write correct information on 

labels. 

• When recording trainee input, record key words quickly. 

• When recording trainee input, check to ensure their ideas are being reflected 

accurately. 

• When recording trainee input, alternate color when listing group’s ideas. 

• When planning to compare and contrast data, use two fl ip charts. 

• If the material should be displayed for a period of time, hang the pages on the wall. 

66 
Handouts 

Handouts are written materials prepared in advance and distributed to trainees during 

the training. The information covered in the handout can be used during the training 

and/or retained for use after the training. 

Handouts are important training aids to consider, particularly if the instructor 

wants to: 

• Have trainees use the information at a later time. 

• Allow trainees to absorb information at their own pace. 

• Eliminate the need for trainees to memorize or take extensive notes. 

Some additional notes regarding handouts: 

• Vary your handouts. Use some outline handouts that require the trainees to fi ll in 

information. This will stimulate interest and hold attention. 

• Don’t overdo the volume of handouts. 

• Leave a lot of white space on each page. 

The first step in developing a handout is to decide on the format to use. One frequently 

used format is paragraph form. It can be useful, but it is visually less appealing than 

other formats. More visually appealing are: 

• Charts 

• Check Lists 

• Work Sheets 

67 


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