Instructor Training

Workshop – Part 46

U.S. Department of Labor

Mine Safety and Health Administration

National Mine Health and Safety Academy

Instruction Guide Series

IG 24b

Revised 2022

46
Visit the Mine Safety and Health Administration

Web site at www.msha.gov
i

TABLE OF CONTENTS 

 Page

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

CHAPTER 1 BECOMING A COMPETENT INSTRUCTOR..................................................3

CHAPTER 2 PART 46 TRAINING REQUIREMENTS..........................................................7

CHAPTER 3 PRINCIPLES OF ADULT LEARNING .............................................................21

CHAPTER 4 DEVELOPING OBJECTIVES AND EVALUATION METHODS.......................25

CHAPTER 5 OUTLINING THE TRAINING CONTENT AND DEVELOPING 

 LESSON PLANS...............................................................................................................35

CHAPTER 6 DETERMINING THE INSTRUCTIONAL METHODS AND PREPARING 

 EFFECTIVE PRESENTATIONS........................................................................................43

CHAPTER 7 DEVELOPING AND USING TRAINING AIDS.................................................55

APPENDIX ...........................................................................................................................63

1

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 46 requires that 

persons who provide training and retraining be competent to do so. Mining companies 

are responsible for the training of their personnel and the training of visitors on their 

property.

Independent contractors working on mine property also are required to follow the 

training requirements contained in Part 46. Inexperienced or new miners are required to 

receive 24 hours of training within 90 days of employment. This training is a combination 

of classroom and/or 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 46

• 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 46, 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 videotaped for playback and individual review.
2

Outline:

Day 1

A. Introduction and Overview

B. Becoming a Competent Instructor

C.Part 46 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
3

 CHAPTER 1

BECOMING A COMPETENT INSTRUCTOR

30 CFR Part 46.4(a)(2) requires that all training conducted in accordance with the 

operator’s training plan be presented by a “competent person,” and that the training be 

presented in a language understood by the miners who are receiving the training.

A “competent person” is defined as a person designated by the production-operator 

or independent contractor who has the ability, training, knowledge, or experience to 

provide training to miners in his or her area of expertise.

This course does not certify nor attempt to train you as a “competent person.” We only 

provide you with training which we hope will lead to improving your abilities, knowledge, 

and skills as an instructor in the mining industry.

For your information, we have included the following:

• Mine Safety and Health Enforcement Office Contacts

• Contact Information for Educational Field and Small Mine Services (EFSMS)

• Contact Information for State Grants

• Web Sites for Additional Training Information
4

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.

Please check the link below for enforcement contacts.

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

Educational Field and Small Mine Services Contacts

If you wish to receive help or guidance relating to the Part 46 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
5

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 46 Training Plan and can provide the 

miners at your site with the training required by the provisions of Part 46. 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 e-mail addresses.

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

WEB SITES

www.msha.gov

 www.osha.gov 

www.cdc.gov/niosh

7

CHAPTER 2 

PART 46 TRAINING REQUIREMENTS

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

interpretation of Part 46 requirements, contact your Educational Field and Small 

Mine Services (EFSMS) Specialist.

Part 46 applies to “Training and Retraining of Miners Engaged in Shell Dredging 

or Employed at Sand, Gravel, Surface Stone, Surface Clay, Colloidal Phosphate, 

Surface Limestone, Marble, Shale, Kaolin, Feldspar, Granite, Traprock, Cement, Lime, 

Sandstone, and Slate Mines and Operations.”

Introduction

As an instructor, you are expected to be familiar with the basic requirements of Part 

46. The following guidelines will help you gain a better understanding of the Part 46 

regulation. For additional information, please refer to the text of the regulation in 30 CFR 

Part 46.

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

training program for miners. The training programs are intended to ensure that miners 

will be effectively trained in matters affecting 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 surface miners having no experience must receive a 

minimum of 24 hours of training.

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

“annual refresher training” each year for miners working in the industry 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 46 of CFR 30 applies mainly to the aggregate industry. Each operator or 

independent contractor is responsible for compliance with all applicable provisions of 

Part 46. Therefore, operators and contractors should be prepared to provide all mine 

training as necessary.
8

Scope (§46.1)

The provisions of this part set forth the mandatory requirements for training and 

retraining miners and other persons at shell dredging, sand, gravel, surface stone, 

surface clay, colloidal phosphate, and surface limestone mines.

Definitions (§46.2)

Competent person is defined as a person (1) designated by the production operator or 

independent contractor, and (2) who has the ability, training, knowledge, or experience 

(in areas of expertise) to provide training to miners. The competent person must be able 

to both effectively communicate the training subject to miners and to evaluate whether 

the training given to miners is effective.

Another important definition is the term “miner.” Any person, including any operator or 

supervisor, who works at a mine and who is engaged in mining operations is considered 

a miner. This definition includes independent contractors and employees of independent 

contractors who are engaged in mining operations, and any construction worker who is 

exposed to the hazards of mining operations. The definition of miner does not include 

scientific workers, delivery workers, customers (includes commercial over-the-road truck 

drivers), vendors, or visitors. Also not included are maintenance or service workers who 

do not work at a mine site for frequent or extended periods.

Part 46 defines “experienced miner” as a miner meeting one or more of the following 

conditions:

1. A person who is employed as a miner on April 14, 1999;

2. A person who has at least 12 months of cumulative surface mining or equivalent 

experience on or before October 2, 2000;

3. A person who began employment as a miner after April 14, 1999, but before 

October 2, 2000, and who has received new miner training under 48.25 of this title 

or under proposed requirements published April 14, 1999;

4. A person employed as a miner on or after October 2, 2000, who has completed 24 

hours of new miner training under Part 46.5, or Part 48.5 and who has at least 12 

cumulative months of surface mining or equivalent experience.

 

Once a miner is an experienced miner as defined by Part 46.2, he/she will retain that 

status permanently.

Training Plan (§46.3)

A written Part 46 training plan must contain as a minimum the following:

• The company name, mine name, and MSHA mine identification number or 

independent contractor I.D. number;

• The name and position of the person responsible for the health and safety training 

at the mine;
9

• Subject areas

- general description of the teaching methods

- course materials

- approximate time spent on each subject

- evaluation procedures used to determine the effectiveness of the training

• A list of competent persons who will do the training and the subject areas in which 

each person is competent to teach. (All 50 states and the Navajo Nation participate 

in the MSHA State Grants Program. They have provided training to small mines for 

many years. These states can be a source of training assistance.)

Training Plan Implementation (§46.4)

Once you have developed your training plan you must ensure that each program, 

course of instruction, or training session is:

1. Conducted in accordance with the written training plan;

2. Presented by a competent person; and

3. Presented in a language understood by the miners who are receiving the training.

You may conduct your own training or arrange for training to be conducted by other 

associations. This should be reflected in your training program. You may also substitute 

health and safety training required by Occupational Safety and Health Administration 

(OSHA) or other state agencies if the training is relevant to the subjects required in your 

training plan.

Training can consist of many forms including: classroom instruction, OJT, computerbased, or any combination thereof. Employee health and safety meetings, including 

informal safety talks, may be credited to training provided that you document the time 

and length of the session.

New Miner Training (§46.5)

Each new miner must receive 24 hours of training as described in §46.5.

Before new miners can do any work they must receive at least four hours of training in 

the following subjects:

• An introduction to the work environment, including a visit and tour of the mine;

• Instruction on the recognition and avoidance of electrical hazards and other 

hazards present at the mine;

• A review of the emergency medical procedures and escape and emergency 

evacuation plans in effect at the mine, and instruction in the fire warning signals 

and firefighting procedures;

• Instruction on the health and safety aspects of the tasks to be assigned, including 

the mandatory health and safety standards pertinent to such tasks;
10

• Instruction on the statutory rights of miners and their representatives under the Act;

• A review and description of the line of authority of supervisors and miners’ 

representatives and the responsibilities of such supervisors and miners’ 

representatives; and

• An introduction to your rules and procedures for reporting hazards.

No later than 60 days after beginning work, a new miner must receive training in:

• Instruction and demonstration on the use, care, and maintenance of self-rescue 

and respiratory devices, if used at the mine; and

• A review of first aid methods.

No later than 90 days after beginning work, a new miner must receive the balance of the 

24 hours training.

Newly-Hired Experienced Miner Training (§46.6)

Unlike new miner training, newly-hired experienced miner training does not need to 

have a minimum number of hours. Newly-hired experienced miners must receive 

training in the same subjects as a new miner before beginning work. No later 

than 60 days after beginning work, these miners must also receive instruction and 

demonstration on the use, care, and maintenance of self-rescue and respiratory 

devices, if used at the mine.

New Task Training (§46.7)

New task training must address the safety and health aspects and safe work procedures 

specific to that task. Task training must be provided to miners when they are reassigned 

to a new task in which they have no previous experience, or where a change has 

occurred in an assigned task that affects their health and safety. Practice under the 

close observation of a competent person may be used to fulfill the requirement for task 

training.

Annual Refresher Training (§46.8)

Each miner must receive eight hours of refresher training at least once every 12 

months.

Annual refresher training must include instruction on changes at the mine that could 

adversely affect the miner’s health or safety. Refresher training must also address 

health and safety subjects relevant to mining operations at the mine. Recommended 

subjects are listed in the regulation at §46.8.
11

Site-Specific Hazard Awareness Training (§46.11)

You must provide site-specific hazard awareness training to miners, such as drillers 

and blasters, who move from one mine to another while remaining employed by the 

same production operator or independent contractor. You must also provide site-specific 

hazard awareness training to construction workers or employees of independent 

contractors who are not miners.

You may provide hazard training through the use of written hazard warnings, oral 

instruction, signs and posted warnings, walk-around training, or other appropriate 

means.

Training Records (§46.9)

Part 46 requires that the mine operator/independent contractor record and certify that 

miners have received health and safety training. A record must be kept for miners for 

each training class. Each training record must be certified upon completion of new 

miner, newly-hired experienced miner, annual refresher, and site-specific hazard 

awareness training, and at least once every 12 months for task training. You may use 

the MSHA Form 5000-23 or any form that contains the following information:

You must provide site-specific hazard awareness training to 

any person who is not a miner but is present at a mine site.

Persons who need site-specific hazard training include:

• Office or staff personnel;

• Scientific workers;

• Delivery workers and customers including commercial 

over-the-road truck drivers;

• Maintenance or service workers who do not work at the 

mine site for frequent or extended periods; and

• Vendors or visitors

AS A REMINDER: A miner is any 

person, including any operator 

or supervisor, who works at a 

mine and who is engaged in 

mining operations. This definition 

includes independent contractors 

and employees of independent 

contractors who are engaged 

in mining operations and any 

construction worker who is 

exposed to hazards of mining 

operations.

• The printed full name of the person trained (first, 

middle, last name);

• The type of training completed, the duration of the 

training, the date the training was received, and the 

name of the competent person who provided the 

training;

• The mine or independent contractor name, MSHA mine 

identification number or independent contractor I.D., 

and location of training (if an institution, the name and 

address of the institution);

AS A REMINDER: False

certification that training was 

completed is punishable under 

110(a) and (f) of the Act.
12

• The statement, “False certification is punishable under Section 110(a) and (f) of the 

Federal Mine Safety and Health Act,” printed in bold letters and in a conspicuous 

manner; and

• A statement signed by the person designated as responsible for health and safety 

training in the MSHA-approved training plan for the mine that states, “I certify that 

the above training has been completed.”

Compensation for Training (§46.10)

Training must be conducted during normal working hours. Persons taking training must 

be paid at a rate that corresponds to the rate of pay they would normally receive if they 

had been working. They also must be compensated for any additional expenses that 

they might incur as part of the training, such as additional travel or meal expense.
13

PART 46 SAMPLE 

TRAINING RECORDS

15

NEW MINER TRAINING RECORD/CERTIFICATE

Miner’s Full Name (Print):_________________________________________________

Mine or Contractor Name:________________________ ID# ____________________

Subject

30 CFR Part 46.5 Course 

Length Date Competent Person

Location

(Name & Address, 

if Institution)

Miner’s 

Initials

The miner received no less than 4 hours training in the following before beginning work:

(b) (1) Introduction to work 

environment, mine tour, 

mining method/operation

(b) (2) Instruction on 

recognition and avoidance 

of electrical and other 

hazards

(b) (3) Emergency 

procedures, escape and 

firefighting

(b) (4) Health and safety 

aspects of tasks assigned

(b) (5) Instruction on 

statutory rights of miners 

and their representatives

(b) (6) Authority and 

responsibility of supervisors 

and miners’ representatives

(b) (7) Introduction to your 

rules and procedures for 

reporting hazards

No later than 60 days:

(c) (1) Self-rescue, 

respiratory devices, if used

(c) (2) First aid

No later than 90 days (balance of 24 hours including the following subjects):

False certification is punishable under Section 110(a) and (f) of the Federal Mine Safety and Health Act

I certify that the above training has been completed.

__________________________________________________ _______________________________

(Signature of person responsible for health and safety training) (Date)
16

NEWLY-HIRED EXPERIENCED MINER TRAINING RECORD/CERTIFICATE

Miner’s Full Name (Print):_________________________________________________

Mine or Contractor Name:___________________________ ID#__________________ 

Subject

30 CFR Part 46.5 Course 

Length Date Competent Person

Location

(Name & Address, 

if Institution)

Miner’s 

Initials

The miner received no less than 4 hours training in the following before beginning work:

(b) (1) Introduction to work 

environment, mine tour, 

mining method/operation

(b) (2) Instruction on 

recognition and avoidance 

of electrical and other 

hazards

(b) (3) Emergency 

procedures, escape and 

firefighting

(b) (4) Health and safety 

aspects of tasks assigned

(b) (5) Instruction on 

statutory rights of miners 

and their representatives

(b) (6) Authority and 

responsibility of supervisors 

and miners’ representatives

(b) (7) Introduction to your 

rules and procedures for 

reporting hazards

No later than 60 days:

(c) (1) Self-rescue, 

respiratory devices, if used

False certification is punishable under Section 110(a) and (f) of the Federal Mine Safety and Health Act

I certify that the above training has been completed.

__________________________________________________ _______________________________

(Signature of person responsible for health and safety training) (Date)
17

NEW TASK TRAINING RECORD/CERTIFICATE

Miner’s Full Name (Print):_________________________________________________

Mine or Contractor Name:___________________________ ID#__________________ 

Subject

30 CFR Part 46.5 Course 

Length Date Competent Person

Location

(Name & Address, 

if Institution)

Miner’s 

Initials

The miner received the following training before performing a new task, or a change occurred 

in an assigned task that affects health and safety:

False certification is punishable under Section 110(a) and (f) of the Federal Mine Safety and Health Act

I certify that the above training has been completed.

__________________________________________________ _______________________________

(Signature of person responsible for health and safety training) (Date)
18

ANNUAL REFRESHER TRAINING RECORD/CERTIFICATE

Miner’s Full Name (Print):_________________________________________________

Mine or Contractor Name:___________________________ ID#__________________ 

Subject

30 CFR Part 46.5 Course 

Length Date Competent Person

Location

(Name & Address, 

if Institution)

Miner’s 

Initials

The miner received no less than 8 hours of annual refresher training in the following:

Instruction on changes 

at the mine that could 

adversely affect the miner’s 

health or safety

Health and safety subjects 

relevant to mining 

operations at the mine

For recommended subjects see 46.8(c):

False certification is punishable under Section 110(a) and (f) of the Federal Mine Safety and Health Act

I certify that the above training has been completed.

__________________________________________________ _______________________________

(Signature of person responsible for health and safety training) (Date)
19

SITE-SPECIFIC HAZARD AWARENESS TRAINING RECORD/CERTIFICATE

Miner’s Full Name (Print):_________________________________________________

Mine or Contractor Name:___________________________ ID#__________________ 

Location (Mine Site):

Length of Training:

Date Training Provided:

Competent Person Providing Training:

Miner’s Initials:

False certification is punishable under Section 110(a) and (f) of the Federal Mine Safety and Health Act

I certify that the above training has been completed.

__________________________________________________ _______________________________

(Signature of person responsible for health and safety training) (Date)
20

Responsibility for Independent Contractor Training (§46.12)

Each production-operator has primary responsibility for ensuring that site-specific 

hazard awareness training is given to employees of independent contractors. If 

the operator does not provide site-specific training, they must provide the hazard 

information to the contractor and ensure the training takes place.

Each independent contractor who employs a miner, as defined in §46.2, has the primary 

responsibility for providing the comprehensive training.

The independent contractor must inform the production operator of any hazards 

of which the contractor is aware that may be created by the performance of the 

contractor’s work at the mine.
21

 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 effective training.

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

learning in particular. Some of the 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.
22

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, 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 

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

to allow time for trainee reevaluation and integration. Instructors should allow 
23

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 different 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.

• 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.
24

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.”
25

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.
26

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 Inappropriate

Words Information Mental Skill Physical Skill

State

Name

Recite

Describe

List

Relate

Tell

Write

Express

Demonstrate 

Discriminate 

Classify 

Generate (a solution) 

Apply (a rule) 

Solve

Prove 

Analyze 

Evaluate

Operate 

Repair 

Adjust 

Manipulate 

Handle 

Manufacture 

Calibrate 

Remove 

Replace 

Construct

Accept

Be aware of 

Remember 

Recall

Be familiar with 

Consider 

Value 

Appreciate 

Comprehend 

Understand 

Know

Believe

Specifying the Conditions

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

given. Conditions include:

Job Aids: Given a maintenance checklist...

Equipment: Given a front-end loader...

Technical References: Given an Inspection Manual...

Special Tools: Given an electric drill...

Environmental Conditions: Given a highwall 48’ in height...
27

Special Instruction: Given the company Safety Procedural 

 Manual...

Signals, Symbol: Given a piece of equipment on which 

 combustible material has accumulated...

Problem Situations or Contingencies: Given a case study...

Specifying the Standard

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

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.

Implying the standard of no error Given the voltage and resistance of a

wire, determine its current. Adding 

“perform without error” would not increase 

the requirement for accuracy.

Specifying minimum acceptable level of 

performance

Shown a series of slides depicting 

hazardous situations, the student will 

identify at least 8 of the hazards.

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.

.
28

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 oneperson 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.
29

Exercise: Recognizing Properly Written Objectives

Indicate with a p 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 first 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.
30

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.
31

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 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.
32

Exercise: Match Game (Criterial Evaluation)

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

If the evaluation item closely 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 front-

 end 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.
33

Exercise: Writing Evaluation Items

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

35

 CHAPTER 5 

OUTLINING THE TRAINING CONTENT AND 

DEVELOPING LESSON PLANS

CHAPTER OBJECTIVE

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.
36

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.

Identify accepted control methods. Facts associated with the three accepted

 methods.

Demonstrate accepted control Procedures to follow for the three accepted 

methods. 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)
37

Training Content Outline

Learning Objective

At the end of the lesson, the trainee will:

Actions

Knowledge Requirements
38

Training Content Outline

Sequenced Training Content
39

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 

in 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. If you 

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

able to do in class is lecture!
40

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 blackboard.

• Demonstrate the safety belt and line.

• Tell the joke about...

• Tell the story about the miner who...

• Ask 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 shown on the 

next page is an example of one that has proven to be useful to some instructors.
41

COURSE LESSON PLAN

Lesson: Total Time:

Objectives:

Methods:

Training Aids:

References:

LESSON OUTLINES INSTRUCTOR ACTIVITIES

43

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. Annual Refresher 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 

procedures

Trainees usually have knowledge of safe 

job procedures, but fail to follow them on 

occasion

Trainees unable to recognize hazardous 

situations or conditions

Trainees often not observant of hazardous 

situations or conditions

Primary goals of the training are to teach 

job skills and safe mining practices

Primary goals of the training are to change 

trainee attitudes which lead to unsafe 

behavior, and to “refresh” old skills and 

knowledge

Trainees often young, without much work 

experience

Trainees often older than the instructor, 

and possessing much more work 

experience
44

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 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.
45

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 that 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 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 that 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, 

rather 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.
46

Types of questions

Questions can be categorized in several different ways:

• Overhead Question - one directed to 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.
47

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:

• appeals to all senses,

• provides actual practice,

• stimulates interest,

• maintains attention, and

• allows the instructor to spot and remedy incorrect techniques.

Disadvantages include:

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

• instructor must be totally familiar with the steps,

• 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

• 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 specific situations.
48

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

• 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 find 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 facts, weigh 

them in view of circumstances, and decide on action.
49

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:

• cost of equipment, and

• 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 that teach sets of rules.

Advantages include:

• 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.
50

Guidelines for Developing and Using Games

• Games should not be used to teach new material. They are effective 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.

• 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 at 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 

become sleepy.

• 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.
51

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,

• instructor must be prepared to handle emotional situations,

• 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

The Learning Objective Will the method most effectively lead the 

learner toward the accomplishment of the 

learning objective?

The Trainee Does the method take into account the 

group size, experience levels, and other 

special characteristics of the group?

The Practical Requirements Is the method feasible given the physical 

environment, time (both preparation 

and classroom), materials, and any cost 

limitations?
52

Preparing Effective 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 effective 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 Effective Presentations

• 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 to the point where they begin to lose confidence in the speaker.

• 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.
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• 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.

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.
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• 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

Check needed supplies

• Registration cards

• Attendance list

• Pencil, paper, folders

• Any other types of visual aids needed
55

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:

• Background abilities and motivation of the group and instructor.

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

media.

• 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 effectively 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.
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Some general guidelines the instructor should consider when using any instructional aid 

are:

Needed Use an aid if:

• It will help the trainees understand 

the point.

• Words might evoke different images 

for different 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. However, 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 the 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.
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Prepare. Prepare means to ready the equipment and ready 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 video or film by telling them the major 

point they should focus on and retain, and should also tell trainees what they will be 

asked to do after the viewing.

View. Once the video or DVD has begun, it usually is necessary to adjust the sound and 

light levels. It is not always necessary to show a video or DVD in its entirety, particularly 

if it is long. The instructor may want to show only those portions which are most 

pertinent. Also, it is not always necessary to show a video or DVD without interruption. It 

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

Summarize. After the trainees have viewed the video or DVD, it is useful to summarize 

the major points that were presented, discuss other important points that were not 

covered, or discuss ways in which the concepts covered in the video or film 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 reflect the 

reality that different people learn in different 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 all 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.

BAD TIME... After lunch – a darkened room after any meal may produce snores rather 

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

• 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.

• 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 slides 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.
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Principles for Effective Visuals:

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

effortlessly.

• 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.

• 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.

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.
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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.

• The flip chart is highly portable.

• A variety of shapes, colors, and devices can be used with the flip chart.

• The flip chart can be used to answer spontaneous questions from students.

Limitations of Flip Charts:

• Difficult to see beyond 15 feet.

• Usually not good for groups of students exceeding 20.

• Pages are occasionally difficult to flip.

Below are some additional tips that are useful when using flip charts as a training 

aid:

• 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 flip charts.

• If the material should be displayed for a period of time, hang the pages on the wall.
61

Handouts

Handouts are written materials prepared in advance and distributed to trainees during 

the training. 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 fill 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

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APPENDIX

Part 46 Lesson Plans 

Part 46 Instructors Guide with Lesson Plans (IG37) 

https://www.msha.gov/sites/default/files/Training_Education/IG%2037.pdf 

Additional Training Materials

MSHA has produced many publications as part of the Agency’s continuing effort to 

protect the health and safety of our nation’s miners. These materials are designed to 

supplement existing training programs and assist the industry in conducting effective onthe-job training.

• DVDs (some interactive)

• Safety manuals

• Instructional guides

• On-the-job training modules

• Pocket cards

 Best Practices (BP)

 Health Hazard (HH)

• Training Materials on MSHA Website

 https://www.msha.gov/training-education/safety-health-materials 

• Instructor Materials on MSHA Website

 https://www.msha.gov/training-education/instructor-materials 

To order materials and for a complete listing of all training products, please request 

the latest copy of the “Catalog of Training Products for the Mining Industry” from the 

National Mine Health and Safety Academy (link provided below).

https://www.msha.gov/about/program-areas/educational-policy-and-development/

academy-home-page/academy-training


Visit the Department of Labor

Web site at www.dol.gov