About Crane Institute of America

Crane Institute of America is the nation’s leading provider of

training services to the lifting industry. We offer a wide
variety of safety programs for operators, supervisors, and
inspectors of mobile cranes, overhead cranes, and offshore
cranes, as well as rigging and other lifting equipment
including forklifts and aerial lifts. Train-the-trainer programs
for those wishing to set up or enhance their own training
programs are also available.

Our team of instructors is among the most qualified in the

industry and our presentations are consistently acclaimed
both for the quality and breadth of their content and their
motivational style.

Crane Institute of America seminars are offered at cities

across the country. Alternately, we can tailor a program to
your specific needs and equipment and present it at your
company’s facility.

© 2002 Crane Institute of America, Inc. 2

INSTRUCTIONAL SYSTEMS
DESIGN

The classic ISD model

Analysis
Design
Development
Implementation
Evaluation or Control

© 2002 Crane Institute of America, Inc. 3

 ANALYSIS
ANALYSISPHASE
PHASE

Front-End Analysis:
• Needs Analysis
• Problem Analysis
• Goals Analysis
• Population Analysis
• Resource Analysis
• Constraints Analysis
• Job Analysis
• Task Analysis
© 2002 Crane Institute of America, Inc. 4
 ANALYSIS
ANALYSISPHASE
PHASE

Needs Analysis Determine need through

surveys, interviews, and
observation.

Problem Analysis Identify problem through

surveys, interviews, and
observation.

© 2002 Crane Institute of America, Inc. 5

 ANALYSIS
ANALYSISPHASE
PHASE

Goals Analysis Identify goals and design

training to meet them.

Population Analysis Who is to be trained and

what is their:
• Education
• Experience
• Special physical needs
• Cultural differences
• Language skills

© 2002 Crane Institute of America, Inc. 6

 ANALYSIS
ANALYSISPHASE
PHASE

Resource Analysis - Identify:

• Classroom space
• Laboratories
• Workshops
• Purchase Material
• Computers
• Actual Equipment
• Simulators
• Books
• Audio / Visual
Constraints Analysis - Identify tradeoffs:
• Budget
• Resources
• Time
© 2002 Crane Institute of America, Inc. 7
 ANALYSIS
ANALYSISPHASE
PHASE

Job Analysis Identify job duties and

responsibilities.

Task Analysis Breakdown of job

responsibilities.

© 2002 Crane Institute of America, Inc. 8

 DESIGN PHASE

This phase consists of:

•Writing objectives
•Developing test items
•Determining the sequences and strategies

© 2002 Crane Institute of America, Inc. 9

 DESIGN PHASE

Writing Objectives:
Objectives
•States expected outcome
•What student can do after training

Developing Test Items:

Items
•Evaluation criteria and methods to test

© 2002 Crane Institute of America, Inc. 10

 DESIGN PHASE

Sequences
• Order skill or information taught

Structure
• Relationship among skills and topics

© 2002 Crane Institute of America, Inc. 11

 DESIGN PHASE

Sequences and strategies -

Sequences:
Sequences
• Step by step
• Simple to complex
• General overview to detailed learning

Strategies:
Strategies
• Training methods
• Training media 12
© 2002 Crane Institute of America, Inc.
 DEVELOPMENT PHASE

Select Training Material

Select Evaluation Material

Create Training Documentation

© 2002 Crane Institute of America, Inc. 13

 DEVELOPMENT PHASE

Training Material:

• Purchase material
• In-house development
• Derived from previous courses

© 2002 Crane Institute of America, Inc. 14

 DEVELOPMENT PHASE

Evaluation Material:

• Create evaluation tools

• Easy to use forms
• Timely
• Files

© 2002 Crane Institute of America, Inc. 15

IMPLEMENTATION PHASE

Teach Course

Real-Time Evaluation

Short-Term Adjustments

Long-Term Adjustments

© 2002 Crane Institute of America, Inc. 16

 EVALUATION PHASE

Internal Review

Participant’s Observations

Instructor’s Observations

Participant’s Course Performance

Participant’s On-The-Job
Performance

© 2002 Crane Institute of America, Inc. 17

 EVALUATION PHASE

Internal Review:

• Internal consistency
• Material quality

© 2002 Crane Institute of America, Inc. 18

 EVALUATION PHASE

Participant’s Observations:

• Last day course evaluation

Instructor’s Observations:

• What worked and what didn’t

Participant’s Course Performance:

• Results of tests and workshops

© 2002 Crane Institute of America, Inc. 19
 EVALUATION PHASE

Participant’s On-The-Job
Performance:

• Supervisor
• Before and after
• Quality improvement
• Efficiency improvement
• Customer feedback

© 2002 Crane Institute of America, Inc. 20

 WHAT TRAINERS
NEED TO KNOW

Personal Qualities:
• "Presence"
• Self-confidence

Basic Knowledge Skills:

• Learning Theory
• Training Theory & Methods
• Using Audiovisual Aids
• Evaluation

© 2002 Crane Institute of America, Inc. 21

 ADULT LEARNING
STYLES

Adults Gain Information

 Actively
 Passively

Adults Process Information

• Deductively
• Inductively

© 2002 Crane Institute of America, Inc. 22

 LEVELS OF LEARNING

Awareness
Understanding Knowledge
Skill
Attitude

© 2002 Crane Institute of America, Inc. 23

 MOTIVATION

Adult learning is most effective

when the learner can satisfy
a personal goal or need.

Extrinsic Factors
Intrinsic Factors

© 2002 Crane Institute of America, Inc. 24

 TRAINING METHODS

Lecture / Presentation
Group Discussion
Readings
Simulation / Role Play
Programmed Instruction

© 2002 Crane Institute of America, Inc. 25

 TRAINING STYLES

Instructive or Didactic
• Teacher led / subject centered

Facilitative / Participatory
• Trainer facilitated / learner
centered

Most adult learning situations are more suited

to the facilitative / participatory style.

© 2002 Crane Institute of America, Inc. 26

 AUDIOVISUAL AIDS
Slides

Pros Compact, easy to use,

economical, high impact.

Cons Inhibit note-taking and

discussion.

Tips Pre-set equipment, check

slide order.
© 2002 Crane Institute of America, Inc. 27
 AUDIOVISUAL AIDS
Easel Charts

Pros Flexible, easy to use,

economical, can be reused.

Cons Limited viewing distance,

markers can run out.

Tips Use dark colors, don’t talk to

chart or block view.
© 2002 Crane Institute of America, Inc. 28
 AUDIOVISUAL AIDS
Whiteboard

Pros Larger area for long lists and

diagrams.

Cons Not permanent, must be

cleaned.

Tips Ensure board is not

obstructed by other AV.
© 2002 Crane Institute of America, Inc. 29
 AUDIOVISUAL AIDS
Overhead Projectors

Pros Easy to use, good with large

groups.

Cons Limited sight lines.

Tips Ensure beam hits straight to

avoid “keystone” effect.
© 2002 Crane Institute of America, Inc. 30
 AUDIOVISUAL AIDS
Videotape

DEOTAPE

Pros High interest, easy to

transport.

Cons Need large screen or multiple

monitors for large audiences.

Tips Cue tape before session.

© 2002 Crane Institute of America, Inc. 31
 AUDIOVISUAL AIDS
Handouts

Pros Information can be used at a later

time. Reduces note taking during
discussion.

Cons At time of handout all attention is

focused on handout material and
not the speaker.

Tips Decision charts, checklists,

worksheets as well as article.
© 2002 Crane Institute of America, Inc. 32
 SEATING OPTIONS
ClassroomStyle

Chevron

Solid Rectangle

© 2002 Crane Institute of America, Inc. 33

SEATING OPTIONS
UShape

Rectangle

Half Round

© 2002 Crane Institute of America, Inc. 34

 TRAINING TIPS
Putting yourself at ease:

• Rehearse until you feel comfortable.

• Memorize the first part of your training program.
• Check your training materials and practice using them.
• Anticipate potential problems, prepare resolutions.
• Get plenty of rest the night prior to your presentation.
• Select comfortable clothing.
• Put yourself in the learner’s shoes, consider their first
day uneasiness.

Just prior to training:

• Deep breathing exercises.
• Encourage yourself.

© 2002 Crane Institute of America, Inc. 35

TRAINER’S CHECKLIST

DO:
• Establish objectives.
• Give clear instruction.
• Start / stop on time.
• Watch for clues from students.
• Check all supplies and equipment.
• Ensure climate is comfortable.
• Use “real world” examples.

© 2002 Crane Institute of America, Inc. 36

TRAINER’S CHECKLIST
DON’T:
• Criticize anyone for any reason.
• Criticize yourself or company.
• Rely on technical jargon.
• Make working groups too large.

DON’T BE AFRAID OF:

• Asking questions.
• Silence.
• Saying “I don’t know”.

© 2002 Crane Institute of America, Inc. 37

 PRESENTATION SKILLS

Opening the Session

Setting Expectations

Structuring the Presentation

Developing a “Presence”

© 2002 Crane Institute of America, Inc. 38

 HANDLING PROBLEM
SOLUTIONS

If the student… Then…

Talks too often Ask for others opinion

Talks too long Ask them to please summarize.

Talks to someone else Ask them to share their views.

Irrelevant issues Ask how the issue fits.

Talks too little Ask for their views.

Revisits items Give them direction.

Challenges you Cite sources, ask others what

they think.

© 2002 Crane Institute of America, Inc. 39

EVALUATING TRAINING

Awareness / Reaction

Learning / Understanding

Behavior / Skill

Results / Values
© 2002 Crane Institute of America, Inc. 40
 FACILITATING GROUP WORK

• Know what questions you want the

group to answer.

• Encourage students to share.

• Use course objectives as a source

for questions.

© 2002 Crane Institute of America, Inc. 41

 FACILITATING GROUP WORK

• Restate question
of group strays.

• Silence is okay.

• Listen to
responses for
more questions.

© 2002 Crane Institute of America, Inc. 42

 FACILITATION SKILLS
Student
Guide
Instructor
G uideO SSHA
SO
tSanH
dA
tanaa
drdss
rd

ATTENDING

OBSERVING

LISTENING

QUESTIONING

© 2002 Crane Institute of America, Inc. 43

GENERAL SELECTION
CRITERIA

THE LEARNING
OBJECTIVE

THE LEARNERS

THE PRACTICAL
REQUIREMENTS

© 2002 Crane Institute of America, Inc. 44

 Safety Circle
RECOMMENDED CHANGES

SAFETY SITE
MANAGER SUPERVISOR

FOLLOW
UP

HAZARD CORRECTIVE
INDENTIFICATION ACTION

WORK AREA
HAZARD

© 2002 Crane Institute of America, Inc. 45