TRAIN THE TRAINER

Train
The
Trainer
“Transferring skills and knowledge”

T
3 A Port of San Diego Ship Repair Association
Course for Shipyard Workers

This material was produced under grant SH-29629-SH6 from the Occupational Safety and
Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies
of the U.S. Department of Labor, nor does mention of trade names, commercial products or
organizations imply endorsement by the U.S. Government.
 TRAIN THE TRAINER

TRAIN THE TRAINER

“You can help a

person catch a
fish and feed
them for a day
or you can
teach a person
how to fish and
they can feed
themselves for
a lifetime.”

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EMPLOYEE
DEVELOPMENT

“I believe the desire and ability of an organization to

continuously learn from any source, anywhere, and
rapidly convert this learning into action is its ultimate
competitive advantage.”… Jack Welch, Former-CEO
General Electric Company.

The skills and knowledge an organization possesses is

fast becoming recognized as its most important asset.
A key element of organizational excellence is the skill
and knowledge its employees possess. To fully
empower an individual, that individual must have the
ability to be empowered. To hold employees
accountable, they must be capable of performing the
activity or the job.

The purpose of this course is to build upon your

ability to train others.

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DEFINING TRAINING

“An organized activity designed

to bring about change.”

CLASSROOM

ON-THE-JOB

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THINK OF SOMETHING
YOU LEARNED!

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COURSE OBJECTIVES
Upon completion of this training course, the
learners will have the ability to:
• Demonstrate four qualities of a good
trainer
• List four things to prepare for training

• Conduct a Training Needs Assessment

• Create an effective learning environment

• Use at least two types of classroom

training media effectively

• Use four participative training methods

• Use vocal, verbal and visual skills to
conduct an effective training class
• Assess training effectiveness

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CREATING A LEARNING
ENVIRONMENT
The Trainer
The Material
The Physical Space

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THE TRAINER

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THE QUALITIES OF A
GOOD TRAINER
“The mediocre teacher tells. The
good teacher explains. The superior
teacher demonstrates. The great
teacher inspires.”
- William Arthur Ward

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NUMBERS!

1 26 6
29 2 30
41
14
3 27 18
4
15
17 39 28 42
5 40

31 43 32
7 44
20
21 34
36
23 33 22 46
11 10
12
35 48
47

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A GOOD TRAINER

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THE TRAINER

Don’t…
Rush
Overwhelm
Doubt
Compare

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GOOD TRAINER
CHARACTERISTICS
• Speaks clearly
• Organized
• Approachable
• Patient
• Uses a consistent approach
• Reads their participant(s)
• Knowledgeable
• Confident
• Prepared
• Flexible
• Good Listener
• Doesn’t downplay task (“This is easy.”)
• Has a positive attitude
• Makes others feel comfortable
• Gives positive feedback

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YOUR “TRAINER”
RESPONSIBILITIES
As a trainer, please list below what you believe your
responsibilities to be:
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

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A KEY TRAINER
RESPONSIBILITY

Creating a Learning Environment!

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PREPARING FOR
TRAINING

“You can’t drive a car by looking

in the rear view mirror.”
- Deming

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PREPARATION KEY
ELEMENTS
• Know the Material/Task

• Know skill/knowledge level of trainees

• “Walk Through” the Task/Material

• Establish the Physical Environment

• Design and Use a Checklist

• Anticipate Questions

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SAMPLE CHECKLIST

 Trainer’s Guide (Notes)

 Trainee Books
 Handout
 Notepaper
 Pens
 LCD Projector
 LCD Screen
 Lap Top Computer with course and videos
 All Cord(s)
 Two Flipchart Stands
 Two Flipchart Pads
 Set of Flipchart Markers
 Masking Tape
 Feedback Handout

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YOUR CHECKLIST
COURSE TITLE: _________________________

• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________

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THE MATERIAL

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THE MATERIAL

• There is a need

• Right level

• Maintains interest

• Purpose and objectives

• Digestible chunks

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WHAT PEOPLE
REMEMBER!

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RULE OF THUMB ONE

• Tell your audience

what you're going to
tell them. (Pre-Test)

• Tell them. (A variety

of training methods)

• Then tell them what

you told them.
(Section Summaries)

• Let them tell you!

(Questioning, Post-
Test)

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TRAINING NEEDS
ASSESSMENT

• Hard Copy – All or select number of

employees
– Conducted in meetings, drop-box or
mail in

• Hard Copy – Focus Group

– Key 6-7 individuals

• Electronic Survey
– Free or Pay

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THE PROS AND CONS

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TRAINING ASSESSMENT
COVER MEMO

Our company has been selected and is participating in a

Training Program in partnership with the Port of San Diego
Ship Repair Association and OSHA’s Susan Harwood
Program.

In order to best determine which training to provide to our

employees, we would appreciate if you would complete and
return the attached Training Needs Assessment Form to:
Insert trainer name or POC here
on or before ______________________________.

We plan to have our training class during the month of

January, 2016.

If you have any questions or comments, please let me know.

Thank you for your input.

Signed,
Trainer from your company

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TRAINING ASSESSMENT
METHOD ONE

Hard Copy – All or a select number of

employees

• Expect 30% return

• Return to trainer, drop-box or point
of contact for roll up
• Increases “buy-in”
• Can be done through an interview
one-on-one or focus group (see next
method)

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TRAINING ASSESSMENT
METHOD TWO

Hard Copy – Focus Group

• Groups of 6-7

• Allows discussion

• Work Group representation

• Faster implementation

• Faster roll-up

• Less buy-in from participants

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TRAINING ASSESSMENT
METHOD THREE
Electronic Surveys

• Survey Monkey – commonly used

• Results to trainer or POC

• Results done within survey tool

• Specifics to be found on Assessment

Tool Websites

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ELECTRONIC SURVEYS

• Electronic surveys have many advantages

over traditional surveys, including a
reduction in cost and ease of analysis.
Drawbacks to this type of data collection
include the potential for selection bias and
poorer response rates.

• The fast, efficient and often 'free'

electronic survey has many advantages
over the traditional postal data collection
method, including ease of analysis for what
can be vast amounts of data. However, to
capitalize on these benefits, researchers
must carefully consider techniques to
maximize response rates and minimize
selection bias for their target population.

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STRATEGIES

• Easily accessible link

• Stating the length

• Stating the population

• Sending up to three reminders

• Personalizing each email

• Adding the updated response rate to

reminder emails
• Stating the average time it would take to
complete the survey in the title of the email

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TRAINING NEEDS
ASSESSMENT
Sample Assessment

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ASSESSMENT ROLL-UP

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SAFETY TRAINING
RESULTS
The top 8 safety training needs are listed below by highest
average score. (Average score in parentheses.)

1. Locking and Tagging-Out Safely (3.75)

2. Working In and Around Confined Spaces (3.71)

3. Preventing Fires and Performing Hot Work (3.61)

4. 10-Hour OSHA (7615) (3.61)

5. Performing a Hazard Assessment (3.61)

6. Creating a Safety Culture (3.57)

7. Performing a Job Safety Analysis (3.57)

8. Protecting Yourself From Falls (3.57)

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THE PHYSICAL
ENVIRONMENT

What’s wrong with this picture?

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TRAINING IN A
CLASSROOM
• The physical environment

• The power of questions

• Use training media effectively

• Participative training methods

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THE PHYSICAL
ENVIRONMENT

Listening is purely a voluntary activity!

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THE PHYSICAL
ENVIRONMENT
List below what you believe to be the
optimum physical environment for training.

1.____________________________________________________
2.____________________________________________________
3.____________________________________________________
4.____________________________________________________
5.____________________________________________________
6.____________________________________________________
7.____________________________________________________
8.____________________________________________________
9.____________________________________________________
10.___________________________________________________
11.___________________________________________________
12.___________________________________________________
13.___________________________________________________
14.___________________________________________________
15.___________________________________________________
16.___________________________________________________

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PHYSICAL ENVIRONMENT
ELEMENTS

• Temperature

• Comfort of Chairs

• Space

• Distractions

• Furniture Arrangement

• Lighting

• Restrooms

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RATING THIS
ENVIRONMENT

___ Temperature
___ Comfort of Chairs
___ Room Size & Dimensions
___ Screen or Chart Locations
___ Distractions
___ Furniture Layout
___ Lighting
___ Restrooms

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ROOM CHECKLIST
Lighting Audience Comfort
 How is it controlled?  Temperature Control?
 Is dimmer switch available?  Room dimensions?
 All bulbs/fixtures working?  Screen location?
 Windows have shades/blinds?  Comfort of chairs?
 Do you know how to operate?  Noise/distractions?
 Restroom locations?

Electrical Outlets Room Set-up

 Where are they?  Theater style?
 Is an extension cord needed?  U-shape style?
 Do you need an adapter?  Herringbone style?
 Classroom style?
 Conference style?
 Buzz style?

Microphone Stage
 Are there more than 40 people?  Practice walking/climbing?
 What type of microphone?  Is there a lectern?
 Did I practice using it?  Are there lights?
 Is it adjustable?

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YOUR ENVIRONMENT
WHERE YOU WILL BE TRAINING?
___________________________________________

How can the environment be improved?

• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________
• ___________________________________________

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POP QUIZ!
Please fill in the blanks

• What do the trainer, the materials and the

physical space create? Fill in the blanks.
A __a____g E___r____n_

• One characteristic of a good trainer is being

C_______t .

• Designing and using a checklist is a key

element in P_ _ _ _ _ _ _ _ for training.

• In creating an effective physical space it is

important to consider d _ _ _ _ _ c _ _ _ _ _.

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TRAINING IN A
CLASSROOM
• Use training media effectively

• Participative training methods

• V3 (Vocal, Verbal and Visual)

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TYPES OF MEDIA

•Video

•Slides/Multi-media

•Flipcharts

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USING THE RIGHT MEDIA

…RIGHT!

Not the goal!

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DEVELOPING AND
USING MEDIA
Presenters use media to both increase their
persuasiveness and heighten audience retention.

• Increase Persuasiveness
– Presenters using visual aids conduct meetings in
28% less time
– Proposals are approved twice as often

• Heighten Retention
– Retention increases by about 10%
– Participants learn vocabulary twice as well
– People comprehend about 7% of information
delivered verbally. They comprehend 87% when
the information is delivered both verbally and
visually.

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WHAT PEOPLE
REMEMBER!

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SLIDES WITH
DISCUSSION

See and Hear

• Watch and listen to a demonstration
• Watch a video

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TAKING NOTES WHILE

WATCHING A VIDEO

See and Hear

• Watch and listen to a demonstration
• Watch a video

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THE PROS AND

CONS The Pros The Cons

VIDEO __________________________ ___________________________

__________________________ ___________________________

POWERPOINT __________________________ ___________________________

__________________________ ___________________________

FLIPCHARTS __________________________ ___________________________

__________________________ ___________________________

HANDOUTS __________________________ ___________________________

__________________________ ___________________________

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REMEMBER!
• With any type of projection device, the
darker the room the clearer the picture.

However……

• The darker the room the more difficult it is

to see and hear you.
• The darker the room the more difficult it is
to take notes.
• The darker the room the less audience
participation you will receive.

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YOUR MEDIA
Write below the media you are planning
on using for your presentation and why
you have selected that media.

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PARTICIPATIVE
TRAINNG METHODS
• Team Competition • Demonstration

• Rewards • Summaries

• Pre-Post Testing • Videos

• Graphics/Pictures • Games

• Individual • Questions
Exercises

Every training method should

have a learning objective!

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THE POWER OF
QUESTIONS

“Judge a man by his questions rather than

his answers.”

- Voltaire

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OPEN QUESTIONS
Questioning Accomplishes:

• Gathering of information, sharing ideas,

learning about a situation

• Obtaining specific information

• Encouraging people to think!!

• Guiding a conversation

• Providing general information or

specific information

• Demonstrating that you value the

thoughts and feelings of others.

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TYPES OF OPEN
QUESTIONS

• What?….this will focus the training on events

• How?….this will focus the training on the

process or sequence of doing things

• Why?….this will require an explanation

• Who can tell me about….

• Please explain…

• I would like your opinion regarding…

• I am interested in your views of…

• Tell me your feelings about...

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THE DIFFERENCE

Let me tell you why you Who can tell me why you
need to … need to …?

You shouldn’t do this If I were to do this, what

because… would happen?

The best way to do this What do you think is the

is… best way to do this?

My experience in this What is your experience

is… in this?

If you use this tool, be How should you use this

sure to… tool?

I am going to do this Why would I do this?

because…

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ANOTHER GOOD
REASON TO QUESTION

It makes the trainer’s life a lot

easier!

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QUESTIONING

In the space provided below, write 5 statements regarding the

training you will be conducting. After finishing those 5
statements, turn them into open ended questions.

STATEMENTS QUESTIONS

1. __________________ 1. __________________
__________________ __________________

2. __________________ 2. __________________
__________________ __________________

3. __________________ 3. __________________
__________________ __________________

4. __________________ 4. __________________
__________________ __________________

5. __________________ 5. __________________
__________________ __________________

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TRAINING METHODS

Why use a variety of learning methods?

___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

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USING DIFFERENT
METHODS
1. Generates interest

2. People learn in different ways

3. People learn at different rates

4. People learn from different experiences

5. People learn from fun experiences

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REWARDS
• Participating
– Reading

– Answering
questions

– Providing
examples

– Encouraging
others

– Offering
suggestions

– Others?
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PRE-POST TEST
Circle the letter of the matches the pliers

14. A B C D E Slipjoint
15. A B C D E Needle nose
16. A B C D E Multi-groove / Channel Lock
17. A B C D E Diagonal
18. A B C D E Vise Grip / Locking

C E

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RULE OF THUMB TWO

Seven Slide Rule:

No more than seven slides/pages

without a change in media.

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GRAPHICS/PICTURES

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GRAPHICS/PICTURES

Mudsill
Base plate

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WHAT’S WRONG WITH

THIS PICTURE?

dd

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RULE OF THUMB THREE

If you show a negative picture,

graphic or example, always show the
positive.

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GOOD EXAMPLE!

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INDIVIDUAL EXERCISE
Using the table below, list the work you perform in the left column,
the hazardous materials and/or chemicals you use to perform that
work in the middle column and the potential adverse health affects
in the right column.

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YOUR INDIVIDUAL
EXERCISE
Based on the training you are or will be conducting, complete
the table below. List the training method(s) you will be using in
the left column, how you will use it in the middle column and
the benefits you expect in the right column.

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DEMONSTRATION
For a fruit snack, who would demonstrate how to
properly put in ear plugs?

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DEMONSTRATION

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SECTION SUMMARIES
Draw a Line From the Type of Eye Protection
to the Key Feature It Possesses

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VIDEO EXERCISE
Step 1: Watch the video

Step 2: Discuss with your team

“What should have been done
differently?” and list below

Step 3: Be prepared to share

your list with the class

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

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RULE OF THUMB FOUR

When structuring a game or
activity, assume the training
participants have no idea what
you are talking about (See Rule of
Thumb One!).

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Games
• Stump the Class

• Jeopardy

• Hangman

• Put-In-Order

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STUMP THE CLASS

With a partner, write a question from this
section (Training Methods) that you believe
the rest of the class will be challenged in
answering correctly. (Questions must be
reasonable! If your instructor can’t answer, it
doesn’t count!)

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

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HANGMAN

s____ s____ R ___

The three words above a “rule of thumb”. When

you are ready to solve please raise your hand,
discuss with your team, give the answer and an
explanation.

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PUT-IN-ORDER
PUT-IN-ORDER

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QUESTIONING

Who can tell me the four “Rules

of Thumb?”

1. _________________

2. _________________

3. _________________

4. _________________

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POP QUIZ!
True or False

T or F 1. People remember about 40% of the information they just

read.

T or F 2. Using questions is a powerful way to solicit participation

from trainees.

T or F 3. When structuring an exercise you should assume your

trainees have no idea about what you’re talking about.

T or F 4. When showing a graphic to illustrate the right and wrong

way of doing something, you should always show both.

T or F 5. The seven slide rule has to do with the amount of

information on each slide.

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V3 - DELIVERY

• Vocal

• Verbal

• Visual

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VOCAL

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VOCAL ELEMENTS
How you speak can be almost as important as what you say. All of
the preparation in the world can be wasted if you don’t create the
proper image.

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VOCAL ELEMENTS

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VOCAL DON’TS

• Filler words

• Harshness

• Breathlessness

• Voice change at
the end of
sentences

• Mumbling or
slurring

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PRACTICE AND
FEEDBACK

Practice and honest feedback are

effective methods to improve your
delivery. One way to do this is to
record yourself. Another is to deliver
training to an objective person willing
to give you honest feedback.

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VERBAL

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VERBAL
A good rule to follow when making a presentation is
KISS (Keep It Short and Simple). Using simple, clear
words and phrases makes your meaning clear.
Remember, people can process your words 3 times
faster than you can speak so keeping key points short
reduces the chance that your audience will take “side
trips” during your presentation. Using rare words or
inflated statements also marks you as a “show-off”.

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SIX VERBAL DO’S

1. Use imagery-words your listeners can

picture

2. Pronouncing words correctly

3. Using proper grammar

4. Know the difference between commonly

confused words

5. Emphasize key words

6. Avoid certain words

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VERBAL DO’S
Use imagery-words your listeners can picture, such as..
• Bottleneck vs. problem
• Sticky situation vs. challenge
• Iron fisted vs. strong
• Delighted vs. happy

Pronouncing words correctly, such as….

• Accidentally (not assidently)
• Interesting (not inneresting)
• Toward (not tward)

Using proper grammar, say...

• Phenomenon instead of phenomena
• Regardless instead of irregardless
• Reason is instead of reason is because
• Themselves instead of theirselves

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MORE ON WORDS
Usage- know the difference between commonly confused
words, such as...
• Affect vs. effect
• Ensure vs. insure
• Farther vs. further
• Imply vs. infer

Emphasis-use techniques to emphasize certain words, such as...

• Change pace to emphasize key points
• Change pitch to create interest
• Change volume to emphasize contrast
• Pause to provide anticipation

Turnoffs-avoid turnoffs such as...

• Fad words
• Slang
• Degrading words
• Profanity

Build your vocabulary-always be on the lookout for new

words and practice using them!

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VISUAL

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YOUR VISUAL IMAGE

Your voice never conveys your whole message. Nor does
your choice of words. A critical part of our presentation
success is your personal appearance; your posture, eye
contact, facial expressions, head movements, gestures and
dress.
Avoid Distractions
• Swaying or rocking

• Pacing too much

• Thumping or tapping

• Staring at notes

• Tugging at ear

• Jingling keys or coins

• Pointing fingers

• Slouching or slumped shoulders

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NON-VERBAL DOS
You will connect with your listeners when you look at
them. You will feel more relaxed, less isolated and
your audience will have more confidence in you.

Eye Contact
• With small group, focus on each person
• With a large group use the 1,2,3,6 and 9
approach or pick out several friendly faces,
address each person and move on

Head movements convey information

• Nodding = affirmation
• Shaking = denial
• Tilting = curiosity or uncertainty
• Holding head high = confidence

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NON-VERBAL DON’TS

Facial Expression
• Do not tense facial muscles
• Do not smile constantly
• Do not over use poker face

Posture
• Stand straight… but not stiff!
• Point feet at audience with weight evenly
distributed
• DO NOT put hands in pockets
• Cross arms
• Wring hands
• Cling for life!

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DRESS

• Dress for your audience (audience

“level” plus one)

• Be conservative

• Aim for neat

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STRESS REDUCERS
Fear: A distressing emotion aroused by an impending
pain, danger or evil; or by the illusion of such.
According to some surveys, presenting before a group
is a leading “fear creator”. No matter what nervous
symptoms you experience before your audience, the
secret is to control nervousness - not eliminate it.

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STRESS REDUCERS

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POP QUIZ!
True or False
T or F 1. V3 has to do with the three most important variables to
writing training objectives.

T or F 2. An imagery word is a word that forms a picture in your

mind.

T or F 3. When speaking to your training audience you should

pause for emphasis.

T or F 4. When speaking to your audience you should avoid head

movements as they are distracting.

T or F 5. You should sometimes use a “poker face” to demonstrate

confidence.

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YOUR TURN!
• Get with a partner or form a group of
up to 3 people

• Select at least 10 slides from this

presentation. The slides should be
consecutive.

• Divide presentation equally within

your team

• Prepare and deliver a presentation!

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YOUR PRESENTATION

• Each presentation should be at least

5 minutes but no more than 10.

• Your presentation will be critiqued

by your class mates (see following
pages).

• You will critique others so that we

all may learn together!

• You and your team have 30 minutes

to prepare.

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CRITIQUE SHEET
• Good Trainer Characteristics (Page 15)

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CRITIQUE SHEET
• Good Trainer Characteristics (Page 15)

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TRAINING EVALUATION

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LEVELS OF
EVALUATION

Level 1 – Training Session

– Reaction Sheets

Level 2 – Learning Evaluation

– Pre-Post Tests

Level 3 – Training Impact

– Behavior Change

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LEVEL 1

• Example Methods
– Written survey
– Cards – red, yellow, green (tally results)
– Group session (tally results)

• Example Questions
– Was the learning environment conducive
to learning?
– What thing could we have done to make
the training better?
– How do you feel after participating in
this training?
– On a scale of 1 (low) to 5 (high), how
would you rate the trainer?

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LEVEL 1 EXAMPLE
RESULTS
• Examples of How Results are Reported
– All participants were provided a Level 1 evaluation.
– 93% of the class rated the learning environment
conducive to training as green (green, yellow, red
scale)
– Participants felt the training would have been better if
the module on worker’s rights included __________
– Participants felt that after the training session they
would be better able to approach their supervisor
about a safety hazard

• Examples of Modifications as a Result of

the Level 1 Survey
– Based on Level 1 Survey results from the first three
training sessions, the instructor manual was modified
to include ___________
– Based on the Level 1 Survey results from the initial
training, Module 1 was modified from a lecture to a
hands-on activity

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FEEDBACK FORM

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LEVEL 2
• Example Methods
– Written pre- and post-training evaluations
– Oral pre- and post-training evaluations
– Group session (tally results pre- and post-
training for comparison)

• Knowledge Questions from Learning

Objectives
– When is fall protection required?
– What are the three words for preventing
illness related to heat?
– OSHA is a government agency that works
on?

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SAMPLE POST-TEST

Shipyard Ergonomics
Pre-Test Post-Test
NAME: _________________________________DATE:_________________________

True or False: For each statement below, circle T or F

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MIX IT UP!

• True / False

• Fill In The blank

• Multiple Choice

• Put-In-Order

• Draw a Line To The Picture

Try to avoid subjective questions!

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LEVEL 2 EXAMPLE
RESULTS
• Examples of How Results are Reported
– 476 of the 499 participants participated in
the pre- and post-training evaluations
– The evaluation consisted of 25 questions
– Pre-training scores ranged from 33% to
68% and post-training scores ranged from
65% to 98%
• Examples of Modifications as a Result of the
Level 2 Evaluation
– The training evaluation was modified
from an individual to group format to
increase participation
– Due to low test scores during our first 3
training sessions, the module on wearing
PPE was modified for clarification

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HOW WOULD YOU TEST

THIS CLASS?
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

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LEVEL 3
• Example Methods
– Direct mail
– Online survey
– Focus Group
– Telephone survey/in-person interview

• Example Questions
– Have any new occupational safety and
health measures been implemented as a
result of the training? If so, what?
– Have you shared anything you learned in
the training with a co-worker or family?
– Has knowledge from the training been
applied since you returned to your job? If
so, how?

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LEVEL 3 EXAMPLE
RESULTS
• Examples of How Results are Reported
– 10% of the participants responded to the
survey and/or participated in the focus
groups
– As a result of the training, our company has
developed a safety committee
– As a result of the training, our company has
initiated completion of job hazard analysis
for all positions
• Examples of Modifications as a Result of the
Level 3 Evaluation
– A one-hour refresher module was added to
the Train-the-Trainer curriculum
– Based on feedback, training was expanded to
the following states: Florida, Georgia, and
Tennessee

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LEVEL 3
QUESTIONNAIRE

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QUESTIONS

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