2. SNOHOMISH COUNTY PUD
Overview
• What are the Main Characteristics of Adult Learners?
• What are the Main Types of Adult Learners?
• How Do You Accommodate Different Types of
Learners in Your Training?
• What are Some Effective Training Strategies Based on
How Adults Learn?
3. SNOHOMISH COUNTY PUD
Characteristics of Adult Learners
• Self-Directed – adults typically prefer a sense of
control and self-direction when learning. They
favor having options and choices.
• Goal-Oriented – adults want learning that will
assist them in achieving their goals.
• Practical – adult learners prefer practical
knowledge and experiences. They want to see
personal relevance when learning.
• Learn By Experience – most adults want to learn
by doing rather than listening to
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Characteristics of Adult Learners Cont.
• Purposeful – training is often part of an initiative
that involves change, so adults want to understand
the purpose of the training as well as the
underlying motive.
• Results-Oriented – adults tend to have specific
expectations for their learning experiences.
• Big Picture Focused– adults require the big
picture view of what they are learning. They need
to understand how things fir together.
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Types of Adult Learners
Most adults tend to prefer one of the three main
types of adult learning styles:
1. Visual Learners – these learners learn best be
seeing.
2. Auditory Learners – these learners learn best
by hearing.
3. Kinesthetic / Tactical Learners – these
learners learn best by doing.
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Psychological Characteristics of Adult Learners
70%
50%
30%
20%
10
%
90%
Read
Hear
Hear & See
Practice
See
Hear, See, Practice, Present
We remember When we:
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How to Accommodate Different Types of Learners
Visual Learners Auditory Learners Kinesthetic / Tactical Learners
Write it Say it Demonstrate it
Provide written materials, give
presentations, and do exercises
State the information
Demonstrate how a principal
works
Write key words, or phrases, on
flip charts
Ask the audience to describe the
specific information
Ask the participants to practice
the technique
Ask participants to write a
response
Provide discussion periods
Encourage participants to
underline and highlight key words
/ concepts
Use visuals, or graphics Encourage questions Provide real life simulations
Ask the participant to be a
recorder in the group
Foster small group participation Offer hands on activities
Ask participants to become
involved through visual / spatial
interaction
Use audiovisual aids
Involve participants in physical
activities
9. SNOHOMISH COUNTY PUD
So What Does All This Mean For Trainers?
Training Strategies Based on How Adults Learn:
• Use your adult learners as resources and ask open-
ended questions of your group.
• Take time at the start of your session(s) to clarify
participant expectations as well as what you will and
won’t be covering.
• Show throughout your training how the knowledge
they are acquiring can be applied to current problems
or situations in their work. Use examples.
10. SNOHOMISH COUNTY PUD
So What Does All This Mean For Trainers?
Training Strategies Based on How Adults Learn Cont.:
• Orient your training towards direct applications rather
than just presenting theories.
• Use a variety of training materials and methods to
keep your participants engaged and to enable them to
read, see, hear, and practice what they are learning.
CHARACTERISTICS OF ADULT LEARNERS
Have years of experience and a wealth of information:
Use on-the-job scenarios
Draw upon and acknowledge the participants’ experience
Have different learning styles and paces of learning
Need frequent summarization to increase retention and recall
Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system
Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities
Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve
Need emphasis on how learning can be applied in a practical setting
Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious:
They want to know how the material will help them on the job
Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know”
Keeping the trainee interested is your responsibility!!!
CHARACTERISTICS OF ADULT LEARNERS
Have years of experience and a wealth of information:
Use on-the-job scenarios
Draw upon and acknowledge the participants’ experience
Have different learning styles and paces of learning
Need frequent summarization to increase retention and recall
Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system
Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities
Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve
Need emphasis on how learning can be applied in a practical setting
Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious:
They want to know how the material will help them on the job
Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know”
Keeping the trainee interested is your responsibility!!!
Each type of learner needs the trainer to communicate according their specific learning style
We learn best when we are taught according to all 3 styles
TYPES OF ADULT LEARNERS
Visual learners:
Diligent readers, take down every word
Need to see it to know it – learn better by using diagrams / flows / pictures
Tend to explain ideas in drawings or flows
Can’t remember names, but can remember faces
Have difficulty following lectures and spoken directions
How to train a visual learner:
Incorporate flows, pictures, graphics, maps, etc.
Demonstrate concepts and ideas
Auditory learners (second largest group of learners):
Enjoy listening and talking
May forget faces, but remember names
How to train an auditory learner:
Mix up lectures with Q&A, guided discussions, demonstrations, exercises
Ask meaningful, open-ended questions about specific content
Tactile learners (smallest and most challenging group of learners):
Have better concentration when movement is involved
Need to be moving and physically involved in the learning process to be effective
Known to work very well with their hands, i.e., practice, role plays, etc.
How to train tactile learners: Use exercises and class participation
It is important to address all four in a classroom setting, letting people listen, visualize, and practice.
Each type of learner needs the trainer to communicate according their specific learning style
We learn best when we are taught according to all 3 styles
TYPES OF ADULT LEARNERS
Visual learners:
Diligent readers, take down every word
Need to see it to know it – learn better by using diagrams / flows / pictures
Tend to explain ideas in drawings or flows
Can’t remember names, but can remember faces
Have difficulty following lectures and spoken directions
How to train a visual learner:
Incorporate flows, pictures, graphics, maps, etc.
Demonstrate concepts and ideas
Auditory learners (second largest group of learners):
Enjoy listening and talking
May forget faces, but remember names
How to train an auditory learner:
Mix up lectures with Q&A, guided discussions, demonstrations, exercises
Ask meaningful, open-ended questions about specific content
Tactile learners (smallest and most challenging group of learners):
Have better concentration when movement is involved
Need to be moving and physically involved in the learning process to be effective
Known to work very well with their hands, i.e., practice, role plays, etc.
How to train tactile learners: Use exercises and class participation
