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Adult l earning trainingtechniques
The document provides guidance on training adult learners. It discusses establishing a systematic approach to training that includes preparation, implementation, evaluation and revision. It also covers characteristics of adult learners, the trainer's role as facilitator, teaching methods like explaining objectives and checking for understanding, learning styles, instructional strategies, media options, best practices for planning, preparation, delivery skills, common mistakes to avoid, and handling difficult questions. The overall message is that trainers should strive to continually improve and remember that their role is to facilitate learning for the group.
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Adult l earning trainingtechniques
- 1. Training Adult Learners 1 Training Techniques
- 2. Contents 2 •Training is a System • Strive to Improve • Characteristics of Adult Learners • The Trainer’s Role • Teaching Adults • Learning Styles • Instructional Strategies • Instructional Media
- 3. Contents 3 •Do’s • Planning and Preparation • Preparation Skills • Delivery Skills • Facilitator Responsibilities • Fatal Mistakes • Dont’s • Answering Questions • Difficult Questions and Learners
- 4. Training is aSystem Instructors Adult Learners 4 Learning Environment Instructional Materials
- 5. Why the SystemsApproach? • Focused – what the worker needs to know – what the worker needs to be able to do • Linked – instruction and outcomes • Reusable 5
- 6. Systems View 6 • Preparation • Implementation • Evaluation • Revision Learners Materials Instructors Environment
- 7. Strive to Improve 7 • Use the input from student evaluations to improve your future performance • Update your materials to keep them current • Continue to improve your knowledge of the subject matter
- 8. Characteristics of AdultLearners • Adults are capable of lifelong learning • Adults want to know why it’s important (purpose) and how they can use it • Adults like to participate in decision making regarding learning/training – Choices 8
- 9. Characteristics of AdultLearners 9 • Learn in their own ways • Are not children • Need organization • Preconceptions and abilities • New vs. Old learning
- 10. The Trainer’s Role 10 • Facilitator • Presenter • Coach
- 11. Facilitator Responsibilities 11 • Optimal lighting for viewing and changes in lighting as necessary • Ensuring the room temperature is comfortable for the students
- 12. Facilitator Responsibilities •Setting the initial mood of the group • Creating an effective climate for learning • Motivate students to participate in the learning process • Be accepting of comments, avoid getting defensive 12
- 13. Facilitator Responsibilities •Control disruptive students • Offer yourself as a resource • Allow for limited debate and/or challenges of the ideas presented • Discuss how the learning can be applied in real world applications 13
- 14. Facilitator Responsibilities •Make yourself available at the beginning of breaks and after class to field individual student questions • Always treat the learners with respect • Avoid stereotypes 14
- 15. Teaching Adults •More effective retention given more than one training method • Reading • Hearing • Seeing • Seeing & Hearing • Talking & Writing • + Doing 15 10% 20% 30% 50% 70% 90%
- 16. Teaching Adults •Explain what you plan to tell or do • Tell them and/or do • Tell them what you told them or did • Learner explains and does 16
- 17. Learning Styles 17 • Active – Participate – Field tips – Hands-on – Presentations • Passive – Read – Listen – Observe
- 18. Instructional Strategy 18 • Characteristics of workers • Presentation • Practice • Feedback • Testing
- 19. Instructional Strategy 19 • Talking Head • Demonstrations • Discussions • One-on-one
- 20. Instructional Media 20 • Power Point • Slides • Overheads • Videos • DVDs • Flip charts • Etc.
- 21. 21 Do’s •Positive mental attitude • Dress appropriately • Be enthusiastic • Be energetic • Avoid excessive slang and vernacular A+
- 22. A+ Do’s 22 • Speak up • Be yourself • Practice what you preach • Watch your body language • Be the best ‘you’ that you can be
- 23. 23 • Beprepared • Be sensitive • Acknowledge learners • Use your sense of humor • Be respectful Do’s A+
- 24. 24 Do’s •Be accessible and approachable • Be responsive • Allow learners to lead • Be flexible • Maintain your schedule A+
- 25. Facilities –Location –Accommodations –Speakers –Food and beverage for breaks Set-up and test all equipment before the start of the session –Arrange student seating if necessary 25 Planning and Preparation
- 26. Planning andPreparation Learning Environment – Room - suitable classroom space for 26 training • Size • Setup – tables and chairs for all attendees – plus two extra tables at the rear reserved for the trainers) – Temperature
- 27. Planning and Preparation Arrive at the training location early •Become familiar with the facility: 27 –Security –Exits –Restrooms –Emergency procedures –Contact person –Rules
- 28. Planning and Preparation 28 Administrative – Related paper work • Sign in forms/registration forms • Schedule • Evaluations • Etc.
- 29. Planning and Preparation 29 Equipment and Supplies – Audiovisual equipment • Hotel • Rented • Personal Extra batteries and lamps Power strip(s) Extension cord(s)
- 30. Audiovisual and equipmentthat includes – Computer – LCD projector – VCR/TV – Microphone (if needed for the size room secured) – Overhead transparency projector – Whiteboard & markers – Flipcharts & markers – 35mm slide projector – Projection screen 30 Planning and Preparation
- 31. Planning and Preparation 31 Equipment and supplies – Transparencies – Markers – Flip charts – Paper – Pens and pencils – Handouts
- 32. Preparation Skills •Know your audience • Communicate the session objectives at the outset of your presentation • Be familiar enough with your materials so as to avoid reading directly from slides 32
- 33. Preparation Skills •Supplement the information that will be on the slides with real world examples, court decisions, news articles, drawings etc.. • Expect to be nervous • Do an extensive review of your material so you are thoroughly familiar with the topic you are going to present 33
- 34. Preparation Skills 34 • The better you know your subject the more confidence you will have • The more you practice the better you will be • Try your presentation out on family or co-workers
- 35. Delivery Skills 35 • Make sure you speak so that students in the back have no trouble hearing you • Enunciate your words clearly • Avoid saying uhm….. • Avoid distracting mannerisms such as jingling change or playing with your hair
- 36. Delivery Skills 36 • Involve the participants by encouraging and asking questions • Start on time; make sure that established breaks, lunch and ending times are adhered to
- 37. Delivery Skills 37 • Pace your delivery according to the allotted time and the material to be covered • If working from a syllabus, make sure you cover everything that is on it, or explain changes
- 38. Delivery Skills 38 • Keep close tabs on the climate of the class • Recognize your strengths and weaknesses • Work to maximize your strengths and minimize your weakness
- 39. Delivery Skills 39 • Don’t pretend to know all the answers • If you don’t know something: – Discuss the question with the class – Let the student know you will get the answer, but be sure to remember to follow up
- 40. Fatal Mistakes 40 • Poor first impression • No objectives • Dull, dry and boring • Frozen in one spot • Weak eye contact • Poor visual aids
- 41. Fatal Mistakes 41 • Weak close • No humor • Poor preparation • No audience involvement • No enthusiasm or conviction • Poor facial expression
- 42. Don’ts 42 •Don’t be too formal • Don’t be a know it all • Don’t be unprepared • Do not talk down to learners • Do not use profanity • Don’t be distracting
- 43. Don’ts 43 •Don’t loose control • Don’t catch people unprepared • Don’t be afraid to say you do not know • Don’t avoid eye contact
- 44. Answering Questions 44 • Repeat the question – Answer now/later – Redirect – Discussion • Don’t bluff – You know – You don’t know
- 45. 45 Difficult Questionsand Learners • Argumentative individual • Loaded questions • Long-winded • No good answer
- 46. Summary 46 •Training is a System • Strive to Improve • Characteristics of Adult Learners • The Trainer’s Role • Teaching Adults • Learning Styles • Instructional Strategies • Instructional Media
- 47. Summary 47 •Do’s • Planning and Preparation • Preparation Skills • Delivery Skills • Facilitator Responsibilities • Fatal Mistakes • Dont’s • Answering Questions • Difficult Questions and Learners
- 48. Summary • Theinstructor does not know everything. • Remember – you are leading a group. 48
- 49.
Editor's Notes
- #5 The purpose of the system is to bring about l;earning Learners = Workers. All of these components interact in order to achieve the goal. The instructor reviews sample problems in the test with learners. A test is delivered to determine if learning is taking place If learner performance is not necessary, it might necessitate changes to make it more effective/bring about the desired learning outcomes These are the basic components of a systems model. All systems models are not the same.
- #6 Used a lot in the military and industry. Because there is a premium on efficiency of instruction and quality of student performance. In the systematic design of instruction data is collected to determine what part(s) of the instruction is not working and it is revised accordingly.
- #7 Instructional design is the umbrella that encompasses all of this. Based on theory, research, and experience “systems approach” - many bear this name, but all are different, but do share similar components Major components are analysis, design, development, implementation, and evaluation This is all one one integrated process.
- #11 Facilitator – makes sure participants express their thoughts Makes sure that participants are heard and recognized. Mediate differences Periodically check how participants are feeling and reacting to training Best suited approach for workshops Presenter – provides the focus of the training session by Providing information on a specific subject Presenting concepts and giving examples Summarizing key elements and clarifying complex points; and Evaluating participants progress This approach is effective when there is a lot of information to deliver over a short time frame. Coach – makes sure participants practice the concepts and skills they learn by Monitoring group exercises Correcting mistakes; and Allowing participants to demonstrate the skills they have learned. This approach is often useful for on-the-job training. Effective Training Techniques, Jeff Chrétien, OH&S Canada; May/June 1995; p. 29-33
- #16 Effective Training Techniques, Jeff Chrétien, OH&S Canada; May/June 1995; p. 29-33
- #19 Pre instruction - prior to formal instruction - 1) motivating learners, 2) informing them of what they will learn, and 3) ensuing them that they have the knowledge to do so.
- #20 Use original or existing materials
- #21 Use original or existing materials