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.

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 a System
Instructors Adult Learners
4
Learning
Environment
Instructional
Materials

5. Why the
Systems Approach?
• 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 Adult Learners
• 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 Adult Learners
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
• Be prepared
• 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 and Preparation
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 equipment that 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
Questions and 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
• The instructor does not know everything.
• Remember – you are leading a group.
48

49. 49
Questions