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ADULT LEARNERS by Nisar.ppt
- 1. 1 Adult Learners Presented by MuhammadNisar Presented to Dr Niaz Muhammad
- 2. 2 Training Adult Learners TrainingTechniques
- 3. 3 Contents • Training isa System • Strive to Improve • Characteristics of Adult Learners • The Trainer’s Role • Teaching Adults • Learning Styles • Instructional Strategies • Instructional Media
- 4. 4 • Do’s • Planningand Preparation • Preparation Skills • Delivery Skills • Facilitator Responsibilities • Fatal Mistakes • Dont’s • Answering Questions • Difficult Questions and Learners Contents
- 5. 5 Training is aSystem Adult Learners Instructors Learning Environment Instructional Materials
- 6. 6 Why the Systems Approach? •Focused – what the adult learner needs to know – what the adult learner to be able to do • Linked – instruction and outcomes
- 7. 7 Systems View • Preparation •Implementation • Evaluation • Revision Learners Materials Instructors Environment
- 8. 8 Strive to Improve •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
- 9. 9 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
- 10. 10 • Learn intheir own ways • Are not children • Need organization • Preconceptions and abilities • New vs. Old learning Characteristics of Adult Learners
- 11. 11 The Trainer’s Role •Facilitator • Presenter • Coach
- 12. 12 Facilitator Responsibilities • Optimallighting for viewing and changes in lighting as necessary • Ensuring the room temperature is comfortable for the students
- 13. 13 Facilitator Responsibilities • Settingthe 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
- 14. 14 Facilitator Responsibilities • Controldisruptive 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
- 15. 15 • Make yourselfavailable at the beginning of breaks and after class to field individual student questions • Always treat the learners with respect • Avoid stereotypes Facilitator Responsibilities
- 16. 16 • More effectiveretention given more than one training method • Reading • Hearing • Seeing • Seeing & Hearing • Talking & Writing • + Doing Teaching Adults 10% 90% 70% 50% 30% 20%
- 17. 17 • Explain whatyou plan to tell or do • Tell them and/or do • Tell them what you told them or did • Learner explains and does Teaching Adults
- 18. 18 Learning Styles • Active –Participate – Field tips – Hands-on – Presentations • Passive – Read – Listen – Observe
- 19. 19 Instructional Strategy • Characteristicsof learners/ Psychology • Presentation • Practice • Feedback • Testing
- 20. 20 Instructional Strategy • TalkingHead • Demonstrations • Discussions • One-on-one
- 21. 21 Instructional Media • PowerPoint • Slides • Overheads • Videos • DVDs • Flip charts
- 22. 22 Do’s • Positive mentalattitude • Dress appropriately • Be enthusiastic • Be energetic • Avoid excessive slang and vernacular
- 23. 23 • Speak up •Be yourself • Practice what you preach • Watch your body language • Be the best ‘you’ that you can be Do’s
- 24. 24 • Be prepared •Be sensitive • Acknowledge learners • Use your sense of humor • Be respectful Do’s
- 25. 25 Do’s • Be accessibleand approachable • Be responsive • Allow learners to lead • Be flexible • Maintain your schedule
- 26. 26 Facilities –Location –Accommodations –Speakers –Food and beveragefor breaks Set-up and test all equipment before the start of the session –Arrange student seating if necessary Planning and Preparation
- 27. 27 Learning Environment – Room- suitable classroom space for training • Size • Setup – tables and chairs for all attendees – plus two extra tables at the rear reserved for the trainers) – Temperature Planning and Preparation
- 28. 28 Arrive at thetraining( Adult learner training) location early •Become familiar with the facility: –Security –Exits –Restrooms –Emergency procedures –Contact person –Rules Planning and Preparation
- 29. 29 Planning and Preparation Administrative –Related paper work • Sign in forms/registration forms • Schedule • Evaluations
- 30. 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 Planning and Preparation
- 31. 31 Equipment and supplies –Transparencies – Markers – Flip charts – Paper – Pens and pencils – Handouts Planning and Preparation
- 32. 32 • The betteryou know your subject the more confidence you will have • The more you practice the better you will be • Try your presentation out on learners Preparation Skills
- 33. 33 Delivery Skills • Makesure 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
- 34. 34 Delivery Skills • Involvethe participants by encouraging and asking questions • Start on time; make sure that established breaks, lunch and ending times are adhered to
- 35. 35 • Pace yourdelivery 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 Delivery Skills
- 36. 36 Delivery Skills • Keepclose tabs on the climate of the class • Recognize your strengths and weaknesses • Work to maximize your strengths and minimize your weakness
- 37. 37 • Don’t pretendto 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 Delivery Skills
- 38. 38 Fatal Mistakes • Poorfirst impression • No objectives • Dull, dry and boring • Frozen in one spot • Weak eye contact • Poor visual aids
- 39. 39 • Weak close •No humor • Poor preparation • No audience involvement • No enthusiasm or conviction • Poor facial expression Fatal Mistakes
- 40. 40 Don’ts • Don’t betoo 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
- 41. 41 Don’ts • Don’t loosecontrol • Don’t catch people unprepared • Don’t be afraid to say you do not know • Don’t avoid eye contact
- 42. 42 Answering Questions • Repeatthe question – Answer now/later – Redirect – Discussion • Don’t bluff – You know – You don’t know
- 43. 43 Difficult Questions and Learners •Argumentative individual • Loaded questions • Long-winded • No good answer
- 44. 44 Summary • The instructordoes not know everything. • Remember – you are leading a group.
- 45.
- 46. 46 Bassi, L. J.& Van Buren, M. E. (1999). Sharpening the leading edge: The State of the Industry Report reveals the steps companies must take to ascend to the top of the training field. American Society for Training and Development: Alexandria, VA. Carey, L. & Dick, W. (1996). The systematic design of instruction. (4th ed.). New York: HarperCollins Publishers, Inc. Chrétien, J. (May/June 1995). Effective Training Techniques, OH&S Canada (11) 3. 29-33. References
- 47. 47 Grimaldi, J. V.& Simonds, R. H. (1989). Safety management. (5th ed.). Boston, MA: Irwin. Handley, W. (1977). Industrial Safety handbook. (2nd ed.). London: McGraw-Hill Book Company (UK) Limited. Johnson, D. (1998). Adult educators need to have enthusiasm. Adult Learning (9) 4, 11-14. References
- 48. 48 McMaster, S. (2000).TrainingMade Easy for Health, Safety, and Environmental Trainers. McMaster Training Associates ©. Krause, T. R. (1997). The behavior-based safety process: Managing involvement for an Injury-free culture. (2nd ed.). New York: Van Nostrand Reinhold. Saccaro, J. A. (1994). Developing safety training programs: Preventing accidents and improving worker performance through quality training. (2nd ed.). New York: Van Nostrand Reinhold. References
- 49. 49 Training Adult Learners TrainingTechniques