This document discusses characteristics of learners and learning styles that should be considered when planning training sessions. It identifies several trainee characteristics, including language ability, culture, education level, gender, age, physical ability, experience, and learning style. For each characteristic, it explains how that should impact the training plan. It also describes the main learning styles - visual, auditory, read/write, and kinesthetic - and tools that can be used to cater to each style. The goal is to understand trainees and design training that suits their individual abilities and preferences.

1. Characteristics of
Learners and their
Learning Styles
PEC 102 – ANDRAGOGY OF LEARNING INCLUDING PRINCIPLES OF TM I

2. Review
In making a design you should consider the
following:
1. Adult Learning Principles
2. Characteristics of your trainees
Basic characteristics that maybe
potential barriers in training should
be identified and addressed on a
trainee per trainee basis when
planning training sessions.
3. Learning Styles of your trainees

3. One important part of planning a training session is to analyze
trainees so that the training suits their:
1. Ability level
2. Learning styles & preferences
3. Motivations and
4. Interests – because they are the bases in choosing
the methodologies to be used by the trainers.
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4. Competency-Based Training
CBT
One of the most important data that you
must have when planning training
sessions is the characteristics of your
trainees. In CBT, we consider individual
differences in training because CBT is
self-paced. The design of training and
instructional materials should therefore
suit characteristics of each trainee.
This lesson will discuss the
different characteristics that you should
know about your learner so that you will
be able to plan training for each of
them.
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5. Characteristics of Learners

6. One important part of planning a training session is to analyze
trainees so that the training suits their:
1. Ability level
2. Learning styles & preferences
3. Motivations and
4. Interests – because they are the bases in choosing
the methodologies to be used by the trainers.
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7. It is important to note that:
a. One of the key features of competency-based training is that, it is customized and
personalized. This is difficult to achieve if trainers are not aware of, either the
differences among trainees, or how they may be able to work with these trainees to
address their specific needs to allow them to demonstrate competence.
b. While the issues are diverse, the solutions are frequently applicable across different
topics.
c. Not all issues for trainers are issues for trainees.
d. By altering some simple components of training, issues can be resolved; e.g.
language issues – having assessment in the local language rather than in English.
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8. TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING
SESSION
Characteristics of Trainees What does this mean to the
plan?
Language, Literacy and
Numeracy (LL&N)
This influences the methods you
can use and the activities and the
tasks that are suitable to the
training and the trainee. You
must be prepared for different
LL&N levels and must have
numerous resources available for
different requirements.
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9. TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING
SESSION
Characteristics of Trainees What does this mean to the
plan?
Cultural Background Be aware of different cultural
backgrounds and practices.
There may be activities that you
choose which are inappropriate
because of cultural background
and practices.
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10. TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING
SESSION
Characteristics of Trainees What does this mean to the
plan?
Education and General
Knowledge
General education levels are
helpful for you to know at
what level to pitch the
delivery of the session.
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11. TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING
SESSION
Characteristics of Trainees What does this mean to the
plan?
Gender The whole plan is affected if
you have a group of all
female, all male or a mixture if
there are activities that
involve demonstration, role
play and so on.
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12. TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING
SESSION
Characteristics of Trainees What does this mean to the
plan?
Age Age can affect the plan
depending on what is
delivered, how it is delivered
and at what pace it is
delivered
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13. TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING
SESSION
Characteristics of Trainees What does this mean to the
plan?
Physical Ability Be aware of any trainee who
is less able than others to
perform physical tasks before
the beginning of the session
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14. TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING
SESSION
Characteristics of Trainees What does this mean to the
plan?
Previous experience with the
topic
Different levels of experience
can be useful, and to plan
well ahead, you should know
who has what experience so it
can be used to you and other
trainees’ advantage
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15. TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING
SESSION
Characteristics of Trainees What does this mean to the
plan?
Previous learning experience It is helpful if you have
knowledge of trainees’
general attitudes towards
learning
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16. TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING
SESSION
Characteristics of Trainees What does this mean to the
plan?
Training level completed This helps you identify special
training and ability in some
special
arrangements/assignments
during training
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17. TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING
SESSION
Characteristics of Trainees What does this mean to the
plan?
Special Courses You may use their special
training and ability in some
special arrangements/
assignments during training
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18. TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING
SESSION
Characteristics of Trainees What does this mean to the
plan?
Learning Style A trainee could be auditory,
visual or kinesthetic
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19. TRAINEE’S CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING
SESSION
Characteristics of Trainees What does this mean to the
plan?
Other Needs This refer to special needs
that would be requested by
the trainees, e.g., schedule foe
working student, single
parent, etc.
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20. Learning Styles

21. What are Learning Styles?
Simply put, learning styles are different methods of
learning or understanding new information.
Learning styles are the way a person takes in,
understands, expresses and remembers information.
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22. Again…
In making a design you should consider the
following:
1. Adult Learning Principles
2. Characteristics of your trainees
3. Learning Styles of your trainees
Varied learning styles would require
variations in the methodologies to be
employed with CBT. Your training design
should be able to provide learning
activities for every trainee considering
his learning style.

23. Determine Your Learning
Styles
LEARNING STYLES
• https://vark-learn.com/the-vark-
questionnaire/
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24. Visual Learning
“
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25. Visual Learning
• Visual learners learn through seeing
• Visual displays of information are
especially useful
• Tools to utilize:
Diagrams, charts, picture, etc.
• When taking notes, rewrite words with
symbols or initials
• Try different spatial arrangements with
your notes
• Underline and use different colours and
highlighters
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26. Visual Learner
• The visual learner often lose focus during
long oral lectures, especially if these are not
accompanied by drawings and illustrations. The
visual learner takes mental pictures of
information given, so in order for this kind of
learner to retain information, oral or written,
presentations of new information must contain
diagrams and drawings, preferably in color. The
visual learner can’t concentrate with a lot of
activity around him and will focus better and
learn faster in a quiet study environment.
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27. Auditory learning
“
”

28. Auditory Learning
• Auditory learners learn through
listening
• Lectures and discussion groups are
important for this types of learner
• Tools to utilize: read text out loud, pay
attention to tone of speaker, discuss
concepts with others for increased
understanding
• Record your summarized notes on tape
and listen to them later
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29. Auditory Learning
• Discuss the concepts being taught with
another person
• Use these discussion to expand your
lecture notes (leave extra space so this
is possible)
• Attending lectures and tutorials is very
important – you want to hear how the
professor will explain a concept
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30. Auditory Learner
• For the auditory learner, oral
presentations are crucial for
understanding a subject, as this kind of
learner has the ability to remember
speeches and lectures in detail but has a
hard time with written text. Having to read
long texts is pointless and will not be
retained by the auditory learner unless it
is read aloud.
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31. Read/write learning
“
”

32. READ/WRITE LEARNING
• READ/Write learners learn through just
that – reading and writing.
• Tools to utilize: glossaries, re-reading
notes and textbooks, re-writing your
notes out into different words
• Use many lists, and rearrange these
lists into multiple choice questions
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33. READ/WRITE LEARNING
• It is very important to understand the
words used in your course: keep a
running glossary of any new or
unfamiliar terms for future reference
• Re-read and Re-write textbook and
lecture notes
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34. Kinesthetic learning
“
”

35. KINESTHETIC LEARNING
• Kinesthetic learner learn through doing
• Use all of you senses – sight, touch,
taste, smell, hearing
• Tools to utilize: incorporate examples
into notes, attend labs or tutorials
• Include many examples in your notes
• Use of practice exams or questions will
be especially helpful
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36. KINESTHETIC LEARNING
• Kinesthetic learners are described as
the students in the classroom, who
have problems sitting still and who
often bounce their legs while tapping
their fingers on the desks. They are
often referred to as hyperactive
students with concentration issues.
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37. Thank you
Prepared by:
Ma. Venus D. De La Paz
Instructor I