This document provides guidance on developing effective training programs for adult learners. It discusses key principles such as understanding learners' needs and defining clear objectives. It also outlines an 8-step process for developing a training program, including determining participants' needs, developing activities, and preparing evaluations. Additionally, it covers facilitator skills like establishing clear rules and using a variety of teaching methods to engage learners. The overall message is that understanding adult learning principles and systematically planning all aspects of a program are important for developing impactful training.

1. Training in Industry

2. Objectives of the SessionBasic psychological principles and facts concerning learningDevelopment of a training programme

3. Adult Learning…what we believe?…what we know?…what we DO?

5. We are IndividualsLearning is a process, not a thing that can be seen. It is individual and personal.

6. Bloom’s Cognitive Domain of Learning

7. Krathwohl’s Affective Domain of Learning

8. Cognitive and Affective

9. Kolb’s Learning StylesConcrete ExperienceFeelingPerception Continuumhow we think about thingsReflective ObservationWatchingActive ExperimentationDoingProcessing Continuum how we do thingsAbstract ConceptualizationThinking

10. Rank order each set of four words assigning a 4 to the word which best characterizes your learning style a 3 to the word which next best characterizes your learning style, a 2 to the next most characteristic word, and a 1 to the word which is least characteristic of you as a learner.

11. High CEA high score on CONCRETE EXPERIENCE represents a receptive, experience based approach to learning that relies heavily on feeling-based judgement. High CE individuals tend to be empathetic and “people oriented”. They general find theoretical approaches to be unhelpful and prefer to treat each situation as a unique case. They learn best from specific examples in which they can become involved. Individuals who emphasise CONCRETE Experience tend to be oriented more towards peers and less towards authority in their approach to learning, and benefit most from feedback and discussion with fellow CE learners.

12. High ACA high score on ABSTRACT CONCEPTUALISATION indicates an analytical, conceptual approach to learning that relies heavily on logical thinking and rational evaluation. High AC individuals tend to be oriented more towards things and symbols and less towards other people. They learn best in authority-directed, impersonal learning situations that emphasise theory and systematic analysis. They are frustrated by and benefit little from unstructured “discovery” learning approaches like exercises and simulations.

13. High AEA high score on ACTIVE EXPERIMENTATION indicates an active, “doing” orientation to learning that relies heavily on experimentation. High AE individuals learn best when they can engage in such things as projects, homework, or small group discussions. They dislike passive learning situations such as lectures. These individuals tend to be extroverts.

14. High ROA high score on REFLECTIVE OBSERVATION indicates a tentative, impartial and reflective approach to learning. High RO individuals rely heavily on careful observation in making judgements, and prefer learnin situations such as lectures that allow them to take the role of impartial observers. These individuals tend to be introverts.

15. What's your learning style?It is unlikely that your learning style will be described accurately by just one of the four preceding slides.This is because each person’s learning style is a combination of the four basic learning modes. It is therefore more meaningful to describe your learning style by a single data point that combines your scores on the four basic modes. This is accomplished by using the two combination scores, AC-CE and AE-RO.Calculate AC-CE and AE-RO

16. Kolb’s Learning StylesConcrete ExperienceFeeling-12-10-8-7-6-5-4-3-2-10 1245678910111213141618Diverging(feel and watch)CE/ROAccommodating(feel and do)CE/AEReflective ObservationWatchingActive ExperimentationDoing17 15 13 12 11 10 9 8 7 6 5 4 3 2 1 0 -1 -2 -3 -4 -5 -6 -7 -8 -9 -11Assimilating(think and watch)AC/ROConverging(think and do)AC/AEAbstract ConceptualizationThinking

17. Kolb’s Learning Styles | Diverging (feeling and watching - CE/RO)Able to look at things from different perspectivesPrefer to watch rather than doTending to gather information and use imagination to solve problemsBest at viewing concrete situations several different viewpointsPerform better in situations that require ideas-generationHave broad cultural interests and like to gather informationThey are interested in peopleImaginative and emotionalStrong in the artsPrefer to work in groupsListen with an open mind and to receive personal feedbackSensitive

18. Kolb’s Learning Styles | Assimilating (watching and thinking - AC/ROLearning preference is for a concise, logical approachIdeas and concepts are more important than peopleRequire good clear explanation rather than practical opportunityExcel at understanding wide-ranging information and organizing it a clear logical formatLess focused on people and more interested in ideas and abstract conceptsMore attracted to logically sound theories than approaches based on practical valuePrefer readings, lectures, exploring analytical models, and having time to think things through.

19. Kolb’s Learning Styles | Converging (doing and thinking - AC/AE)Can solve problems and will use their learning to find solutions to practical issuesPrefer technical tasksAre less concerned with people and interpersonal aspectsBest at finding practical uses for ideas and theoriesSolve problems and make decisions by finding solutions to questions and problemsMore attracted to technical tasks and problems than social or interpersonal issuesLike to experiment with new ideas, to simulate, and to work with practical applications

20. Kolb’s Learning Styles | Accommodating (doing and feeling - CE/AE)'hands-on’ and relies on intuition rather than logicUse other people's analysis, and prefer to take a practical, experiential approachAttracted to new challenges and experiences, and to carrying out plansCommonly act on 'gut' instinct rather than logical analysisstyle will tend to rely on others for information than carry out their own analysisPrefer to work in teams to complete tasksSet targets and actively work in the field trying different ways to achieve an objective. People with an Accommodating learning

21. Characteristics of Adult Learners

22. Characteristic #1The adult learner is primarily independent/self-directed in what he/she learns.Implication: support identity through introductions, use discussion, let them answer the questions, provide take aways/handouts for subsequent learning.

23. Characteristic #2The adult learner has considerable experience to draw upon. Implication: opportunity for sharing experiences, small group discussion, build on past positive experiences.

24. Characteristic #3The adult learner is most apt to be interested in topics that relate to the his/her stage of life.Implication: different ages may have different interests and concerns, as do individuals. Get feedback across the group. Those in transition are often more ready to learn.

25. Characteristic #4The adult learner is most interested in information and ideas that solve problems that they presently face.Implication: use problem focused presentations vs information focused, use the learners’ own problems.

26. Characteristic #5The adult learner is most interested in information that can be applied immediately.Implication: Focus on immediately usable ideas, ask learners to think of how they will apply their learnings.

27. Characteristic #6The adult learner is motivated from within him/herself. Implication: Rewards aren’t always useful. Find out what the learner values. Respond to those values. (Remember the Affective Domain!)

28. Developing Training Program

29. Steps to Develop A Training Program

30. Step 1Define purpose of training and target audienceBe clear about what your training needs hopes to accomplish; prioritizeBe clear who your target audience will be.Write down clear purpose of training and target audience

31. Step 2Determine Participants’ needsThe more accurately you know the needs of your participants the better your training design will be. Find out their needs and expectation by:Get participants to complete a brief, written surveySurvey a random sample of participants by phone to collect more detailed information. Ask them:current roles and responsibilitiesprevious training on this topicreasons for attendancespecific needs and expectation of eventReview past evaluation and feedback formsCollect information early and use it to design your training

32. Step 3Define training objectivesClearly defined objective provide criteria for:Clarifying expect outcomesOutlining training contentPlanning specific training activitiesSelecting/developing materialDesigning evaluation proceduresCommunicating program intent to participants & othersEnsuring training is realistic and appropriateDevelop overall and segment (lesson) objectives and present them to participants at start of each segment

33. Step 4 Outline training contentTrainings gave 3 components: an introduction; a learning component and a wrap-up and evaluation component.Introduction: Establish a positive learning environment; stimulate interest; reduce anxiety and build bonds. Include some content into introductory activities.Learning component: Concepts and ideas taught and explored; skills demonstrated, practiced and discussed. Activities should actively involve participants in acquiring knowledge or practicing skills.Wrap-up and evaluation component: Here ‘pull it all together’. Highlight essential learnings; summarize central concepts and themes; describe next steps. Open up for questions, concerns, feedback.Remember to repeat stated objectives and outcomes to guide program content and remind you of your purpose

34. Step 5 Develop instructional activitiesOrganize activities so that outcomes identified are achieved. Activities should have an introduction, a main segment and a wrap-up segment.Select training strategies that meet objectives, e.g., skill development is best achieved through modeling, practice and feedback while information is achieved through discussion and collaborative group work.Effective training design takes into account principles of adult learning; group size; participant learning style; prior experience/education level of participants, type of skill or information to be presented, and so on.Strategies that promote active learning include brainstorming, games, mini-lectures, small work groups, simulations, role-playing, case studies, etc.Remember you need to develop resource materials, e.g., handouts, case studies,, questionnaires, etc.

35. Step 6 Prepare the written training designWrite a detailed plan of the training session, including goals and objectives; the sequence of specific learning activities and time allotted to each; directions and key points to cover for each activity, and the trainer who will be responsible for the activity.Consider the skill, expertise, training style, and comfort level of each trainer and who will lead in ‘fleshing out’ different sections. Use the detailed plan to stay on track, make midcourse adjustments and document training details

36. Step 7 Prepare participant evaluation formEvaluation determines if the training has achieved its objectives and to identify what needs to be improved. The evaluation form should ask the following:Did participants acquire the skills and knowledge they were supposed to?Were the trainers competent?Were the activities interesting and effective?Was the training format appropriate?Was the training on this topic adequate? Etc.

37. Step 8 Determine follow-up activities for the eventFollow-up activities provide continued support and feedback. Prepare follow-up activities as you develop your training design and these activities should make participants reflect on what they have learned and the process of implementation. Some activities include:Newsletters and website postingsPeer observation and coachingMentoringStudy groupsOngoing communication between participants and traineesFollow-up activities require more resources but increase the likelihood of significant learning occurring.

38. Checklist for Facilitators List qualities of your best trainer/facilitator; identify your weak points and try and improveWork as a team and assign roles: presenter, facilitator, note-taker, logistics person, etc.Arrange for a suitable venue and ensure you have all visual materials, e.g., paper, pens, flipchart, etc, needed and check your audio-visual aidsEnsure fieldwork dates convenient for peoplePrepare well and rehearse

39. Techniques / Practices Relax and energize participants and facilitate name learning; use an ‘ice-breaker’Ensure everyone knows aims and objectives of workshopGet a sense of participants level of knowledge and expectationsAgree to ‘rules’ of workshop: mutual respect; one speaker at a time; no mobile phones; punctuality, etc.Use a variety of communication methods and visual aidsStart everyday with a recap of the previous dayAlways build in an evaluation of the training for future improvements

40. Attitude of Facilitator Attitude/behavior as facilitatorBe open and honest; stay relaxed and calmBe a good listener; observe, record, etc.Do not judge e.g., this is bad, this is good; or humiliate peopleBe aware of language barriers; sensitivitiesDo not let arguments dominate discussion; re-focus on key topicHave eye contact, speak slowly and clearly; move aroundTry and involve all participantsUse humour, stories, examples, words that capture interestAddress questions, concerns while sticking to your message