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1
Training Adult Learners
Training Techniques
2
Contents
• Training is a System
• Strive to Improve
• Characteristics of Adult Learners
• The Trainer’s Role
• Teaching Adults
• Learning Styles
• Instructional Strategies
• Instructional Media
3
• Do’s
• Planning and Preparation
• Preparation Skills
• Delivery Skills
• Facilitator Responsibilities
• Fatal Mistakes
• Dont’s
• Answering Questions
• Difficult Questions and Learners
Contents
4
Training is a System
Adult LearnersInstructors
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
6
Systems View• Preparation
• Implementation
• Evaluation
• RevisionLearnersMaterialsInstructors
Environment
7
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
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
9
• Learn in their own ways
• Are not children
• Need organization
• Preconceptions and abilities
• New vs. Old learning
Characteristics of Adult Learners
10
The Trainer’s Role
• Facilitator
• Presenter
• Coach
11
Facilitator Responsibilities
• 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
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
14
• Make yourself available at the beginning of breaks and after class to field individual student questions
• Always treat the learners with respect
• Avoid stereotypes
Facilitator Responsibilities
15
• More effective retention given more than one training method
• Reading
• Hearing
• Seeing
• Seeing & Hearing
• Talking & Writing
• + Doing
Teaching Adults
10%
90%70%
50%
30%
20%
16
• 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
Teaching Adults
17
Learning Styles• Active
– Participate
– Field tips
– Hands-on
– Presentations
• Passive
– Read
– Listen
– Observe
18
Instructional Strategy
• Characteristics of workers
• Presentation
• Practice
• Feedback
• Testing
19
Instructional Strategy
• Talking Head
• Demonstrations
• Discussions
• One-on-one
20
Instructional Media
• Power Point
• Slides
• Overheads
• Videos
• DVDs
• Flip charts
• Etc.
21
Do’s
• Positive mental attitude
• Dress appropriately
• Be enthusiastic
• Be energetic
• Avoid excessive slang and vernacular
A+
22
• Speak up
• Be yourself
• Practice what you preach
• Watch your body language
• Be the best ‘you’ that you can be
A+Do’s
23
• Be prepared
• Be sensitive
• Acknowledge learners
• Use your sense of humor
• Be respectful
Do’s
A+
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
Planning and Preparation
26
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
27
Arrive at the training location early
•Become familiar with the facility:
–Security
–Exits
–Restrooms
–Emergency procedures
–Contact person
–Rules
Planning and Preparation
28
Planning and Preparation
Administrative
– Related paper work
• Sign in forms/registration forms
• Schedule
• Evaluations
• Etc.
29
Equipment and Supplies
– Audiovisual equipment
• Hotel
• Rented
• Personal
Extra batteries and lamps
Power strip(s)
Extension cord(s)
Planning and Preparation
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
Planning and Preparation
31
Equipment and supplies
– Transparencies
– Markers
– Flip charts
– Paper
– Pens and pencils
– Handouts
Planning and Preparation
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
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
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
Preparation Skills
35
Delivery Skills• 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
• Involve the participants by encouraging and asking questions
• Start on time; make sure that established breaks, lunch and ending times are adhered to
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
Delivery Skills
38
Delivery Skills
• Keep close tabs on the climate of
the class
• Recognize your strengths and
weaknesses
• Work to maximize your strengths
and minimize your weakness
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
Delivery Skills
40
Fatal Mistakes
• Poor first impression
• No objectives
• Dull, dry and boring
• Frozen in one spot
• Weak eye contact
• Poor visual aids
41
• Weak close
• No humor
• Poor preparation
• No audience involvement
• No enthusiasm or conviction
• Poor facial expression
Fatal Mistakes
42
Don’ts• 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
• 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
• Repeat the question
– Answer now/later
– Redirect
– Discussion
• Don’t bluff
– You know
– You don’t know
45
Difficult Questions and Learners
• Argumentative individual
• Loaded questions
• Long-winded
• No good answer
46
Summary• Training is a System
• Strive to Improve
• Characteristics of Adult Learners
• The Trainer’s Role
• Teaching Adults
• Learning Styles
• Instructional Strategies
• Instructional Media
47
• Do’s
• Planning and Preparation
• Preparation Skills
• Delivery Skills
• Facilitator Responsibilities
• Fatal Mistakes
• Dont’s
• Answering Questions
• Difficult Questions and Learners
Summary
48
Summary
• The instructor does not know everything.
• Remember – you are leading a group.
49
Questions