Adult Learning Brownfields Alexandria, VA 18 September
2013
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Overview In order to present successful training programs
trainers need the ability to adapt course material to reach diverse
audiences. This presentation introduces participants to learning
styles and key points about adult training.
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Goal Provide participants with information on adult learning
and provide insights on the effective qualities and behaviors of
good trainers.
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Terminal Learning Objective Apply adult learning theory and
practice into curriculum design and training delivery.
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Enabling Objectives After discussion on learning styles and
adult training, participants will be able to: List the key points
about adult training. Describe some instructional techniques. Write
a good enabling objective for a training component.
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Why are you here? What do you expect to get out of this? What
do you want to be able to do? What do you want to know? What do you
want to learn?
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Trainers The ability to deliver effective training is often
thought to be something an individual either does or does not
posses. There are specific qualities and behaviors that
differentiate effective trainers from ineffective ones. These
qualities and behaviors can be learned.
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Categories of Learning Five major categories of learning:
Verbal information Intellectual skills Cognitive strategies Motor
skills Attitudes
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Nine Conditions to Successful Learning Gaining attention
Informing participants of objectives Retrieval Presenting new
material Providing learning guidance Eliciting performance
Providing feedback Assessing performance Retention and
transfer
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Key Elements of Adult Learning Adults learn best by doing.
Participants should be engaged in learning and be self-directed.
Take advantage of participants experience and previous
experiences.
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Key Elements of Adult Learning Learning activities have more
relevance if they relate directly to participants circumstances.
Take individual learning styles and demonstrate each new element of
learning. Use varying approaches and circumstances.
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Tips Related to Adult Learning Establish a climate conducive to
learning. Design training to be approximately 35% presentation and
65% application and feedback.
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Tips Related to Adult Learning Trainers need to be able to
modify, adapt and adjust course material to meets the needs of a
diverse audience. Trainers need to be creative. Instead of thinking
outside the box have no box.
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Trainer Creativity and Innovation Fluency Flexibility
Originality Awareness Drive
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Question: What comes next in the sequence?? Draw the next
object on a piece of paper
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Question: What comes next in the sequence?? Draw the next
object on a piece of paper
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How could you make this Roman numeral equation read correctly
without moving a match?
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A person dropped their watch. The face broke into 4 parts. The
numbers of each part added up to 15. Draw a picture of how the
watch face may have broken. 10 11 9 8 6 7 3 1 2 12 5 4
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10 11 9 8 6 7 3 1 2 12 5 4
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How many squares are in this figure?
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123 5 67 4 8 1211109 13141516 16 small squares 1 large
square
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16 + 1 = 17 The 4 quadrants 17 + 4 = 21
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16 + 1 = 17 4 4 inset boxes of 4 squares + 1 center box of 4
squares. 21 + 5 = 26
Considerations for Adult Learners Adult learners: Commit to
learning when the goals and objectives are considered realistic and
important to them. Want to be the origin of their own learning and
will resist learning activities they believe are an attack on their
competence. Need direct, concrete experiences to apply the learning
in real work. Need to receive feedback on how they are doing and
the results of their efforts.
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Considerations for Adult Learners Participate in small group
activities during learning to move them beyond understanding and
provide an opportunity to share, reflect, and generalize their
learning experiences by: Application Analysis Synthesis
Evaluation
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Considerations for Adult Learners Adult learners come to
learning with a wide range of previous: Experiences Knowledge Self
direction Interests Skills
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Qualities of an Effective Trainer Active Listening is the
ability to hear not only what a person is stating, but also what
his or her underlying feelings are about the subject.
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Qualities of an Effective Trainer Peripheral vision is the
ability to sense the group process and to make a fairly accurate
assessment of what you imagine each group member is
experiencing.
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Qualities of an Effective Trainer Empathy is the quality of a
good trainer that refers to the ability to put yourself in the
other persons shoes, to see the world as he or she sees it.
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Qualities of an Effective Trainer Sense of timing is knowing
when to intervene and when to remain silent.
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Qualities of an Effective Trainer Clarity is an important
characteristic of an effective trainer.
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Qualities of an Effective Trainer Differentiation is the
ability of the trainer to separate him/her self from the
participants, so that the trainer is able to facilitate the group
process.
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Qualities of an Effective Trainer Sensitivity is the ability to
reach each participant, to touch each member emotionally,
intellectually, or physically.
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Qualities of an Effective Trainer Self-disclosure is a
willingness to share ones feelings, thoughts, reactions, and
appropriate personal information with participants in the training.
Flexibility is the willingness of the trainer to give up
pre-conceptions.
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Learning Styles Passive learners Reading manuals and books.
Watching an audio-visual presentation. Hearing a lecture. Observing
demonstrations.
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Learning Styles Active learners Participating in discussions.
Role-playing. Performing an experiment. Taking a field trip.
Hands-on learning. Responding to a scenario. Making a
presentation.
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Learning Modalities Visual learners Auditory learners
Kinesthetic or manipulative learners
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Learning Styles Trainers needs to be aware that differences in
learning styles exist. Trainers need to combine as many types of
activities and media as possible in training delivery. Learners
need to have access to the way they learn best and also learn to
adapt to other learning styles.
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Be Direct Share Leadership Be A Role Model Be Yourself Be
Prepared Be Clear Be Positive Be Sensitive Be Energetic Use Humor
Effective Trainer Behaviors
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Be prepared You need to know the subject matter you are
instructing. Take time to fully prepare yourself for the training.
Effective Trainer Behaviors
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Be yourself No one can be you better than you. Use language
that is comfortable to you. Be energetic Vary the activities in
order to maintain an energetic learning environment.
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Use your sense of humor Encourage humor whenever possible.
Humor provides both the trainer and participant with another way of
viewing themselves that is meaningful, fun, and creative. Effective
Trainer Behaviors
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Be direct The more honest and direct you are as a trainer the
more you serve as a positive role-model for participants. Be clear
Make sure what you say is easily grasped and understood. Being
sensitive to participants Paying attention to peoples feelings and
being responsive to their changing needs.
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Effective Trainer Behaviors Share Leadership Shared leadership
produces greater involvement and investment from participants.
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Effective Trainer Behaviors Be a role model Behave in ways that
are consistent with your value system and participants will
probably behave in similar ways. Be positive It is essential that
you believe in the participants unlimited potential to grow and
change in a positive direction.
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Learning Styles Trainers need to be aware that differences in
learning styles exist. Trainers need to combine as many types of
activities and media as possible in training delivery. Participants
need to have access to the way they learn best and also learn to
adapt to other learning styles.
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Keys to Accommodating Learning Styles Strategies and media need
to be selected to help the participant; not as a convenience to
instructor. Look for alternate strategies and media if one strategy
or media is ineffective.
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OSHA Training Model Training guidelines 1. Determining if
training is needed. 2. Identifying training needs. 3. Identifying
goals and objectives. 4. Developing learning activities. 5.
Conducting the training. 6. Evaluating program effectiveness. 7.
Improving the program.
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ADDIE Analyze Design Develop Implement Evaluate
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Curriculum Design Methods Hazard assessment Audience analysis
Audio-visual support (transfer support system) Use a
performance-based philosophy Pilot the program Evaluate
effectiveness
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Audience Analysis General educational background Job duties and
responsibilities History of training Length of employment
Organizational climate Attitudes toward training Mastery of
prerequisite skills/knowledge Medical requirements Readiness to
Learn
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Goals of Any Curriculum Identify hazards to protect workers and
responders. Effectively communicate workplace and operational
hazards. OSHA Compliance: Communications rely on understanding what
is being conveyed. OSHA requires Employers to communicate hazards
to employees.
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Classroom Environment/Management Paperwork and documentation.
Appropriate classroom size. Classroom comfort. Audio-video
placement and utilization. Appropriate break intervals. Use humor.
Remove trainee anxieties.
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A Ron thought on Learning The biggest obstacle to learning
anything is believing you already know it.
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Key Points about Adult Training Must be relevant. Should be of
immediate use or benefit to the participants. Most important
resource in the training is the participants themselves. Must focus
at all times on the participants.
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For training to occur the participant must be: Ready to learn
Awake Attentive Interactive Involved
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Training Concepts Training plan Your role is to make training
relevant. Elements Training outcomes. Target audience. Manageable
topic segments. Training method. Training aids.
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Learning Pyramid Lecture Reading Audio-visual Demonstration
Discussion Group Practice by doing Teaching others/Immediate use of
learning 5% 20% 30% 50% 75% 90% 10%
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Safety Safety is an activity function driven by what and how we
manage our daily routines.
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Safety The primary goal for any safety program or safety
process is to cultivate safer workers. Safer workers are a result
of performance change, in that workers recognize unsafe or at risk
behaviors for what they are then do something about it.
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The primary factors for causing at risk or unsafe performance
are: Hurrying or rushing. Annoyance or frustration. Exhaustion or
fatigue. Satisfaction or complacency (attitude).
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The primary factors then contribute to these potentially
dangerous errors: Eyes not on task. Mind not on task. Loss of
control (balance/grip/traction). In the line-of-fire.
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Provide Performance-based Feedback Performance-based feedback
can motivate continued involvement in the process. Feedback is also
instructional in that it is key to effective coaching and
performance evolution. Performance-based feedback is objective and
impersonal.
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Focus on Observable Performance Observe what people do. Analyze
why they do it. Then apply interventions based on an understanding
of human psychology.
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Major Incident Causes Taking an unsafe position (line-of-fire).
Not paying attention to hazards (pre-occupied). Using improper
procedures. Slippery and uneven working surfaces. Bad weather.
Being caught between. Hazardous arrangement. Poor
housekeeping.
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Summary Must be relevant. Should be of immediate use or benefit
to the learner. Most important resource in the training is the
participants themselves. Must focus at all times on the
learner.
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Summary Relate the materials to the learners experiences.
Listen to and respect the opinions of learners. Encourage learners
to be resources to you and to each other. Treat learners like
adults.
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Summary Emphasize how the learning can be applied. Relate the
learning to the learners goal. Allow debate and challenge ideas.
Focus on real world problems. Make the training relate to real
world.