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Training Adult Learners

Training TechniquesRavinder Tulsiani

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Contents• Training is a System• Strive to Improve• Characteristics of Adult Learners• The Trainer’s Role• Teaching Adults• Learning Styles• Instructional Strategies• Instructional Media

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• Do’s• Planning and Preparation• Preparation Skills• Delivery Skills• Facilitator Responsibilities• Fatal Mistakes• Dont’s• Answering Questions• Difficult Questions and Learners

Contents

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Training is a System

Adult LearnersInstructors

Learning Environment

Instructional Materials

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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

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Systems View• Preparation

• Implementation

• Evaluation

• Revision LearnersMaterialsInstructors

Environment

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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

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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

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• Learn in their own ways

• Are not children

• Need organization

• Preconceptions and abilities

• New vs. Old learning

Characteristics of Adult Learners

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The Trainer’s Role

• Facilitator

• Presenter

• Coach

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Facilitator Responsibilities

• Optimal lighting for viewing and changes in lighting as necessary

• Ensuring the room temperature is comfortable for the students

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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

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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

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• 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

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• 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%

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• 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

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Learning Styles• Active

– Participate– Field tips– Hands-on– Presentations

• Passive– Read– Listen– Observe

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Instructional Strategy• Characteristics of workers

• Presentation

• Practice

• Feedback

• Testing

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Instructional Strategy

• Talking Head

• Demonstrations

• Discussions

• One-on-one

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Instructional Media• Power Point• Slides• Overheads• Videos• DVDs• Flip charts• Etc.

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Do’s

• Positive mental attitude

• Dress appropriately

• Be enthusiastic

• Be energetic

• Avoid excessive slang and vernacular

A+

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• Speak up

• Be yourself

• Practice what you preach

• Watch your body language

• Be the best ‘you’ that you can be

A+Do’s

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• Be prepared

• Be sensitive

• Acknowledge learners

• Use your sense of humor

• Be respectful

Do’s

A+

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Do’s• Be accessible and approachable

• Be responsive

• Allow learners to lead

• Be flexible

• Maintain your schedule

A+

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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

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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

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Arrive at the training location early• Become familiar with the facility:

–Security

–Exits

–Restrooms

–Emergency procedures

–Contact person

–Rules

Planning and Preparation

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Planning and Preparation

Administrative

– Related paper work

• Sign in forms/registration forms

• Schedule

• Evaluations

• Etc.

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Equipment and Supplies– Audiovisual equipment

• Hotel• Rented• Personal

Extra batteries and lampsPower strip(s)Extension cord(s)

Planning and Preparation

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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

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Equipment and supplies

– Transparencies

– Markers

– Flip charts

– Paper

– Pens and pencils

– Handouts

Planning and Preparation

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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

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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

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• 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

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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

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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

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• 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

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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

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• 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

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Fatal Mistakes

• Poor first impression

• No objectives

• Dull, dry and boring

• Frozen in one spot

• Weak eye contact

• Poor visual aids

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• Weak close

• No humor

• Poor preparation

• No audience involvement

• No enthusiasm or conviction

• Poor facial expression

Fatal Mistakes

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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

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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

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Answering Questions• Repeat the question

– Answer now/later– Redirect– Discussion

• Don’t bluff– You know– You don’t know

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Difficult Questions and Learners• Argumentative individual

• Loaded questions

• Long-winded

• No good answer

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Summary• Training is a System• Strive to Improve• Characteristics of Adult Learners• The Trainer’s Role• Teaching Adults• Learning Styles• Instructional Strategies• Instructional Media

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• Do’s• Planning and Preparation• Preparation Skills• Delivery Skills• Facilitator Responsibilities• Fatal Mistakes• Dont’s• Answering Questions• Difficult Questions and Learners

Summary

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Summary

• The instructor does not know everything.

• Remember – you are leading a group.

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Questions

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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

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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

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McMaster, S. (2000).Training Made 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

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Adult Learners

WORKSHOP

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Its Your Turn You will now have a chance to

apply what you have learned. The task is to design an ergonomics training program for your workers. What topics would you include?

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Group Exercise• Each group will develop a training

module – Lesson Plan– Method– Workshops/exercises– Training Aids/Examples– Evaluation

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Training Adult Learners

Training Techniques