Adult Learner Training Techniques

7/31/2019 Adult Learner Training Techniques

1/38

Training Techniques


2/38

What We Need To Know

Adult Learners

Learning Styles

The Comfort Factor

Practical Tools

Organization

How to Present

Presentations

How to Handle the Class


3/38

Adult Learners

Motivation

Pride

Skills

Job Security

Expectations

Other

Interest

Past Experiences


4/38

Adult LearnerLearning Styles

Doing

Observing

Hearing

Reading

Combination

Other


5/38

The Comfort Factor

Room temperature

Not too hot or too cold

Seating

Metal folding chairs make for a very short attention

span Be able to accommodate people with bad backs, etc.


6/38

The Comfort Factor

Make students feel at home

Do name tags, desk tags, etc.

Have coffee and snacks if possible

Welcome them as they come into the room

Attention Span

Watch them and see how you are doing


7/38

Practical Tools

Circle

Forces everyone to look at each other, no

one can hide

Square

Most everyone can see each other, somecan hide

*These first two do not allow the instructor tostand and face the class but also make it verydifficult to show slides etc.

Setting up the classroom


8/38

Practical Tools

Horseshoe set up

Good for the instructor because of access tothe class

Instructor can walk up to anyone in the class

Class can see each other

Class can see a screen if used

Students all facing forward

Old lecture style More difficult for class participation

Students have to look around to see who isspeaking

other


9/38

Practical ToolsStarting The Class

Introduce yourself with your name and how you want tobe addressed (Mr., Ms., Dr. or first name)


10/38

Explain class rules & requirements

Class hours

In event of an emergency

Exits

Medical

other

Breaks and Lunch

Rules around food and drink.

Pagers and cell phones Other requirements by location (parking, smoking, doors to

use, etc.)


11/38

Practical Tools

Give a brief introduction of

yourself and your qualifications. Not too lengthy or they will mimic you.

Class introductions - Go around the roomand have each student introducethemselves.

Try limiting them to their name, department,time on the job, etc. for example


12/38

Practical Tools

The activity of introductions gives theinstructor a mental image of the class andhow to proceed.

You can use icebreakers. There are lots ofvariations of introductions. Check the web.


13/38

Practical Tools

Give a short introduction to the class/course. You can use stories as examples of the subject, statistics, and

other information covered later in the course.

Present the course objectives. This sets the tone for the class and gives the students an idea of

what is going to be covered.

You should also close the class by showing that the objectiveswere met

Remember Make a good first impression, you onlyhave one chance


14/38

Practical Tools

Do not intimidate them.You can show your knowledge without bragging

Do not let your education/experience overwhelm

Allow for comments, questions and even afew stories

Adult Learners need a chance to share theirknowledge and experiences

Do not let the story telling get out of hand.


15/38

Organization

Be organized

Have what you need in front of you

Give them a schedule or outline

Plan your class

Plan your time on each subject

Keep to that schedule as closely as possible


16/38

Time Management

Allow for extra time.

Have a plan for

Power, Computer or Projector Failure

Extra Questions and Comments

Being Interrupted

People being late

People who must leave early

other


17/38

Organization

Preview any video before class

Offensive materials?

Religious

Ethnic Background

Other- Politically incorrect items

Watch blood and gore pictures/videos(some people react to them in a negative way)


18/38

Presentation

Use only proper language.

NO PROFANITY, SUGGESTIVE LANGUAGE,ETHNIC SLURS, COMMENTS or JOKES.


19/38

How to Present

Training Materials

Does everyone in the class read?

English

Other languages

Preview all your materials

Spell check, alignment, etc.


20/38

Presentation

Are slides large enough for all to see?

Is there too much on them?

Are they attractive? Do your materials cover the subject?


21/38

How to Present

Things to remember

Always face the class

Never turn your back on them or talk to the screen

Look at the people in the room Continually scan the class


22/38

How to Present

Do not stare at one individual

This may embarrass them

Are you singling them out?

Know your materials Do not read from the screen

The class will pick up on anyone who is not sure of theirsubject


23/38

How to Present

Dress the part Remember you are the expert on the subject,

look like one Do not over dress or under dress

Speak clearly Can you be heard by everyone? Do not mumble Pronounce words correctly Know and use the correct safety lingo

OSHA, NFPA,ANSI,RCRA,MSHA, EPA,CDC, ETC


24/38

Be aware of

Avoid annoying habits

Hands in pockets jingling change

Repeating Phases (OK?, YA-YA, Scratching variousbody parts, etc.)

Looking out the window or acting distracted

Acting uninvolved or lofty


25/38

How to Present

Be Confident Remember it shows

Be enthusiastic

This really shows

Be honest If you do not know something admit it

& look it up later

BE YOURSELF Students enjoy instructors who are real people


26/38

Presentations

Using PowerPoint

Use as few words as possible

Font size should be large enough to read inthe back of the room.

Watch distracting images or phrases

Use a colorful background not one that

blocks out the wording or images


27/38

Presentations

Add site specific photos

Shows actual workplace conditions

Use lots of pictures, people like this

Makes your presentation more real

Add clip art to enhance the presentation

Be careful that the clip art does not become the

themeAnimated clip art is nice but can be distracting


28/38

Presentations

Add video clips if appropriate

This will require a higher speed computer and lotsof memory

Link to video streaming if possible Need high speed link


29/38

Focus on the Student

Students that are Functionally Illiterate

Student who cannot read well.

Students with Learning Disabilities

ADHD, Dyslectic , etc.

Non-Native English Speaking Students

Do not depend on their reading ability

Never expect all students have the same reading level

Use pictures, symbols, Hands on, etc.

Explain everything very carefully


30/38

Common Signs of Difficulty

Continues to spell incorrectly

Avoids reading and writing tasks

Trouble summarizing

Trouble with open-ended questions on tests

Weak memory skills

Difficulty adjusting to new settings

Works slowly

Poor grasp of abstract concepts

Either pays too little attention to details or focuses onthem too much

Misreads information


31/38

Presentations

Use hands-on type learning activities

You may need to devise your own

Make these very practical and simple

Use the building block approach

Start out simple and build up gradually

Remember no reading should be required

This takes some work to prepare.


32/38


Remain calm at all times

Keep control of the class

Remember it is easier to start out tough and back off

than to start soft and try to toughen up. Speak at their level.(Do not use words they do not

understand, unless explained. NFPA ANSI etc)

Watch their faces, if the class is not going well their faces

will tell. (Sleeping, bored, pained, puzzled, etc.) Treat the class the way you would want to be treated.


33/38


Never put anyone down or say they are wrong.(even if they are).

This will embarrass them and adults do not like to beembarrassed in front of other people.

Never correct them in a way that embarrassesthem.

Always use the positive approach then add or suggestthe correct answer.


34/38

How to handle the class

Try to treat them with respect even if youdo not agree with what they are saying.

Remember, we are entitled to our own opinions and

so are they.

Stay on track even if members of the class

get off on another discussion. Pull themback and stay on schedule.


35/38

How To Handle The Class

Most of your training is done in a very limitedtime so staying on schedule is very important.

Ask the students who are involved in a lengthydiscussion to continue that during a break, atlunch or after class.


36/38

How to handle the class

Handling an out of control person must be donecarefully.

When most people explode, they will run down after acouple of minutes.

This gives you time to assess the situation and work ona plan to at least pacify them temporally.

Once the situation is under control then you can talkwith them privately and work out an acceptable plan.

Remember that an incident of this type affects the wholeclass.


37/38


Give the class a break(s) if your are going to keepthem for an extended period (more than twohours).

Allow for interruptions, people coming and going.

Start on time and finish on time.

Be flexible..do not let little things bother you. Roll with it, it is much easier.


38/38

Good Luck!

Remember that everyone is there withdifferent levels of motivation andexpectations.

You need to satisfy as many as possible,however, you may never reach everyone

but always try.

Adult Learner Training Techniques

Documents

Transcript of Adult Learner Training Techniques