Training Adult LearnersTraining Techniques

Contents

Training is a SystemStrive to ImproveCharacteristics of Adult LearnersThe Trainers RoleTeaching AdultsLearning StylesInstructional StrategiesInstructional Media

Contents

DosPlanning and PreparationPreparation SkillsDelivery SkillsFacilitator ResponsibilitiesFatal MistakesDontsAnswering QuestionsDifficult Questions and Learners

Training is a SystemAdult LearnersInstructorsLearning EnvironmentInstructional Materials

Why the Systems Approach?Focusedwhat the worker needs to knowwhat the worker needs to be able to doLinkedinstruction and outcomesReusable

Systems ViewPreparationImplementationEvaluationRevisionLearnersMaterialsInstructors

Environment

Strive to ImproveUse the input from student evaluations to improve your future performanceUpdate your materials to keep them currentContinue to improve your knowledge of the subject matter

Characteristics of Adult LearnersAdults are capable of lifelong learningAdults want to know why its important (purpose) and how they can use itAdults like to participate in decision making regarding learning/trainingChoices

Characteristics of Adult LearnersLearn in their own waysAre not childrenNeed organizationPreconceptions and abilitiesNew vs. Old learning

The Trainers RoleFacilitatorPresenterCoach

Facilitator ResponsibilitiesOptimal lighting for viewing and changes in lighting as necessaryEnsuring the room temperature is comfortable for the students

Facilitator ResponsibilitiesSetting the initial mood of the groupCreating an effective climate for learningMotivate students to participate in the learning processBe accepting of comments, avoid getting defensive

Facilitator ResponsibilitiesControl disruptive studentsOffer yourself as a resourceAllow for limited debate and/or challenges of the ideas presentedDiscuss how the learning can be applied in real world applications

Facilitator ResponsibilitiesMake yourself available at the beginning of breaks and after class to field individual student questionsAlways treat the learners with respectAvoid stereotypes

Teaching AdultsMore effective retention given more than one training methodReading HearingSeeingSeeing & HearingTalking & Writing+ Doing

10%90%70%50%30%20%

Teaching AdultsExplain what you plan to tell or do Tell them and/or doTell them what you told them or did Learner explains and does

Learning StylesActiveParticipateField tipsHands-onPresentationsPassiveReadListenObserve

Instructional StrategyCharacteristics of workersPresentationPractice FeedbackTesting

Instructional StrategyTalking HeadDemonstrationsDiscussionsOne-on-one

Instructional MediaPower PointSlidesOverheadsVideosDVDsFlip chartsEtc.

DosPositive mental attitudeDress appropriatelyBe enthusiasticBe energeticAvoid excessive slang and vernacularA+

DosSpeak upBe yourselfPractice what you preachWatch your body languageBe the best you that you can be

A+

DosBe preparedBe sensitiveAcknowledge learnersUse your sense of humorBe respectful

A+

DosBe accessible and approachableBe responsive Allow learners to leadBe flexibleMaintain your schedule

A+

Planning and PreparationFacilities LocationAccommodationsSpeakersFood and beverage for breaksSet-up and test all equipment before the start of the sessionArrange student seating if necessary

Learning EnvironmentRoom - suitable classroom space for training SizeSetuptables and chairs for all attendeesplus two extra tables at the rear reserved for the trainers)TemperaturePlanning and Preparation

Planning and PreparationArrive at the training location earlyBecome familiar with the facility:SecurityExitsRestroomsEmergency proceduresContact personRules

Planning and PreparationAdministrativeRelated paper workSign in forms/registration formsScheduleEvaluationsEtc.

Equipment and SuppliesAudiovisual equipmentHotelRentedPersonal Extra batteries and lampsPower strip(s)Extension cord(s)

Planning and Preparation

Audiovisual and equipment that includes ComputerLCD projectorVCR/TVMicrophone (if needed for the size room secured)Overhead transparency projectorWhiteboard & markersFlipcharts & markers35mm slide projectorProjection screenPlanning and Preparation

Planning and PreparationEquipment and suppliesTransparenciesMarkersFlip chartsPaperPens and pencilsHandouts

Preparation SkillsKnow your audienceCommunicate the session objectives at the outset of your presentationBe familiar enough with your materials so as to avoid reading directly from slides

Preparation SkillsSupplement the information that will be on the slides with real world examples, court decisions, news articles, drawings etc..Expect to be nervousDo an extensive review of your material so you are thoroughly familiar with the topic you are going to present

The better you know your subject the more confidence you will haveThe more you practice the better you will be Try your presentation out on family or co-workers

Preparation Skills

Delivery SkillsMake sure you speak so that students in the back have no trouble hearing youEnunciate your words clearlyAvoid saying uhm.. Avoid distracting mannerisms such as jingling change or playing with your hair

Delivery SkillsInvolve the participants by encouraging and asking questionsStart on time; make sure that established breaks, lunch and ending times are adhered to

Delivery SkillsPace your delivery according to the allotted time and the material to be coveredIf working from a syllabus, make sure you cover everything that is on it, or explain changes

Delivery SkillsKeep close tabs on the climate of the classRecognize your strengths and weaknessesWork to maximize your strengths and minimize your weakness

Delivery SkillsDont pretend to know all the answersIf you dont know something:Discuss the question with the classLet the student know you will get the answer, but be sure to remember to follow up

Fatal MistakesPoor first impressionNo objectivesDull, dry and boringFrozen in one spotWeak eye contactPoor visual aids

Fatal MistakesWeak closeNo humorPoor preparationNo audience involvementNo enthusiasm or convictionPoor facial expression

DontsDont be too formalDont be a know it allDont be unpreparedDo not talk down to learners Do not use profanityDont be distracting

DontsDont loose controlDont catch people unpreparedDont be afraid to say you do not knowDont avoid eye contact

Answering QuestionsRepeat the questionAnswer now/laterRedirectDiscussionDont bluffYou knowYou dont know

Difficult Questions and LearnersArgumentative individualLoaded questionsLong-winded No good answer

SummaryTraining is a SystemStrive to ImproveCharacteristics of Adult LearnersThe Trainers RoleTeaching AdultsLearning StylesInstructional StrategiesInstructional Media

Summary

DosPlanning and PreparationPreparation SkillsDelivery SkillsFacilitator ResponsibilitiesFatal MistakesDontsAnswering QuestionsDifficult Questions and Learners

SummaryThe instructor does not know everything.Remember you are leading a group.

Questions

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.

Chrtien, J. (May/June 1995). Effective Training Techniques, OH&S Canada (11) 3. 29-33.

References

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

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

Adult Learners

WORKSHOP

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?

Group ExerciseEach group will develop a training module Lesson PlanMethodWorkshops/exercisesTraining Aids/ExamplesEvaluation

Training Adult LearnersTraining Techniques

The purpose of the system is to bring about l;earningLearners = Workers.All of these components interact in order to achieve the goal.The instructor reviews sample problems in the test with learners.A test is delivered to determine if learning is taking place If learner performance is not necessary, it might necessitate changes to make it more effective/bring about the desired learning outcomesThese are the basic components of a systems model. All systems models are not the same.Used a lot in the military and industry.Because there is a premium on efficiency of instruction and quality of student performance.

In the systematic design of instruction data is collected to determine what part(s) of the instruction is not working and it is revised accordingly.Instructional design is the umbrella that encompasses all of this.Based on theory, research, and experiencesystems approach - many bear this name, but all are different, but do share similar componentsMajor components are analysis, design, development, implementation, and evaluationThis is all one one integrated process. Facilitator makes sure participants express their thoughtsMakes sure that participants are heard and recognized.Mediate differencesPeriodically check how participants are feeling and reacting to trainingBest suited approach for workshopsPresenter provides the focus of the training session byProviding information on a specific subjectPresenting concepts and giving examplesSummarizing key elements and clarifying complex points; andEvaluating participants progressThis approach is effective when there is a lot of information to deliver over a short time frame.Coach makes sure participants practice the concepts and skills they learn byMonitoring group exercisesCorrecting mistakes; and Allowing participants to demonstrate the skills they have learned.This approach is often useful for on-the-job training.

Effective Training Techniques, Jeff Chrtien, OH&S Canada; May/June 1995; p. 29-33

Effective Training Techniques, Jeff Chrtien, OH&S Canada; May/June 1995; p. 29-33

Pre instruction - prior to formal instruction - 1) motivating learners, 2) informing them of what they will learn, and 3) ensuing them that they have the knowledge to do so.Use original or existing materialsUse original or existing materials