adult learning training techniques by ravinder tulsiani
TRANSCRIPT
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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