Adult Learning & Training Strategies

Adult Learning & Training

Strategies

ObjectivesAt the end of the session trainees will be able to

define the terms ‘training strategy’ & ‘method’

identify the factors influencing the selection of training

strategies for a training session

analyze the Principles of andragogy affecting the

method selection

discuss various training strategies/methods

classify training strategies for knowledge, skills &

attitude components in a training session

select appropriate training strategies for a session

Strategy: art of planning and directing/

managing an activity/operation

well for a particular purpose

Method: Way of doing something,

orderly arrangement/habits

Training method

Training: Providing learning solutions to

problems on job performance

Training Method: Vehicle to carry and deliver

that learning solutions

to the learner

A mechanism/device the trainer employs for

delivering content of a subject or for facilitating

the learning process with a view to achieving

the pre-set learning objectives.

Variety

Appropriate balance of Active & passive

methodologies

Enough time for reflection

Factors influencing selection

Level of Learning Requirement:

Conceptualization, Physical skill,

memorization, performance at

work place, managerial/administration,

organizational change

Trainer Capability

Learning Objectives: KSA

Subject Area: Reproductive/productive

Time: Delivery, Planning , Preparation,

schedule

Learner Capabilities: KSA, EB ,

Performance gap-New recruits/Experienced

Learning Styles: Activist (DE), Reflector

(STB&O), Theorist(MkgCN,Syn D)

Pragmatist (Impln.& Practice)

Learning Principles: Motivation, Involvement

Practice Feed back, Flexibility,

Transfer

CHARACTERISTICS OFADULT LEARNERS

10

ANDRAGOGICAL MODEL OF LEARNING

• By Malcolm Knowles

Assumption One Self-directedness.

Assumption Two The role of experience.

Assumption Three Ready to learn when they perceive a need to know or do something.

Assumption Four Real-world applications.

Assumption Five Adults motivated to learn because of internal factors.

Six Assumptions of Andragogy

• The Learner’s Need to Know

• The Learner’s Self-concept

• The Learner’s Experience

• Readiness to Learn

• Orientation to Learning

• Motivation to Learn

Some characteristics related to an adult as an individual..

1. slowness in learning.

2. hate being blamed or ridiculed.

3. forgets quickly.

4. requires recognition and respect.

5. tends to be shy.

6. needs to be acknowledged.

7. loses temper quickly,

8. needs closer and personal attention.

Characteristics Of Adult Learners

• Adults are autonomous and self-directed.

• Adults have accumulated a foundation of life

experiences and knowledge.

• Adults are goal-oriented.

• Adults are relevancy-oriented.

• Adults are practical.

• Adults need to be shown respect.

Learning Principles

Motivation.

Involvement

Practice

Feed back,

Flexibility,

Retention & Transfer

Broad Categories Of Learning Styles

• Visual.

• Auditory.

• Tactile-kinesthetic.

Learning Style:

• Visual-Verbal.

• Sensory-Intuitive.

• Active-Reflective.

• Sequential-Global.

Teaching Style:

• Visual-Verbal.

• Concrete-Abstract.

• Active-Reflective.

• Linear-Sweeping.

VISUAL

LEARNER

VERBAL

LEARNER

INSTRUCTION Video Clips;

Images; Maps;

Diagrams.

Lecture; Audio

Clips;

ASSIGNMENT Power-point

with Images;

Mind mapping.

Interviews;

Seminars;

Reports and

Speeches.

ASSESSMENT Maps; Drawings

and Sketches.

Read and

response.

Sound

identification

and verbal test.

SENSING

LEARNER

INTUITIVE

LEARNER

Instruction Images,

Sounds and

Demos.

Case Studies;

Hypothesis

Setting.

Assignments Creation of

Demos;

Images; Case

Studies.

Problem

Solving;

Resolution

Building.

Assessment Audio Tests. Outcome

projections.

SEQUENTIAL

LEARNER

GLOBAL

LEARNER

Instruction Video Clips;

Diagrams;

Images; Maps.

Lecture; Audio

Clips.

Assignments Mind Mapping;

Power-point

with images.

Interviews;

Seminars;

Reports and

Speeches.

Assessment Maps; Drawings

and Sketches.

Sound

identification;

Verbal tests.

Training methods Based on the Category of Learning

Small group

discussion in a group of no more

than 7 participants who discuss

and summarise a given subject or

theme. The group selects a

chairperson, a recorder,and/or

someone toreport to plenary.

Can be done any time and anywhere

• Allows two-way communication

• Lets group members learn each other’s views and

sometimes makes consensus easier

• Allows group members to take on different roles

(e.g., leader, recorder) to practice facilitation

techniques

• Involves active participation

• Lets participants ask and learn about unclear aspects

• Often lets people who feel inhibited share

• Can produce a strong sense of sharing or camaraderie

• Challenges participants to think, learn, and solve

problems

Buzz group (2– 3participants)

can allow participants to discuss their

immediate reactions to information

presented, give definitions, and share

examples and experiences

Gives everyone a chance and time to participate

• Makes it easier to share opinions, experiences,

and information

• Often creates a relaxed atmosphere that allows

trust to develop and helps participants express

opinions freely

• Can raise energy level by getting participants to

talk after listening to information

• Does not waste time moving participants

Plenary or whole group discussion:

The entire group comes together to

share ideas

• Allows people to contribute to the whole

group

• Enables participants to respond and react to

contributions

• Allows facilitators to assess group needs

• Enables people to see what other group

members think about an issue

• Allows individuals or groups to summarise

contents

Role play:

imitation of a specific life

situation that involves giving

participants with details of

the “person” they are

asked to play

Helps start a discussion

• Is lively and participatory, breaking

down barriers and encouraging

interaction

• Can help participants improve

skills, attitudes, and perceptions in

real situations

• Is informal and flexible and requires few

resources

• Is creative, • Can be used with all kinds

of groups, regardless of their education

levels

Drama:

Unlike role-play in that the actors are

briefed in advance on what to say

and do and can rehearse. As a

result, the outcome is more

predicable. Drama is often used to

illustrate a point.

• Commands attention and interest

• Clearly shows actions and relationships

and makes them easy to understand

• Is suitable for people who cannot read or

write

• Involves the audience by letting

them empathise with actors’ feelings and

emotions

• Does not require a lot of facilities

• Can bring people together almost anywhere

Case study:

Pairs or small groups are given

orally or in writing a specific situation,

event, or incident and asked to

analyse and solve it.

• Allows rapid evaluation of trainees’

knowledge and skills

• Provides immediate feedback

• Increases analytical and thinking

skills

• Is the best realistic alternative to

field practice

Demonstration with return

demonstration:

A resource person performs a

specific operation or job, showing

others how to do it. The participants

then practice the same task.

•Provides step-by-step process to

participants

• Allows immediate practice and

feedback

• Checklist can be developed to

observe participants’ progress in

acquiring the skill

Game:

A person or group performs an

activity characterised by

structured competition that allows

people to practice specific skills or

recall knowledge

• Entertains

• Competition stimulates interest

and alertness

• Is a good energizer

• Helps recall of information and

skills

Field visit:

Participants and facilitators visit

a health facility or community

setting to observe a task or

procedure and practice.

•Puts training participants in real

life work situations

•Allows participants to reflect on real-life

work situations without work pressures

• Best format to use knowledge and

practice skills

VIPP (visualization in

Participatory programming):

Coloured cards varying in shape

and size allow participants to quickly

classify problems to find solutions

which every participant decides on.

• Allows visualisation of problems,

ideas and concerns in a simple way

• Allows everyone to participate

• Gives participants who tend to

dominate a discussion equal time

with quieter participants

Action plan preparation:

Allows participants to synthesise

knowledge, skills, attitudes, and beliefs

into a doable plan; bridges classroom

activities with practical application at

work site.

•Team building for participants

from the same site, district, or

region

• Two-way commitment between

trainers and institutions

• Basis for follow up, action and

supervision

Talk or presentation:

Involves imparting information

through the spoken word,sometimes

supplemented with audio or visual

aids

•Is time-efficient for addressing a

subject and imparting a large amount

of information quickly

• Facilitates structuring the presentation

of ideas and information

• Allows the facilitator to control the

classroom by directing timing of

questions

• Is ideal for factual topics (• Stimulates

ideas for informed group discussion

Inside-Outside Circle

Students rotate in concentric circle to face new partners for

sharing, quizzing, or problem solving.

4. Partners switch roles: Outside circle students ask, listen, then praise or coach.

5. Partners trade question cards.

6. Inside circle students rotate clockwise to a new partner. (The teacher may call rotation numbers: “Rotate Three Ahead”. The class may do a “choral count” as they rotate.)

Set up: The teacher prepare questions, or provides a question card for each student.

1. Student form pairs. One student from each pair moves to form one large circle in the class facing outward.

2. Remaining students find and face their partners (class now stands in two concentric circle).

3. Inside circle student ask a question from their question card; outside circle answer. Inside circle student praise or coach. (Alternative: The teacher asks a question and indicates inside or outside student to answer to their partner.

Mix-Pair-Share

The class “mixes” until the teacher calls “pair”. Students find a new partner to discuss or

answer the teacher’s question.

5. Students share with their partner using:

• Timed Pair Share

• Rally Robin

Set up: Teacher prepares questions to ask students

1. Students mix around the room

2. Teacher calls “pair”

3. Students pair up with the person closest to them and give a high five. Students who haven’t found a partner raise their hands to find each other.

4. Teacher asks a question and gives think time.

Rally Robin

Students take turns responding orally. In RallyRobin, partners

take turns.

1. Teacher poses a problem to which there are multiple possible responses or solutions, and provides think time.

2. Students take turns stating responses or solutions.

Timed Pair Share

In pairs, students share with a partner for a predetermined

time while the partner listens. Then partners switch roles.

Hint: The teacher provides positive response gambit to use in step 3:

Copycat response gambits

• “Thanks for sharing!”

• “you are interesting to listen to!”

Complete the sentence gambits

• “One thing I learned listening to you was…”

• “I enjoyed listening to you because…”

• “Your most interesting idea was…”

1. The teacher announces a topic, states how long each student will share, and provides think time.

2. In pairs, Partner A shares; Partner B listens.

3. Partner B responds with a positive gambit

4. Partners switch roles

RallyTable

Students take turns generating written responses, solving

problems or making a contribution to a project. In

RallyTable, partners take turns.

1. The teacher provides a task to which there are multiple possible responses, and provides think time.

2. Students take turns passing a paper and pencil or a team project, each writing one answer or making a contribution.

Variations:

ROUNDTABLE – students take turns in their teams

PASS-N-PRAISE – Students praise the contribution of the person passing the paper to them

ROUNDTABLE CONSENSUS – Students must reach consensus before recording each answer

Numbered Heads Together

Teammates put their “heads together” to reach consensus on the team’s answer. Everyone keeps on their toes because their number may be called to share

the team’s answer.

6. Teacher calls a number. Students with that number answer simultaneously using: answer board share, choral practice, finger responses, or response cards.

7. Classmates applaud students who responded.

Set up: Teacher prepares questions or problems to ask teams.

1. Students number off the learning mat

2. Teacher poses a problem and gives think time.

3. Students privately write their answers.

4. Students stand up and “put their heads together”, showing answers, discussing and teaching each other.

5. Students sit down when everyone knows the answer or has something to share.

OTHER STRATEGIES / TRAINING METHODS

•Jigsaw. •Think—Pair—Share.

•Three-step Interview.

•Round Robin Brainstorming.

•Three-minutes Review.

•Team Pair Solo.

•Circle the Sage.

•Numbered Heads Together.

•Partners.

•Timed pair share

•Rally Robin

Panel DiscussionTalk shows, Sharing Anecdotes

SkitsInterviews-multiple level

Hot seatsFish bowl

SymposiumSeminars

SimulationsOpinion Poll

Multiple level group discussion/role plays

•Mixed Pair share•Inside –out side circle

•Fan ‘n Pick

•Carousal Feed back

•All write Round Robin

•Think Write Round Robin

•Numbered Heads together

•Jigsaw

•Four Corners

•Paraphrase passport

•Puzzle pieces

•Team notebook.

KWL, Discussion Leading, Simulation activities,

Problem solving activities, Collaborative Games,

Self-learning activities, buddies, one minute

summary, mini-presentation, pair

interaction/coaching, multi-level pair interaction

in pairs/pair groups, open ended questioning

and opinion poll, group/peer

learning/assessment-feed back,pick-up and

speak, Visual prompts and eliciting responses,

projects, learning log preparation, growth

portfolios etc.

Group work in Training Team

Classify the following Training strategies and methods into

KNOWLEDGE BASED SKILL BASED FOR TTIDUDINATIONMODIFICATIONS

What could have made this

training better?

Other comments

Managing Your Trainees

Animal Meeting : Training Manual -Page No. 215-216

Trainer CapabilitiesSelf-Evaluation

Training Manual Page No.217-219

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