adult l earning trainingtechniques
DESCRIPTION
made by badar e alam anwarTRANSCRIPT
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Training Adult Learners
Training Techniques
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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
• RevisionLearnersMaterialsInstructors
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 lamps
Power 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