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Adult LearningPrinciples,Trainingand Facilitation skills
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Session Objectives:By the end of todays session, participants will have:
Reflected on past learning experiences and trainer skillsLearned basic principles of adult learning to design and deliver training
Understood the importance of using adult learning in trainingsessions
Reviewed how to create a safe environment for training andexplored its impact on the learning process
Discussed how to use effective facilitation techniques
Identified different teaching methods and when and how to apply
them in trainings
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Group Reflection Activity
Describe your bestlearning experience.
What made thisexperience so good?
Take 5 minutes todiscuss and writedown your analysis
and share it with thegroup.
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Learning from Self reflectionActivity
While knowledge of the subject is asimportant for effective training, learning isoften a result of:
how trainers communicate with learners andhow trainers help to facilitate communicationamong participants.
Understanding and applying principles of adult learning in trainings will have apositive impact on participants
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How Adults Learn
RESPECT
IMMEDIACY
EXPERIENCE
20% hear
40% hear & see
80% do
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1. Adults feel anxious if participating in agroup makes them look weak.
If this principle is true, what can you do as atrainer to make adults feel safe to experimentand learn and stretch their minds in your classroom?
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1. Adults feel anxious if participating in agroup makes them look weak.
Design training workshops, exercises, and discussionsessions that help people feel:
Safe to ask questions.
Confident that they will be respected.Dont ask people to take risks too early in a workshop or course (e.g., to engage in role play) unless they alreadyknow one another well.
Provide opportunities and allow time for people toestablish themselves in a group.
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2. Adults bring a great deal of experience andknowledge to any learning situation.
If adults define themselves by their experiences,how might this influence how they learn?
What can you do as a trainer to make sure thatyou are taking advantage of the knowledge andexperience of the adults in your classroom?
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2. Adults bring a great deal of experienceand knowledge to any learning situation.
Show respect for participants experiences by asking them toshare ideas, opinions, and knowledge.
Recognize that participants are a good resource for reachingyour goals.
An assessment of participants experiences and knowledgecan tell you more about them.
Can be done before or on first day of training with a shortquestionnaire.
Or done orally during introductions or with an activity (e.g.,Stand-up/Sit down)
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3. Adults are decision-makers and self-directed learners.
How does knowing this make adifference in your approach to training?
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3. Adults are decision-makers and self-directed learners.
Adults like to learn at their own pace.Adults will usually only do what they want to do.
Be the guide on the side rather than the sage onthe stage.
Listen to what they want and need and be flexible inyour planning.
Change your approach if your agenda or methodsare not working.
Seek feedback from the group.
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4. Adults are motivated by information or tasksthat they find meaningful.
How can knowing this influence how you approach adultlearners?
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4. Adults are motivated by information or tasksthat they find meaningful.
Conduct needs assessment so that you are aware of:What people want (and need) to learn.How much they already know.Needs related to learning styles.
Try to identify themes that might affect participants attention spans:Concerns and issues that are most important in a persons life.
Themes may enhance or challenge a persons ability to learn.
Examples: Fear of losing a job, the health of a loved one or themselves, the desire for promotion, or beginning a new job.
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5. Adults have many responsibilities and can beimpatient when their time is wasted.
How can you conduct a training that takes this intoaccount?
Be sincere, be brief, and be seated .-Spencer Tracy, actor
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5. Adults have many responsibilities and canbe impatient when their time is wasted.
Begin and end your session on time.
Clearly state session time and objectives
Understand who is in the audience and why they are
participating.Learn what questions they have about the subject.
Dont cover material they already know unless there is a goodreason for review.
Recognize that your subject is only one of many that participantsmay be interested in learning about.
Keep participants physically comfortable.
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Four Adult Learning StylesExperiencers
(Feelers)
Observers
Innovators
(Doers)
Analyzers
(Thinkers)
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Training Activities for Experiencers
Games
Role plays
Brainstorming
Interviews
Discussion
Hands-on exercises
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Training Activities for ObserversLectures
Demonstrations
Videos
Visual Aids
Modeling
Exhibits
Instruments
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Training Activities for Innovators/Doers
Projects
Role plays
Hands-on,experimentalexercises
Action plans
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Training Activities for Analyzers
LecturesCase studies
Readings
Journaling
Visualization
Programmedinstruction
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Blending Styles
Well-known saying in teacher training courses:I hear and I forget.
I see and I remember.
I do and I understand.
But it is important to note:
Some people learn ( and remember their learning)primarily by hearing others talk.
Some people readily understand how to dosomething if they only see someone do anactivity
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Levels of Training
Level 1: Didactic training (lecture, journal club,rounds)
Level 2: Skill-building workshop (small groupdiscussions, role plays, demonstrations w/ practice)
Level 3: Clinical training (observation of care,interaction with patients)
Level 4: Clinical consultation (phone, fax or internet)
Level 5: Capacity building (support of skills learned,clinic/institutional-level change)
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Reflection Activity
Take a moment toremember a goodtrainer someoneyou knew recently or long ago.
In your opinion,what 1 or 2 personalcharacteristics made
him/her an effectivetrainer?
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Traits of a Strong Facilitator
Understands group dynamicsSubtly manages disruptive behaviors
Reflects back participant comments to clarify and confirm thatthey understand what participant is saying never assumes
understandingDoes not allow personal biases, opinions, experiences to enter into the discussion
Sensitive to different cultural approaches
Empathetic and non-judgmental
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Traits of a Strong Facilitator (cont)
Enthusiastic and positive (Im glad youre here/Im glad Imhere attitude)
Flexible can change agenda according to groupsneeds/responses
Has knowledge of topicUses language that the group understands
Utilizes a variety of teaching methods
Draws on experience of individuals in the group
Manages time and agenda
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Effective Training Skills
Creating a Safe EnvironmentUsing Effective Facilitation Skills
Listening skills
Asking questions
Giving Feedback
Managing time
Managing group dynamics
Managing sensitive topics in a group
Managing Challenging Participants
Teaching Methods
C ti Eff ti T i i
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Creating an Effective TrainingEnvironment
Table/desk set-up (small rounds or horseshoe)Groundrules
Warm-Up/Introductions/Ice-breakers
Effective facilitation- create relaxed atmosphere
Small group work
Neutral space
Greet participants
Role of participants at training
Energizers after lunch
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Facilitation Skills: ListeningResponses
Non-verbal listening skillsEye-contact
Encouraging gestures/posture
Addresses all participants equally
Summarize what participants are saying
Paraphrase
Reflect-Back
Elaborate or Clarify
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Facilitation Skills: Ways to AskQuestions
Open Questions that elicit long descriptive answersand generate discussion.
Start with words like what , why , how , anddescribe
Closed Questions that have short answers likeyes or no.
Start with words like can, will, did, and are.
Closed questions can be helpful when used under theright circumstances do not discard them by default!
l k ll
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Facilitation Skills: Managing TimeConstraints
Identify a timekeeper (give 15 minutes notice)Use the Parking Lot
Politely move the conversation along
This is a lot of useful information. There is a lot moreto say than we have time for today. Thank you for sharing so much of your experiences.
Reference schedule
I know many of you feel strongly about this topic and have a lot to share. I am going to need to move us tothe next topic so that we are sure to cover all of theimportant topics on todays schedule and so you canleave on time.
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Facilitation Skills: Giving Feedback
Feedback is an integral part of adult learningFeedback is directed at skills, not personalcharacteristics
Feedback is not negative criticismFeedback combines both what worked wellduring training and what could be improved
F ili i Skill Ch i i
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Facilitation Skills: Characteristicsof Effective Feedback
Feedback should be specific, not generalstatements
Feedback should be given at the time of learning rather than later. The sooner, thebetter
Give feedback in a feedback masala dosa:Positive observation
Constructive critical observation or suggestion
Second positive observation, summary statement
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Facilitation Skills: Characteristics of Effective Feedback
Ask the learner for his/her own reaction or opinion
What do you think you did well?
What do you wish you had done better?
If possible, suggest resources that might helpthe person improve
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Facilitation Skills: Feedback Dos
Do be honest, but also gentleDo give reasonable and practical suggestionsfor improving
Do think of feedback as a gift you can givenanother person
Do use respectful statements like, You maywant to consider instead of You should
Facilitation Skills: Feedback
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Facilitation Skills: FeedbackDon'ts
Dont critique personal characteristics.Critique the skills that a person might be ableto learn or improve upon
Avoid the use of the word shouldDont correct serious issues in public
Dont add personal statements such as, Youalways
Facilitation Skills: Receiving
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Facilitation Skills: ReceivingFeedback
Try not to become defensive; listen withopenness ACTIVE LISTENING
Focus on the specific suggestions you arereceiving
Separate facts from opinionsForm an action plan to improve
Ask questions about the feedback if youare unclear or would like more information
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Key Points
Concepts of respect, immediacy, and experienceneed to be applied when helping adults learn
There are 4 main adult learning styles
None are better than the other
Goal is to use a blend of methods to reach the greatestnumber of adult learners
Adult learning principles should be incorporated intoevery step of developing a training programme for optimal results
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Key PointsA strong facilitator is:
Well versed in the topic
Empathetic, non-judgmental, respectful
Enthusiastic and flexible
The environment needs to be taken into consideration whenimplementing a training
There are several skills that facilitators need to develop in order to deliver effective training
Multiple teaching methods are available for content delivery;however it is important that they be appropriate to the specifictopic/session
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Thank You!