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Effective Training for Adult Learners

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Presentation on theme: "Effective Training for Adult Learners"— Presentation transcript:

1 Effective Training for Adult Learners

2 Effective Training for Adult Learners
Train-The-Trainer Learning Series Developed by Telamon Corporation

3 Class Information Class Start and Stop Times Breaks and Lunch
Location of Restrooms Emergency Exits/Procedures Electronic Devices – please silence Class Participation Questions

4 Effective Training for Adult Learners
The Telamon Corporation is pleased to be a recipient of an OSHA Susan Harwoord Training Grant to provide this training for you. This material was produced under grant number SH F-37 from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. Telamon Corporation is an equal opportunity provider and employer. Auxiliary aids and services are available upon request to individuals with disabilities.

5 Pre Class Quiz

6 Learning Objectives Trainers who recognize and embrace characteristics of sound training techniques and principles of adult learning will maximize the training and learning for the participants.

7 Learning Objectives Training System Trainer’s Roles
Trainer’s Responsibilities Training Methods Training Process Principles of Adult Learning

8 Learning Objectives Learning Styles Learning Exchanges
Instructional Strategies Instructional Media Planning and Preparation Preparation Skills Delivery Skills

9 Learning Objectives Do’s Don’ts Fatal Mistakes Answering Questions
Difficult Questions and Learners Evaluation and Continuous Improvement

10 The Training System Trainers Participants – Adult Learners
The purpose of the system is to bring about l;earning Learners = 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 outcomes These are the basic components of a systems model. All systems models are not the same. Learning Environment Instructional Materials

11 Training System Focused Linked Reusable, Repeatable
what the worker needs to know what the worker needs to be able to do Linked instruction and outcomes Reusable, Repeatable 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.

12 Training System Planning and Preparation Implementation and Delivery
Training Evaluation Revision of Materials Participants Environment Materials Trainers Instructional design is the umbrella that encompasses all of this. Based on theory, research, and experience “systems approach” - many bear this name, but all are different, but do share similar components Major components are analysis, design, development, implementation, and evaluation This is all one one integrated process.

13 Trainer’s Roles Facilitator Presenter Coach
Facilitator – makes sure participants express their thoughts Makes sure that participants are heard and recognized. Mediate differences Periodically check how participants are feeling and reacting to training Best suited approach for workshops Presenter – provides the focus of the training session by Providing information on a specific subject Presenting concepts and giving examples Summarizing key elements and clarifying complex points; and Evaluating participants progress This 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 by Monitoring group exercises Correcting 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 Chrétien, OH&S Canada; May/June 1995; p

14 Trainer’s Responsibilities
Setting the initial mood of the group Creating an effective climate for learning Motivate and encourage participation in the learning process Be accepting of comments and avoid getting defensive

15 Trainer’s Responsibilities
Optimizing the lighting for viewing and change as necessary Ensuring the room temperature is comfortable for participants

16 Trainer’s Responsibilities
Control disruptive participants Offer yourself as a resource Allow for limited discussions and challenges of the ideas presented Discuss how the learning can be applied in real world applications

17 Trainer’s Responsibilities
Always treat the participants with respect Avoid stereotypes Make yourself available at the beginning of breaks and after class to answer individual participants questions

18 Training Methods Effectiveness of information retained is related to training methods used. Training Method % Retained Reading Hearing Seeing Seeing & Hearing Talking & Writing + Doing 10% 20% 30% Effective Training Techniques, Jeff Chrétien, OH&S Canada; May/June 1995; p 50% 70% 90%

19 Training Process Tell participants what you plan to tell them (explain subject material and learning objectives) Tell them Tell them what you told them (review learning objectives, activies, etc.)

20 Principles of Adult Learning
Voluntary learners – learn best when they want and need to learn Want to know why info is important (purpose) and how they can use it Need to be treated with respect Learn when they participate in the learning process

21 Principles of Adult Learning
Learn best with a variety of teaching methods Learn best by participating, sharing experiences, asking questions Learn best by doing Learn best when information is repeated and reinforced

22 Learning Styles Active Passive Participation – asking questions, etc.
Class Activities Hands-on Presentations Passive Read Listen Observe

23 Learning Exchanges Participant to Participant Participant to Trainer
Participants learn from one another’s experiences Class Activities – hands- on Participant to Trainer Trainer gains subject knowledge Trainer to Participant - Presentations - Trainer guides discussions - highlights and reinforces objectives

24 Instructional Strategies
Characteristics of workers Presentation Practice Feedback Testing 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.

25 Instructional Strategies
Talking Head Demonstrations Discussions One-on-one Use original or existing materials

26 Instructional Media PowerPoint presentations DVD’s White boards
Flip charts Handouts Use original or existing materials

27 Planning and Preparation
Training Facility Location and directions Accommodations Adequate tables and chairs Food and beverage for breaks Arrive early to become familiar with: Emergency exits and procedures Restrooms Room thermostat

28 Planning and Preparation
Learning Environment Class Room - suitable space and accommodations for training Setup tables and chairs for participants and trainer Temperature Lighting

29 Planning and Preparation
Audiovisual Equipment Lap Top Computer LCD projector & screen Wireless Presenter (PP slide changer) Spare batteries DVD Player/TV Related cables Extension cords and power strips Set-up and test all equipment before class

30 Planning and Preparation
Training Materials and Supplies Flash Drive with PowerPoint presentation, videos, etc. Easel, flipcharts, markers Pens / pencils Clip boards Handouts Materials for activities

31 Planning and Preparation
Administrative Sign in forms/registration forms Class Schedule Learning/Smile Survey Pre Class and Post Class Tests Hard copies of PowerPoint Presentation and all training materials.

32 Planning and Preparation
Administrative Hard copies of PowerPoint Presentation and all training materials Door prizes Certificates

33 Preparation Skills Know your audience Expect to be nervous
Review all training materials and the trainers guide so you are thoroughly familiar with all information to present

34 Preparation Skills Knowledge of the topic and materials will increase your confidence Practice your training presentation on family or co- workers The more you practice the better you will become

35 Delivery Skills Use Ice Breaker
Communicate the session objectives at the beginning of your presentation Greet the learners individually and as a group (especially on the first day)  Learn the names of the learners quickly Supplement PowerPoint slide information with examples relating to the topic and specific location

36 Delivery Skills Be familiar enough with the training materials so you avoid reading directly from PP slides Be sensitive to participants literacy differences -Not equally skilled writing, speaking, reading -Read aloud all instructions and info written down -Ask for volunteers to read or write material

37 Delivery Skills Speak loud enough to ensure participants in the back can hear Enunciate your words clearly Avoid saying uhm….. Avoid distracting mannerisms such as jingling change or playing with your hair

38 Delivery Skills Involve participants by encouraging and asking questions Follow class schedule - start on time - breaks and lunch - finish on time

39 Delivery Skills Pace your delivery according to the time schedule and the material to be covered Cover everything in the training module – handouts, activities, etc., or explain changes

40 Delivery Skills Keep aware of class climate
Recognize your strengths and weaknesses Maximize your strengths and minimize your weakness

41 Delivery Skills Don’t pretend to know all the answers
If you don’t know something: Discuss the question with the class Let the participants know you will get the answer remember to follow up

42 Trainer Self-Evaluation
Individual Activity – minutes Purpose: Identify trainer strengths and areas for development. (Handout – Trainer Self- Evaluation Checklist) -Each participant will evaluate their skills and techniques by completing a Trainer Self-Evaluation Checklist. -Volunteers will share there results with the class.

43 Do’s Positive mental attitude  Dress appropriately 
Be energetic and enthusiastic Have fun Be energetic  Avoid excessive slang 

44 Do’s Speak up  Be yourself  Practice what you preach and teach 
Watch your body language  Be the best ‘you’ that you can be 

45 Do’s Be prepared  Be sensitive  Acknowledge learners 
Use your sense of humor  Always ask for volunteers Be respectful 

46 Do’s Be accessible and approachable  Be responsive 
Move freely around the class  Allow learners to lead  Be flexible  Maintain your schedule 

47 Don’ts Loose control Catch people unprepared
Be afraid to say you do not know Call on someone who does not volunteer Avoid eye contact

48 Don’ts Be too formal Be a know it all Be unprepared
Talk down to learners Use profanity Be distracting

49 Fatal Mistakes Poor first impression No learning objectives
Dull, dry and boring Frozen in one spot Weak eye contact Poor visual aids

50 Fatal Mistakes No humor Poor preparation Not involving participants
No enthusiasm or conviction Poor facial expression Weak close and review of learning objectives

51 Answering Questions Repeat the question Don’t bluff Answer now/later
Redirect Discussion Don’t bluff You know You don’t know

52 Difficult Questions and Learners
Argumentative individual Loaded questions Long-winded No good answer

53 Evaluation and Continuous Improvement
Use participant evaluations to improve: - training materials - your future performance Continue to improve your knowledge of the subject Revise materials as necessary

54 Learning Objectives: Summary and Review
Training System Trainer’s Roles Trainer’s Responsibilities Training Methods Training Process Principles of Adult Learning

55 Learning Objectives: Summary and Review
Learning Styles Learning Exchanges Instructional Strategies Instructional Media Planning and Preparation Preparation Skills Delivery Skills

56 Learning Objectives: Summary and Review
Do’s Don’ts Fatal Mistakes Answering Questions Difficult Questions and Learners Evaluation and Continuous Improvement

57 Learning Objectives: Summary and Review
HANDOUT – Review Handout “Characteristics of Effective Trainers”

58 Learning Objectives: Summary and Review
Trainers who recognize and embrace characteristics of sound training techniques and principles of adult learning will maximize the training and learning for the participants.

59 Questions

60 Trainer Development Plan
Individual Activity Minutes Purpose: Each Trainer will develop a personalized plan to further develop their training skills to maximize training effectiveness. (Handout – Trainer Development Plan) Trainers will develop a personalized action plan to develop their training skills utilizing: Your knowledge of sound training techniques and principles of adult learning from this class and 2. Your results of the Trainer Self-Evaluation Checklist Volunteers will share their plan with the class.

61 Post Class Quiz

62 Smile Survey

63 CONGRATULATIONS! Effective Training Adult Learners
Congratulations on Completing: Effective Training For Adult Learners

64 References Turner, Dr. Myrtle, Georgia Tech Research Institute (2011). Training Adult Learners PowerPoint Presentation 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,

65 References 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)

66 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. OSHA, (2010) Best Practices for Development, Delivery and Evaluation of Harwood Training Grants

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