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Effective Training for Adult Learners 1. 2 Train-The-Trainer Learning Series Developed by Telamon Corporation.

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Presentation on theme: "Effective Training for Adult Learners 1. 2 Train-The-Trainer Learning Series Developed by Telamon Corporation."— Presentation transcript:

1 Effective Training for Adult Learners 1

2 2 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 3

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-22311-11-60-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. 4

5 Pre Class Quiz 5

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. 6

7 Learning Objectives Training System Trainers Roles Trainers Responsibilities Training Methods Training Process Principles of Adult Learning 7

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

9 Learning Objectives Dos Donts Fatal Mistakes Answering Questions Difficult Questions and Learners Evaluation and Continuous Improvement 9

10 The Training System 10 Participants – Adult Learners Trainers Learning Environment Instructional Materials

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

12 Training System Planning and Preparation Implementation and Delivery Training Evaluation Revision of Materials 12 Participants Environment Materials Trainers

13 Trainers Roles Facilitator Presenter Coach 13

14 Trainers 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 14

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

16 Trainers 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 16

17 Trainers 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 17

18 Training Methods Effectiveness of information retained is related to training methods used. Training Method % Retained Reading Hearing Seeing Seeing & Hearing Talking & Writing + Doing 18 10% 90% 70% 50% 30% 20%

19 Training Process 1.Tell participants what you plan to tell them (explain subject material and learning objectives) 2.Tell them 3.Tell them what you told them (review learning objectives, activies, etc.) 19

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 20

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 21

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

23 Learning Exchanges 23 1.Participant to Participant –Participants learn from one anothers experiences –Class Activities – hands- on 2.Participant to Trainer –Trainer gains subject knowledge 3.Trainer to Participant - Presentations - Trainer guides discussions - highlights and reinforces objectives

24 Instructional Strategies Characteristics of workers Presentation Practice Feedback Testing 24

25 Instructional Strategies Talking Head Demonstrations Discussions One-on-one 25

26 Instructional Media PowerPoint presentations DVDs White boards Flip charts Handouts 26

27 Planning and Preparation 27 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 Learning Environment –Class Room - suitable space and accommodations for training Setup tables and chairs for participants and trainer –Temperature –Lighting 28 Planning and Preparation

29 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 29 Planning and Preparation

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

31 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. 31

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

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 33

34 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 34 Preparation Skills

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 35

36 Delivery Skills avoid reading directly from PP slidesBe 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 36

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 37

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

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 39

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

41 Delivery Skills Dont pretend to know all the answers If you dont know something: –Discuss the question with the class –Let the participants know you will get the answer –remember to follow up 41

42 Trainer Self-Evaluation Individual Activity – 10-15 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. 42

43 Dos Positive mental attitude Dress appropriately Be energetic and enthusiastic Have fun Be energetic Avoid excessive slang 43

44 Dos Speak up Be yourself Practice what you preach and teach Watch your body language Be the best you that you can be 44

45 Dos Be prepared Be sensitive Acknowledge learners Use your sense of humor Always ask for volunteers Be respectful 45

46 Dos Be accessible and approachable Be responsive Move freely around the class Allow learners to lead Be flexible Maintain your schedule 46

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

48 Donts 48 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 49

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

51 Answering Questions Repeat the question –Answer now/later –Redirect –Discussion Dont bluff –You know –You dont know 51

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

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 53

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

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

56 Learning Objectives: Summary and Review Dos Donts Fatal Mistakes Answering Questions Difficult Questions and Learners Evaluation and Continuous Improvement 56

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

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. 58

59 Questions 59

60 Trainer Development Plan Individual Activity - 15-20 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: 1.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. 60

61 Post Class Quiz 61

62 Smile Survey 62

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

64 Turner, Dr. Myrtle, Georgia Tech Research Institute (2011). Training Adult Learners PowerPoint Presentation Grimaldi, J. V. & Simonds, R. H. (1989). Safety management. (5 th ed.). Boston, MA: Irwin. Handley, W. (1977). Industrial Safety handbook. (2 nd ed.). London: McGraw-Hill Book Company (UK) Limited. Johnson, D. (1998). Adult educators need to have enthusiasm. Adult Learning (9) 4, 11-14. 64 References

65 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. (4 th ed.). New York: HarperCollins Publishers, Inc. Chrétien, J. (May/June 1995). Effective Training Techniques, OH&S Canada (11) 3. 29-33. 65 References

66 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. (2 nd ed.). New York: Van Nostrand Reinhold. Saccaro, J. A. (1994). Developing safety training programs: Preventing accidents and improving worker performance through quality training. (2 nd ed.). New York: Van Nostrand Reinhold. OSHA, (2010) Best Practices for Development, Delivery and Evaluation of Harwood Training Grants 66 References


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