2Effective Training for Adult Learners Train-The-Trainer Learning Series Developed by Telamon Corporation
3Class Information Class Start and Stop Times Breaks and Lunch Location of RestroomsEmergency Exits/ProceduresElectronic Devices – please silenceClass ParticipationQuestions
4Effective 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 numberSH F-37 from the Occupational Safety and Health Administration, U.S. Department of Labor.It does not necessarily reflect the views or policiesof the U.S. Department of Labor, nor does mentionof trade names, commercial products, or organizationsimply 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.
9Learning Objectives Do’s Don’ts Fatal Mistakes Answering Questions Difficult Questions and LearnersEvaluation and Continuous Improvement
10The Training System Trainers Participants – Adult Learners The purpose of the system is to bring about l;earningLearners = 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 placeIf learner performance is not necessary, it might necessitate changes to make it more effective/bring about the desired learning outcomesThese are the basic components of a systems model. All systems models are not the same.Learning EnvironmentInstructional Materials
11Training System Focused Linked Reusable, Repeatable what the worker needs to knowwhat the worker needs to be able to doLinkedinstruction and outcomesReusable, RepeatableUsed 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.
12Training System Planning and Preparation Implementation and Delivery Training EvaluationRevision of MaterialsParticipantsEnvironmentMaterialsTrainersInstructional 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 componentsMajor components are analysis, design, development, implementation, and evaluationThis is all one one integrated process.
13Trainer’s Roles Facilitator Presenter Coach Facilitator – makes sure participants express their thoughtsMakes sure that participants are heard and recognized.Mediate differencesPeriodically check how participants are feeling and reacting to trainingBest suited approach for workshopsPresenter – provides the focus of the training session byProviding information on a specific subjectPresenting concepts and giving examplesSummarizing key elements and clarifying complex points; andEvaluating participants progressThis 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 byMonitoring group exercisesCorrecting mistakes; andAllowing 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
14Trainer’s Responsibilities Setting the initial mood of the groupCreating an effective climate for learningMotivate and encourage participation in the learning processBe accepting of comments and avoid getting defensive
15Trainer’s Responsibilities Optimizing the lighting for viewing and change as necessaryEnsuring the room temperature is comfortable for participants
16Trainer’s Responsibilities Control disruptive participantsOffer yourself as a resourceAllow for limited discussions and challenges of the ideas presentedDiscuss how the learning can be applied in real world applications
17Trainer’s Responsibilities Always treat the participants with respectAvoid stereotypesMake yourself available at the beginning of breaks and after class to answer individual participants questions
18Training MethodsEffectiveness of information retained is related to training methods used.Training Method % RetainedReadingHearingSeeingSeeing & HearingTalking & Writing+ Doing10%20%30%Effective Training Techniques, Jeff Chrétien, OH&S Canada; May/June 1995; p50%70%90%
19Training ProcessTell participants what you plan to tell them (explain subject material and learning objectives)Tell themTell them what you told them (review learning objectives, activies, etc.)
20Principles of Adult Learning Voluntary learners – learn best when they want and need to learnWant to know why info is important (purpose) and how they can use itNeed to be treated with respectLearn when they participate in the learning process
21Principles of Adult Learning Learn best with a variety of teaching methodsLearn best by participating, sharing experiences, asking questionsLearn best by doingLearn best when information is repeated and reinforced
22Learning Styles Active Passive Participation – asking questions, etc. Class ActivitiesHands-onPresentationsPassiveReadListenObserve
23Learning Exchanges Participant to Participant Participant to Trainer Participants learn from one another’s experiencesClass Activities – hands- onParticipant to TrainerTrainer gains subject knowledgeTrainer to Participant- Presentations- Trainer guides discussions- highlights and reinforces objectives
24Instructional Strategies Characteristics of workersPresentationPracticeFeedbackTestingPre 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.
25Instructional Strategies Talking HeadDemonstrationsDiscussionsOne-on-oneUse original or existing materials
26Instructional Media PowerPoint presentations DVD’s White boards Flip chartsHandoutsUse original or existing materials
27Planning and Preparation Training FacilityLocation and directionsAccommodationsAdequate tables and chairsFood and beverage for breaksArrive early to become familiar with:Emergency exits and proceduresRestroomsRoom thermostat
28Planning and Preparation Learning EnvironmentClass Room - suitable space and accommodations for trainingSetup tables and chairs forparticipants and trainerTemperatureLighting
29Planning and Preparation Audiovisual EquipmentLap Top ComputerLCD projector & screenWireless Presenter (PP slide changer)Spare batteriesDVD Player/TVRelated cablesExtension cords and power stripsSet-up and test all equipment before class
30Planning and Preparation Training Materials and SuppliesFlash Drive with PowerPoint presentation,videos, etc.Easel, flipcharts, markersPens / pencilsClip boardsHandoutsMaterials for activities
31Planning and Preparation AdministrativeSign in forms/registration formsClass ScheduleLearning/Smile SurveyPre Class and Post Class TestsHard copies of PowerPoint Presentation and all training materials.
32Planning and Preparation AdministrativeHard copies of PowerPoint Presentation and all training materialsDoor prizesCertificates
33Preparation 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
34Preparation SkillsKnowledge of the topic and materials will increase your confidencePractice your training presentation on family or co- workersThe more you practice the better you will become
35Delivery Skills Use Ice Breaker Communicate the session objectives at the beginning of your presentationGreet the learners individually and as a group (especially on the first day) Learn the names of the learners quicklySupplement PowerPoint slide information with examples relating to the topic and specific location
36Delivery SkillsBe familiar enough with the training materials so you avoid reading directly from PP slidesBe 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
37Delivery SkillsSpeak loud enough to ensure participants in the back can hearEnunciate your words clearlyAvoid saying uhm…..Avoid distracting mannerisms such as jingling change or playing with your hair
38Delivery SkillsInvolve participants by encouraging and asking questionsFollow class schedule- start on time- breaks and lunch- finish on time
39Delivery SkillsPace your delivery according to the time schedule and the material to be coveredCover everything in the training module – handouts, activities, etc., or explain changes
40Delivery Skills Keep aware of class climate Recognize your strengths and weaknessesMaximize your strengths and minimize your weakness
41Delivery Skills Don’t pretend to know all the answers If you don’t know something:Discuss the question with the classLet the participants know you will get the answerremember to follow up
42Trainer Self-Evaluation Individual Activity – minutesPurpose: 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.
43Do’s Positive mental attitude Dress appropriately Be energetic and enthusiasticHave funBe energetic Avoid excessive slang
44Do’s Speak up Be yourself Practice what you preach and teach Watch your body language Be the best ‘you’ that you can be
45Do’s Be prepared Be sensitive Acknowledge learners Use your sense of humor Always ask for volunteersBe respectful
46Do’s Be accessible and approachable Be responsive Move freely around the class Allow learners to lead Be flexible Maintain your schedule
47Don’ts Loose control Catch people unprepared Be afraid to say you do not knowCall on someone who does not volunteerAvoid eye contact
48Don’ts Be too formal Be a know it all Be unprepared Talk down to learnersUse profanityBe distracting
49Fatal Mistakes Poor first impression No learning objectives Dull, dry and boringFrozen in one spotWeak eye contactPoor visual aids
50Fatal Mistakes No humor Poor preparation Not involving participants No enthusiasm or convictionPoor facial expressionWeak close and review of learning objectives
52Difficult Questions and Learners Argumentative individualLoaded questionsLong-windedNo good answer
53Evaluation and Continuous Improvement Use participant evaluations to improve:- training materials- your future performanceContinue to improve your knowledge of the subjectRevise materials as necessary
54Learning Objectives: Summary and Review Training SystemTrainer’s RolesTrainer’s ResponsibilitiesTraining MethodsTraining ProcessPrinciples of Adult Learning
55Learning Objectives: Summary and Review Learning StylesLearning ExchangesInstructional StrategiesInstructional MediaPlanning and PreparationPreparation SkillsDelivery Skills
56Learning Objectives: Summary and Review Do’sDon’tsFatal MistakesAnswering QuestionsDifficult Questions and LearnersEvaluation and Continuous Improvement
57Learning Objectives: Summary and Review HANDOUT – Review Handout “Characteristics of Effective Trainers”
58Learning 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.
60Trainer Development Plan Individual Activity MinutesPurpose: 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 and2. Your results of the Trainer Self-Evaluation ChecklistVolunteers will share their plan with the class.
63CONGRATULATIONS! Effective Training Adult Learners Congratulations on Completing:Effective TrainingForAdult Learners
64ReferencesTurner, 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,
65ReferencesBassi, 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)