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1 Training Adult Learners Training Techniques. 2 Contents Training is a System Strive to Improve Characteristics of Adult Learners The Trainer’s Role.

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Presentation on theme: "1 Training Adult Learners Training Techniques. 2 Contents Training is a System Strive to Improve Characteristics of Adult Learners The Trainer’s Role."— Presentation transcript:

1 1 Training Adult Learners Training Techniques

2 2 Contents Training is a System Strive to Improve Characteristics of Adult Learners The Trainer’s Role Teaching Adults Learning Styles Instructional Strategies Instructional Media

3 3 Do’s Planning and Preparation Preparation Skills Delivery Skills Facilitator Responsibilities Fatal Mistakes Dont’s Answering Questions Difficult Questions and Learners Contents

4 4 Training is a System Adult Learners Instructors Learning Environment Instructional Materials

5 5 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

6 6 Systems View Preparation Implementation Evaluation Revision Learners Materials Instructors Environment

7 7 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

8 8 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

9 9 Learn in their own ways Are not children Need organization Preconceptions and abilities New vs. Old learning Characteristics of Adult Learners

10 10 The Trainer’s Role Facilitator Presenter Coach

11 11 Facilitator Responsibilities Optimal lighting for viewing and changes in lighting as necessary Ensuring the room temperature is comfortable for the students

12 12 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

13 13 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

14 14 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

15 15 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%

16 16 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

17 17 Learning Styles Active –Participate –Field tips –Hands-on –Presentations Passive –Read –Listen –Observe

18 18 Instructional Strategy Characteristics of workers Presentation Practice Feedback Testing

19 19 Instructional Strategy Talking Head Demonstrations Discussions One-on-one

20 20 Instructional Media Power Point Slides Overheads Videos DVDs Flip charts Etc.

21 21 Do’s Positive mental attitude Dress appropriately Be enthusiastic Be energetic Avoid excessive slang and vernacular A+A+

22 22 Speak up Be yourself Practice what you preach Watch your body language Be the best ‘you’ that you can be A+A+ Do’s

23 23 Be prepared Be sensitive Acknowledge learners Use your sense of humor Be respectful Do’s A+A+

24 24 Do’s Be accessible and approachable Be responsive Allow learners to lead Be flexible Maintain your schedule A+A+

25 25  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

26 26  Learning Environment –Room - s uitable 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

27 27  Arrive at the training location early Become familiar with the facility: –Security –Exits –Restrooms –Emergency procedures –Contact person –Rules Planning and Preparation

28 28 Planning and Preparation  Administrative –Related paper work Sign in forms/registration forms Schedule Evaluations Etc.

29 29  Equipment and Supplies –Audiovisual equipment Hotel Rented Personal  Extra batteries and lamps  Power strip(s)  Extension cord(s) Planning and Preparation

30 30  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

31 31  Equipment and supplies –Transparencies –Markers –Flip charts –Paper –Pens and pencils –Handouts Planning and Preparation

32 32 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

33 33 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

34 34 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

35 35 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

36 36 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

37 37 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

38 38 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

39 39 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

40 40 Fatal Mistakes Poor first impression No objectives Dull, dry and boring Frozen in one spot Weak eye contact Poor visual aids

41 41 Weak close No humor Poor preparation No audience involvement No enthusiasm or conviction Poor facial expression Fatal Mistakes

42 42 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

43 43 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

44 44 Answering Questions Repeat the question –Answer now/later –Redirect –Discussion Don’t bluff –You know –You don’t know

45 45 Difficult Questions and Learners Argumentative individual Loaded questions Long-winded No good answer

46 46 Summary Training is a System Strive to Improve Characteristics of Adult Learners The Trainer’s Role Teaching Adults Learning Styles Instructional Strategies Instructional Media

47 47 Do’s Planning and Preparation Preparation Skills Delivery Skills Facilitator Responsibilities Fatal Mistakes Dont’s Answering Questions Difficult Questions and Learners Summary

48 48 Summary The instructor does not know everything. Remember – you are leading a group.

49 49 Questions

50 50 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) References

51 51 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, References

52 52 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. References

53 53 Adult Learners WORKSHOP

54 54 Its Your Turn You will now have a chance to apply what you have learned. The task is to design an ergonomics training program for your workers. What topics would you include?

55 55 Group Exercise Each group will develop a training module –Lesson Plan –Method –Workshops/exercises –Training Aids/Examples –Evaluation

56 56 Training Adult Learners Training Techniques


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