Training the Adult Learner

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Training Adult Learners
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Characteristics of the Adult Learner

• Prefers self direction often at own pace
• Always learning
• Has broad base of experiences
• Can contribute as well as receive
• Learning needs come from desire to understand a
  subject
• Wants skills that can be applied immediately

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The Three Primary Learning Channels

• How you give and receive information
• AuditoryHearing
• VisualSeeing
• KinestheticTouching/Feeling

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The Learning Cycle

• I hear and I forget,I see and I remember,I do
  and I understand.
• Confucius c. 450 BC

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3.ConceptualisationWhat does it mean?
1. Experiencing Immersing yourself in the task.
4. Planning What will happen next? What do you
want to change?
2. Reflection What did you notice?
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Adult Learning Styles

• How do adults learn?
• Learning Styles
• Doing Concrete Experience
• Trying Active Experimentation
• Thinking Abstract Conceptualisation
• Watching Reflective Observation

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Adult Learner Fears

• Wont be able to keep up with the rest of the
  learners
• The change that might have to come from the
  learning
• Moving away from comfort level
• New concepts or ideas

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Trainer Fears

• Acceptance of the trainer and what s/he is saying
• Murphys law
• Forgetting material
• Losing train of thought
• Difficult participant
• Too much, too little time
• Tongue tied
• Equipment failure
• Prepared for wrong audience

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Planning a Training Session

• Determine the goals for the training session/
  sessions
• Where are we trying to get to?
• Define the learning objectives objectives
• The map of how we are going to get to where we
  are goun
• Create a lesson plan/outline
• Design audio/visual aids
• Develop interactive activities

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Tips on Delivering Your Presentation
Plan your Presentation
Know your audience
Know your material
Maintain Eye contact
Have Fun !!!
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Purpose of Feedback

• Provides . . .
• Information to be used for
• Continuing behavior
• Changing behavior

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On the day

• Arrive early
• Check equipment
• Put out handouts
• Greet participants
• Start on time
• Establish control

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Recognising Participants Capabilities

• Introductions
• Expectations
• Self-test
• Varying levels
• Individual needs

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During the course

• Watch your participants
• Look for puzzled expressions
• Adjust pace when necessary
• Ask how its going

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Wrapping It Up

• Use review quizzes
• Written or verbal
• Allow time for questions
• End on time
• Hand out evaluation forms last

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