Training Adult Learners

Training Techniques

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

Contents
Dos
Planning and Preparation
Preparation Skills
Delivery Skills
Facilitator Responsibilities
Fatal Mistakes
Donts
Answering Questions
Difficult Questions and Learners

Training is a System
Instructors

Adult Learners

Learning
Environment

Instructional
Materials
4

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

Systems View
Preparation
Implementation
Evaluation
Revision

Learners
Materials
Instructors
Environment

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

Characteristics
of Adult Learners
Adults are capable of lifelong learning
Adults want to know why its important
(purpose) and how they can use it
Adults like to participate in decision
making regarding learning/training
Choices
8

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

The Trainers Role

Facilitator
Presenter
Coach

10

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

11

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

12

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
13

Facilitator Responsibilities
Make yourself available at the
beginning of breaks and after class to
field individual student questions
Always treat the learners with respect
Avoid stereotypes

14

Teaching Adults
More effective retention given more than one
training method
Reading
Hearing
Seeing
Seeing & Hearing
Talking & Writing
+ Doing

10%
20%
30%
50%
70%
90%
15

Teaching Adults
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

16

Learning Styles
Active
Participate
Field tips
Hands-on
Presentations

Passive
Read
Listen
Observe

17

Instructional Strategy
Characteristics of workers
Presentation
Practice
Feedback
Testing

18

Instructional Strategy
Talking Head
Demonstrations
Discussions
One-on-one

19

Instructional Media

Power Point
Slides
Overheads
Videos
DVDs
Flip charts
Etc.
20

Dos
Positive mental attitude
Dress appropriately
Be enthusiastic
Be energetic

Avoid excessive slang and vernacular

21

 Speak up
Be yourself

Dos

Practice what you preach

Watch your body language

Be the best you that you can be
22

Dos
Be prepared
Be sensitive
Acknowledge learners
Use your sense of humor
Be respectful

+
23

Dos
Be accessible and approachable
Be responsive
Allow learners to lead
Be flexible
Maintain your schedule

+
24

Planning and Preparation

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

25

Planning and Preparation

Learning Environment
Room - suitable classroom space for
training
Size
Setup
tables and chairs for all attendees
plus two extra tables at the rear
reserved for the trainers)

Temperature
26

Planning and Preparation

Arrive at the training location early

Become familiar with the facility:
Security
Exits
Restrooms
Emergency procedures
Contact person
Rules
27

Planning and Preparation

Administrative
Related paper work
Sign in forms/registration forms
Schedule
Evaluations
Etc.
28

Planning and Preparation

Equipment and Supplies

Audiovisual equipment
Hotel
Rented
Personal

Extra batteries and lamps

Power strip(s)

Extension cord(s)

29

Planning and Preparation

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

30

Planning and Preparation

Equipment and supplies

Transparencies
Markers
Flip charts
Paper
Pens and pencils
Handouts

31

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

32

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

33

Preparation Skills
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
34

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

35

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
36

Delivery Skills
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
37

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

38

Delivery Skills
Dont pretend to know all the answers
If you dont 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

39

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

40

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

41

Donts

Dont be too formal

Dont be a know it all

Dont be unprepared

Do not talk down to learners

Do not use profanity

Dont be distracting

42

Donts
Dont loose control
Dont catch people unprepared
Dont be afraid to say you do not know
Dont avoid eye contact

43

Answering Questions
Repeat the question
Answer now/later
Redirect
Discussion

Dont bluff
You know
You dont know
44

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

45

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

46

Summary
Dos
Planning and Preparation
Preparation Skills
Delivery Skills
Facilitator Responsibilities
Fatal Mistakes
Donts
Answering Questions
Difficult Questions and Learners

47

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

48

Questions

49

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.
Chrtien, J. (May/June 1995). Effective Training

50

References
Grimaldi, J. V. & Simonds, R. H. (1989). Safety
management. (5th ed.). Boston, MA: Irwin.
Handley, W. (1977). Industrial Safety handbook.
ed.). London: McGraw-Hill Book Company (UK)
Limited.

(2nd

Johnson, D. (1998). Adult educators need to have

enthusiasm. Adult Learning (9) 4, 11-14.

51

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.
52

Adult Learners

WORKSHOP

53

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?

54

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

55

Training Adult Learners

Training Techniques

56