Trainers have to understand adult learning principles20 july

Trainers have to understand Adult Learning Principles

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Unit Two Slide 2

A university professor went to visit a Zen master at a temple in Japan. As he was

seated for tea with the master, the professor began talking. On and on the professor went without a pause. As the

professor talked, the master poured tea. Suddenly the professor jumped up,

realizing that the tea has overflowed the cup, the saucer, and was in his lap. Yet still the master poured. “Stop!” “What

are you doing?” The master looked up and said, “Just as the cup can hold no more tea when it is full, how can I teach you when your mind is already full .(Braham, 1995)

Zen the Art of LearningZen the Art of Learning

Unit One Slide 3

Adults retain• ( )% of what they hear( )% of what they hear

• ( )% of what they see( )% of what they see

• ( )% of what they hear and see( )% of what they hear and see

• ( )% of what they see, hear and say( )% of what they see, hear and say

• ( )% of what they see, hear, say and do ( )% of what they see, hear, say and do

Unit One Slide 4

Adults retain• ( 20 )% of what they hear( 20 )% of what they hear

• ( 30 )% of what they see( 30 )% of what they see

• ( 50 )% of what they hear and see( 50 )% of what they hear and see

• ( 70 )% of what they see, hear and say( 70 )% of what they see, hear and say

• ( 90 )% of what they see, hear, say and do ( 90 )% of what they see, hear, say and do

Unit One Slide 5

Adult Learning Principles Trainer’s VersionLearners learn best when… The trainer’s role is to…. Training strategies include

1. They feel valued and respected for the experiences and perspectives they bring to the training situation

Elicit and affirm learner’s experiences and perspectives

Ask learners to respond to questions before providing them with answers

2. The learning experience is active and not passive

Actively engage learners in their learning experience

Include a variety of methods: case studies, role plays, demonstration through which learners practice implementing new skills

3. The learning experience fulfill their immediate needs

Identify learner’s needs and design training content and methods that meet these needs and are directly relevant to learner’s experience

Conduct a pre-training assessment to determine learner’s needs and design the training course according to those needs

Unit One Slide 6

Adult Learning Principles Trainer’s VersionLearners learn best when… The trainer’s role is to…. Training strategies include

4. They accept responsibility for their own learning

Establish and enforce group norms that create an environment of individual and group responsibility for learning

Ask learners to commit to monitoring themselves and the group and raise concerns when people are not following group norms

5. Their learning is self directed and meaningful to them

Involve learners in deciding on the content that will be covered during the training course

Ask for learner’s expectations for the course before presenting the agenda and find ways to adapt the agenda to meet their needs

6. Their learning experience addresses ideas, feelings and actions

Use multiple training methods that elicit knowledge, attitudes and skills

While designing the course, keep a list to make sure you are employing a variety of methods

Unit One Slide 7

Adult Learning Principles Trainer’s VersionLearners learn best when… The trainer’s role is to…. Training strategies include

7. New material is related to what learners already know

Use training methods that enable learners to integrate new material and establish a relationship with existing information

When introducing new information, ask what learners already know and then link the new information to existing knowledge

8. The learning environment is conducive to learning

Take measures to ensure that the physical and social environment (training space) is safe, comfortable and enjoyable

Have music playing when learners enter the room

Check with learners about the room temperature

9. Learning is reinforced Use a variety of activities to facilitate learning similar concepts through different means and ensure prompt, reinforcing feedback

Design icebreakers, energizers and closing activities to introduce or reinforce content from the sessionSummarize what participants just learn before moving on to a new topic

Unit One Slide 8

Adult Learning Principles Trainer’s Version

Learners learn best when… The trainer’s role is to…. Training strategies include

10. Learning is applied immediately

Provide opportunities for learners to apply the new information and skills they have learned

Design activities so that once participants learn new information or skills, they practice applying them immediately

11. Learning occurs in small groups

Use small-group training methods that encourage learners to explore feelings, attitudes and skills with other learners

Divide participants into small groups to research new information, discuss in-depth content or practice applying new skills

Unit One Slide 9

Adult Learning Principles Trainer’s VersionLearners learn best when… The trainer’s role is to…. Training strategies include

12. The training values their contributors as both a learner and a teacher

Encourage learners to share their expertise and experiences with the trainer and other learners

Begin the training course by acknowledging that trainers do not know everything and there is a lot of collective wisdom and experience in the room

Remember to ask learners to respond before providing answers

If someone asks a question and you don’t know the answer ask learners if they know or could find out

Unit One Slide 10

Golden Rules of ParticipatoryTraining

1.Be clear about what you are trying to accomplish1.Be clear about what you are trying to accomplish• Present the learning objectives at the beginning of training Present the learning objectives at the beginning of training

course course • Learners should know Learners should know

– what is expected of them what is expected of them – what they should know what they should know – what they are able to do at the end of the coursewhat they are able to do at the end of the course

2.Less is more2.Less is more• It is better to spend more time on fewer topics so that learners It is better to spend more time on fewer topics so that learners

have adequate time have adequate time – to absorb and reflect on new information to absorb and reflect on new information – and to practice new skills. and to practice new skills.

Unit One Slide 11

3. Ask, don’t tell3. Ask, don’t tell• Instead of telling learners what they need to know, get them actively Instead of telling learners what they need to know, get them actively

involved in the learning process by involved in the learning process by – asking them to share experiences and perspectives, asking them to share experiences and perspectives, – posing discussion questions, posing discussion questions, – and encouraging participation in learning activities.and encouraging participation in learning activities.

• (Learners will be more likely to remember new information and (Learners will be more likely to remember new information and apply it outside of the training if they discover it themselves rather apply it outside of the training if they discover it themselves rather than have it told to them)than have it told to them)

4. It’s not about you4. It’s not about you• Remember, the training course should be learner-centered, and not Remember, the training course should be learner-centered, and not

trainer-centered.trainer-centered.• As a trainer, the point is not to demonstrate how knowledgeable or As a trainer, the point is not to demonstrate how knowledgeable or

skilled you are regarding the topic at hand.skilled you are regarding the topic at hand.• Instead, your role is to ensure that the learners are meeting the Instead, your role is to ensure that the learners are meeting the

course objectives course objectives

Unit One Slide 12

Golden Rules of Participatory Training

5.Appreciate diversity5.Appreciate diversity• Everyone comes to a training course with diverse life Everyone comes to a training course with diverse life

experiences and perspectives. experiences and perspectives. • Encourage learners to participate and interact so that they can Encourage learners to participate and interact so that they can

learn from each other. learn from each other.

6.. Practice makes perfect6.. Practice makes perfect• Integrate opportunities throughout the training course for Integrate opportunities throughout the training course for

learners to apply new knowledge and practice new skills.learners to apply new knowledge and practice new skills.

• The more comfortable they become with new information or The more comfortable they become with new information or skills during a training course the more likely they will use skills during a training course the more likely they will use them outside of the trainingthem outside of the training

Unit One Slide 13

Golden Rules of Training7. Simple to complex7. Simple to complex• Start with simple information or skill building activities,Start with simple information or skill building activities,• Allow learners to develop confidence in their understanding of the Allow learners to develop confidence in their understanding of the

information or their ability to perform the skil linformation or their ability to perform the skil l• then gradually add new, more complex information or skill then gradually add new, more complex information or skill

development steps. development steps. • (Always try to build on existing knowledge and skill levels)(Always try to build on existing knowledge and skill levels)

8.. Safe to risk-taking8.. Safe to risk-taking• Avoid sensitive or emotionally charged topics and activities that may Avoid sensitive or emotionally charged topics and activities that may

place a learner in a position outside of his/her comfort zone early in place a learner in a position outside of his/her comfort zone early in the training coursethe training course

• Start with safe activities that foster trust and information-sharing Start with safe activities that foster trust and information-sharing among group members, among group members,

• gradually integrate risk-taking activities such as role plays, and gradually integrate risk-taking activities such as role plays, and sensitive topics as the training progresses sensitive topics as the training progresses

Unit One Slide 14

Golden Rules of Training9. Group supported to solo9. Group supported to solo• Start with activities that encourage group members to help Start with activities that encourage group members to help

each other uncover new information and develop new skills.each other uncover new information and develop new skills.• Gradually move towards activities that require independence Gradually move towards activities that require independence

as learners become more comfortable with their grasp of the as learners become more comfortable with their grasp of the content and skillscontent and skills

10. Repetition of facts and skills in diverse and 10. Repetition of facts and skills in diverse and interesting waysinteresting ways

• Enable learners to develop mastery over new information and Enable learners to develop mastery over new information and skills by creating various opportunities for that information to skills by creating various opportunities for that information to be repeated and those skills to be practiced be repeated and those skills to be practiced

Unit One Slide 15

Golden Rules of Training11. Do11. Don’t do what the learner can do; don’t decide what the n’t do what the learner can do; don’t decide what the

learner can decidelearner can decide• As appropriate, let go of having complete control of the As appropriate, let go of having complete control of the

group. group. • Allow the learners to be in charge of their own learning Allow the learners to be in charge of their own learning • Support newfound autonomy that occurs with the mastery of Support newfound autonomy that occurs with the mastery of

new in formation and skills. new in formation and skills.

12. Consider use of other training materials and 12. Consider use of other training materials and methodsmethods

• Always think about the learning needs of the group Always think about the learning needs of the group • Adapt training curricula and activities to best foster learning Adapt training curricula and activities to best foster learning

among the group.among the group.