2 adult learning principle

8/14/2019 2 Adult Learning Principle

1/40

Adult LearningPrinciples,Trainingand Facilitation skills


2/40

2

Session Objectives:By the end of todays session, participants will have:

Reflected on past learning experiences and trainer skillsLearned basic principles of adult learning to design and deliver training

Understood the importance of using adult learning in trainingsessions

Reviewed how to create a safe environment for training andexplored its impact on the learning process

Discussed how to use effective facilitation techniques

Identified different teaching methods and when and how to apply

them in trainings


3/40

3

Group Reflection Activity

Describe your bestlearning experience.

What made thisexperience so good?

Take 5 minutes todiscuss and writedown your analysis

and share it with thegroup.


4/40

4

Learning from Self reflectionActivity

While knowledge of the subject is asimportant for effective training, learning isoften a result of:

how trainers communicate with learners andhow trainers help to facilitate communicationamong participants.

Understanding and applying principles of adult learning in trainings will have apositive impact on participants


5/40

5

How Adults Learn

RESPECT

IMMEDIACY

EXPERIENCE

20% hear

40% hear & see

80% do


6/40


7/40

7

1. Adults feel anxious if participating in agroup makes them look weak.

If this principle is true, what can you do as atrainer to make adults feel safe to experimentand learn and stretch their minds in your classroom?


8/40

8

1. Adults feel anxious if participating in agroup makes them look weak.

Design training workshops, exercises, and discussionsessions that help people feel:

Safe to ask questions.

Confident that they will be respected.Dont ask people to take risks too early in a workshop or course (e.g., to engage in role play) unless they alreadyknow one another well.

Provide opportunities and allow time for people toestablish themselves in a group.


9/40

9

2. Adults bring a great deal of experience andknowledge to any learning situation.

If adults define themselves by their experiences,how might this influence how they learn?

What can you do as a trainer to make sure thatyou are taking advantage of the knowledge andexperience of the adults in your classroom?


10/40

10

2. Adults bring a great deal of experienceand knowledge to any learning situation.

Show respect for participants experiences by asking them toshare ideas, opinions, and knowledge.

Recognize that participants are a good resource for reachingyour goals.

An assessment of participants experiences and knowledgecan tell you more about them.

Can be done before or on first day of training with a shortquestionnaire.

Or done orally during introductions or with an activity (e.g.,Stand-up/Sit down)


11/40

11

3. Adults are decision-makers and self-directed learners.

How does knowing this make adifference in your approach to training?


12/40

12

3. Adults are decision-makers and self-directed learners.

Adults like to learn at their own pace.Adults will usually only do what they want to do.

Be the guide on the side rather than the sage onthe stage.

Listen to what they want and need and be flexible inyour planning.

Change your approach if your agenda or methodsare not working.

Seek feedback from the group.


13/40

13

4. Adults are motivated by information or tasksthat they find meaningful.

How can knowing this influence how you approach adultlearners?


14/40

14

4. Adults are motivated by information or tasksthat they find meaningful.

Conduct needs assessment so that you are aware of:What people want (and need) to learn.How much they already know.Needs related to learning styles.

Try to identify themes that might affect participants attention spans:Concerns and issues that are most important in a persons life.

Themes may enhance or challenge a persons ability to learn.

Examples: Fear of losing a job, the health of a loved one or themselves, the desire for promotion, or beginning a new job.


15/40

15

5. Adults have many responsibilities and can beimpatient when their time is wasted.

How can you conduct a training that takes this intoaccount?

Be sincere, be brief, and be seated .-Spencer Tracy, actor


16/40

16

5. Adults have many responsibilities and canbe impatient when their time is wasted.

Begin and end your session on time.

Clearly state session time and objectives

Understand who is in the audience and why they are

participating.Learn what questions they have about the subject.

Dont cover material they already know unless there is a goodreason for review.

Recognize that your subject is only one of many that participantsmay be interested in learning about.

Keep participants physically comfortable.


17/40

17

Four Adult Learning StylesExperiencers

(Feelers)

Observers

Innovators

(Doers)

Analyzers

(Thinkers)


18/40

18

Training Activities for Experiencers

Games

Role plays

Brainstorming

Interviews

Discussion

Hands-on exercises


19/40

19

Training Activities for ObserversLectures

Demonstrations

Videos

Visual Aids

Modeling

Exhibits

Instruments


20/40

20

Training Activities for Innovators/Doers

Projects

Role plays

Hands-on,experimentalexercises

Action plans


21/40

21

Training Activities for Analyzers

LecturesCase studies

Readings

Journaling

Visualization

Programmedinstruction


22/40

22

Blending Styles

Well-known saying in teacher training courses:I hear and I forget.

I see and I remember.

I do and I understand.

But it is important to note:

Some people learn ( and remember their learning)primarily by hearing others talk.

Some people readily understand how to dosomething if they only see someone do anactivity


23/40

23

Levels of Training

Level 1: Didactic training (lecture, journal club,rounds)

Level 2: Skill-building workshop (small groupdiscussions, role plays, demonstrations w/ practice)

Level 3: Clinical training (observation of care,interaction with patients)

Level 4: Clinical consultation (phone, fax or internet)

Level 5: Capacity building (support of skills learned,clinic/institutional-level change)


24/40

24

Reflection Activity

Take a moment toremember a goodtrainer someoneyou knew recently or long ago.

In your opinion,what 1 or 2 personalcharacteristics made

him/her an effectivetrainer?


25/40

25

Traits of a Strong Facilitator

Understands group dynamicsSubtly manages disruptive behaviors

Reflects back participant comments to clarify and confirm thatthey understand what participant is saying never assumes

understandingDoes not allow personal biases, opinions, experiences to enter into the discussion

Sensitive to different cultural approaches

Empathetic and non-judgmental


26/40

26

Traits of a Strong Facilitator (cont)

Enthusiastic and positive (Im glad youre here/Im glad Imhere attitude)

Flexible can change agenda according to groupsneeds/responses

Has knowledge of topicUses language that the group understands

Utilizes a variety of teaching methods

Draws on experience of individuals in the group

Manages time and agenda


27/40

27

Effective Training Skills

Creating a Safe EnvironmentUsing Effective Facilitation Skills

Listening skills

Asking questions

Giving Feedback

Managing time

Managing group dynamics

Managing sensitive topics in a group

Managing Challenging Participants

Teaching Methods

C ti Eff ti T i i


28/40

28

Creating an Effective TrainingEnvironment

Table/desk set-up (small rounds or horseshoe)Groundrules

Warm-Up/Introductions/Ice-breakers

Effective facilitation- create relaxed atmosphere

Small group work

Neutral space

Greet participants

Role of participants at training

Energizers after lunch


29/40

29

Facilitation Skills: ListeningResponses

Non-verbal listening skillsEye-contact

Encouraging gestures/posture

Addresses all participants equally

Summarize what participants are saying

Paraphrase

Reflect-Back

Elaborate or Clarify


30/40

30

Facilitation Skills: Ways to AskQuestions

Open Questions that elicit long descriptive answersand generate discussion.

Start with words like what , why , how , anddescribe

Closed Questions that have short answers likeyes or no.

Start with words like can, will, did, and are.

Closed questions can be helpful when used under theright circumstances do not discard them by default!

l k ll


31/40

31

Facilitation Skills: Managing TimeConstraints

Identify a timekeeper (give 15 minutes notice)Use the Parking Lot

Politely move the conversation along

This is a lot of useful information. There is a lot moreto say than we have time for today. Thank you for sharing so much of your experiences.

Reference schedule

I know many of you feel strongly about this topic and have a lot to share. I am going to need to move us tothe next topic so that we are sure to cover all of theimportant topics on todays schedule and so you canleave on time.


32/40

32

Facilitation Skills: Giving Feedback

Feedback is an integral part of adult learningFeedback is directed at skills, not personalcharacteristics

Feedback is not negative criticismFeedback combines both what worked wellduring training and what could be improved

F ili i Skill Ch i i


33/40

33

Facilitation Skills: Characteristicsof Effective Feedback

Feedback should be specific, not generalstatements

Feedback should be given at the time of learning rather than later. The sooner, thebetter

Give feedback in a feedback masala dosa:Positive observation

Constructive critical observation or suggestion

Second positive observation, summary statement


34/40

34

Facilitation Skills: Characteristics of Effective Feedback

Ask the learner for his/her own reaction or opinion

What do you think you did well?

What do you wish you had done better?

If possible, suggest resources that might helpthe person improve


35/40

35

Facilitation Skills: Feedback Dos

Do be honest, but also gentleDo give reasonable and practical suggestionsfor improving

Do think of feedback as a gift you can givenanother person

Do use respectful statements like, You maywant to consider instead of You should

Facilitation Skills: Feedback


36/40

36

Facilitation Skills: FeedbackDon'ts

Dont critique personal characteristics.Critique the skills that a person might be ableto learn or improve upon

Avoid the use of the word shouldDont correct serious issues in public

Dont add personal statements such as, Youalways

Facilitation Skills: Receiving


37/40

37

Facilitation Skills: ReceivingFeedback

Try not to become defensive; listen withopenness ACTIVE LISTENING

Focus on the specific suggestions you arereceiving

Separate facts from opinionsForm an action plan to improve

Ask questions about the feedback if youare unclear or would like more information


38/40

38

Key Points

Concepts of respect, immediacy, and experienceneed to be applied when helping adults learn

There are 4 main adult learning styles

None are better than the other

Goal is to use a blend of methods to reach the greatestnumber of adult learners

Adult learning principles should be incorporated intoevery step of developing a training programme for optimal results


39/40

39

Key PointsA strong facilitator is:

Well versed in the topic

Empathetic, non-judgmental, respectful

Enthusiastic and flexible

The environment needs to be taken into consideration whenimplementing a training

There are several skills that facilitators need to develop in order to deliver effective training

Multiple teaching methods are available for content delivery;however it is important that they be appropriate to the specifictopic/session


40/40

Thank You!

2 adult learning principle

Documents