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Adult Learning Brownfields Alexandria, VA 18 September 2013

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Overview In order to present successful training programs trainers need the ability to adapt course material to reach diverse audiences. This presentation introduces participants to learning styles and key points about adult training.

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Goal Provide participants with information on adult learning and provide insights on the effective qualities and behaviors of good trainers.

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Terminal Learning Objective Apply adult learning theory and practice into curriculum design and training delivery.

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Enabling Objectives After discussion on learning styles and adult training, participants will be able to: List the key points about adult training. Describe some instructional techniques. Write a good enabling objective for a training component.

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Why are you here? What do you expect to get out of this? What do you want to be able to do? What do you want to know? What do you want to learn?

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Trainers The ability to deliver effective training is often thought to be something an individual either does or does not posses. There are specific qualities and behaviors that differentiate effective trainers from ineffective ones. These qualities and behaviors can be learned.

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Categories of Learning Five major categories of learning: Verbal information Intellectual skills Cognitive strategies Motor skills Attitudes

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Nine Conditions to Successful Learning Gaining attention Informing participants of objectives Retrieval Presenting new material Providing learning guidance Eliciting performance Providing feedback Assessing performance Retention and transfer

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Key Elements of Adult Learning Adults learn best by doing. Participants should be engaged in learning and be self-directed. Take advantage of participants experience and previous experiences.

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Key Elements of Adult Learning Learning activities have more relevance if they relate directly to participants circumstances. Take individual learning styles and demonstrate each new element of learning. Use varying approaches and circumstances.

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Tips Related to Adult Learning Establish a climate conducive to learning. Design training to be approximately 35% presentation and 65% application and feedback.

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Tips Related to Adult Learning Trainers need to be able to modify, adapt and adjust course material to meets the needs of a diverse audience. Trainers need to be creative. Instead of thinking outside the box have no box.

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Trainer Creativity and Innovation Fluency Flexibility Originality Awareness Drive

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Question: What comes next in the sequence?? Draw the next object on a piece of paper

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Question: What comes next in the sequence?? Draw the next object on a piece of paper

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How could you make this Roman numeral equation read correctly without moving a match?

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A person dropped their watch. The face broke into 4 parts. The numbers of each part added up to 15. Draw a picture of how the watch face may have broken. 10 11 9 8 6 7 3 1 2 12 5 4

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10 11 9 8 6 7 3 1 2 12 5 4

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How many squares are in this figure?

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123 5 67 4 8 1211109 13141516 16 small squares 1 large square

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16 + 1 = 17 The 4 quadrants 17 + 4 = 21

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16 + 1 = 17 4 4 inset boxes of 4 squares + 1 center box of 4 squares. 21 + 5 = 26

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16 + 1 = 17 4 4 inset boxes of 9 squares 26 + 4 = 30 5

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OUROPPORTUNITIESARENOWHERE

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Considerations for Adult Learners Adult learners: Commit to learning when the goals and objectives are considered realistic and important to them. Want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence. Need direct, concrete experiences to apply the learning in real work. Need to receive feedback on how they are doing and the results of their efforts.

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Considerations for Adult Learners Participate in small group activities during learning to move them beyond understanding and provide an opportunity to share, reflect, and generalize their learning experiences by: Application Analysis Synthesis Evaluation

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Considerations for Adult Learners Adult learners come to learning with a wide range of previous: Experiences Knowledge Self direction Interests Skills

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Qualities of an Effective Trainer Active Listening is the ability to hear not only what a person is stating, but also what his or her underlying feelings are about the subject.

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Qualities of an Effective Trainer Peripheral vision is the ability to sense the group process and to make a fairly accurate assessment of what you imagine each group member is experiencing.

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Qualities of an Effective Trainer Empathy is the quality of a good trainer that refers to the ability to put yourself in the other persons shoes, to see the world as he or she sees it.

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Qualities of an Effective Trainer Sense of timing is knowing when to intervene and when to remain silent.

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Qualities of an Effective Trainer Clarity is an important characteristic of an effective trainer.

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Qualities of an Effective Trainer Differentiation is the ability of the trainer to separate him/her self from the participants, so that the trainer is able to facilitate the group process.

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Qualities of an Effective Trainer Sensitivity is the ability to reach each participant, to touch each member emotionally, intellectually, or physically.

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Qualities of an Effective Trainer Self-disclosure is a willingness to share ones feelings, thoughts, reactions, and appropriate personal information with participants in the training. Flexibility is the willingness of the trainer to give up pre-conceptions.

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Learning Styles Passive learners Reading manuals and books. Watching an audio-visual presentation. Hearing a lecture. Observing demonstrations.

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Learning Styles Active learners Participating in discussions. Role-playing. Performing an experiment. Taking a field trip. Hands-on learning. Responding to a scenario. Making a presentation.

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Learning Modalities Visual learners Auditory learners Kinesthetic or manipulative learners

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Learning Styles Trainers needs to be aware that differences in learning styles exist. Trainers need to combine as many types of activities and media as possible in training delivery. Learners need to have access to the way they learn best and also learn to adapt to other learning styles.

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Be Direct Share Leadership Be A Role Model Be Yourself Be Prepared Be Clear Be Positive Be Sensitive Be Energetic Use Humor Effective Trainer Behaviors

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Be prepared You need to know the subject matter you are instructing. Take time to fully prepare yourself for the training. Effective Trainer Behaviors

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Be yourself No one can be you better than you. Use language that is comfortable to you. Be energetic Vary the activities in order to maintain an energetic learning environment.

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Use your sense of humor Encourage humor whenever possible. Humor provides both the trainer and participant with another way of viewing themselves that is meaningful, fun, and creative. Effective Trainer Behaviors

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Be direct The more honest and direct you are as a trainer the more you serve as a positive role-model for participants. Be clear Make sure what you say is easily grasped and understood. Being sensitive to participants Paying attention to peoples feelings and being responsive to their changing needs.

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Effective Trainer Behaviors Share Leadership Shared leadership produces greater involvement and investment from participants.

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Effective Trainer Behaviors Be a role model Behave in ways that are consistent with your value system and participants will probably behave in similar ways. Be positive It is essential that you believe in the participants unlimited potential to grow and change in a positive direction.

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Learning Styles Trainers need to be aware that differences in learning styles exist. Trainers need to combine as many types of activities and media as possible in training delivery. Participants need to have access to the way they learn best and also learn to adapt to other learning styles.

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Keys to Accommodating Learning Styles Strategies and media need to be selected to help the participant; not as a convenience to instructor. Look for alternate strategies and media if one strategy or media is ineffective.

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OSHA Training Model Training guidelines 1. Determining if training is needed. 2. Identifying training needs. 3. Identifying goals and objectives. 4. Developing learning activities. 5. Conducting the training. 6. Evaluating program effectiveness. 7. Improving the program.

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ADDIE Analyze Design Develop Implement Evaluate

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Curriculum Design Methods Hazard assessment Audience analysis Audio-visual support (transfer support system) Use a performance-based philosophy Pilot the program Evaluate effectiveness

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Audience Analysis General educational background Job duties and responsibilities History of training Length of employment Organizational climate Attitudes toward training Mastery of prerequisite skills/knowledge Medical requirements Readiness to Learn

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Goals of Any Curriculum Identify hazards to protect workers and responders. Effectively communicate workplace and operational hazards. OSHA Compliance: Communications rely on understanding what is being conveyed. OSHA requires Employers to communicate hazards to employees.

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Classroom Environment/Management Paperwork and documentation. Appropriate classroom size. Classroom comfort. Audio-video placement and utilization. Appropriate break intervals. Use humor. Remove trainee anxieties.

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A Ron thought on Learning The biggest obstacle to learning anything is believing you already know it.

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Key Points about Adult Training Must be relevant. Should be of immediate use or benefit to the participants. Most important resource in the training is the participants themselves. Must focus at all times on the participants.

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For training to occur the participant must be: Ready to learn Awake Attentive Interactive Involved

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Training Concepts Training plan Your role is to make training relevant. Elements Training outcomes. Target audience. Manageable topic segments. Training method. Training aids.

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Learning Pyramid Lecture Reading Audio-visual Demonstration Discussion Group Practice by doing Teaching others/Immediate use of learning 5% 20% 30% 50% 75% 90% 10%

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Safety Safety is an activity function driven by what and how we manage our daily routines.

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Safety The primary goal for any safety program or safety process is to cultivate safer workers. Safer workers are a result of performance change, in that workers recognize unsafe or at risk behaviors for what they are then do something about it.

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The primary factors for causing at risk or unsafe performance are: Hurrying or rushing. Annoyance or frustration. Exhaustion or fatigue. Satisfaction or complacency (attitude).

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The primary factors then contribute to these potentially dangerous errors: Eyes not on task. Mind not on task. Loss of control (balance/grip/traction). In the line-of-fire.

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Provide Performance-based Feedback Performance-based feedback can motivate continued involvement in the process. Feedback is also instructional in that it is key to effective coaching and performance evolution. Performance-based feedback is objective and impersonal.

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Focus on Observable Performance Observe what people do. Analyze why they do it. Then apply interventions based on an understanding of human psychology.

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Major Incident Causes Taking an unsafe position (line-of-fire). Not paying attention to hazards (pre-occupied). Using improper procedures. Slippery and uneven working surfaces. Bad weather. Being caught between. Hazardous arrangement. Poor housekeeping.

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Summary Must be relevant. Should be of immediate use or benefit to the learner. Most important resource in the training is the participants themselves. Must focus at all times on the learner.

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Summary Relate the materials to the learners experiences. Listen to and respect the opinions of learners. Encourage learners to be resources to you and to each other. Treat learners like adults.

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Summary Emphasize how the learning can be applied. Relate the learning to the learners goal. Allow debate and challenge ideas. Focus on real world problems. Make the training relate to real world.