Effective Training for

Adult Learners

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Effective Training for

Adult Learners

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Train-The-Trainer Learning SeriesDeveloped by Telamon Corporation

Class Information

Class Start and Stop Times Breaks and Lunch Location of Restrooms Emergency Exits/Procedures Electronic Devices – please silence Class Participation Questions

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Effective Training for

Adult Learners The Telamon Corporation is pleased to be a recipient of an OSHA Susan

Harwoord Training Grant to provide this training for you.

This material was produced under grant number

SH-22311-11-60-F-37 from the Occupational Safety and Health

Administration, U.S. Department of Labor.

It does not necessarily reflect the views or policies

of the U.S. Department of Labor, nor does mention

of trade names, commercial products, or organizations

imply endorsement by the U.S. Government.

Telamon Corporation is an equal opportunity provider and employer.

Auxiliary aids and services are available upon request to individuals with

disabilities.

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Pre Class Quiz

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Learning Objectives

Trainers who recognize and embrace

characteristics of sound training techniques and

principles of adult learning will maximize the

training and learning for the participants.

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Learning Objectives

• Training System• Trainer’s Roles• Trainer’s Responsibilities• Training Methods• Training Process• Principles of Adult Learning

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Learning Objectives

• Learning Styles• Learning Exchanges• Instructional Strategies• Instructional Media

• Planning and Preparation

• Preparation Skills

• Delivery Skills

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Learning Objectives

• Do’s

• Don’ts

• Fatal Mistakes

• Answering Questions

• Difficult Questions and Learners

• Evaluation and Continuous Improvement

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The Training System

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Participants – Adult Learners

Trainers

Learning Environment

Instructional

Materials

Training System

• Focused– what the worker needs to know– what the worker needs to be able to do

• Linked– instruction and outcomes

• Reusable, Repeatable

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Training System

• Planning and Preparation

• Implementation and Delivery

• Training Evaluation

• Revision of Materials

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ParticipantsEnvironmentMaterials

Trainers

Trainer’s Roles

Facilitator

Presenter

Coach

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Trainer’s Responsibilities

• Setting the initial mood of the group

• Creating an effective climate for learning

• Motivate and encourage participation in

the learning process

• Be accepting of comments and avoid

getting defensive14

Trainer’s Responsibilities

• Optimizing the lighting for

viewing and change as

necessary

• Ensuring the room

temperature is comfortable

for participants

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Trainer’s Responsibilities

• Control disruptive participants

• Offer yourself as a resource

• Allow for limited discussions and challenges of the ideas presented

• Discuss how the learning can be applied in real world applications

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Trainer’s Responsibilities

• Always treat the participants with respect

• Avoid stereotypes

• Make yourself available at the beginning of breaks and after class to answer individual participants questions

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Training MethodsEffectiveness of information retained is related to training methods used.

Training Method % Retained

• Reading

• Hearing

• Seeing

• Seeing & Hearing

• Talking & Writing

• + Doing18

10%

90%

70%

50%

30%

20%

Training Process

1. Tell participants what you plan to tell them (explain subject material and learning objectives)

2. Tell them

3. Tell them what you told them (review learning objectives, activies, etc.)

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Principles of Adult Learning

• Voluntary learners – learn best when they want and need to learn

• Want to know why info is important (purpose) and how they can use it

• Need to be treated with respect

• Learn when they participate in the learning process

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Principles ofAdult Learning

• Learn best with a variety of teaching methods

• Learn best by participating, sharing experiences, asking questions

• Learn best by doing

• Learn best when information is repeated and reinforced

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Learning Styles• Active

– Participation – asking questions, etc.

– Class Activities

– Hands-on

– Presentations

• Passive

– Read

– Listen

– Observe

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Learning Exchanges

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1. Participant to Participant

– Participants learn from one another’s experiences

– Class Activities – hands- on

2. Participant to Trainer

– Trainer gains subject knowledge

3. Trainer to Participant

- Presentations

- Trainer guides discussions

- highlights and reinforces objectives

Instructional Strategies

• Characteristics of workers

• Presentation

• Practice

• Feedback

• Testing

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Instructional Strategies

• Talking Head

• Demonstrations

• Discussions

• One-on-one

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Instructional Media

• PowerPoint presentations

• DVD’s

• White boards

• Flip charts

• Handouts26

Planning and Preparation

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Training Facility–Location and directions

–Accommodations

–Adequate tables and chairs

–Food and beverage for breaks

–Arrive early to become familiar with:

• Emergency exits and procedures

• Restrooms

• Room thermostat

Learning Environment

– Class Room - suitable space and accommodations for training • Setup tables and chairs for

participants and trainer

– Temperature

– Lighting

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Planning and Preparation

Audiovisual Equipment – Lap Top Computer

– LCD projector & screen

– Wireless Presenter (PP slide changer)

– Spare batteries

– DVD Player/TV

– Related cables

– Extension cords and power strips

Set-up and test all equipment before class

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Planning and Preparation

Training Materials and Supplies

– Flash Drive with PowerPoint presentation,

videos, etc.

– Easel, flipcharts, markers

– Pens / pencils

– Clip boards

– Handouts

– Materials for activities

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Planning and Preparation

Planning and Preparation

Administrative

– Sign in forms/registration forms

– Class Schedule

– Learning/Smile Survey

– Pre Class and Post Class Tests

Hard copies of PowerPoint Presentation and all training materials.

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Planning and Preparation

Administrative

– Hard copies of PowerPoint Presentation and all training materials

– Door prizes

– Certificates

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Preparation Skills

• Know your audience

• Expect to be nervous

• Review all training materials and the trainers guide so you are thoroughly familiar with all information to present

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• Knowledge of the topic and materials will increase your confidence

• Practice your training presentation on family or co-workers

• The more you practice the better you will become

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Preparation Skills

Delivery Skills• Use Ice Breaker

• Communicate the session objectives at the beginning of your presentation

• Greet the learners individually and as a group (especially on the first day) 

• Learn the names of the learners quickly • Supplement PowerPoint slide information

with examples relating to the topic and specific location

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Delivery Skills• Be familiar enough with the training materials

so you avoid reading directly from PP slides

• Be sensitive to participants literacy differences

-Not equally skilled writing, speaking, reading

-Read aloud all instructions and info written down

-Ask for volunteers to read or write material

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Delivery Skills• Speak loud enough to ensure

participants in the back can hear

• Enunciate your words clearly

• Avoid saying uhm…..

• Avoid distracting mannerisms

such as jingling change or

playing with your hair

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Delivery Skills

• Involve participants by encouraging and asking questions

• Follow class schedule

- start on time

- breaks and lunch

- finish on time

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Delivery Skills

• Pace your delivery according to the time schedule and the material to be covered

• Cover everything in the training module – handouts, activities, etc., or explain changes

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Delivery Skills

• Keep aware of class climate

• Recognize your strengths and

weaknesses

• Maximize your strengths and

minimize your weakness

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Delivery Skills

• Don’t pretend to know all the

answers

• If you don’t know something:

–Discuss the question with the class

–Let the participants know you will get the answer

– remember to follow up41

Trainer Self-Evaluation

Individual Activity – 10-15 minutes

Purpose: Identify trainer strengths and areas for development. (Handout – Trainer Self-Evaluation Checklist)

-Each participant will evaluate their skills and techniques by completing a Trainer Self-Evaluation Checklist.

-Volunteers will share there results with the class. 42

Do’s

• Positive mental attitude

• Dress appropriately

• Be energetic and enthusiastic

• Have fun

• Be energetic

• Avoid excessive slang 43

Do’s

• Speak up

• Be yourself

• Practice what you preach and teach

• Watch your body language

• Be the best ‘you’ that you can be

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Do’s

• Be prepared

• Be sensitive

• Acknowledge learners

• Use your sense of humor

• Always ask for volunteers

• Be respectful

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Do’s

• Be accessible and approachable

• Be responsive

• Move freely around the class

• Allow learners to lead

• Be flexible

• Maintain your schedule 46

Don’ts

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• Loose control

• Catch people unprepared

• Be afraid to say you do not know

• Call on someone who does not volunteer

• Avoid eye contact

Don’ts

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• Be too formal

• Be a know it all

• Be unprepared

• Talk down to learners

• Use profanity

• Be distracting

Fatal Mistakes

• Poor first impression

• No learning objectives

• Dull, dry and boring

• Frozen in one spot

• Weak eye contact

• Poor visual aids

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Fatal Mistakes

• No humor

• Poor preparation

• Not involving participants

• No enthusiasm or conviction

• Poor facial expression

• Weak close and review of learning objectives50

Answering Questions

• Repeat the question

– Answer now/later

– Redirect

– Discussion

• Don’t bluff

– You know

– You don’t know

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Difficult Questions and

Learners• Argumentative individual

• Loaded questions

• Long-winded

• No good answer

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Evaluation and Continuous

Improvement• Use participant evaluations to

improve:

- training materials

- your future performance

• Continue to improve your

knowledge of the subject

• Revise materials as necessary53

Learning Objectives: Summary and Review

• Training System• Trainer’s Roles• Trainer’s Responsibilities• Training Methods• Training Process• Principles of Adult Learning

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Learning Objectives:Summary and

Review• Learning Styles• Learning Exchanges• Instructional Strategies• Instructional Media

• Planning and Preparation

• Preparation Skills

• Delivery Skills

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Learning Objectives:Summary and

Review• Do’s

• Don’ts

• Fatal Mistakes

• Answering Questions

• Difficult Questions and Learners

• Evaluation and Continuous Improvement

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Learning Objectives:

Summary and Review

• HANDOUT – Review Handout “Characteristics of Effective Trainers”

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Learning Objectives:

Summary and Review

Trainers who recognize and embrace

characteristics of sound training techniques and

principles of adult learning will maximize the

training and learning for the participants.

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Questions

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Trainer Development Plan

Individual Activity - 15-20 Minutes

Purpose: Each Trainer will develop a personalized plan to further develop their training skills to maximize training effectiveness. (Handout – Trainer Development Plan)

Trainers will develop a personalized action plan to develop their training skills utilizing:

1. Your knowledge of sound training techniques and principles of adult learning from this class and

2. Your results of the Trainer Self-Evaluation Checklist

Volunteers will share their plan with the class.

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Post Class Quiz

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Smile Survey

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CONGRATULATIONS!

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Congratulations on Completing:

Effective Training For

Adult Learners

Turner, Dr. Myrtle, Georgia Tech Research Institute (2011). Training Adult Learners PowerPoint Presentation

Grimaldi, J. V. & Simonds, R. H. (1989). Safety management. (5th ed.). Boston, MA: Irwin.

Handley, W. (1977). Industrial Safety handbook. (2nd ed.). London: McGraw-Hill Book Company (UK) Limited.

Johnson, D. (1998). Adult educators need to have enthusiasm. Adult Learning (9) 4, 11-14.

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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.

Chrétien, J. (May/June 1995). Effective Training Techniques, OH&S Canada (11) 3. 29-33.

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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.

OSHA, (2010) Best Practices for Development, Delivery and Evaluation of Harwood Training Grants

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References