FACILITATING LEARNINGEngaging.  Enlightening.  INSPIRING.

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BASIC ASSUMPTIONS OF ADULT LEARNERS

Self-concept: dependence independence; self-directed

Rich resource of experiences: Foundation for learning

Readiness to learn: Associated with developmental tasks of social roles & responsibilities

Use the information immediately and for practical applications of their job

• Are autonomous and self-directed

• Have a foundation of life experiences and knowledge from which they draw

• Are goal-oriented

• Are relevancy-oriented

• Are practical

• Vary in expression and style

• Deserve respect

ADULT LEARNERS

• Actively involve participants – early and often.

• Be a facilitator, rather than ‘teacher.’

• Understand who your participants are and what they would want to learn.

• Offer opportunities for reflection.

AUTONOMOUS AND SELF-DIRECTED

• Recognize and acknowledge the value of experiences and knowledge participants bring.

• Encourage participants to draw on their experiences and knowledge related to the topic.

RESOURCES: LIFE EXPERIENCES

A trainer must…

• Be organized.

• Have clearly defined goals, objectives, and agenda for the training.

• Show participants how it will help them achieve their goals.

GOAL-DIRECTED

Make sure participants see the relevance of:

• Training

• Topics

• Activities

• Teaching methods

RELEVANCY-ORIENTED

Tell participants explicitly how the training and individual activities will be useful to them on the job.

PRACTICAL

• External vs. internal processors

• Brainstormers

• Quiet thinkers

• Questioners

• Verbal vs. written responders

• Challengers

• Naysayers

EXPRESSION AND STYLE

• Adults NEED respect!

• Acknowledge the wealth of knowledge and experiences that participants bring to the training.

• Treat the participants as equals rather than subordinates.

RESPECT

• Learning is not a spectator sport.

• The more actively engaged the learner is, the more learning takes place.

• Use many different instructional methodologies to ensure greater rates of retention.

ACTIVE LEARNING

HOW PEOPLE LEARN

* National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA.

1. Self-directed2. Experiential3. Interactive learning4. Multiple learning styles5. Critical thinking 6. Peer approach and respect

SUMMARY FOR ADULT EDUCATION

“In theory, theory and practice are the same.

In practice, they are not.”

— Albert Einstein

CHARACTERISTICS OF A SUCCESSFUL TRAINER

• Knows the information well

• Knows what they don’t know

• Makes information relevant to practice

• Flexible for different types of learners

• Effective time management skills

• Manages objections and keep positive tone

• Facilitates discussions that are meaningful to the overall training

• Entertaining – keep people awake and engaged

• Can think on his or her feet

• Understands that learning is a life long process

• Committed to continuous quality improvement

CHARACTERISTICS OF A SUCCESSFUL TRAINER

• Must be aligned with adult learning.

• Set expectations early.

• Learn from participants what they hope to gain from the training.

• Be willing and flexible.

• Be creative and comfortable.

• Understand time constraints .

• Okay to say “Good question. I am not sure of the Answer.”

• Facilitate discussion with room of experts.

TRAINING STRATEGIES

• Lecture• Quizzes• Games• Role-playing• Media • Group brainstorming• Group problem-solving• Case study • Simulation

INSTRUCTIONAL METHODS

• Paradigm shifto Professional: expert collective team: experto Strengths – development not need amelioration o Child/family perspective

• Not psychometric

• Subjective

• Reliability and validity questions

CANSTYPICAL CHALLENGES

• Resistance to the CANS

• Test anxiety

• Professional perspective

• Split decision regarding ratings

• ‘What’ not the ‘why’

• Setting/Treatment Effect

CANSTYPICAL CHALLENGES

• Competing implementations• Significant practice shift• Relationship with mandating agency

MITIGATING FACTORS IN IMPLEMENTATION

• Organization and energy is critical.

• Adults must be engaged in their learning.

• Information must be relevant and practical.

• Mix Methods: Engaging

• Anticipate and manage objections.

• Build consensus and manage disagreements.– Parallel process

• Be reflective and a life long learner.

PRACTICE POINTS