Brownfields Alexandria, VA 18 September 2013 Adult Learning Brownfields Alexandria, VA 18 September 2013

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.

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

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

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.

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?

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.

Categories of Learning Five major categories of learning: Verbal information Intellectual skills Cognitive strategies Motor skills Attitudes Trainers need to provide methods for accommodating these conditions of learning in their instructional delivery of any training. This will vary from trainer to trainer based upon their delivery style and available instructional support tools and equipment.

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 The trainer needs to identify methods for attaining these nine conditions of learning. These methods will vary based upon the trainer’s method of instructional delivery. Every instructor is unique in his or her delivery skills and techniques. Gaining attention (reception) Informing learners of objectives (direction) Retrieval (recall) Presenting new material (content) Providing learning guidance (application) Eliciting performance (application) Providing feedback (application) Assessing performance (evaluation) Retention and transfer (closure)

Key Elements of Adult Learning Adults learn best by doing. Participants should be engaged in learning and be self-directed. Take advantage of participant’s experience and previous experiences. Draw upon the participants experiences. Actively engage them to share those experiences and how they may apply to a response. Remember the primary learning modalities of hearing, seeing and touching (auditory, visual, and kinesthetic) and incorporate this modalities in the training.

Key Elements of Adult Learning Learning activities have more relevance if they relate directly to participant’s circumstances. Take individual learning styles and demonstrate each new element of learning. Use varying approaches and circumstances. Draw upon the participants experiences. Actively engage them to share those experiences and how they may apply to a response. Remember the primary learning modalities of hearing, seeing and touching (auditory, visual, and kinesthetic) and incorporate this modalities in the training.

Tips Related to Adult Learning Establish a climate conducive to learning. Design training to be approximately 35% presentation and 65% application and feedback. This is accomplished by establishing a level of trust between the instructor and the participants; having an adequate classroom that is appropriate in size; engaging participants with questions and paper pencil exercises. Ask the participants to discuss why this is a good practice. For example, studies show that formation that is either seen or heard is not retained as long as information that is both seen and heard; add practice or physical activity to seeing and hearing and retention of information continues to increase.

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.

Trainer Creativity and Innovation Fluency Flexibility Originality Awareness Drive

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

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

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

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

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

How many squares are in this figure?

16 small squares 1 large square 1 2 3 4 6 7 8 5 9 10 11 12 13 14 15 16

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

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

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

OUROPPORTUNITIESARENOWHERE

Considerations for 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. Always relate the learning to what they know and what they may be asked to do and how these two components compliment one another. Application in the “real world” is important to the adult learner’s personal and professional needs. Give participants some control over the what, who, how, why, when, and where of their learning.

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 Most adults like the security of being a part of small group situations.

Considerations for Adult Learners Adult learners come to learning with a wide range of previous: Experiences Knowledge Self direction Interests Skills Trainers need to draw upon these areas of participant knowledge and abilities to effectively direct training delivery.

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. Trainers need to key in on body language and facial expressions to fully comprehend what a learner is actually feeling on a topic. The trainer needs to interpret what participant attitude and engagement with all activities.

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. Trainers need to keep attuned to the overall “atmosphere” of the group as it relates to the information or activity being conducted.

Qualities of an Effective Trainer Empathy is the quality of a good trainer that refers to the ability to put yourself in the other person’s shoes, to see the world as he or she sees it. Trainers need to accept not all participants or learners are comfortable with particular tasks or roles they may be asked to perform.

Qualities of an Effective Trainer Sense of timing is knowing when to intervene and when to remain silent. Trainers need to maintain control of all activities and keep them following in a positive direction.

Qualities of an Effective Trainer Clarity is an important characteristic of an effective trainer. Trainers need to be “crystal” about the information they are communicating. Short, concise, complete and to the point.

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. Trainers need to understand participants may not share the same enthusiasm and excitement they do.

Qualities of an Effective Trainer Sensitivity is the ability to reach each participant, to touch each member emotionally, intellectually, or physically. Trainer sensitivity to the needs of participants is a vital component in being a successful and effective trainer.

Qualities of an Effective Trainer Self-disclosure is a willingness to share one’s feelings, thoughts, reactions, and appropriate personal information with participants in the training. Flexibility is the willingness of the trainer to give up pre-conceptions. Trainers need to be careful what they share with participants and know there are alternatives to most all situations.

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

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.

Learning Modalities Visual learners Auditory learners Kinesthetic or manipulative learners

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.

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

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

Effective Trainer Behaviors 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.

Effective Trainer Behaviors 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 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 people’s feelings and being responsive to their changing needs.

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

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 participant’s unlimited potential to grow and change in a positive direction.

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.

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.

OSHA Training Model Training guidelines Determining if training is needed. Identifying training needs. Identifying goals and objectives. Developing learning activities. Conducting the training. Evaluating program effectiveness. Improving the program. See page 1 of the training manual.

ADDIE Analyze Design Develop Implement Evaluate

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

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 Notes:

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.

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

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

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.

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

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

Teaching others/Immediate use of learning 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% Retention is highest when participants both summarize and perform the task being trained. Do Widget activity.

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

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.

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

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.

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.

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

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.

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. Any training must be relevant. This adult learning module has application with any training delivery. From an FADR training perspective, the training and information needs to correlate with what participants can be expected to do, if their assistance is required in a FAD response.

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

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