Audience Attention  20 % Physically asleep

Audience Attention  20 % Physically asleep  10 % Physically and mentally asleep

Audience Attention  20 % Physically asleep  10 % Physically and mentally asleep  20 % Concentrating

Audience Attention  20 % Physically asleep  10 % Physically and mentally asleep  20 % Concentrating  50 % Engaging in sexual fantasies

Audience Attention  20 % Physically asleep  10 % Physically and mentally asleep  20 % Concentrating  50 % Engaging in sexual fantasies  Some can give worthwhile feedback and half of you will enjoy yourselves

ANDRAGOGY  Teaching of adults  Adults bring life experience to the training room  Question training input that does not accord with their life experience

This is a question you must answer early in any training session WHAT’S IN IT FOR ME?

 The process of making a new or revised interpretation of the meaning of an experience which gives subsequent understanding, appreciation and action Learning(Mezirow)

WE RETAIN  10% of what we read  20% of what we hear  30% of what we see  50% of what we hear and see  70% of what we say  90% of what we say and do  SAY & DO  10% of what we read  20% of what we hear  30% of what we see  50% of what we hear and see  70% of what we say  90% of what we say and do  SAY & DO

Action Learning  Foster a climate that allows participants to examine beliefs, practices and norms  Learners must look at problems from many perspectives, challenge one another, ask stupid questions, draw contrasts, probe connections and try out new behaviours  Foster a climate that allows participants to examine beliefs, practices and norms  Learners must look at problems from many perspectives, challenge one another, ask stupid questions, draw contrasts, probe connections and try out new behaviours

 Class invites involvement  Draw in a disciplined way from life experiences  Students at the centre of the learning experience  Reflection moves learners to greater complexity and sophistication in their understanding of material presented  Class invites involvement  Draw in a disciplined way from life experiences  Students at the centre of the learning experience  Reflection moves learners to greater complexity and sophistication in their understanding of material presented CRITICAL REFLECTION

 People learn best when they are personally involved in the learning experience  Knowledge has to be discovered if it is to mean anything  Commitment to learning is highest when people are free to act their own learning goals  People learn best when they are personally involved in the learning experience  Knowledge has to be discovered if it is to mean anything  Commitment to learning is highest when people are free to act their own learning goals Experiential Learning

Concrete personal experience Observationreflection Formulation of concept and principle Personal theory to be tested in new situations Experiential Learning Cycle (Johnson 1990, 20)

L=P+Q+A+R L=P+Q+A+R  L=Learning  P=Programmed knowledge  Q=Questioning  A=Action  R=Reflection LEARNING

What the Adult Learning Theory Means to the Facilitator What the Adult Learning Theory Means to the Facilitator  Give theoretical input then an opportunity for critical reflection  Assessment is an opportunity to revise concepts as well as evaluation  Learner focus not facilitator focus  State learning objectives and put in place a participative process to achieve objectives  Give theoretical input then an opportunity for critical reflection  Assessment is an opportunity to revise concepts as well as evaluation  Learner focus not facilitator focus  State learning objectives and put in place a participative process to achieve objectives

 Minimise lecture style presentations  Activities organised so learners can discover concepts for themselves  Use discussions,case studies,practical exercises,role plays etc.  Activities as close to real life as possible  Content expert must be on hand  Minimise lecture style presentations  Activities organised so learners can discover concepts for themselves  Use discussions,case studies,practical exercises,role plays etc.  Activities as close to real life as possible  Content expert must be on hand What the Adult Learning Theory Means to the Facilitator

 “Informal learning settings, such as the workplace provide an optimal place for the acquisition of robust and transferable vocational skills” Stephen Billett Learning in the Workplace

Learn a little well

LearningLearning Training is what others do to you Learning is what you do to yourself

 EXCELLENCE IS NO ACCIDENT EXCELLENCEEXCELLENCE