1. Adult Learning and Training
Local Elected Leadership ToT, Liberia

2. WHAT IS TRAINING?
A planned, systematic sequence of instruction designed to achieve pre-determined learning objective. The only good reason for training is to meet identified training needs.
     

3. GENERAL PURPOSE OF TRAINING
In general training is used to help a participant acquire increased skills, knowledge and positive attitudes towards work and its environment
A S K
A+ S+ K+

4. RELATIONSHIP BETWEEN TRAINING, EDUCATION & DEVELOPMENT
Training focuses on the present job and is concerned with the
immediate need of the individual.
Education is future oriented and prepares the individual for a job that has not yet been identified.
Development is for meeting future needs of the organization.
These being able to cope with the changing environment.

5. Break: BO

6. Initial contact with the client Assessing training needs
Training Cycle Steps
Initial contact with the client
Evaluation
Assessing training needs
Writing Objectives
Implementation
Planning and Design

7. The Training Process Presenting: Applying: Processing:
Content oriented;
Giving new material for learning;
Providing new ideas, data information, concepts, models
Applying:
Encourage participants to apply the knowledge and skill;
Promote the transfer of wanted behavior within and beyond learning situation;
Processing:
Turn concepts, ideas, experience into meaningful and useful conclusions;
Interpret the information, analyze the models, verify the variables;

8. Presenting: Content oriented; Giving new material for learning;
Providing new ideas, data information, concepts, models;

9. Processing:
Turn concepts, ideas, experience into meaningful and useful conclusions;
Interpret the information, analyze the models, verify the variables;

10. Applying: Encourage participants to apply the knowledge and skill;
Promote the transfer of wanted behavior within and beyond learning situation;

11. Example: Policy Making
Presenting:
Policies are formal positions to support implementation of goals
strategies help to accomplish goals and implement policies
Goals are statements that describe future conditions
Policy Making is a step in local self governing that includes goals, policies, strategies and implementation
Applying:
Learning Application Plan:
3 specific things to do to improve my policy making performance
Support I need for the above
Challenges I anticipate
Outcomes to demonstrate my success in policy-making performance
Things to asses my success
Processing:
Reflect on how you could use policy making to promote good governance principles –
Participation, respect for rule of law, increased transparency, gender equity, accountability….;

12. Break: SMG

13. A Learning Pyramid Lowest Learning Impact Highest Verbal Symbols
Lectures, handouts, reading
Charts, diagrams, graphs
Visuals
Audio
Recordings, audio tape
Videos
Shows, video taping
Exhibits
Posters, displays
Learning Impact
Field Trips
Itineraries, guides
Demonstration
Apparatus, chart pads
Dramatic Participation
Simulations, plays
Role plays, cases
Contrived Experiences
Direct Purposeful Experiences
Supervised work
Highest

14. YOUNG VS. ADULT EDUCATION
Dependant Learner
(Directed by teacher)
Inexperience
Easily distracted
Fast learners
Flexible and open minded
Look for the right answer
Learn for the future
Theoretical models can be exciting
Groups can be formed according to age
Subject-centred learning
Independent Learner
(self directed)
Experienced
Focused
Slower learners
Fixed habits and patterns of thoughts acquired. Less open minded
Looks for ideas and options
Concerned with using new knowledge now
Real life situation to be emphasized
Learning groups formed according to interest and need
Problem-centred learning

15. PRINCIPLES OF ADULT LEARNING Use of the acronym MAPFORM
M = Meaningful Materials
Trainees understand materials better only when it is related to their current work needs.
A = Active Learning
Trainees learn more quickly and effectively when they are actively involved in the learning process.
P = Primacy vs Recency
Trainees can recall well those things they learnt first and last in a sequence

16. PRINCIPLES CONTINUED …
F = Feedback
Learning proceeds more efficiently when both trainer and trainee give feedback
O = Over-learning
Forgetting is reduced significantly by frequent attempts to repeat
R = Reinforcement
Learning which is rewarded is likely to be retained.
M = Multiple-sense Learning
Presentations methods which use two or more senses are more effective than those using only one sense.

17. CURRICULUM DEVELOPMENT using the acronym NOMCAE
N = Needs
Training Needs Assessment
O = Objectives
They describe what trainees will be able to do after a training programme
C = Contents
They need to be orderly. Known to unknown; simple to complex is the rule

18. CURRICULUM DEVELOPMENT continued..
M = Methods
In order to avoid boredom the methods used should provide variety; Creativity in the use of methods makes training more interesting. Appropriateness of the methods used is critical.
A = Assessing the learner
Ensuring that the learners are on board through continuous assessment. This keeps them aware of their progress
E = Evaluation of the Course
To avoid training obsolescence evaluation at different levels is essential e.g. at the Reaction, Learning, Behaviour and Results Levels.

19. WAYS PEOPLE LEARN.. By Being Told By Trial and Error By Thinking
By Imitation