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

2. 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.

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

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

5. 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.

6. 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?

7. 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.

8. 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.

9. 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)

10. 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.

11. 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.

12. 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.

13. 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.

14. Trainer Creativity and Innovation
Fluency
Flexibility
Originality
Awareness
Drive

15. 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

16. 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

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

19. 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

20. 10 11 9 8 6 7 3 1 2 12 5 4

21. How many squares are in this figure?

22. 16 small squares
1 large square 1 2 3 4 6 7 8 5 9 10 11 12 13 14 15 16

23. = 17
The 4 quadrants
= 21

24. = 17 4
4 inset boxes of 4 squares + 1 center box of 4 squares.
= 26

25. = 17 4 5
4 inset boxes of 9 squares = 30

26. OUROPPORTUNITIESARENOWHERE

27. 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.

28. 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.

29. 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.

30. 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.

31. 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.

32. 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.

33. 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.

34. 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.

35. 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.

36. 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.

37. 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.

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

39. 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.

40. Learning Modalities Visual learners Auditory learners
Kinesthetic or manipulative learners

41. 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.

42. 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

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

44. 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.

45. 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.

46. 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.

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

48. 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.

49. 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.

50. 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.

51. 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.

52. ADDIE
Analyze
Design
Develop
Implement
Evaluate

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

54. 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:

55. 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.

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

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

58. 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.

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

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

61. 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.

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

63. 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.

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

65. 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.

66. 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.

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

68. 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.

69. 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.

70. 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.

71. 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.