1. 1 About Learning & Training

2. 2 What is Learning? Training?  Learning is change.  Training is how you make the change happen.

3. 3 What is Capacity Building?  Multi-level learning process  Individual  Group  Organization  System  Process, not product  Training is one component

4. 4 Goal of Capacity Building  Improve the overall functioning of the Human Performance System  Set in motion multi-level changing process  Strengthening capabilities of people and organizations so that they can respond to a changing environment on an ongoing basis

5. 5 Capability  Movement from conceptual knowledge toward action  What adaptations to the knowledge and skills are required..to fit the context of application?  What new learning processes and skills are required …to make that fit?  How can one best learn to make these adaptations?

6. 6 Training: Trainer Perspective  Apply best possible techniques  Guidance  Convey knowledge effectively Help capacity building

7. 7 Training: Trainee Perspective  Skill development  Knowledge gain  Application of acquired knowledge capacity building

8. 8 Adult Learning

9. 9 Reflection  Reflect on a great learning experience in your past (childhood, high school, work, family, etc).  Why was it a good learning experience?

10. 10 Learning  Learning has very little to do with taking in information.  Learning is about building the capability to create that which you previously couldn’t create.  It’s ultimately related to action, which information by itself is not.

11. 11 Learning Style Preference each individual has for  how they learn  what they perceive as important in learning  how they display the results of their learning

12. 12 Learning Styles (Kolb, 1984)  Concrete experience  Actual involvement in a task by doing it  Reflective observation  Passively observing others in action and then thinking about it  Abstract conceptualization  Created integrated meaning out of seemingly independent factors  Defining concepts & developing models & theories  Active experimentation

13. 13 Adults Learn Best …  What has relevance for them  When they are responsibly treated  When others respect and acknowledge them  When they have some sense of  where they are going  how they will get there  how they know when they have succeeded

14. 14 Adults Learn Best When…  Their past experience is used as a resource for learning  They can assess their own learning needs, goals and directions for change  They have an opportunity to talk about and share experiences

15. 15 Adults Learn Best When …  Learning style preferences are accommodated in the design of learning activities  They are in a learning environment free from threat and supportive of personal change  When thoughts and emotions are integrated in the learning process

16. 16 Adults Learn Best When…  Learning activities support opportunities to organize, understand and integrate new knowledge into existing knowledge  Learning activities include opportunities for direct instruction in required competencies and involvement in activities which require these competencies  Feedback is provided immediately  Ideas are presented and represented in many forms and using many media

17. 17 In Summary  Learning, training, change  Capacity and capacity building  Adult learning  Learning styles  Adults learn best …