Chapter 6: Learning Process Adult Learners
- 1. 4/22/2021 1 CHAPTER 6 TRAIN THE TRAINER THE LEARNING PROCESS & LEARNING STYLES (ADULT LEARNERS)
- 2. 4/22/2021 2 A trainer’s work is to help people change the way they behave in a range of circumstances so that they can be more effective and positive in what they do. THE LEARNING PROCESS – ADULT LEARNERS
- 3. 4/22/2021 3 • Target Group Training Need Objectives Session Content THE LEARNING PROCESS – ADULT LEARNERS Training Methods
- 4. 4/22/2021 4 THE LEARNING PROCESS – ADULT LEARNERS • This session introduces the Adult Learner and the factors and concepts to be considered when training adults. • In the learning styles exercise we have noted that people have preferred learning styles and trainers need to both recognize these and try to select training methods that help trainees to widen their range of learning styles.
- 5. 4/22/2021 5 THE LEARNING PROCESS – ADULT LEARNERS The adult learner We have already emphasized the importance of the trainee group when establishing training needs and in our training programmes an important feature of the trainee group is that our trainees are adults!
- 6. 4/22/2021 6 THE LEARNING PROCESS – ADULT LEARNERS When training adults, it is important to recognize that there are key differences in child and adult learning. Adults have a greater range of backgrounds and experiences. Adults usually have experience and information related to the subject being taught. In some cases the training being given may challenge or even contradict what the trainee already knows and does. To accommodate change, adults often have to unlearn what they have already learned and experienced before they can adopt new methods and ideas.
- 7. 4/22/2021 7 THE LEARNING PROCESS – ADULT LEARNERS Adults are independent individuals used to controlling their own lives. Adults have established social and work roles that are important to them. All of these differences require the trainer to use training methods that are suitable for adult training. This section provides the trainer with a range of these and suggestions on how they may be used.
- 8. 4/22/2021 8 THE LEARNING PROCESS – ADULT LEARNERS Exercise • What do your own experiences as a trainee tell you! • Think back to training that you have been given. • What session did you enjoy and why? • What made you want to learn more? • What sessions or parts of the training did you not enjoy? • What de-motivated you? • Were there parts of it in which you could have done a better job than the trainer? Write down a few notes on these questions here to see if you can identify factors that affect adult learning.
- 9. 4/22/2021 9 THE LEARNING PROCESS – ADULT LEARNERS Look at your answers to the exercise and compare them with the points made below. • Adults are motivated to learn: a. If their experience is valued and drawn upon, b. If they are given some control over their own learning, c. If this learning is seen to have immediate relevance to them. Barriers to learning will be erected if: a. the trainees own experience and knowledge is ignored or devalued, b. their social or work roles are threatened by being made to feel or look stupid or ignorant.
- 10. 4/22/2021 10 THE LEARNING PROCESS – ADULT LEARNERS The adult learner and participation • From the points discussed above it is clear that the adult trainee must be encouraged and allowed to actively participate in the training process. • ‘Participatory learning’ means using training methods in which the trainee is actively involved.
- 11. 4/22/2021 11 THE LEARNING PROCESS – ADULT LEARNERS Examples of participatory training methods include: Asking and answering questions Group discussions Observing and explaining processes Problem solving Guided practices sessions Self-assessment against established standards and peers Watching and evaluating others Listening to others Participation of trainees in the planning and evaluation of programmes.
- 12. 4/22/2021 12 THE LEARNING PROCESS – ADULT LEARNERS Participation Participatory methods enable people to have more control over their own learning, which is important to adults Participation enables the trainer to draw upon the experience and knowledge of each trainee so that the training is kept relevant to the trainee’s learning-need Participation is a means of pooling the knowledge and experience of the whole group. This allows them to be more effective in problem solving and to learn from each other
- 13. 4/22/2021 13 THE LEARNING PROCESS – ADULT LEARNERS Participation enables the trainer to detect learning difficulties and misunderstandings in individuals or the group Participation can increase trainee self- confidence and ability to learn by themselves Finally, participatory methods improve learning, because they motivate participants and are essential to encouraging the process of learning by doing.
- 14. 4/22/2021 14 THE LEARNING PROCESS – ADULT LEARNERS Exercise In the light of these factors how should trainers behave in order to create the right learning environment for adult trainers?
- 15. 4/22/2021 15 THE LEARNING PROCESS – ADULT LEARNERS Participatory training of adults requires the trainer to be sensitive to trainee needs and skillful in using participatory methods. The trainer has to recognize that: Adults may be ‘out of practice’ at learning Adults may be afraid of losing face Adults may wish to modify the training in various ways Adults require trainers who are flexible and sensitive to their trainees’ feeling and needs and are able to listen to what trainees are saying.
- 16. 4/22/2021 16 THE LEARNING PROCESS – ADULT LEARNERS • What are the signs that trainees are not participating? • We are emphasizing that training and learning should be an interactive process. Try looking for clues in body language • Are they involved and interested or are they removed and silent? • Are they volunteering ideas and discussing or are they passive and letting others do all the work?
- 17. 4/22/2021 17 THE LEARNING PROCESS – ADULT LEARNERS • There are many ways to tell they are involved or confused or not interested. • The trainer’s job is to try to discover why and change things. • A good starting point is to try to ensure that the topic being covered is relevant to the group’s needs.
- 18. 4/22/2021 18 THE LEARNING PROCESS – ADULT LEARNERS How people learn – The Learning Cycle •The concept of “learning by doing and the learning cycle” has already been covered.
- 19. 4/22/2021 19 LEARNING STYLES 3. Analyzing rules and concepts 2. Think about what was done 4. Planning how it can be done better and applied 1. Doing and experiencing
- 20. 4/22/2021 20 THE LEARNING PROCESS – ADULT LEARNERS Effective learning involves all the elements in the cycle. • The trainee can enter the cycle at any point in the sequence. • Learning is rarely completed in one cycle and in most cases the learner will continue round and round but in each cycle the level will be raised until the skill is developed. • Level 3 • Level 2 • Level 1
- 21. 4/22/2021 21 THE LEARNING PROCESS – ADULT LEARNERS The learning Cycle has four stages: Doing Thinking Analyzing Planning (and applying) Learning styles have four categories: Active people Thinking people Logical people Practical people
- 22. 4/22/2021 22 THE LEARNING PROCESS – ADULT LEARNERS You may notice that these two groups have some common features and we can link them together as shown below. Active people are comfortable in the doing stage. Thinking People are comfortable in the thinking stage Logical people are comfortable in the Analyzing stage Practical people are comfortable in the planning and applying stage.
- 23. 4/22/2021 23 THE LEARNING PROCESS – ADULT LEARNERS • Also, remember that every trainer has their own preferred learning styles and if they are not careful, they may restrict the trainee learning process by giving more emphasis to their own preferences
- 25. 4/22/2021 25 Most people are unaware that over the years they have probably developed learning “habits”. This means that they may learn more from some experiences and situations than others. As a trainer it is important to realize this, be in a position to recognize these learning styles, and be able to design and conduct your training in ways that help people to learn better and more completely by using the full range styles. LEARNING STYLES
- 26. 4/22/2021 26 The learning cycle In the diagram each of the boxes relates to the learning styles you have been plotting. The diagram shows that in the normal process of learning we should pass through all four of these one after another but with the plots you have done you will see what are these areas you prefer and the areas you are less likely to use. LEARNING STYLES
- 27. 4/22/2021 27 These are not absolute and only suggest where you can consider how you can strengthen your personal learning approach. This has application for trainers and trainees and we will return to this later in the programme. LEARNING STYLES
- 28. 4/22/2021 28 LEARNING STYLES 3. Analyzing rules and concepts 2. Think about what was done 4. Planning how it can be done better and applied 1. Doing and experiencing
- 29. 4/22/2021 29 The four categories of learning styles are described below – do you recognize yourself? LEARNING STYLES
- 30. 4/22/2021 30 Active people Enthusiastic about new ideas Open-minded – try anything once, and usually immediately Bored easily and may not implement or consolidate their new knowledge well LEARNING STYLES
- 31. 4/22/2021 31 Thinking people Cautious about new ideas Like to gather information and listen before contributing May take some time, but will understand ideas well at the end LEARNING STYLES
- 32. 4/22/2021 32 Logical people Like a logical approach Need rational justification for ideas Struggle to adopt ideas which are subjective or not completely supported by evidence LEARNING STYLES
- 33. 4/22/2021 33 Practical people Like practical ideas and technical for problem solving Do not like long discussions when action is possible May not feel able to include other people’s views Just want to get on with it LEARNING STYLES