ADULT LEARNING

PRINCIPLE NO. 1 Learning is an experience which occurs inside the learner and is activated by the learner. PRINCIPLE NO. 2 Learning is the discovery of the personal meaning and relevance of ideas. PRINCIPLE NO. 3

Learning (behavioral change) is a consequence of experience.

PRINCIPLE NO. 4

Learning is a cooperative and collaborative process.

Two heads are better than one

PRINCIPLE NO. 5
Learning is an evolutionary process.

PRINCIPLE NO. 6

Learning is sometimes a painful process.

PRINCIPLE NO. 7 One of the richest resources for learning is the learner himself. PRINCIPLE NO. 8 The process of learning is emotional as well as intellectual.

PRINCIPLE NO. 9
The process of problem solving and learning are highly unique and individual.

CONDITION NO. 1 Learning is facilitated in an atmosphere which encourages people to be active. CONDITION NO. 2 Learning is facilitated in an atmosphere which promotes and facilitates the individuals discovery of the personal meaning of ideas.

CONDITION NO. 3 Learning is facilitated in an atmosphere which emphasizes the uniquely personal and subjective nature of learning. CONDITION NO. 4

Learning is facilitated in an atmosphere in which differences are good and desirable.

CONDITION NO. 5

Learning is facilitated in an atmosphere in which consistently recognizes peoples right to make mistakes.

CONDITION NO. 6

Learning is facilitated in an atmosphere which tolerates ambiguity.

CONDITION NO. 7

Learning is facilitated in an atmosphere in which is a cooperative process with emphasis on self-evaluation.

CONDITION NO. 9

Learning is facilitated in an atmosphere in which it encourage openness of self rather than concealment of self.

CONDITION NO. 10 Learning is facilitated in an atmosphere which people feel they are respected. CONDITION NO. 11 Learning is facilitated in an atmosphere in which people feel they are accepted. CONDITION NO. 12

Learning is facilitated in an atmosphere where it permits confrontation.

ADULT-LEARNING PROCESS

ADULT-LEARNING PRINCIPLES:
LEARNING IS A TRANSFORMATION THAT TAKES PLACE OVERTIME.

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ADULT-LEARNING PRINCIPLES:
LEARNING IS A CONTINUOUS CYCLE OF ACTION AND REFLECTION.

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ADULT-LEARNING PRINCIPLES:
LEARNING IS MOST EFFECTIVE WHEN IT ADDRESSES ISSUES RELEVANT TO THE LEARNER.

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ADULT-LEARNING PRINCIPLES:
LEARNING IS MOST EFFECTIVE WHEN PEOPLE LEARN WITH OTHERS.

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ADULT-LEARNING PRINCIPLES:
and LEARNING OCCURS BEST IN A SUPPORTIVE AND CHALLENGING ENVIRONMENT.
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ADULT LEARNER CHARACTERISTICS:

They have experiences They are task oriented They minimize risk They are resistant to change They want involvement
(Education, Job, real world) (Goal directed, organized, application) (lack of confidence, anxious) (whats and hows and whys)

(Recognition, participation)

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ADULT LEARNER CHARACTERISTICS: STRATEGIES:

They have experiences They are task oriented SHARE EXPERIENCE RECOGNIZE, LOGICAL, STEP-BY-STEP PROCEDURES MOTIVATE, ENCOURAGE

They minimize risk

They are resistant to change EXPLAIN WHY?

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They want involvement

WORKSHOP, OJT, ETC.

TECHNIQUES TO MOTIVATE LEARNERS:

Show a need whats in it for me (WIIFM) Develop an intent to learn Maintain interest Encourage early success Give recognition and credit Avoid emotional response Use honest praise and avoid blame Be professional
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DIFFERENCES OF ADULT LEARNERS: Physical Emotional Intellectual Learning Style visual,

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logical, creative, auditory

LEARNERS ABILITY TO RETAIN INFORMATION STUDIED:

10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say and talk 90% of what they say as they do a thing
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PRINCIPLES AND CONDITIONS For Learning in

Helping Relationship Process which helps people themselves to learn and solve problems themselves. Learning Changing behavior is a positive direction. Refers to learning necessary for the solution of practical economic, social, political and personal problems of living encountered by individuals, groups and communities.

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PRINCIPLES AND CONDITIONS For Learning in

Behavior

Actions pushed by attitudes, ideas, values, skills and interests Directions which enhance the self, others and the community To enable individuals, groups of people and communities to become more fully functioning, effective and productive entities in society.

Positive Direction Goal of Learning

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COMMON TRAINING METHODOLOGIES

METHOD WHAT IT IS WHAT IT WILL ACHIEVE POINTS TO WATCH The lack of participation on the part of the audience means that unless the whole of it, from beginning to end, is fully understood and assimilated, the sense will be lost. Audio-visual aids will help the participants understand the message.

Suitable for large LECTURE A talk given without much, if audiences where any participation. participation of the trainee is not possible because of numbers. The information to be shared can be exactly worked out beforehandeven to the precise word. The timing can be accurately set.

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TALK A talk incorporating a variety of techniques, and allowing for participation by the trainees.
The participation may be in the form of questions asked by the trainees to the speaker, or brief periods of discussion during the currency of the session.

Suitable for putting across information to groups of not more than twenty participants. Participation by the trainees keeps their interest and helps them to learn.

The trainees have the opportunity to participate but may not wish to do so.

The communication will then be all one way and the session will be a little different from a lecture.
Audio-visual aids will be necessary. Likewise, the trainer should be skillfully handle questions and facilitate the discussions.

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A session during JOB (SKILL) INSTRUCTION which a job or part of a job is learned to the following formula:

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Suitable for putting across skills. The job is broken down into small stages 1) the trainee is told which are how to do the job practiced. The whole skill is, 2) the trainee is shown how to do the thus, built up in easily job understood 3) the trainee does stages. This the job under gives the trainee supervision confidence and helps them to 4) the trainee is given learn. feedback and is allowed to practice More suitable if some more on his the skill to be own. learned is one which depends Each of these may be on a lot of a complete session knowledge first by itself: talk, being learned. demonstration, Many clerical practice, feedback skills are of this sort.

The skill to be acquired may best be learned as a whole rather than as parts. It is difficult for trainees to absorb large chunks of information and then to be shown what to do at some length before they get the opportunity to put the learning into practice.

DISCUSSION Knowledge, ideas and opinions on particular subject are freely exchanged among the trainees and the instructor.

Suitable where the application of information is a matter of opinion. Also wen attitudes need to be induced or changed.

Trainees are more likely to change attitudes after discussion than they would if they were told during a talk that their attitude should be changed. Also suitable as a means of obtaining feedback to the instructor about the way in which trainees may apply the knowledge learned.

The trainees may stay from the subject matter or fail to discuss it usefully. The whole session may be blurred and woolly. Trainees may become entrenched about their attitudes rather than be prepared to change them.

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ROLE-PLAY

Trainees are asked to enact, in the training situation, the role they will be called upon to play their job of work. Used mainly for the practice of dealing with faceto-face situation. (i.e. where people come together in the work situation.)

Suitable where the subject is one where a near-to-life practice in the training situation is helpful to the trainees can practice and receive expert advise or criticism and opinions of their colleagues in a protected training situation. This gives confidence as well as offering guidelines. The trainees get the real life situation.

Trainees may be embarrassed and their confidence sapped rather that built up. It can also be regarded as a bit of lark and not taken seriously.

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CASE STUDY

A history of some event or set of circumstances, with the relevant details is examined by the trainees. Case studies fall into two broad categories.

Suitable where a cool look as a problem or a set of circumstances, free from the pleasure of the actual event, is beneficial. It provides opportunities for exchange of ideas and consideration of possible solutions to problems the trainee will face in the work situation.

Trainees may get the wrong impression of the real work situation. They may fail to realize that decisions taken in the training situation are different from those which have to be made onthe spot in a live situation.

A) Those in which the trainees diagnose the cause of a particular problem.

B) Those in which the trainees set out to solve a particular problem.

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EXERCISE Trainees are asked to undertake a particular task, leading to a required result, following lines laid down by the trainer. It is usually a practice or a test of knowledge put over prior to the exercise. Exercise may be used to discover trainees existing knowledge or ideas before further information or new ideas are introduced. Exercise may be posed for individuals or for groups.

Suitable for any situation where the trainees need to practice following a particular pattern or formula to reach a required objective. The trainees are to some extent on their own. This is a highly active form of learning. Exercises are frequently used instead of formal tests to find out how much the trainee has assimilated. There is a lot of scope in this method for the imaginative trainer.

The exercise must be real and the expected results reasonably attainable by the trainees or the trainees will lose confidence and experience frustration. This requires a more sophisticated and more involved trainer skill: facilitating.

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PROJECT Similar to an exercise but giving the trainee much greater opportunity for the display of initiative and creative ideas.

Suitable where initiative and creativity need stimulating or testing.

It is essential that the project be undertaken with the trainees full interest and cooperation.
It must also be seen by the trainee to be directly relevant to his needs. If the trainee fails or feels that he has failed in the project, there will be severe loss of confidence on art and possible antagonism towards the trainer.

Projects provide feedback on a The particular task is range of personal qualities or laid down by the trainer but the lines trainees as well as their range of to be followed to knowledge and achieve the objectives are left to attitude to the job. the trainee to decide. Like exercise, projects may be Like exercise, projects may be set used instead of for their individual or formal tests. Again there is a lot of groups. scope for the imaginative trainer.

Trainees are often hypersensitive to criticism of project work.

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InBasket

Trainees are given a series of files, papers and letter similar to those they will be required to deal with at the work of place (i.e., the typical content of a deskworkers in-tray).

Suitable for giving trainees a clear understanding of the real-life problems and their solutions. The simulation of the real situation aids the transfer of learning from the training to the work situation.

It is important that the contents of the In-basket are realistic.

The aim should be to provide trainees with a typical in-tray.

The marking or comparison of Trainee take action results must be done on each piece of in a way which will work. not sap the A valuable way of confidence of the The results are marked or compared obtaining feedback weaker trainee. on the trainees one with another. progress. Also useful for developing attitudes towards work, e.g., priorities, customer service, etc..

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Business Trainees are Management presented with Games information about a company financial position, products, market, etc.. They are given different management roles to perform. One group may be concerned with sales, another with production and so on. These groups then run the company. Decisions are made and actions are taken. The probable result of these decisions in terms of profitability is then calculated.

Suitable for giving trainee managers practices in dealing with management problems. The stimulation of the real-life situation not only on aids the transfer of learning but also is necessary because a trainee manager applying only broad theoretical knowledge to the work situation could cause major problems. Also a valuable way of assessing the potential and the current performance level of the trainees. It helps considerably in developing many aspects of a managers role

The main difficulty is the assessing the probable results of the decisions made. Sometimes a computer is used for this purpose. The trainees may reject the whole of the learning if they feel the assessment of the probable outcome of their decisions is unrealistic. There is also a risk that the trainees may not take the training situation seriously.

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Group Trainees are put Dynamics into situations in which:

A vivid session for the trainee to learn of the effect of his behavior on other a) The behavior of people and the effect each individual in of their behavior the group is upon him. subject to examination and It increases knowledge of how comment by the and why people at other trainees. work behave as they b) The behavior of do. the group (or It increases skill at groups) as a working with other whole is people and of getting examined. (The work done through trainer has other people. specialized in training or A valuable way of education in learning skill of behavioral communication. sciences.

Difficulties can arise if what the trainee learns about himself is distasteful to him or contrary to his self-image. Trainees may cop out if they feel put off by the searching examination of motives.

It is important that problems arising within the group are resolved before the group breaks up.
Likewise, it is important to emphasize the confidentiality of the session.

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INSTRUCTIONAL TECHNIQUES
1. Presentation Techniques lecture television, video tape debate dialogue interview

demonstration motion pictures slides dramatization recording, radio

symposium panel group review

exhibits trips reading

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INSTRUCTIONAL TECHNIQUES
2. Audience Participation Techniques question and answer/ open forum listening teams reaction panel 3. Discussion Techniques

buzz groups role-playing expanding panel

guided discussion Socratic discussion case discussion

book-based discussion problem-solving discussion group-centered discussion

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INSTRUCTIONAL TECHNIQUES
4. Simulation Technique role-playing critical incident process case method in-basket exercises games action maze

5. T-Group (Sensitivity Training) 6. Non-verbal Exercises 7. Skill Practice Exercises, Drill Coaching

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STEPS IN EXPERIENTIAL LEARNING CYCLE:

1. Orientation

2. Instructions
3. Experiencing 4. Data Gathering and Data Analysis 5. Synthesis and Generalization 6. Integration
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LEARNING PROCESS STEPS (according to the

Gagne Briggs model of the learning process)

1.Attention 2.Motivation 3.Recall 4.Encoding and Storage 5.Feedback 6.Transfer

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LEARNING STEPS AND INSTRUCTIONAL EVENTS

Learning Steps 1. Attention

Instructional Events Direct Selective Perception Use focused training aids Emphasize important aspects

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LEARNING STEPS AND INSTRUCTIONAL EVENTS

2. Motivation

Establish a State of Expectancy Establish relevance State objectives Relate the new to the old Cue Retrieval of Previous Learning Provide practice activities Use questioning

3. Recall

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LEARNING STEPS AND INSTRUCTIONAL EVENTS

4. Encoding & Storage

Assist Encoding and Storage Structure content Use examples Use analogies Use memory aids Provide a meaningful context

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LEARNING STEPS AND INSTRUCTIONAL EVENTS

5. Feedback Reinforce Correct Knowledge/Skills Evaluate performance Diagnose strengths/weaknesses

6. Transfer Enhance Retention and Transfer Apply to different situations Reinforce job-related applications

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AUDIENCE PROFILE
Engineers Lawyers Accountants Corporate Planners Architects Dreamer Entrepreneurs

Thinker

Workers Farmers Bank Tellers

Doer

Feeler

Sales Prof. Nurses Entertainers

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