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PERSONALITY
QUIZ

http://www.funnygreetings.com/perend.htm 2
 What kind of Personality
do you have?

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1. When do you feel your best?

(a) in the morning

(b) during the afternoon & early evening

(c) late at night

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2. How do you usually walk?
(a) fairly fast, with long steps
(b) fairly fast, with short, quick steps
(c) less fast, head up, looking the world in the face
(d) less fast, head down
(e) very slowly

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3. When talking to people, you …

(a) stand with your arms folded

(b) have your hands clasped
(c) have one or both your hands on your hips
(d) touch or push the person to whom you are talking
(e) play with your ear, touch your chin, or smooth your hair

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4.When relaxing, you sit with …
(a) your knees bent with your legs neatly side by side
(b) your legs crossed
(c) your legs stretched out or straight
(d) one leg curled under you

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5. When something amuses you, you
react with …
(a) a big, appreciative laugh
(b) a laugh, but not a loud one
(c) a quiet chuckle
(d) a sheepish smile

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6.When you go to a party or social
gathering you …
(a)make a loud entrance so everyone notices you

(b) make a quiet entrance, looking around for

someone you know

(c) make the quietest entrance, trying to stay

unnoticed

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7.When you’re working very hard,
concentrating hard, and you’re
interrupted, do you …

(a) welcome the break

(b) feel extremely irritated

(c) vary between these two extremes

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8.Which of the following colors do
you like most?
(a) red or orange
(b) black
(c) yellow or light blue
(d) green
(e) dark blue or purple
(f) white
(g) brown or gray 11
9. When you are in bed at night, in
those last few moments before going
to sleep, you lie …
(a) stretched out on your back

(b) stretched out face down on your stomach

(c) on your side, slightly curled

(d) with your head on one arm

(e) with your head under the covers

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10. You often dream that you are …
(a) falling
(b) fighting or struggling
(c) searching for something or somebody
(d) flying or floating
(e) you usually have dreamless sleep
(f) your dreams are always pleasant
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 AND NOW FOR YOUR SCORE
1. (a) 2 (b) 4 (c) 6

2. (a) 6 (b) 4 (c) 7 (d) 2 (e) 1

8. (a) 6 (b) 7 (c) 5 (d) 4 (e) 3
3. (a) 4 (b) 2 (c) 5 (d) 7 (e) 6 (f) 2 (g) 1

4. (a) 4 (b) 6 (c) 2 (d) 1 9. (a) 7 (b) 6 (c) 4 (d) 2 (e) 1

5. (a) 6 (b) 4 (c) 3 (d) 5

10. (a) 4 (b) 2 (c) 3 (d) 5
6. (a) 6 (b) 4 (c) 2 (e) 6 (f) 1

7. (a) 6 (b) 2 (c) 4 14

AND NOW FOR YOUR
SCORE

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If your Score was under 21
People think you are:

• shy, nervous, and indecisive,

• someone who needs looking after,
• who always wants someone else to make the decisions,
• who doesn't want to get involved with anyone or anything.

They see you as a worrier who always sees a problem that doesn't
exist.
Some people think you're boring.
Only those who know you well know that you aren't. 16
If your Score was 21-30
Your friends see you as:

• painstakingly fussy.
• very cautious, extremely careful, and a slow and steady
plodder. It would really surprise them if you did
something impulsively or on the spur of the moment.
• They would expect you to examine everything carefully
from every angle and then usually decide against it. They
think this is caused by your careful nature.

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If your Score was 31-40
Others see you as:
• sensible, cautious, careful and practical.
• a clever, gifted, or talented, but modest...
• not a person who makes friends too quickly or easily,
• someone who's extremely loyal to friends you do make
and who expects the same loyalty in return.

Those who really get to know you

realize it takes a lot to shake your trust in your friends,
but equally that it takes you a long time to get over it if that
trust is ever broken.
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If your Score was 41 - 50
Others see you as:

• fresh, lively, charming, amusing, practical, and always

interesting;
• someone who is constantly the center of attention, but
sufficiently well balanced not to let it go to their head.
• as kind, considerate, and understanding;
• someone who'll always cheer them up and help them out.

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If your Score was 51 - 60
Others see you as:
• an exciting, highly volatile, rather impulsive personality;
• a natural leader, who's quick to make decisions, though not
always the right ones.
• bold and adventuresome,
• someone who will try anything once;
• someone who takes chances and enjoys life.
• They enjoy being in your company
because of the excitement you radiate.
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If your Score was 61 or above
Others see you as:
• someone they should "handle with care".
• vain, self-centered,
• someone who is extremely dominant.

Others may admire you, wishing they could be more like

you, but don't always trust you, hesitating to become
too deeply involved with you.

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POUT =1
EYE BLINK =5
Right Shoulder Rotate = 10
Left Elbow to Right Knee = 20

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 ADULT LEARNING
PRINCIPLES
Training of Trainers (TOT) on Production of High-Quality
Inbred Rice & Seeds and Farm Mechanization
March 24, 2021

Presented by: NIDA A. HAGOS

Development Management Officer I
Planning, Monitoring and Evaluation Services Unit (PMESU)/ATI-RTC 5
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DISCUSSION POINTS

Definition and Concepts of

Training

Definition and Characteristics

of Adult Learner

Elements of Adult Learning

Principles of Adult Learning

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BRAINSTORMING Activity:

TRAINING?

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Lesson 1: Training Definition and Concepts

TRAINING
 non-formal learning activity for human resource
development

 most utilized for the development of adults,

professionals and para-professionals in a wide
variety of specific areas. (pinakaginagamit para sa
pagpapaunlad ng mga nasa hustong gulang, propesyonal at
para-propesyonal sa isang malawak na iba't ibang mga
partikular na lugar) 26
Training Definition and Concepts

 Training is a planned provision of intentional, short-term

learning activities, using a broad range of methodology

**participation by learners to acquire specific skill,

knowledge and/or attitudes for direct and immediate use
(Ora Spaid)

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Training Definition and Concepts

 TRAINING is learning to change performance

of people doing jobs
(Ernesto Franco)

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Training Definition and Concepts

 Training is not the answer to all problems.

Training is limited to solve problems or
deficiencies related to Knowledge, Skills and
Attitudes.

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The Training Cycle

Four D’s (Julius Eitington)

 Determine training needs

 Design the training
 Deliver the training
(conduct/implement)
 Discern the difference (evaluate)

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The Training Cycle

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Lesson 2:
ADULT LEARNING

 a biological process
- occurs in the brain
- 10-20 Billion neurons

Challenge:
ACTIVATE these!

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LEARNING
 Non-Reflective
Memorizing
performing simple tasks

 Reflective
Understanding the
“Why”
Breakdown
components; and
reassemble
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LEARNING DOMAINS
Cognitive(thinking)

Affective (emotion/feeling)

Psychomotor
(physical/kinesthetic)

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 LEARNING CONTINUUM

non-reflective
reflective
(surface-level)
(deep-level)

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Education of adults, andragogy, was introduced by the father of
adult education, Malcolm Knowles.

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TEACHING FACILITATION

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The Adult Learner
(Andragogy)
• training participants are adults

• they are not

dependent upon a
trainer for learning in
the way the children
are dependent upon
the teacher

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GROUP Activity:

CHARACTERISTICS OF
ADULT LEARNERS

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 CHARACTERISTICS OF
ADULT LEARNERS (Malcolm Knowles)

 have a lifetime of experience against

which they test, compare, and relate
what they are offered for learning

 have the problem of unlearning

old ways in order to learn new
ones

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 CHARACTERISTICS OF
ADULT LEARNERS (Malcolm Knowles)

 seek to learn not merely to earn a grade or

a degree, but for their self-development, to
solve their problems

 have the problem of unlearning old

ways in order to learn new ones

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CHARACTERISTICS OF ADULT LEARNERS (Malcolm Knowles)

 going through learning activities

again may be difficult because of the
span of time since their last formal
learning session

 have a sense of direction, are goal-

oriented and therefore their
motivation is not to accumulate
knowledge for future use but for
immediate application

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CHARACTERISTICS OF ADULT LEARNERS (Malcolm Knowles)

 difficulty in taking examination and/or

receiving feedbacks (because of poorer
memory and basic dislike for being tested or
judged)

 likely to be forgetful because of their

selectivity of perception and
remembering

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CHARACTERISTICS OF ADULT LEARNERS (Malcolm Knowles)

 likely to be more resistant and less willing

to risk change and innovation because
of their multi-faceted roles and
responsibilities, experiences and personal
pride

 have to balance attention to workload,

personal priorities and attendance to
training (often, training comes last
especially if not perceived favorably)

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The Three Ego States of a Person

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The Three Ego States of a Person

Psychologists explain that all persons have the three ego states
– parent, adult and child.

The healthy person has a personality that maintains a balance among the three
ego states, a nurturing parent, adult, and a happy child.

 adult ego state take over if the situation calls for it,
like a problem-solving situation;

 free the child ego state, let your hair down, have
fun and be spontaneous and emotional at times;

 be a nurturing parent, not a critical one.

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The Three Ego States of a Person

The “unhealthy’ (troublesome) personalities:

Child-Dominated People

Parent-Dominated People

Adult-Dominated People

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Child-Dominated People
Mainly coming from destructive child, they do not engage in rational problem-
solving. They learned from childhood that they could get things by screaming,
hollering, and being emotional.

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Parent-Dominated People
- Mainly coming from critical parent, also do not engage in
rational problem-solving because they “already know what is
right and what is wrong.”

- Usual comments: “Look, don’t confuse me with the facts.” “I’ve

already made up my mind.”

- They do not listen anymore because they

have already made their decisions.

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Adult-Dominated People

- These people can be troublesome because they can be

very boring people with whom to work with.

- They are often workaholics.

- They don’t seem to act like people. And are

never able to let their hair down and have fun.

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The Three (3) Phases of Adult
Learners
THE ADULT
• maturity (22-40 years old) LEARNER
• mid-life (40-60 years old)
• later maturity (60-up)

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ADULT LEARNER by AGE
Age Characteristics

15-24 In terms of happiness and satisfaction with life, we have

the best physical sense of ourselves.

18-25 In terms of intelligence, based on IQ, we are smartest, but

we are wiser and more experienced with increasing age.

30-39 Peak of pessimism

Peak of creativity but varies according to profession

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ADULT LEARNER by AGE

Age Characteristics

After 30 We become more realistic about achieving happiness

We realize that talent and determination are not the
guarantee to success and that happiness is no longer a goal
in itself, but encompasses our health, professional
achievement, and emotional goals.

45 Our vocabulary is 3x greater than when we graduated from

college
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ADULT LEARNER by AGE
Age Characteristics

60 Our brain possesses almost 4x as much information as

when we were 21 years old.

40-49 We have the best professional sense of ourselves.

No definite For the well-conditioned mind, there is no peak

age While the peak in most fields come early, creative
people continue to produce quality work throughout
their lives.

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ADULT PECULIARITIES AS LEARNERS

Motivation

Capability

Effect of Experiences,
Roles and
Responsibilities

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Adult Peculiarities as Learners

He is not motivated on those things that are

not related to the “here” and “now” situations.

He wants immediate application of theory to practice and wants

real world application.

They want to deal with problems and/or situations that are

directly related to their immediate concerns or business
environments.

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Adult Peculiarities as Learners

He has the problem of unlearning old

ways in order to learn new ones.

He is likely to be forgetful because of his

selectivity of perception and remembering.

Because of the span of time since the last formal learning session, going
through learning activities again becomes difficult for adults.

Difficulty in taking examination and/or receiving feedbacks is due to problems

associated with memory and dislike for being tested or judged

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Adult Peculiarities as Learners

s ,
ce
r i en
x pe d
o f E s an ities Because of his multi-faceted roles and
c t ole bil
f f e R s i
E po
n responsibilities, experiences and personal pride, he
s
Re is likely to be more resistant and less willing to risk
change and innovation.

An adult has to balance his attention to his workload, personal priorities and
attendance to training; in many instances, training comes last especially if
this is not perceived favorably.

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Law of Effect
People learn best in pleasant Law of Exercise
surroundings. Learning by doing something over and
over. This also includes unlearning.

Law of Association
Every new fact or idea or concept is best
LAWS of learned if we can relate it to already known
information
LEARNING
(relevant to Adult Learning)
Law of Readiness
If the need to learn is there,
learning is easier.

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ELEMENTS of ADULT LEARNING

Motivation
Retention
Transference
Reinforcement

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ADULT LEARNING PRINCIPLES

 Learning is a self-activity.  Learning results from

simulation of senses.
 We learn at different rates.
 Positive reinforcement
enhances learning.
 Learning is continuing
and continual process.  Anxieties and
 We learn best by doing. nervousness are natural.

 “Whole-part-whole”  Training must be properly

learning is best. timed.

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ADULT LEARNING Design Principles

 Pay attention to the individual

learner.
 Provide alternative ways of doing
 Teach awareness as well as things; encourage acceptance of the
idea that there are many ways of doing
reflective learning skills.
things.
 When adults are more personally and
actively involved in the learning
 Pay attention to the affective as well as
situation, they learn more cognitive
the cognitive domains; the emotional,
materials.
intuitive and sensational modes of
learning as well as the thinking or the
cognitive mode.
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 ADULT LEARNING Design Principles

 Support self-centered learning; give  As people become more

permission and support for the shift mature, they are less alike
from other-centered to self-centered with respect to conditions
training. under which they learn.

 Be aware that repeated teaching of  Adults who do not perceive a need

cognitive material (one that requires for or have a desire to learn, won’t
thinking) will not necessarily lead to learn.
greater achievement.
 An instructor of adults must understand what
motivates them.

 Value the life experiences of the learners in

concrete ways.
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64
 Not all grown-ups
are grown ups!
Ashley Montagu

neoteny
retention of juvenile traits into adulthood

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Some neotenous drives of the child that seem to
diminish with age

 Playfulness
 sense of wonder i ng
 Resiliency
ar n
 open-mindedness
o l e
 Imagination
al t
t i
 curiousity
n
se
 honesty and trust
es
 Explorativeness
 need to learn
 sense of humor

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67
Write one (or 2) word(s) (attribute,
adjective) that describes each
one of the following:

Dog: ………………………
Cat: ……………………...
Rat: ………………………
Sea: ……………………...
Coffee:………………………

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Ready to hear the answers?????
• Your description of dog implies your OWN PERSONALITY.

• Your description of cat implies the PERSONALITY OF YOUR

PARTNER.

• Your description of rat implies the PERSONALITY OF YOUR

ENEMIES.

• Your description of the sea implies your OWN LIFE.

• Your description of coffee is how you interpret SEX.

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REFERENCES / SOURCES

 https://www.igi-global.com/dictionary/administrators-assessments
-online-courses-student/713

 https://www.thoughtco.com/what-is-adult-learning-31425

 PPT Presentation of Dr. Franklin Bel T. Isip last August 14,

2019: Presenting with Confidence, Clarity and Style

 www.e-extension.da.gov.ph/e-learning/trainingmanagement

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