ADULTS PREFER LEARNING SITUATIONS WHICH:
1. ARE PRACTICAL AND PROBLEM-CENTERED, SO...·
Give overviews, summaries, examples, & use stories to link theory to practice
Discuss and help them plan for direct application of the new information
Use collaborative, authentic problem-solving activities
Anticipate problems applying the new ideas to their setting so, offer suggestions
CAUTION- Guard against becoming too theoretical.
2. PROMOTE THEIR POSITIVE SELF ESTEEM
Provide low-risk activities in small group settings
Plan for building individual success incrementally
Help them become more effective and confident through guided practice and establishing routines.
CAUTION- Readiness to learn depends on self-esteem
3. INTEGRATE NEW IDEAS WITH EXISTING KNOWLEDGE
Help them recall what they already know from prior experience that relates to the topic of learning.
Share your agenda and assumptions and ask for input. Adjust time for topics to fit their needs.
Use a continuum that describes a range of skill & knowledge. Ask they to apply stickers or marks showing what their current level of knowledge/skill is in the topic(s)
Ask what they would like to know about the topic
Build in options within your plan so you can easily shift to address needs.
Suggest follow up ideas and next steps for support and implementation after the session
CAUTION- Collect needs data and match the degree of choice to their level of development
4. SHOW RESPECT FOR THE INDIVIDUAL LEARNER
Provide for their physical needs through breaks, snacks, coffee, comfort
Provide a quality, well organized, differentiated experience that uses time effectively and efficiently
Avoid jargon and don't "talk down" to participants
Validate and affirm their knowledge, contributions and successes
Ask for feedback on your work or ideas, provide input opportunities
CAUTION- Watch your choice of words to avoid creating negative perceptions
5. CAPITALIZE ON THEIR EXPERIENCE
Don't ignore what they already know, it's a resource for you
Plan alternate activities and choice so they can adjust the process to fit their experience level
Create activities that use their experience and knowledge
Listen and collect data about participant needs before, during and after the event
CAUTION- Provide for the possibility of a need to unlearn old habits or confront in accurate beliefs
6. ALLOW CHOICE AND SELF-DIRECTION
Build your plans around their needs, compare desired behaviors (goals) & actual behaviors
Share your agenda and assumptions and ask for input on them
Ask what they know already about the topic (their perception)
Ask what they would like to know about the topic
Build in options within your plan so you can easily shift if needed
Allow time for planning their next steps.
CAUTIONS- Match the degree of choice to their level of development . Also, since there may be things they don't know that they don't know, use a mix of their perception of needs AND research on needs and organizational needs and calendar to guide your planning.
WHAT ADULT LEARNER WANT FROM TRAINING
"Adults will commit to learning when the goals and objectives are considered realistic and important to them. Application in the 'real world' is important and relevant to the adult learner's personal and professional needs.
Adults want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence. Thus, professional development needs to give participants some control over the what, who, how, why, when, and where of their learning.
Adult learners need to see that the professional development learning and their day-to-day activities are related and relevant.
Adult learners need direct, concrete experiences in which they apply the learning in real work.
Adult learning has ego involved. Professional development must be structured to provide support from peers and to reduce the fear of judgment during learning.
Adults need to receive feedback on how they are doing and the results of their efforts. Opportunities must be built into professional development activities that allow the learner to practice the learning and receive structured, helpful feedback.
Adults need to participate in small-group activities during the learning to move them beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, and generalize their learning experiences.
Adult learners come to learning with a wide range of previous experiences, knowledge, self-direction, interests, and competencies. This diversity must be accommodated in the professional development planning.
Transfer of learning for adults is not automatic and must be facilitated. Coaching and other kinds of follow-up support are needed to help adult learners transfer learning into daily practice so that it is sustained
Cheers
Deepali
1. ARE PRACTICAL AND PROBLEM-CENTERED, SO...·
Give overviews, summaries, examples, & use stories to link theory to practice
Discuss and help them plan for direct application of the new information
Use collaborative, authentic problem-solving activities
Anticipate problems applying the new ideas to their setting so, offer suggestions
CAUTION- Guard against becoming too theoretical.
2. PROMOTE THEIR POSITIVE SELF ESTEEM
Provide low-risk activities in small group settings
Plan for building individual success incrementally
Help them become more effective and confident through guided practice and establishing routines.
CAUTION- Readiness to learn depends on self-esteem
3. INTEGRATE NEW IDEAS WITH EXISTING KNOWLEDGE
Help them recall what they already know from prior experience that relates to the topic of learning.
Share your agenda and assumptions and ask for input. Adjust time for topics to fit their needs.
Use a continuum that describes a range of skill & knowledge. Ask they to apply stickers or marks showing what their current level of knowledge/skill is in the topic(s)
Ask what they would like to know about the topic
Build in options within your plan so you can easily shift to address needs.
Suggest follow up ideas and next steps for support and implementation after the session
CAUTION- Collect needs data and match the degree of choice to their level of development
4. SHOW RESPECT FOR THE INDIVIDUAL LEARNER
Provide for their physical needs through breaks, snacks, coffee, comfort
Provide a quality, well organized, differentiated experience that uses time effectively and efficiently
Avoid jargon and don't "talk down" to participants
Validate and affirm their knowledge, contributions and successes
Ask for feedback on your work or ideas, provide input opportunities
CAUTION- Watch your choice of words to avoid creating negative perceptions
5. CAPITALIZE ON THEIR EXPERIENCE
Don't ignore what they already know, it's a resource for you
Plan alternate activities and choice so they can adjust the process to fit their experience level
Create activities that use their experience and knowledge
Listen and collect data about participant needs before, during and after the event
CAUTION- Provide for the possibility of a need to unlearn old habits or confront in accurate beliefs
6. ALLOW CHOICE AND SELF-DIRECTION
Build your plans around their needs, compare desired behaviors (goals) & actual behaviors
Share your agenda and assumptions and ask for input on them
Ask what they know already about the topic (their perception)
Ask what they would like to know about the topic
Build in options within your plan so you can easily shift if needed
Allow time for planning their next steps.
CAUTIONS- Match the degree of choice to their level of development . Also, since there may be things they don't know that they don't know, use a mix of their perception of needs AND research on needs and organizational needs and calendar to guide your planning.
WHAT ADULT LEARNER WANT FROM TRAINING
"Adults will commit to learning when the goals and objectives are considered realistic and important to them. Application in the 'real world' is important and relevant to the adult learner's personal and professional needs.
Adults want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence. Thus, professional development needs to give participants some control over the what, who, how, why, when, and where of their learning.
Adult learners need to see that the professional development learning and their day-to-day activities are related and relevant.
Adult learners need direct, concrete experiences in which they apply the learning in real work.
Adult learning has ego involved. Professional development must be structured to provide support from peers and to reduce the fear of judgment during learning.
Adults need to receive feedback on how they are doing and the results of their efforts. Opportunities must be built into professional development activities that allow the learner to practice the learning and receive structured, helpful feedback.
Adults need to participate in small-group activities during the learning to move them beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, and generalize their learning experiences.
Adult learners come to learning with a wide range of previous experiences, knowledge, self-direction, interests, and competencies. This diversity must be accommodated in the professional development planning.
Transfer of learning for adults is not automatic and must be facilitated. Coaching and other kinds of follow-up support are needed to help adult learners transfer learning into daily practice so that it is sustained
Cheers
Deepali