Adult learning is a challenge , because even if most of us reach the adult stage , we go back and forward into child stage :)
" 1. Adults must want to learn Most adults will want to learn if they are aware of why it is important for them to learn a particular skill / topic. When faced with an individual who is resisting learning a skill during the training session, communicate how the learning will translate into tangible benefits for him/her, e.g. Will it make their job easier? A strong buy-in to the particular training event is essential for effective transfer of learning in an adult learning environment. If an individual does not want to learn what is laid out within the objectives of the training session, it is far more productive both to the individual as well as to the other participants that he/she does not attend the session.
2. Adults learn only what they feel they need to learn This principle emphasises the importance of “sticking to the point”. Adults come in to a training session with a clear idea of what they need to learn, so leave out the nice-to-know skills and knowledge.
3. Adults learn by doing Adults are not particularly disposed towards lectures and long-winded, boring instructions. They should have ample opportunities to actively participate in the learning process. It is important for them to be able to APPLY the newly acquired skills as this provides a far more stimulating learning experience and supports retention of the skills acquired. A facilitator’s duty is to encourage discussion and activity – remember that if they are not ‘doing’, then they are probably not learning very much.
4. Adults learn by solving practical problems Adults want to know “What’s In It For Me?” – the WIIFM question! It is therefore important that case examples are relevant to the environment they work in so ensure that the cases used to skill practise reflect their real work environment. Learning will then take place more naturally and effectively.
5. Adults learn through the application of past experiences The key lies in helping the learner to see the logical culmination of past experiences leading to new, and most likely improved, ways of doing things. In the training session, encourage the trainees to provide feedback and challenge the skills and content being presented. This will help them to integrate the new information with past experiences. This can be a very challenging experience but bear in mind that unless the individual is able to integrate the new knowledge and skills with the “old” knowledge and skills, the chances of reverting to the “old” ways are high.
6. Adults learn best in an informal environment Some adults have unpleasant memories of school days so it is best to avoid any type of grading, assigned seats and strict rules. Seat the group in a way that all the participants can participate and interact easily with each other. During the facilitation use humor and informal discussion to help break the formal educational stigma of the traditional classroom. Also, design the training session in a manner that participants can measure their progress during the session. One way of doing this is to have them bring in some pre-work and present it at the beginning of the training program. At the end of the program, have them do an activity that will enable them to then benchmark their progress when they compare the end course output with what they brought in. This exercise should be their individual responsibility, so do not have any comparisons in front of the group, as that would embarrass the respective participants.
7. Adults learn best through a variety of training methods Statistics show that a combination of learning methods results in a higher level of learning than when a single approach is used. For example, not all adults are auditory learners and would be far more stimulated by audio-visual learning aids. Many adults learn best by hands-on participation and active discussion so make sure the training session allows time for such activities."
Kind regards,
Nico
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