Training Adults Getting

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Training AdultsGetting Keeping Attention
Rebecca Jonesrebecca_at_dysartjones.com905.731.
5836
Dysart Jones Associates
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Begin at the beginning

• The trainers role is____________
• Working with the person beside you, introduce
  yourself
• Then complete the sentence above on the post-it
  in less than 8 words
• Place post-it on side wall in 5 minutes

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Objective Agenda

• To develop or enhance training skills, based on
  adult learning practices principles
• Foundation
• Preparation
• Selection
• Application

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Guidelines for Today

• SOT
• Respect the 5 minute T zone
• Be here
• Be willing to try
• Respect differing opinions styles
• Actively listen (one person speaks/time)
• Enjoy mutually funny humouror humor
• Use the parking lot

What behaviours are important for us to work
together effectively?
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• So what IS the trainers role?

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Trainers role

• Is to guide participants interaction
  acquisition of ideas, insights, know hows
  know thats
• To raise awareness
• It is not to persuade
• (or bury them in content)

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Ongoing evaluations

• Complete the first part of the evaluation
• What are your objectives?

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Your session Your perspective

• Complete this mindmap

What do I know about the adult learning?
How am I currently successful as a trainer?
What experience, skills knowledge do I bring?
What do I expect Im going to learn?
How will I know whether this day was valuable
for me?
If I had this workshop my way, how would I
like it to be?
Adapted from Hot Tips for Facilitators by
Abernathy Reardon
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(No Transcript)
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Training or Presenting?

• What are the differences similarities between
  training presenting?

In training, you
Clarify what you are going to cover Cover
it Clarify whats important in whats been
covered Clarify whats been covered
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Foundation
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Perspective the lens

• Critical perspective for us as trainers
• Training is not about us
• Training is all about the participants
• ..and they are adults

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Enabling adults to learn

• The Foundation Adult Learning
• Decide for themselves what is important to be
  learned.
• Need to validate the information based on their
  beliefs and values.
• Expect what they are learning to be immediately
  useful.
• Have substantial experience upon which to draw.
• May have fixed viewpoints.
• Significant ability to serve as a knowledgeable
  resource to the trainer and fellow learners.

What did you see as the key points? So what?
http//www.ojp.usdoj.gov/ovc/assist/instructor/sec
tion2.html
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Adult learning

• Depends on
• Readiness
• Participation
• Linked, relevant self-direction
• Safe, mistake-welcome environment
• Clear connections to existing knowledge
• Appeal to learning styles
• Clarity succinctness

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Adult learning

• Adult
• Responsible for themselves
• Self-directing

• Learning
• Acquisition of new abilities, attitudes
  thinking
• Results in change

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Learning Styles Preferences

• Auditory, visual, or kinesthetic?
• Visual learners prefer, enjoy, or require
• Graphics, drawings, designs
• Colour codes
• Written materials wall charts
• Sitting in front to see instructors face,
  gestures, or visuals
• Taking notes
• Instructors repeating instructions or details
• Auditory learners prefer, enjoy, or require
• Hearing new information in lectures or group
  discussions with report backs
• Verbal exchanges
• Stories they can remember repeat
• Sound or word cues to help them remember
  information.

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Learning Styles Preferences

• Kinesthetic learners prefer, enjoy, or require
• Some type of movement during a lecture
• Hands-on experience or role playing
• Trying new things without much explanation just
  doing it
• Frequent breaks

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TV, the Net, Games

• Impact
• Conditioned adults to expect immediacy,
  attention-getting ways of conveying information
• Reduced the length of time adults pay
  attention..to..yeah.10-12 minutes
• Reminded adults of the power of images to convey
  messages, influence makes things memorable
• The Ten-Minute Trainer by Dave Meier

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Implications for training

• My learning preference is
• That means I need to consider

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In groups of 3

• Determine what approaches to use in your training
  to appeal to all types of learning preferences.
• Please take 5 minutes write as many approaches
  down as you can!

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Preparation
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Preparing to prepare
Work is 1 long pilot project

• Training is, yes, a project
• Basic rules of engagement
• Initiate (who is/are the client(s))
• Contract
• Gather (needs assessment)
• Design
• Implement

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Basic components

• What are the components for a training project?

Contract Clarify Takeaways
Pre-work Engagement Expectations
Participants Expectations Experience
Content Aligned with takeaways Less text More
context
Props Logistics
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Preparing for what you need
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Selection
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Approaches activities

• Refer to the pre-work
• Use visuals images
• Make it easy to engage
• Worksheets or easy ways to take notes
• short small group discussions
• personal action plans
• Bring up barriers address openly
• Assign training partners if the course is
  multi-day or on the web

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Icebreakers why?

• Relieves tension (everyones!)
• Enhances interpersonal relationships
• Introduces people
• Engages involves people
• Initiates their thinking about the topic

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Icebreakers Sample list

• They dont know each other
• Paired to introduce each other and their
  objectives
• Pick a theme related to the season (Halloween,
  summer, etc.) and have them talk about their
  favourite costume, holiday, etc
• Find others born near them who has the same
  first letter in their name, something in common,
  etc.
• They know each other, focus icebreaker on topic

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Activities

• Must support workshop learning objectives
  desired takeaways
• Design to engage, reinforce concepts ignite
  further thinking
• Keep physical cultural factors in mind
• Allow as much physical movement as possible
• Rule of thumb
• content, activity, content, activity, content,
  activity

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Selecting activities

• Samples
• Workbook, worksheets
• Actual case studies how to apply on the job
• Barriers strategies ask them to identify
  barriers to apply what youve just covered when
  they are back at work, identify strategies for
  dealing with these barriers
• Case studies create a situation close to what
  theyll experience
• Letters to management they draft a memo to their
  manager presenting what theyve learned how
  theyll use it on the job

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Worksheet

• What makes a good icebreaker or activity?

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Application
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Challenges

• On a 3x5 card write a challenge youve
  encountered, or youve witnessed
• What gives trainers headaches?

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Resistance

• Is predictable, natural necessary in any
  learning or change process
• Reduces or eliminates learning, so it must be
  addressed
• Usually means people dont understand whats in
  it for them
• Indicates no or low readiness

What impacts readiness?
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Resistance recognizing it

• I dont understand it
• May Mean I dont like it
• Going off on tangents
• May mean I dont want to do it
• Silence
• May mean I dont understand what youre saying

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Resistance dealing with it

• Name the resistance be specific
• You are very quiet. What does your silence
  mean?
• The difficulty is living with the tension
• Listening actively be at tension

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Resistance dealing with it

• A short exercise
• Palms together now push
• Palms together only 1 pushes

Fighting resistance only reinforces
resistance Instead, celebrate it!
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Celebrate resistance?

• The more people push back, the better you can
  understand what is missing for them and fill the
  gaps
• Resistance can only exist when you resist back

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Resistance dealing with emotions

• Acknowledge the persons emotions
• I hear or I see or I sense am I right?
• I hear frustration in your voice, am I right?
• Stay calm detached take your time
• Focus is on maintaining a working relationship
  environment

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Participant challenges
An individual dominates with too much
detail Thanks for the background, can you use a
headline or short statement to tie it to the
topic? Walk into their personal space
How do you do this on the web?
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Participant challenges
Someone keeps changing the subject or going off
on a tangent Were off-topic our ground
rule/guideline is to stay on topic I suggest we
park this for now are we all ok with
that? Check in with person at break
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Participant challenges

• An individual participates very little
• Terry, we havent heard from you what are your
  thoughts on this issue/topic?
• Check with them at break

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Participant challenges

• An individual gripes about management or
  situation
• Acknowledge their comment
• Park the issue
• Remind them that the workshop cant address
  policy, and that it can deal with the learning
  objectives
• Check with them at break , if possible, refer
  them to appropriate person

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Check-ins

• What are the surprises from what has just been
  covered?
• How does this connect with what you thought or
  knew - previously?
• Who would like to summarize where we are so that
  we can move forward?

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Feel good!

• If training were easy, everyone would do it!
• It is challenging a learning experience!
• Participants are adults responsible for their
  learning
• As Richard Leblanc says..see his top 10

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http//honolulu.hawaii.edu/intranet/committees/Fac
DevCom/guidebk/teachtip/topten.htm
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• E\gallery_of_e-learning_case_studies e-Learning
  for Librarians An Ideas Playground.mht
• E\tips_and_tools_for_e-learning e-Learning for
  Librarians An Ideas Playground.mht

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Shuffle the cards

• Pass out the challenge cards
• Answer the challenge

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Wrap Stump that Trainer

• Have a quick look at your notes
• Select 2 learnings or tips you particularly want
  to remember
• Record each on a post-it
• Group into 2 teams
• Each team places their post-its on a wall for
  their team to see
• Based on the posted learnings design 3
  challenging questions for the other team

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The end is the beginning

• Next steps for you
• Personal action plan worksheet
• Next steps for me
• Evaluation

Thank you!