Part 1: ADULT LEARNING

TRAINING METHODOLOGY

OBJECTIVE

•   Participants will be able to demonstrate all of the activities in this unit

Overview

•   Study & discuss ways of analyzing the needs of the group

•   Identifying training goals

•   Formulating training objectives

PEOPLE (THE ADULT LEARNER)

•   Learning

•   Readiness to learn

•   Motivation

•   Adult learning characteristics

LEARNING

•   Learning is observable by the learner and his instructor

•   Learning is a result of exposure to new information or skills

•   Learning is verified through testing/assessment

•   Teaching is not learning

READINESS TO LEARN

•    May need to remove ‘blocks’ that interfere with the learning process.

•    These ‘blocks’ are directly related to specific human needs.

•    Must satisfy basic needs first.

•    Use the Maslow’s Hierarchy of Needs

THE ADULT LEARNER

Ø  The study of adult learning is known as ANDRAGOGY. The art and

Ø  science of helping adults to learn.

Ø  Problem-centered:
Adults likes the challenge of solving problems that will lead to sense of achievement.

Ø  Experience-centered with goals meaningful to adults. Share experiences, learn from
each other

Ø  Encourage active participation

Ø  Provide feedback towards progress. Enable learner to assess self

Ø  achievement

Ø  Learning speed differs. Facilitator must be sensitive to learning pace of each individual

GOALS AND OBJECTIVES OF LEARNING

IDENTIFYING TRAINING GOALS

•   By Committee

•   By Governmental Standards

•   For qualification

•   From Task/Job Analysis

GENERAL OBJECTIVE (GOALS, AIM)

What the learner/trainee will learn

·   General statement of the learning outcomes of the training program.
Eg. to enable trainees to understand the principles of learning.

SPECIFIC OBJECTIVE

What the learner/trainee will be able to do

·   Precise statement of the intended behavior/performance change of the training.
Eg trainees will be able to explain all eight principles of learning.

WHY OBJECTIVES ARE IMPORTANT

Ø  Learners are clear of where they are going.

Ø  Facilitators are able to manage learning to achieve goals.

Ø  Management knows what it can get from training.

Ø  Supervisors know what they can expect from trainees