Adult Learners Effective Training Techniques PDF

ADULT LEARNERS Effective Training Techniques: The safety training most widely used for adults is “competency-based training”. In this technique, three questions must be answered: 1. What is expected of the trainees after the training. In other words, what do we want the trainees to be able to do aft...

ADULT LEARNERS Effective Training Techniques: The safety training most widely used for adults is “competency-based training”. In this technique, three questions must be answered: 1. What is expected of the trainees after the training. In other words, what do we want the trainees to be able to do after the training. 2. What is the best way to teach these competencies? 3. How can you measure if your goals have been accomplished? Before developing any training program, a “need assessment” must be conducted. A need assessment is a series of activities conducted to identify problems or other issues in the workplace and to determine whether training is an appropriate response. According to AIHA, there are five steps for identifying a training need. These steps are: Step One: Identify needs and performance gaps. Step Two: Clearly Define the Problem, Answer ―Who, What, Why, When and How Step Three: Determine the Type of Training Need Step Four: Develop Priorities. Set Priorities for the Various Identified Needs (cost of meeting the need vs. the cost of ignoring it) Step Five: Meet with management to present initial findings. Learning Objectives: Once training needs have been clearly identified, it is important that learning goals and objectives are set. Effective learning objectives must be clear and measurable, making it possible to evaluate the training at a later date. Training objectives should precisely spell out the desired skill or behavior using specific, action-oriented language. Detailed learning objectives allow employees and employers to understand the expected outcome of the training. Training Techniques: After learning objectives are clearly identified, learning activities that support those objectives must be developed. Employers should consider which methods, materials and resources will be needed to most effectively covey the message. The type of training (group, one to one etc) should be selected keeping the audience and specific skill set in mind  ADULT LEARNERS Adult learners consent to volunteer their time and money to learn. This means that they approach the training program with a positive attitude and expectations to learn. Also, they set aside time from their busy schedule to attend the training sessions and learn. They expect the instructor to be well prepared and clearly state how the objectives of training will be met. In general, when attending the training sessions, adults expect to be treated as peers who want to learn and share their life experiences. On the negative side, many adults might lack se lf- confidence because they have been out of formal school for a long period of time. Adult learners, in general, appreciate a well-organized instructor who is enthusiastic and cares about students. HELPING ADULTS LEARN: Adults are accustomed to learning in their own way informally. They learn all the time by doing, by observing, by reading and watching, by asking questions, and by talking to each other. The techniques used in education for adults must be chosen to keep students involved as much as possible. The subject matter, the teacher's style and the physical situation (is there audiovisual equipment? for example) influence the techniques used. Review of Selected Concepts in Safety Training: In safety training programs “Validity” refers to identification of hazards of each task and the required knowledge and skills to perform each task safely. For example, in handling corrosive chemicals, one major hazard is contamination of skin with the corrosives. Training in appropriate use of the right personal protective equipment is needed to handle this task safely. “Learning curve” in training suggests that the amount of learning increases with the amount of time devoted to training. One of the techniques used in safety training is “role-playing”. In this technique, the trainees have an opportunity to observe the role play and make their comments afterwards. For example, salespersons within an organization can be trained by having two people acting in a sales scenario; one acting as the salesperson and the other as the customer. “meeting” or “conference” method of training takes a problem-solving approach. A group takes on a problem or issue and work together to come up with solutions to the problem. In “case study” method of training, attention is focused on how people or organizations have dealt with a situation. One of the disadvantages of this method of training is that it may not relate to the actual work situation. There are three domains of learning, “cognitive”, “affective”, and “psychomotor”. The cognitive domain deals with mental skills, the affective domain focuses on improving in the emotional areas such as attitude, and the psychomotor domain focuses on improving physical skills.