Http Www.Rd.Com True-Stories Inspiring Let-Me-Know-If-You-Need-Anything Using What Adult Learners Bring to Training

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Using What Adult Learners Bring to Training

One characteristic of the mature student is that he brings a wealth of knowledge, skills and experience to the training room or classroom. As trainers and learning designers it is important for us to understand this, promote it and use it effectively, for the benefit of all training participants. Here’s what I do throughout the training day.

To begin the time together, I thank them for taking part in their training. I think our time together is an opportunity to share expertise with each other, and finally, to refresh and refresh by participating in a Community of Practice, a community of professionals. This helps to create an atmosphere of mutual respect and collaboration, and I move away from the role of lecturing as subject matter expert and teacher mentor, and instead act as a professional and learning guide. – student.

When acknowledged for their expertise, most mature students want to know that I will be a reliable source of information and not a know-it-all. An effective training strategy I’ve used for laying the groundwork for professionals and the community, and continuing to build buy-in and engagement is to share a true story about myself about the purpose of the training. Talking face-to-face first-before thinking-out-of-the-box is better at motivating interest, building relationships, and building confidence. more professional honesty than not-amazing-because- I-do-everything-right-time-project-topic.

For the motivation and involvement of the older student I will tell my story but I will stop at the end, the part where I was in hot water but before the idea or the implementation of a resolution. I was wondering if anyone else could relate to my problem. Here I see the first smiles and nods of agreement, the subtle change in body language from “it’s going to be a long day,” to “it might not be too bad.”

In that connection, I often ask the participants to come up with what they would do in that situation, and give them the opportunity to share their knowledge. This accomplishes many things. I facilitate interaction and participation from the start, honoring the expertise present in the room, modeling the honesty and mutual respect I hope to foster, and providing the participants to different solutions to a common problem, but it is a problem by hearing from others. colleagues in their field, not just me.

After we have the opening activities above, to prepare the space for new topics, I will first conduct activities that show what the participants already know about our training program. I do this for two reasons, one is to get a sense of where they are in terms of their experience and knowledge of the subject, and secondly, to bring out prior knowledge as a mental anchor for the subjects. new in the future. Here is an example. Last week while training trainers on design and delivery skills I asked small training groups, “What do you do when you design and deliver training that works best? Collaborate as group brainstorming ideas for your work, writing your ideas on sticky notes. , one idea for each note.” Participants responded by writing what they would do, such as starting with an attention grabber, asking people to say what they want to practice, or using stories and metaphors. to show subjects, eg. Not only did this activity develop their expertise in small groups (allowing those with less knowledge to learn from those with more ideas, but also for the exchange of ideas broad thinking), they showed me what they knew, and thus created the perfect space for making new mistakes, while incorporating and strengthening the knowledge brought by the older students into the room.

I followed this activity with the new ideas that Gagne’s learning design model connected and organized the cognitive steps that adults take to learn new things. After putting this pattern through a step-by-step process with examples for each step, I’ll post the main parts of the batting paper with the steps of the design pattern printed on it. I then asked each team to put their sticky notes on the step of the design model that they thought the idea was appropriate for, remembering that not all of their ideas will find a home but that’s okay, don’t something insists, and we’ll find another place for those ideas later.

At the end of the session I asked them what they would like to emphasize about their current work and the growth opportunities they found (indicated by steps without sticky notes). They were the directors of their own courses where they reviewed their current performance and planned for areas where they could improve. My job is to streamline the process and provide just the right amount of new resources to facilitate that self-learning journey.

There are many ways to access, acquire, celebrate, sharpen, strengthen and encourage the sharing of expertise and skills of older students. Our role as trainers is not to know the majority, but to create the environment and provide the work that results from the unique combination of participants in training, for the benefit of all .

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