Adult Learning and Training

1. Adult Learning and Training Local Elected Leadership ToT, Liberia

2. WHAT IS TRAINING? • A planned, systematic sequence of instruction designed to achieve pre-determined learning objective. The only good reason for training is to meet identified training needs.

3. GENERAL PURPOSE OF TRAINING • In general training is used to help a participant acquire increased skills, knowledge and positive attitudes towards work and its environment A S K A+ S+ K+

4. RELATIONSHIP BETWEEN TRAINING, EDUCATION & DEVELOPMENT Training focuses on the present job and is concerned with the immediate need of the individual. Education is future oriented and prepares the individual for a job that has not yet been identified. Development is for meeting future needs of the organization. These being able to cope with the changing environment.

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6. Training Cycle Steps Initial contact with the client Evaluation Assessing training needs WritingObjectives Implementation Planning and Design

7. The Training Process • Presenting: • Content oriented; • Giving new material for learning; • Providing new ideas, data information, concepts, models • Applying: • Encourage participants to apply the knowledge and skill; • Promote the transfer of wanted behavior within and beyond learning situation; • Processing: • Turn concepts, ideas, experience into meaningful and useful conclusions; • Interpret the information, analyze the models, verify the variables;

8. Presenting: • Content oriented; • Giving new material for learning; • Providing new ideas, data information, concepts, models;

9. Processing: • Turn concepts, ideas, experience into meaningful and useful conclusions; • Interpret the information, analyze the models, verify the variables;

10. Applying: Encourage participants to apply the knowledge and skill; • Promote the transfer of wanted behavior within and beyond learning situation;

11. Example: Policy Making • Presenting: • Policies are formal positions to support implementation of goals • strategies help to accomplish goals and implement policies • Goals are statements that describe future conditions • Policy Making is a step in local self governing that includes goals, policies, strategies and implementation • Applying: • Learning Application Plan: • 3 specific things to do to improve my policy making performance • Support I need for the above • Challenges I anticipate • Outcomes to demonstrate my success in policy-making performance • Things to asses my success • Processing: • Reflect on how you could use policy making to promote good governance principles – • Participation, respect for rule of law, increased transparency, gender equity, accountability….;

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13. A Learning Pyramid Lowest Verbal Symbols Lectures, handouts, reading Charts, diagrams, graphs Visuals Audio Recordings, audio tape Videos Shows, video taping Exhibits Posters, displays Learning Impact Field Trips Itineraries, guides Demonstration Apparatus, chart pads Dramatic Participation Simulations, plays Role plays, cases Contrived Experiences Direct Purposeful Experiences Supervised work Highest

14. Dependant Learner (Directed by teacher) Inexperience Easily distracted Fast learners Flexible and open minded Look for the right answer Learn for the future Theoretical models can be exciting Groups can be formed according to age Subject-centred learning Independent Learner (self directed) Experienced Focused Slower learners Fixed habits and patterns of thoughts acquired. Less open minded Looks for ideas and options Concerned with using new knowledge now Real life situation to be emphasized Learning groups formed according to interest and need Problem-centred learning YOUNG VS. ADULT EDUCATION

15. PRINCIPLES OF ADULT LEARNINGUse of the acronym MAPFORM • M = Meaningful Materials Trainees understand materials better only when it is related to their current work needs. • A = Active Learning Trainees learn more quickly and effectively when they are actively involved in the learning process. • P = Primacy vs Recency Trainees can recall well those things they learnt first and last in a sequence

16. PRINCIPLES CONTINUED … • F = Feedback Learning proceeds more efficiently when both trainer and trainee give feedback • O = Over-learning Forgetting is reduced significantly by frequent attempts to repeat • R = Reinforcement Learning which is rewarded is likely to be retained. • M = Multiple-sense Learning Presentations methods which use two or more senses are more effective than those using only one sense.

17. CURRICULUM DEVELOPMENTusing the acronym NOMCAE • N = Needs Training Needs Assessment • O = Objectives They describe what trainees will be able to do after a training programme • C = Contents They need to be orderly. Known to unknown; simple to complex is the rule

18. CURRICULUM DEVELOPMENT continued.. • M = Methods In order to avoid boredom the methods used should provide variety; Creativity in the use of methods makes training more interesting. Appropriateness of the methods used is critical. • A = Assessing the learner Ensuring that the learners are on board through continuous assessment. This keeps them aware of their progress • E = Evaluation of the Course To avoid training obsolescence evaluation at different levels is essential e.g. at the Reaction, Learning, Behaviour and Results Levels.

19. WAYS PEOPLE LEARN.. • By Being Told • By Trial and Error • By Thinking • By Imitation