Made A New Policy Show I Cancel The Old One How to Engage Adult Learners – Six Steps to Adult Learning Success

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How to Engage Adult Learners – Six Steps to Adult Learning Success

The Chinese philosopher, Lao Tse, provides a short but eloquent recipe for adult learning:

Tell me, I can hear.

Teach me, I can remember.

Include me, I will.

If we want adults to feel involved in order for learning to happen, there are six training design steps that will achieve the necessary level of involvement and set them up for success:

1. Treat them with respect.

Many adults feel vulnerable in a classroom because of: past unsuccessful learning experiences, worry about looking stupid in front of others, or worry about the unfamiliar role of the learner.

§ Validate and address their concerns.

§ Assess their knowledge and experience.

§ Recognize all learning styles.

§ Use a variety of learning activities and training tools to meet the needs of different learning styles.

Implementation tips: Ask them questions instead of telling them the answers they may already have. Also keep in mind that different learning styles respond better to different learning activities. For example, repressed learners learn best by reading or writing, while interactive learners learn best through discussion.

2. Make the content meaningful.

Adults tend to learn what they consider the benefit and relevance.

§ Tailor content to meet their needs.

§ Help them discover how the content will benefit them.

§ Learn practical, immediately applicable skills.

Implementation tips: Build a benefit question or activity early in the lesson that allows them to consider and articulate why the lesson is important to them. This will increase the likelihood of their “buy-in” to the training. Keep learning content and activities focused on real-life application rather than theory.

3. Build on what they already know.

Adults’ learning and retention is enhanced when new ideas are based on information or skills they already possess.

§ Draw on their previous learning and experience.

§ Explain concepts with familiar examples.

§ Facilitate positive transference and disengage negative transference.

Implementation tips: Build on any previous learning or experience that will provide a strong foundation for the new learning (positive transfer). For example, when learning a new policy, reminding them that they received strong support during a previous policy change will make them more receptive now. However, if their previous experience with policy changes was negative (negative transference), then show how this new change will be handled differently and more constructively.

4. Follow the building blocks of learning.

Most adults feel more comfortable in a learning situation when they have the necessary knowledge and skills.

§ Learn at your desired learning level.

§ Use learning activities appropriate for learning levels.

§ Always check for understanding.

Implementation tips: Bloom’s taxonomy identifies six progressive levels of learning: knowledge, understanding, application, analysis, evaluation, and creation. Some learning activities are more appropriate at different learning levels. For example, the lecture achieves only knowledge. To check for understanding, there are a number of learning activities that can be used, including: discussion, a questionnaire, pop-ups or a case study, etc.

5. Make it easy to learn.

The adult brain is better at absorbing smaller amounts of information at a time.

§ Break down complex concepts and skills into smaller segments.

§ Go from simple to complex.

§ Learn only a few things at a time during a learning segment.

Implementation tips: Brain studies show that adults can learn 4-5 familiar and meaningful items at a time, but only 2-3 new items at a time if they are completely unfamiliar and meaningless. Given this fact, when you learn ten steps in a procedure, you only learn 2-3 or 4-5 steps at a time.

6. Let them apply what they have learned.

Once adults have successfully used new skills in the classroom, they are more likely to use them outside of the classroom.

§ Build their confidence and competence through appropriate practice.

§ Ask them to apply new skills to solve work-related problems.

§ Give them an opportunity to plan how they will apply their new learning.

Implementation tips: Begin practice with a new skill using a simulation and guided large group discussion facilitated by the trainer. Then ask them to practice the new skill in a different simulation within a small group, with the help of the trainer when necessary. Finally, let them practice independently applying the new skills to their work-related problem. This should help them feel more confident about their competence and thus increase the likelihood that they will continue to use the new skills when they return to their work.

These six simple yet powerful instructional design steps will ensure that adult learners are engaged and engaged in the learning process. Their involvement will increase the probability that real learning will occur and be applied once the workshop is over.

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