Effective Training

for

Adult Learners

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 Effective Training
for

Adult Learners
Train-The-Trainer Learning Series
Developed by Telamon Corporation

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 Class Information

 Class Start and Stop Times

 Breaks and Lunch
 Location of Restrooms
 Emergency Exits/Procedures
 Electronic Devices – please silence
 Class Participation
 Questions

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 Effective Training
for

Adult Learners
The Telamon Corporation is pleased to be a recipient of an OSHA Susan
Harwoord Training Grant to provide this training for you.

This material was produced under grant number

SH-22311-11-60-F-37 from the Occupational Safety and Health Administration,
U.S. Department of Labor.
It does not necessarily reflect the views or policies
of the U.S. Department of Labor, nor does mention
of trade names, commercial products, or organizations
imply endorsement by the U.S. Government.

Telamon Corporation is an equal opportunity provider and employer. Auxiliary

aids and services are available upon request to individuals with disabilities.
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Pre Class Quiz

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 Learning Objectives

Trainers who recognize and embrace

characteristics of sound training techniques and
principles of adult learning will maximize the
training and learning for the participants.

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 Learning Objectives

• Training System
• Trainer’s Roles
• Trainer’s Responsibilities
• Training Methods
• Training Process
• Principles of Adult Learning

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 Learning Objectives
• Learning Styles
• Learning Exchanges
• Instructional Strategies
• Instructional Media
• Planning and Preparation
• Preparation Skills
• Delivery Skills

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 Learning Objectives

• Do’s
• Don’ts
• Fatal Mistakes
• Answering Questions
• Difficult Questions and
Learners
• Evaluation and Continuous
Improvement
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 The Training System

 Trainers  Participants – Adult

Learners

 Learning  Instructional
Environment
Materials
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 Training System

• Focused
– what the worker needs to know
– what the worker needs to be able to do
• Linked
– instruction and outcomes
• Reusable, Repeatable

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 Training System
• Planning and
Preparation
• Implementation
and Delivery Participants
Environment
• Training Evaluation Materials

Trainers
• Revision of
Materials

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 Trainer’s Roles

 Facilitator

 Presenter

 Coach

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 Trainer’s
Responsibilities
• Setting the initial mood of the group

• Creating an effective climate for learning

• Motivate and encourage participation in

the learning process

• Be accepting of comments and avoid

getting defensive
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 Trainer’s
Responsibilities
• Optimizing the lighting for
viewing and change as
necessary

• Ensuring the room

temperature is comfortable
for participants
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 Trainer’s
Responsibilities
• Control disruptive participants

• Offer yourself as a resource

• Allow for limited discussions and

challenges of the ideas presented

• Discuss how the learning can be applied

in real world applications
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 Trainer’s
Responsibilities
• Always treat the participants with respect

• Avoid stereotypes

• Make yourself available at the beginning

of breaks and after class to answer
individual participants questions

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 Training Methods
Effectiveness of information retained is related to
training methods used.
Training Method % Retained
•Reading 10%
•Hearing 20%
•Seeing 30%
•Seeing & Hearing 50%
•Talking & Writing
70%
•+ Doing
90% 18
 Training Process
1. Tell participants what you plan to tell
them (explain subject material and
learning objectives)

2. Tell them

3. Tell them what you told them (review

learning objectives, activies, etc.)

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 Principles of
Adult Learning
• Voluntary learners – learn best when
they want and need to learn

• Want to know why info is important

(purpose) and how they can use it

• Need to be treated with respect

• Learn when they participate in the

learning process
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 Principles of
Adult Learning
• Learn best with a variety of teaching
methods

• Learn best by participating, sharing

experiences, asking questions

• Learn best by doing

• Learn best when information is repeated and

reinforced
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 Learning Styles
• Active
– Participation – asking questions, etc.
– Class Activities
– Hands-on
– Presentations

• Passive
– Read
– Listen
– Observe
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 Learning Exchanges
1. Participant to Participant
– Participants learn from one another’s experiences
– Class Activities – hands- on

2. Participant to Trainer
– Trainer gains subject knowledge

3. Trainer to Participant
- Presentations
- Trainer guides discussions
- highlights and reinforces objectives
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 Instructional Strategies

• Characteristics of workers

• Presentation

• Practice

• Feedback

• Testing

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 Instructional Strategies

• Talking Head

• Demonstrations

• Discussions

• One-on-one

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 Instructional Media

• PowerPoint
presentations
• DVD’s

• White boards
• Flip charts

• Handouts
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 Planning and Preparation

Training Facility
–Location and directions
–Accommodations
–Adequate tables and chairs
–Food and beverage for breaks
–Arrive early to become familiar with:

• Emergency exits and procedures

• Restrooms

• Room thermostat
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 Planning and Preparation

Learning Environment
– Class Room - suitable space and
accommodations for training
• Setup tables and chairs for
participants and trainer
– Temperature
– Lighting

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 Planning and Preparation

Audiovisual Equipment
– Lap Top Computer
– LCD projector & screen
– Wireless Presenter (PP slide changer)
– Spare batteries
– DVD Player/TV
– Related cables
– Extension cords and power strips

Set-up and test all equipment before class

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 Planning and Preparation

Training Materials and Supplies
– Flash Drive with PowerPoint presentation,
videos, etc.
– Easel, flipcharts, markers
– Pens / pencils
– Clip boards
– Handouts
– Materials for activities
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 Planning and Preparation

Administrative
– Sign in forms/registration forms

– Class Schedule

– Learning/Smile Survey

– Pre Class and Post Class Tests

Hard copies of PowerPoint Presentation and all training materials. 31

 Planning and Preparation

Administrative
– Hard copies of PowerPoint Presentation
and all training materials

– Door prizes

– Certificates

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 Preparation Skills

• Know your audience

• Expect to be nervous
• Review all training materials and
the trainers guide so you are
thoroughly familiar with all
information to present

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 Preparation Skills

• Knowledge of the topic and

materials will increase your
confidence
• Practice your training
presentation on family or co-
workers

• The more you practice the

better you will become
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 Delivery Skills
• Use Ice Breaker
• Communicate the session objectives at the
beginning of your presentation
• Greet the learners individually and as a group
(especially on the first day)
• Learn the names of the learners quickly
• Supplement PowerPoint slide information with
examples relating to the topic and specific
location
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 Delivery Skills
• Be familiar enough with the training materials so
you avoid reading directly from PP slides
• Be sensitive to participants literacy differences
-Not equally skilled writing, speaking, reading
-Read aloud all instructions and info written down

-Ask for volunteers to read or write material

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 Delivery Skills
• Speak loud enough to ensure
participants in the back can hear

• Enunciate your words clearly

• Avoid saying uhm…..

• Avoid distracting mannerisms

such as jingling change or
playing with your hair
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 Delivery Skills
• Involve participants by
encouraging and asking
questions

• Follow class schedule

- start on time

- breaks and lunch

- finish on time
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 Delivery Skills
• Pace your delivery
according to the time
schedule and the
material to be covered

• Cover everything in the

training module –
handouts, activities,
etc., or explain changes
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 Delivery Skills
• Keep aware of class climate

• Recognize your strengths and

weaknesses

• Maximize your strengths and

minimize your weakness

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 Delivery Skills
• Don’t pretend to know all the
answers
• If you don’t know something:
– Discuss the question with the
class
– Let the participants know you
will get the answer
– remember to follow up 41
 Trainer Self-Evaluation
Individual Activity – 10-15 minutes

Purpose: Identify trainer strengths and areas

for development. (Handout – Trainer Self-
Evaluation Checklist)

-Each participant will evaluate their skills and

techniques by completing a Trainer Self-Evaluation
Checklist.

-Volunteers will share there results with the class.

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 Do’s
• Positive mental attitude 

• Dress appropriately 

• Be energetic and enthusiastic

• Have fun

• Be energetic 

• Avoid excessive slang  43

 Do’s

• Speak up 

• Be yourself 

• Practice what you preach and teach 

• Watch your body language 

• Be the best ‘you’ that you can be 

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 Do’s

• Be prepared 
• Be sensitive 
• Acknowledge learners 
• Use your sense of humor 
• Always ask for volunteers
• Be respectful 
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 Do’s
• Be accessible and approachable 

• Be responsive 

• Move freely around the class 

• Allow learners to lead 

• Be flexible 

• Maintain your schedule 

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 Don’ts

• Loose control

• Catch people unprepared

• Be afraid to say you do not know

• Call on someone who does not volunteer

• Avoid eye contact

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 Don’ts

• Be too formal
• Be a know it all
• Be unprepared
• Talk down to learners
• Use profanity
• Be distracting

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 Fatal Mistakes
• Poor first impression

• No learning objectives

• Dull, dry and boring

• Frozen in one spot

• Weak eye contact

• Poor visual aids

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 Fatal Mistakes
• No humor

• Poor preparation

• Not involving participants

• No enthusiasm or conviction

• Poor facial expression

• Weak close and review of learning objectives

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 Answering Questions
• Repeat the question
– Answer now/later
– Redirect
– Discussion

• Don’t bluff
– You know
– You don’t know
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 Difficult
Questions and Learners
• Argumentative individual

• Loaded questions

• Long-winded

• No good answer

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 Evaluation and
Continuous Improvement
• Use participant evaluations to improve:
- training materials
- your future performance

• Continue to improve your knowledge

of the subject
• Revise materials as necessary

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 Learning Objectives:
Summary and Review
• Training System
• Trainer’s Roles
• Trainer’s Responsibilities
• Training Methods
• Training Process
• Principles of Adult Learning

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 Learning Objectives:
Summary and Review
• Learning Styles
• Learning Exchanges
• Instructional Strategies
• Instructional Media
• Planning and Preparation
• Preparation Skills
• Delivery Skills
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 Learning Objectives:
Summary and Review
• Do’s
• Don’ts
• Fatal Mistakes
• Answering Questions
• Difficult Questions and
Learners
• Evaluation and Continuous
Improvement
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 Learning Objectives:
Summary and Review

• HANDOUT – Review Handout

“Characteristics of Effective Trainers”

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 Learning Objectives:
Summary and Review

Trainers who recognize and embrace

characteristics of sound training techniques and
principles of adult learning will maximize the
training and learning for the participants.

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Questions

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 Trainer Development Plan
Individual Activity - 15-20 Minutes

Purpose: Each Trainer will develop a personalized plan to

further develop their training skills to maximize training
effectiveness. (Handout – Trainer Development Plan)

Trainers will develop a personalized action plan to develop their training

skills utilizing:

1.Your knowledge of sound training techniques and principles of adult

learning from this class and

2. Your results of the Trainer Self-Evaluation Checklist

Volunteers will share their plan with the class.

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Post Class Quiz

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Smile Survey

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CONGRATULATIONS!
Congratulations on Completing:

Effective Training
For

Adult Learners

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 References
Turner, Dr. Myrtle, Georgia Tech Research Institute
(2011). Training Adult Learners PowerPoint
Presentation

Grimaldi, J. V. & Simonds, R. H. (1989). Safety

management. (5th ed.). Boston, MA: Irwin.

Handley, W. (1977). Industrial Safety handbook. (2nd

ed.). London: McGraw-Hill Book Company (UK)
Limited.

Johnson, D. (1998). Adult educators need to have

enthusiasm. Adult Learning (9) 4, 11-14.
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 References
Bassi, L. J. & Van Buren, M. E. (1999). Sharpening the
leading edge: The State of the Industry Report reveals
the steps companies must take to ascend to the top of
the training field. American Society for Training and
Development: Alexandria, VA.

Carey, L. & Dick, W. (1996). The systematic design of

instruction. (4th ed.). New York: HarperCollins
Publishers, Inc.

Chrétien, J. (May/June 1995). Effective Training

Techniques, OH&S Canada (11) 3. 29-33.

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 References
McMaster, S. (2000).Training Made Easy for Health,
Safety, and Environmental Trainers. McMaster Training
Associates ©.

Krause, T. R. (1997). The behavior-based safety

process: Managing involvement for an Injury-free
culture. (2nd ed.). New York: Van Nostrand Reinhold.

Saccaro, J. A. (1994). Developing safety training

programs: Preventing accidents and improving worker
performance through quality training. (2nd ed.). New
York: Van Nostrand Reinhold.

OSHA, (2010) Best Practices for Development, Delivery

and Evaluation of Harwood Training Grants 66