| Educating and training adults can be challenging and | | | | help reduce these old fears and make it possible |
| is very different than teaching children. The | | | | for everyone to try and take chances. |
| biggest difference is that adults bring experience | | | | Evaluate, Adjust and Move Forward: By following |
| and bias with them. Children are more easily | | | | these tips you will create an environment for |
| directed by authority figures and will follow the | | | | learning that respects each individual, allows for |
| teacher. Authority makes little difference with | | | | better team work, and moves the organization |
| adults. If the training is not accurate, current and | | | | forward. Be sure to thank the participants and |
| relevant adults turn off. Here are some more | | | | ask if they have any input that would make the |
| things to consider when trying to train adults. | | | | class better for the next group. Some type of |
| Offer Affirmation: Provide positive reinforcement | | | | feedback form is helpful. If you see several |
| whenever possible. Don't be condescending. | | | | comments about a part of the training take note. |
| Recognize that some adult learners bring fear to | | | | If there was a test, were there a number of |
| the training. By sharing affirmation, the trainer | | | | individuals who had trouble with the same |
| encourages learning. | | | | question? Consider the content and delivery of |
| Fear is a powerful, deep-seated emotion that can | | | | the training, and the wording of the test question. |
| stop learning cold. It is likely that in any training | | | | Adjustments may need to be made. |
| class there will be individuals who experienced | | | | Good trainers are good teachers, and by nature |
| situations in school or elsewhere that created | | | | are always learning themselves. Finding good |
| negative feelings. The strongest of these | | | | methods for teaching that enhance learning is |
| emotions is the feeling of shame. Not learning | | | | important, so getting feedback from the |
| something as quickly as others, making silly | | | | employees helps you learn what worked well and |
| mistakes, or making an assumption that proves | | | | what can be improved. |
| false are all common situation for most everyone. | | | | Lastly, there needs to be follow-up after the |
| However, when teachers, parents, siblings, | | | | training. An assessment should be conducted a |
| playmates or anyone who has authority points | | | | month or two later to see if the goals set by the |
| out your error and does it in a negative or | | | | workers and the course learning objectives are |
| degrading manner, the emotion of shame can | | | | being achieved. Assessment of the training is a |
| result. Shame and the allied negative feelings are | | | | key element of ANSI Z490.1. Based on the |
| very real and will make individuals fearful to share | | | | findings it is important to make adjustments to |
| and even try new behaviors. By creating an | | | | content and teaching methods where necessary. |
| affirming and positive learning environment you | | | | |