| Educating and training adults can be challenging and | | | | something they may have experienced. This can |
| is very different than teaching children. The | | | | greatly increase the transfer of knowledge to |
| biggest difference is that adults bring experience | | | | their specific work situation. There is an added |
| and bias with them. Children are more easily | | | | benefit for using examples from employees. You |
| directed by authority figures and will follow the | | | | have shown respect for their knowledge and |
| teacher. Authority makes little difference with | | | | willingness to share. This respect can increase the |
| adults. If the training is not accurate, current and | | | | likelihood that they may independently coach or |
| relevant adults turn off. Here are some more | | | | mentor others. |
| things to consider when trying to train adults. | | | | B. Set Individual Goals for Learning. At the |
| A. Respect Experience. Without question, there | | | | beginning of the class make sure that the learning |
| are individuals in the class that have some | | | | objectives are clearly stated and that everyone |
| understanding of the information you are | | | | understands what is expected. Next, ask the |
| presenting. It may be from other training they've | | | | participants to set a goal for themselves related |
| had or through work experience. Whenever | | | | to the subject of the class. This goal should be |
| possible, reach out to the individuals and draw on | | | | behavior oriented and something that they will be |
| their current knowledge and experience. | | | | able to demonstrate when the class is finished. |
| Encourage the sharing of experiences and | | | | Individual goal setting helps with knowledge |
| examples that clarify the information will help the | | | | transfer back to the work setting. If anyone has |
| other employees understand and then transfer of | | | | trouble visualizing a goal, you can provide |
| knowledge to their work. | | | | examples of what you expect or ask others to |
| In preparation for the training when you observed | | | | share the goal they set for themselves. Give |
| and talked with the employees, did anyone | | | | examples that are close to the desired behavior |
| provide examples or situations that would be | | | | or outcomes. With concrete examples, goal |
| worth sharing? If so, ask those who had | | | | setting will help the individuals visualize their work |
| examples for permission to call on them during | | | | and what using the new training information might |
| the training to share their information. Look for | | | | look like. Goals that are behavioral and observable |
| stories. Can an employee offer a story that | | | | will create visual models. These visual models |
| relates to the topic? Stories are great for | | | | often lead to specific questions during the training |
| illustrating important information. They help the | | | | that add clarity and understanding for everyone. |
| leaner visualize a situation and then relate it to | | | | |