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Mastering Adult Learning Principles for Effective Training Programs

Learn to design and deliver training programs by applying adult learning principles, managing cognitive overload, and developing measureable learning objectives. This course covers key terms, moments of learning need, chunking strategies, and ROPES Model for effective trainings. Engage in hands-on exercises and activities to enhance learning. Pre-Assessment and useful resources included.

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Mastering Adult Learning Principles for Effective Training Programs

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  1. Designing and Delivering Training Programs Key Area: 3 (Administration) USDA Professional Standards Codes: 3400 (Human Resources and Staff Training)

  2. Activity: Head, Hands, Heart, and Home Head = I am very knowledgeable of ________. Hands = I am good at ________. Heart = I feel passionately about ________. Home = I live/work at ________.

  3. Pre-Assessment • Method of determining whether learning objectives were met • No name needed • Use 4-digit number

  4. Lesson 1: How Adults Learn After completing this lesson, participants will be able to: • apply the Principles of Adult Learning to training design and delivery. • identify the Five Moments of Learning Need. • describe cognitive overload and how to manage it. • apply “brain rules” to enhance adult learning.

  5. Key Terms • Chunking • Cognitive overload

  6. Activity: Best/Worst Exercise

  7. Principles of Adult Learning • Adults are internally motivated and self-directed. • Adults bring life experiences and knowledge to the classroom. • Adults are relevancy oriented. • Adults are goal oriented. • Adults are practical and learn by doing.

  8. FiveMoments of Learning Need • Learning for the first time • Needing to learn more • Remembering and applying • Doing something that has changed • Dealing with problems/things that have gone wrong

  9. Video: FiveMoments of Learning Need https://www.youtube.com/watch?v=JAaAqgP72u4

  10. Activity: Moments of Learning Need • List 1–2 things you have learned within the past six months. • Why did you learn these things? • How does it relate to one of the 5 Moments of Learning Need?

  11. Cognitive Overload

  12. Video: I Love Lucy https://www.youtube.com/watch?v=8NPzLBSBzPI

  13. Chunking Breaking information into smaller units

  14. Activity: Memory Exercise

  15. Trial I E I H I X H W S L O P Y I T M

  16. List the Letters You Remember

  17. Trial II ILET HIP SO WHY MIX

  18. List the Letters You Remember

  19. Four Steps to Chunking • Start broadly • Break it down • Organize content • Consider retainability

  20. Activity: Brain Rules Research www.brainrules.net/about-brain-rules

  21. Lesson 2: Developing Effective Trainings After completing this lesson, participants will be able to • develop measureable learning objectives, • construct a content outline by utilizing the ROPES Model, • identify a variety of methods for presenting content, and • plan a variety of exercises to reinforce learning.

  22. Objectives • Guide for our lessons • Mode of measuring learning • Mode of measuring our success

  23. ASK • Attitudes (affective) • Skills (psychomotor) • Knowledge (cognitive) What attitude, skill, or knowledge do you want learners to acquire?

  24. Writing the Objectives • Who – the group you are training • Will be able to – should be able complete a specific action • What –in relation to what attitude, knowledge, or skill

  25. Ask Yourself • Who? Staff • Will be able to… Operate • What? The new dishwasher

  26. The Learning Objective By the end of this training, staff will be able to operate the dishwasher.

  27. Examples • Attitudes= After completing this training, participants will be able to complywith the handwashing requirements that are listed in our local food code. • Skills = After completing this training, participants will be able to demonstrate thorough handwashing using the five items at a properly stocked handwashing station. • Knowledge= After completing this training, participants will be able to listtimes when hands should be washed.

  28. Activity: Writing Learning Objectives • Use the Knowledge Category handout • Develop 1 knowledge-based objective • Remember – who, will be able to, what

  29. Ropes Model R – Relate and Review O – Overview P – Presentation E – Exercise and Evaluate S – Summary

  30. R – Relate and Review The purpose of this step is to increase learners’ readiness to receive the material in the upcoming lesson. • Why is this important? • How does this relate to my job?

  31. Activity: Hook the Learner Learners want to know, “What’s in it for me?”

  32. O – Overview The purpose of this step is establish our expectations. • Provide overview • Develop learning objectives • How will compliance be measured?

  33. Activity: Set the Tone What should your staff/participants be able to do after your training? What expectations do you have of them after the training is complete?

  34. P – Presentation The purpose of this step is to determine the method we will employ to present the content of our training. • Videos • Lecture-discussion • Small group work

  35. Activity: Training Methods • How do you like to teach? • How does your audience like to learn?

  36. E – Exercise and Evaluate The purpose of this step is to identify activities that allow learners to apply what they’ve learned. • Skill practice • Games • Skits

  37. Activity: Training Beats How can you involve your audience, prevent boredom, and evaluate learning?

  38. S – Summary The purpose of this step is to evaluate the content and knowledge transfer. • Recap topics discussed/highlight key points • Answer questions • Next steps

  39. Don’t Forget! • Collect feedback • What works • What doesn’t work • Any evaluation is better than no evaluation

  40. Activity: Post-training Evaluation What should you ask?

  41. Lesson 3: Planning and Logistics After completing this lesson, participants will be able to • create and act upon a preparation checklist, • comprehend the importance of the scoping call, • identify contingency plans, and • explain key aspects of travel logistics related to training.

  42. Activity: Create a Timeline

  43. Scoping Call • Understand our audience • Identify responsibilities • Find the training location • Plan for required breaks What else?

  44. Activity: Contingency Planning • How could pre-planning prevent the disaster from happening? • What strategies would you use to overcome this, if it happens during atraining event?

  45. Travel Logistics • Car, plane, or train • Rental vehicle or public transportation • Hotel • Travel Policy

  46. Lesson 4: Delivering Effective Trainings After completing this lesson, you will be able to • describe approaches for effectively opening a training and gaining the audience’s attention; • List common verbal cues and techniques for improved verbal communication; • List common nonverbal cues and techniques for improved nonverbal communication; and • Describe distracting habits, as well as how to avoid them.

  47. Delivery is Important

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