AGRICULTURAL PERSONNEL MANAGEMENT
NEWSLETTER

There is no precise recipe for effective adult training. However, awareness of certain adult learning principles, and specific training approaches in response to these "truisms," should strengthen your instruction skills.

Adult learners generally have lower energy levels and slower reaction speeds than youth. In exercises you include in training, avoid imposing time limits; emphasize self-pacing. Note when nearly all trainees have finished an exercise, then allow another minute. To help hold trainees' attention, build in "changes of pace" every 6 to 8 minutes. Vary your inflection (pitch, tone) in speaking.

Vision and hearing abilities also weaken with age. Provide strong sensory signals (volume, lighting). Minimize distractions.

Use a variety of learning forms or senses (hearing, visual, actions). Lectures, visual aids, and discussion accomplish much higher learning levels (retention) than solitary lecture.

Adults have increasing self-reliance and independence, and rely increasingly on prior knowledge and experience. Stress participatory techniques that tap experiences.

Many adults underestimate their learning ability; they lack confidence. Be supportive. Rely less on critical risk-taking in planned learning activities, and give frequent positive feedback. Consider asking trainees as many questions as you give answers.

Adults pursue accuracy rather than speed. Organize verbal teaching into clear steps. Proceed gradually from simple ideas to more difficult concepts.

Adults are oriented toward solving immediate problems and making immediate application. Use content with near-term usefulness and immediate, practical application.

Adults' individual differences are more pronounced than those of younger learners. Review earlier subjects. Adults' short-term memory declines while long-term memory improves. Use memorable words, experiences, and concepts which make strong impressions.

For greatest impact in instruction, frame an introduction and conclusion. Practice, and consider memorizing, these parts of the program.

An effective introduction should include an "ice breaker," an opener, the objectives/expectations, the program's benefits, and a preview. An effective introduction should be fun or humorous, audience centered, relevant, fast paced, and non-threatening.

Effective conclusions should be about two minutes long, and contain a summary, benefits, link to the introduction or theme, and an opportunity for closure. An effective conclusion should be motivational, personal, polished and "power-packed."

In trying training techniques, consider these hints.

LECTURE .... In lectures, consider arranging a "relevance checkup" where you stop periodically and have a trainee describe the on-the-job relevance and benefit of your current topic. Determine a case around which you can organize the lecture. Periodically describe/discuss parts of the case.

Lectures may be the best training technique if most of the trainees have little knowledge of the subject. Teaching laws and regulations is an example where lecturing may be the preferred technique, as the level of knowledge is often low regardless of the trainees' level of formal education.

GROUP DISCUSSION .... Lectures can become group discussions. Consider setting ground rules, such as one conversation at a time. It is natural trainees with higher levels of knowledge will be group leaders, trainees with less knowledge tend to listen.

You may have to deal with challenging trainees who are "talk hogs," "resentful," "hecklers," "subject matter experts," or the "quiet type." Try various control methods for trainees who test you. Forming small activity groups, with rotating group speakers, may help draw out the "clams."

If possible, talk one-on-one with resistant or negative trainees before the program. One approach could be describing the basic content of the program and asking how it could be better tailored.

Other ways to motivate learning "resistors" and difficult "know-it-alls" could include asking experienced employees for input on program design. Consider asking more knowledgeable trainees to share their experiences and ideas at key points in the program. Use this technique sparingly. It only takes one or two requests for input to improve the "know-it-all's" feeling about the class. Two many requests will seem unnatural to everyone.

CASE STUDY .... Find an article, editorial, or appropriate video or TV clip, to use as a case study. Limit written case studies to 1 page.

Vary your approach. Create a case-study audiotape of a description or conversation, perhaps in another person's voice. Consider asking trainees for a case study, or bring in a guest with a real life challenge.

ROLE PLAY .... Some trainees enjoy these exercises-- others learn by watching. Consider using a "pause button" where at any time you can stop the role play for discussion. Permit members to take a time out to consult with another trainee who advises but does not directly participate in the role play. After a pause, reserve the right to "rewind" the role play to let the participant redirect the conversation.

PANEL DISCUSSION/OUTSIDE EXPERTS .... Consider delegating some part of the training to "experts." Bring in a manager to reinforce the value of the material, or to provide the "big picture." Have a local professional deliver a section for which they have expertise. Limit panels to 3 or 4 people. Have an able moderator keep the program focused.

Consider these guides in designing overheads, flipcharts, and other visual aids. Ask yourself "How can I represent this visually?" Minimize details. Remember the "aid" in visual aid.

In keeping text simple and readable, limit lines at 6, with no more words, or 25 characters, per line. Keep lists of information parallel. Use titles. Use italics with caution as italicized information is evidently retained less than other print types.

Overheads should be easily read 6 feet away. Flipchart letters should be 2 inches tall for every 15 feet from the "back row." Slides should be easily read at arm's length.

In design, visuals should have "white space" to the extent they're 40 percent blank. Maintain consistency in design; borders on all overheads, for example.

In delivering information, remember to involve the group. Move around and make eye contact. Overhead transparencies with "flip frames" allow you to have key notes written along the margins. Point to the glass, and lay a pointer on the overhead to preclude movement. Place "revealing" paper under transparencies.

Creatively emphasize flipcharts with color. Turn from the middle of the bottom. Use masking tape tabs.

Preview videos at least twice prior to training. Consider stopping the video periodically to help participants digest essential ideas and enhance involvement throughout the training.

Consider making your own video. Outside production could cost $800 per minute or more. You can "update" videos by turning the volume down, with you doing a "voice over."

Videos add valuable material to training events that isn't easily obtained otherwise. Such material may include "real life" scenarios, rapid, vivid presentation of material, or interviews with experts.

Situations and people depicted in videos can be very realistic and closely relevant to the participants' experience and the training objectives. Videos generally cover a digestible amount of material, at suitable levels of detail.

Despite limitations, one of the most efficient and immediately accessible evaluation methods is the post-session evaluation. (Another revealing evaluation technique is to videotape one of your presentations). Written evaluations should be short. Prioritize questions and ratings that have the highest payoff for your specific training methods and objectives. Below are examples of content and presentation rating items, and open-ended questions.

Reference: Notes from Fred Prior Seminar, "Training the Trainer," Monterey, CA, September 11, 1995.

Strongly Agree     Agree     Neutral     Disagree     Strongly Disagree

(Rating)            5                      4               3                   2                         1

_____Manual reinforced material well.
_____Concepts well organized/easy to follow.
_____Achieved stated objectives.
_____All components of the course were relevant/useful.
_____Demonstrated expertise with material.
_____Presentation interesting with variety.
_____Clarified material when trainees appeared not to understand.
_____Appropriate amount of class participation
             (If disagree - _____Too much? _____Too little?)

Open-Ended Questions:

What did you like best about this session?

The next time this session is delivered to a similar group, what changes could be made to improve it?