1. Trainers have to understand Adult Learning Principles
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2. Zen the Art of Learning
A university prof essor went to visit a Zen master
at a temple in Japan. As he was seated f or tea
with the master, the prof essor began talking. On
and on the prof essor went without a pause. As
the prof essor talked, the master poured tea.
Suddenly the prof essor jumped up, realizing that
the tea has overf lowed the cup, the saucer, and
was in his lap. Yet still the master poured.
“Stop!” “What are you doing? ” The master
looked up and said, “Just as the cup can hold no
more tea when it is f ull, how can I teach you
when your mind is already f ull . (B
raham, 1995)
Unit Two Slide 2

3. Adults retain
• (
)% of what they hear
• (
)% of what they see
• (
)% of what they hear and see
• (
)% of what they see, hear and say
• (
)% of what they see, hear, say and do
Unit One Slide 3

4. Adults retain
• ( 20 )% of what they hear
• ( 30 )% of what they see
• ( 50 )% of what they hear and see
• ( 70 )% of what they see, hear and say
• ( 90 )% of what they see, hear, say and do
Unit One Slide 4

5. Adult Learning Principles Trainer’s Version
Learners learn best
when…
The trainer’s role is to….
1. They feel valued and
Elicit and affirm learner’s
respected for the
experiences and
experiences and
perspectives
perspectives they bring
to the training
situation
Training strategies include
Ask learners to respond to
questions before
providing them with
answers
2. The learning experience
is active and not
passive
Actively engage learners in Include a variety of
their learning experience
methods: case studies,
role plays, demonstration
through which learners
practice implementing
new skills
3. The learning experience
fulfill their immediate
needs
Identify learner’s needs
and design training
content and methods that
meet these needs and are
directly relevant to
Conduct a pre-training
assessment to determine
learner’s needs and design
the training course
Unit One Slide
according to those needs 5

6. Adult Learning Principles Trainer’s Version
Learners learn best
when…
The trainer’s role is to….
Training strategies include
4. They accept
responsibility for their
own learning
Establish and enforce
group norms that create
an environment of
individual and group
responsibility for learning
Ask learners to commit to
monitoring themselves
and the group and raise
concerns when people are
not following group norms
5. Their learning is self
directed and meaningful
to them
Involve learners in
deciding on the content
that will be covered during
the training course
Ask for learner’s
expectations for the
course before presenting
the agenda and find ways
to adapt the agenda to
meet their needs
6. Their learning
experience addresses
ideas, feelings and actions
Use multiple training
methods that elicit
knowledge, attitudes and
skills
While designing the
course, keep a list to make
sure you are employing a
variety of methods
Unit One Slide 6

7. Adult Learning Principles Trainer’s Version
Learners learn best when…
The trainer’s role is to….
Training strategies include
7. New material is related to
what learners already know
Use training methods that
enable learners to integrate
new material and establish a
relationship with existing
information
When introducing new
information, ask what
learners already know and
then link the new
information to existing
knowledge
8. The learning environment
is conducive to learning
Take measures to ensure
that the physical and social
environment (training space)
is safe, comfortable and
enjoyable
Have music playing when
learners enter the room
Use a variety of activities to
facilitate learning similar
concepts through different
means and ensure prompt,
reinforcing feedback
Design icebreakers,
energizers and closing
activities to introduce or
reinforce content from the
session
Summarize what
participants just learn before
moving on to a Unit One Slide 7
new topic
9. Learning is reinforced
Check with learners about
the room temperature

8. Adult Learning Principles Trainer’s Version
Learners learn best when…
The trainer’s role is to….
Training strategies include
10. Learning is applied
immediately
Provide opportunities for
learners to apply the new
information and skills they
have learned
Design activities so that
once participants learn new
information or skills, they
practice applying them
immediately
11. Learning occurs in small
groups
Use small-group training
methods that encourage
learners to explore feelings,
attitudes and skills with
other learners
Divide participants into
small groups to research
new information, discuss indepth content or practice
applying new skills
Unit One Slide 8

9. Adult Learning Principles Trainer’s Version
Learners learn best when…
The trainer’s role is to….
Training strategies include
12. The training values their
contributors as both a
learner and a teacher
Encourage learners to share
their expertise and
experiences with the trainer
and other learners
Begin the training course by
acknowledging that trainers
do not know everything and
there is a lot of collective
wisdom and experience in
the room
Remember to ask learners to
respond before providing
answers
If someone asks a question
and you don’t know the
answer ask learners if they
know or could find out
Unit One Slide 9

10. Golden Rules of ParticipatoryTraining
1.Be clear about what you are trying to accomplish
• Present the learning objectives at the beginning of training
course
• Learners should know
–
–
–
what is expected of them
what they should know
what they are able to do at the end of the course
2.Less is more
• It is better to spend more time on fewer topics so that learners
have adequate time
– to absorb and reflect on new information
– and to practice new skills.
Unit One Slide 10

11. 3. Ask, don’t tell
• Instead of telling learners what they need to know, get them actively
involved in the learning process by
–
–
–
asking them to share experiences and perspectives,
posing discussion questions,
and encouraging participation in learning activities.
• (Learners will be more likely to remember new information and
apply it outside of the training if they discover it themselves rather
than have it told to them)
4. It’s not about you
• Remember, the training course should be learner-centered, and not
trainer-centered.
• As a trainer, the point is not to demonstrate how knowledgeable or
skilled you are regarding the topic at hand.
• Instead, your role is to ensure that the learners are meeting the
course objectives
Unit One Slide 11

12. Golden Rules of Participatory Training
5.Appreciate diversity
• Everyone comes to a training course with diverse life
experiences and perspectives.
• Encourage learners to participate and interact so that they can
learn from each other.
6.. Practice makes perfect
• Integrate opportunities throughout the training course for
learners to apply new knowledge and practice new skills.
• The more comfortable they become with new information or
skills during a training course the more likely they will use
them outside of the training
Unit One Slide 12

13. Golden Rules of Training
7. Simple to complex
• Start with simple information or skill building activities,
• Allow learners to develop confidence in their understanding of the
information or their ability to perform the skil l
• then gradually add new, more complex information or skill
development steps.
• (Always try to build on existing knowledge and skill levels)
8.. Safe to risk-taking
• Avoid sensitive or emotionally charged topics and activities that may
place a learner in a position outside of his/her comfort zone early in
the training course
• Start with safe activities that foster trust and information-sharing
among group members,
• gradually integrate risk-taking activities such as role plays, and
Unit One Slide 13
sensitive topics as the training progresses

14. Golden Rules of Training
9. Group supported to solo
• Start with activities that encourage group members to help
each other uncover new information and develop new skills.
• Gradually move towards activities that require independence
as learners become more comfortable with their grasp of the
content and skills
10. Repetition of facts and skills in diverse and
interesting ways
• Enable learners to develop mastery over new information and
skills by creating various opportunities for that information to
be repeated and those skills to be practiced
Unit One Slide 14

15. Golden Rules of Training
11. Don’t do what the learner can do; don’t decide what the
learner can decide
• As appropriate, let go of having complete control of the
group.
• Allow the learners to be in charge of their own learning
• Support newfound autonomy that occurs with the mastery of
new in formation and skills.
12. Consider use of other training materials and
methods
• Always think about the learning needs of the group
• Adapt training curricula and activities to best foster learning
among the group.
Unit One Slide 15