Continuation…

Key Characteristics of Adult

Learners
Principles, Learning Styles, and Competency Dimensions
 INTRODUCTION
• "Overview of Presentation: We'll explore the key characteristics
of adult learners and effective teaching strategies."
• "Purpose of Presentation: To equip you with insights into adult
learning principles and training material design."
• "Structure of Presentation: We'll guide you through essential
topics for a comprehensive understanding.
Key Characteristics Of Adult Learners
RELEVANT TASK-ORIENTED

Adults want learning to be They prefer practical, task-

meaningful to their lives. focused learning.

Participation Friendliness

Adults appreciate two-way Learning environments should

communication and engagement. be positive and low stress.

Varied Experience

Demonstrations, case-studies, Adult learning should build

role play; not just lectures upon their prior experiences.
Key Characteristics Of Adult Learners

TASK-
RELEVANT
ORIENTED
Adults want learning to
They prefer practical,
be meaningful to their
task-focused learning.
lives.
Key Characteristics Of Adult Learners

Participation Friendliness
Adults appreciate two-way Learning environments
communication and should be positive and
engagement. low stress.
Key Characteristics Of Adult Learners

Varied Experience
Demonstrations, Adult learning
case-studies, role should build upon
play; not just their prior
lectures experiences.
Principles of Adult Learning
(Sullivan et al. 1995):
Principles of Adult Learning (Sullivan et al. 1995):

Learning
Readiness: Adults
learn best when they
are internally
motivated.
 Principles of Adult Learning (Sullivan et al. 1995):

Building on Prior
Knowledge: Learning
should connect to
existing knowledge and
experiences.
 Principles of Adult Learning (Sullivan et al. 1995):

Learning Needs:
Adults learn more
effectively when they
understand what they
need to learn.
 Principles of Adult Learning (Sullivan et al. 1995):

Variety of Training
Methods: Different
methods and techniques
should be used for
effective learning.
 Principles of Adult Learning (Sullivan et al. 1995):

Practice in Controlled
Situations: Initial practice in
controlled environments
enhances skill acquisition.
 Principles of Adult Learning (Sullivan et al. 1995):

Repetition:
Mastery requires repeated
practice.
 Principles of Adult Learning (Sullivan et al. 1995):

Feedback:
Timely, positive, and
nonjudgmental
feedback is essential
for learning.
 In LO 1 of this competency, we discussed about the different learning styles. This
affect how trainees, gather, organize and think about the information they acquire from
learning. A deeper understanding of each of the learning style will help you vary the
activities both in facilitating learning Since you are sessions and in developing your
learning materials. developing a learning material which will cater to a wider audience,
you should consider how trainees with different learning style learn.
Nine events of
instruction
 Nine events of instruction
The sequence of learning activities in the session plan was
guided by the nine events of instruction. In developing your
CBLM, it will likewise be helpful to think of the Robert
Gagne's nine events of instruction as a guide. The following
suggestions may be incorporated into the CBLM to ensure that
these steps are addressed and the module provides activities for
self-paced learning.
 Nine events of instruction
Capture the learners attention at the start of
each topic or learning activity by using
such things as:
□ A thought provoking question
□ Storytelling
Gain Attention □ Interesting facts
□ Case studies
The introduction of every learning content
should be structured such that it catches
the attention of
the trainee.
 Nine events of instruction
Providing the learner with specific,
measurable objectives that guide them
in the learning process and assist the
learner to organize their thoughts
Inform around what they are about to learn.
Learners of what standards. Well framed
Objectives objectives use
specific verbs like:
 Nine events of instruction
□ list
□ identify
□ state
□ describe
□ define
Inform □ solve
Learners of □ compare and contrast
Objectives □ operate

Avoid broad objectives such as know,

learn and
understand.
 Nine events of instruction
This allows the trainees to build on their
previous knowledge or skills. It is easier
for trainees to encode and store
Stimulate
information in long term memory when
Recall of they can make linkages to their previous
Prior experiences and knowledge.
Knowledge The introduction of the information sheet
should contain the recall and rejoinder.
 Nine events of instruction
Chunk the information and organize it to
appeal to the different learning style.
Present the
Material
 Nine events of instruction
This is not the presentation of content. It
is assistance to facilitate the long term
storage of the new knowledge.
Provide
guidance
for learning
 Nine events of instruction
Provide the opportunity to practice by
providing an opportunity for the learner
do something with the newly acquired
behaviour, skills, knowledge. Repetition
Elicit increases retention. For knowledge
performance content, our CBLM format recommends
the use of self-checks and for skills, you
should provide a well structured task
sheets, operation sheets and job sheets.
 Nine events of instruction

As learners practice it is important to

provide timely
feedback on their performance. This
Provide feedback needs to be specific, not, "you
are doing a good job" Tell them "why"
feedback they are doing a good job or provide
specific guidance on how they can
improve.
 Nine events of instruction

Your CBLM should provide answer keys

to self-
checks and Performance Criteria
Provide Checklist. This will allow self-evaluation
and peer evaluation trainee's immediate
feedback feedback to which are practice. The
trainee should, however, give his
feedback to every performance of the
trainee based on the assessment criteria.
 Nine events of instruction

On completion of learning
Assess activities learners should be given
performance the opp opportunity for
assessment.
 Nine events of instruction
Learners should be encouraged to plan the
application of the learning and to consider how
to maintain competence into the future. They
may also be encouraged to review the learning
Enhance process they have just completed.
For every competency, there should opportunity
retention to integrate tasks learned in all Learning
and transfer Outcomes of the competency. Sheets with
different conditions should developed to give the
trainee an opportunity to shift or adjust as the
condition changes.
 Dimensions of competency
● Competency Dimensions
- Task Skills
- Task Management Skills
- Job Role and Environment Management Skills
- Contingency Management Skills
● Common Focus in Learning Materials
- Often, learning materials prioritize task skills and task management skills.
- Job role and environment management skills are sometimes overlooked.
- They are typically emphasized in the context of occupational health and safety practices.
● Importance of Addressing All Dimensions
- Encourages holistic skill development.
- Trains individuals to recognize their responsibilities.
- Especially emphasizes environmental awareness and adaptability.