Learning patterns/Best practices in training adults

What problem does this solve?

An untrained teacher volunteers to train adults in a new skill, such as editing Wikipedia or taking better photographs, but does not know how best to go about it. The difference between making a presentation and training a class of learners is not clear to the new teacher who falls back on giving a presentation instead of training. The other part of the problem is that WHAT to train is completely different from HOW to train.

What is the solution?

It is important to acknowledge the differences between making a presentation and training someone. Listeners to a presentation need only to be able to follow and understand, whereas trainees need to be able to DO something at the end of the session. Imparting a new skill (as a trainer) and learning how to do it (as a trainee) are both much more difficult than either explaining clearly or understanding generally. The measures of success are the trainees' competence and confidence at the end of the session.

Here are some guidelines for:

• training adults (specifically adult learners’ existing knowledge, life experience and learning preferences);
• deciding what to teach and why;
• distinguishing between content and methodology (what versus how);
• some considerations when teaching adult women.

General considerations

• Outcomes and expectations
• Knowledge, Skills, Attitudes (KSA)
• Course content
• Training methodology and a training model
• Adult women trainees

When to use

Refer to the Guidelines when confronted with a new teaching task, especially when you are not clear on the differnce between content and methodology.

• Guidelines for training adults: principles and practice: