I hope you are all doing well!
To this point, we have covered a good deal of theory, compared pedagogy and andragogy, have an understanding of the andragogical process model, considered andragogy in practice, and looked into andragogy from the perspective of teachers’ experiences and from the Human Resource perspective.
With all of that background, let’s see how we are doing by self-diagnosing our background and abilities. Knowles offers us a Self-Diagnostic Checklist in chapter 16 that should help us gauge and evaluate some of our own perceived competencies as adult educators and trainers. I will share the chapter with you now and will offer some further videos and research on training below.
First the Core Competency Diagnostic and Planning Guide:
This week I have two chapters for you to look over. You will get a sense immediately of whether or not this information will be of value to you. The first is a learning style inventory. It is important to note that this is not the same sort of “learning styles” you have been exposed to in the last number of years suggesting that students were visual, auditory, or kinesthetic learners (that has long been debunked). This learning inventory is more of a self-assessment for facilitators and trainers. If this is a role you perceive taking on in some capacity, this might broaden your perspectives and understandings in some way.
The next chapter describes a study that speaks to the 12 most common training delivery problems novice trainers experience and expert solutions to these problems. The abstract reads:
The authors surveyed 371 trainers who were asked to recall training
delivery problems or difficulties they experienced as novices. The
analysis of their 1,098 responses conclude that novice trainers faced
12 common training delivery problems. Twenty expert trainers were
subsequently surveyed and asked to present successful strategies for
dealing with the 12 training delivery problems. The analysis of their
responses concludes with a synthesis of the common training delivery
problems experienced by novices and the experts’ advice on how
to solve these problems.
Once again, you will know to what extent this is of value to your own endeavors. Regardless, it is something with which you should be familiar as someone with expertise in the field of adult education. So I would urge you to at least look at this.
As always, Knowles’ work is a bit dated now in dealing with what was available as far as our technological environments and the availability of a variety of technologies. Thus we do have to interpret some of the results in terms of the environments we are working in. Even so, the basics or the fundamental human interaction questions continue to be relevant.
I already know some of you will be interested in this next section because of your intention of doing training sessions. Training sessions might take place in any number of institutions or environments. These trainings might be in schools for teachers, in communities for adult learners, in business or industry settings, face-to-face, or online. Having some knowledge of training might be of importance. Along with the Training Delivery chapter, the following videos will, I hope, give you a great start in furthering your understanding in the area of training.
Here is Knowles’ chapter on training.
While helping employees gain new skills and knowledge, workplace training also allows organizations to develop new and better processes to increase productivity. This insightful and instructive program is hosted by David Kay, owner of a successful training business with over 20 years of experience in workplace training worldwide. Viewers follow a trainer and manager as they create, organize, facilitate, and review a training plan. Full of simple tips and useful ideas, the video will give facilitators the knowledge and skills they need to deliver high-quality, relevant training services. Viewable/printable educational materials are available online. (17 minutes)
This program is designed for managers and supervisors who have to deliver short technical or informational training sessions to their team. The user-friendly and enjoyable format will help viewers discover how to use adult learning principles to design a session. (12 minutes)
Training is a task many people must do from time to time, even though they have little experience and may feel stressed at the prospect. The ten simple steps in this video can make a big difference to the success and smooth running of your session even before it has begun. Topics covered include logistics, refreshments, technology, training resources, advising attendees, making the introduction, personal presentation, positive visualization, environmental check, and greeting participants. Viewable/printable educational materials are available online. (16 minutes)
Differentiating between training and development, this program discusses forms of training, including on-the-job training, off-the-job training, coaching, and mentoring and considers the importance of conducting a training needs analysis.
Whether you run a small company or a team in a large organization, this program will show you where to start in developing a training plan. Learn how to analyze training needs, plan appropriate training sessions, and evaluate outcomes. (15 minutes)
Bob Riefstahl is the founder and managing partner of 2WIN! Global, a business training and consulting firm. In the 12 years since he left a successful career as vice president of sales for a large company to start his own venture, Bob has built his client base to profitability—a list that includes some of the most important software and technology companies in the world, including Microsoft, SAP, Oracle, HP, and IBM. In this program, Bob discusses how getting published adds to your credibility; how to get paid for your value, not simply for your time; how to work with domestic and international clientele; how to identify client needs; how to present to clients and close deals; secrets of perceived value and successful training; how to get contracts with big companies; and more. (78 minutes)
Second Response Set (continued):
Question Seven: Now that we have looked at the andragogical process model, looked into contracts, considered such things as motivation and personal interactions, I ask that you try to tell me how these many aspects of andragogy might, or might not, play into your own teaching design if you were asked to create a training session of the topic or area that you are learning on your own. In other words, try to connect your personal ‘work-in-progress’ work to what we have been learning about andragogy and discuss how any aspects of the andragogical process might, or might not, enhance teaching your topic to others. Hopefully, this will be a way to meaningfully consolidate some of the ideas we have been learning about. Also, please keep in mind that this doesn’t have to be lengthy, there are no right or wrong answers here, and you don’t have to agree with things that Knowles espouses.
I am very curious to see how you are tying things together.
I hope you are continuing to find joy in your project work.
Until next time, have a great week!