Getting It Done


In this chapter, you were introduced to the main differences between presenters and facilitators and the implications of those differences for learning experiences. You also learned about how adults learn and about facilitation techniques and strategies that support adult learners.

Exercise 2–1 provides you with an opportunity to identify which adult learning principles are most meaningful to you as a facilitator—and to plan how you will incorporate adult learning principles into your facilitation.

Exercise 2.1: Applying the principles of adult learning.

start example

Listed below are principles of adult learning. Using the following scale, indicate the extent to which you believe and support these principles in your role as a facilitator of learning:

0=not at all

1=to a very little extent

2=to some extent

3=to a great extent

4=to a very great extent.

Then, in the right-hand column, indicate how or what methods you will use to incorporate that principle in your facilitation on learning.

Principle

Rating

Methods

Learner readiness is critical to success.

0

1

2

3

4

Adults learn best when they are actively participating in the learning rather than being passive recipients.

0

1

2

3

4

Adult learners are responsible for their own learning and are capable of self-direction.

0

1

2

3

4

Making mistakes is another way adults learn.

0

1

2

3

4

Adults learn by associating new information with what they already know.

0

1

2

3

4

Although adult learners use all their senses (sight, hearing, touch, smell, and taste), individuals usually have a dominant or preferred sense upon which they rely for learning new things.

0

1

2

3

4

Less is more.

0

1

2

3

4

Theory is important to understanding—an important prerequisite to learning—but it must be presented in the context of the job and applicability to real-life situations.

0

1

2

3

4

Orientation to learning is life- or work-centered for adults; therefore, practice is critical.

0

1

2

3

4

Adults want and need feedback.

0

1

2

3

4

Adult learners have individual differences.

0

1

2

3

4

Adapted from Mitchell, G. (1998). The Trainer’s Handbook: The AMA Guide to Effective Training, 3d edition. New York: AMACOM.

end example

In the next chapter, you will explore more deeply the two roles of learner and facilitator: For learners, you’ll explore learning styles and preferences; and for facilitators, you’ll learn more about competencies, multiple facilitator roles, and ways to assess facilitation quality.




Facilitation Basics
Facilitation Basics (ASTD Training Basics)
ISBN: 1562863614
EAN: 2147483647
Year: 2003
Pages: 82

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