Adult Learning While training programs can be purposeful, successful learning experiences, the adult learning strategies employed in Ronin’s Sales and Leadership Development Workshops creates a different dynamic. Here are some of the differences: |
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Conventional
Training Focus: Imparting information, skills, knowledge |
Adult
Learning Focus: Improving performance and results |
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Trainers are responsible for successful learning: Trainers run activities, manage time, and intervene in team activities to make sure participants learn | Participants are accountable for their own learning: Participants self-manage their own learning – running groups, managing their own time, completing assignments, preparing and presenting reports | |||
Trainers are the “experts” in what participants don’t know | Participants are the “experts” in what they do know, collectively | |||
Teaching perspective: “One right way” to do things | Learning perspective: “Many right ways” to accomplish goals | |||
Training activities are often designed to “keep participants happy” and motivate participant interest, compliance with the program agenda, and willingness to participate | Learning experiences encourage personal advocacy, vulnerability, taking risks and making tough decisions under time pressure without all the needed information – what participants actually experience in their jobs | |||
Content is presented prescriptively (“Here’s what you should do”). Participants who don’t “accept” content can be implicitly “wrong.” | Content is presented from a descriptive (“here’s how things work”) rather than prescriptive (“here’s what you should do”) perspective. Participants are empowered to make choices about actions and consequences. | |||
Training is often “dumbed down” to level of lowest skilled/ capable participants | No pre-set boundaries for what people can learn – more skilled/ capable participants teach and coach less skilled/ capable participants | |||
Feedback is often “kind” and “polite,” so as not to make colleague’s “wrong.” | Participants receive (and share) honest, supportive feedback from their peers and from knowledge/ practice experts. | |||
Typical
outcomes: Covert to overt resistance to being “trained" Low transfer of classroom, and knowledge back to work environment |
Typical
outcomes: Increasing accountability for personal learning over the course of the learning Higher application of what was learned back to the work environment |