CAREWARE TRAINING
Adult Learners
Approach
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Getting It Done
Framework
Concepts vs. Recipes
Content
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Characteristics of Adult Learners
Motivators and Barriers to Learning
Learning Process:
 Motivation
 Reinforcement
 Retention
 Transference
Adults As Learners
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Autonomous and Self-Directed: Get input and focus on
facilitation. Guide to knowledge rather than supplying
facts.
Life Experience & Knowledge: Connect new with old
Goal-Oriented: Outcomes are presented and steps to
achieve them are clearly defined
Relevancy-Oriented: Be clear about importance
Practical: Not necessarily interested in knowledge for its
own sake
Respect: Treat as equals and acknowledge experience
Motivators
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Social Relationships: meet new people
External Expectations: compliance and fulfilling
expectations
Social Welfare: improve ability to serve and
participate in the community
Personal Advancement: achieve higher status
Escape/Stimulation: relieve boredom, break routine
Cognitive Interest: learn something new
Which motivators apply to your situation?
Barriers
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Multiple responsibilities
Lack of time
Low interest
No confidence
Scheduling problems
Which of these barriers apply?
Enhance motivators and decrease barriers
Tips
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Learning is continuous
People learn at their own speed
Positive reinforcement
Proper timing
Stimulate as many senses as possible
Motivation
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Set a tone for the lesson: Friendly, open atmosphere
Set appropriate level of concern: Adjust tension to
meet the importance of the objective
Set an appropriate level of difficulty: High enough
to challenge without frustrating participants through
information overload
Predict and reward participation and success: Have
expectations
Reinforcement
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Positive reinforcement is generally used when
teaching new skills
Negative reinforcement help to eliminate certain
behaviors
Use frequently and regularly early in the process
to promote retention of knowledge
Later on use reinforcement only to maintain
consistent and positive behavior
Retention
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Instructor is not finished until the learner has been
assisted with retention
In order to retain, must see a meaning or purpose
for the information
Must be able to understand, interpret, and apply
information
Retention improves if initial learning goes well
After students demonstrate ability to perform,
encourage them to practice to retain the information
Transference
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Ability to use the information in a new setting
Association: participants can associate the
information with something they already know
Similarity: information is similar to what participants
already know, revisits a logical framework/pattern
Degree of original learning: high original learning
leads to high transference
Critical attribute element: information learned
contains elements that are critical to the job
Content
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Characteristics of Adult Learners
Motivators and Barriers to Learning
Learning Process
 Motivation
 Reinforcement
 Retention
 Transference
Application
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When do you see yourself needing to train others?
How do you envision the training environment?
What do you need to be successful?