| Adult training atmosphere must be obviously different | | | | 3. Use the resources of the group: In that adult group |
| from that of the traditional classroom. It is really tough | | | | sitting in front of you there is great intelligence and |
| to train adults without boring them. They could not | | | | experience. Identify the resources; ask for the |
| withstand lecture session and more activities may lead | | | | assistance of the group on how it can be utilized to |
| to more boring due to lack of enthusiasm. In any | | | | benefit group objectives (panel discussion, reports, |
| training programs, breaking the ice, raising the interest | | | | session design). |
| levels of the participants is really challenging for a | | | | 4. Center programs on their problems: Tailor your |
| professional trainer. Participants resist involve in the | | | | program to their needs as adult participants, they |
| training program and they find no clue on how to | | | | identify those needs. |
| unlearn the things which they have accumulated during | | | | 5. See yourself as Catalyst, facilitator, or better - |
| their life time education. | | | | manager of learning - not as fountainhead of |
| Here are some tips on how to approach adult training: | | | | knowledge. Adults want help, guidance, not grades. Be |
| 1. Emphasize informality: Ashtrays, type of chairs, | | | | participant centered, permissive and as not evaluative |
| seating arrangement. A U-shaped arrangement of | | | | as possible. |
| chairs is usually effective. Get rid of desks. | | | | 6. Changes in group behavior are accomplished more |
| 2. Use a variety of teaching methods: Action training | | | | by group discussion methods than by a lecture |
| techniques (didactic games, role playing, in-basket | | | | method. We often need social support for new |
| cases, incident process, mazes, demonstrations, etc.) | | | | behavior. Three key ideas are Variety, Informality and |
| are particularly helpful to adults. | | | | real problems. |