Even at the simplest level of required knowledge acquisition the old fashioned “chalk and talk”, where a trainer interacts with the audience in one direction with a frightening array of slides, the content of which is the same as the words spoken, is useless.

Adults learn nothing at all when subjected to this kind of training.

They may be stimulated by the presentation, engaged by the graphics and motivated by the speaker, but the chance of them remembering what is being taught is very slight.

So what should be included in a training programme for adults?

The elements of a training programme that help adults to learn include:

• Being engaged in the development of the training programme
• Repetition to aid processing short term memory into long term memory
• Making connections between the learning and items already in long term memory to aid processing items being learnt from short term memory into long term memory
• Making training immediately of use to get high levels of acceptance
• Making training experiential, allowing for periods of reflection

• Concrete experience
• Observation and reflection
• Formation of abstract concepts
• Testing in new situati
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  ting their training dollar.

  Even at the simplest level of required knowledge acquisition the old fashioned “chalk and talk”, where a trainer interacts with the audience in one direction with a frightening array of slides, the content of which is the same as the words spoken, is useless.

  Adults learn nothing at all when subjected to this kind of training.

  They may be stimulated by the presentation, engaged by the graphics and motivated by the speaker, but the chance of them remembering what is being taught is very slight.

  So what should be included in a training programme for adults?

  The elements of a training programme that help adults to learn include:

  • Being engaged in the development of the training programme
  • Repetition to aid processing short term memory into long term memory
  • Making connections between the learning and items already in long term memory to aid processing items being learnt from short term memory into long term memory
  • Making training immediately of use to get high levels of acceptance
  • Making training experiential, allowing for periods of reflection
  Many models exist which help articulate how humans learn. Kolb described, with Fry a model where humans go through a four step process of learning:
  • Concrete experience
  • Observation and reflection
  • Formation of abstract concepts
  • Testing in new situat
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    d of training.

    They may be stimulated by the presentation, engaged by the graphics and motivated by the speaker, but the chance of them remembering what is being taught is very slight.

    So what should be included in a training programme for adults?

    The elements of a training programme that help adults to learn include:

    • Being engaged in the development of the training programme
    • Repetition to aid processing short term memory into long term memory
    • Making connections between the learning and items already in long term memory to aid processing items being learnt from short term memory into long term memory
    • Making training immediately of use to get high levels of acceptance
    • Making training experiential, allowing for periods of reflection
    Many models exist which help articulate how humans learn. Kolb described, with Fry a model where humans go through a four step process of learning:
    • Concrete experience
    • Observation and reflection
    • Formation of abstract concepts
    • Testing in new situat
      S Corporation Requirements
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      n the development of the training programme
    • Repetition to aid processing short term memory into long term memory
    • Making connections between the learning and items already in long term memory to aid processing items being learnt from short term memory into long term memory
    • Making training immediately of use to get high levels of acceptance
    • Making training experiential, allowing for periods of reflection
    Many models exist which help articulate how humans learn. Kolb described, with Fry a model where humans go through a four step process of learning:
    • Concrete experience
    • Observation and reflection
    • Formation of abstract concepts
    • Testing in new situat
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    • Making training experiential, allowing for periods of reflection
    Many models exist which help articulate how humans learn. Kolb described, with Fry a model where humans go through a four step process of learning:
    • Concrete experience
    • Observation and reflection
    • Formation of abstract concepts
    • Testing in new situations
    They further went on to describe Kolb’s four learning styles.

    Other learning models reflect similar patterns of activities in a linear or circular series.

    The problem with the manner in which these models have been applied to training, though, is that the training is still delivered in a linear fashion, following the model slavishly.

    Real life, however, is complex. Stimulation of thought comes from many different directions causing us to make judgements on different planes and skipping steps to resolve issues that challenge us.

    Training developed in a linear fashion, in my experience, does not deliver the depth of learning required by adults to actually change behaviour. In corporate life the objective of training is usually not to be drilled on say, technical knowledge, but to change behaviour.

    Lessons can be learnt from the defence forces and the aviation industry when it comes to adult learning.

    Repetition is used to drill into the minds of learners those things which are no to be forgotten. However, to train people to make judgements when many pieces of information are arriving at once, they use flight simulators and war games to make the training as life-like as possible.

    Recruits for the defence force are put into situations without great fanfare and preparation, other than perhaps an overview of their situation and their objective.

    There is no linear path into what the