Adult Learning Techniques and Methods Application for successful

Many shapings in todays competitive business humanness focus on train to enhance capacity development to their staff in coiffe to compete effectively. The reason that underlies this competition is the emergence of knowledge establish economy that put organizations to task and compete on the basis of knowledge.Therefore, many companies focus on building and equipping their staff with necessary skills and knowledge. It is therefore, a frighten off task to design, develop and plan for the employforce readying interpolation since argon different from children in regard to encyclopedism.As a result of complexity in instructional approach for adult get winding, many knowledge intervention for the Human Resource Development programs fail to distribute the desired results or changes intended by teaching intervention.The area of approach to design of readiness intervention is an outstanding concern beca usance it determines the outcome of those genteelness programs. In this re gard, this paper shall look at best training or cultivation design to be embraced while developing a training intervention for developing workforce. This is because adult learners process information differently than peerless an other and justify special approach.IntroductionOrganizational learning usually aims at capacity development of the organization, individual and occupational. Campbell (2007), defines organizational capacity as the organizational potential to fare that is enabled by its ability to define and realize its goals and objectives in a to a greater extent sustainable and relevant manner.Therefore, organization capacity development shall refer to the processes by which an organization effectively formulate and achieve organizational goals. In order to achieve the desired Organizational capacity through learning, training should focus to realize the ask and goals of the organization.Capacities emphasized in organizational learning are adaptive capacity that enabl es organization to learn and change in response to operational environment sex appeal and operational that aims at equipping the organization workforce up-dated skills and knowledge to carryout daily activities of the organization (Baud, Gerick 1999, 131).Powers (2002), states that in order for the organizational learning to bear fruit and be meaningful, process of learning should be emphasized to ensure quality instruction to the adults in learning session.A quote by Campbell, (2007), says many organizational facilitators have failed to give quality instruction to learners during organizations workshops, seminars and trainings because their content and methodological approach do not match the needs of the learners Therefore, in order to have a meaningful and useful training.A variety of learning techniques and methods are necessary when training and developing adult learners because adult learners process information differently than one another. In this line of thought, the paper shall look at these techniques that should be employed to carter for adult differences in processing the information.Learning objectivesLearning objectives are important because they guide the instructor on the designing, readiness and developing training that is relevant to the needs of the trainees in relation to agenda of meeting the organizational goal. Taylor (2003) notes that slap-up learning objectives should be derived from need assessment conducted.Importantly, learning objectives should be realistic, measurable, time conscious, and take into account the needs of the learner. Using two sets of objectives general objective depicts changes or competencies expected after training while the special(prenominal) objective describes what the trainees should be able to do after undergoing the training, the instructor should formulate content, method and aids to be used (Kraiger, Salas, 1997, p. 272).Organizational learningIn order to have a favored and relevant Organizational training should involve identification of the target group learning mode choice and picking and sequencing of the contents.Identification of the training target group training intervention impart be rendered fruitless if the trainees do not put into practice the training when they go back to their functions resulting from wrong choice of the thespians (Baud, Geric, 1999, p. 95).Therefore correct participants choice is necessary. For example, in some cases the entire department may be selected for training where there are changes in the processes regarding to that department. While in other cases, key person is involved for training for specific task or skills like C.E.O. or managerTraining mode choice its important to remember slue volume and learning task complexity that grass be used to direct the choice for distance or onsite classroom. While mass vs. distributed training, since research indicates that training instruction under distributed practice is retained more and l onger.Selection and sequencing of the content the content should be strictly based on the learning objectives in consideration with course and task analysis. The difficult task should be allocated appropriate and sufficient time. Additionally, learning topic should not come in ad-hoc manner since it may hamper learning.Rest duration is important and dependant on the memory warm-up and psychological fatigue. In relation to rest duration, Armmons (1947), research work indicated that performance efficient may revive between 18%-43% with rest duration of 5-20 minutes after an intensive learning by trainers (Baud, Gerick 1999, p. 294).Training Activities, techniques and methodsThis is central to learning by using of instruction dodging and approach. According to Kraiger and Salas (1997), instructional strategies are set of tools, contents and methodologies which are combined to give rise an instructional approach.In this connection four best principles should be used to create an e fficient instructional strategy relevancy of concepts to be learned, demonstration of the altitudes, knowledge and skills to be learnt by learners and feedback provision to instructors after practice and during practicing the skills come through.The instructional strategy selection is dependant on the instructor, but should choose a variety of strategies to accommodate content delivery, objectives, materials or aids used, and aim to maintain interest of learning. Adults learns best by doing and working in a non-threatening, participators, respectful and informal environment.Principles of adult learning useful for instruction designIn regard to performance improvement through learning, there are six key principles to enhance successful adult learning. These principles integrate the perspectives, models and theories provided by great scholars like Kolb, Knowles, Mezirow and Freire on their take on effective learning.Participation In learning, trainees learn more and esteem the conte nt of the subject matter when they are actively engaged in learning process. While skills best develop by doing and lovable in virtual(a) exercise, group work, simulation, games and discussion.Furthermore participation can be enhanced by facilitating a collaborative environment, role sharing and use of friendly negotiation to encourage sharing of experiences and knowledge. Thus by enhancing positive altitudes and learning atmosphere it corresponds to participation boosting to trainers.Understanding Greater understanding can be enhanced when training starts at the level of the trainee as provided by training needs assessment.Practices and learning activities that can increase understanding to trainers are appropriate use of vocabulary according to trainers level, use of trainers language, avoidance of unnecessary technical jargon (Celinski, 1983), reformulation of ideas in trainers feature words, use of real life examples provided by the trainer and use of learners experience as examples. The checking appliance for the learners understanding is through use of short questions.Feedback Feedbacks are important part of construct process for learning. through with(predicate) feedback the trainees get a sense of their progression towards learning objectives and if not, they strategize how to get there. Feedback should be provided shortly after instruction to enable learners relate to processes they have used.Additionally, learners should be given good reacceptance on their feedback to encourage them to try again. For instance, instructor should use encouraging term like good trail or good attempt even if the trainee has given a wrong feedback.Interest In training intervention, learners interest comes as a result of learners intrinsic motivation. Whereby, the trainee should be made to feel the need to learn and own the goal of training is likely to increase urge to participate and be more engaged.To achieve trainees interest in training intervention, learning ob jectives must be relevant to their needs, Kolb (1979) emphasize that adult learners interest is embedded in their personal histories, vision of who they are and what the want to do. Therefore, to capture the interest of trainees, learning methods should integrate work and studies, theory and practice will provide a more productive learning undertaking by the workforce.In addition to this, adult will only remember or have interest to learn what they consider useful to them and has pleasure to learn it. Therefore, learning should be cantered on the content relevancy in abidance to what adults value with more pragmatic examples like marriage, divorce, parenting, taking a new job, losing a job (Powers, 2002, p. 241).Emphasis Emphasis is attained by steering the attention of learners on the most important institutionalizes that will be useful to make a trainee remember easily. This emphasis should be used to crucial points. Through instructors, repetition, reformulation, examples, summ arizing or asking question gives emphasis to main ideas desired to be attained by use of didactic aids and exercises.This by giving more attention and time to certain concepts, it allows learners to practice and retain skills and knowledge. (Baldwin, Ford 1998 217), state that when a trainee is not able to recall content after a training session, the content is likely to have extend the long term memory, as a result it will not be retained.Results Organizational training intervention aimed at capacity development should make learners feel successful after the training session and enable the employee to plan how to effect and use the skills and knowledge attained in organizational working environment.As a result this learners confidences in his or her ability to cope with work task to a great extend supports performance improving to an individual and organization collectively.The instructor can scaffold the trainees by keeping them informed on their progress, congratulating for good work and more accelerated by issuance of a participatory certificate to the trainees, the certificate will put employee in task of reflecting the theoretical value of certificate to practical world (Baud, Geric, 1999, p.103).Teaching methods and techniquesThe instructional methods designated to have a positive impact to an adult learner, should aim at fulfilling the special characteristics of the adult learner.These characteristics are geared towards achievement of learn (Leadership, Experience, Appeal, Respect and Novel Styles) that makes them realize their need to gain something to be something to do something and to save something in an event of learning (Goldstein, 2003, p. 219). The following general techniques are proposed.Icebreaker good and integrated introduction to achieve a friendly and a relaxed atmosphere in a learning session. Done through adjourning the learning for five minutes and for each member to introduce himself to the person on his right by giving name, where he comes from, hobbies, and interests. Researchers have found out that icebreaker breaks down the formalness of meetings that tends to force shy members into deeper silence.Group Discussion it is evident that people enjoy learning, themselves more when are engaged in discussion groups and can remember well the information discussed in the group.The advantage to the instructor is that he or she has a quicker way to obtain the views of all members. The learners shall have the opportunity to participate in the discussion. Furthermore, learners consider that they are contributing to the goal of progress and that their contribution is being recognized.Brainstorming This is a technique used by the instructor to literally storm a bother to achieve the maximum number of ideas in the shortest possible. The purpose of brainstorming is to stimulate the creative ability of the trainees and improves creative powers.Case Study employing case studies that describes a situation that contains a nu mber of problems and it requires a solution. This gives the trainees a basis and opportunity for studying a situation, analyzing its important aspects, and reaching various conclusions.Team presentations the importance of team presentation is to create a sense of team building and provides an ideal learning and review experience. As a result, the learners shall be able to understand the issue and convey it in a creative and entertainingLearning games this is an activity that is meant to complement the learning experience. Inclusion of a game into a training module allows the trainer to drive home a point in another fashion, thereby increasing the probability of retention and application. Ideally, content retention of new material or a new skill will be more likely if the trainee hears it more than once or practices new behavior several times (Goldstein, 2003, p. 229).ConclusionTo sum up the paper, the paper has discussed and examined the best practices that can facilitate effective adult learning in the context of organizational learning.However, after learning the transfer process may be negative or positive but should be reinforced through follow up- to training activities to scaffold and help the trainees to use the acquired knowledge in work environment. In order to determine effectiveness of the learning evaluation is vital tool of design to be employed.Main areas that should be evaluated are identification of training needs, learning process, learning outcomes, behavioural change, impact on the organizational performance and organizational outcomes.ReferenceGoldstein, I. L. (2003) Training in Organization needs, assessment, development and evaluation pacific groove, BrooksBaud, D. & Gerick, J (1999), Understanding Learning at Work London Routledge.Celinski, D. (1983), Trainers Manual Formulating Training Policy Statements, Training and Development, June.Campbell, J. P. (2007), Personnel Training and Development Annual Review of Psychology, vol. 12, p.565 .Kraiger, K., Salas, E. (1997), Improving Training Effectiveness in Work Organization Mahwah, Erlbaum.Powers, R. (2002). Instructor excellence San Francisco, CA Jossey-Bass.