For years, I was assigned to train classes ranging from 12 to 40 adults with very complicated topics, and counter-intuitive job procedures. As you can surmise, this takes a toll on a trainer and his or her class at an emotional level. I will tell you now, that the only way to succeed with an assignment like this is to do so as a single cohesive team. Your class will have to learn to train along with you. In time, I had learned that it was best not to view a class as students, but instead as training advocates. This minor shift in perspective will not only revise any insufficient Training methods; it could mean the difference between several post-training job losses vs. employed assets.
For a Trainer, nothing brings about a greater sense of joy, than seeing his or her class succeed. With that being said, here are the 6 tips you need to know when Training a class of adult learners:
Include Why
Why will always reinforce the what. We are an inquisitive species; we simply are not satisfied with “Do this because I say so.” Any 2 year old will show you just how the word Why is one of the most used words in the English vocabulary. As soon as we know why; we transition from subordinates of an ambiguous directive to advocates of a cause.
Assign Faster Learners to Assist Slower Learners
Those of us that have trained classes over several weeks at a time have all experienced the same daunting challenge: How to keep the faster learners engaged and stimulated, and the slower learners on pace with the curriculum.
My experience has shown me that faster learners learn… well fast, but do not usually retain well. Slower learners learn slower, but because of the repetitive explanations, and practice, they tend to retain the topic well. This disproportion of a class learning curve has many unfortunate results that continue to grow as the days move forward, including frustrations, and animosity between both groups. Obviously, this does not bode well for class unification or team effort.
A win-win, which will prevent this dilemma, is to pair up by assigning the faster learners to sit next to and work with the slower learners. The benefit to this is; the faster learners will maintain stimulation by feeling empowered, and accomplished as they assist. It also increases their retention by continually teaching the procedure. As a result, the slower learns on pace, and the faster retains. Innately, this will also foster a sense of purpose with each student in the class as the faster learners know they are depended upon, and the slower learners knowing there is someone there to work with them one-on-one.
Own Your Mistakes
One example is to try to avoid being late at all cost, if you are late, be honest with the class, and apologize. Do not try to make up an excuse, if you are caught fibbing, they will lose respect for you, and that will lead to a rift between you and them. This seemingly minor thing can have a lasting effect and will cause a loss of unity. It is best to avoid making this mistake altogether.
People Don't Care What You Know Until They Know That You Care
This derivative of Theodore Roosevelt’s famous quote should not be taken lightly. When introducing yourself to the class, let them know how much you care about them succeeding. Give them your expectations of them, and ask them for their expectations of you. After you have done this, make sure you meet their expectations as this will hold them responsible for meeting yours.
Brain Breaks
Just like any learner, an entire class can be overloaded with information. At this point, moving forward will not do much good since the previous information has not yet settled. Take this time to give them a break from the curriculum. Whether it means having the class play a game, or watch an amusing video, it gives them a chance to process what they have learned, and be ready for the next step. Whatever you do, try to make sure brain breaks are done within the classroom or learning area; This will provide a wonderful opportunity to help them associate levity, and fun in that area, not just mental hardships.
Impromptu Review
At some point, a single person in the class will ask if you can review a topic from the previous day(s). This is code for: “Most of us in the class have forgotten or did not understand this topic, and I was voted on to ask.” This is where you have to put a halt on whatever you have on the curriculum at that time and do as they ask. The reason, simply put, is the proverbial iron is hot, and you must strike now. Their interest in learning that topic is peaked, and this provides an opportunity to capitalize on this educational-ROI. Keep in mind, if you tell them to hold off because it'll be reviewed at a later time, they will lose interest, and this golden opportunity is lost.
I sincerely hope you take these 6 tips to heart and the next time you have a class of adult students, you will incorporate these into your repertoire. If so, I promise, you will see the solid benefits of retention, engagement, and team building from your class.
Thank you for reading,
Martin Mansour
https://www.linkedin.com/in/martin-mansour-318936119/
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