The Ultimate Training Workshop, by Bruce Klatt, Chapter 2 & 8

Chapter 2. Learning, Habits and Levels of Knowledge

"Learning is the mental process that leads to new knowledge and skills (Klatt, 89)."


This chapter is a great resource to workshop facilitators in helping them understand different learning processes and how to teach to adult (andragogy) learners vs. child (pedagogy) learners.  Most of us grew up in a learning environment where we had little experience in the learning process, depended on the teacher for learning, and were motivated externally by coercion and grades.

Adults on the other hand are more self-directed, have experience in the learning environment and are motivated to learn.  However, not all adult learners ares self-directed and come learning ready.  Facilitators can help motivate adult learners to engage in the learning process.

It is important to understand different learning styles and adapting presentations and workshops to allow for learning to occur whether participants are accomodators, divergers, assimilators, or convergers. 

Traditional teaching methods do not work well in a workshop environment.  It is important as a facilitator to help participants learn naturally and on a deeper level.  This can be acheived by using single loop (improving efficiency to obtain established practices) and double loop (revisitng original objectives and being willing to adjust or change) learning methods.

Learning can be enhanced or limited because of  personal habits.  It is important that we help give participants tools to be able to change habits or behavioral pattern to accomplish long term change, requiring discipline and a clear plan of action.

APPLICATION

Chapter 2 was helpful to me as I prepare to present a workshop this week.  I thought about our subject, Grow where you are planted, Cultivating Success with Awareness and Attitude.  We are asking our partiicpants to change the way they look at life and make changes in deeply held beliefs, attitudes and habits.  We can talk about change and engage the participants in the learning process through group activiities, writing activities and reflections, yet we must help them apply learning long term.  We have thought through some of  these issues and are incorporating ideas to help participants execute change over a period of time.  Hopefully we can provide the motivation for participants to have a desire to change and the tools necessary for change.  Habits are powerful things, though.  It requires a high level of discipline to incorporate new behaviors and shed non productive behaviors.  These past few weeks, I have tried to incorporate some of the ideas I intend to present in the workshop into my own life.  It has been a great exercise and I have taken note of what things got in my way and derailed me from my game plan.  I found that the most important elements  of incorporating new habits include visualizing success, daily reminders, sharing my goals with others and starting over instead of giving up when I get off my game plan.  It defintely takes a great deal of determination.  However, as I have seen success as a result of the changes, it has motivated me to stay on task. 

Chapter 8 -- Preparing and Using Visual Aids

Visual aids are important for workshops to add and maintain interest.  We have so much at our disposal with all the applications and programs available  to enhance our subject matter.  However, it is important not to over stimulate with too many visuals.  When we use too much technology, our presentations can become less meaningful and less participant focused.  We must not spend so much time preparing the "show" that we forget the importance of participant interaction and learning.
As we include visuals into our presentations, it is important to be prepared with all the necessary equipment ahead of time and make sure any technology we use will work in the space provided for the workshop.

APPLICATION -- Use them!


 I have not incorporated a lot of extra visuals because I have felt nervous about using them in a presentation.  So ... here you go.  I have imported a photo.  I used this picture because technology is something that even small children can do at a very early age, but it is still a gut check for me.  Funny that I can get uptight with something as simple as importing a photo.  And, it was easy!

My group has been great for me in this area, as we have brainstormed and added visuals to our upcoming workshop.  I think that although I get a great deal out of visuals that others use in their presentations, I do not naturally think of them for my own  presentations.  This is something that I need to put on a workshop checklist for myself, so that I get in the habit of using visuals in some form or another in every workshop. I need to experiment and practice with visuals a head of time so that I am more comfortable incorporating them into my presentations.  When I do use them, it has been generally hands on visuals -- posters displays, etc. 

I admit that I have been a bit intimidated by technology.  I had the opportunity with a 4th grade class to get a very impromptu lesson on not being afraid to use technology.  I was scheduled to facilitate a discussion in the classroom and the teacher left instructions about how to use some equipment that I was unfamiliar with and didn't know I would be using that day.  Although I had no idea what I was doing,  after consulting the help menu on the teacher's computer,  I figured it out and was good to go.  I am learning that you just have to jump in and not be afraid to try things in order to learn new skills and incorporate new learning tools. As I teach other adult learners, this fear of failure is one I can relate to and hopefully I can use my experiences to help calm the feelings of discomfort that other adult learners may experience in the learning process.