Instructional Presentation Guidelines

8/12/2019 Instructional Presentation Guidelines

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INSTRUCTIONAL PRESENTATIONGUIDELINES


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INSTRUCTIONAL PRESENTATION


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CONTENTS

MODULE ONE: INTRODUCTION TO THE GUIDE ....................................... 1-1MODULE TWO: DELIVERY TIPS.................................................................. 2-1

Module Objectives ....................................................................................................2-Ge!e"#l Delive"$ Ti%s ............................................................................................... 2-S%e#&i!' to I!(o")....................................................................................................2-2

Delive"$ s&ills* Sel( #ssess)e!t ........................................................................................... 2-2Delive"$ st$le* Pe"so!#l i!ve!to"$ ........................................................................................ 2-2+!o, $ou" #udie!ce ............................................................................................................. 2-

S%e#&i!' to Pe"su#de............................................................................................... 2-I!st"uctio!#l Delive"$ Tec/!i0ues ............................................................................. 2-

Lectu"e.................................................................................................................................. 2-1Discussio! ............................................................................................................................ 2-1De)o!st"#tio! ...................................................................................................................... 2-Role %l#$............................................................................................................................... 2-G"ou% #ctivit$........................................................................................................................ 2-3"#i!sto")i!' ....................................................................................................................... 2-45uestio!s ............................................................................................................................. 2-46eedb#c& .............................................................................................................................. 2-7T"#!sitio! .............................................................................................................................. 2-7Deb"ie(i!' ............................................................................................................................. 2-7Su))#"$ .............................................................................................................................. 2-7

Delive"$ P"#ctice Guideli!es ................................................................................... 2- 8Good T"#i!i!' P"#ctices ......................................................................................... 2- 29#!dli!' Di((icult 5uestio!s E((ectivel$ ................................................................... 2- 2De#li!' ,it/ 9ostile P#"tici%#!ts ............................................................................. 2-

MODULE THREE: USING VISUAL AIDS EFFECTIVELY............................. 3-1Module Objectives .................................................................................................... -

Co))o!l$ Used :isu#l Aids ..................................................................................... -P"ese!t#tio! slides ............................................................................................................... -T/e ,/itebo#"d ..................................................................................................................... -6li%c/#"ts .............................................................................................................................. -:ideo;D:D ............................................................................................................................ -2

Guideli!es (o" P"e%#"i!' :isu#l Aids ......................................................................... -2Guideli!e * P"e%#"e $ou" visu#l #ids i! #dv#!ce ................................................................ -Guideli!e 2* +ee% $ou" visu#l #ids si)%le ........................................................................... -Guideli!e * M#&e su"e visu#l #ids #"e l#"'e e!ou'/ (o" t/e %#"tici%#!ts to see ................ -

Guideli!e


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:isu#l le#"!e"s ......................................................................................................................


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MODULE ONE: INTRODUCTION TO THE GUIDE

This guide is designed to provide general information and guidelines on presenting training to adultlearners. It is a useful on-the-job tool that will help you to become a more effective instructor.

This guide is organized by module. Each module provides information about a component of effectiveinstructional presentation. The modules include tips and guidelines on delivery, guidelines on preparing and

presenting visual aids, and general information on adult learning styles.

The role of trainer as facilitator requires a balancing of many tas s and objectives resulting in a valuable,meaningful, and relevant training e!perience for the learner. The trainer is the point person from which theintegration of well designed training content and effective delivery results in demonstrated and measurablelearning gains such as enhanced wor place performance, acquisition of new s ills, modification of behavior,or change in attitudes. This guide will assist you with achieving these gains.

"n effective facilitator does the following#Establishes and clarifies learning goals and learner e!pectations.

$ses open ended questions to provo e thin ing, stimulate recall, challenge beliefs, confrontopinions, draw implications, and promote conclusions.

$nderstands that adults have something real to lose in the classroom% their egos are on the linewhen they are as ed to demonstrate a new behavior or s ill in front of their peers.

&alances the many factors, within an allotted period, that constitute an effective learning eventsuch as

'resentation of new material

(ebate

(iscussion

)uestion and answer

*haring relevant e!periences

(evelops a learning environment that draws on participant e!periences, protects minorityopinions, eeps disagreements civil, ma es connections among varied opinions and ideas, andreminds the group of the variety of possible solutions to any problem or issue.

$ses descriptive feedbac and reinforces participants for their contributions and accomplishments.

+aintains control, but guides learning without lecturing and telling.

&ecomes less of an advocate and more of an orchestrator to guide learning.

$ses action plans, accountability strategies, and follow up after training to increase the li elihoodthat the training received is transferred to the wor place.

$nderstands his or her own learning style and how personal learning preferences affect presentation of material and unconsciously blind the facilitator to the perceptual and processing preferences of those being trained.

This guide will provide you with tips and guidelines to address many of these characteristics.


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MODULE TWO: DELIVERY TIPS

Modu ! O"#!$%&'!($pon completion of this module, you will be able to#

(etermine your personal delivery style by considering personality, learning preferences, bodyawareness, self perceptions, role preferences, emotions, and values and beliefs.

Identify the steps necessary to prepare an effective, informative presentation.

(escribe the importance of verbal, vocal, and visual elements for ma ing an effective, informative presentation.

Identify the elements of effective, persuasive presentations.

(etermine an effective personal style for persuasive presentations.

Identify a variety of techniques to help deal with predictable audience questions.

(etermine the best personal strategy to employ to answer questions, maintain a smooth presentation flow, and maintain an appropriate audience rapport.

Identify broad categories of hostile participants and determine successful strategies to deal withthese challenging individuals.

G!)!*+ D! &'!*, T& ("rrive early to familiarize yourself with the room setup and seating.

Test any equipment you might be using

atch participants arrive so they become familiar strangers before your delivery.

isualize your success.

&e confident% you are the e!pert when it comes to this material.

Know your material. There is not shortcut for adequate presentation.


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INSTRUCTIONAL PRESENTATION GUIDELINES* DELI:ER>

S-!+ &)/ %o I)0o*'resenting to inform others of a process, product, system, or business case or plan is the most common type

of presentation in the wor place. This section reviews the tips and techniques to enhance s ills to deliverinformation, data, or nowledge to different audiences or groups of people in a clear, concise, and accuratemanner.

D! &'!*, ( & (: S! 0 +((!(( !)%The following tool is designed to help you assess your level of competency in instructional presentationand delivery s ills. or each s ill, chec your level of competency based on your self assessment.

S.& S%*!)/% N!!d(d!'! o !)%A d!'! o !)%

-*&o*&%,

/ecturing

/eading a discussion

(emonstrating a procedure or process

acilitating avideo0( (

presentation

acilitating a groupactivity

$sing open endedquestions

1iving feedbac

/istening"nswering questions

Transitioning content

(ebriefing

*ummarizing

(ealing with conflict

D! &'!*, (%, !: P!*(o)+ &)'!)%o*,'laying to your strengths and downplaying your limitations as a presenter are critical for success. Thefollowing questions are a few of the many self diagnosing questions you might want to consider to better

understand your attitudes and values relative to presenting and facilitation groups for learning.2. 3ow would you describe your personality style4

introverted

e!troverted

structured

fle!ible


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5. 3ow do you learn best4

listening

doingdoing

6. hat perceptions do you thin you evo e in others4

supportive

interested

nowledgeable

respectful

patronizing

aloof

7. hat role do you prefer when wor ing with groups4

directive

facilitating

prefer to let others tal and guide the discussion

8. hat emotion commonly occurs when you are wor ing with others4

calm even

consistent

up and down

angrye!cited

9. hat values and beliefs shape your interactions with others4

integrity

honesty

success

independence

interdependence

hard wor

)o ,ou* +ud&!)$!:*cope out; is critical to presentation success. The more you can learn about your group before you beginyour presentation the better. hile you may want to now many things about the people to whom you are

presenting, there are three main things you should understand about the training they are about to receive#


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Their needs

hy are they there4

Is this a mandatory assignment4hat are they giving up to be there4

Is their boss in the group4

Their attitudes

"re they accepting, s eptical, or indifferent about the training4

Their nowledge


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"void verbalized pauses such as :uh; or :you now;, which can also drive an otherwisereceptive group to distraction.

V&(u+ =how you appear to the group@

Try to achieve eye contact with as many people as you can.

(ivide the room into quarters for large groups. +ove your gaze from quarter to quarter as you present to provide eye contact with as many people as possible.

ary your facial e!pressions with the content of your material. 'eople will naturally focus onyour facial e!pressions while you are presenting.

$se gestures to emphasize and reinforce statements. 3owever, do not over gesture.

*tand with a rela!ed posture.

+ove into the audience. 'hysical pro!imity helps engage the participants in the learning.

Engage all parts of the group by moving in the room from side to side and front to bac .

S-!+ &)/ %o P!*(u+d!Influencing a group to a cause of action or to adoption of an idea, process, or product adds comple!ity to anystandard informative presentation. Audience adoption is the measurement of your ability as a presenter to

persuade. This is accomplished by building the right chemistry between you and a particular group ofindividuals. "lthough it is difficult to quantify, your ability to motivate a group of individuals to some formof action can be nurtured and developed.

+oving a group to action or acceptance goes beyond the recitation of facts and data. The energy,credibility, and strategies employed by the effective presenter when see ing to persuade a group areimportant factors beyond how the spea er loo s and sounds. The following delivery tips can assist youwhen you are see ing to persuade a group of individuals#

&e yourself. or with your own personal style. If jo e telling is not your style, then do not tell jo es. /i ewise, story telling is not for everyone. &e natural and authentic.

E!periment with different motivational0persuasive techniques with participants. (iscard thosetechniques that do not wor , and hone the ones that do wor .

ind a trusted colleague to give you honest and direct feedbac after every presentation, if possible. It is vital that you now which persuasive techniques wor for you with whichaudiences.

?onsider the formality of the situation, the e!perience levels of your audience, and any political ortactical factors as you see and find the common ground you need to ta e your audience to thedestination you have planned for them.

I)(%*u$%&o)+ D! &'!*, T!$ )&5u!(

This section describes various instructional delivery methods you might use in your presentations. Themethods are in no particular sequence or order of importance. Tips and things you should avoid areincluded for each method.


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L!$%u*!

D!0&)&%&o) T& ( T &)/( %o +'o&d

Dne-way organized presentation of information

?onvey meaning with non-verbalcommunication.

"s and respond to questions to gaugeaudience understanding.

+onitor learner behavior continually.

$se a variety of devices =humor,anecdotes, and stories@ to build in

brea s for learners.

'rovide regular learning objectivessummaries as pulse chec s to gaugeretention and comprehension.

$sing jargon, terms,slang, or acronymswithout defining them1etting off trac

$sing distractinggestures while presenting

*itting down while presenting*tanding behindequipment whileaddressing the group

D&($u((&o)D!0&)&%&o) T& ( T &)/( %o +'o&d

" directed two-wayconversation betweeninstructor and learners

$se open-ended questions to encouragelearner dialog and participation.

"c nowledge and be receptive to alllearner contributions.

"ttempt to involve all learners in thediscussion, whenever possible.Dffer all learners the opportunity toe!press their feelings or opinions.

"llowing the discussionto get off trac

"llowing one or two participants to dominatethe conversation


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D! o)(%*+%&o)

D!0&)&%&o) T& ( T &)/( %o +'o&d

Instructors verbally e!plainand perform a tas ,

procedure, or process byeffectively integratingverbal and visual elements

(emonstration steps#2. Instructor e!plains as

participant listens.

5. Instructordemonstrates as

participant observes.

6. 'articipant e!plains asinstructor listens.

7. 'articipant performs asinstructor observes.

?apture learnersA attentionimmediately.

'resent steps of the demonstration oneat a time.

ocus the demonstration on theimportant aspects of each step.

?reate a mental image of the s ill thelearners are going to acquire.


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6*+&)(%o* &)/

D!0&)&%&o) T& ( T &)/( %o +'o&d

" creative technique togenerate as many ideas as

possible around a specifiedtopic


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F!!d"+$.

D!0&)&%&o) T& ( T &)/( %o +'o&d

The process where aninstructor providesresponses to learners toindicate whether learningobjectives are beingmastered

&e specific.&e timely.

ocus on learner behaviors.

/isten to responses.

Dffer alternatives.


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D! &'!*, P*+$%&$! Gu&d! &)!(This section provides guidelines to help you become a more effective presenter

P*+$%&$! 6! +'&o*( %o u(! 6! +'&o*( %o +'o&d

&eing clear and to the point E!pressing oneself clearly,directly, and concisely in easilyunderstandable language

Tending to ramble on

&eing disorganized in oneAsthoughts

&eing li ely to confuse participants

*eeming comfortable wor ingwith groups

"ppearing poised, self-confident,and rela!ed in body language,

breathing, and vocal modulation

"ppearing nervous and ill at ease

+aintaining a challenging butcomfortable pace for learning

*tructuring activities to elicitma!imum involvement

Bot gearing approach toindividuals in particular group

3elping participants build uponeach otherAs ideas

/istening carefully to participants*howing enthusiasm for

participantsA contributions

&eing resourceful in formingrelationships among participantsAideas

*howing a lac of enthusiasmand understanding for

participantsA contributions$ndervaluing the benefits ofteamwor

eeping class discussions livelywith good questions

1enerating enthusiasm throughgestures, facial e!pressions,language, timing, and humor

*howing little energy, curiosity,interest, or involvement in thediscussion

$sing flip charts effectively tocapture participantsA comments

"ppreciating participantsAcontributions?apturing participantsA commentsconcisely and accurately

&eing selective or judgmental inrecording comments

riting comments inaccuratelyor illegibly

(emonstrating the ability to listen *howing patience, empathy, andintelligence through bodylanguage and vocal e!pression

Interrupting

*howing irritation, impatience, ora consistent lac of understanding

+aintaining eye contact withindividuals in a group

$sing eye contact to build rapportand get participants involved

"voiding direct eye contact orscanning faces superficially

+aintaining focus and control byeffective body positioning

&eing able to ta e center stage, orletting others do so as appropriate

+oving in a distracting orobstructing way that hinders themanagement of learning process

+anaging discussions to bringout ey points

3andling group dynamics todirect the flow of discussiontoward learning objectives

/ac ing direction over group progress

*howing little organization orclear objectives

(emonstrating effective use ofenergy to motivate participants

*howing poise, patience,enthusiasm, empathy, clarity, and

belief in participantsA ability togrow

&eing unresponsive to groupdynamics

ailing to vary pace or energy

"ppearing tired or unenthusiastic

$sing appropriate language *howing respect in use oflanguage according to gender orethnic composition of group

$sing language that offends ore!cludes certain participants

+a ing racial or se!ist slurs, jo es, or comments


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P*+$%&$! 6! +'&o*( %o u(! 6! +'&o*( %o +'o&d*pea ing in easily understandablelanguage

arying language to addressdifferent learning styles =visual,auditory, inesthetic@ and

bac grounds of participants

ailing to address differentlearning styles

ailing to adapt language to the participantsA level

1iving well organized presentations

*howing intelligence, clarity, andcomfortable familiarity withcourse conte!t

1iving presentations that arefocused and easilycomprehensible

'resenting ideas that are not wellformulated or e!pressed

1iving presentations that lacunity or logic

$sing body language =gestures, posture@ and voice modulation toenhance delivery

$sing animated gestures, posture,e!pressions, and tone of voice tohighlight ey points and motivate

participants

&eing rigid and monotonous invoice and body

$sing poor posture, nervous

gestures, or irritating vocal patterns

&eing supportive and helpful to participants

*howing patience, empathy, perceptiveness, and willingness tohelp

*howing only superficial concernfor participants&eing seemingly unwilling togive any e!tra help

(emonstrating nowledge aboutthe courseAs process and content

*howing nowledge of subjectmatter (emonstrating facility inmanaging course activities

*howing little confidence orclarity regarding subject matter orcourse activities

(ealing effectively with difficultsituations

*howing perceptiveness,empathy, and self confidence in

difficult situations

Ignoring difficulties or handlingthem superficially

3elping participants see therelationships among variouscourse activities

'resenting course activities sothat they build on or contribute toone another

/ac ing cohesiveness and senseof direction or purpose in

presentation of course

1iving positive feedbac on thegroupAs progress

&eing enthusiastic, positive, andappreciative of participantsAefforts

ailing to ac nowledge participantsA wor

&eing sarcastic or critical of participantsA achievements


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Good T*+&)&)/ P*+$%&$!(This section provides practices to help you become an effective instructor.

P*+$%&$! C +*+$%!*&(%&$

'"TIEB?E " good instructor is patient with the participants. "fter all, they arethere to learn

"**I*T"B?E " good instructor is always willing to help participants where neededso they reach their goals.

EF'E


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"nticipate categories of questions, and have prepared :stoc ; answers in mind.

'araphrase the question bac to the questioner to be sure you understand the question before youanswer it, and to ma e sure everyone has heard the question.

'ause to thin about your answer before replying. "ny participant will give you a few seconds before answering% all eyes will truly be on you to answer the question.

"nswer as concisely as you can. /ong answers tend to play havoc with time schedules.


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C + !)/! R! !d,

The participant who attempts to get your opinion

rather that give own opinion

Toss the participantAs question bac to the group.

Then, as the participant, :does that answer yourquestion4 (o you agree4;

The participant who carries personal animosity If the animosity is toward another member of thegroup, then avoid discussion between the two. Tossthe ball to some other member.

The participant who tal s too much "droitly interrupt the individual with a comment ofthe need to move on given the available time. If the

participant tries again, recognize someone else in theroom. 'olitely attempt to divert attention from thetal er to other participants.

The participant who is in error, but whom other participants refuse to correct out of respect

"void direct criticism, sarcasm, and ridicule. $seother direct methods such as analyzing a similarcase without ma ing any personal references.


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MODULE THREE: USING VISUAL AIDS EFFECTIVELY

This section focuses on the commonly used visual aids, and their associated advantages and disadvantages.It also provides you with ey tips on how to prepare visual aids and how to present them effectively.

isual aids are a vital portion of presentations. Eighty percent of what people remember is presentedvisually. Therefore, the more effectively we use visual aids in a presentation, the successful the outcomewill be. ey benefits of using visual aids are that they#

'rovide clarity to ma e your message clearer to the group.

'rovide interest to help ma e the presentation more appealing to the group.

'rovide an outline of the presentation.

"ssist the spea er in maintaining control of the group.

3ighlight the spea erAs main points and increase the groups retention of the materials being presented.


(escribe the different inds of visual aids commonly used in presentations.

(iscuss the guidelines for preparing visual aids.

(escribe how to use visual aids effectively.

Co o) , U(!d V&(u+ A&d(

This section provides an overview of the types of visual aids you might use in presentations and basicguidelines on how to use each one effectively.

P*!(!)%+%&o) ( &d!("lthough +icrosoft 'ower'oint is the most widely used presentation software application, these guidelinesare generic in nature and are applicable to any presentation software. The guidelines are geared towardoptimizing clean design of slides, not toward creating content.

P*!(!)%+%&o) ( &d! %& (

eep it simple. (o not complicate the slides so that they overshadow the message of your presentation.

3ave a visual theme, and avoid using templates included with the presentation software. It is

li ely your audience has seen them.

/imit bullet points and te!t.

/imit transitions and builds% that is, animation.

$se high-quality graphics, including photographs. "void using 'ower'oint ?lip "rt or othercartoon-li e line art.

$se appropriate color and color contrast.

+a e sure the slides are visually appealing and easy to read.

?reate informative headers and footers.


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INSTRUCTIONAL PRESENTATION GUIDELINES* USING :ISUAL AIDS

?hoose your fonts well.

+a e sure the te!t on the slides is large enough to be seen from the bac of the room.

$se charts appropriately.$se video or audio as appropriate.

*pend time in the slide sorter to see the logical flow of your presentation.

Edit your slides for correctness.

T ! &%!"o+*dThe whiteboard is a convenient and effective visual aid that permits contrast, implies action, and helps the

participants to ta e notes. Gou can get contrast on the whiteboard by using various color mar ers todevelop flowcharts, graphs, etc. In addition, the whiteboard can be used to list items, stress points, drawillusions, and solve problems.

E00!$%&'! u(! o0 % ! &%!"o+*d1ive e!amples.

'resent directions.

'resent information the participant needs to write down.

Introduce content.

*ummarize content.

W &%!"o+*d%& (

'rint.

$se dry erase mar ers.

$se multiple colors to record and emphasize information.

"void light colored mar ers such as yellow or pin .

eep lettering and visuals simple.

Tal to the group.

W &%!"o+*d do8( +)d do)8%(

(o use a pointer for reference, once you have finished writing.

(o write legibly and clearly so that all participants can read the whiteboard.

(o write as much of your material on the whiteboard as you can before the presentation so that

you are not turned away from the group.(o erase the whiteboard immediately after your point is made to minimize distraction.

(onAt use flipchart mar ers on whiteboards.

(onAt tal to the group while you write on the whiteboard unless it is absolutely necessary. If youmust write and tal , raise your voice and tal over your shoulder.

F & $ +*%(lipcharts are helpful in illustrating an important point during your presentation. ollow these basic

guidelines to be effective when using flipcharts.


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E00!$%&'! u(! o0 % ! 0 & $ +*%(

?ollect ideas0brainstorm.

'resent steps of a process.(isplay concepts continuously.

Introduce content.

1ive e!amples with illustrations.

*ummarize concepts.

'resent information the participants need to write down.

F &-$ +*% do8( +)d do)8%(

(o use bright color mar ers only, and save red for emphasis.

(o prepare flipcharts in advance, when possible.

(o print large and neat.

(o condense your information.

(o eliminate unnecessary words or figures.

(o design and place your material so that participants in the bac of the room can read it easily.

(o remove or conceal flipcharts as soon as you have finished using them to minimize distraction.

(onAt display your information on the flipchart until you are ready to use it.

(onAt use light colors li e yellow or pin . (onAt

use flipchart mar ers on whiteboards. (onAt use

more than si! or seven words per line.

(onAt use more than ten lines per flipchart page0sheet.

V&d!o9DVDideos and ( (s can be e!tremely effective visual aids. They are most beneficial when they are prepared

carefully and integrated s illfully into the presentation.

V&d!o9DVD %& (

Test the equipment before the presentation to see that it is wor ing, and to ensure that the image isaimed at the screen correctly.

'osition the screen off to one side so that the group will have an unobstructed view.

+a e sure the video0( ( is cued to the appropriate content area.

?hec the volume.


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Gu&d! &)! 1: P*!-+*! ,ou* '&(u+ +&d( &)+d'+)$!It is very important to prepare your visual aids well ahead of the presentation, whether they are simple orhard. This gives you the time you need to develop creative and attractive aids that will help enhance your

presentation. In addition, you can use them while practicing your presentation.

Gou should feel comfortable with the visual aids and the associated equipment, and be able to handle themwith ease before you ma e your presentation.

Gu&d! &)! 2: !!- ,ou* '&(u+ +&d((& !Gour visual aids should be simple, clear, and to the point. It is important that you limit each aid to amanageable amount of information and graphics. Gour audience will not read aids that have too much te!tand too many graphics. If this occurs, your concept will get lost :in the noise.;

Include in your visual aid only what you need to ma e your point.


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INSTRUCTIONAL PRESENTATION GUIDELINES* USING :ISUAL AIDS 25 point


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Gu&d! &)! 4: U(! 0o)%( % +% +*! !+(, %o *!+d?omputers come with a large variety of fonts =typeface@ that can be used to enhance documents or

presentations. "lthough using a variety of fonts can be fun, some decorative fonts are ineffective on visualaids displayed on screen. The following figure depicts some fonts to use and some fonts to avoid.

E00!$%&'! 0o)%( I)!00!$%&'! 0o)%(

A"i#l &oo "ntigua

Times Bew


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7u!(%&o) 4: W& ,ou* u(! o0 % ! '&(u+ +&d d!%*+$% 0*o % ! *!(!)%+%&o)< Bo matter how great your visual aids are, it is your responsibility to use them correctly if they are to beeffective in the presentation. The following guidelines will help you use your visual aids correctly#

*how only one visual aid at any given time.

;


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MODULE FOUR: ADULT LEARNING STYLES

This module contains general information regarding adult learning styles. "dult learners e!hibit definite preferred learning styles and traits which need to be address in any effective instructional intervention."dult learners tend to favor instructional programs that are problem centered and personalized to allow forthe integration for real world e!periences with new nowledge or information.


Identify and describe effective adult learning strategies.

$se a variety of diagnostic techniques to assess preferred adult participant learning styles.

So ! G!)!*+ &=+%&o)( +"ou% Adu % L!+*)&)/or most adults, learning is not its own reward. "dults typically operate from the principle of hatAs in it or +e = II +@.

'rior e!perience with formal education tends to determine adult learner attitudes towards trainingand education. If an adult learner li ed school and performed well, the learner will tend to enjoyand value training e!periences. The converse is equally true.

'reoccupation with personal or wor related events outside the classroom will negatively affectadult learner in-class performance.

"dults need to have learning e!pectation clearly identified before they ta e on course content.

Adu % L!+*)&)/ P*!0!*!)$!("s adults mature, they tend to prefer self directed learning over group learning e!periences.

"dult learners tend to as the following question. hat is the cheapest, easiest, and fastest way forme to learn to do that4

"dult learning is problem centered% they tend to spea with more than ten colleagues whenconfronted with a problem to solve. /ecture only courses tend to place adults in a conte!t thatresults in a loss of personal control of their learning.

"dult learners often cite reading or spea ing with a respected colleague as being preferable togroup learning e!periences.

"dult learners frequently cite long lectures, sitting too long, and the absence of practiceopportunities as negatives to learning.

"dults tend to be competency based learners. They favor learning a new s ill or acquiringnowledge that can be applied pragmatically to their immediate circumstances, as opposed tolearning something new that lac s application to their wor lives.

"dults need to be able to integrate new ideas with what they now already if training is to beeffective.

"dults learners integrate slowly information that conflicts sharply with what is already held to betrue, thus forcing some sort of reevaluation of old material. This ma es learner feedbac critical togaining acceptance of new ideas or processes.

&ecause many adults find error ma ing upsetting, they will ta e fewer ris s while learning.


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INSTRUCTIONAL PRESENTATION GUIDELINES* ADULT LEARNING

'rovide plenty of social interaction. It is counterproductive to put participants into groups and thenisolate them as they learn.

acilitate the sharing of learner e!pertise and relevant life0wor e!periences whenever possible."dult learners usually have much to share% therefore, well orchestrated connections between theire!periences and the training they are receiving will enhance the training e!perience.

'resent one idea at a time to help adult learners organize and integrate information. *ummarizefrequently to facilitate retention and recall. 'ace the training so that learners can master oneelement before moving on to the ne!t one.

Establish a safe environment for learning. Bot nowing the answer must be deftly handled becauseadult learners do not want to appear ignorant to their fellow participants.

Encourage positive measurement% that is, measure positives not negatives.

Ensure an early success.

'rovide sufficient practice.

Tie training to real wor outputs whenever possible.

Documents

Instructional Presentation Guidelines