Presenting to the Adult Learner

Mr. Johnathan Gardner, Director, Talent and Organization Development

Mr. Brad Davis, Instructional Systems Specialist, Talent and Organizational Development

Agenda

• Review Learning Objectives • Adult Learning Theory • Engaging Presentation Skills• Available Resources

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Learning Objectives

Upon completion of this session, the learner will be able to:• Recall the benefits of integrating adult learning theory into presentations• Perform the instructional techniques that make presenting engaging• Recall where to get further information using the HHS Learning Management

System

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Agenda

Review Learning Objectives• Adult Learning Theory• Engaging Presentation Skills• Resources Available

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Presentation Types

• What is a presentation? • The sharing of information between two or more people with the intent to

inform or persuade (Last Name, Year)

• Have you ever been asked to give a presentation?• Board meeting• Classroom Presentation• Virtual Meeting• Sales Pitch

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Effective Learning

• Trainers and presenters need an understanding of how/why adults learn to produce effective presentations or training

• Types of learning:• Formal learning takes place in a structured and intentional way • Informal learning is not structured.

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Adult Learning

• Pedagogy is the method and practice of teaching, especially in an academic subject or theoretical concept (Oxford Dictionaries)

• Removes experience in learning

• Andragogy is the method and practice of teaching adults learners (Oxford Dictionaries)

• Adults bring large amounts of experience • Adults contribute more to others learning experience

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Learning Process

• The learning process is broken into multiple stages:• Receiving information• Taking the information in• Assimilating the information• Storing the information• Using the information

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Senses become aware consciously or

unconsciously of stimulus

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Stimulus

External/internal

The Stimulus may be filtered by perceptual

factors including:• Previous

Knowledge• Previous

Experience• Emotions• Concept of Self• Choice• “Loudness” of

Stimulus• Location• Personal

needs/wants

People interpret the stimulus, consciously or unconsciously, by

relating it to previous experience. The new

information is assimilated or

accommodated with a person’s mental

schema or rejected

Behavioral response

Cognitive response

Affective response

The process of perception and experiential learning

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Learning Domains

• Three Domains of Learning:• Cognitive Learning – Dealing with knowing

• Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation• Affective Domain – Relating to feeling

• Attitudes, Interest, Attention, Concern, and Responsibility• Psychomotor Domain – Physical Skills

• Reflex, Movements, Perceptual Abilities, Physical Abilities, and Skilled Movements

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(Bloom, 1956)

Theories of Learning

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• Functionalistic - see learning as a way that biological organisms can adapt to their environments.

• Associationistic - see the world in the way people associate stimuli.• Cognitive - focus on cognition, the process of knowing.• Constructivist - focus on how learners internalize what they have

learned. • Neurophysiological -focus on brain anatomy and chemistry and on

such complex phenomena as intelligence, thinking, and learning.

Malcolm Knowles’ Six Assumptions

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• Adults have a need to know why they should learn something before investing time in a learning event.

• Trainers must ensure that the learners know the purpose for training as early as possible.

• Adults enter any learning situation with an image of themselves as self-directing, responsible grown-ups.

• Trainers must help adults identify their needs and direct their own learning experience

• Adults come to a learning opportunity with a wealth of experience and a great deal to contribute.

• Trainers are successful when they identify ways to build on and make use of adults’ hard-earned experience.

Malcolm Knowles’ Six Assumptions

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• Adults have a strong readiness to learn those things that help them cope with daily life effectively.

• Training that relates directly to situations adults face is viewed as relevant. • Adults are willing to devote energy to learning those things that they

believe help them perform a task or solve a problem. • Trainers who determine needs and interests and develop content in response

to these needs are most helpful to adult learners. • Adults are more responsive to internal motivators such as increased

self-esteem than external motivators such as higher salaries. • Trainers can ensure that this internal motivation is not blocked by barriers

such as a poor self-concept or time constraints by creating a safe learning climate.

Learning in the Classroom

• Four tips for making the learning environment conducive to learning.• Create a safe haven• Create a comfortable environment• Encourage participation• Facilitate more than you lecture

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Gagne’s Instructional Events

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• Nine Instructional Events• Gain Attention• Express the Objectives• Stimulate recall of previous learning• Present the Stimulus• Provide guidance• Elicit Performance• Provide Feedback• Assess Performance• Enhance retention and transfer

Agenda

Review Learning Objectives Adult Learning Theory• Engaging Presentation Skills• Resources Available

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Presenting

Presenting is a skill that can make or break the presentation. The following tips can take the worry and stress away if you are not comfortable presenting.

• Short video on giving a presentation

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Preparing

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Do your researchKnow the material that you are presenting

The audience will know if you are faking it

Organize your thoughtsPractice, Practice, Practice

The best presenters practice their presentation several times before they give it

Show up earlySet up the computer

Configure the room

• Set up your computer so it is running and works on the equipment

• PowerPoint/Presentation set up in full screen

• Videos are up in a tab for easy transition

• Other media open and ready to be cued when needed

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Set Up

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• Select the right room configuration

Classroom Boardroom U Shape Theater

Set Up

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• Speak clearly and comfortably• Do not read directly from the

slides• Tips to avoid reading from the

slides• Declutter the slides• Less words• One point per slide• Use compelling images

Presenting Tips

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• Make Eye Contact• Allows to check for

understanding without asking questions

• Better engagement• Acts as conversation with the

audience• Anticipate questions you’ll be

asked and have answers ready

Presenting Tips

Presenting Tips

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• Avoid Distracting Mannerisms • Standing with one leg wrapped around the other• Standing on the sides of one’s shoes• Frequently touching the nose, mouth, ears, or any part of the face• Leaning on the speaker’s stand using it as a prop• Putting hands in and out of pockets• Fiddling with one’s wrist watch• Repeatedly swallowing• Buttoning and unbuttoning the jacket• Standing with hands clasped behind the back

Presentation Introduction

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• Grasp the attention of your audience• Tell a story• Quote someone else• Make a bold statement• State noteworthy facts

• Identify the topic and purpose or core message• Provide an overview or agenda• Get the audience to participate• Introduce yourself to the audience

Tell Captivating Stories

1 • Decide on the take-away

2 • Describe who, where and when

3 • Give context, describe goals and obstacles

4 • Provide the ending to highlight the takeaway

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Four steps to great storytelling:

Adapted from (James, 2012)

Concluding the Presentation

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• The conclusion slide should be the last content slide

• Plan your conclusion• Reinforce the key points of your

presentation• Keep it short, keep it simple• If its a call to action make it

crystal clear

Agenda

Review Learning Objectives Adult Learning TheoryEngaging Presentation Skills• Resources Available

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HHS LMS

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• Register for offered Presentation Skills and PowerPoint training• LMS may be accessed by using this link:

http://hhsu.learning.hhs.gov/• Search the LMS for:

• A book or audio book• eLearning activities

Key Takeaways

You should be able to:• Recall the benefits of integrating adult learning theory into your presentations• Perform the instructional techniques to make your presentation engaging• Recall how to get additional resources utilizing the HHS LMS Skillsoft library

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Contact Information

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• Mr. Johnathan Gardner, Director and Chief Learning Officer for Talent and Organization Development (TOD)

Johnathan.Gardner@hhs.gov(202)691-2126

• Mr. Brad Davis, Instructional Systems Specialist for Talent and Organizational Development (TOD)

Bradley.davis@hhs.gov(202)631-4451

References

• Books• Biech, E. (2005). Training for dummies. Hoboken, NJ: Wiley Publishing.• Brophy, B. (2017). Awful presentations: why we have them and how to put

them right. Oakammor, UK: Dark River.

• Article• James. G (2012) James, G. (2012). How to tell a great story. Retrieved from

https://www.inc.com/geoffrey-james/how-to-tell-a-great-story.html

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Appendix

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HHS Intranet Site

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HHS Intranet Site

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Entering the LMS

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There are two options to enter the TOD webpage.

TOD Webpage

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Log into AMS

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HHS LMS

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Select Category

LMS Options

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Select Skillsoft Books & Videos

Books and Videos

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Select here

Launch Content

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Skillsoft Home Page

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