Reading - My Illinois State

c€nefll Laws of Leffiing
Law of Effea
Law ofFrequency
La'v ofAssociation
Andragogy versus Pedrsogy
Adults Need Relevant TDining
AdulB Bring Experience to the Clasroom
Adults tue Internally Morivated to Learn
Adults Know What They Need to Learn
Adnlt Leaming Is Problern Oriented
CHAPTER OBJECTIVES
After studyhg this chapter, you should be able to
How Adults Learn
6. Ditrerentiare visual, aurd, and hnesthetic leamers and explain how trainers can acconnodate these
typer oflerher..
7.
Differotiate reflective and inpulsive lemen and explain hov traitres can accommodate rhese
'8.
l. Define and *plain learning.
2. List and explain the three geneml laws oflearning.
l. Ditrerentiate irndmgogy Fom pedagogy.
4, List and explain the five principles ofandragogy.
s. Deine learnins styie.
Learnins styles
Perceptual Learning Differences
Learning Time Ditrerences
Inforrnation Processing Ditrerences
Kolb Learnhg Style Inventory
Recornmendrtions for rhe Training
Surnmary
Questions for Discussion and Review
Questions for Application and Analysis
Differentiate whole pan and pan whole leamers and explain how rrainers can acconnodate rhese
Differentiate divergers, assimilators, convergers, and accornmodators and explain how trairers can
accomnodate these types of leamers.
Differentiare the narching, bridging, and style-nenng approaches to training.

24 CHAP'I'ER 2
Lcr lng i, ro )onger tl'c my,rerl rhar ir once w+. I hi. chaprer

explores how adults
lctive in developing
rinees. The chapter
eral la$'s ofleaming
actitioner. The secpgy.
The d rd and
e tiree sec[ons, we
trrmng Prograrns.
arninBj begin with a
hat wc tike. "Lcarnluals
and their enviting
adequately with
t :,clude ehange, flb
r emtironment- Once
+ize changes in the
:s crre of a problem
the naining model
:e offfaining.It's too
Ling. Therc has to be
:s to more effectively
ce employees how to
tt makes them more
ing to incoduce the
rg classroon. These
thrt must be met in
his section, including
rat you might be able
ning.
rnd rewarding conditmrnng
pmgrams:
rrnent rernains critical
)om. Classrooms th.t
te leaming.r Consider
the rvay the training classroom is arranged. Classrooms that contain desvchair
units thar are arranged in rhe craditional classroom fonnar do not alwrt\ cncour
age interaction and remain cramped for Eainees. Large tables and chairs that are
arranged in a horseshoe or a circle invite and encourage interaction and allow
trainees anple roon ro sprerd outand arrange rheir training materials.
. Ac.ammaatte trainees' uork xbedules. lf possible, ry to accommodare naineed
schcdules rnd give them scheduling options. For example, you obviously would
notwant to schedule ctstomer senice training in a departrncnt store during the
holiday season. 'Irahees, especially dose on comnission, would resentyour taLing
them off the sales floor for a naining program. If possible, allow them to
choose horn a list oftraining rimes.11.ris way they feel as t\ough fiey have some
conlaol over their training.
I Seheduk affraliate brealr. &other scheduling issue concems how long trainees
can remain rttentive before needing a break. Don't punish them by making rhem
sit roo long in any single trrining program. The general rr e of thumb is ro take
a break at least every 90 minutes. Most rain€es need a break and r change of
scenery after being in training for 90 minures. Providing refreshmens during
breaks is also a way to mate the training program nore rewarding.
Law of Frequency
The law of fiequency suggesa that the more often you pmctic€ a trained behavior,
the more likely you will continue usirg the desired behavior accurately.{ Teachers
refer to it as "D & P," or drill and practice. It's one ofthe oldest teaching techdques
around. lt may be old hshioned, but it still works. Athletes and musicians understrnd
tul\ de law of frequency. Coaches and directors require their players to practice until
drey get it righr. Practice does rnahe perfect. Here are a few suggesrions for how you
can use the law of frequency in your training programs:
t Makc mre tainees se practicing the corrut skill. In other words, practice makes
perfect fpractice is perfect. The law of frequency car do more harm than good
if the trxinee is practicing the wrong skill. If you've ever )earned something
incorrecdy, you know how hard it is to unlearn it. Relerrniry the apprcpdate
behavior can be challenging. For arample, when making business presentations,
many people insert "vocal intemrpters" or vocal fillers into rheir messages, such
as "uh" and "ok." This habit has a tendency to erode a speaker\ credibility.
Training business professionals ro unlearn this poor speaking habit is quite chdlenging
and hustnting for both the trainer and the trairee.
. Use '?la:-oke" nastury tecbni4ue. The phs-one technique h when you learn r
process on€ step at a time while adding each new step to de preceding steps
you've mastered. For example, when training orhers in how to deliver business
presentations, bre* the presentation down into its smallest pars: inaoduction,
body (firsr main poirt, second main point, third main point), and conclusion.
Have trainees start by delivering the introduction. Have tlem repear dre inroduction
until dey've mastered it. Then have then complete the introduction

26 CIIATTER ]
r,lus one additional step, which would be the 6rst main point in the bodv ofthe
p.escntatiu". Once this is rmsrered, thcy add the second main point ofdre body
and so on until all steps rre mastered
r Hna trainees train the trainer. After yor teach a particrdar skill to a group of
trainees, swirch roles and have them train you on the same skill, or train each
other. Knowinghow to do a sLill is one r\ing, but trainingsoneone elsc in how
ro do a ski1l is quite different and challengnrg Trainees believe tlrev krow
hos' to do a skill until they are asLcd to teach others Thcy then realize
*'hat they dont know. Ashing tminees to train others not onlyemphasizes ftequencv
but also enhances their deprh ofunderstanding ofthe particular concept
or sLill.
Law of Association
The law of association, our third and final general law or Pdnciple oflearning, strg-
B, .r. rhaL .rrn ner Lrr, idea. c"n, epr. or hel'avi, i' besr
'r learned il\e .rn rclire rr to
i,r tno$. uneofynurrurhorsu*quirereliev.rltolearn
"ith.omcrhing".al,erd)
6at the Paris subrvay systern was very sinilar to the system in New York City, his
home at dre time. Even tiough he was in rnew city where Engljsh was not commonlv
spohen, he felt confident in his abilig' to navigite the sub$ay system because of his
familiarity wirh New York\ subwiy Training remains a sinpler process when we help
trajnees associate nev information with sornething they already know
Anotner example would be naining others in how to group problem solve aftcr
training drem in how ro managc interpersonal conllict Matry con0ict management
modeli arc very similar to the $oup problem solving process Rather than stafting
over !t the very beginning, a trainer would simply ash trainees to recall the interpersonal
conflict rnanagement model and build on what ticy already l

oint in the body ofthe
maiD point of tie body
rlar skill to a group of
rme skill, or train each
rg sorneone else in how
ees believe they how
,rs. Thev then realize
rt only emphasizes fre-
; of the particular con-
nciple ofleaming, sugnedifwe
can relate it to
s quite relieved to le n
in New York City, his
tlish was not comnor'ly
y system because of his
3r process when we help
Iy tnow.
oup Problem solve after
Ly conflict management
ss. Rather than starting
)s to recall the interp€rdy
know. Here are a few
r trarnrng programs:
ruter understood tie law
g the first desktoP comrp."'f
hey used langrage
, folders, trashcans, and
e language of the of6ce,
r and his associates made
) were not compurer sciy
we train odrers in how
:h using analogies, cotneam.
For exampie, when
nly begin by teach;ng dre
rnderstand this process,
)ersuasive presentadons.
rr q?es of presentations,
RECAP
General Leaming Laws and putting Laws into practice
Leiming Larv Deffnition
Law ofcffecr Trairees lean when the
conditions are ple.sant
Andragogy versus Pedagogy
Trainees le,rn when rhey
practice a skill or behavior.
Trainees lem when every
ne$. nct, rdea, concep! or
behavior is related to or
with somerhing rhey alfeady
Putting Laws into prrcricc
Create pleasant
physical
Accomnrodete
trainecs,
work
Schedule
aptropriarc breatrs.
Insure tninecs rie practic;ns
co.rect sLills and behavid;s
U$ the."plus one' mmtery
Hxve trainces traiD the trainer.
Compare and contrasr wirh
other familiar processes.
ff ";t"-T:.i:fi H$ij.T::"r*'fi:T..:HiJ:i:Jil.T_il," ffi:
,t is you already know and brinc t. rhe €trs\room? s&. ;;;, ,fi
Teaching
il;;;;r,'s
and training adults is -not
tne same as teaching and aaining
and
ctuldrcn.
children.team
Adulrs
differencly. This,section of the
"h"pili;;;, ",,';;;;;j;1"".,
ffi :',"""::TJljlf,*:'ffi'j: ill,T::fi : "T#*:i:ffi :ru.,'fi1'.'",gk*
.ffi"TffI1il1::: :fJt*::l';:l r:x""i*i:, :X n:*t#;S;
leq,cos.y.,
on
+e
otherhand, h rhe;ience and a.a"ri."Ji"g j,1i."". teacher-directed
ilI"r"^."
approach ro leam
on rhe Greek words "
means
pa'A
"chird,"
which
and rgogzs, *ht.h Jt^,?:i:.0"'d
g::t.;!T :.:;il,t,i:#"t;::iilTa.iHi:rJ'.ry.,i}T trjil:i *t*""i,1,"
youns adults).Are they considered adutt icamen eiln ,r,. i,_r"..1i."p""a"j
not so much about chronological
r,,,
age as it is abouc m"to.ity. rrl"tority i" ti" a"f"" ,,r
27

2a CHAPTER 2
eroerience that ! dairee brings rc the aaining classroom T Not all young adults are
ineroerienced or immarure. and nor all aduh" rre erperienced and marure
'
.
AndmAocr r' brsed on five a+umpLion' The'e ma' help you drl--
'\'umptions
t *"1;,r. from pedagogy Thelrj-r a$umption loluses on r hc rele\ rn' e of
"'ia 'ig.bl
learniru. Adulr learnen need ro Inow'whl thev re learning 'omeLtung r( need' rD nc
meaniristul and direcdy relared ro Lheir lives and tlc problem' thel etperirnce on i
darL\ b;is. Children lerrn tor learning'\ \ake The) don t ohcn asr' wh) r\ rnrs
;-o'o.tr.rtl" fh"v r"ieht assume it's important because the teacher is asking them to
lerm iL. {dult leriners remrin more criLicalofwhar rhev are a'ked to learn'
The re.ozl a$umpdon focuses on tle role of rhe Iermer's experience Adult
leamer5 brinq man\ vean oi tife and work erperiencc ro rne lassro"m They re not
'
bhnk Jare.. ihey ro use the informarion thel hrve leamed.from their erpen-
"a"r
ence' in the clas'room. with rdJli lcarne^. r)rner' don r often hrve Lo rrart ar t\e
f""i"";.* of ) train;ng progYam tuther. Lrainers can begn uith whaL uheir
'.know
Chiidren. on the orher hand. h'\e timit(d tiFe erperienct
i"".1'*"
""i"."id*,iu f'""" L rr" thorough and cannot assume what a child might and might
nor know. Aluhough -*e rerche'.,r'e ihildren s experience' ir dre lasvoom thetrexperi-
'
ence, remain more Lmired, rnd teachers have to creare elperiences lor tie chrroren'
ihe r/ril assumption focuses on tie motiration oflearners Adults tend to be seif
or rnternrlly motivated \4.rny children leanr becruse tney know r}rar lermirg orgertine
rll eooi srades on a reporL card will be entrn'llv rew'rded bv oiheh in.the lonn
.f;.ri.; 6""*i"l *.ard. Fom parencs Adulc are inrernall)
". morjvaLed ro lerrn
t.i,"* *"v get a .en,e of per"onal sauisfacrion and accompli'hmenr' Thev re le"s
U'v it'rr o*.^ wiU think of them and more mouivared l.r1 hou Lhev ll per
-oc;*r.a f""l ilo"t tt'"-"elves once tiev learn. Adults uaderstand tully that learning is
"onallv
.*,fi"g*", noonecan ever take from rhem Once you.learn somelhing rr.cin b€
voursforaliierime.Mulsrremotiratedtolearnbec'Gethetrnowtrt'rrearnrngw:u
enrich r,heir lne.. makirg their lives more mea ngful
The 6r'zl r'.u.pcion focu'es on the learners level oi selldirection Aduh'
know their own deficiencies, and thev know what drey need to learn in order to
become successful Manv adult learners return to the $einjng classroom in order to
cooe wirh life-chancinE evens

30 CIIAPTER I
Adults Bring Erperience to the Classroom
*h*t***t''-,; fl$l,pi*L#
:lHil:rii: frir,ll";:" rill*i *,: ruitt ** i,*,r
i:r$il{fi ,in,jrn'$.;:i*r.#
j"{i:Tn;'tl*i::irt!"
i:: xrut ii:t*'r'Tft\:il
:liljtf*i:.l;i*i:*
tlhli:j'ffi **t,f..{t**,tli,i''r"r T;'"T'i:ir.'
*s**m****w*m
;:'; :; mru*l; ;'H::::ff"ffj:"fi ;
:-i*$.ryHi+.f"'':: :;::::ffi;:::t*?xs:#"TI'" :;
l{ere are a few suggestions:
i:,itr : i f:
: r :
;: : ;
;i ! :
;#:ll"".Y'.T[ti;i{ff fl i ;lil iil#tf#
and t m ror
had \omeunfortunare exTeriences'
,i.rr..f,, t1'i' iide'igned ro help l"tr"
'*id"e -...-Lt- ^-) ,r,, tn" ii: tr* rr :i:' ili :;, ;:t : u:; ::r{l
nt min-
-h
#fili.ift #
iiruffi l','J*:r hui:lH: *t ru:nr *:'$ihT :lll: ::'1.

voung adults are
maY helP You dlt-
ing.It needs io be
r is isking thcln to
i e{Pedence Adurt
room 'fhey're not
I fiom theil exPerihave
to sta$ rt $e
jin i'ith $hat.thetr
ted life e4cnence'
ild night and might
;sroom, tleir exPert-
,es {or $e chil&en
- -
Adults rcnd rc be seli
rhxt lel1fning or geF
by others in-the iorm
h. motivited to learn
shment. ThcY're tess
:d by how thelll Per-
C tully that tearnng.'s
r solnelhing' it can De
Io\{ that ieamrng r/Lr
self-tlirectiol Adults
I to leam in order to
classroom in order to
iob Promotion, or Per-
,w what quesrjons theY
Mrny children..on ,tne
will hol.l them b'ck
'n
ons they need answereo
' lnow
learning Adula reman
who spproach learnrng
er to lJn Problem-bY-
Drod Lrivc on fie iob-as
'{'r not bting eligjbl€
tor
rin a particulrr area
RECAP
Pedagogical
and Andragogical Assumptions
Assumptions aboutl Pedrgog'y Andirgogy
ReLevance ofiearning
Ilotivation ofleamers
Leyel of self{ircction
Orientrtion to learnnrg
Lerrning for lcarnnrg\ sakc
To bc built on more thar
Erternrl rewards and
Dependenr personalitl
Depends on others for whrt
he or she \hould" klow
Subject-centercd learning
Lelming how ro le.rn
I-earmrg must be relevarr.
Intemal incenrives, curb s
Incrcasingly self

their irge' adurts
'f
, get a m\sige out 0f
to handle cusmmer
ds ftaining contem
)r examPlei assume
)ut how rc managc
v tlley see the uair-
.don agents llow me
rne. You might also
cabin ofan airplane
rn multiPle I'aYs to
rees' life exPenences'
I remain recePtive to
r]lers, unfortunatelY'
r always rccePtiwe to
in how to handlc a1r
rould not be uncottrnever
going to worK'
periences in the dass-
:nces in a Posinve wtY'
. uith ttuinees, b t don't
say, "I realize You.have
have had to expenencc
and that the job oftak-
:ample, You might saY'
tre ilills that this tranmize
some of the neg!-
fi e'e negatuie exq erienees
ng content or these ne\{
he job?"
ted emplo)€es have sln-
:ncy to generaliz€ to an
31
employees and to increase the frequency ofnegative experiences. you will hear,
"It's happening to all ofus all the ti[ret,,tuL for additional information and rhen
help trainees place the experience in a neaningtul and more accurate context.
lor example, you might say, "I realize a group ofyru had an unfortunare expe
rienrc. hur lerrneproric.louwirh-,nrerdditior:J.nrornran,,nrtrrLrrrighr rtbr
yru to see horv that unlorrunare cxperience was limited and isolared.,'
Adults Are Interrrally Motivated to Learn
Adult learners are usually inrernally morivatcd ro leun, r'hereas mrnychildren rernain
exlernally motivated to learn. Here's the difference. Adult learners tend to be morivaced
by internal drives such as increased job sarisfrction, sel-esteem, their scnse of
accomplishment, and quality-ofJife issues. Again, rheyare often motivated to learn by
life-changing events such as job promotions or possibly losing a job. Their drive to
improve their own condition in lifc comes fiom wirhin. Thev rewrrd themselves. Chjl,
d-tn ;re usualI mouvrred bI e crnJl dri,c. ,uch a. a b..ner piyine iut,. fre,rige and
status, and plcasing others. Their drive ro inprove rheir own condition comes fiom
outsid€. Ifs not what's necessarily good for them, bnt it's perceived ro be good, and
therefore otlers reward rhem. They do it for others nther rhan f(,r fiemselves.
On€
._
exanple might be the les+zarzra college studenr's motivarion lbr xttending
college. Some less-zarm students attcnd college nor because they necessrrilywant tti,
but because it's what dley perceive others wantins them to do. In order to obtain r\e
reu ards ofcollege,guod iob..rrru\) and ro,rr.id rhe p,,ni,t-(r. oi nor rnc,,ding,be,ng
perceived as a derdbeat), rhey go through the coltege erperience lacking imeiest ard
direction. They're there to please others and not becausJoftheir intelleitual curiosiw
or to better tlemselves.
The adult learner returns to rhe college classroom for some ofthe same reasons
that a traditional-age sflrdent will attend college (good job, status), but also for ditrerent
reasons. Here are a fev- suggestions for how you might use dris principle ofadult
leamng:
. Take adlwntuge afthe intenal matiration. Ch^ttenge your trainees and keep thcrn
focused and on task. Encourage them to keep rnoving forward, becruse the
momenturn doesn't always last. Adult learners encounter numerous roadblocks.
Many times they are discoumged {iom retuming co school because it remains
disruptive ro their already-complicared tives. For exarnple, many adult learners
ha\e,o fi nd ahemrdve arranBcm(nrs for famit) obligzrions or rier hare ro nes..
rire uiLh rheir emploler. for geaing offuork earll ro anend cla*.
. Sct reali.tb elrp.datiotrs. "tr^iners must develop reasonable expectations for
Uainees given d,e amounr oi Lraining Eime coupted with nrrnees abitiors and
work erperiences. Trainees must feel as though they can successtul)y team.
Wlether they are learnirg informadon or skills, nainees must feel as thouqh
rJreycanberurce*tulirrtheo,rningclasroom.providecon,ranrsuppon.pruise
encourigement, and constructive feedback.

CHA?TER 2
Adults Know What They Need to Learn
Unlike some less-mature learners who don\ know what it is they nced to lcam, adult
leamers know and understand their deficiencies. They have a readiness ro learn. Many
aduI leamerr are ar r rordblock in life or irn rncir (.,r((., rrd c.rnnor mo\ e fona
"
arJ
until tlcy obtain additional infomation or develop new skills. They know where
they're deficient and need options and alternatives rhat wili allow thern to pursue their
deficiencies. Here are r few suggestions for how you can apply this principle ofrdult
lerrning to youl tmining classrcom:
t Make training 'heedrbaml" or "leamttenttred." tu introduced in Chapter 1, all
training must be learner centered rather than trainer centered. Training is not
about us. It's about our tainees. If our trainees asl, "\\try do I have to leam this
stufp" den we have failed thern. You will learn how to conduct a needs assess-
I Encourage s.lf-diected leaning. Nlow yov adtlt learners the {ieedom to pursue
tleir own deficiencies. A one+ize-6s-all training rnodel doesn\ always worL for
*re adult learner. Research suggests that adulc learners prefer self-directed and
self-designed leaming proj€cts to group learning projects., Ir should also be
noted that self-directed leaming does not mean that adults learn in isolation.
Self-directed learning projects involve a variety of individuals who serve as
resources for the adult learner including gddes, erperts, and encouragers. The
flexibility to be self-directed allows adult learners to target their specifrc problems
and allows them to condol start/stoD times. which are imDotant since most
juggle numerou. other obligar;on'.
. Make ttinkg timel . With irst in time 0IT) cmining, rrainees receive just rhe
right amount and type of training eractly when it's needed. Unfortunat€ly, many
rrainees receive "single shot" training, which is a one-time training program that
includes all the information and skills trainees will need to perform their jobs. A
single dose oftraining usually resuls in hformation overlod where important
information is not retained and where skills are never develooed to the oroficienry
that rs necded for trajnee, ro succeed in uheirjob..
r Unlike single shot training programs, just in time training is chunked hto
smaller training progmms and given to trainees only when they need it. For
example, training customer serwice employees in hov to Landl€ irate customerc
is not rs effective dudng normal operations as it is during times of turmoil such
as in labor disputes, mergers, producr recalls, or holiday rushes. Similarly, airline
customer serice employees are more receptive to leaming abour how to recover
seffice deficiencjes and manage customer complaints and anger when they lnow
that a strii.e js pending or when winter and numerous snowstorms are imminenr
rather than during normal summer operations. Ernployees remain more receptive
ro training and more seE-directed in theh learning when the training prograrn
is tinely and fills ar immediate need. What you don't want to hear ftom
yoxr trainees is, "Where were you sir months ago when I could have used this
information?" Instead, you $.ant to be "just in time" by anticipating dreir needs
and by providing training that they perceive to be immediately relevant.

oeed to tearn, adult
ness to learn. ManY
nnot move tolf{ard
ThcY know where
hem to pursue fller
is principle of adult
:ed in Chapter 1, I
rcd. Training x not
o I have to learn this
rduct a necds assess-
e freedom to Pursue
esn't alwals work for
:fer self-directed and
s.' It should also be
Lts learn in isolatron.
who serve as
'iduals
nd encouagers. The
t their specific Probimportant
smce most
rinees receive just the
Unfortunately, many
ffainin g program that
perform their iobs. A
load wherc imPortant
:veloped to tie Profi-
nins is chunked irto
hen they need it. For
'undle imte customers
; times ofturmoil such
rshes. SimilarlY, airlhe
q lbout how to recover
inger they kno.v
-hen |rre imminent
'wstorms
es remam morc recepwhen
the taimng Proon't
want to hear tfom
, I could have used this
rnticipating their needs
liately relevant.
t Cotch tainees through nmalrs. 'l rainees have a readiness ro ierrn when they'rc
making mistakes or when they're "sruck." !'or erample, when traininq otheis in
hnw ro make pre.cnrrbou.. manl nrinee. ger ,ruck in rhe .am. phce each .rme
rJrey pracrjce rhe prsenrrrion. fheyfindaparncutarpan,,irhepie.enraL;nndifficult
to crplain- This is where you crn be most effective as a traincr. 'fhis is
wherc you can coach thcn drrough rhc difficutt part. You providc and demonstrate
srrategies for how they can mate chis parricular part of the presentation
more clear. It's importanr ro note thar nany adult learners take errors and mis_
takes personally and are rnore likely to ler these mistakes affecr rheir seliest€em.ro
As a trainer, you are encounged ro coach trainees through the process
by making rhe aaining classroom as safe as possible, byrecognizlng the trainee,s
strengths, and byaddressingthe trainee,s performance de6ciercies usinnspecific
behavioralrnd Jc-cnprive rerm. raLher rian grner"te.;t"rrire ren-,. Ihearvou
hrving difl.iculry explainirg your,ale' tigrre, frorn ta.L monrn i, an

34 C IIAI TE R 2
RECAP
I'e,rs of experience ind ges of problems exPeienced. Irovide tmining thrr is
grouP specific.
Alh truinas ta fat'anrd their spuilit prolkm ahead of time ta the t'nbter. T^kc nld:'e
to develop training programs tlat address thcsr: problems or find rvays to addrcss
thesc problens in curent training programs.
Proviie nnrces uith a bibliogrdpfu t a vt af resow'ces. Rcrnenber, adult lcrrners
are self dirccted and intemally norivated.Ifyou provide thern with direcrnrn and
resorrces, they'll seek out answers to tireir Problems
Proide truinecs ?,nh a se'ies of trdining tfdsses lut ts with I collcgc curriculum'
somc studene "test ouC' ol thc nore b:rsic classes atd are placed in advanced
classes. Titining curricula should offer similrr options to trainees Somc ofthese
classes should be basic, while other classes should address job-related problens
tiat are norc complex.
Andragogical Principles and Training Applications
Principles Training Applications
,A.duLts need relev.nt ftaining.
Ad ks b.ing e{perience to
Adults are intemally notiveted
Adults know wh.t they need
Adrlt learning is problen
Conduct a needs assessnent.
Train employees for thei. in-brskets.
Recognize fainees' work expeiences.
Ask erperienced trainees for their asshtance in applying
ncw m'n'ng cortenr.
Gic cxperienctd trainees dre opportunity to trah less
dpcrienced tminees.
Take rdvaltage of the traineeC internal moti\?tlon.
Keep tninces foosed or task.
Use dre momentun to pull tiainees dtough the roedblock
and obst cles that adult le]fners hcc.
Set realistic expectations.
Make raining needs based or leamercentered.
Encourxge self-directed learnilg.
Coach trainees through their mistaLes.
\un cy uasc€s and d'oup by years rnd rype of erpertence.
{"i rrrnee. (o iorurrJ p."blem. thel uoulJ I Ie m'rtng
Provide rrainees vith a bibliognphy or a set of resources
Provide tminees with a seies of training prograns.

aining that $
je curncuNm,
Some of r.\ese
lated problems
/ would like traning
ing progratr.
'l'hus far, we hrve examined rhree general Jaws of teaffing a!.lfive principtes
adult learning,
of
along with how tramng practrtroners can appty these taws and
ples to
r,Dncr_
dre training classrcon. The rhird and 6na **_",Jr,.r," .i.oi". ,"i"i.r.*.
la$s and idult leaninE nrinciohs on." srep ftnhe. *d ill'iau;j;,",rrs
styles. Understrndinginaiuiaol t"ur-"g ,,yr", ,.1ust another """_i."; way yor: can a

36 CHAITER 2
Powe, Poinrr' lhc' iPPre';1re nonrlour' rhrr conuain grnphic rclre'crrrrion idi^
'f
; ;;;;;';:[ii[i ;ii::]r,::: :::'t;ili:'illti,,{:iliililx; I l:
il:L'*T;ffi.',':fi1::i'\:r,!**;ll;::;;, mo,,er,he bcha'ior r{rnv pa*n*
i"t* ii'i", ,]"" .ir.,..ing "-''k"v.s"'' mo"t'"v do " Here are a fev suggcstions
""
1". l'o* to th. tearner using modeling:"
-oi;""t
"isuel
.
::[,iffi ,?,i:x'jJ:#,,1'#ffi lTii:,ff;t'.";",j::,:: ffi:,':'::'"'.tr;
*:lk r:m:;.:m:::1i."Jffi ["j':'::"::xiiii 1Ti"xx?;]T
cesses with them.
' **ti*il*:'::;::'J::",'.Tff"dT:"gTh**ili:ll i"Jj""L::':";
ill.#Ji; *J'tn.ial." Trainees are more norivated to nodei behaviors
,ft", .it"y 1".* .ft.y't" going to bave to demonstrare in future si$ations and
. W"i" 1",
-"it' tt',i, telalior' Trainees te more motivated when thev see mod-
'
lJilftff*ff :i jll ;:::*lr:l J.ll"'-"J:li'i:Llillrr'
Y;:m:r.::: ::mT:';?:i H ;:5 J:T lf *"lT TJ :iil"il;T:
. il)J"r"',"' "*'*,"",,-,,","''Lo;lll,l!:';J:S$:i,:i:iil
*:irlljl ;:1,;::1ru::.': i:::iitt.Ii,i:;::ru-;";i;1f "[:i::
they see models who are lile drem den
minds and become mottvateo'
Aurar rearners, some,imcs caned auditorrorearne;i
lT'ff[i],:T#liilli
i:;,",.",l; '''$:l;;'';Hii"tl;ilil:""xJil#ffil:t111 fl ,t* ;".:'t:
H"ue vlu euei uied er'r,ldning a concept or
;;;;.';;;;;'-.;;,h:v;,,.ittvaianr' l.no"'t"'vouue'cralkins'bourr rli'hrp-
::i :. ::: :Lmntffi :iJ; J1 $ :i.11:H,::;T:H1 fl lr3,:::;
*hir #1 *n $ ;"-r 4*5p;igqidi iT[#.:*tr;
a"r"red as a series or omr presentations.
i";ff l"trti'""i:"*:l:i:^?*#:';$x?:*"f
spoken word rather thrn d'YY.l^'-'|.
ffaininq contexts where nev nlormaoon I
leamers remain tactile and prefcr to be engr
rJ".'.,H{*rlTflJ:i'ffi ff:it":i}i'l}l+Tlir#}:'fi'''liI"":

escnmtidn ofideas
le's behl'iors. \\rith
es and leam L1o11' to
Lxvior. NIrnv Pircnrs
rre a few sLrggestions
, to lerrn if theY Perled
behrvion Don\
ccss irdtatrng simPle
pler behrvioral Pro-
n and perfonn behrvviors
rheY Pcrcere ro
d to model behaviors
tuture situations rnd
d s hen theY see rnodr

38 CHAI'TER 2
Rf,CAP
concerned with just getting the presentation ovcr and out oftheir nay. These individuals
are often referred ro as s\{eepers, Ineaning Lhat they sweeP rhrotrgh their work
quickly and with less prechion.
It's importantto consider )earning time differences whcn taining oth ers. Unfortunately,
our culturc rewards speed morc tnan accuracy. Reflective learners are often
wor[ing fiom a disadvantage simply because it takes them more dme to comp]ete a
lerning tasl. Addirionally, the accurrry of dreir wort is not always revarded Most
training programs accommodate the impulsive learner simply bcca$e tinre remains a
scarce resource in most organizarions. Frorn dis author's personal training experience,
oainers also appro:ch training programswith instmctional objectives that are not realistic.
Th€y bite off more than they can acconplish effectively in the alloned time.
When developing training culriolai tiainers need to remain sensitive to the amount
of time it takes lcarners not only to process the training content, but also to complete
the various learning taslc requested by tminers.
Irrformation Processing Differences
Another approach to learning styles focuses on infornation processing differences.
Some trainees grasp abstract concepts easiln whereas others need to see concrete
applications. Sone trainees learn weil step-by-step, while odrers need to see the big
picture before they can nake sense out ol the separate parts One proglam ofresearch
refer to learners as either whote-part or part wholc learners.lt
Whole-part leamers, also referred to as top-dovn processen, prefer having the
big picturc b€fore moving into the details of the concept or idcr. For example, ifyou're
Learning Time Differences and Training Applications
Le,ming Style Definition Trainhg Appli@tion
Learning by taking time to
pro.ess intormationi more
concerned with acoracy
Leaming by quickly procesing
information and conpleting
r.sksi less concerned with
acc'uracy and precision
Allow anple rin€ for trxinees to
Set realistic leardng objecdves.
Discourase impulsive learners
by not rewarding quantiry over
qualig'. If quantitY remains
mor€ rmponanq then
encourage this learning style
by Liniring time.

ay. These nrdivid
hroulah their s'ork
ring others Lrnfor-
: lerrnerc arc orreu
time to comPlete a
rys lewtrded Most
ause dme remams a
trdring exPeriencc'
res thxt arenotreal_
n dre allotted trme'
sidve to the amount
but also ro conPlcte
ocessing difttrences'
lced to see concrete
s reed to see the big
i program of tesearch
rcrs, prefer luving the
For exrmPle' ifYou re
I dme
RECAP
rraining nidlevel managers on a model ofgroup problcnr solving, whole part lerrners
prcfcr having the big pictufe before mo!.ing inro rhc details. Thcyvant ro [nou,dr.rt
cffective group prob)em solving is going ro look and sound liLc before eramhinq the
ranou..rage','f rcrrouppruhkrrr.^lv:ns(,,r'|trnrJ|i',In.ndel \tacrrrr:ire,
prenaturely jump inro rhe dcrails belbrc offering thc larger conccpt or rnodcl,
whole-prft learners becomc x hi. aNious.
\\hoie-part learncrs need a schema or a wav ro oreanizc $e bie ideas before
rhry re rerdi ro nr, irc rhe dernil,,l inron,.1D,.,'. Orre ri r,, trelp rrr ri"c. r.,etol
"
r
schema is bygjyingthem a handoutor an outhne rhat depicts the model ofgroup prob
lem solviDg $'jdr each srage ofdre model being labeled aDd placed in the approprjate
order. Once rvhole p.rrt learners have rhc big picrurc or a schema, they,re ready to
pr..,*rlr.derril,.Trrirrr,nrerrorl-e-rr'lrridrrrt.r,trrrrper,bc.au.erhe,hav(dif.
'l.aln.plifiine d,e p1 ,,,r rofrherl-,,1

40 (]IIAPTI R ]
Kolb Learning Style Inventory
The KoJb's Lerrning Sryle Inventory is a diagnostic instrumcnt that intcgrdtes much
ofthe aforementioned learning sq'le research and remains popular with manyprofcssion:rl
trainers.'6 This diagnosric instrumenr identifies one of lour learning sg'le preferences,
divergers, assinnlabrs, convergcrs, rnd accommodators.
Divergcrs prefer obsening a situarion rather than raLing action. Thcy tend to
be imovative, imagirative, and concerned with personal rclevarcc. Tbey have a
need to know how new information relates to prior eraeriences before they're receptive
to learning new information. Here arc a few suggestions for how to wori. widl
divergers:
t Use buzz groaps. Buzz groups encourage srnall group interactior and ustally
include five to ten people who discuss a chosen or selecred topic.
. Fa.ilinte brainnuming ressiozs. VVhen problem solving, the brainstorming
technique encourages creativity anong group members in addition to a free
flowing of solutions offercd without any group member evaluating or judging
the ideas. Often, group mcmbers will piggybackofi each other's ideas to create
new solutions.
t Promne mentor/mcntte reldianships. P* indeeienced with erl'erieDced ffainees,
forming mentor/nrenree relationships. Thcse relationships allow inexperienced
trainees the opportunity to shadow more experienced trainees on the job.
Divergers have a sensitivity to ot}le* experiences and leun by taking perspecrive
with others.'Ihrough the relationship, divergers will get answers to their qresrions
such as "Whrt happened to you? Tell llle aboutyour experienccs," "\44ry
do you feel that way?" and, 'Why do you think our arritudes and bcliefs xre so
different?"
Assimilators value sequential thinLing and rrust expert opinion. They enjoy collectingdata
and then organizing it or assimilating it into a concise,logical fot.m. Unlike
divergers, assimil:tors remain less interested in learning from others' concrete e:,aeriences
and are more interested in learning ftom dre experts who have done the actual
work. Here are a few suggestions for how to work wirh assimilarorsl
Present traditional lutl'ret.In a lecture, teachers or trainers use oral messages to
impart large amou.ts ofpreprred information to srudenrs or trainees usingoneway
communication. 'fhe lecture contains information that is presented in a logical
or sequential order. The lecturc training merhod will be discussed more
thoroughly in Chrpter 6.
Inoite erpen: to a&{re* taizees. Assimilators value expert opinions. lf experts are
Dot available, then uainers must become proficient in the training conrent area
and musr be perceived as being credible or believable in the content arca.
Asign inlit taal research prqe.b. Rather than workng in pain or small groups,
assimilators prefer working individually on pmj€cts. ArL trainees to conduct research
projects where 6ey collect, process, and present their findings to others.
q
i
:
l
t

t integrates nuch
with manY Protes
don. TheY tend to
fore theY're recep-
frction rd usualiy
)Pic.
he brainstormrng
L addition to a ftee
aluating or iudging
hcr's ideas to create
ixPerienced iianees,
allow inexPenenceo
riinees on the loD'
by taking Perspective
Twers t.r rhef quesexpedences"'
"WltY
1es and beliefs are so
nion. TheY enioy col-
:, Iosical forn Uniike
hers' concrete experF
, have done the actual
rs use ornl messages to
or $ainees using onert
is presented ilr l loguill
be discussed more
opinions lf expefis are
.e training content area
r pairs or small grouPs'
trainees ro conduct re_
thef findings to otlers'
Convergers are always looling for the utility in ideas and theories. Thev
approach learning ft,,rn a problem^ol\ing pehpecLrve. Con!erger\ prefer anatyzing
problems and testingtheories to 6nd solutions to problems. Here are a few suggestioni
for how to worL with convergers;
t Intraduce neu problem salring pracesses. Convergers enioy learning about new
approrcl-c, or proro.ol, ro p,ublenr solving.
. Demonstrute neu prablm-soluing prrrms. Convergers have a need to understand
and see how new problem+olving processes wort. lhrough dernonstmtions,
trainees can see, flrst hand, how tiese processes work.
. Use pnbler"-based rntining methods. A,fter le^tniig and seeing how new problemsolving
proc€sses work convcrgers prefer a hands-oa approach to learning. They
prefer problem based raining methods such as case studies, snnuhtions. and
role plays, which will be discussed in Chapter 6. All of these training merhods
encourage rrainee, ro apply probl(.m .ol\ ing proce.\e. ro rert pmbte;\.
Accommodators learn prirnariiy from hands-ol field erperience and bv triat
and error. thel eniu) c.rrrying our plan. and $emsel\e, ir cha eusing
experien(e,. I he who blew up rhe chemis!ry
'nvolving
'rudenrs
in your high * ho"t.crin,
'er. i
class were probably accommodators. Unlike convergers, who remain more logical in
their analysis of events, prohlems, objects, and evenrc, accommodaton rely more on
their gtt jnstincrs. And udike convergers, who rely more on their own technical
analysis when solvirg a problem, accomrnodators are morc tikely to seek ort othen
for rheir opinions and Lr-onledge. Hen are a few.ugge.tion. for ho$ ro work wilh
. Canda.t etptiments lnvolve your rainees in experiments where they test ideas.
For example, when trxining others about the expectations we have for others'
nonverhal l,ehavior. ask nrrnee. ro riolare othei. nonverbal eraecLrtion, rnd
dren r'
'
rcporr on fieir 6nding:. For etrmple, r,fr Lrarnees ro inro rn etcvr.
tor, stand too close to
"atI
another person in order to violate that Derson,s sDatial
erpectarion.. and rien reporr on r-!e findirgs.
t Plate trainees in the feLl. Accommodators prefer learning on the job or in the field
nther than in a formal training classroom. They leam from their mistaLes and by
tnal and error.
. Orgonize intenshi! pr,gaiar. Radrer thar investing money pufthg accommodatoN
droqh formal training programs, place them in intemship pmgrams where they
Ieam on the job with sorne supervision. Ask rhem to complete a journat or a 1og of
their experiences. Ask them to identify the skills they need to develop turther.-
Recommendations for the Training Practitioner
We've reviewed a variety oflearning styles and suggested a few wals that training practitioners
can use the information. Sorne of these learning styles included perclptual,
learniry time, and information processing ditrerences, including Kolbis leaining
4l

RICAI'
CHAPTF,R I
Kolb's Learning Styles and Training Applications
t,eaning St)'lc Dcfinition
Tni ngApplic"tion
Learning b,v olxenirg ra$cr
than trkng actior; lernng
from othcr's erperiences
Learnirg by listcning to the
cxFrrs rather than lrom
other's cxperiencesi learnirg
by sequcntially ordering
nforn.tion into logicrl torns
Le.rning by doing rhe vork
rhcnselresi approechtrlg
learning rs problem solring;
firlding soiutions by thn*irg
logically rhf ough Problens
Learning by doing lnd bl
working h the field with
others; solving problems
b^scd or glr instnrcr and
disorssions siih othcrs rather
thaD thiough logi.
Conddci brulBrornting
Promote mentor/lrenree
Prescrt trdirioml iectures
Invitc erpens to rddrcss
&sig! individtral iesearch
Introduce nes proble'r
sol'ng pmcesscs.
Demonsrrate new problenl
solvng proce$es
Usc probl.m based n,ining
Conduct experiments.
Pl,ce trainees h the ficld
Organize nrternshlP Progre'r'
inventon. A11 ofthis infornation crn be r bit or-erohclrning to nev'tmining practiii."*'.
,A., ,;-*, practitioners ftel defeatcd before they evct gecstarted
!\
",-.
e rl^n r urnr rni. rn hrpprn "aining ro lou We warrr lou ro sc rhe irrfornuri"n l \
"l.no
valrreurrte-touu.err'Iohelpvo.rrppllrJu'rnfomation."ereeoingror\Prarn$hit
" c do q h, n re der J,'ping ard pre'errirg rr/rn'ng program':
"<
. D\n't alem. tbtt ev.ryme hd'a^ as fou Aa Wehave a tendency to train olhers in
wavs that we prefer to lern. If voule a kinesthetic and an imPulsive learner'
don't assume that rhe rest ofthe training class learns this way'
. Dan't altit\s truin in the n'mner Y1t uere trained 'Iiaiscrs have a tendency to ffaln
orhenirrrnesa1 rhev rr'rin*' or Irughr in'cho'l fhi'Joe'n r rcmrin a
"rre
urol'lern rl lou werc forn na rc enougl to have a sood rrarrrcr or L"a(her' unlnr'
iulatclv, not all trai"ers rem in effectjve. Be caretul not to modcl or imitate
ineffective rrainers' behaviors.

; in the field
new training Practithey
ever get started.
rformation.It\ ofno
going to erplain what
rnry to train odrers in
an impulsive leamer'
vav
1ve a tendency to tllnn
Ihis doesn't remain a
rer or teacher' Unforr
to model or imitate
43
. Ule a urietJ afrraining tethniqae! aruJ methob tn tap inta att ha,ning nJk!. Bec \tse
it's nre that most traincrs have the opportunity to surveytheir tr:ainees aheari of
Lim. r. t'rnd , r, rl)eir tcrrnrnC ,q tej. ,, , imporrJlrr ro d;\

44 CII-{IILR,]
RDCAP
Approaches to Training
Training Apprcach
Nlatching
Bridging
Style-flexing
Sumrnary
QUE
AND
Tnnree lelning stvles,fe 2ccommodrted.
Trainee learning stylcs aLc acconmodated only $lcn havnr-q
difficulw Lcarmrg.
Trdnee lerrningsgies lre both ac.o'innodated rnd challenged.
mrtched xt onc point and strctchcd at others. Curriculun developers lnd training
practitioners rnay find the 4Mat system, designed by lltccanhy, usefil in the trahing
classroom.'3 McCanhy's slstem remains a rnodification ofKolb's learning sq.lc inventoryrvhere
divergers are referred to as innovative leamers, rssimilators arc referred to
as inalytic learners, convergers as connon sense learners, anrl accommodators as
In rhis chapter, we have exanined ho$ aduhs learn. We started by irst discussing rhe
three general Iars of learning. These lavs included the law of eflect, thc las- of lrequency,
and dre lav ofrssociation. Next, we reviewed the ditrercnces bctween andragog1,
which is the science and art of teaching adults, and pedagogy, r'hich is fte
science and art of teaching children. An andragogical approach to learning suggests
thac adults need relevant training, bring experience to the classroom, are inrernrlly
motivated tolearn, know uAat they necd to lcarn, and approach learning fron a prob-
Finally, we discussed leaming styles, rvhich are rhe ways individuals pcrceive,
organize, process, and renenber informarion. 'l'hree classifications oflerrning styles
wcrc cxamined, including perceptual, learning rime, and infbrmation processing.
Iinally, four quadrans of Lolbt Learning Sryle Inventory were cramined, inctuding
divergers, assinilators, convergers, and accommodators. Suggestions for horv trainen
can apply dis infomation to the training classroom were also reviewed extensively.
STIONS FOR DISCUSSION
REVIEW
l. Define and exphin learning.
2. Lisr and crplain the drree generdl laws oflearDing.
3. Differentiate andrxgogy fron pcdagogy.

elopers and training
nsetul in dre trarnmg
learning stYle nvenilators
arc rclerred ro
d accommodators as
by {irst discussing the
effcct, the law ot lrercnces
bet$'een andra-
:dagogY, which is the
h lo lealning sugges$
Lssroom, af e internaLly
r leamitrstrom a i'mD-
/s individuils Perceive,
rtions of lexning stYles
Jonnation Processing
,re examined' including
estions for how tmrners
reviewed extensNelY
4.
5.
7.
8.
9.
10.
l.
2.
List ard erplain the five princides oflidragogv.
Define lcarning sq'lc.
QUESTIONS FO
AND ANALYSIS
Difierebtiate ris!,I, aural, md kiDesheric le,nlen.nd e4tatn how rr.;ne.s..n rccom
nodrte thes€ rypes oflerrne6.
Litf*ern 'rr rellrrrrq rnd i-p,rl iL, tr"nr,. d d c,l,trrn Lor r ar rcr
drte thef q?e5 nr trarner\.
Difle,e ., . sl
' ^le
prl rrd p.n {hut,
"r r* , t.rpt.in noq
modare thrsc q?e\ ut terrners.
Drfferenr.J,. Ji\crgpr\. lrr,,r.,nn\rrg.,..rnd.,
^'rn
umn,.d.rur.,n. .rpt rh.\,
rriulers cJn a(ronIn^d,re rhesc rlTe\,,t tcarnc s,
Differenrifte the m.rching, bridging, md stvle flexiDg afproaches
to training.
R APPLICA-I'ION
Ydr'.p r n(mbfr or d rr,irinB rcJ, trhu i. t, apar.rp a rrJn.nts moout- fur re\ nor,
,r/d norJt . Ide I\. ur.rude1r. $h^ fut our.ide rt.e t8_ro 2.r rsc -Jnre. RJher Jrdn
roing i,nmcdiarell In,o "ot,edc fron t,ist. , h-r. ..a"",. .".i
rnrc 'l'e wurldil e iNrcrd. t .ing I h( rtrd-rpogi..t
" ""1 -.".io*j
"..umt,hutu
in rt.t:non ,u rhe dn_
dlgogr!ar pfln, Int(. aId nrinDg 3pptr,.hon. reheq rd in I hr. ch,p,"r, t_o$ vour
,e"nsuutddefet^pan odulrr r,r nrin\n^nr1dr,!na.{rdenr. "hou
i;h^q,..tuJv ;,J,"
Low ro a312rs 5.. H^u sou.d your urn,,,r moJ,,t" d h". ir)." r",,.i,i;..,_
cnrl' g"adcr rbaur .hrdy.kjll. rno rinre | | ,riLeriena
"...
IJerut ) our lcarLrts.ryh. \re vou frimar't) d \ r-drt. a, rrt. ar hn,.rhpn( termert ! -
)o,'pr.i3r.l\/relleliw^-anirnfLl\i\eleJrncr?{rLloup"imrnty"prn rh,tcor a
sl,ole f3r r Ic/rner? Notr. recall r m"merr shcr yor h.,d J ffinrlry'te,nJng.Jor oo" n
uharynu.an renen['crrhour u\diff.rr t(a-ning momehL. \V1ra, were rou ryir e L
l, rm] wrrd: wA .rh( LileoL: Ho$ Jid rhF ca.he, ,eact- Lh( con, err) r1." i"e vi,.
kdmrnp :Drc prda(nm..-$h^r id\r( uoutJ \ou orfer rhi,,e&hcr.har nrghr
hd e er.e i ) our lejrning afLhn pJr "..4. rir u.rr cuncpf,l
3. Y.u rr r nenl,d or h(.r..e rrrinrng rerl r(tcrerc(d irr rhe frhr qrerron aLo,e.
ror rc dere opn g J rrdrnrlg progrun. ,or nor rtud,Lr"n"t ,o cgc r:,trns. yo r ,nd
your ream are delelophg e module thar will train nonradition;t students in how to
strdy and in how to manage time ,s I srndent. your chatt""ge to ,1.* r,.":y.,.
Ra,nDc lnoJule warU be n'u,ln"d L" l.e.(h of rhe for- ".- " (otb lermrnc,rt-,, di,ie,-_
er.. /*itr ilrros. .^nL(rger.. and ac, umn"daror. H". *",td you,le,.jop,.,lpre.e;l
iuu mirird module ,o en,u( ,hr r rou, ofd,e Kolb.ngniLiw t"rmi;s,.Jt;,
" ","
45