SAS Integration Trainer (SASIT)

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Module 3:
Introduction to Training Techniques

In this module:
  • Module 3 Introduction
  • Topic A
  • Needs of Adult Learners
  • Adult Learning Theory
  • Characteristics of Facilitators
  • Questioning Techniques
  • Topic A Activities
  • Topic B
  • Successful Traning
  • Tips for Successful Training
  • The Basics
  • Closing the Training Session
  • Topic B Activities
  • Topic C
  • Training Registration
  • Registration and Workshop Evaluation
  • Overview
  • Topic A
    • Addressing the Needs of Adult Learners: Introduction
    • Overview of Adult Learning Theory
    • Characteristics of Facilitators
    • Questioning Techniques
    • Assessment 3-A-1
  • Topic B
    • Tips for Successful Training: Introduction
    • General Tips for Successful Training
    • The Basics: Content, Time Management, and Encouraging Participation
    • Closing the Training Session
    • Assessment 3-B-1
  • Topic C
    • Training Registration and Workshop Evaluation: Introduction
    • Training Registration and Workshop Evaluation Demonstration

Overview of Adult Learning Theory

image-Student Questioning and DiscussionMany of us have years of experience in pedagogy; developing and delivering instruction to children of various ages.  However when working with adults, there are a number of specific strategies that have been found to be particularly effective that differ from pedagogy.  Adults bring a new set of needs and expectations when they attend training or other professional development experiences.  So much so that a field of study that looks at adult learning theory has been developed and is called Andragogy.

Malcolm Knowles (1998) and Adult Learning Theory

American educator Malcolm Knowles (1998) is considered one of the pioneers of adult learning theory and has established six key assumptions related to what motivates adults to learn:
  • Adults need to know the reason for learning something (Need to Know).
  • Experience (including error) provides the basis for learning activities (Foundation).
  • Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept).
  • Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness).
  • Adult learning is problem-centered rather than content-oriented (Orientation).
  • Adults respond better to internal versus external motivators (Motivation).

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Introduction to Training Techniques  •  Addressing the Needs of Adult Learners  •  Tips for Successful Training  •  Training Registration and Workshop Evaluation

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