CERTIFICATE III IN RETAIL

9AUGUST 2010

Principles of Adult Learning1

Review previous lesson

Task analysis – complete this activity

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Choose topic

Write a task

analysis

Plan training

Learning Outcomes3

List the nine principles of adult learning

Discuss how the principles impact of the learner

Develop a list of ways to encourage learners to be actively involved in the learning process

Principles of Learning4

Small group exercise Think about your experiences as a student. Make a list of the things which helped you to learn

and those which hindered your learning

You many notice that some things listed relate to content (what was taught) and process (how it was taught). Both are crucial to effective to learning

What helped?

What hindered?

The nine principles‘RAMP 2 FAME’

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RecencyAppropriatenessMotivationPrimacy2-way communicationFeedbackActive LearningMulti-sense learningExercises - Practice

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The law of recency tells us that the things that are learned last are those best remembered.Keep each session as short as possibleSummarise key pointsKeep the participants fully aware of the

direction and progress

Recency

Appropriateness7

All training, information, training aids, case studies and other materials must be appropriate to the participants needsClearly identify a need for participants to

be taking part in the trainingUse descriptions, analogies, examples or

illustrations that the participants are familiar with

Motivation8

Participants must want to learn, they must be ready to learn and there must be some reason to learn. Not only does the participant

have to be motivated so does the trainer

Primacy9

Things participants learn first are usually learned best.

Keep sessions relatively short

Make the beginning of your sessions interesting and include key points

When showing participants how to do something, show them the right way first. This way they wont have to ‘unlearn’ it.

2-way communication10

The training process involves communication with the participants, not at them.

Allow for interactionMake sure your body language matches what

you are sayingOur session plan should have interaction

designed into it.

Feedback11

How do we encourage feedback?Encourage trainees to ask questionsAllow for review periodsDiscuss & correct errorsGive results of trainees work A.S.A.P.Help trainees to develop skills on feedbackWhat are the benefits of receiving feedback?Establishes rapportAssesses trainee’s comprehensionIdentifies trainees with special needs

Active Learning12

We learn by doing!Develop ways you can

encourage students to be actively involved (work in pairs)

Use practical exercises during instruction

Use plenty of questions during instruction

If at all possible get the participants to do what they are being instructed in

Multiple-sense learning13

83% through sight11% through hearing3.5% through smell1.5% through touch1% through taste

Exercise - Practice14

Things that are repeated are best remembered!The more trainees repeat something the more

likely they are to retain the informationThe participant must perform the exercise

themselvesAt the beginning of the session get trainees to

summarise the previous session

Practical – Small group activity

Select a topic you are familiar with and design a way you can get the trainee to practice.

Consider the way adults learn

What techniques will you use to sustain interest and facilitate learning

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