Suggestions and strategies to consolidate learning with adults in the organization
Education aimed at adults in companies, has particular characteristics since their learning processes require methodologies aimed at facilitating the incorporation of specific content in relation to the tasks they perform daily, these are processes that range from the simple to the complex, depending on the formal educational level that the participants have reached, the topics that are being addressed and the levels of conceptual depth required.
Training, coaching and training events require teachers and facilitators to develop andragogic processes that are capable of motivating and encouraging participants to engage in the dynamics of the learning strategy proposed by the person in charge of guiding and guide the proposed activity.
The responsibility of ensuring the conditions of success of the training processes in companies is not necessarily the consultant or the facilitator, but rather who, from the training area, has the DNC (Diagnosis of training needs) and defines the content required to contribute with the processes for improving employee performance and company productivity.
Next, I would like to offer, firstly, a strategy that brings together three aspects that can help in the purpose of strengthening the knowledge offered in training, training and education events, and secondly, a few brief comments on the characteristics of the adult education in the company and the best way to take advantage of them in benefit of the expected learning.
First of all, it should be noted that this model has been applied and validated for several years and I am sure that it will be able to support and help those who are responsible for the design, execution and evaluation of seminars, courses and workshops aimed at adult populations in the Business. It is applicable to various topics and allows supporting the facilitator in the structure of the event.
The model is based on three components that work sequentially, in such a way that each of them supports the following and offers methodological suggestions that ensure and complement the expected learning.
The components are:
- Conceptualization: aims to recognize the theoretical aspects that underlie the developed theme. When we prepare a training event we collect information from secondary sources that allow us to consolidate the central aspects on which we want to train the attendees, we rely on theories developed by the different authors who support our theses and from this we structure the presentation that guides the learning exercise. The conceptualization will be the one that offers the theoretical references to the subject. This component is characterized in that it allows attendees to recognize the bibliographic supports that will later serve to delve into each of the topics taught during the day. Experiential learning: Through the experiential learning scheme, train the contents object of learning.One of the key aspects of the training processes in adults is the possibility of allowing attendees to reference what they have learned in the theoretical framework, with simulated experiences, case studies or another technique. In this sense, it is convenient for the instructors to prepare this activity very well taking into account the profile of the attendees and with the flexibility required to adjust or change it in such a way that the exercise proposal corresponds to an opportunity to learn and does not become a occasion to disqualify the activity. Experiential learning is supported by constructivist models that invite participants to be co-creators of the process and to develop their own opinions and conclusions from the proposed exercise.Reference the learning obtained in practical experiences with the real situations that are experienced in the organization on a day-to-day basis. The greatest success that any training event can obtain is the ability to take attendees to their daily work and place learning in the perspective of improvement and growth. It is about showing the usefulness of learning with the group and recognizing how this knowledge can be transferred to the day, to the management and to the expected performances. This component gives vitality and currency to the training, allows the facilitator to frame its content based on the reality that the participant lives.The greatest success that any training event can obtain is the ability to take attendees to their daily work and place learning in the perspective of improvement and growth. It is about showing the usefulness of learning with the group and recognizing how this knowledge can be transferred to the day, to the management and to the expected performances. This component gives vitality and currency to the training, allows the facilitator to frame its content based on the reality that the participant lives.The greatest success that any training event can obtain is the ability to take attendees to their daily work and place learning in the perspective of improvement and growth. It is about showing the usefulness of learning with the group and recognizing how this knowledge can be transferred to the day, to the management and to the expected performances. This component gives vitality and currency to the training, allows the facilitator to frame its content based on the reality that the participant lives.to management and expected performance. This component gives vitality and currency to the training, allows the facilitator to frame its content based on the reality that the participant lives.to management and expected performance. This component gives vitality and currency to the training, allows the facilitator to frame its content based on the reality that the participant lives.
When it comes to events that exceed 4 hours of training, this model is replicated in each module, which means that the experience begins to have relevance in the participants and they will be more and more attentive to participate and contribute their knowledge and contributions to development. of the event.
Secondly, and as announced, some aspects that must be taken into account when doing adult education and that may be for or against the process depending on how the facilitator uses it are:
- He has diverse experience: When he arrives at the events scheduled by the company, they usually bring pre-concepts or tend to compare the course with others they have already taken, both in content and in the instructor. It is then necessary to make a quick recognition of the level of knowledge and experience that participants have in the subject to adjust the methodology and even the content of the presentation. It is involved in their own learning: Adults recognize that new learning will be of great benefit For their performance, for this reason their participation is usually voluntary and lively, if they have the opportunity to investigate before arriving at the events to be able to contribute and contribute, they have already formed mental structures: previous experiences, academic training,the age and the positions he has held are part of the paradigms with which he arrives at the event, sometimes, if they know the subject, they can become opponents and look for ways to excel with their contributions, they are paradigmatic and it seems to them that the instructor or facilitator does not do as well as they would if they had the opportunity to do so. It tends to protect their prestige and image: In many cases their levels of participation are low and depending on how the instructor does it, he shows himself as cautious, conservative and Not very spontaneous, their interventions are usually careful, especially if they are people with management positions, prefer not to go out in front or do not make interventions that put their image at risk, fear ridicule and be condemned by the audience, therefore the silence it is a good ally.Agility to understand explanations: An opportunity that is had in the processes of education with adults is precisely the ability to assimilate the contents quickly and relate them to daily or work realities. Those who develop the workshops and seminars are also required to be able to refer cases, examples and everyday situations that support this characteristic. event does not meet their training expectations, either because of the content, the facilitator, the group or another aspect may decide to leave.In this sense, organizers are recommended to offer complete and quality information on the content and topics of the training event in such a way that the participant knows what to expect or not.It shows psychological resistance: On many occasions, participants may experience some symptoms such as grief, fear, fright, boredom, etc… since they feel that they know a lot or little about the subject, that they are going to be with people with higher or lower positions than theirs, that the subject is well known, or little known or that You have better things to do at your workplace than "wasting time" in a course that surely won't do much good. Teamwork ability: Group learning experiences with adults are often characterized by attendees liking to be able to share with others. people their experiences,therefore it is important to design activities that allow the development of joint experiences and even of competition, it is a way of generating and maintaining interest in the development of the learning process. Seek the practical and immediate application of what has been learned: One of the expectations that they usually have when Participating in training events has to do with their desire to be able to apply what they have learned to their work context. In many cases, their registration for the event is motivated by a particular situation or because it requires evidence that they are trained in the subject.One of the expectations that they usually have when they participate in instructional events has to do with their desire to be able to apply what they have learned to their work context, in many cases their enrollment in the event is motivated by a particular situation or because it requires evidence of who is trained in the subject.One of the expectations that they usually have when they participate in instructional events has to do with their desire to be able to apply what they have learned to their work context, in many cases their enrollment in the event is motivated by a particular situation or because it requires evidence of who is trained in the subject.
Surely we know more factors that are associated with the training processes with adults, but for now these components can be useful to understand that the success factors of the training processes are shared between who organizes the event, who facilitates it and who attends the event. same.
