Laurel and Associates, Ltd.

Training Best Practices

heads, you failed to learn; tails, I filled to teach

Adult learning principles are applied through the use of specific training best practices. These best practices are based upon decisions that the instructors make about what will be taught and how it will be taught. These decisions fall into three discrete categories:

  1. Content: What content to cover in the class.
  2. Learner Activities: What the learner will do to learn and to demonstrate that learning has occurred.
  3. Learning Facilitation: What the instructor will do to facilitate the acquisition of that learning through stand up presentation and group facilitation.

There are six training best practices that fall within these three categories. Please note that each best practice has an impact on participant awareness, knowledge, attitude, and behavior.

Application of Training Best Practices: Content

1. Lesson Plan

a. There are learning objectives.
b. The learning objectives are specific, observable and measurable.
c. Desired learning levels are identified.
d. There is a variety of learning activities.

2. Content Decisions

a. There is a clear focus on key content.
b. There is an organizing principle.
c. Interesting but unimportant content kept to a minimum.
d. There is an appropriate amount of content for the time period.

Application of Training Best Practices: Learner Activities

3. Learner Centered

a. An in-class mini-needs assessment is conducted.
b. The focus is on the learner rather than on the presenter.
c. Builds on the learner’s prior learning or experience.
d. Meets the needs of different learning styles.

4. Participatory Activities

a. Hands-on activities to check learning and comprehension.
b. Learners are actively engaged in discovering answers.
c. Checks for comprehension before leaving a key topic area.
d. Learners practice what they’ve learned as they learn it.

Application of Training Best Practices: Learning Facilitation

5. Stand Up Presentation

a. Lectures only if information is new to participants.
b. Ensures that all learners can see and hear.
c. Focuses on developing the learners’ expertise.
d. Incorporates interaction and visuals into presentations.

6. Group Facilitation

a. Maintains a positive and supportive learning environment.
b. Models learning activities before participant practice.
c. Validates learners’ involvement and responses.
d. Provides breaks approximately every 50 minutes.

Adult Learning Principles in Practice

[1. Lesson Plan; 2. Content Decisions; 3. Learner Centered; 4. Participatory Activities; 5. Stand Up Presentation; and 6. Group Facilitation.]

__ 1 a. There are learning objectives.
__ 1 b. Learning objectives are specific, observable and measurable.
__ 1 c. Desired learning levels are identified.
__ 1 d. There is a variety of learning activities.
__ 2 a. There is a clear focus on key content.
__ 2 b. There is an organizing principle.
__ 2 c. Interesting but unimportant content kept to a minimum.
__ 2 d. There is an appropriate amount of content for the time period.
__ 3 a. An in-class mini-needs assessment is conducted.
__ 3 b. The focus is on the learner rather than on the presenter.
__ 3 c. Builds on learner’s prior learning or experience.
__ 3 d. Meets the needs of different learning styles.
__ 4 a. Hands-on activities to check learning and comprehension.
__ 4 b. Learners are actively engaged in discovering answers.
__ 4 c. Checks for comprehension before leaving a key topic area.
__ 4 d. Learners practice what they’ve learned as they learn it.
__ 5 a. Lectures only if information is new to participants.
__ 5 b. Ensures that all learners can see and hear.
__ 5 c. Focuses on developing the learners’ expertise.
__ 5 d. Incorporates interaction and visuals into presentations.
__ 6 a. Maintains a positive and supportive learning environment.
__ 6 b. Models learning activities before participant practice.
__ 6 c. Validates learners’ involvement and responses.
__ 6 d. Provides breaks approximately every 50 minutes.