Chinese philosopher Lao Tzu offers a short but eloquent recipe for adult learning:

Tell me, can I listen.

Teach me, maybe I will remember.

Get me involved, I will.

If we want adults to feel involved for learning to occur, there are six training design steps that will achieve the necessary level of participation and prepare them for success:

1. Treat them with respect.

Many adults feel vulnerable in a classroom due to: failed learning experiences in the past, concern about appearing foolish in front of others, or discomfort with the unfamiliar role of the student.

§ Validate and address your concerns.

§ Value their knowledge and experience.

§ Dignify all learning styles.

§ Use a variety of learning activities and training aids to meet the needs of different learning styles.

Implementation tips: Ask them questions instead of telling them the answers they may already have. Also keep in mind that different learning styles respond better to different learning activities. For example, print students learn best by reading or writing, while interactive students learn best through discussion.

2. Make content meaningful.

Adults tend to learn what them consider of benefit and importance.

§ Adapt the content to your needs.

§ Help them discover how the content will benefit them.

§ Teach practical and immediately applicable skills.

Implementation tips: Include a benefit question or activity at the beginning of the lesson that allows them to consider and articulate why learning is important to them. This will increase the likelihood that they will “accept” the training. Keep content and learning activities focused on real life application rather than theory.

3. Build on what you already know.

Adult learning and retention increase when new ideas are based on information or skills they already have.

Take advantage of your previous learning and experience.

§ Explain concepts with familiar examples.

§ Facilitate positive transfer and disconnect negative transfer.

Implementation tips: Take advantage of any previous learning or experience that provides a firm foundation for new learning (positive transfer). For example, when teaching a new policy, reminding them that they received strong support during a previous policy change will make them more receptive now. However, if your previous experience with policy changes was negative (negative transfer), show how this new change will be handled differently and more constructively.

4. Follow the building blocks of learning.

Most adults are more comfortable in a learning situation when they have the necessary knowledge and skills.

§ Teach at the desired level of learning.

§ Use learning activities appropriate to the learning levels.

Always check for understanding.

Implementation tips: Bloom’s taxonomy identifies six levels of progressive learning: knowledge, understanding, application, analysis, evaluation, and creation. Some learning activities are more appropriate at different levels of learning. For example, the conference only achieves knowledge. To check understanding, there are a number of learning activities that can be used, including: discussion, a quiz, pop-ups, or a case study, etc.

5. Make it easy to learn.

The adult brain is better at absorbing small amounts of information at the same time.

§ Divide complex concepts and skills into smaller segments.

§ Go from simple to complex.

§ Teach only a few things at a time during a learning segment.

Implementation tipsBrain studies show that adults can learn 4 to 5 familiar and meaningful items at a time, but only 2 to 3 new items at a time if they are completely unfamiliar and nonsensical. Given this fact, when teaching ten steps in a procedure, teach only 2-3 or 4-5 steps at a time.

6. Let them apply what they have learned.

Once adults have successfully used the new skills in the classroom, they are more likely to use them outside the classroom.

§ Develop your confidence and competence through proper practice.

§ Have them apply new skills to solve work-related problems.

§ Give them the opportunity to plan how they will implement their new learning.

Implementation tips: Begin practicing with a new skill by using a simulation and a led large group discussion facilitated by the trainer. Then ask them to practice the new skill in a different simulation within a small group, with the help of the trainer when necessary. Finally, have them independently practice applying the new skill to their own work-related problem. This should help them feel more confident about their competence and therefore increase the likelihood that they will continue to use the new skill when they return to their jobs.

These six simple yet powerful training design steps will ensure that adult learners participate and engage in the learning process. Your participation will increase the likelihood of real learning happening and will be applied after the workshop is over.