The Chinese philosopher Lao Tzu provides a brief but telling prescription for adult learning:

Tell me, can I hear?

Show me, maybe I’ll remember.

Involve me, I will.

If we want adults to feel involved for learning to happen, there are six training design steps that will achieve the necessary level of engagement and set them up for success:

1. Treat them with respect.

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

§ Validate and address their 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 the content meaningful.

Adults tend to learn what they consider beneficial and important.

§ Adapt the content to your needs.

§ Help them figure out how the content will benefit them.

§ Teach practical skills of immediate application.

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

3. Build on what they already know.

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

§ Take advantage of their previous learning and experience.

§ Explain concepts with known examples.

§ Facilitate the positive transfer and disconnect the negative transfer.

Implementation Tips: Build on any prior learning or experience that provides a firm foundation for the 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 basic components of learning.

Most adults feel 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 learning levels.

§ Always check for understanding.

Implementation Tips: Bloom’s Taxonomy identifies six progressive levels of learning: knowing, understanding, applying, analyzing, evaluating, and creating. Certain learning activities are more appropriate at different levels of learning. For example, reading only reaches 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 a time.

§ Divide complex concepts and skills into smaller segments.

§ Go from the simple to the complex.

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

Implementation Tips: Brain studies show that adults can learn 4-5 familiar and meaningful items at a time, but only 2-3 new items at a time if they are completely unfamiliar and meaningless. 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 new skills in the classroom, they are more likely to use them outside of the classroom.

§ Build your confidence and competence through proper practice.

§ Make them apply new skills to solve problems related to work.

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

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

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