Preparing To Train Adults

**Instructional Presentation Skills**

![](media/image1.wmf)

Reading Assignment

Contents

> **General Information**
>
> This article prepares you for the reading assignment by identifying
> the purpose, objectives, and contents. It presents the design of this
> workbook and lists the materials you will need.
>
> **How Adults Learn**
>
> Adults differ in interests, intelligence, life experiences, ability to
> concentrate, ability to remember, sense of well-being, imagination,
> and self-confidence. This article provides a basis for understanding
> adult learning by describing the unique physical, emotional, and
> intellectual characteristics of adult learners.
>
> **Adult Learning: Strategies for Success**
>
> By following the strategies presented in this article, you will
> increase the likelihood of motivating adult participants and ensuring
> that learning occurs.
>
> **Learners as Individuals**
>
> Every time you train, you will be faced with the different learning
>
> styles and preferences of the participants. This article will prepare
> you to identify learners' preferences and take steps to accommodate
> their differing needs.
>
> **Being Sensitive to Cultural Diversity**
>
> As America's workforce evolves, you will be working with, and
> training, people from diverse cultural backgrounds. This article helps
> you explore your own background so you can understand other cultures.
>
> ***[Job Aids, etc.]{.underline}***
>
> **13 Adult Learning Characteristics (Job Aid #1)**
>
> **23 Using Effective Training Strategies (Job Aid #2)**
>
> **29 Accommodating Individual Learners (Job Aid #3)**
>
> **32 Learning Preference Inventory**
>
> **47 Strategies for Addressing Culturally Insensitive Events (Job Aid
> #4)**
>
> 49 Final Self-Assessment

+-----------------------------------+-----------------------------------+
| General Information               |                                   |
+-----------------------------------+-----------------------------------+
| **Purpose**                       | **Objectives**                    |
+-----------------------------------+-----------------------------------+
| The purpose of this reading       | After reading these articles, you |
| assignment is to teach you how to | will be able to:                  |
| apply adult learning principles   |                                   |
| when instructing courses. It      | -   Discuss key adult learning    |
| takes into consideration the      |     characteristics.              |
| unique characteristics including  |                                   |
| the learning styles and cultural  | -   Explain the differences       |
| backgrounds of your participants. |     between training and          |
| As an emergency management        |     learning.                     |
| instructor, you have probably     |                                   |
| asked yourself some or all of the | -   Use the principles of adult   |
| following questions about adult   |     learning when instructing     |
| learners:                         |     emergency management courses. |
|                                   |                                   |
| -   Can participants learn        | -   Identify your own learning    |
|     equally well?                 |     style.                        |
|                                   |                                   |
| -   What motivates participants   | -   Accommodate different         |
|     to learn?                     |     learning preferences when     |
|                                   |     instructing emergency         |
| -   How do I know when learning   |     management courses.           |
|     has occurred?                 |                                   |
|                                   | -   Explain why an awareness of   |
| -   What instructional methods    |     cultural diversity is         |
|     can I use to help             |     important to you as an        |
|     participants learn the best?  |     instructor.                   |
|                                   |                                   |
| -   How can I accommodate the     | **Contents of This Assignment**   |
|     different learning styles and |                                   |
|     preferences of the            | This reading assignment consists  |
|     participants when instructing | of four articles.                 |
|     emergency management courses? |                                   |
|                                   | -   ***How Adults Learn***        |
| -   What should I know about the  |     provides a basis for          |
|     learners' different cultural  |     understanding adult learning  |
|     backgrounds and experiences   |     by describing the physical,   |
|     that can help me as an        |     emotional, and intellectual   |
|     instructor?                   |     characteristics of adult      |
|                                   |     learners.                     |
| The reading materials will        |                                   |
| address these questions. You will | -   ***Adult Learning: Strategies |
| read about adult learning         |     for Success*** explains how   |
| characteristics, adult learning   |     to design and deliver         |
| principles, learning styles and   |     effective training by         |
| preferences, and cultural         |     following adult learning      |
| diversity in the workplace. You   |     principles. These principles  |
| will have several opportunities   |     address the different         |
| to practice applying the          |     physical, emotional, and      |
| information presented in the      |     intellectual characteristics  |
| reading assignments by completing |     that affect how adults learn. |
| a series of practical exercises.  |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| -   ***Learners as Individuals*** | **Required Materials**            |
|     summarizes the different      |                                   |
|     learning preferences of adult | To properly complete this         |
|     learners and provides         | assignment, you will need the     |
|     guidelines for accommodating  | following materials:              |
|     learning preferences during   |                                   |
|     training. While reading this  | -   This workbook and a pen or    |
|     article, you will complete    |     pencil.                       |
|     the Learning Preferences      |                                   |
|     Inventory that allows you to  | ![](media/image2.                 |
|     identify your own unique      | wmf){width="1.6854166666666666in" |
|     learning style.               | height="1.4069444444444446in"}    |
|                                   |                                   |
| -   ***Being Sensitive to         |                                   |
|     Cultural Diversity***         |                                   |
|     examines current diversity    |                                   |
|     trends in the workforce and   |                                   |
|     identifies the implications   |                                   |
|     these trends have on          |                                   |
|     instructors. This article     |                                   |
|     also helps you become aware   |                                   |
|     of your own cultural          |                                   |
|     background and allows you to  |                                   |
|     acknowledge any personal      |                                   |
|     biases and stereotypes you    |                                   |
|     may have.                     |                                   |
|                                   |                                   |
| **Workbook Design**               |                                   |
|                                   |                                   |
| This reading assignment is        |                                   |
| self-paced. You may move through  |                                   |
| the articles and practical        |                                   |
| exercises as rapidly or as slowly |                                   |
| as you choose. Feel free to make  |                                   |
| notes and underline or use a      |                                   |
| highlighter. This is your book to |                                   |
| keep as a reference.              |                                   |
|                                   |                                   |
| Several components of this        |                                   |
| workbook are designed to          |                                   |
| facilitate your understanding of  |                                   |
| adult learning. These components  |                                   |
| include the following:            |                                   |
|                                   |                                   |
| -   Articles                      |                                   |
|                                   |                                   |
| -   Self-Assessments              |                                   |
|                                   |                                   |
| -   Learning Preference Inventory |                                   |
|                                   |                                   |
| -   Practical Exercises           |                                   |
|                                   |                                   |
| -   Job Aids                      |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| How Adults Learn                  |                                   |
+-----------------------------------+-----------------------------------+
| **Overview**                      | **Contents of This Article**      |
|                                   |                                   |
| Adults differ in interests,       | **4** Self-Assessment of Adult    |
| intelligence, life experiences,   | Learning                          |
| ability to concentrate, ability   |                                   |
| to remember, imagination, and     | **6** Adult Learning              |
| sense of well being and           | Characteristics                   |
| self-confidence. Each of these    |                                   |
| factors influences how well and   | **10** Training is Different from |
| how fast a person learns and what | Learning                          |
| you, as an instructor, must do to |                                   |
| train adults effectively. This    | **11** Exercise: Has Learning     |
| article provides a basis for      | Occurred?                         |
| understanding adult learning by   |                                   |
| describing the unique physical,   | **13** Job Aid #1: Adult Learning |
| emotional, and intellectual       | Characteristics                   |
| characteristics of adult          |                                   |
| learners. It also presents the    |                                   |
| differences between training and  |                                   |
| learning, and it prepares you for |                                   |
| identifying when successful       |                                   |
| learning has occurred.            |                                   |
|                                   |                                   |
| **Highlights of This Article**    |                                   |
|                                   |                                   |
| When you complete this article,   |                                   |
| you will be able to:              |                                   |
|                                   |                                   |
| -   Describe the characteristics  |                                   |
|     of adult learners.            |                                   |
|                                   |                                   |
| -   Explain the differences       |                                   |
|     between training and          |                                   |
|     learning.                     |                                   |
+-----------------------------------+-----------------------------------+

+------------------------------------------+--------------+------------+
| **Self-Assessment**                      |              |            |
|                                          |              |            |
| **of Adult Learning**                    |              |            |
+------------------------------------------+--------------+------------+
| **Instructions:** This short exercise    |              |            |
| will help you assess your current        |              |            |
| understanding of adult learning. This    |              |            |
| self-assessment is **not** a test. You   |              |            |
| will **not** receive a grade.            |              |            |
|                                          |              |            |
| **True or False:**                       |              |            |
+------------------------------------------+--------------+------------+
| -   Adults can learn equally well at     |  True       |  False    |
|     every age throughout their lifespan. |              |            |
+------------------------------------------+--------------+------------+
| -   The greatest amount of vision loss   |  True       |  False    |
|     in adults occurs after the age of 60 |              |            |
|     years.                               |              |            |
+------------------------------------------+--------------+------------+
| -   All adults experience a decline in   |  True       |  False    |
|     their physical and sensory abilities |              |            |
|     as they grow older.                  |              |            |
+------------------------------------------+--------------+------------+
| -   Learning is an internal process that |  True       |  False    |
|     one's physical, emotional, and       |              |            |
|     intellectual framework will affect.  |              |            |
+------------------------------------------+--------------+------------+
| -   Adults engage in learning because    |  True       |  False    |
|     they believe that it will help them  |              |            |
|     cope with problems in later life.    |              |            |
|     Their time perspective is one of     |              |            |
|     postponed application.               |              |            |
+------------------------------------------+--------------+------------+
| -   Adults benefit little from           |  True       |  False    |
|     individualized attention and         |              |            |
|     reinforcement.                       |              |            |
+------------------------------------------+--------------+------------+
| -   Studies have shown that most adults  |  True       |  False    |
|     have a higher level of retention in  |              |            |
|     learning when they **read**          |              |            |
|     information rather than **hear**     |              |            |
|     information.                         |              |            |
+------------------------------------------+--------------+------------+
| -   Adults rely heavily on the vicarious |  True       |  False    |
|     experiences of their instructors and |              |            |
|     textbooks.                           |              |            |
+------------------------------------------+--------------+------------+
| -   Most adults have preferred methods   |  True       |  False    |
|     for learning new knowledge and       |              |            |
|     skills.                              |              |            |
+------------------------------------------+--------------+------------+
| -   Adults learn best when the learning  |  True       |  False    |
|     environment is informal and          |              |            |
|     unstructured.                        |              |            |
+------------------------------------------+--------------+------------+
| -   Adults respond well to traditional,  |  True       |  False    |
|     lecture-format learning.             |              |            |
+------------------------------------------+--------------+------------+
| -   Like children, adults progress       |  True       |  False    |
|     through developmental stages that    |              |            |
|     impact their readiness to learn.     |              |            |
+------------------------------------------+--------------+------------+

+-----------------------------------+----------------------------------+
| Adult Learning Characteristics    |                                  |
+-----------------------------------+----------------------------------+
| Social science and practical      | *Physiological Changes*          |
| experience tell us that the       |                                  |
| characteristics of adult learners | Although adults can learn        |
| fall into three distinct          | throughout their lifetime, they  |
| categories:                       | do experience a decline in their |
|                                   | physical and sensory abilities   |
| -   Physical characteristics      | as they grow older. Sometimes    |
|                                   | this affects their learning.     |
| -   Emotional characteristics     |                                  |
|                                   | ![](media/image4.wmf)            |
| -   Intellectual characteristics  |                                  |
|                                   | For example, all adults          |
| Let's examine the physical        | experience:                      |
| characteristics of adult learners |                                  |
| first. Physical traits such as    | -   **Vision Loss.** Beyond the  |
| lifelong learning abilities and   |     age of 20 years, every       |
| physiological changes due to      |     person shows some decline in |
| aging directly impact an adult's  |     visual acuity. The greatest  |
| learning experiences.             |     amount of vision loss occurs |
|                                   |     between the ages of 40 and   |
| **Physical Characteristics**      |     55 years.                    |
|                                   |                                  |
| *Lifelong Learning*               | -   **Hearing Loss.** People     |
|                                   |     reach their peak hearing     |
| Unfortunately, many people still  |     performance before age 15,   |
| believe "you can't teach an old   |     and then there is a          |
| dog new tricks." This old adage   |     consistent decline until     |
| is simply *not* true. Adults can  |     age 65. Hearing loss in      |
| learn throughout their lifespan,  |     adults can have a marked     |
| but they show a decline in the    |     influence on their level of  |
| **rate** of learning with age.    |     self-confidence and can      |
| However, this decrease in the     |     increase feelings of         |
| speed of learning occurs          |     isolation.                   |
| primarily in adults who get out   |                                  |
| of the practice of learning.      | -   **Less Tolerance of Cold and |
| Those who stay in practice can    |     Heat.** Adults show a lower  |
| learn most things as well at 60   |     tolerance for learning       |
| years of age as they could at 20, |     environments that are too    |
| and they learn some things        |     warm or too cold.            |
| better.                           |                                  |
|                                   | -   **Fatigue.** As adults get   |
| ![](media/image3.wmf)             |     older, they tire more        |
|                                   |     easily.                      |
+-----------------------------------+----------------------------------+

+-----------------------------------+----------------------------------+
| Not all physiological changes in  | *Self-Motivated*                 |
| adults are in the direction of    |                                  |
| decline. For example, although    | In addition to having an         |
| muscular strength, vigor, and     | independent self-concept, adults |
| speed of reaction tend to decline | are also self-motivating. That   |
| with age, other skills such as    | is, adults *want* to learn when  |
| skill reliability and accuracy    | they have a *need* to do so.     |
| improve with practice.            | They want to know how the skill  |
|                                   | and/or knowledge will help them. |
| In addition to the physical       | Studies show that adults prepare |
| characteristics of adults that    | themselves to learn by           |
| affect learning, there are        | determining the benefits of      |
| emotional traits as well that     | learning, as well as the         |
| help determine the success of     | disadvantages of not learning.   |
| adult learning experiences.       |                                  |
|                                   | ![](media/image6.                |
| **Emotional Characteristics**     | wmf){width="2.033333333333333in" |
|                                   | height="1.9in"}                  |
| *Independent Self-Concept*        | ![](media/image7.w               |
|                                   | mf){width="0.5611111111111111in" |
| Adults see themselves as          | height="0.6256944444444444in"}   |
| responsible, self-directing, and  |                                  |
| independent, and they want others | *Reinforcement*                  |
| to see them the same way. Adult   |                                  |
| learners tend to avoid, resist,   | Although adult learners are      |
| and resent placement in           | self-directed, they do benefit   |
| situations where they are not     | from, and respond positively to, |
| treated like adults (e.g., being  | reinforcement from their         |
| told what to do and what not to   | instructors and peers.           |
| do, talked down to, embarrassed,  |                                  |
| punished, judged).                | ![](media/image8.wmf)            |
|                                   |                                  |
| Often, adults fail to learn under |                                  |
| conditions that are inconsistent  |                                  |
| with their feelings, thoughts, or |                                  |
| actions.                          |                                  |
|                                   |                                  |
| ![](media/image5.wmf)             |                                  |
+-----------------------------------+----------------------------------+

+-----------------------------------+-----------------------------------+
| *Established Emotional*           | **Intellectual Characteristics**  |
|                                   |                                   |
| *Frameworks*                      | *Accumulated Experience*          |
|                                   |                                   |
| Another unique characteristic of  | Adults enter educational          |
| adult learners is that they have  | activities with more life         |
| established emotional frameworks  | experiences than children. Having |
| that are part of their values,    | lived longer, adults have         |
| attitudes, and tendencies. Adult  | accumulated a much greater volume |
| learning involves changing        | of experiences from which to      |
| behaviors and possibly changing   | draw. Adults also have different  |
| parts of this emotional           | kinds of experiences than         |
| framework. Change can be          | children. Adults, therefore, are  |
| disorienting and anxiety          | a rich resource for one another's |
| provoking.                        | learning. They enjoy sharing      |
|                                   | experiences with other learners,  |
| An adult's ability to change, and | and they tend to be less          |
| therefore to learn, is directly   | dependent on their instructors    |
| proportional to the degree of     | and textbooks.                    |
| emotional safety he or she feels. |                                   |
|                                   | *Previous Learning*               |
| HIGH                              |                                   |
|                                   | In addition to having a greater   |
| LOW HIGH                          | amount of accumulated experience  |
|                                   | than children, adult learners     |
| *Immediate Application*           | also possess a large bank of      |
|                                   | previous learning that can be     |
| Adults tell children that most of | both an asset and a liability.    |
| their learning will become useful | Previous learning can be          |
| to them in later life. Therefore, | beneficial because adults learn   |
| their time perspective of         | best when they are able to link   |
| learning is one of postponed      | new knowledge and skills with     |
| application. Adults, on the other | what they have learned            |
| hand, engage in learning largely  | previously. The linkage allows    |
| in response to current life       | the adult learners to draw upon   |
| problems, pressures, and needs.   | existing knowledge and skills and |
|                                   | decreases anxiety about learning  |
| They believe that learning will   | new areas.                        |
| improve their ability to deal     |                                   |
| with issues they face now. Hence, | ![](media/image9.wmf)             |
| their time perspective of         |                                   |
| learning is one of *immediate*    |                                   |
| application.                      |                                   |
|                                   |                                   |
| Finally, with physical and        |                                   |
| emotional characteristics, there  |                                   |
| are also intellectual traits that |                                   |
| directly influence learning in    |                                   |
| adults.                           |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| Previous learning, however, can   | Studies also show that adults     |
| also be a hindrance to learning.  | have unique learning preferences, |
| If the new knowledge and skills   | as the next section describes.    |
| to be acquired contradict the     |                                   |
| learner's existing knowledge and  | *Learning Preferences*            |
| skills, then the learner:         |                                   |
|                                   | Most adults have preferred        |
| -   May dismiss or reject the new | methods for learning new          |
|     knowledge and skills and      | knowledge and skills. Adult       |
|     stick with what he or she     | learners respond better when the  |
|     knows and can do.             | presentation of new material      |
|                                   | utilizes a variety of             |
| ```{=html}                        | instructional methods. This       |
| <!-- -->                          | appeals to their different        |
| ```                               | senses.                           |
| -   May experience interference   |                                   |
|     from the existing knowledge   | The article that begins on page   |
|     and skills as he or she tries | 24 of this workbook covers        |
|     to learn the new knowledge    | learning preferences in detail.   |
|     and skills. In this case, the |                                   |
|     adult learner needs to        | Adult learners respond better     |
|     "unlearn" previous learning   | when the new material utilizes a  |
|     before acquiring the new      | variety of instructional methods. |
|     knowledge or skill.           |                                   |
|                                   | ^1^Sharon Fisher, *Adult          |
| *Active Learning*                 | Learning*, Amherst, MA: Human     |
|                                   | Resource Development Press, Inc., |
| Another intellectual trait of     | 1988.^.^                          |
| adults that impacts learning is   |                                   |
| their need to participate         |                                   |
| actively in the instructional     |                                   |
| process. Adults learn by reading, |                                   |
| listening, and watching, but they |                                   |
| learn better when they are active |                                   |
| participants in the learning      |                                   |
| process.                          |                                   |
|                                   |                                   |
| Studies show that 3 days after    |                                   |
| learning new information, adults  |                                   |
| retain^1^:                        |                                   |
|                                   |                                   |
| 10% of What They Read             |                                   |
| ![](media/image10.wmf)            |                                   |
|                                   |                                   |
| 20% of What They Hear ****       |                                   |
|                                   |                                   |
| 30% of What They See            |                                   |
|                                   |                                   |
| 50% of What They See and Hear     |                                   |
|  + ****                        |                                   |
|                                   |                                   |
| 70% of What They Say             |                                   |
|                                   |                                   |
| 90% of What They Say as They Do   |                                   |
| It                                |                                   |
|                                   |                                   |
| ![](media/image11.                |                                   |
| wmf){width="1.5631944444444446in" |                                   |
| height="0.9888888888888889in"}    |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| **Training is Different**         |                                   |
|                                   |                                   |
| **from Learning**                 |                                   |
+-----------------------------------+-----------------------------------+
| Too often, educators and trainers | -   The knowledge and skills      |
| make the mistake of believing     |     being taught may be too       |
| that successful learning has      |     complex for the audience, who |
| occurred simply because they have |     may become bored, confused,   |
| communicated certain information  |     or frustrated.                |
| or demonstrated skills to their   |                                   |
| participants. Training, however,  | -   The learners see no direct    |
| does not always result in         |     value in learning the         |
| learning. There are specific      |     material.                     |
| criteria you can use to determine |                                   |
| whether learning has actually     | -   Training may be all theory    |
| occurred.                         |     and no practice.              |
|                                   |                                   |
| **Training Versus Learning**      | *Learning is an end product of    |
|                                   | successful training.*             |
| The term *training* applies to    |                                   |
| any manner of imparting           | To prove that learning has        |
| information or skills that others | occurred, you should use the      |
| may learn. In comparison,         | following criteria:               |
| *learning* is the acquisition and |                                   |
| mastery of such knowledge or      | -   There is an **observable**    |
| skills. In other words, learning  |     change in behavior. Both the  |
| is an end product of successful   |     learner and the instructor    |
| training.                         |     observe a change in behavior. |
|                                   |                                   |
| *As an instructor, it is your job | -   The learner applies the       |
| to eliminate barriers to learning |     knowledge and skills in       |
| so that learning will be          |     practice exercises.           |
| observable, applicable, and       |                                   |
| verifiable.*                      | -   Valid and reliable testing    |
|                                   |     verifies the acquisition and  |
| **Training ≠ Learning**           |     mastery of knowledge and      |
|                                   |     skills.                       |
| Training does not always result   |                                   |
| in learning for many reasons,     |                                  |
| including:                        |                                   |
|                                   | As an instructor, it is your job  |
| -   During training, learners can | to eliminate barriers to learning |
|     become inattentive, thus      | so that learning will be          |
|     failing to acquire and master | observable, applicable, and       |
|     the knowledge and skills      | verifiable.                       |
|     necessary for learning.       |                                   |
|                                   |                                   |
| -   The instructor's style and    |                                   |
|     techniques do not match the   |                                   |
|     learners' preferences.        |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------------------------------------------+
| **Exercise:**                                                         |
|                                                                       |
| **Has Learning Occurred?**                                            |
+-----------------------------------------------------------------------+
| ***Instructions:*** Read each of the following learning situations    |
| and determine whether or not learning has really taken place. Explain |
| (in the appropriate space) how you know that learning has or has not  |
| occurred. After you've completed this exercise, turn to page 14 to    |
| check your answers.                                                   |
|                                                                       |
| **Learning Situation #1:**                                            |
|                                                                       |
| In training, Bill Baker, Manager, encounters the National Warning     |
| System procedures for the first time. He is familiar with the         |
| operations manual, but in a practical exercise, he fails to terminate |
| the transmission correctly.                                           |
|                                                                       |
| Has learning occurred? Yes \_\_\_\_\_ No \_\_\_\_\_                   |
|                                                                       |
| If yes, explain how you know learning has occurred. If no, explain    |
| how you know that learning has not occurred.                          |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| **Learning Situation #2:**                                            |
|                                                                       |
| A group of managers views a film on handling emergencies regarding    |
| hazardous materials.                                                  |
|                                                                       |
| Has learning occurred? Yes \_\_\_\_\_ No \_\_\_\_\_                   |
|                                                                       |
| If yes, explain how you know learning has occurred. If no, explain    |
| how you know that learning has not occurred.                          |
+-----------------------------------------------------------------------+
|                                                                       |
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|                                                                       |
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|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Learning Situation #3:**                                            |
|                                                                       |
| Beth Cohen learns the procedures for radiological decontamination of  |
| personnel. After practice, Beth completes certification testing for   |
| both technique and safety practices. The instructor then certifies    |
| Beth, who has performed correctly. The instructor feels confident     |
| about Beth's new skill.                                               |
|                                                                       |
| Has learning occurred? Yes \_\_\_\_\_ No \_\_\_\_\_                   |
|                                                                       |
| If yes, explain how you know learning has occurred. If no, explain    |
| how you know that learning has not occurred.                          |
+-----------------------------------------------------------------------+
|                                                                       |
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|                                                                       |
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|                                                                       |
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|                                                                       |
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|                                                                       |
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+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
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+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| Job Aid #1:                                                           |
|                                                                       |
| Adult Learning Characteristics                                        |
+-----------------------------------------------------------------------+
| ***Instructions:*** The following summarizes the characteristics of   |
| adult learners. Use this checklist as a guide when preparing training |
| presentations.                                                        |
|                                                                       |
| -   Adults, when older, may not be able to hear or see as well as     |
|     they could when they were younger.                                |
|                                                                       |
| -   Adults are less inclined to be impulsive; they require time to    |
|     think through problems.                                           |
|                                                                       |
| -   Adults see themselves as capable of self-direction.               |
|                                                                       |
| -   Adults need to have a part in determining what they learn.        |
|                                                                       |
| -   Adults must want to learn before learning takes place.            |
|                                                                       |
| -   Adults have values, attitudes, and tendencies that influence      |
|     their willingness to learn.                                       |
|                                                                       |
| -   Adults need individual attention and reinforcement to achieve     |
|     personal goals.                                                   |
|                                                                       |
| -   Adults possess a large volume of previous learning that           |
|     influences learning.                                              |
|                                                                       |
| -   Adults learn by doing.                                            |
|                                                                       |
| -   Adults may not respond well to lectures.                          |
|                                                                       |
| -   Adults must have training methods adapted to their needs.         |
|                                                                       |
| -   Adults prefer a variety of training methods.                      |
|                                                                       |
| -   Adults learn best in an informal environment.                     |
|                                                                       |
| -   Adults need to transfer new learning to their situations.         |
|                                                                       |
| -   Adults learn by sharing experiences.                              |
|                                                                       |
| -   Adults stimulate each other.                                      |
|                                                                       |
| -   Adults want practical knowledge and skills.                       |
|                                                                       |
| -   Adults prefer specific usable information rather than theoretical |
|     information.                                                      |
|                                                                       |
| -   Adults have other responsibilities that may distract them or call |
|     them away from class.                                             |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| Answer Key to Exercise:                                               |
|                                                                       |
| Has Learning Occurred?                                                |
|                                                                       |
| ***Instructions:*** Compare your answers to the following.            |
|                                                                       |
| **Learning Situation #1:**                                            |
|                                                                       |
| In training, Bill Baker, Manager, encounters the National Warning     |
| System procedures for the first time. He is familiar with the         |
| operations manual, but in a practical exercise he fails to terminate  |
| the transmission correctly.                                           |
|                                                                       |
| Has learning occurred? Yes No [X]{.underline} Explain.                |
|                                                                       |
| **[The learner was unable to apply the new knowledge and skills in a  |
| practical]{.underline} [exercise.]{.underline}**                      |
|                                                                       |
| **Learning Situation #2:**                                            |
|                                                                       |
| A group of managers views a film on handling emergencies regarding    |
| hazardous materials.                                                  |
|                                                                       |
| Has learning occurred? Yes No [X]{.underline} Explain.                |
|                                                                       |
| **[There was not an observable change in behavior because the         |
| learners did not]{.underline} [practice applying the knowledge from   |
| the film.]{.underline}**                                              |
|                                                                       |
| **Learning Situation #3:**                                            |
|                                                                       |
| Beth Cohen learns the procedures for radiological decontamination of  |
| personnel. After practice, Beth completes certification testing for   |
| both technique and safety practices. The instructor then certifies    |
| Beth, who has performed correctly. The instructor feels confident     |
| about Beth's new skill.                                               |
|                                                                       |
| Has learning occurred? Yes [X]{.underline} No Explain.                |
|                                                                       |
| **[The learner successfully applied the new knowledge in a practice   |
| exercise, and she passed a skill-based test that verified the         |
| acquisition and mastery of knowledge and skills.]{.underline}**       |
+-----------------------------------------------------------------------+

+-----------------------------------+-----------------------------------+
| **Adult Learning:**               |                                   |
|                                   |                                   |
| **Strategies** for **Success**    |                                   |
+-----------------------------------+-----------------------------------+
| **Overview**                      | **Contents of This Article**      |
|                                   |                                   |
| The unique adult learning         | **16** Exercise: How Adult        |
| characteristics you read about in | Learning Characteristics Impact   |
| the previous article point out    | Training                          |
| the need for some specific        |                                   |
| strategies to use when designing  | **19** Training Strategies That   |
| and delivering training to        | Address Adult Learning            |
| adults. By following the          | Characteristics                   |
| strategies this article           |                                   |
| introduces, you will increase the | **22** Exercise: Applying         |
| likelihood of motivating adult    | Training                          |
| participants and ensuring that    |                                   |
| learning occurs.                  | Strategies to Past Experiences    |
|                                   |                                   |
| **Highlights of This Article**    | **23** Job Aid #2: Using          |
|                                   | Effective Training Strategies     |
| When you complete this article,   |                                   |
| you will be able to use specific  |                                   |
| strategies effectively for        |                                   |
| addressing adult learning         |                                   |
| characteristics during emergency  |                                   |
| management courses.               |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| **Exercise:**                     |                                   |
|                                   |                                   |
| **How Adult Learning**            |                                   |
|                                   |                                   |
| **Characteristics Impact          |                                   |
| Training**                        |                                   |
|                                   |                                   |
| ***Instructions:*** For emergency |                                   |
| management courses to be          |                                   |
| successful, you must understand   |                                   |
| how adult learning                |                                   |
| characteristics impact the way    |                                   |
| you plan and deliver your         |                                   |
| training. Review the adult        |                                   |
| learning characteristics in the   |                                   |
| left-hand column, and, for each   |                                   |
| characteristic, select the most   |                                   |
| appropriate training strategy     |                                   |
| from the right-hand column. When  |                                   |
| you finish this matching          |                                   |
| exercise, check your answers      |                                   |
| against the answer key on page    |                                   |
| 18.                               |                                   |
+-----------------------------------+-----------------------------------+
| ***Adult Learning                 | ***Training Strategy***           |
| Characteristic***                 |                                   |
|                                   | a.  Develop your training so that |
| \_\_\_\_\_ Adults can learn by    |     you measure successful        |
| reading, listening, and watching, |     learning in terms of accuracy |
| but they learn best if they       |     and reliability, rather than  |
| participate actively in the       |     speed and volume.             |
| learning process.                 |                                   |
|                                   | b.  Provide learners with         |
| \_\_\_\_\_ Most adults have       |     opportunities to identify     |
| preferred methods for learning    |     what they want and need to    |
| new knowledge and skills.         |     learn; to plan and to carry   |
|                                   |     out their own learning        |
| \_\_\_\_\_ Adults engage in       |     activities; and to evaluate   |
| learning in order to help them    |     their own progress toward     |
| cope with current issues and      |     self-selected goals.          |
| problems. They seek learning that |                                   |
| they can apply immediately.       | c.  Plan training activities      |
|                                   |     around your participants'     |
| \_\_\_\_\_ Adults have a large    |     issues and concerns.          |
| bank of previous learning that    |                                   |
| can be both an asset and a        | d.  Maximize learning by doing.   |
| liability to learning.            |                                   |
|                                   | e.  Provide job aids to assist in |
| \_\_\_\_\_ Adults enter training  |     "unlearning" previous         |
| with a large volume of life       |     information that is           |
| experiences from which to draw.   |     interfering with new          |
|                                   |     learning.                     |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| Adult Learning Characteristics    |                                   |
| (Continued)                       |                                   |
+-----------------------------------+-----------------------------------+
| \_\_\_\_\_ Adults perceive        | f.  Match the instructional       |
| themselves as independent and     |     methods you select to your    |
| capable of self- direction. They  |     participants' learning        |
| desire others to see them the     |     preferences.                  |
| same way.                         |                                   |
|                                   | > g\. Use the learners' life      |
| \_\_\_\_\_ All adult learners     | > experiences to introduce and    |
| experience a decline in sensory   | > discuss new concepts            |
| abilities (e.g., hearing, vision, |                                   |
| physical conditioning).           |                                   |
+-----------------------------------+-----------------------------------+

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

+-----------------------------------+-----------------------------------+
| **Training Strategies That        |                                   |
| Address Adult Learning            |                                   |
| Characteristics**                 |                                   |
+-----------------------------------+-----------------------------------+
| There are many specific           | *Physiological Changes*           |
| strategies you can use in         |                                   |
| training to address the physical, | The following techniques will     |
| emotional, and intellectual       | provide a learning environment    |
| factors of adult learning that    | that minimizes the extent to      |
| was covered previously. Using     | which learners' physical          |
| these strategies will enable you  | conditioning and health interfere |
| to maximize the participants'     | with learning:                    |
| learning by:                      |                                   |
|                                   | -   Provide good lighting without |
| -   Creating an environment that  |     glare.                        |
|     optimizes learning.           |                                   |
|                                   | -   Provide sound amplification   |
| -   Making the learning           |     with good acoustics.          |
|     applicable to adults' past    |                                   |
|     learning and present          | -   Provide conditions that       |
|     situation.                    |     minimize fatigue and anxiety. |
|                                   |                                   |
| -   Actively involving the        | -   Allow adult learners to take  |
|     learners in the training      |     breaks.                       |
|     process.                      |                                   |
|                                   | -   Provide healthful food during |
| **Strategies to Address**         |     breaks.                       |
|                                   |                                   |
| **Physical Characteristics**      | -   Use job aids and              |
|                                   |     memory-enhancement devices to |
| *Lifelong Learning*               |     help learners retain          |
|                                   |     information.                  |
| To help adults learn well at any  |                                   |
| age, you should create a learning | **Strategies to Address**         |
| environment that meets the needs  |                                   |
| and abilities of your adult       | **Emotional Characteristics**     |
| learners. Creating this           |                                   |
| environment involves:             | *Independent Self-Concept*        |
|                                   |                                   |
| -   Developing your activities so | In order to respect adults'       |
|     that you measure successful   | independent self-concepts, you    |
|     learning in terms of accuracy | need to provide your learners     |
|     and reliability rather than   | with opportunities to identify    |
|     speed and volume.             | what they want and need to learn; |
|                                   | to plan and to carry out their    |
| -   Providing learning exercises  | own learning activities; and to   |
|     that require analysis and     | evaluate their own progress       |
|     processing rather than        | toward self-selected goals.       |
|     impulsive,                    |                                   |
|     "quick-on-your-feet"          |                                   |
|     responses.                    |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| Follow these strategies to        | > benefits. However, to stay      |
| accomplish this objective:        | > motivated, adult learners need  |
|                                   | > a chance to see the benefits    |
| -   Assume the role of "learning  | > for themselves.                 |
|     resource" rather than the     |                                   |
|     more traditional role of      | *Reinforcement*                   |
|     teacher.                      |                                   |
|                                   | Adults respond positively to      |
| -   Allow adult learners to       | reinforcement. So, as an          |
|     direct their own learning as  | instructor, you should:           |
|     much as possible.             |                                   |
|                                   | -   Respond to the verbal and     |
| -   Treat adult learners as       |     nonverbal feelings that adult |
|     adults. Avoid "talking down"  |     learners express.             |
|     to adult learners. Instead,   |                                   |
|     use content and style         | -   Provide meaningful            |
|     appropriate to their          |     reinforcement to adult        |
|     developmental level.          |     learners. Learners must       |
|                                   |     perceive the reinforcement as |
| -   Avoid putting adult learners  |     positive from their frames of |
|     in situations where they will |     reference.                    |
|     feel embarrassed.             |                                   |
|                                   | -   Provide opportunities for     |
|                                  |     peer feedback and             |
|                                   |     reinforcement. Reinforcement  |
|                                   |     from other adult learners can |
|                                   |     be as powerful as the         |
|                                   |     reinforcement that            |
|                                   |     instructors provide.          |
+-----------------------------------+-----------------------------------+
| *Self-Motivated*                  | *Established Emotional            |
|                                   | Frameworks*                       |
| Adults are self-motivated         |                                   |
| learners. Follow these strategies | Because adult learners have       |
| to address this adult learning    | established values, attitudes,    |
| characteristic:                   | and tendencies, and because       |
|                                   | learning involves changing parts  |
| -   Make sure that adult learners | of this framework, you should:    |
|     get an opportunity to explore |                                   |
|     why they need to learn the    | -   Provide a learning            |
|     knowledge or skills the       |     environment that is           |
|     training will present.        |     nonthreatening.               |
|                                   |                                   |
| -   Make learning activities      | -   Avoid making adult learners   |
|     relevant to the participants' |     change too many behaviors all |
|     learning objectives.          |     at once. Have them learn one  |
|                                   |     new behavior and master it    |
| -   Explain the possible benefits |     before attempting to learn    |
|     to gain by learning the       |     another new behavior.         |
|     knowledge or skills to be     |                                   |
|     presented.                    | -   Allow adult learners to hang  |
|                                   |     on to established values,     |
| -   Provide opportunities to      |     attitudes, and tendencies,    |
|     apply and try out new         |     **unless** these get in the   |
|     learning as part of training. |     way of learning.              |
|     Instructors can motivate      |                                   |
|     adult learners by convincing  |                                   |
|     them of                       |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| *Immediate Time Perspective*      | -   Allowing learners to explore  |
|                                   |     what they know about an area  |
| Adults engage in learning largely |     before providing instruction. |
| in response to current life       |                                   |
| problems, pressures, and needs.   | ```{=html}                        |
| Therefore, you should:            | <!-- -->                          |
|                                   | ```                               |
| -   Plan your training activities | -   Giving students credit for    |
|     around your learners' issues  |     what they know or are able to |
|     and concerns.                 |     do.                           |
|                                   |                                   |
| -   Make the training             | -   Using learners who have       |
|     problem-centered, not subject |     mastered areas to assist      |
|     matter-centered.              |     other learners.               |
|                                   |                                   |
| -   Emphasize your function as    | -   Providing job aids or helping |
|     one of helping learners look  |     learners develop their own    |
|     at problems and try new       |     job aids to assist in         |
|     approaches.                   |     "unlearning" previous         |
|                                   |     learning that is interfering  |
| -   Don't tell your learners what |     with new learning.            |
|     would be "good for them."     |                                   |
|                                   | ![](media/image12.                |
| **Strategies to Address**         | wmf){width="1.8034722222222221in" |
|                                   | height="1.1666666666666667in"}    |
| **Intellectual Characteristics**  |                                   |
|                                   | *Active Learning*                 |
| *Accumulated Experience*          |                                   |
|                                   | Involve your adult learners in    |
| To draw upon the adults'          | the learning process. Some        |
| extensive life experiences, you   | suggested strategies are:         |
| should:                           |                                   |
|                                   | -   Pair lectures or reading      |
| -   Use instructional techniques  |     assignments with activities   |
|     that tap the learners'        |     such as discussions,          |
|     experience, such as group     |     exercises, practice           |
|     discussion, case studies,     |     activities, role plays, and   |
|     role playing, demonstrations, |     job simulations.              |
|     group interviews, and skill   |                                   |
|     practice exercises.           | -   Maximize "learning by doing." |
|                                   |                                   |
| -   Use your learners' life       |                                   |
|     experiences to introduce and  |                                   |
|     discuss new concepts.         |                                   |
|                                   |                                   |
| *Previous Learning*               |                                   |
|                                   |                                   |
| Help your learners build bridges  |                                   |
| between existing learning and new |                                   |
| learning by:                      |                                   |
|                                   |                                   |
| -   Using analogies and common    |                                   |
|     examples when instructing.    |                                   |
+-----------------------------------+-----------------------------------+

**Exercise:**

**Applying Training Strategies**

**to Past Experiences**

1.  The purpose of this exercise is to help you validate the training
    strategies that this article just discussed by applying them to your
    own past experiences as an adult learner. Follow the instructions
    below to complete this exercise.

## INEFFECTIVE TRAINING

+-----------------------------------+-----------------------------------+
| ### Ineffective Elements          | ### Strategies Ignored            |
+-----------------------------------+-----------------------------------+

2.  Think of one training session you attended in the past that was
    **effective** for you as an adult learner. Jot down the effective
    elements in the appropriate space below. Write the strategies that
    were used during the training across from each element.

## EFFECTIVE TRAINING

+-----------------------------------+-----------------------------------+
| ### Effective Elements            | ### Strategies Used               |
+-----------------------------------+-----------------------------------+

**Job Aid #2:**

**Using Effective Training Strategies**

***Instructions:*** Evaluate yourself as an instructor by answering the
following questions in preparation for an effective training session.
Answering "no" to any of these questions indicates a need to adjust your
training strategy to meet the needs of your learners.

+------------------------------------------------------------+----+----+
| ***DO YOU AS AN INSTRUCTOR:***                             | *  | ** |
|                                                            | ** | *N |
|                                                            | YE | O* |
|                                                            | S* | ** |
|                                                            | ** |    |
+------------------------------------------------------------+----+----+
| Provide a learning environment that minimizes the extent   |   |   |
| to which the learners' physical conditioning and health    |    |    |
| interfere with learning?                                   |    |    |
+------------------------------------------------------------+----+----+
| Provide breaks for learners?                               |   |   |
+------------------------------------------------------------+----+----+
| Use job aids and other memory-enhancement devices?         |   |   |
+------------------------------------------------------------+----+----+
| Allow your learners to identify what they want and need to |   |   |
| learn?                                                     |    |    |
+------------------------------------------------------------+----+----+
| Allow your learners to set their own goals?                |   |   |
+------------------------------------------------------------+----+----+
| Relate the material to the learners' goals?                |   |   |
+------------------------------------------------------------+----+----+
| Treat learners like adults?                                |   |   |
+------------------------------------------------------------+----+----+
| Focus on "real world" problems?                            |   |   |
+------------------------------------------------------------+----+----+
| Repeatedly reinforce skills and knowledge through various  |   |   |
| learning                                                   |    |    |
|                                                            |    |    |
| methods and participant practice?                          |    |    |
+------------------------------------------------------------+----+----+
| Provide a learning environment that is nonthreatening?     |   |   |
+------------------------------------------------------------+----+----+
| Provide meaningful reinforcement to learners?              |   |   |
+------------------------------------------------------------+----+----+
| Provide learning activities that relate to the learners'   |   |   |
| experience?                                                |    |    |
+------------------------------------------------------------+----+----+
| Involve participants in the learning process and minimize  |   |   |
| passive learning?                                          |    |    |
+------------------------------------------------------------+----+----+
| Allow for useful debate and exchange of ideas?             |   |   |
+------------------------------------------------------------+----+----+
| Identify and accommodate for participants' learning        |   |   |
| preferences?                                               |    |    |
+------------------------------------------------------------+----+----+
| Use a variety of instructional methods?                    |   |   |
+------------------------------------------------------------+----+----+
| Inform your learners of what you expect of them at the end |   |   |
| of training?                                               |    |    |
+------------------------------------------------------------+----+----+

+-----------------------------------+-----------------------------------+
| #####                             |                                   |
|                                   |                                   |
| ##### Learners as Individuals     |                                   |
|                                   |                                   |
| ######                            |                                   |
+-----------------------------------+-----------------------------------+
| ######                            | ######                            |
|                                   |                                   |
| ###### Overview                   | ###### Contents of This Article   |
|                                   |                                   |
| Each time you lead a training     | **25** Learning Styles and        |
| course, you will face the         | Preferences                       |
| different learning styles and     |                                   |
| preferences of your participants. | **29** Job Aid #3: Accommodating  |
| Some participants may learn       |                                   |
| better through visual             | > Individual Learners             |
| stimulation, while others may     |                                   |
| better acquire knowledge through  | **32** Learning Preference        |
| auditory means. Some participants | Inventory                         |
| may prefer to learn with          |                                   |
| background sound, such as         |                                   |
| classical music, while others     |                                   |
| need complete silence to          |                                   |
| concentrate. Some participants    |                                   |
| will prefer to study with others, |                                   |
| while some may be more productive |                                   |
| working on their own. This        |                                   |
| article will prepare you to       |                                   |
| identify your learners'           |                                   |
| preferences and will take steps   |                                   |
| to accommodate their different    |                                   |
| learning styles.                  |                                   |
|                                   |                                   |
| ###### Highlights of This Article |                                   |
|                                   |                                   |
| When you complete this article,   |                                   |
| you will be able to:              |                                   |
|                                   |                                   |
| -   Identify your own learning    |                                   |
|     style.                        |                                   |
|                                   |                                   |
| -   Identify others' learning     |                                   |
|     preferences and strategize    |                                   |
|     ways to accommodate them when |                                   |
|     instructing emergency         |                                   |
|     management courses.           |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| **Learning Styles and             |                                   |
| Preferences**                     |                                   |
+-----------------------------------+-----------------------------------+
| Most adults have preferred        | > learners may consider that same |
| methods for learning new          | > degree of lighting to be        |
| knowledge and skills. Adult       | > excessive. If the lighting is   |
| learners respond better when an   | > incorrect for the learner, it   |
| instructor presents new material  | > can reduce concentration by     |
| through a variety of              | > over stimulating the learner or |
| instructional methods. This       | > by lulling the learner to       |
| appeals to their different        | > sleep.                          |
| senses. Adult learners may have   |                                   |
| preferences about any or all of   | ![](m                             |
| the following:                    | edia/image16.wmf){width="0.475in" |
|                                   | height="0.5611111111111111in"}    |
| **Physical Factors**              |                                   |
|                                   | ![](media/image17.wmf)            |
| Learners have different           | ![](media/image15.                |
| preferences regarding their       | wmf){width="1.1791666666666667in" |
| physical environment, including:  | height="1.2590277777777779in"}    |
|                                   |                                   |
| -   ***Noise Level:*** Some       | -   ***Room Temperature:*** Room  |
|     learners can block out        |     temperature is another        |
|     surrounding noises and        |     environmental factor that can |
|     function effectively despite  |     affect one's ability to       |
|     noisy distractions. Other     |     learn. Some learners require  |
|     learners can adjust only to   |     a warm environment before     |
|     selected sounds and require   |     they can study, while other   |
|     that nearly all noisy         |     learners may find the amount  |
|     distractions be eliminated.   |     of warmth that relaxes        |
|     Still others prefer specific  |     certain learners actually     |
|     background sounds while       |     makes them uncomfortable.     |
|     studying.                     |     Some learners function best   |
|                                   |     in a cool room, while other   |
| ![](media/image13.                |     learners are not at their     |
| wmf){width="0.7486111111111111in" |     best unless they are in a     |
| height="0.44722222222222224in"}   |     warm setting.                 |
| ![](media/image14.wmf)            |                                   |
|                                   | ![](media/image18.                |
| ![](media/image15.                | wmf){width="1.1277777777777778in" |
| wmf){width="1.1194444444444445in" | height="1.4375in"}                |
| height="1.0881944444444445in"}    |                                   |
| ![](media/image15.                |                                   |
| wmf){width="1.1236111111111111in" |                                   |
| height="1.0923611111111111in"}    |                                   |
|                                   |                                   |
| -   ***Lighting:*** Room          |                                   |
|     illumination also appears to  |                                   |
|     affect the learning process.  |                                   |
|     Some learners can function    |                                   |
|     with ease only when the       |                                   |
|     learning setting is well lit. |                                   |
|     However, other                |                                   |
+-----------------------------------+-----------------------------------+

+----------------------------------+-----------------------------------+
| -   ***Room Setting:*** The      | **Emotional Factors**             |
|     structure of the room        |                                   |
|     setting can also affect      | -   ***Social Needs:***           |
|     one's ability to learn. Some |     Individuals have different    |
|     learners prefer an informal  |     social needs when learning.   |
|     setting such as a lounge     |     Learning can occur when       |
|     area or their own living     |     learners work alone, with     |
|     room. Other learners         |     someone else, or with a small |
|     concentrate best when they   |     group. The learning task may  |
|     are studying at a desk in a  |     influence this preference.    |
|     more formal setting.         |     For example, your learners    |
|                                  |     may prefer to work alone when |
| ![](media/image19.               |     learning theoretical          |
| wmf){width="1.117361111111111in" |     material, but prefer to work  |
| height="0.9861111111111112in"}   |     with someone else when        |
| ![](media/image20.w              |     applying the theory to a real |
| mf){width="1.3888888888888888in" |     problem. Even though your     |
| height="1.198611111111111in"}    |     learners will probably engage |
|                                  |     in learning both alone and    |
| -   ***Time of Day:*** The final |     with others, they may prefer  |
|     preference area in the       |     one arrangement over the      |
|     physical dimension is the    |     other.                        |
|     time of day. Each of us      |                                   |
|     develops our own internal    | ![](media/image21.                |
|     clock, making us more alert  | wmf){width="1.5986111111111112in" |
|     at certain times of the day. | height="0.8083333333333333in"}    |
|     Therefore, some learners     |                                   |
|     concentrate and learn best   | ![](media/image22.                |
|     in the morning. Other        | wmf){width="1.4729166666666667in" |
|     learners are most productive | height="0.8854166666666666in"}    |
|     in the afternoon or evening. |                                   |
|                                  | -   ***Motivation:*** In addition |
|                               |     to having different social    |
|                                  |     preferences, adults also have |
|                               |     unique motivational needs.    |
|                                  |     Motivation is a necessary     |
| Besides having preferences about |     ingredient for learning.      |
| their physical learning          |                                   |
| environment, adults also have a  | ![](media/image23.wmf)            |
| variety of emotional needs that  |                                   |
| impact their ability to learn.   |                                   |
+----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| Extrinsic motivation may come     | Adults also differ in             |
| from external sources such as     | intellectual factors known as     |
| clients and fellow employees.     | learning styles, which describe   |
| Motivation can also be intrinsic, | how they acquire and retain       |
| or in other words, come from      | information. Some adults learn    |
| inside ourselves. Learners        | best by *hearing* information,    |
| usually need a combination of     | others by *seeing* information,   |
| extrinsic and intrinsic           | and still others by *touching*    |
| motivation. However, individual   | and *doing*.                      |
| learners may have a strong        |                                   |
| preference for one source of      | **Intellectual Factors**          |
| motivation above the other.       |                                   |
|                                   | Adults have different learning    |
| When motivation is extrinsic, we  | styles, including:                |
| depend on receiving external      |                                   |
| reinforcement. External           | -   ***Auditory:*** Some adults   |
| reinforcement may include         |     may be auditory learners.     |
| anything we like or want. The     |     Auditory learners are those   |
| same external reinforcement may   |     who can easily differentiate  |
| not work for everyone.            |     among sounds and can          |
|                                   |     reproduce symbols, letters,   |
| ![](                              |     or words by hearing them.     |
| media/image24.wmf){width="2.05in" |     Learners who favor auditory   |
| height="2.5409722222222224in"}    |     learning must be able to      |
|                                   |     remember what they just       |
| Intrinsic motivation is another   |     heard.                        |
| way of saying self-motivation.    |                                   |
| When we are intrinsically         | *Some adults learn best by        |
| motivated, we are not looking for | hearing information, others by    |
| some external source of           | seeing information, and still     |
| reinforcement. Rather, we are     | others by touching and doing.*    |
| reinforcing ourselves. An example |                                   |
| of internal reinforcement is      | > While auditory learning can     |
| feeling good about one's self     | > enhance learning for some       |
| after mastering a new skill: "I   | > people, it can also frustrate   |
| conducted that training course    | > learning for others. Some       |
| even more smoothly than the last  | > learners prefer to read words   |
| one!"                             | > rather than hear them spoken.   |
|                                   | > Reading allows the learner to   |
|                                   | > set the pace and review         |
|                                   | > passages with ease.             |
|                                   |                                   |
|                                   | ![](media/image25.                |
|                                   | wmf){width="1.6784722222222221in" |
|                                   | height="0.7402777777777778in"}    |
|                                   | ![](med                           |
|                                   | ia/image26.wmf){width="0.96875in" |
|                                   | height="1.3763888888888889in"}    |
|                                   |                                   |
|                                   | ![]                               |
|                                   | (media/image27.wmf){width="1.3in" |
|                                   | height="0.5006944444444444in"}    |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| -   ***Visual:*** Adults can also | > All learning is ultimately      |
|     be visual learners who learn  | > kinesthetic. Learners'          |
|     best by seeing an image or    | > preferences relate to the       |
|     conjuring up an image in      | > timing of the kinesthetic       |
|     their mind. These learners    | > experience and the amount of    |
|     prefer instructional          | > kinesthetic experiences needed. |
|     materials that include many   | > Strong kinesthetic learners     |
|     pictures, symbols, graphs,    | > need practice exercises early   |
|     and lists.                    | > in the learning process.        |
|                                   | >                                 |
| ![](media/image28                 | > Other learners prefer to engage |
| .wmf){width="3.129166666666667in" | > in kinesthetic experiences only |
| height="1.6090277777777777in"}    | > after they have mastered new    |
|                                   | > learning through auditory or    |
| -   ***Kinesthetic:*** Finally,   | > visual means.                   |
|     adults who are kinesthetic    |                                   |
|     learners learn best through   | *All learning is*                 |
|     their tactile sense or        |                                   |
|     through experience---in other | *ultimately kinesthetic.*         |
|     words, by touching or doing.  |                                   |
|     For example, kinesthetic      | As instructors, you must be able  |
|     learners find it easier to    | to identify the unique learning   |
|     remember things that they     | styles and preferences of your    |
|     have written down over things | participants and accommodate      |
|     that they have heard. A       | these differences with a variety  |
|     kinesthetic learner is the    | of instructional techniques,      |
|     one who underlines in bold or | methods, and media. The job aid   |
|     takes notes while reading.    | on the following pages summarizes |
|                                   | individual learning styles and    |
| ![](media/image29                 | suggests strategies for           |
| .wmf){width="3.252083333333333in" | accommodating your learners'      |
| height="2.345138888888889in"}     | styles.                           |
+-----------------------------------+-----------------------------------+

+----------------------------+-----------------------------------------+
| **Job Aid #3:**            |                                         |
|                            |                                         |
| **Accommodating Individual |                                         |
| Learners**                 |                                         |
|                            |                                         |
| This table summarizes      |                                         |
| individual learning        |                                         |
| preferences and provides   |                                         |
| strategies for             |                                         |
| accommodating your         |                                         |
| learners' unique learning  |                                         |
| styles.                    |                                         |
+----------------------------+-----------------------------------------+
| ***IF YOUR LEARNERS        | ***THEN:***                             |
| PREFER:***                 |                                         |
+----------------------------+-----------------------------------------+
| ***PHYSICAL FACTORS***     | -   Play soft music during your         |
|                            |     instruction.                        |
| -   Background noise while |                                         |
|     studying               | -   Encourage your learners to study in |
|                            |     open places like lounges, rather    |
|                            |     than quiet libraries.               |
+----------------------------+-----------------------------------------+
| -   A quiet learning       | -   Encourage your learners to use ear  |
|     setting                |     plugs or a special audiotape with   |
|                            |     "white noise" when studying. (White |
|                            |     noise is nonspecific noise that can |
|                            |     block out other noise.)             |
|                            |                                         |
|                            | -   Arrange for periods of quiet time.  |
+----------------------------+-----------------------------------------+
| -   A brightly lit         | -   Select learning environments with a |
|     learning setting       |     lot of windows or other sources of  |
|                            |     direct light.                       |
+----------------------------+-----------------------------------------+
| -   A darker learning      | -   Select darker learning environments |
|     setting                |     without a lot of windows or direct  |
|                            |     light.                              |
|                            |                                         |
|                            | -   Encourage these learners to move    |
|                            |     away from the windows and other     |
|                            |     sources of direct light.            |
|                            |                                         |
|                            | -   Encourage these learners to wear    |
|                            |     tinted glasses to cut down on the   |
|                            |     amount of light or glare.           |
+----------------------------+-----------------------------------------+
| -   A warm learning        | -   Encourage learners to sit near the  |
|     climate                |     heating source and bring extra      |
|                            |     clothing.                           |
+----------------------------+-----------------------------------------+

+----------------------------+-----------------------------------------+
| ######### Job Aid #3:      |                                         |
|                            |                                         |
| ###                        |                                         |
| ###### Accommodating Indiv |                                         |
| idual Learners (Continued) |                                         |
+----------------------------+-----------------------------------------+
| ***IF YOUR LEARNERS        | ***THEN:***                             |
| PREFER:***                 |                                         |
+----------------------------+-----------------------------------------+
| ***PHYSICAL FACTORS**      | -   Encourage learners to move away     |
| (Continued)*               |     from the heating source and wear    |
|                            |     cool clothing.                      |
| -   A cool learning        |                                         |
|     climate                | -   Adjust the room temperature by      |
|                            |     opening windows, lowering the       |
|                            |     thermostat setting, or bringing in  |
|                            |     fans.                               |
+----------------------------+-----------------------------------------+
| -   Studying in the        | -   Arrange your lesson plans so that:  |
|     morning                |                                         |
|                            |     -   You cover the more difficult    |
|                            |         areas in the morning when       |
|                            |         learners have the most energy.  |
|                            |                                         |
|                            |     -   Learners work on the easiest    |
|                            |         areas in the afternoon.         |
+----------------------------+-----------------------------------------+
| -   Studying in the        | -   Arrange your lesson plans so that:  |
|     afternoon              |                                         |
|                            |     -   Learners work on the easiest    |
|                            |         areas in the morning.           |
|                            |                                         |
|                            |     -   You save the more difficult     |
|                            |         areas for the afternoon when    |
|                            |         learners have the most energy.  |
+----------------------------+-----------------------------------------+
| ***EMOTIONAL FACTORS***    | -   Prepare a lot of individualized     |
|                            |     learning activities for your group. |
| -   Learning alone         |                                         |
+----------------------------+-----------------------------------------+

+----------------------------+-----------------------------------------+
| ######### Job Aid #3:      |                                         |
|                            |                                         |
| ###                        |                                         |
| ###### Accommodating Indiv |                                         |
| idual Learners (Continued) |                                         |
+----------------------------+-----------------------------------------+
| ***IF YOUR LEARNERS        | ***THEN:***                             |
| PREFER:***                 |                                         |
+----------------------------+-----------------------------------------+
| ***EMOTIONAL FACTORS**     | -   Prepare a lot of group activities   |
| (Continued)*               |     for your learners.                  |
|                            |                                         |
| -   Learning with others   |                                         |
+----------------------------+-----------------------------------------+
| -   Extrinsic motivation   | -   Provide a lot of individualized     |
|                            |     attention and positive              |
|                            |     reinforcement to your learners.     |
|                            |                                         |
|                            | -   Have peers provide feedback to one  |
|                            |     another.                            |
+----------------------------+-----------------------------------------+
| -   Intrinsic motivation   | -   Continue to provide reinforcement,  |
|                            |     but to a lesser degree than with    |
|                            |     extrinsically motivated learners.   |
+----------------------------+-----------------------------------------+
| ***INTELLECTUAL FACTORS*** | -   Encourage learners to talk through  |
|                            |     steps in an activity.               |
| -   Auditory learning      |                                         |
|                            | -   Encourage oral reporting.           |
|                            |                                         |
|                            | -   Use tape-recorded instruction and   |
|                            |     other audio equipment.              |
+----------------------------+-----------------------------------------+
| -   Visual learning        | -   Provide visual directions and       |
|                            |     demonstrations.                     |
|                            |                                         |
|                            | -   Use maps, graphs, charts, and other |
|                            |     visual aids.                        |
+----------------------------+-----------------------------------------+
| -   Kinesthetic learning   | -   Encourage your learners to take     |
|                            |     notes while they read, listen, or   |
|                            |     watch.                              |
|                            |                                         |
|                            | -   Employ role-playing and simulation  |
|                            |     exercises.                          |
|                            |                                         |
|                            | -   Let learners assist you in creating |
|                            |     learning aids.                      |
+----------------------------+-----------------------------------------+

+------------------------+--------+--------+---------+------+--------+
|                        |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| **Learning Preference  |        |        |         |      |        |
| Inventory**            |        |        |         |      |        |
|                        |        |        |         |      |        |
| ***Instructions:***    |        |        |         |      |        |
| Read each statement    |        |        |         |      |        |
| below. Indicate your   |        |        |         |      |        |
| level of disagreement  |        |        |         |      |        |
| or agreement with each |        |        |         |      |        |
| statement by circling  |        |        |         |      |        |
| a number to the right  |        |        |         |      |        |
| of the statement.      |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
|                        | St     | Di     | Neither | A    | St     |
|                        | rongly | sagree | D       | gree | rongly |
|                        |        |        | isagree |      |        |
|                        | Di     | 2      |         | 4    | Agree  |
|                        | sagree |        | Nor     |      |        |
|                        |        |        | Agree   |      | 5      |
|                        | 1      |        |         |      |        |
|                        |        |        | 3       |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 1\. When I read, I   | 1      | 2      | 3       | 4    | 5      |
| > like to have a lot   |        |        |         |      |        |
| > of light.            |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 2\. I learn well by  | 1      | 2      | 3       | 4    | 5      |
| > hearing how to do    |        |        |         |      |        |
| > something; i.e.,     |        |        |         |      |        |
| > from a tape, a       |        |        |         |      |        |
| > record, or a         |        |        |         |      |        |
| > lecture.             |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 3\. I would rather   | 1      | 2      | 3       | 4    | 5      |
| > study in a library   |        |        |         |      |        |
| > than in a lounge.    |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 4\. I find it        | 1      | 2      | 3       | 4    | 5      |
| > difficult to study   |        |        |         |      |        |
| > when there is music  |        |        |         |      |        |
| > in the background.   |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 5\. I feel that I am | 1      | 2      | 3       | 4    | 5      |
| > self-motivated.      |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 6\. I work or study  | 1      | 2      | 3       | 4    | 5      |
| > well in the evening. |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 7\. I have trouble   | 1      | 2      | 3       | 4    | 5      |
| > concentrating when I |        |        |         |      |        |
| > am working or        |        |        |         |      |        |
| > studying with other  |        |        |         |      |        |
| > people.              |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 8\. I like to draw   | 1      | 2      | 3       | 4    | 5      |
| > or use diagrams when |        |        |         |      |        |
| > I learn.             |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+

+------------------------+--------+--------+---------+------+--------+
|                        |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| **Learning             | St     | Di     | Neither | A    | St     |
| Preference**           | rongly | sagree | D       | gree | rongly |
|                        |        |        | isagree |      |        |
| **Inventory**          | Di     | 2      |         | 4    | Agree  |
| (Continued)            | sagree |        | Nor     |      |        |
|                        |        |        | Agree   |      | 5      |
|                        | 1      |        |         |      |        |
|                        |        |        | 3       |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 9\. I am comfortable | 1      | 2      | 3       | 4    | 5      |
| > at times when those  |        |        |         |      |        |
| > around me say it's   |        |        |         |      |        |
| > too warm.            |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 10\. I like my       | 1      | 2      | 3       | 4    | 5      |
| > family or friends to |        |        |         |      |        |
| > know that I do a     |        |        |         |      |        |
| > good job at work.    |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 11\. I enjoy         | 1      | 2      | 3       | 4    | 5      |
| > learning new things  |        |        |         |      |        |
| > about my work.       |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 12\. It's difficult  | 1      | 2      | 3       | 4    | 5      |
| > for me to            |        |        |         |      |        |
| > concentrate when I   |        |        |         |      |        |
| > am cold.             |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 13\. Noise and       | 1      | 2      | 3       | 4    | 5      |
| > background           |        |        |         |      |        |
| > conversations and/or |        |        |         |      |        |
| > music really bother  |        |        |         |      |        |
| > me when I have to    |        |        |         |      |        |
| > concentrate.         |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 14\. I work or study | 1      | 2      | 3       | 4    | 5      |
| > well in the          |        |        |         |      |        |
| > afternoon.           |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 15\. I prefer to     | 1      | 2      | 3       | 4    | 5      |
| > work or study alone. |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 16\. I have trouble  | 1      | 2      | 3       | 4    | 5      |
| > studying when I sit  |        |        |         |      |        |
| > on a soft chair or   |        |        |         |      |        |
| > couch or lie on the  |        |        |         |      |        |
| > floor.               |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 17\. When I work, I  | 1      | 2      | 3       | 4    | 5      |
| > like to turn on all  |        |        |         |      |        |
| > the lights.          |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 18\. I like my       | 1      | 2      | 3       | 4    | 5      |
| > instructors or       |        |        |         |      |        |
| > supervisors to       |        |        |         |      |        |
| > recognize my         |        |        |         |      |        |
| > efforts.             |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+
| > 19\. I learn well by | 1      | 2      | 3       | 4    | 5      |
| > trying to do things  |        |        |         |      |        |
| > myself, with my own  |        |        |         |      |        |
| > hands.               |        |        |         |      |        |
+------------------------+--------+--------+---------+------+--------+

+------------------------+--------+--------+---------+-------+-------+
|                        |        |        |         |       |       |
+------------------------+--------+--------+---------+-------+-------+
| **Learning             | St     | Di     | Neither | Agree | Str   |
| Preference**           | rongly | sagree | D       |       | ongly |
|                        |        |        | isagree | 4     |       |
| **Inventory**          | Di     | 2      |         |       | Agree |
| (Continued)            | sagree |        | Nor     |       |       |
|                        |        |        | Agree   |       | 5     |
|                        | 1      |        |         |       |       |
|                        |        |        | 3       |       |       |
+------------------------+--------+--------+---------+-------+-------+
| > 20\. I concentrate   | 1      | 2      | 3       | 4     | 5     |
| > best when I am       |        |        |         |       |       |
| > sitting up at a      |        |        |         |       |       |
| > desk.                |        |        |         |       |       |
+------------------------+--------+--------+---------+-------+-------+
| > 21\. I would rather  | 1      | 2      | 3       | 4     | 5     |
| > be warm than cold.   |        |        |         |       |       |
+------------------------+--------+--------+---------+-------+-------+
| > 22\. I prefer        | 1      | 2      | 3       | 4     | 5     |
| > working in bright    |        |        |         |       |       |
| > light.               |        |        |         |       |       |
+------------------------+--------+--------+---------+-------+-------+
| > 23\. The things that | 1      | 2      | 3       | 4     | 5     |
| > I remember best are  |        |        |         |       |       |
| > the things that I    |        |        |         |       |       |
| > hear.                |        |        |         |       |       |
+------------------------+--------+--------+---------+-------+-------+
| > 24\. I learn best by | 1      | 2      | 3       | 4     | 5     |
| > *doing* on the job.  |        |        |         |       |       |
+------------------------+--------+--------+---------+-------+-------+
| > 25\. I get a lot of  | 1      | 2      | 3       | 4     | 5     |
| > satisfaction from    |        |        |         |       |       |
| > doing the best I     |        |        |         |       |       |
| > can.                 |        |        |         |       |       |
+------------------------+--------+--------+---------+-------+-------+
| > 26\. I work better   | 1      | 2      | 3       | 4     | 5     |
| > when I know that my  |        |        |         |       |       |
| > work will be         |        |        |         |       |       |
| > checked.             |        |        |         |       |       |
+------------------------+--------+--------+---------+-------+-------+
| > 27\. I learn well by | 1      | 2      | 3       | 4     | 5     |
| > seeing how to do     |        |        |         |       |       |
| > something; i.e.,     |        |        |         |       |       |
| > looking at a diagram |        |        |         |       |       |
| > or picture, or       |        |        |         |       |       |
| > watching someone     |        |        |         |       |       |
| > else do it.          |        |        |         |       |       |
+------------------------+--------+--------+---------+-------+-------+
| > 28\. I get less done | 1      | 2      | 3       | 4     | 5     |
| > when I work with     |        |        |         |       |       |
| > someone else.        |        |        |         |       |       |
+------------------------+--------+--------+---------+-------+-------+
| > 29\. I work or study | 1      | 2      | 3       | 4     | 5     |
| > well in the morning. |        |        |         |       |       |
+------------------------+--------+--------+---------+-------+-------+
| > 30\. I find it       | 1      | 2      | 3       | 4     | 5     |
| > difficult to block   |        |        |         |       |       |
| > out noise when I am  |        |        |         |       |       |
| > trying to work.      |        |        |         |       |       |
+------------------------+--------+--------+---------+-------+-------+

**Scoring Your Learning**

**Preference Inventory**

***Instructions:*** Take your scores from the Learning Preference
Inventory and enter each item score where indicated on this score sheet.
Add the item scores under each category to get an idea of your learning
preferences.

Physical Preferences: Learning Setting

[Noise Level]{.underline} [Item \#]{.underline} [Score]{.underline}

4.  \_\_\_\_\_

13 \_\_\_\_\_

30. \_\_\_\_\_

> Total Score \_\_\_\_\_

-   Total scores of **10 or more** indicate that noises bother you when
    you are trying to

learn.

-   Total scores of **9 or less** indicate that noises do *not* bother
    you when you are trying to learn

[Lighting]{.underline} [Item \#]{.underline} [Score]{.underline}

1.  \_\_\_\_\_

17 \_\_\_\_\_

> 22 \_\_\_\_\_
>
> Total Score \_\_\_\_\_

-   Total scores of **10 or more** indicate that you prefer to learn in
    bright lighting.

-   Total scores of **9 or less** indicate that you do *not* prefer to
    learn in bright lighting.

Physical Preferences: Learning Setting (Continued)

[Temperature]{.underline} [Item \#]{.underline} [Score]{.underline}

9.  \_\_\_\_\_

12 \_\_\_\_\_

> 21 \_\_\_\_\_
>
> Total Score \_\_\_\_\_

-   Total scores of **10 or more** indicate that you prefer to learn in
    warmer temperatures.

-   Total scores of **9 or less** indicate that you prefer to learn in
    cooler temperatures.

[Structure]{.underline} [Item \#]{.underline} [Score]{.underline}

3.  \_\_\_\_\_

16 \_\_\_\_\_

> 20 \_\_\_\_\_
>
> Total Score \_\_\_\_\_

-   Total scores of **10 or more** indicate that you prefer a **formal**
    learning setting.

-   Total scores of **9 or less** indicate that you prefer an
    **informal** learning setting.

Physical Preferences: Time of Day

[Item \#]{.underline} [Score]{.underline}

[Morning Score]{.underline} 29 \_\_\_\_\_

[Afternoon Score]{.underline} 14 \_\_\_\_\_

[Evening Score]{.underline} 6 \_\_\_\_\_

> Total Score \_\_\_\_\_

-   Total scores of **4 or 5** indicate a preference for learning at
    that time of day.

-   You may have more than one time preference for learning, or time may
    not make a

difference to you.

Emotional Preferences: Social Needs

[Alone or With Others]{.underline} [Item \#]{.underline}
[Score]{.underline}

> 7 \_\_\_\_\_

15 \_\_\_\_\_

> 28 \_\_\_\_\_
>
> Total Score \_\_\_\_\_

-   Total scores of **10 or more** indicate that you prefer to learn
    alone.

-   Total scores of **9 or less** indicate that you prefer to learn with
    other people.

Emotional Preferences: Motivation

[Extrinsic Motivation]{.underline} [Item \#]{.underline}
[Score]{.underline}

10. \_\_\_\_\_

18 \_\_\_\_\_

> 26 \_\_\_\_\_
>
> Total Score \_\_\_\_\_

-   Total scores of **10 or more** indicate that external reinforcements
    may be important to

you.

-   Total scores of **9 or less** indicate that external reinforcements
    may *not* be very

important to you.

[Intrinsic Motivation]{.underline} [Item \#]{.underline}
[Score]{.underline}

5.  \_\_\_\_\_

11 \_\_\_\_\_

> 25 \_\_\_\_\_
>
> Total Score \_\_\_\_\_

-   Total scores of **10 or more** indicate that you seem to be
    self-motivated.

-   Total scores of **9 or less** indicate that you may *not* be
    self-motivated.

Intellectual Preferences: Learning Styles

[Auditory Learning]{.underline} [Item \#]{.underline}
[Score]{.underline}

2.  \_\_\_\_\_

23 \_\_\_\_\_

> Auditory Total \_\_\_\_\_

[Visual Learning]{.underline} [Item \#]{.underline} [Score]{.underline}

8.  \_\_\_\_\_

27 \_\_\_\_\_

> Visual Total \_\_\_\_\_

[Kinesthetic Learning]{.underline} [Item \#]{.underline}
[Score]{.underline}

> 19 \_\_\_\_\_

24 \_\_\_\_\_

> Kinesthetic Total \_\_\_\_\_

-   In each area (auditory, visual, kinesthetic), total scores of 7 or
    more indicate a

preference for that type of learning.

-   You may prefer more than one type of learning, or types of learning
    may not make a

difference to you.

+-----------------------------------+-----------------------------------+
| **Being Sensitive**               |                                   |
|                                   |                                   |
| **to Cultural Diversity**         |                                   |
+-----------------------------------+-----------------------------------+
| **Overview**                      | **Contents of This Article**      |
+-----------------------------------+-----------------------------------+
| As an instructor, it is important | **41** Supporting Cultural        |
| for you to understand and value   | Diversity in                      |
| differences in learning styles.   |                                   |
| It is also critical, however, to  | the Training Environment          |
| manage a culturally diverse       |                                   |
| classroom. This article explains  | **44** Exercise: Being Aware of   |
| why sensitivity to cultural       | Your                              |
| differences is necessary for      |                                   |
| effective training. This article  | Own Cultural Background           |
| also helps you explore your own   |                                   |
| background so you can understand  | **47** Job Aid #4: Strategies for |
| other cultures better.            |                                   |
|                                   | Addressing Culturally Insensitive |
| **Highlights of This Article**    |                                   |
|                                   | Events                            |
| When you complete this article,   |                                   |
| you will be able to:              |                                   |
|                                   |                                   |
| -   Describe anticipated changes  |                                   |
|     in the cultural diversity of  |                                   |
|     the workforce.                |                                   |
|                                   |                                   |
| -   Discuss your own cultural     |                                   |
|     background.                   |                                   |
|                                   |                                   |
| -   Reduce/minimize the effects   |                                   |
|     of cultural biases in the     |                                   |
|     training environment.         |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| **Supporting Cultural Diversity** |                                   |
|                                   |                                   |
| **in the Training Environment**   |                                   |
+-----------------------------------+-----------------------------------+
| Diversity Trends                  | The Office of Personnel           |
|                                   | Management and the Bureau of      |
| in the Workforce                  | Labor Statistics data indicate    |
|                                   | that these workforce changes and  |
| In 1987, a widely noted report,   | conditions are more prevalent in  |
| *Workforce 2000: Work and Workers | the Federal workforce than in the |
| for the 21^st^ Century*,          | non-Federal sector.               |
| predicted changes that will occur |                                   |
| in the demographic composition of | A brief historical perspective    |
| the U.S. population and workforce | helps to clarify the impact of    |
| by the year 2000.^2^ Some of the  | these developments. Before World  |
| startling projections were the    | War I and after World War II,     |
| following: white males will       | there were massive waves of       |
| account for only 15 percent of    | immigration to the United States. |
| the 25 million people who will    |                                   |
| join the workforce between the    | *Ways of thinking about diversity |
| years 1985 and 2000.              | have evolved from a 'melting pot' |
|                                   | philosophy to a 'tossed salad'    |
| ![](media/image30.                | ideology.*                        |
| wmf){width="0.7923611111111111in" |                                   |
| height="1.0215277777777778in"}    | These immigrants made up the      |
| ![](media/image31.                | great "melting pot" of the        |
| wmf){width="0.8652777777777778in" | American culture; they worked     |
| height="0.8756944444444444in"}    | toward assimilation and toward    |
|                                   | adopting mainstream American      |
| The remaining 85 percent will     | values. Now, however, as a result |
| consist of white females,         | of the social and political       |
| immigrants, and minorities of     | changes of the sixties and        |
| both genders (i.e.,               | seventies, views toward diversity |
| African-Americans, Hispanics,     | are different. Individuals from   |
| Native Americans, etc.). In       | various cultures tend to hold on  |
| addition, the average age of the  | to their own languages and        |
| workforce population will rise,   | customs and try to maintain their |
| and the pool of young workers     | distinct places within the        |
| entering the labor market will    | overall American pattern.         |
| shrink.                           |                                   |
|                                   | In short, the diversity of the    |
| In 1992, the U.S. General         | general U.S. population and the   |
| Accounting Office conducted a     | workforce is increasing.          |
| study to determine if the         | Moreover, ways of thinking about  |
| Workforce 2000 predictions were   | diversity have evolved from a     |
| holding true.^3^ The              | "melting pot" philosophy with     |
| investigation revealed that the   | homogenized differences to a      |
| demographic composition of the    | "tossed salad" ideology where     |
| labor force has changed and will  | each ingredient retains its own   |
| continue to change in the future. | character.                        |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| Implications for Emergency        | > 7\. SUPPORT the                 |
|                                   | > instructional-related           |
| Management Instructors            | >                                 |
|                                   | > needs of participants from      |
| The diversity outlook has         | > diverse                         |
| important implications for the    | >                                 |
| emergency management instructor.  | > cultural backgrounds.           |
| The classroom will most likely    | >                                 |
| include individuals from various  | > 8\. MANAGE diversity            |
| cultures who hold differing       | > effectively in the              |
| values, perspectives, and ways of | >                                 |
| behaving. This diversity will     | > classroom.                      |
| require the instructor to         |                                   |
| communicate effectively with      | The remainder of this article     |
| people cross-culturally, through  | will focus on points one through  |
| the generation gap, among races,  | four. These points will raise     |
| and between genders.              | your awareness and begin to       |
|                                   | stimulate your thinking on        |
| Valuing cultural diversity means  | diversity. If you take the        |
| acknowledging that cultural       | *Instructional Presentation       |
| differences exist and that        | Skills* course, the instructor    |
| growing diversity in the          | will build on the exercises in    |
| workplace and in the training     | this article and focus on points  |
| environment presents an exciting  | five through eight in the         |
| opportunity.                      | preceding list.                   |
|                                   |                                   |
| If, as an emergency management    | ![](media/image32                 |
| instructor, you are to create a   | .wmf){width="2.234722222222222in" |
| training environment that values  | height="1.2743055555555556in"}    |
| and supports cultural diversity,  |                                   |
| then you must:                    | Understanding                     |
|                                   |                                   |
| 1.  UNDERSTAND what is meant by   | Cultural Diversity                |
|     the                           |                                   |
|                                   | To understand what is meant by    |
| > term "cultural diversity."      | the term "cultural diversity," it |
| >                                 | is useful to define the terms     |
| > 2\. Be AWARE of your own        | "culture" and "diversity."        |
| > cultural                        |                                   |
| >                                 | *Culture* is a shared design for  |
| > background.                     | living based on the values and    |
| >                                 | practices of a society or a group |
| > 3\. ACKNOWLEDGE your own        | of people who interact over time. |
| > stereotypes, biases, and        | People absorb culture through     |
| > assumptions.                    | their upbringing. Culture is      |
| >                                 | evident in how people talk about  |
| > 4\. Explore how your            | themselves and in how they talk   |
| > misconceptions can IMPACT the   | about cultural groups different   |
| > training environment.           | from theirs.                      |
|                                   |                                   |
| 5.  IDENTIFY the legal            | *Diversity* means variety, being  |
|     requirements associated with  | different, or having various      |
|     diversity.                    | forms or qualities.               |
|                                   |                                   |
| > 6\. MODEL cultural sensitivity  | Hence, *cultural diversity* means |
| > in the                          | differences in thoughts, values,  |
| >                                 | and behaviors that are a result   |
| > classroom.                      | of a person's unique background   |
|                                   | and upbringing.                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| These differences stem from a     |                                   |
| number of factors including       |                                   |
| gender, race, religion, national  |                                   |
| origin, ability (people with and  |                                   |
| without disabilities), sexual     |                                   |
| orientation, age, and class.      |                                   |
|                                   |                                   |
| ^2^William B. Johnston,           |                                   |
| *Workforce 2000: Work and Workers |                                   |
| for the 21^st^ Century*,          |                                   |
| Indianapolis: Hudson Institute,   |                                   |
| June 1987.                        |                                   |
|                                   |                                   |
| ^3^*The Changing Workforce:       |                                   |
| Demographic Issues Facing the     |                                   |
| Federal Government*, Washington,  |                                   |
| DC: United States General         |                                   |
| Accounting Office, 1992.          |                                   |
+-----------------------------------+-----------------------------------+

**Exercise:**

**Being Aware of Your**

**Own Cultural Background**

In order to be sensitive to cultural diversity and to manage cultural
diversity effectively in the classroom, you, as the instructor, must
first be aware of your own cultural background. You may think of *other
people* as being different from yourself, when, actually, you, in turn,
are also different *from them*. Although some people have stronger
cultural or ethnic ties than others, *everyone* has cultural
backgrounds.

The following questions will help you identify your own cultural
background. If you attend the *Instructional Presentation Skills*
course, you will discuss your cultural background with one other person.
(When questions refer to "parents" or "family," you may respond based on
biological parents, adoptive parents, parent substitutes, or whomever
brought you up, including multiple people, if appropriate.)

***Age***

Describe some of the values and beliefs held by the generation in which
you grew up.

***Gender***

What messages did you receive about what it was to be a "good man" or a
"good woman" or to be feminine or masculine?

***Ethnicity***

What is your ethnic background? What are some values, beliefs, or
characteristics of your ethnic background?

Exercise:

Being Aware of Your

Own Cultural Background

(Continued)

***Nationality***

What country or countries did your mother's family and your father's
family come from? Did your family speak more than one language in your
home? If yes, which one(s)?

***Religion***

Did you practice a formal religion when you were growing up? If so,
which one? What part did religion play in your life as you grew up?

***Class***

What were your parents' occupations?

How would you describe your family as you were growing up: low income,
working class, middle class, upper class, etc.?

***Geography and Location***

Did you grow up in the city, in the suburbs, or in the country? What
benefits or drawbacks do you associate with the location in which you
grew up?

Was your neighborhood homogeneous (people were pretty much all from the
same background) or heterogeneous (lots of different nationalities
and/or religions and/or economic groups, etc.)?  Homogeneous 
Heterogeneous

Exercise:

Being Aware of Your

Own Cultural Background

(Continued)

If heterogeneous, identify the groups (e.g., racial, ethnic, religious,
economic) represented in your neighborhood.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

***Other***

Do you remember family stories about "the old days," the family
"character," how the family migrated from the homeland to the United
States, how they made it through tough times? If yes, describe your
memories.

***Review and Summary***

Review the list and decide which factors were most influential in your
development.

In a few sentences, how would you summarize your cultural background?

You have a cultural background that helped shape you. Knowing what
factors played a part in your development is the beginning of awareness!

+----------------------------------+-----------------------------------+
|                                  |                                   |
+----------------------------------+-----------------------------------+
| **Job Aid #4:**                  |                                   |
|                                  |                                   |
| **Strategies for Addressing**    |                                   |
|                                  |                                   |
| **Culturally Insensitive         |                                   |
| Events**                         |                                   |
|                                  |                                   |
| ***Instructions:*** Listed below |                                   |
| are examples of events that may  |                                   |
| occur during training that add   |                                   |
| to personal biases and           |                                   |
| stereotypes and that fail to     |                                   |
| show respect for differences in  |                                   |
| people. Also included are        |                                   |
| possible strategies for          |                                   |
| responding appropriately to      |                                   |
| these events in the training     |                                   |
| room. It is critical that, as an |                                   |
| instructor, you are aware of     |                                   |
| these culturally insensitive     |                                   |
| events and that you are prepared |                                   |
| to respond appropriately. Refer  |                                   |
| to this job aid when preparing   |                                   |
| for training.                    |                                   |
+----------------------------------+-----------------------------------+
| ***POSSIBLE EVENT***             | ***STRATEGY***                    |
+----------------------------------+-----------------------------------+
| Telling jokes about gender,      | -   Do *not* publicly denounce    |
| ethnicity, or a profession.      |     the person telling the joke.  |
|                                  |                                   |
|                                  | -   Take the participant(s)       |
|                                  |     telling jokes aside and say   |
|                                  |     that these types of jokes are |
|                                  |     inappropriate and illegal in  |
|                                  |     the training room.            |
+----------------------------------+-----------------------------------+
| Praising or negatively           | -   Be aware of your own biases,  |
| reinforcing only some            |     and concentrate on            |
| participants.                    |     recognizing *all*             |
|                                  |     participants equally.         |
|                                  |                                   |
|                                  | -   Avoid negative reinforcement  |
|                                  |     (e.g., punishing, sarcasm,    |
|                                  |     putting down participants)    |
|                                  |     altogether.                   |
+----------------------------------+-----------------------------------+
| Failing to prepare for a         | -   Apologize to the participant. |
| participant with special needs.  |                                   |
|                                  | -   Ask the participant how you   |
|                                  |     can be of assistance.         |
|                                  |                                   |
|                                  | -   In the future, be aware of    |
|                                  |     who your course participants  |
|                                  |     are so you can prepare for    |
|                                  |     those with special needs.     |
+----------------------------------+-----------------------------------+

+----------------------------------+-----------------------------------+
| **Job Aid #4:**                  |                                   |
|                                  |                                   |
| **Strategies for Addressing**    |                                   |
|                                  |                                   |
| **Culturally Insensitive         |                                   |
| Events**                         |                                   |
|                                  |                                   |
| **(Continued)**                  |                                   |
+----------------------------------+-----------------------------------+
| ***POSSIBLE EVENT***             | ***STRATEGY***                    |
+----------------------------------+-----------------------------------+
| Making sexual remarks.           | -   Inform the offender(s) that   |
|                                  |     making sexual remarks is      |
|                                  |     illegal and will not be       |
|                                  |     tolerated in the training     |
|                                  |     room.                         |
|                                  |                                   |
|                                  | -   If a participant has been     |
|                                  |     offended by the remarks, ask  |
|                                  |     the offender to apologize.    |
+----------------------------------+-----------------------------------+

**Final Self-Assessment**

***Instructions:*** Answer the following questions to help you assess
your understanding of adult learning and cultural diversity. This
self-assessment is *not* a test. You will *not* be graded on it.

1.  Which of the following combinations of training methods is *most*
    consistent with adult learning principles?

    a.  Lectures and reading assignments

    b.  Reading assignments, demonstrations, and tests

    c.  Reading assignments, group discussions, and practical exercises

    d.  Lectures and case studies

In questions 2 through 5, match the descriptions on the left with the
correct learning style on the right.

2.  I get a lot of satisfaction from a. Visual learning

doing the best I can.

3.  I learn well by seeing how b. External reinforcement

to do something.

4.  I work better when I know c. Internal reinforcement

my work will be checked.

5.  I learn well from tapes d. Social needs

and lectures.

e.  Auditory learning

```{=html}
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```
6.  John, a county paramedic, has felt unprepared in responding to his
    patients'

emotional needs during a trauma event. In response, he has checked out
several books at the local library on effective interpersonal skills and
basic counseling skills.

Which adult learning characteristic is being illustrated in the above
scenario?

a.  [Active learning]{.underline}. Adults learn best when they are
    active participants in the learning process.

b.  [Immediate application]{.underline}. Adults engage in learning to
    help them deal with issues they face now.

Final Self-Assessment

(Continued)

c.  [Accumulated experience]{.underline}. Adults bring more life
    experiences to the learning environment than children.

d.  [Reinforcement]{.underline}. Adult learners benefit from, and
    respond to, reinforcement.

```{=html}
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```
7.  Tom is leading an emergency management course in hurricane
    preparedness. During one of his courses, a participant cracks a joke
    about a particular ethnic group. What is the *most* appropriate way
    for Tom to handle this event?

    a.  At the next break, take the person aside and tell him or her
        that these types of jokes are inappropriate and illegal.

    b.  As soon as the person has finished telling the joke, announce
        that these types of jokes are inappropriate and illegal and will
        not be tolerated.

    c.  Laugh now, but tell the person about your discomfort later in
        private.

    d.  Use the situation as an opportunity to discuss cultural
        sensitivity with the entire class.

8.  What should the X axis be labeled?

HIGH

LOW HIGH

a.  Practice

b.  Number of instructors

c.  Learning

d.  Number of course participants

Final Self-Assessment

(Continued)

9.  Maria, a local hazard mitigation officer, just moved from South
    Carolina to Massachusetts. She is having trouble remembering all the
    Massachusetts state regulations, and she sometimes confuses them
    with the regulations from South Carolina.

> Which adult learning characteristic is being illustrated in the above
> scenario?

a.  [Established emotional frameworks]{.underline}. Adults have
    frameworks that are part of their values, attitudes, and tendencies.

b.  [Physiological changes]{.underline}. All adults experience a decline
    in their physical and sensory abilities as they age.

c.  [Independent self-concept]{.underline}. Adults see themselves as
    responsible, self-directing, and independent, and they want others
    to see them the same way.

d.  [Previous learning]{.underline}. Adults possess a large bank of
    previous learning that can be both an asset and a liability.

```{=html}
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```
10. Select the method from which adults will retain the most information
    after 3 days.

    a.  Information they speak

    b.  Information they hear

    c.  Information they read

    d.  Information they see

**Final Self-Assessment**

Answer Sheet

1.  c

2.  c

3.  a

4.  b

5.  e

6.  b

7.  a

8.  c

9.  d

10. a

Bibliography

^1^Sharon Fisher, *Adult Learning*, Amherst, MA: Human Resource
Development Press, Inc., 1988.

^2^William B. Johnston, *Workforce 2000: Work and Workers for the 21^st^
Century*, Indianapolis: Hudson Institute, June 1987.

^3^*The Changing Workforce: Demographic Issues Facing the Federal
Government*, Washington, DC: United States General Accounting Office,
1992.