This document discusses effective training methods for adults. It covers topics like working memory management, the learning cycle, different views of learning, picking the right trainer, stages of instruction, and using graphics to improve learning. The key points are that instruction should follow the four stages of preparation, presentation, application, and testing, and that graphics can significantly increase learning when integrated properly with explanatory text. Diagrams and illustrations are particularly effective when they are relevant, clear, and help learners build deeper understanding.

1. Training Adults
Effectively
Brett Dillon
RESNET Conference 2010

2. Vocational Instruction
Working Memory Management
Graphics

3. Psychological
Processes of Learning

4. The Learning Cycle
Knowledge
Evaluate Comprehension
Synthesize Apply
Analyze

5. Three Views of
Learning

6. Absorption

7. Behavioral

8. Constructive

9. Integrated Training
n
tio Meaning
g ra
Context
e
Chronologically
Int
More Abstract
Less Abstract

10. Picking the Training
Force
• Trade
experience
• Maturity
• Capability

11. The Instructor

12. The Instructor

13. Difficulties with
Untrained Instructors

14. Classification
Trade
Analysis
Must
Know
Must
Do

15. Classification
Job
Production
Technical
Service

16. Classification
$ to Do
Inspections
Testing
Software
Analysis

17. Classification
Needs
to Know
Building
Science
Construction
Equipment

18. Four Stages of
Instruction
• Preparation
• Presentation
• Application
• Testing

19. Presentation
• Demonstration
• Illustration
• Lecture
• Experimental

20. Demonstration

21. Illustration

22. Illustration

23. Illustration

24. Lecture

25. Experimental

26. Application
Direct Application

27. Application
Recitation

28. Application
Discussion

29. Application
Quiz

30. Testing

31. Failure
• Poor learner
• Poor trainer
• Poor teaching conditions
• Poorly conducted lesson

32. Failure
When the instructor has failed to
teach the lesson, they must find
out why they failed and then re-
plan the lesson and teach it so
they won’t fail the second time.
“Experience lets you realize
when you’ve made the mistake
again.”

33. Working Memory
• Ability to remember
information for limited
period of time
• visual
• verbal
• coordinating center

34. Working Memory
• Controls attention
• Remembers instructions
• Things to do plans
• Solve complex problems

35. Support

36. Working Memory
Capacity
• High capacity, less distracted
• Low capacity, easily distracted

37. Working Memory
Capacity
7 chunks + 2

38. Working Memory Load Management
Modality principle
Working Memory Storage
Complex
Graphic
Visual Aural

39. Working Memory Load Management
Redundancy principle
Working Memory Storage
Complex
Graphic
Visual Aural

40. Rehearsal to Encode
New
Info + WM = LTM (Learning)
Shallow Processing ≠ Learning

41. Graphics
• Relevance
• Clear
• Self-explanatory

42. Diagrams
1. Use diagrams to optimize performance on tasks
requiring spatial manipulations
2. Use diagrams to promote learning of rules
involving spatial relationships

43. Diagrams
3. Use diagrams to help learners build deeper
understanding
4. Explain diagrams with words presented by audio
narration
89%

44. 5. Use cues & signals to
focus attention to
important visual & textual
content

45. 6. Integrate explanatory
text close to related visuals
This
NOT
Gas water heaters have
integral flue pipes with Light shelves can
two chambers also be used as an
overhang

46. How Learning Happens
Text alone
Text with graphic
100
90
89%
increase
80
70
60
50
40
30
20
10
in learning
0
Percent Correct

47. Contact
Brett Dillon
bdillon@ibsadvisorsllc.com
www.ibsadvisorsllc.com
Design support by Backyard Studios
www.backyardstudios.net