Download Trainee Guide - Bay Area Academy

Training for Trainer’s Skill Development:
Training and Adult Learning Theory
Participant Manual
With gratitude to: Irene Becker, LCSW &
Anzette Shackelford, LCSW
Public Child Welfare Training Academy (PCWTA)
Agenda
“Map for the Day”











Welcome
Treasure Hunt
Review of Learning Objectives
Training:
o The What
o The Who
Adult Learning Theories
Reflection
Sensory Styles
Practice Opportunity
Neuroscience & Learning
o Memory Formation
o Memory & Training
o Memory Retention
Transfer of Learning
Plus/Delta
With gratitude to: Irene Becker, LCSW &
Anzette Shackelford, LCSW
Public Child Welfare Training Academy (PCWTA)
2
Treasure Hunt
In the spirit of learning, explore the community and partner with those around you.
Collect autographs from those you meet.
I can name the different
Sensory Styles of
Learners
________________
I have trained
participants other than
CWS staff
_________________
I can describe what a
visual learner is
___________________
I can share information
about a theory regarding
adult learning
_________________
I can speak a language
in addition to English
__________________
I love to train….
(insert topic)
________________
__________________
I can describe what an
auditory learner is
I can describe what a
kinesthetic learner is
___________________
__________________
I have trained to a group
larger than 25
participants
________________
I love public speaking
_________________
I can identify training
techniques associated
with sensory styles
I value training as a
method for enhancing
employee functioning
__________________
__________________
I value training that is
inclusive of a variety of
sensory and adult
learning styles
___________________
I can facilitate a training
activity that meets the
needs of auditory, visual
and kinesthetic learners
__________________
I can describe the
concepts of memory
formation and retention
as it relates to training
adults
I have utilized the
CalSWEC website when
preparing for CWS
trainings
___________________
__________________
~When one teaches, two learn.~
Robert Heinlein, American Science Fiction Author
With gratitude to: Irene Becker, LCSW &
Anzette Shackelford, LCSW
Public Child Welfare Training Academy (PCWTA)
3
Learning Objectives:
By the end of the Training the participant will:
Knowledge
K1. The trainee will be able to describe at least four theories on adult learning.
K2. The trainee will be able to identify Sensory Styles of learners.
K3. The trainee will be able to identify training techniques associated with sensory styles.
K4. The trainee will be able to describe how the concepts of memory formation and retention
have implications for training adults.
Skills
S1. The trainee will be able to facilitate a training activity that meets the needs of the
participants with auditory, visual and kinesthetic learning styles.
Values
V1. The trainee will value training as one method for enhancing employee and organizational
functioning.
V2. The trainee will value the importance of developing training that take into account a variety
of sensory and adult learning styles
With gratitude to: Irene Becker, LCSW &
Anzette Shackelford, LCSW
Public Child Welfare Training Academy (PCWTA)
4
A Glossary
Competency – A grouping of knowledge and skills necessary to perform the job task.
Competency Based Training – The development of training and curricula based on the universe
of competencies.
Competency Based Training System – Identifies and delivers training based on:
 Identifying Competencies for the targeted work group
 Developing and Administering a Needs Assessment to the work group. The Needs
Assessment identifies the gaps in needed knowledge and skills for an individual to
perform the job.
 Develops training and curricula based on the needs assessment.
 Delivers training in a way that maximizes an individual’s ability to utilize the training on
the job.
 Evaluates training
 Periodically reviews and modifies the universe of competencies based on the changing
work environment.
Evidence Based Practice – “Evidence based practice is the integration of best research evidence
with clinical expertise and client values.” It is the conscientious explicit use of current best
evidence in making decisions about the care of individual [clients].” ( Academy for Professional
Excellence, 2009).
Evidence Based Training – Integrating the best research evidence into training that would
benefit the care of individual [clients].
Learning Organization – organizations that try to find new ways of functioning in a changing
environment.
Organizational Learning – Organizations that engage in new experiences and “store, in
institutional memory, the fruits of those experiences in the memories of individual members
and in rituals and artifacts.” (Rothwell, 2008)
Universe of Competencies – Statements of knowledge and skills for a specific work group.
With gratitude to: Irene Becker, LCSW &
Anzette Shackelford, LCSW
Public Child Welfare Training Academy (PCWTA)
5
“The Who”
The participant (aka employee):
 Be prepared and “present” for the day. The organization is investing in the
participant/employee to obtain the needed knowledge and skills for the job.
 Talk about the participant’s/employee’s experience and how it applies to the job – the
participant is expert on their own experience.
 Be open to being mentored and coached. One-on-one training demonstrates effective
transfer of learning.
The organization:
 Classroom space: tables/chairs; access to technology/internet; projector & screen, etc.
 Supervisors preparing participants/employees prior to, and after training in reinforcing
what has been taught in the classroom
 Provide for coverage for the participant/employee, so that the participant/employee
can mentally be “at training” rather than responding to work.
 Foster a culture of a learning organization
The Regional Training Academy (RTA):
 Contacts the trainer to discuss logistics: trainer schedule, rate for training, logistics, etc
 Provides the trainer with information regarding the agency/cohort specific details (i.e.
culture)
 Coordinates copy of all curricula
 Provides technology/training tools
 On-site training support (i.e. a Training Specialist, Training Coordinator or Training
Assistant on site the day of the training)
The trainer:
 Curricula to the Regional Training Academy 4 weeks in advance (for copy coordination).
 Knowledge about the agency/culture of the agency and/or the cohort.
 Knowledge of the material (reviewing available training materials, eLearnings, observe
the training in advance of training the curricula, etc).
 Be familiar with technology and electronic tools/bring all technology to the training site.
 Bring copies of any handouts to be utilized at the training that will not be provided by
the RTA.
 Arrive at the training site no less than 45 minutes in advance of the training start time.
With gratitude to: Irene Becker, LCSW &
Anzette Shackelford, LCSW
Public Child Welfare Training Academy (PCWTA)
6
Adult Learning Theory
What I Do Now
When I design a Training, I practice or incorporate these concepts:
Almost Never
1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
A few times
2
Sometimes
3
Frequently
4
I purposefully stimulate recall or prior learning*
I inform learners of the objective of the training #
I work to give learners the reason to learn – show them why@
I have participants practice to build skill*
I try and get to know learner’s backgrounds, where they are in the
organization, as this tells me what the learner wants to learn$
I emphasize sensory input, by appealing to as many senses as possible
when creating a training&
I encourage social interaction among learners and give them chances to
teach back what they have learned^
I actively find ways to reward learners for what they have learned@
I focus training on action oriented, problem solving strategies, lecture
minimally, and work to increase learners to undertake problem solving .!
I provide cognitive maps of the “big picture” so learners can understand
what is being taught #
I encourage learners to practice what they learn@
I model what I want learners to learn #
I expect learners to take more responsibility for the learning process
instead of expecting trainers to guide learning events$
I design and encourage participation in role plays #
I provide pre-work (road map) materials so that learners will be able to
navigate through the material they are to learn()
Work to increase transfer of learning by ensuring the learning is as close as
possible to the actual conditions of the work setting to which the learning
is applied*
Give learners a major role in determining how instructions will be designed
delivered and evaluated \\
Familiarize with the national culture in which people learn, since it will
influence what they learn, how they learn and what they expect in learning
situations$
Do more facilitating then lecturing to stimulate learners thinking$
With gratitude to: Irene Becker, LCSW &
Anzette Shackelford, LCSW
Public Child Welfare Training Academy (PCWTA)
Almost Always
5
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
1
2
3
4
5
1
2
3
4
5
1
1
2
2
3
3
4
4
5
5
1
2
3
4
5
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
1
1
2
2
3
3
4
4
5
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
7
Adult Learning Theories
Adapted from: Rothwell, W. (2008) Adult learning basics. ASTD Press, Alexandria, VA.
Theory of Learning
Key Idea of the Theory
Functionalistic Theories of Learning @
Edward Thorndike, BF Skinner
Learning is a way that biological
organisms adapt to their
environment
Associationistic Theories of Learning *
Pavlov, Edwin Guthrie, William Estes
The world is seen in the ways
people associate stimuli
Tips on Applying the Theory in training







Cognitive Theories of Learning #
Edward Tolman, Albert Bandura, Donald Norman
The focus is on cognition, the
process of knowing






Constructivist Theories of Learning $
Jean Piaget
The focus is how learners
internalize what they have
learned







Work to give learners a reason to learn
Encourage people to practice what they learn
Find ways to reward learner for what they learn
Not punish learners who Fail
Use practice to build skill
Use different cues to help people unlearn what they have previously
learned
Take steps to increase transfer of learning by ensuring that the learning
environment is as close to the actual conditions of the work setting in
which the learning is applied
Encourage learner intuition
Organize instruction around pictures of the whole(whole to part learning)
Provide learners with cognitive maps by taking steps to try and
understand how people understand the big picture
Guide learners to wahtch those who are successful at performing
observable tasks to encourage social learning
Use behavioral modeling to encourage and shape social learning
Encourage learners to try out what they are learning by doing behavioral
rehearsals
Get to know learner and try to understand their backgrounds, since
where they come from and where they sit on the organization chart will
influence what they want to learn and how they will use what they learn
Familiarize themselves with the national culture in which people learn,
and what they expect of learning situations
Encourage learners to reflect how new ideas can be incorporated into
what they already know, thereby encouraging assimilation
Help learners make sense of mistakes or failures so as to learn from them
Help learners take more responsibility for the learning process instead of
expecting trainers to guide learning events
Encourage learners by showing them they can lean and achieve success
from the learning process
Play the role of facilitators who pose questions to stimulate learners’
thinking rather than be subject matter experts who merely provide
information through lecture
With gratitude to: Irene Becker, LCSW &
Anzette Shackelford, LCSW
Public Child Welfare Training Academy (PCWTA)
8
Adult Learning Theories (cont’d)
Theory of Learning
Neurophysiological Theories of Learning &
Daniel Hebb
Conversation Theory ^
Gordon Pask
Experiential Learning Theory \\
Carl Rogers, Malcom Knowles, David Kolb
Key Idea of the Theory
Tips on Applying the Theory in training
The focus is on brain anatomy and
chemistry and on such complex
phenomena as intelligence, thinking
and learning

People learn through conversation

The most important learning comes
from experience







Minimalist Learning Theory !
John Carroll
Subsumption Theory ()
David Ausubel
Learning Events should minimize how
much time is devoted to starting a
learning event. Instead, learners
should immediately be confronted
with a learning challenge.

New ideas are subsumed under what
learners already know. Learners
should be given advanced organizers
at the outset of instruction – a
roadmap which to navigate through
the material




Become familiar with differences between adult learners and
children as learners
Emphasize sensory input, enriching training experiences by trying
to appeal to as many senses as possible so as to increase learner
retention and transfer of training.
Encourage social interaction among learners, and give learners
chances to teach back what they have learned
Encourage action oriented learning
Create a psychologically supportive learning environment
Give learners compelling reasons to learn
Serve as resource agents to put learners in touch with helpful
resources to use in their own learning projects
Give learners a major role to play in determining how instruction
will be designed delivered and evaluated
Concrete experience (doing/having an experience); reflection
observation (reviewing/reflecting on the experience); abstract
conceptualization (concluding/learning from the experience);
active experimentation (planning/trying out what you have
learned)
Focus as soon as possible at the outset of learning on actionoriented, problem solving challenges
Reduce reliance on lectures
Increase reliance having the learners undertake challenges
Provide tips on how to avoid common mistakes or missteps in
applying what they have learned
Give learners advance organizers so they will have a roadmap by
which to navigate through the information they are to learn.
With gratitude to: Irene Becker, LCSW &
Anzette Shackelford, LCSW
Public Child Welfare Training Academy (PCWTA)
9
Reflections
Name two new concepts or ideas you have learned so far today:
1.
2.
Name a concept or idea you may have already known and were reminded of today:
1.
Name a concept that you still would like to know more about:
1.
10
VAK Survey1
Read each statement carefully. To the left of each statement, write the number that best describes how each
statement applies to you by using the following guide:
1
2
3
4
5
Almost Never
Applies
Applies Once in a
While
Sometimes
Applies
Often Applies
Almost Always
Applies
Answer honestly as there are no correct or incorrect answers. It is best if you do not think about each question
too long, as this could lead you to the wrong conclusion.
Once you have completed all 36 statements (12 statements in three sections), total your score in the spaces
provided.
Section One - Visual
_____ 1. I take lots of notes and I like to doodle.
_____ 2. When talking to someone else I have the hardest time handling those who do not maintain good eye contact
with me.
_____ 3. I make lists and notes because I remember things better if I write them down.
_____ 4. When reading a novel I pay a lot of attention to passages picturing the clothing, description, scenery, setting,
etc.
_____ 5. I need to write down directions so that I may remember them.
_____ 6. I need to see the person I am taking to in order in order to keep my attention focused on the subject.
_____ 7. When meeting a person for the first time I notice the style of dress, visual characteristics, and neatness first.
_____ 8. When I am at a party, one of the things I love to do is stand back and "people-watch."
_____ 9. When recalling information, I can see it in my mind and remember where I saw it.
_____ 10. If I had to explain a new procedure or technique, I would prefer to write it out.
_____ 11. With free time, I am most likely to watch television or read.
_____ 12. If my boss has a message for me, I am most comfortable when she sends a memo.
Total For Visual _______ (note: the minimum is 12 and maximum is 60)
Section Two - Auditory
_____ 1. When I read, I read out loud or move my lips to hear the words in my head.
_____ 2. When talking to someone else I have the hardest time handling those who do not talk back with me.
_____ 3. I do not take a lot of notes but I still remember what was said. Taking notes distracts me from the speaker.
_____ 4. When reading a novel I pay a lot of attention to passages involving conversations, talking, speaking, dialogues,
etc.
_____ 5. I like to talk to myself when solving a problem or writing.
_____ 6. I can understand what a speaker says, even if I am not focused on the speaker.
_____ 7. I remember things easier by repeating them again and again.
_____ 8. When I am at a party, one of the things I love to do is talk in-depth about a subject that is important to me with
a good conversationalist.
_____ 9. I would rather receive information from the radio, rather than a newspaper.
_____ 10. If I had to explain a new procedure or technique, I would prefer telling about it.
_____ 11. With free time I am most likely to listen to music.
_____ 12. If my boss has a message for me, I am most comfortable when she calls on the phone.
Total For Auditory _______ (note: the minimum is 12 and maximum is 60)
1
Clark, D. R. (2010), VAK Survey http://www.nwlink.com/~donclark/hrd/styles/vak.html (Created 1998, updated 1/1/10)
11
Section Three - Kinesthetic
_____ 1. I am not good at reading or listening to directions. I would rather just start working on the task or project at
hand.
_____ 2. When talking to someone else I have the hardest time handling those who do not show any kind of emotional
support.
_____ 3. I take notes and doodle but I rarely go back a look at them.
_____ 4. When reading a novel I pay a lot of attention to passages revealing feelings, moods, action, drama, etc.
_____ 5. When I am reading, I move my lips.
_____ 6. I will exchange words and places and use my hands a lot when I can't remember the right thing to say.
_____ 7. My desk appears disorganized.
_____ 8. When I am at a party, one of the things I love to do is enjoy the activities such as dancing, games, and totally
losing myself in the action.
_____ 9. I like to move around. I feel trapped when seated at a meeting or a desk.
_____ 10. If I had to explain a new procedure or technique, I would prefer actually demonstrating it.
_____ 11. With free time I am most likely to exercise.
_____ 12. If my boss has a message for me, I am most comfortable when she talks to me in person.
Total For Kinesthetic _______ (note: the minimum is 12 and maximum is 60)
SCORING PROCEDURES
Total each section and place the sum in the blocks below:
VISUAL
AUDITORY
KINESTHETIC
number of points:
________
number of points:
________
number of points:
________
While you prefer to learn by using the highest score above, you will best learn by using all three styles, rather
than your preferred learning style.
Reliability and Validity
From the site’s author, Don Clark. This survey was designed as a learning tool for use in training programs such
as leadership development and learning-to-learn (metalearning), rather than a research tool, thus it has not
been formally checked for reliability or validity. However, in order to be of any use to the learners, it has to be
fairly accurate. My qualifications include a B.A. in psychology, a M.A. in Human Resource Development, and
several years designing and delivering various learning and training programs. In addition, I have received
feedback from various sources and has been updated several times.
12
Sensory Style Teaching Tips2
Auditory Learners
Adults with this style will be able to recall what they hear and will prefer oral instructions. They learn by
listening and speaking. These students enjoy talking and interviewing. These adults do well with lecture and
can repeat auditory instructions. They may have difficulty with “reading’ body language and facial expressions.
They may struggle with written instructions and writing in general. Some suggestions for the trainer would
include some of the following activities:
o interviewing, debating
o participating on a panel
o giving oral reports
o participating in oral discussions of written
material
o Use auditory features in eLearning
o Use of music
Visual Learners
Visual learners will be able to recall what they see and will prefer written instructions. Visual learners may
respond to color. They can read facial expressions and body language well. They may misinterpret auditory
instructions and have difficulty with lectures. These students are sight readers who enjoy reading silently.
Better yet, present information to them with a video. They will learn by observing and enjoy working with the
following:
o computer graphics
o maps, graphs, charts
o cartoons
o posters
o diagrams
o graphic organizers
o text with a lot of pictures
o Video
o PowerPoint
Kinesthetic and Tactile Learners
These learners learn best by doing. They likely have good eye-hand coordination. Kinesthetic learning may be
done through experiencing and feelings. Tactile learners encode information through touch. They understand
directions that they write and will learn best through using hands and through activities. These learners may
have difficulty sitting still.
They'll learn best by:
o drawing
o playing board games
o moving around
o making models
o following instructions to make something
o Taking notes
o Activities that have a component that addresses
feelings
2
Adapted from Teach to Student’s Learning Styles (1998 – 2009) everythingESL.net
http://www.everythingesl.net/inservices/learningstyle.php retrieved 7/28/2010
13
Global Learners
Global learners are spontaneous and intuitive. They do not like to be bored. Information needs to be
presented in an interesting manner using attractive materials. Cooperative learning strategies and holistic
reading methods work well with these learners. Global learners learn best through:
o recorded books
o story writing
o computer programs
o games
o group activities
Analytic or Sequential Learners
Analytic learners plan and organize their work. They focus on details and are logical. They are phonetic readers
and prefer to work individually on activity sheets. They learn best when:
o information is presented in sequential steps
o lessons are structured and teacher-directed
o goals are clear
o requirements are spelled out
"Sequential learners tend to gain understanding in linear steps, with each step following logically from the
previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing
connections, and then suddenly 'getting it.'"
"Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to
solve complex problems quickly or put things together in novel ways once they have grasped the big picture,
but they may have difficulty explaining how they did it."3
3
Learning Styles (ND) http://serc.carleton.edu/NAGTWorkshops/earlycareer/teaching/learningstyles.html#sequential
14
Neuroscience and Learning
As you view the video complete the worksheet.
Memory/Retention








Memory is: information is detected by our five senses. Learning that has persisted over time-information that has
been stored and can in many cases be recalled. Memory connects past information to present information.
Sensory memory is formed and can decay if determined not important.
Memories are accessed in 3 different ways: _______________; recognition; __________________
Recall means to ________________ in the blanks. (i.e. on an exam)
Recognition means that you can identify it when you see it. (i.e. a multiple-choice test question)
Relearning means that you are refreshing or reminded of something you already know.
Information is ___________________; stored and retrieved.
External event  sensory input  sensory memory  encoding  working/short term memory  long term
storage
Short Term Memory:
5 seconds,
30 seconds,
60 seconds?
 Information stays in the short term memory under:
 Short term memory can hold 4-7 bits of information.
 Sensory memory: sensory data that is not lost, moves into immediate memory. It is an unconscious process.
 Working memory: this is a conscious process. Can be formed from sensory data, or from retrieving previously stored
memories. Information is broken down into chunks of information (“Chunking”).
o TRUE
FALSE Chunking is often automatic.
Long Term Storage:
 Encoding information for future recall – does it have meaning and does it make sense? Meaning has greater impact
on the probability that the information will be stored. Encoding usually occurs during deep sleep. This is based on
the reasoning that new information that is not recalled within 24 hours is mostly likely not been encoded. Long term
storage of memory is distributed across the brain.
Long Term Memory:
 Process of storing and retrieving information (knowledge, skills & experiences).
o Declarative memory – conscious and explicit memory.
 Episodic memory –conscious memory of events in our life
o Non-declarative memory – implicit memory, does not require the intentional recall of memories (i.e. bike
riding)
 Procedural memory: moving from reflective to doing automatically.
 Classical conditioning: conditioned stimulus prompts a response (i.e. _________________)
 Shallow Processing: encoded information on basic auditory or visual levels (sound, appearance etc).
 Deep Processing: encoded semantically, based on _____________ meaning associated with the word.
 Rehearsal: the continuing reprocessing of information. Rehearsal deals with practice and processing.
o Initial, secondary and closure rehearsal – Initial rehearsal is information that is first entered into working
memory – if there is no time for processing the information will be lost. Allowing sufficient time for
processing so that the learner can provide meaning and sense to the information, and allow for more
elaboration of the new information moves it to secondary rehearsal. Lastly, if there is review at the end
of a learning episode again, this is considered rehearsal closure.
o Rote rehearsal – information that needs to be stored as is, in working memory (memorizing a poem)
o Elaborative Rehearsal – the process by which new learning is associated with past learnings. This is a
more complex thinking process(what is the meaning of the poem?
15
Transfer of Learning
I will incorporate:
__________________________________________________________________________ from Adult Learning Theory
__________________________________________________________________________ from Sensory Styles
__________________________________________________________________________ regarding memory/retention
In the next curricula, I create or the next training I provide.
Are there any barriers that would keep me from applying anything from today’s training? What is one barrier that I can
work on to overcome?
16
Bibliography
Academy for Professional Excellence. Evidence Base Practice Research, eLearning module.
Adult Learning Theory. (ND) North Central Regional Educational Laboratory.
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te10lk12.htm (Retrieved 6/29/2010)
Ambrose, S. , Bridges, M., DiPietro, M., Lovett, M., Norman, M. (2010), Joseph Bass, San Francisco, CA
Austin, M. and Hopkins, K. (2004) Supervision as collaboration in the human services. Sage Publications, Thousand Oaks,
CA.
Barmeyer, C. Learning styles and their impact on cross-cultural training: An international comparison in
France, Germany and Quebec. International Journal of Intercultural Relations (2004) 28, 577–594
Bui, H. and Baruch, Y. Creating learning organizations: a systems perspective. Learning Organization, 2010, 17 (3), 208 –
227.
Cognitive Apprenticeship. (ND) University of Phoenix.
http://www.instructionaldesign.org/models/cognitive_apprenticeship.html (Retrieved 6/29/2010)
Felder, R. (2010) Are Learning Styles Invalid? (Hint:No!). On-Line Newsletter, 9/27/2010
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS_Validity(On-Course).pdf
Gardner's Multiple Intelligences - descriptions, preferences, personal potential, related tasks and tests
http://www.businessballs.com/freepdfmaterials/MI-test-intelligences-descriptions.pdf (Retrieved 6/29/2010)
Hendel-Giller, R., Hollenbach, C., Marshall, D., Oughton, K., Pickthorn, T., Schilling, M., Versiglia, G.(2010) The
neuroscience of learning: a new paradigm for corporate education. The Maritz Institute White Paper.
http://www.themaritzinstitute.com/Perspectives/~/media/Files/MaritzInstitute/White-Papers/TheNeuroscience-of-Learning-The-Maritz-Institute.pdf (Retrieved 8/4/2014)
Holyoke, L. and Larson, E. Engaging the adult learner generational mix. Journal of Adult Education. 2009. 38, (1), 12-22.
Jackson, A., Gaudet, L., McDaniel, L., and Brammer, D. Curriculum integration: The use of technology to support
learning. Journal of College Teaching and Learning. Nov 2009. 6, (7), 71- 79.
Joy, S., Kolb., D. (2007) Are there differences in learning style? Department of Organizational Behavior, Weatherhead
School of Management, Case Western Reserve University, White Paper.
http://weatherhead.case.edu/departments/organizational-behavior/workingPapers/WP-07-01.pdf (Retrieved
8/4/2014)
Knowles, M., Holton, E., and Swanson, R. (2005) The adult learner: The definitive classic in adult education and resource
development. Elsevier, Burlington, MA.
Mager, R. (1999) What every manager should know about training. CEP Press, Atlanta, GA.
Mingfen, L. Transforming adult learning through critical design Inquiry. Systemic Practice and Action Research. Oct 2008.
21, (5) 339 -359.
Montgomery S. and Groat. L. (1998) Student learning styles and their implications for teaching.
17
The Center for Research on Learning and Teaching, Occasional Papers.(10) University of Michigan.
A New Key to Success. (2010) National Staff Development and Training Association.
http://nsdta.aphsa.org/PDF/New_Key_to_Success.pdf (Retrieved 8/29/2013)
Sousa, D. (2011) How the brain learns. Sage Publications, Thousand Oaks, CA.
Sutcliff, R. and Baldwin, V. Learning styles: teaching technology subjects can be more effective Journal of
Technology Studies. 2001, XXVII, Number 1, Winter/Spring
http://scholar.lib.vt.edu/ejournals/JOTS/Winter-Spring-2001/sutliff.html
Rothwell, W. (2008) Adult learning basics. ASTD Press, Alexandria, VA.
Welty, G. Effective training reader q&a-what are adult learning principles? Journal of GXP Compliance. Spring 2010. 14,
(2) 8 -19
Yamazaki, Y. Learning Styles and Typologies of Cultural Differences: A Theoretical and Empirical Comparison
International Journal of Intercultural Relations, 2006
http://learningfromexperience.com/media/2010/08/yoshi-typologies-of-cultural-differences.pdf
Zull, J. (2002). The art of changing the brain. Sterling, VA: Stylus Publishing.
Resources
Free Management and Training Templates, Resources, and Tools
http://www.businessballs.com/freeonlineresources.htm
Teaching Tips Index. Honolulu Community College
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm
Adult Learning
http://adulted.about.com/od/intro/Adult_Learning.htm
The Trainer’s Library
http://www.trainerslibrary.com/
The Richardson Company
http://www.rctm.com/toolsfortrainers.htm
American Society for Training and Development (ASTD)
http://www.astd.org/
Training Magazine
http://www.trainingmag.com/
American Management Association
http://www.amanet.org/
National Staff Development and Training Association
http://nsdta.aphsa.org/
18