CEMENT INDUSTRY – NITTTR

BHOPAL.

TRAINING OF TRAINERS
ANDRAGOGY

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Basic Principles for Adult
learning
1. They are willing to learn.
2. They only learn what they want to learn.
3. They learn from real world
4. They learn from their past experiences.
5. They learn by doing
6. They learn best in informal environment.
7. They learn best through different training
methods & aids.

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Productive learning
HUMAN COLLABORATIVE

TAKE CARE FOR ENCOURAGE THEM

THEIR LUNCH, TO PARTICIPATE,
SITTING, VENUE, ETC. DON’T COMPETE
WITH THEM

•HAVE GAMES
CLIMATE FOR EG- LET THEM CALL
•USE HUMOR
FUN LEARNING TRUST YOU BY YOUR FIRST
NAME
•INFORMAL
DISCUSSION (ADULTS)

SUPPORT- RESPECT
IVE
•ACKNOWLEDGE THEIR
AIM TOWARDS
COMPETENCE IN FRONT
BUILDING
OF OTHERS
RELATIONS
WITH THEM •TREAT THEM AS
‘GROWN – UPS’

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A Technology for Audit Learning
 We refer these people as ‘Learners. They
are often mature, experienced adults
possibly facing major changes in their
jobs, or prospectus for employment.
 Understanding that the learning event
proves a rewarding experience and meets
the purpose for which it was intended.
 Andragogy is the art and science of
‘helping adults to learn’.
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Some General Assumptions
Why adults do not learn in the same way?
 They are less as a dependent personality
and more as a self-directing human being.
 They accumulate a growing reservoir of
experience and increasingly relate new
learning to that experience.
 Their readiness to learn becomes
increasingly oriented towards dealing with
real situation.
 Their time perspective changes from one
of postponed application of learning
towards its immediate use.

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Some Implications for Training
 The physical environment should be one
in which adults feel at ease.
 The psychological climate should be one
which causes adults to feel accepted,
respected & supported.
 The behaviour of the trainer probably
influences the character of the learning
event more than any other single factor.
 Because adults are themselves a rich
source for learning, greater emphasis can
be place on techniques that make use of
the experience.
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1. Diagnosis of Needs
This process consists of three phases:
a) The trainer and the learner developing
a jointly held view of the abilities and
performance to be achieved.
b) Providing diagnostic experiences in
which learners can assess their present
ability and performance relative to
what has to be achieved.
c) Helping learners to measure the gaps
between where they are and where they
would like them to be.
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2. The Planning Process
 A basic element in the technology of
andragogy is the involvement of learners
in the process of planning their own
learning, with the trainer acting as
counsellor, guide and resource.
 The function of planning consists of:
– translating diagnosed needs into specific
behavioural objectives;
– Designing and conducting learning
event to achieve these objective; and
– Assessing the extent to which these
objectives have been achieved. 8
3. Conducting the Learning Event
 In traditional pedagogical practice the
function of the ‘teacher’ is to ‘teach’.
 The learner’s role tends to be that of a
fairly passive recipient of instruction.
 Andragogical practice treats the
learning-teaching transaction as a mutual
responsibility of learner & trainer.
 An andragogical learning event is alive
with meetings of small groups, sharing
responsibility for helping one another to
learn.
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4. Assessment of Learning
 The crowning difference between
traditional instruction and an adult’s
self-concept is in the process of
assessment.
 The technology of andragogy suggests a
process of frequent, informal, helpful,
and non-threatening assessment.
 The emphasis is that, it is a mutual
understanding.
 The procedures used for the diagnosis of
learning needs are being employed to
help learners measure gains in
competence.
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5. Experience
 Some adults have more to contribute to
the learning event than others; for most
kinds of learning they are themselves a
rich source of learning.
 Adults – and, again, some more than
others – have a rich foundation of
experience with which to consider new
experiences and their implication in terms
of work.
 Adults have acquired a larger number of
fixed habits and patterns of thought, and
therefore tend to be less open minded.
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Adult Training
1. They are grown-up learners.
2. With specialized Training &
development.
3. Adult learners can be trained and
developed, one needs to borne in his mind
certain principles.

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