Adult Learning Methodologies

1. Explain procedure.

2. Show positive model.

3. Have participants practice model.

4. Secure constructive feedback.

5. Institute “real-world” reinforcement.

Since the positive reinforcement process is one of the most critical elements in
adult learning. Let’s spend a bit of additional time on the subject and explore it
in greater detail via a concrete, applied example: coaching as taught to a class
of first-level supervisors. First, we will review figure 9 (Positive-Reinforcement
Process), then we will examine each of the segments in the process individually.

Explain
procedure

Show positive
model

Have participants practice

model

Secure constructive
feedback

Institute real world

reinforcement
Figure 9. Positive-reinforcement process.

Explain Procedure

The instructor would first set the stage by illustrating the importance of coaching to
supervisors within the organization. The instructor would then illustrate coaching
procedures, using either the flip chart, overhead transparency, or slide (note the
use of audio –visual aids to emphasize the learning process). Let’s assume Figure
10, Coaching Procedures, was displayed, then thoroughly reviewed by the
instructor. Naturally, as each of the nine step were outlined, participants would
have ample opportunity to both relate the skill components of their own
responsibility, and be en courage via feedback to ask for clarification of any points
that were confusing or unclear.

To accomplish this, the really effective instructor will have done the required
“homework” Beforehand. The instructor must thoroughly understand each of the
steps within the coaching procedure and be completely familiar with its application
on the job - and the supervisor’s world. If the class suspects that the instructor is
merely talking about theory and not real-life application, the session is in real
danger of being doomed from the start.

Step 1 Step 2 Step 3

Planning for Statement of Setting proper

coaching coaching objectives climate

Step 6 Step 5 Step 4

Demonstrate Review with Observation
procedure subordinate
(feedback)

Step 7 Step 8 Step 9

Have subordinate Final review Plans for

repeat operation follow up
 Figure 10. Coaching procedures.

0nce again, this harks back to the sometimes difficult choice of selecting either an
instructor, “from the ranks” (who presumably knows the subject well but may not
be an experienced teacher) or a highly skilled instructor who conducts classes well
but may lack the necessary work background.

Show Positive Model

The primary purpose of this segment is to illustrate the correct method of applying
the skill on the job. Using a real example, the instructor demonstrates the model,
using any one of these techniques:

1. Role Play (Formal)

While role play is usually effective, the instructor must insure that correct
technique is shown to the class. Let’s say the instructor selects two of the
most experienced participants to play the roles using a prepared script they
were given in advance. While chances are good that they might follow the
script reasonably well, there is always the possibility that one of the “actors”
will inadvertently begin improvising and perhaps even present a negative
example to the class. That is a situation to be avoided wherever possible!

2. Role Play (Informal)

In this situation, the instructor takes the lead role and selects only one
participant to play the opposite role. A script may be used, if the instructor
wishes. Assuming the instructor is experienced in role play, the scenario
stands a better chance of success than the formal role play using two
experienced participants. Conversely, the instructor must take great care to
make certain that a positive skill model is presented, since he or she is
performing “live” before class, and any mistake will certainly be detrimental
to the desired learning.

3. Video Presentation

Demonstration via video is by far the most effective way to show a model.
The obvious advantage is that the video tape can be erased and reshot until
the desired scenario is reached. If the budget permits, professional actors
may be used, but good results can also be obtained using employees who
 have been thoroughly coached in their roles. The use of line people for the
video role playing has an additional advantage of lending more validity to the
situation when viewed by the class.

Participants Practice Model

Once the class has reviewed the model, the stage is set for reinforcement through
actual practice. This step gives the instructor an excellent chance to view each
participant applying the skill.

Of the many methods available, in my opinion the most effective is the

videotaped role play. Here, scripts are prepared in advance, and each student takes
s turn at playing the supervisor in a coaching role. As shown in Figure 10, all nine
steps of the coaching procedure would be included in the role play, and each
participant would be given sufficient time to complete the scenario.

During these practice role plays, the instructor should be well aware of how
much experience each participant has had with during this type of simulation in
front of others. For the first-time player, it can truly be a frightening experience, and
the instructor should handle it with liberal doses of tact and diplomacy.

Constructive Feedback

Since the primary purpose of the role play is to provide skill reinforcement,
constructive feedback from both the instructor and all participants is a must.
However, most students dislike pointing out areas for improvement to another
participant – most likely for fear of hurting someone’s feelings. While this line of
reasoning is understandable, it completely undermines the purpose of role play
itself, and often renders it useless. The instructor play the key role in this process,
acting as a catalyst between the observable events in the role play and class
feedback.

Done properly, constructive feedback is a very strong reinforce of skill

building since it clearly shows the following key elements:

What was done efficiently

Specific areas for improvement

Suggestions on how the improvement could be accomplished

 To be avoided at all cost is the occasional unfortunate incident in which a
participant’s feedback to a role player is usually harsh or sarcastic. Nothing
whatsoever is ever gained by this, and left unchecked, the incident can degenerate
into an ugly situation. The experienced instructor will never allow that to happen
under any circumstances.

Real-World Reinforcement

This final step in the positive reinforcement process can sometimes pose a
frustration dilemma for the instructor. Unfortunately, a situation may arise that has
the effect of gently reducing the effectiveness of the newly acquired skill.

Most experts in the field of adult learning agree that if newly learned skill is
to remain viable, it must be reinforced on the job. Using our existing example, it
would be almost a total waste of time, money, and effort if the coaching skills
learned in the classroom were not reinforced by supervisor’s manager. In actual
practice, this could happen for several reasons, including a perceived lack of time
on the manager’s part. Worse yet, it could happen because the manager had never
received the proper training to coach the subordinate in the first place! For
whatever reason it might occur, the new skill level will most surely diminish, to the
frustration of the classroom participant, who sees all his or her effort going to
waste.

In some organizational structures, the instructor may have some influence in

this type of unfortunate situation. Even when instructors have no direct reporting
relationship to the line manager who is not following up with the reinforcement,
they do have a responsibility to at least make their feelings known to the
appropriate people. Such a situation can require a great deal of tact and patience,
but the problem must be tackled. Hence need for peer educators.