Presenting to the Adult Learner Mr. Johnathan Gardner, Director, Talent and Organization Development Mr. Brad Davis, Instructional Systems Specialist, Talent and Organizational Development
Agenda • Review Learning Objectives • Adult Learning Theory • Engaging Presentation Skills • Available Resources 3/30/2018 2
Learning Objectives Upon completion of this session, the learner will be able to: • Recall the benefits of integrating adult learning theory into presentations • Perform the instructional techniques that make presenting engaging • Recall where to get further information using the HHS Learning Management System 3/30/2018 3
Agenda Review Learning Objectives • Adult Learning Theory • Engaging Presentation Skills • Resources Available 3/30/2018 4
Presentation Types • What is a presentation? • The sharing of information between two or more people with the intent to inform or persuade (Last Name, Year) • Have you ever been asked to give a presentation? • Board meeting • Classroom Presentation • Virtual Meeting • Sales Pitch 3/30/2018 5
Effective Learning • Trainers and presenters need an understanding of how/why adults learn to produce effective presentations or training • Types of learning: • Formal learning takes place in a structured and intentional way • Informal learning is not structured. 3/30/2018 6
Adult Learning • Pedagogy is the method and practice of teaching, especially in an academic subject or theoretical concept (Oxford Dictionaries) • Removes experience in learning • Andragogy is the method and practice of teaching adults learners (Oxford Dictionaries) • Adults bring large amounts of experience • Adults contribute more to others learning experience 3/30/2018 7
Learning Process • The learning process is broken into multiple stages: • Receiving information • Taking the information in • Assimilating the information • Storing the information • Using the information 3/30/2018 8
The process of perception and experiential learning The Stimulus may be Behavioral filtered by perceptual response factors including: People interpret the • Previous stimulus, consciously Knowledge or unconsciously, by • Previous relating it to previous Senses become aware Stimulus Experience consciously or experience. The new Cognitive Emotions • unconsciously of information is response External/internal • Concept of Self stimulus assimilated or • Choice accommodated with a • “Loudness” of person’s mental Stimulus schema or rejected Location • • Personal Affective needs/wants response 3/30/2018 9
Learning Domains • Three Domains of Learning: • Cognitive Learning – Dealing with knowing • Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation • Affective Domain – Relating to feeling • Attitudes, Interest, Attention, Concern, and Responsibility • Psychomotor Domain – Physical Skills • Reflex, Movements, Perceptual Abilities, Physical Abilities, and Skilled Movements (Bloom, 1956) 3/30/2018 10
Theories of Learning • Functionalistic - see learning as a way that biological organisms can adapt to their environments. • Associationistic - see the world in the way people associate stimuli. • Cognitive - focus on cognition, the process of knowing. • Constructivist - focus on how learners internalize what they have learned. • Neurophysiological -focus on brain anatomy and chemistry and on such complex phenomena as intelligence, thinking, and learning. 3/30/2018 11
Malcolm Knowles’ Six Assumptions • Adults have a need to know why they should learn something before investing time in a learning event. • Trainers must ensure that the learners know the purpose for training as early as possible. • Adults enter any learning situation with an image of themselves as self- directing, responsible grown-ups. • Trainers must help adults identify their needs and direct their own learning experience • Adults come to a learning opportunity with a wealth of experience and a great deal to contribute. • Trainers are successful when they identify ways to build on and make use of adults’ hard-earned experience. 3/30/2018 12
Malcolm Knowles’ Six Assumptions • Adults have a strong readiness to learn those things that help them cope with daily life effectively. • Training that relates directly to situations adults face is viewed as relevant. • Adults are willing to devote energy to learning those things that they believe help them perform a task or solve a problem. • Trainers who determine needs and interests and develop content in response to these needs are most helpful to adult learners. • Adults are more responsive to internal motivators such as increased self-esteem than external motivators such as higher salaries. • Trainers can ensure that this internal motivation is not blocked by barriers such as a poor self-concept or time constraints by creating a safe learning climate. 3/30/2018 13
Learning in the Classroom • Four tips for making the learning environment conducive to learning. • Create a safe haven • Create a comfortable environment • Encourage participation • Facilitate more than you lecture 3/30/2018 14
Gagne’s Instructional Events • Nine Instructional Events • Gain Attention • Express the Objectives • Stimulate recall of previous learning • Present the Stimulus • Provide guidance • Elicit Performance • Provide Feedback • Assess Performance • Enhance retention and transfer 3/30/2018 15
Agenda Review Learning Objectives Adult Learning Theory • Engaging Presentation Skills • Resources Available 3/30/2018 16
Presenting Presenting is a skill that can make or break the presentation. The following tips can take the worry and stress away if you are not comfortable presenting. • Short video on giving a presentation 3/30/2018 17
Preparing Do your research Know the material that you are presenting The audience will know if you are faking it Organize your thoughts Practice, Practice, Practice The best presenters practice their presentation several times before they give it Show up early Set up the computer Configure the room 3/30/2018 18
Set Up • Set up your computer so it is running and works on the equipment • PowerPoint/Presentation set up in full screen • Videos are up in a tab for easy transition • Other media open and ready to be cued when needed 3/30/2018 19
Set et U Up • Select the right room configuration Classroom Boardroom U Shape Theater 3/30/2018 20
Presenting Tips • Speak clearly and comfortably • Do not read directly from the slides • Tips to avoid reading from the slides • Declutter the slides • Less words • One point per slide • Use compelling images 3/30/2018 21
Presenting Tips • Make Eye Contact • Allows to check for understanding without asking questions • Better engagement • Acts as conversation with the audience • Anticipate questions you’ll be asked and have answers ready 3/30/2018 22
Presenting Tips • Avoid Distracting Mannerisms • Standing with one leg wrapped around the other • Standing on the sides of one’s shoes • Frequently touching the nose, mouth, ears, or any part of the face • Leaning on the speaker’s stand using it as a prop • Putting hands in and out of pockets • Fiddling with one’s wrist watch • Repeatedly swallowing • Buttoning and unbuttoning the jacket • Standing with hands clasped behind the back 3/30/2018 23
Presentation Introduction • Grasp the attention of your audience • Tell a story • Quote someone else • Make a bold statement • State noteworthy facts • Identify the topic and purpose or core message • Provide an overview or agenda • Get the audience to participate • Introduce yourself to the audience 3/30/2018 24
Tell Captivating Stories Four steps to great storytelling: •Decide on the take-away 1 •Describe who, where and when 2 •Give context, describe goals and obstacles 3 •Provide the ending to highlight the takeaway 4 Adapted from (James, 2012) 3/30/2018 25
Concluding the Presentation • The conclusion slide should be the last content slide • Plan your conclusion • Reinforce the key points of your presentation • Keep it short, keep it simple • If its a call to action make it crystal clear 3/30/2018 26
Agenda Review Learning Objectives Adult Learning Theory Engaging Presentation Skills • Resources Available 3/30/2018 27
HHS LMS • Register for offered Presentation Skills and PowerPoint training • LMS may be accessed by using this link: http://hhsu.learning.hhs.gov/ • Search the LMS for: • A book or audio book • eLearning activities 3/30/2018 28
Key Takeaways You should be able to: • Recall the benefits of integrating adult learning theory into your presentations • Perform the instructional techniques to make your presentation engaging • Recall how to get additional resources utilizing the HHS LMS Skillsoft library 3/30/2018 29
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