Adult Learning Theory

Adult learning theory is where the art and science of learning collide. These articles address adult learning theory from multiple angles.

How “weird” or “novel” should leadership development training be?

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At the end of this month, the Association for Talent Development will be hosting their annual International Conference and Expo in Salt Lake City. During the conference, Amy Posey, CEO and Chief Weirdo at Super*Mega*Boss will be facilitating a workshop entitled Why Weirdness Works: Using Novelty to Create Better Learning Experiences in Leadership Development.

Recently I had a chance to talk with Amy about this concept of “using weirdness”, and she not only shared a little about her approach, but also a little about the research behind why a novel approach can be extremely effective.

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Help! My podcast was highjacked!

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Ok, “highjacked” may be a little extreme. Maybe “I yielded the interviewer seat to a professional colleague so I could be the subject of the interview” is more like it.

You may have heard that I have a book coming out tomorrow.

At some point in 2011 I decided I wanted to write a book, but my writing was rusty. My 2012 New Years Resolution was to start a blog in hopes that I could knock off the writing rust while compiling some ideas about learning and development. Here we are, about 10 years after I had the urge to write a book. And in today’s Train Like You Listen episode, Sophie Oberstein (author of Troubleshooting for Trainers) spent some time grilling me about this book.

Today’s episode is a little longer than usual, so if you don’t have the time to listen to this witty back-and-forth between Sophie and I, then just trust me, my book is awesome and you ought to buy it!

I write that last arrogant suggestion in quasi-jest (if you think the book could be helpful to you as you put together your training programs, I’d love if you bought a copy!). I’d like to thank each and every one of you for taking some time out of your schedule to read my posts and listen to my podcasts each week, thank you for the likes and comments and shares. Thank you for the emails and direct messages you’ve sent. You make me feel like I have something to offer the learning and development community.

Now without further ado, this week’s podcast…

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A Conversation with Dialogue Education Pioneer Jane Vella (Part 2)

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Have you ever had a chance to talk with someone so fascinating that you hoped the conversation would never end?

That happened to me when I had a chance to talk with Jane Vella. On the verge of her 90th birthday, she’s as energetic as ever and her book, Learning to Listen, Learning to Teach has been the most influential treatise on learning design that I’ve ever read.

While I find the principles of dialogue education to be important when designing training programs, we left our conversation at the end of Part 1 of this podcast when I posed a question to her, asking if dialogue education was ever not an appropriate approach to learning design.

Here in Part 2 of this podcast, we hear her answer to that question and several others.

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Dialogue Education: Arguably the most important offshoot of adult learning theory

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In 2007, I moved across the country with a 2-month old child and began a new adventure in Seattle with my first training director role.

Digging into the organization’s existing training program, I pulled out my red pen and began scanning the facilitator guide, ready to make an immediate impact and improve a training program that was being used by 70,000 people across the country.

Much to my chagrin, I didn’t find much to improve. Someone before me had rooted out all the learning objectives that had the audacity to begin with verbs such as “know” or “understand”. Each topic had a logical sequence and flow of activities. The program was extremely engaging.

How in the world was this possible without my leadership and guidance?

It turned out that this program was designed with the principles of what Jane Vella termed “dialogue education“. Whatever this dialogue education was, it seemed that this Jane Vella character laid out principles of learning and education that were like none other I’d ever seen.

I’m not a big fan of “you should’s”, because everyone has their own circumstances and situations and what works for me may not work for you. However, in this case, if you’re unfamiliar with Jane Vella’s work or the principles of dialogue education, you ought to make sure you’re incorporating these principles into your training design.

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The Monsters We Don’t See

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scaregrow

It is Halloween week! While this year’s Halloween will look different than previous years, one of the ways we can always connect is with stories. Sure, the medium may differ depending on the times, and we may not be gathered around a room, but podcasts and blogs are a great way to share spooky stories to keep us up after we binge on candy and prepare to watch scary movies in the comfort of our own homes. This year’s story is about monsters you may not be able to see on your own.

monsters of l&d

We face these monsters every day as training professionals. They cannot be tackled the same ways the stories of our past have taught us to tame mysterious beasts. They lurk right in front of us; on our computer screen, on our social media accounts, in our books. Staying home cannot protect us from these monsters! This week on the Train Like You Listen podcast, Mad Scientist Clark Quinn, Ph. D, Executive Director at Quinnovation, joins us to spot and fight the monsters that plague so many in our industry.

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An Anchor Activity in Every Presentation

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“If we’re running short on time, I’ll typically cut the anchor activities and jump right into the content.”

I was leading a train the trainer workshop and some of the people who were using our curriculum were sharing tips and tricks for how to facilitate a session, especially when the curriculum was so packed and it was so easy to fall behind.

I cringed. 

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Your attention span is shorter than a goldfi… Squirrel!

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The year was 2015. I was sitting in a breakout session at a training conference and the speaker was about to discuss ways to easily bring animation into an elearning course. As she introduced her topic, she shared a bit of research that was new to me: Thanks to all of today’s technology and distractions that surround us, the average human attention span had dwindled to under nine seconds, which is shorter than the attention span of a goldfish! She even cited this article in Time magazine as her source.

The problem with this eye popping statistic is Continue reading →

When a training program is as stuffed as a guest at grandma’s house on Thanksgiving

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Many of us in the United States celebrated Thanksgiving last Thursday. A time for family to gather, give thanks, and eat. A lot.

The American Council on Fitness estimates that the average American takes in 3,000 calories on Thanksgiving… and 229 grams of fat!

Is it possible that there’s a training program or two that we’ve developed that can be equally bloated and gluttonous? Sitting on the couch after Thanksgiving dinner last Thursday, I started wondering this very thought (because I’m apparently always thinking of training). Continue reading →