FACILITATION
TOOLS
WORK INSTRUCTIONS
Overview:
Work instructions should be clear, concise, and visually intuitive to guide adult learners through hands-on assessments effectively. These instructions should follow a step-by-step format, progressing from simple to more complex tasks. Each step should include visible expectations for the learner, encouraging reflection upon completion to identify successes and areas for improvement. Facilitators should also reflect on learner performance and adjust instructions as needed to better align with learner needs.
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Relevance to Adult Learning:
Adult learners benefit from opportunities to apply what they have learned through practice, followed by reflection. This process of action and reflection helps solidify learning, ensuring that knowledge is applied in a meaningful and practical way. Clear, structured work instructions make this possible by breaking down tasks and creating opportunities for learners to assess their performance and make adjustments.
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Tool Use:
This tool is used to create detailed work instructions that accompany behavioral learning assessments or practical activities. It helps guide learners through each task while providing reflection prompts to encourage both learners and facilitators to evaluate the process. Facilitators can then use these reflections to refine future instructions and improve learner outcomes.
Additional Tools:
Use in Manufacturing Facilitation:
In a manufacturing context, this tool serves as a template for crafting step-by-step work instructions for hands-on assessments or practice activities. The inclusion of visual aids supports adult learners who benefit from seeing tasks demonstrated. After each task, learners and facilitators should engage in reflective practice to identify what was successful and where adjustments can be made to enhance the learning process, ensuring continual improvement in skill development.
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Praxis and Reflective Practice:
Reflection is a critical part of the work instruction process. After each hands-on task, learners should evaluate their performance, noting what went well and what needs improvement. Facilitators should also reflect on whether the instructions provided the necessary clarity and support. This continuous cycle of action and reflection helps refine both the learning process and the instructions, ensuring that learners continue to develop their skills in a meaningful and effective way.
ADDITIONAL RESOURCES & REFERENCES
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Brown, A. H., & Green, T. D. (2020). The essentials of instructional design: Connecting fundamental principles with process and practice (4th ed.). Routledge.
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Davis, J.R., & Arend, B.D. (2013). Facilitating seven ways of learning: A resource for more purposeful, effective, and enjoyable college teaching. (pp. 31-69). Stylus Publishing.
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Wlodkowski, R. J., & Ginsberg, M.B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). (pp. 313-315). Jossey-Bass.
EFFECTIVE PRESENTATIONS
Overview:
Presentations must be clear, concise, and focused to keep learners engaged and ensure they find relevance in the content being delivered. Effective presentations help maintain attention, making it easier for learners to absorb and apply the material being presented.
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Relevance to Adult Learning:
Adult learners are highly goal-oriented and need to see the relevance and applicability of what they are learning. If a presentation is overly complex or unclear, their attention may shift elsewhere. By delivering clear, concise presentations that emphasize key points and practical value, facilitators can help adult learners stay engaged and see the benefit of paying attention.
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Tool Use:
This tip sheet serves as a guide during the development of new presentations to ensure they are designed effectively for adult learners. It helps facilitators focus on structuring their content in a way that is clear and aligned with the needs and learning preferences of adults, emphasizing brevity, clarity, and relevance.
Additional Tools:
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Use in Manufacturing Facilitation:
In manufacturing facilitation, this tip sheet can be used to guide the development of presentations that highlight essential elements of the seal process. By focusing on clear, practical explanations and ensuring learners understand the relevance of each topic, facilitators can keep learners engaged and encourage them to stay checked-in throughout the session.
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Praxis and Reflective Practice:
After delivering a presentation, facilitators should engage in reflective practice to assess its effectiveness. Was the presentation clear and engaging? Did learners grasp the key concepts? Facilitators should gather feedback, either through formal or informal assessment techniques, and reflect on areas for improvement. By refining presentations based on learner feedback and personal reflection, facilitators can continuously improve their presentation skills, ensuring each session better serves the needs of adult learners.
ADDITIONAL RESOURCES & REFERENCES
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Wlodkowski, R. J., & Ginsberg, M.B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). (pp. 242-245, 272, 385-388). Jossey-Bass.
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Tate, M.L. (2012). Sit and get won't grow dendrites (2nd ed.). Thousand Oaks, CA: Sage Publications.
PRESENTATION TOOLS
Overview:
Presentation tools are used to incorporate and cater to various learning styles, enhancing the overall presentation experience. These tools help facilitators utilize new technologies without overcomplicating the presentation, allowing for a more dynamic and engaging delivery.
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Relevance to Adult Learning:
Adult learners benefit from presentations that are interactive, engaging, and relevant to their needs. By using tools that incorporate audio, visual, and interactive elements, facilitators can help learners stay checked-in and improve knowledge retention. Presentation tools support different learning styles—whether auditory, visual, or kinesthetic, making the content more accessible and meaningful.
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Tool Use:
This tool serves as a reference for selecting various presentation tools and techniques that can be used to enhance the effectiveness of presentations. It helps facilitators choose the right mix of technology, media, and interactive elements to create presentations that align with the needs of adult learners.
Additional Tools:
Use in Manufacturing Facilitation:
In manufacturing facilitation, this reference tool is used when creating course presentations to ensure the most suitable tools are chosen. Whether it's integrating visuals of the manufacturing process, interactive demonstrations, or real-time feedback tools, this ensures that learners stay engaged and understand the relevance of each component in the seal facilitation process.
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Praxis and Reflective Practice:
After using presentation tools during a session, facilitators should reflect on their effectiveness in supporting learning. Did the tools help clarify key concepts? Were learners more engaged because of the interactive elements? Facilitators can gather feedback from learners and assess their own observations to determine which tools were most effective and which may need adjustment. This reflective practice ensures continuous improvement in selecting and using the right tools, adapting the presentation to better meet learner needs in the future.
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Wlodkowski, R. J., & Ginsberg, M.B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). Jossey-Bass.
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Tate, M.L. (2012). Sit and get won't grow dendrites (2nd ed.). Thousand Oaks, CA: Sage Publications.
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Davis, J.R., & Arend, B.D. (2013). Facilitating seven ways of learning: A resource for more purposeful, effective, and enjoyable college teaching. (pp. 97-98). Stylus Publishing.
ADDITIONAL RESOURCES & REFERENCES
MEMORY RETENTION
MEMORY RETENTION
Overview:
Memory retention is essential for learners to effectively master newly acquired skills or concepts. Facilitators must use strategies that help learners move information from short-term to long-term memory, ensuring they can apply what they’ve learned in practical contexts.
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Relevance to Adult Learning:
Adult learners often need to connect new information to their existing knowledge base for better retention. Facilitators should focus on helping learners see the relevance of the material, demonstrating how it is useful and needed in their real-life or work environments. Activating long-term memory requires making the learning meaningful, engaging, and connected to the learner’s goals.
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Tool Use:
This video outlines four key elements that help learners retain information in their long-term memory. It provides practical guidance on how facilitators can incorporate these memory retention strategies into the learning environment, making the learning "stick" more effectively.
​Additional Tools:
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Use in Manufacturing Facilitation:
In manufacturing facilitation, this video serves as a guide for seal facilitators to ensure memory retention strategies are integrated into their training sessions. It highlights methods for making technical information more memorable by linking it to real-world applications, offering repetitive practice, and using visuals and hands-on activities that reinforce key concepts.
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Praxis and Reflective Practice:
After implementing memory retention strategies, facilitators should engage in reflective practice to assess how well the learners retained the information. Were learners able to recall and apply key concepts in hands-on assessments? What techniques worked best to reinforce long-term memory? Facilitators can use feedback from learners and observations from practical assessments to adjust and enhance their teaching methods. Continuous reflection ensures that memory retention techniques are improved and tailored to better support learners in future sessions.
ADDITIONAL RESOURCES & REFERENCES
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Brown, P.C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA & London, England: The Belknap Press of Harvard University Press.
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Tate, M.L. (2012). Sit and get won't grow dendrites (2nd ed.). (pp. 71, 118, 137). Thousand Oaks, CA: Sage Publications.
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Wlodkowski, R. J., & Ginsberg, M.B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). (pp. 18-20, 40-41, 238, 246). Jossey-Bass.