New Supervisor Training
Helping new and experienced supervisors make the transition from individual contributor to leader, this practical guide shares a wealth of experience aimed at the realities of becoming and succeeding as a new supervisor.
TABLE OF CONTENTS New Supervisor Training
Chapter 3: Designing Interactive Training for New Supervisors
Developing training for new supervisors is not a random activity. It also is not a matter of filling up available time or stringing together a series of fun activities. Rather, it is a matter of carefully thinking through the learning readiness and training needs of potential participants and creating a sequence of events to maximize their learning in the time allotted. That requires designed learning, or a structured plan for assisting new supervisors to develop the knowledge, skills and strategies they need to become both competent and successful.
Principles of Adult Learning
Much has been documented about how adults learn best. In The New Fieldbook for Trainers (1996), Jones, Bearley and Watsabaugh point out several truths about adult learning. See Table 3-1: Principles of Adult Learning and Their Implications for Training Design for some of these truths and their implications for training.
| LEARNING PRINCIPLE | IMPLICATION FOR TRAINING DESIGN |
|---|---|
| The adult is a partner with the facilitator in the learning process. | Participants should actively influence the learning approach. |
| Adults are capable of taking responsibility for their own learning. | Incorporate self-directed learning activities in the session design. |
| Adult learners gain through two-way communication. | Avoid overuse of lectures and talking-to . Emphasize discussion. |
| Adults learn through reflection on their and others' experience. | Use interactive methods such as case studies, role playing and so forth. |
| Adults learn what they perceive to be useful in their life situations. | Make the content and materials... |
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