“Common problems in adults’ training”

In today’s world, the adults cannot easily be found who are seeking just for training free from any job, but the adults are generally busy persons with low and short time. But, what procedures exist for training such persons? The combination of two sciences including “Adults’ training” and “Educational Technology” can remove training limitations (restrictions) of adults to a high extent. According to definition: Adults’ training is an organized activity in order to create a training (learning) society through transferring up-to-date knowledge and skill to the adults until they will be able to move towards evolution and exaltion and have active participation (contribution) in their society’s fate socially, culturally, politically, and economically. Training technology includes the study and ethical action through creation, application and resource management and appropriate technological processes in order to facilitate learning and to optimize the individuals’ performance.

Using training (educational) technology, this paper has tried to present some procedures for adults’ training.

The difference of job-based trainings in the past and present-1

In the past, the adults’ training was in this way: Initially, the individuals were trained in a perfectly training environment (educational space) and then, They were entered the job’s world. After entering the workplace, they just worked and there was no longer training.

of course, This incorrect process still occurs in some service, educational (training) and industrial organizations.

But, this kind of workforce training has several problem s:

By scientific and technological advancements in all fields, no science and art can be taught in some way that it will be proper for lifelong working.

Many trainings should consistently be updated. For example, the trainees of computer field cannot be successful in workplace even for afew months by the science which they learn during training (apprenticeship) period. These trainees need continuous training.

Each training period which is for performing a job, will miss its efficiency sooner or later due to out- of- dating the information.

The employees have not a good feeling because of job repetition and lack of advancement.

The creativity depends on acquiring (obtaining) the knowledge. Having a rich source of knowledge in one field (aspect) is the basis of creativity in that field. Regarding wolflek’s remark, if the employees of an organization have not up-to-date knowledge, they cannot represent high creativity.

To remove this problem, the job and training should be integrated. It means from the early beginning of the process, the adults’ training should be pervasive and inclusive. And when the adult entered the workplace and began to work, some trainings should be taught to him/ her again.

The comparison between the adults’ training and children’s training- 2

Nolz believes that the most important educational (training) principles of adults include:

1- need in knowing,                   2- pervasive self-conceptualization,    

3- role of experience,                4- learning preparation,  

5- learning approach,               6- learning motivation.

Deep difference in views of the adults and children towards training – 3

The purpose of children for training is usually the training (education) itself. Because in answering to their question which they sometimes ask, “why do we study?”, They receive ambiguous answers from the adults. Being trained (Training) has become a habit for them and sometimes, the students learn well irrespective of knowing why they should learn some matter.

But the adults want some kind of training which can be implemented fast and observe its outcome (result) and earn more profit (benefit).

This issue was examined and whether indeed, the characteristics of learning of adults are reflected validity of Andaragozhy-perin or not. He addresses three research questions:

- will adult learners show learning priority?

- Is there a desired variable age for learning of adults’ training?

- Are there differences among the adult learners? He adds that the learners will return to training (education) for earning money and their future job.

They are interested in Andragozhy strategies in their classes such as leadership, reinforcement of skill (competency), selection of training proportional to their needs.

The characteristics of adults which make hard performing traditional training period (course) very hard for the adults, such as:

- Expansion of experience.

- strictness.

- Applied view on training (educational) problems.

- low (short) time.

- pressure of different life duties (tasks).

- need in social position.

- asking for reaching (achieving) the goal in the near future.

- Dis creation in leaving the training course.

- Desire for change in behavior instead of taking information (data).

- The adults cannot be centralized (concentrated) in a single site.

- Employment, distance and distribution, attachment to family.

But using new technologies and special teaching methods (methogologies), these characteristics can be used in best way. These threats can be converted into an opportunity for better training.

4- the problems and related guidelines for training courses (periods) of the adults by an emphasis on using the technology:

First problem: High volume of data (information): In training (educational) courses, a high volume of data (information) is given to the adults and it is one of the main problems of training periods of adults. But the learners will forget the contents very soon.

Second problem: conciseness (intensiveness) of training course (period):

Next problem of adults’ training courses (periods) is the conciseness (intensiveness) of verbal training (educational) course. Usually, this conciseness (intensiveness) in inevitable due to the distance, lack of possibility for attending in the class, and time shortage.

Third problem: probability of subject repetition the adults have usually wide experience and there are the possibility (probability) of repetition of subjects of training (educational) course.

You cannot force the adult to learn the repeated subject. But the problem is that sometimes, after procurement of training (educational) course, we notice that the subjects are repetitive for the learners.

Fourth problem: Discretion in leaving the training (educational) course:

As pointed out (indicated) before, the adult learner doesn’t usually image himself/ herself as the prisoner of training (educational) course. He/ she leaves the course whenever he/she wishes. Now, if the course is held verbally, this happening (event) will be very unpleasant and will have a bad effect on other adult learners.

Fifth problem: Time shortage

Time shortage is the common problem between both groups of trainers and trainees (learners).

In this way, the learners have not enough time to attend in the class and the trainers have not enough opportunity to perform all of the exercises.

Sixth problem: In traditional courses, the adult’s need in social position is not satisfied.

Usually, the adults don’t like to be behaved like children. Sitting in the class chair (seat), observing the discipline, coming and going on- time, answering the questions and … are some cases which some adults don’t like to experience them.

Since they feel that if they are asked, their social position will be endangered.

Seventh problem: Training the matters which the learner has not any previous familiarity with them.

Sometimes, it is necessary some subjects shall be taught to the learner which he/she has no previous familiarity with it. And/ or the subject is very difficult. In these cases, if we hold a short- time verbal course, we are not able to teach all the necessary details to the audience. Insisting on the details makes the audience (learner) puzzled.

Eighth problem: lack of possibility for asking the question and pursuance after training (educational) course: As usual, after holding the training (educational) course, learner will be left alone. If a question is appeared for the learner aftere the course, he/ she doesn’t know where he/she receives the answer of his/her question.

Ninth problem: It is possible some important subject is not expressed (said).

There is this possibility which during a training (educational) course, an important subject is left as unsaid.

Or due to time shortage (lack of time), all subjects cannot be expressed.

Tenth problem: limitation in the number of audience: in ordinary trainings, a high number of audience (learners) cannot be covered.

Conclusion:

In today’s world, just verbal trainings are not sufficient. But the available technologies should be used to perform verbal trainings, communications, increasing the efficiency of the adults’ training.

Verbal trainings are very useful to hold social communications, occupational (job) interactions and transfer of experiences. In this paper, it is tried to propose some solutions for the problems which exist in the trend (course) of the adults’ training using training (educational) technology. Although the issue of training (educational) technology is very wider than using the media and the adults’ training is also more complex (sophisticated) than afew limited characteristics. (features)

As Ryan declares:

“The domain of adults’ training is a much as the domain of life itself”

With special thanks from:

Written by mohammad Hafezinejad

Rooha visual Arts Academy and Gallery, 2016 Individual exhibition for