Training Needs Assessment Step-By-Step Helpcard guides you through conducting a training needs assessment, and it’s all on two sides of an 8.5 x11 inch “card”. Meant for busy people who haven’t time to read books on the subject and need to get the job done NOW. Also an economical job aid to keep with you.
Training Needs Assessment Helpcard (Partial Picture)
I stumbled upon this accidentally. It’s an online course, with material also available in downloadable pdf format, covering the basics of the adult learning, androgogical model. I disagree with much contained in that approach, but there is still good material in it, and truth is that anyone dealing with adults in learning situations should at least be aware of the principles and terms, if only to be able to discuss them sensibly.
Adult Learning: From Theory to Practice is an online course intended for tutors in the Canadian adult literacy community. The course may be used by individuals in a stand alone, self-paced format, and/or by groups in various formats, both online and offline.
Task Analysis Strategies and Practices, Practice Application Brief, by Bettina Lankard Brown 1998
This project has been funded at least in part with Federal funds from the U.S. Department of Education under Contract No. ED-99-CO-0013. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. ERIC/ACVE publications may be freely reproduced.
Worker-oriented, job-oriented, and cognitive task analyses have all been used as tools for closing the gap between what curriculum teaches and what workers do. Although they share a commonality of purpose, the focus, cost, and practicality of task analysis techniques vary. This Practice Application Brief presents information on current practices and examples of the various types of task analyses, highlighting their strengths and weaknesses and detailing how they can be used in diverse settings to promote knowledge and skill development.
Task Analysis Models
Evaluating Adult and Continuing Education Information Series No. 375 by Alan B. Knox Order No. IN 375, Price $7.00 Ordering Information Full text available online
Planning and conducting effective educational programs for adults entail contributions by various stakeholders including participants, instructors, coordinators, policy makers, and funders. They each make informal evaluative judgments. Sometimes reliance on such informal evaluation is insufficient because judgments may be based on inadequate information and are not shared with people who might use them to plan, improve, or justify the programs.
Teaching Adults: Is It Different? Myths and Realities 21, by Sandra Kerka, 2002 PDF Available
To be considered a distinct profession with a unique knowledge base (Merriam 2001), the field of adult education advances the idea that teaching adults is different than teaching children. The subject of much debate, this issue has generated assumptions, opinions, and research. This publication takes a look at all three in discerning myths and realities associated with the teaching of adults.
Adults and Children as Learners
Bob Gerulat wrote:
> Bacal wrote:
> >Insert humans instead of adults and it fits, so why make the distinction
> >about “adults”. Kids are pretty diverse. Kids have less experience
> >quantity wise which actually makes their experiences MORE powerful in
> >terms of how it affects learning.
>
> Gerulat Responds:
>As we can see from Mr. Bacal’s example, there are in fact
> differences in that kids have less experience and that there is a
> difference, in his opinion, in the power of these experiences.
Yes, absolutely, but the PRINCIPLE is exactly the same. Try this on.