MANUAL

Adult Learning
Techniques
For JCI Trainers

Course designed by:

JCI World Headuarters Staff
15645 Olive Boulevard, Chesterfield, MO 63017, U.S.A. - Tel.: +1 (636) 449 3100 – Fax: +1 (636) 449 3107
E-Mail: training@jci.cc – Website: www.jci.cc
Adult Learning Techniques

ADULT LEARNING TECHNIQUES

Clearly, people enjoy themselves more in workshops or

discussion groups, but they also remember more vividly
the points brought forward by a group discussion. Since
only a small portion of a lecture registers in the minds of
the group, many of the adult learning techniques
recommended in these notes help imprint ideas into the
minds of the participants.

Often many problems are solved and many ideas

developed by groups, and these ideas have much more
impact because they come from the group. No matter
how fine a speaker you are, you will be much more
effective by unlocking those ideas and showing people
that they have the ability to solve their own problems by
using established communication techniques. The
following explanations are given, in case some of the
adult learning techniques are not familiar to you:

Published by
Junior Chamber International (JCI), Inc.
15645 Olive Boulevard
Chesterfield, MO 63017, U.S.A.
Tel: +1 (636) 449 3100
Tool free (from USA only): 1 800 905 5499
Fax: +1 (636) 449 3107
E-Mail: training@jci.cc
Website: www.jci.cc

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 Adult Learning Techniques

Icebreaker
What is it?

This is a method of "introduction" to achieve a relaxed, friendly atmosphere in a meeting.

How to do it?

A. After calling the meeting to order, the chairman points out that many attending are unknown to each other.

B. He asks to have the meeting adjourned for five minutes and for each member to introduce himself to the person on
his right - giving name, where he comes from, hobbies, interests, etc.

C. At the end of the allotted time, the chairman calls the meeting to order and invites each member in turn to rise and
introduce the member on his left.

What is achieved?

A. It breaks down the formality of meetings that tends to force shy members into deeper silence. Everyone has a "say."

B. It is also good practice for a member to stand up and speak.

Group Discussion
What is it?

This is a method employed to explore all avenues of a particular subject. There is no quicker way to obtain the views of
ALL members.

How to do it?

A. Divide the participants into groups of no more than ten.

B. Each group then elects its own chairman and its own spokesman.

C. Once the purpose of the discussion has been established, give them eight to ten minutes for their debate.

D. At the conclusion of the allotted time, the instructor calls on the group spokesman to report on the group's findings.

E. After each group has reported, participants have a clearer idea of the subject under discussion.

F. The instructor summarizes the points made by the spokesmen. He emphasizes the main points and adds any that
have been overlooked.

G. For each discussion period, the group selects a new chairman and spokesman.

What is achieved?

A. Everyone has the opportunity to participate in the discussion.

B. Everyone considers that he is contributing to the goal of progress and that his contribution is being recognized.

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 Adult Learning Techniques
Everyone now feels like a significant member, and a part of the driving force of the organization.

C. The chairman in each group gains experience in leading a discussion.

D. The spokesman in each group gains experience in summarizing the group's discussions and presenting them verbally
to the entire gathering.

Brainstorming
What is it?

Brainstorming is a method, useful in large or small meetings, to stimulate the creative ability of the members. It is a
technique of attacking – literally storming – a problem to achieve the maximum number of ideas in the shortest possible
time. It is essential that the ideas produced go unchallenged in terms of their practicability – ideas first, criticism later.

The philosophy behind brainstorming is simple. It espouses that there is no one answer to any problem. It assumes that
many of the most successful ideas are those that first appeared illogical, facetious, or unworkable. It also perceives that
critical judgment and the dead weight of past experience tend to smother creative ideas. The critical evaluation of ideas
must be separated from the process of creating them.

How to do it?

A. The chairman explains the purpose of the brainstorming, announces the rules, and writes the subject on a large
blackboard.

B. The chairman then invites ideas and suggestions which are recorded on the blackboard immediately as they are
offered. The membership remains seated and calls out its ideas as fast as the chairman can record them. Any
criticism is forbidden at this stage, and freewheeling is encouraged.

C. The brainstorming continues for up to ten minutes or until the ideas stop flowing.

D. The chairman thanks the participants and proceeds to the next step–evaluation. The group then examines all
suggestions in terms of their suitability or may break into subgroups for this purpose.

What is achieved?

A. Practice in brainstorming improves creative powers. Some people are born "idea people," but all of us can improve
our creative faculties through practice.

B. Brainstorming can save hours of research. Often many valuable ideas are created during a ten-minute session.

C. Brainstorming improves communication between people. Its very informality is conducive to friendliness.

D. Brainstorming is a method in which the most reticent member has an opportunity to make his contribution.

Note: Positive thinking is essential. The instructor should warn participants against using negative phrases such as "That
won't work" or "That's a ridiculous idea." These "killer-phrases" will stifle the confident, enthusiastic flow of ideas.

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 Adult Learning Techniques

Case Study
What is it?

A case study is a written description of a situation that contains a number of problems. It provides participants with a basis
for studying a situation, analyzing its important aspects, and reaching various conclusions.

How to do it?

A. Have the material copied for each person who will take part in the discussion. In that way the participant will be able to
prepare himself before the discussion.

B. The trainer should not give information; his aim is to assist participants to analyze and clarify their thinking about
situations.

C. The trainer should keep the discussion to the point in question and encourage participation.

D. Groups should be restricted to about eight to ten to maximize involvement. Larger groups should be subdivided, and
each group reports upon re-assembling.

E. Group discussion and analysis of the case follow with the entire group.

F. The whole case study exercise should not take longer than 20 minutes.

What is achieved?

A. Participants will be able to discuss case problems among themselves and improve their ability to perceive the
interrelations between the factors mentioned.

B. Discussion will help participants to distinguish relevant material from the superfluous.

C. Participants will realize that, in communicating with others, they should see matters from the other's point of view as
well as from their own.

Team presentations
What is it?

This method creates team building and provides an ideal learning and review experience.

How to do it?

A. Divide participants into teams of no more than ten.

B. Give a topic or assignment to each team.

C. The team must prepare a live presentation for the other participants, according to the rules determined by the trainers.

D. A discussion of the message or key points of the presentation follows.

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 Adult Learning Techniques
What is achieved?

A. Team members look at the issue closely and create a way to explain or represent it.

B. Participants will be able to understand the issue and convey it in a creative and entertaining way.

C. A presentation will present exaggerated views or aspects of the issue, often not touched by a simple analysis of it.

D. A live presentation of a topic makes participants retain aspects in their minds much longer than if presented in a
lecture.

Learning games
What is it?

Learning Games are activities meant to complement the learning experience, but are neither the primary purpose nor the
main content of the training session. Training sessions can be enhanced by purposeful and creative games. However, a
trainer must be very careful when selecting games for the training session. Games that are overly competitive, games that
cannot be played by the physically disabled, games that put participants in embarrassing situations, etc., can result in
more harm than benefit.

How to do it?

A. Games must be brief. They can range from a one-minute visual illustration to a 30-minute group discussion. But,
since they are used for supplementing other material, trainers should minimize the time devoted to them.

B. Games should be inexpensive. In general, it is not necessary to purchase anything or hire a consultant. In most
cases, games should be used that require no cost.

C. Games must be participative. To be effective, games must involve the trainees physically (movement) or
psychologically (visual and mental attention). They make participants think, react, or laugh.

D. Games must be tested in advance. Games require several tests before using them with trainees. If given the right
context and applied in a positive and professional manner, they should succeed.

E. Games must be adaptable. The best games, like the best tales, are adaptable to any situation and can reinforce
several different points. With slight modification, they can retain their original flavor and character.

F. Games must be single-focused. In contrast to simulations, games often illustrate a single point and pertain to micro-
issues rather than interdependent macro-issues.

What is achieved?

A. Repetition. Retention of new material or a new skill will be more likely if the trainee hears it more than once or
practices new behavior several times. Insertion of a game into a training module allows the trainer to drive home a
point in another fashion, thereby increasing the probability of retention and application.

B. Reinforcement. Many games provide participants with an opportunity for success or achievement. This rewarding
experience reinforces behavior and makes its use more likely in the future.

C. Association. Much of our learning is not totally new, but is related to what we already know. It is often easier to move
gradually from a base of knowledge to the unknown. Games, even familiar ones, help us make a connection between

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 Adult Learning Techniques
different contexts that promotes learning. Later, the trainee may first recall the game, but then make an easy transition
to the underlying principle.

D. Senses. Researchers tell us that learning is more effective when the five senses are involved (sight, sound, speech,
smell, and touch). Games generally build upon all but smell, and thereby add an extra dimension to the traditional
learning process.

There are many pitfalls to using games as a training tool. Insecure, inexperienced, or unprepared trainers may use games
to kill time, show trainees how smart they are, or belittle trainees. When the games overshadow the learning process,
most trainees will conclude that the games are pointless and detract from the professionalism of the program.

Regarding games, trainees should feel welcome to ask, "So what?" or "What's in it for me?" and should always get a
satisfactory answer. Finally, good games should not be overly complicated, personally threatening, or demeaning to the
participant.

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