2. Teaching methods should conform to the learning characteristics of adults.

Adult's Learning Characteristics and Training Organization Model

The object of enterprise training is adults, and the effect of adult training depends largely on whether the training institution is suitable for adult learning. As an internal trainer, we must adjust the course design and implementation plan design according to these characteristics and the needs of the audience, so as to improve the training interest and improve the training effect.

(1) Adult learning is a problem-oriented and purposeful learning process.

Adult learning is mainly for application. Therefore, the training content should be targeted, there should be solutions to problems, the cited cases should be closely related to the trainees' work and life experiences, and the training content and training effect evaluation method should be based on the improvement of learners' actual ability and real level, so as to increase the audience's willingness to learn and their understanding and comprehension of the solutions.

(2) Adult experience has a great influence on learning.

For adult learners, the original accumulation and experience can help them understand and master the training content, but it will also exclude them from accepting new things and form a negative impact. Trainers should do a good job of "breaking the ice" at the beginning of training, accept and understand the current learning content on the basis of mobilizing previous experience accumulation, and stimulate psychological processes such as association, comparison and thinking. At the same time, the original accumulation and experience will enable students to have a self-identity (such as social status, advantages in professional fields, etc.). ), which will directly affect their learning mentality. Trainers should correctly guide and try to tap the past experience resources of adult learners and make full use of these resources to serve their learning.

(3) Adults have a strong logical understanding ability, but they are also easy to forget.

Adults learn not by memory, but by memory based on understanding, that is, logical understanding and memory ability, but in this way, they often understand quickly and forget quickly.

Solution: In adult training, you don't need to train a lot of knowledge, but you need to strengthen your memory of some important points, such as provoking the other person to think and discuss, and strengthening your memory through cases.

(4) The pressure of adult learning.

The pressure of learning comes from three aspects:

(1) Training is sometimes task-based and externally required, such as orders from leaders above and below, rather than voluntary;

② During the training, you need to worry about your work, and after the training, you need to work overtime to complete the work plan interrupted by the training;

③ During training, the pressure of being in a strange environment, the pressure of answering teachers' questions and the pressure of completing training tasks.

Solution: Training should be targeted, entertaining and entertaining, strengthen the integration of training, reduce strangeness, and carefully arrange training assignments. If not, it should not be arranged.

(5) Adult's self-esteem

It is reflected in two aspects: first, adults learn, but they also hope to get timely affirmation, especially for some students who are proactive and answer questions well; Second, criticism and persuasion against management training disciplines and rules and regulations should be artistic. Direct criticism often hurts self-esteem and easily leads to serious training consequences. Many enterprises hope to treat trainees as ordinary students in management training, but in fact such trainees can only be counted as special "students". Because the training course is short-term, and the relationship among trainees, trainers and class teachers is short-term, it is difficult to establish an open and frank trust relationship in a short time. On the contrary, trainees tend to take a critical and skeptical attitude towards teachers, so criticism should be cautious and artistic (see "3.3.5 Training Site Organization" for details). What I personally encounter is often because the trainer's words are not in place, and the students' trust in the trainer is greatly reduced, resulting in very poor training discipline.

(6) The influence of the trainer's personality charm on adult learning.

Trainers need to establish a "stand", that is, you need to exert your personality charm. The so-called personality charm includes the knowledge, behavior, atmosphere and dress of the trainer. Although these can't be accurately described, they are all real and affect the training effect.