Why Participant Centered?

Why? – because Participant Centered Transformation is more responsive to what adult learners want. And it consistently engages and delights participants.

The dominant pedagogical paradigm is based on having a trainer/ present accurate information skillfully (and passionately) and having learners take full responsibility for processing, sorting, retaining and applying it. In this paradigm the learner has to work very hard.

Participants are selective about what they take in. 

Participant Centered Trainers/Presenters have the opportunity to transfer learning to participants who want to receive new ideas, skills, attitudes and who want to put energy into active practice. This leads to transformation.

All participants are different from each other in important ways.

Each participant has had different learning experiences, and has developed a different structure of knowledge. Participants need to have opportunity to fit new information into their existing structures so that the new ideas are firmly embedded in the learner’s neural networks and readily available for recall and use.

Most adult learners have asserted that they strongly prefer participant-centered learning because Participant Centered Learning allows them to easily integrate and metabolize information. Participants are able to identify many behaviors they already use and integrate them into a practical framework. Within this framework they systematically expand their competencies.

Participant Centered Learning is the most effective delivery system for trainers/presenters/conference or event conveners

Participant Centered Learning un-bundles a complex set of behaviors used by master trainers and meeting managers who achieve transformative results with their participants. Not only does Participant Centered Learning distinguish the essential roles of Presenter, Facilitator and Coordinator, but trainers also acquire a set of Learning Management Skills that include setting the learning climate, establishing and maintaining motivation, designing activities, and creating transitions.

All these concepts, skill sets and perspectives effectively evoke  the intelligence of participants in training sessions, presentations and meetings and consistently gauge and delights its participants.

“Learning is phenomenal and holistic with content and the art of training combined….”
Neeraj Nepali, Director of Enterprise Initiatives, ECCA, Nepal

Principles

• trust building

• collaboration

• practicality/ applicability

• maximizing retention through stimulation of multiple parts of the brain

• minimizing threats that inhibit learning

• leveraging emotional intelligence, multiple intelligences, multiple learning styles

• emphasizing experiential education based in connection to real world