“Learner-centred training” is an expression you used to hear all the time but it doesn't crop up so much these days. Maybe it's been replaced by “accelerated learning” or "brain-friendly learning", which is a phrase I use a lot myself.
But I think "learner-centred" sums up the way I think training should be designed and delivered.
What does it mean? For me, it would include the following points.
1. It's based on the needs of the learners.
This may seem obvious but a lot of training isn't - it's based instead on the needs of the organisation.
Obviously, there's some compromise - organisations need people to learn certain skills and information - but the main question should be, "What do these learners need to get from this training to make it worthwhile for them?"
This means you need to find out what the learners need - ask them, before and during the training, involve them in the design if possible, find out what they really want to get from it.
Don't take someone else's word for it - another person in the organisation might have a very different view about what they need.
2. It doesn't start from the content.
"We have to cover all this/we have to use these slides, it says so in the manual."
Trainers need to be flexible and willing to adapt to what groups need from them, not just running through the set content regardless of who's in front of them.
3. It's based on HOW people learn.
Learner-centred training includes a variety of methods and approaches to suit different types of people, so they can access the information in a range of ways, and it reflects what we know about how the brain works (which is why it’s also called “brain-friendly”)
4. It’s highly interactive.
A critical point is that the training is interactive, it involves and engages the learners and gives them plenty of opportunities to process and apply what they have learned.
It's not a passive process where learners just sit and listen and watch slides.
5. The timing is right.
The training should happen when the learners need it, not because it's part of a fixed programme and they have to go regardless of whether or not it's of use to them at that point (this is sometimes called "sheep-dip" training).
6. The numbers are kept down.
The numbers involved in the training should be suited to the purpose and the style of the training.
So, for example, groups are kept small to allow for participation and activity, not maximised to get as many people through as cheaply as possible.
7. The training encourages independent thought and discovery.
The training should help to develop the learners' independence, not encourage dependence on the trainer or other "experts". It should also allow people to discover important points for themselves through activity and discussion rather than “spoon-feeding” them information.
8. It recognises people’s existing knowledge.
It should recognise the skills, knowledge and value that the learners themselves bring to the situation. The trainer isn’t the only person in the room with knowledge or experience and everyone should be given an opportunity to share so they learn from each other.
I'm sure there are more points than this but that's probably enough to be going on with!