Except from a 14 page 2852 word doctoral research paper, complete with scholarly reviewed references.

Submitted via turnitin.com in March 2011

Duplication without permission is plagiarism. 

INTRODUCTION

     Educators, whether they are facilitators of a training program, teachers in a classroom or leaders showing their followers a new aspect of the business, are expected to be excellent communicators.  The primary means of communication are the written and spoken word, but the creative use of graphics has become a method commonly used by facilitators, teachers and leaders.  Organizations have found it necessary to design and implement training programs, often too frequently, in order to maintain a viable place in the market or keep up with a close competitor.  The time and money invested in these programs is often wasted due even though the information was presented accurately to all the appropriate parties and in a timely fashion. 

     One of the most important aspects of presenting the material is in order to achieve the learning outcomes of the training the information must be understood, retained and implemented.  The rate at which organizational changes take place today and the new information that must be communicated is overwhelming, to even the most seasoned educator or training facilitator.  While it is critical in many situations that the information is quickly available for all the affected employees, the effort is wasted without the proper implementation and follow-through.  It is imperative the educators use all available resources to impact the learning transfer and ultimately achieve the learning outcomes of the training.  This can be done a number of ways, but an old but interesting one that could be used to supplement lecture, manuals and supplemental documents is to use graphics to convey the information.

     The focus of this literature review is to research one of the challenges and several opportunities that exist and are associated with learning transfer using an andragogical instruction method.  There are multiple challenges that come with learning in the settings described.  When educating adults, it is important to remember the critical nature of engagement for retention and implementation to take place once the training has been completed.  The literature available for each of these areas is vast, but the focus is on andragogically teaching leaders specifically trainers or learning facilitators and specific ways graphics can be used to overcome any challenges.  One of the ways they can help meet those challenges is to use various methods of graphics as part of the instruction curriculum. 

     The use of graphics can significantly improve the communication challenges that exist.  The need for organizational education is inevitable and effective communication is vital, before, during and after the process.  Communication has always been a valuable trait and behavior for leaders and facilitators of learning using graphics as one method of communication is an option not always considered in adult education.    Excellent communication in the traditional sense, coupled with the move toward graphic facilitation, can increase the possibility of fully implementing change, recognizing and effectively acting on innovation and assist in improving the overall effectiveness of the organization through training and education programs.

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