Last week we focused on the background to adult learning and the assumptions underlying adult learning with special emphasis on how this can be incorporated into corporate training. This week we will go a step further by exploring the principles of adult learning.
The first principle that I am going to talk about has to do with the adults’ need to be involved in the planning and evaluation of their instruction. Unlike child learners who have decisions about what they learn determined by the teacher, adult learners will make a meaningful contribution to the learning process only if they are involved in the planning and evaluation process. This could entail the trainer conducts a needs assessment to assist in the planning of the course.
Another principle underpinning adult learning has to do with experience. Experience on the part of learners (including mistakes) provides the basis for learning activities. It is strongly advised that the trainer pays much attention to the experience that learners bring into the learning situation. This will assist in having the learners link what they learn with real life situations which will eventually result in meaningful learning.
It has also been observed that adults are more interested in learning about subjects that have immediate relevance to their job or personal life. Adult learners enroll for professional courses or attend professional workshops so that they can immediately benefit by improving the way they perform their tasks. So as trainers, it is imperative that we pay attention to that need so that learners realise the benefit of attending the course.
The other principle that relates to adult learning is that adult learning is problem-centered rather than content-oriented. In this case, it has been observed that adult learners are more concerned with being assisted to make use of the knowledge they acquire in solving particular problems they come across in life rather than merely internalising the content. So it is incumbent upon the trainer that the training methods employed during training allow for such learning to occur.
Research has also shown that adults need to focus on issues that allow debate and challenge ideas. This means the trainer has to ensure there is room for group activities that stimulate debate on issues related to what is being covered in the course. Presentations by the learners will also allow them to do thorough research with the aim of delivering thought-provoking presentations. This will indeed ensure learners see value in what they are learning.
If trainers pay particular attention to these principles of adult learning, there is no doubt that the training they get will translate into meaningful learning that will improve their performance back at the work place.
