Unlike how children learn, the adult learning process is highly complex and dynamic, involving various cognitive and emotional components. Read on to find out how organisations can tap into different learning styles to improve the effectiveness of their training programs.
Learning is an ongoing process. From the day we are born, we indulge in various learning activities. However, as we age, the way we learn changes. Unlike school-based learning, adult learning is highly complex and dynamic, involving multiple cognitive and emotional components.
– Henry Ford
Understanding how adults learn can help companies design effective and engaging learning experiences that meet individual and organisational needs better.(1)
In this blog, we will dive deep into the importance of adult learning and provide insights into some fundamental principles and techniques that can be used to facilitate effective adult learning.
According to a study, 70% of employee learning happens on the job informally and about 20% of learning is from coaching, mentoring, and interactions with coworkers.(2)
According to a theory of adult learning proposed by Malcolm Knowles, there are specific differences between adult learners and child learners. Drawing from different theories in adult learning, here a few traits of adult learners:
1. Self-Directed: Adult learners are self-directed and responsible for their own learning. They are encouraged to learn and orient their experiences. Adults bring a lot of experience to their learning, and often, they like to build on their existing knowledge and skills.
2. Relevancy-Oriented: Adults want to learn things related to their lives, interests, and careers. They are more likely to learn when they see how it will benefit them.
Source: What is Adult Learning Theory?, learnupon.com
3. Problem-Oriented: Adults are more likely to be involved in learning when they face problems or learn new ways to solve challenges they need to address.
4. Practice:
Adults want to see practical applications for what they are learning. They want to be able to apply what they have learned in real life.
5. Collaborative Learning: Adult learners have to know how to learn in teams. Most of the projects adult learners handle are done in collaboration. Thus, they must also share their knowledge and expertise with others when involved in a team project.
Understanding the key characteristics of adult learners is essential for designing effective training programmes that meet the needs and expectations of both the learners and their supervisors.(3) Knowledge of how adults learn will help trainers design compelling learning experiences.(4) Some of the widely accepted adult learning theories are:
mind-n Pro-Tip:
Take the mind-n Learning Styles assessment to discover your unique learning style.
Source: Learning in the Modern Workplace – It’s More Than (e-)Training (2014), donnamurdoch.net
Designing effective training programmes for adult learners requires a nuanced approach considering their unique characteristics and needs. Understanding adult learning theories equips managers, trainers, and learners to help design training programmes that help address the unique characteristics and needs of adult learners.(5) In this section, we will talk about how learning programmes can be tailored to meet the needs of adult learners and maximise their potential.(6)
This means asking the right questions along the lines of:
Training programmes should be designed in a way that recognises the prior knowledge and experience of adult learners. Adults bring knowledge and experience that can be honed through training.
Training programmes should be relevant to adult learners' needs and goals. Adults are motivated to learn when they perceive the training to be relevant to their needs and goals, so programmes should be designed to meet them.
Training programmes should be designed in a way that is engaging and interactive. Adults learn best when they are actively engaged in the learning process. So, the programme should be interactive, allowing for active participation, collaboration, and discussion.
Training programmes should be designed in a way that is flexible and accommodating to adult learners' busy schedules and demands. This may mean offering training in various formats, such as online, self-paced, or blended learning. Moreover, given that different learners have different perceptual strengths, designing training programmes in different forms, such as audio-visual or written training materials, is crucial.
Training programmes should be designed to provide opportunities for feedback and reflection. Adult learners want to know where they stand when they start the training programme. If a training programme fails to provide feedback or any opportunities to reflect upon their learning, learners may be dissatisfied with the entire program.
Adult learners face many challenges and complexities in everyday life, such as time management, financial constraints, lack of confidence, and balancing personal and professional commitments. Designing a training programme that addresses these challenges and suggests various ways to overcome these challenges (e.g., setting realistic goals, seeking financial assistance, utilising technology for learning, seeking support from family and friends, and practising self-care) will be more effective than the ones that ignore these complexities.
Understanding how adults learn or their learning styles is essential for developing effective learning programmes. Adult learners are self-oriented and goal-oriented and have previous knowledge and experience that can hinder or enhance their learning.(5) By applying adult learning theories and addressing their challenges when designing programmes, trainers can create engaging and compelling learning experiences. In addition, technological advances have made it easier to adapt to different learning styles and provide training in various forms.(7)
