Adult Learning

Principles of Adult Learning Theory

Effective instruction requires an understanding of the needs and wants of the learners. HR instructors must pay attention to the unique needs of adult learners to deliver effective lessons. Unlike child and teenage learners, adult learners have special needs that instructors must pay attention to. One of the characteristics of adult learning is autonomy and self-direction (Lieb & Goodlad, 2005).

Unlike child learners, who expect teachers to supply them with facts, adults wish to take ownership of the learning process. To ensure effective instruction, instructors must seek adult learners’ input about the topics they wish to cover. In the same breath, adult learners should be allowed to take charge of their groups and choose the projects they are comfortable with. To that end, the role of instructors in adult learning is to act as facilitators of the learning process.

Also, adult learning should be based on their experiences and knowledge. Unlike child learners who are learning concepts for the first time, adults have already acquired significant knowledge from their previous life and work experiences and knowledge acquired from different sources (Lieb & Goodlad, 2005). Therefore, it is incumbent upon instructors to design the instruction process in a way that incorporates the adults’ perspective into theoretical concepts. For instance, during the learning process, an instructor can ask participants what comes to mind when they hear about workplace collaboration.

Another core characteristic of adult learning is goal orientation. Adults set goals before beginning a learning program and plan to accomplish those goals by the end of the program (Lieb & Goodlad, 2005). For instance, in a workplace environment, some of the goals sought by earning participants may include certification, promotion, or simply competence in a specific skill.

Therefore, instructors should come up with clear objectives at the beginning of a training session for a learning program to be embraced by adult learners. In the same breath, adults are relevancy-oriented; hence, the need for instructors to elaborate on how a training program will personally benefit them before its kickoff. Having understood the relevancy of the learning process, adult learners will set clear objectives moving forward.

Differences between Andragogy and Pedagogy

According to Loeng (2023), there are significant differences in methods and motivations between andragogy and pedagogy, given the different needs of the two audiences, children and adults. One of the differences is the level of dependence. In reference to andragogy, adults have a desire for independence and self-direction, expecting instructors to only empower them to attain their learning goals. For pedagogy, children depend on instructors to structure and facilitate their learning.

Another difference is based on the motivation for learning. In andragogy, adults engage in learning to achieve their personal goals, such as professional advancement and skill acquisition. The case is different among child learners because the learning process is viewed as an essential stage they have to go through before proceeding to the next stage.

Moreover, another difference is based on the learning resources utilized. On the one hand, adult learners leverage their personal experiences and the experiences of others as a basis for learning since they relate such experiences to theoretical concepts (Loeng, 2023). On the other hand, child learners fully rely on the instructor for all learning resources (Loeng, 2023).

It is, therefore, incumbent upon a teacher to incorporate engaging methods to ensure knowledge retention. Another difference arises from the motivation, with self-motivation being a desire for learning in andragogy. However, children draw their motivation from external influences such as teachers and parents in pedagogy.

Learning Styles and Personalities in Organizational Adult Training and Development Programs

Given the andragogical principles that influence adult learners, trainers in organizational development programs can apply these characteristics to enhance learning outcomes. One of the best ways to improve learning outcomes is by embracing activity-based teaching methods (Skiba, 2020). This aligns with the andragogical principle that avers that adults learn from experiences.

If an organization seeks to teach its senior members of staff how to use digital tools for collaboration, it will need to embrace project-based instruction. For instance, instructing them on how to leverage tools like SPSS will require the acquisition of the SPSS software and data that they can manipulate as they learn how to use the software.

Moreover, trainers in adult training and development programs can leverage heutagogy, an extension of the principles of adult learning, to bolster learning outcomes. Heutagogy is based on the need to embrace flexibility and adaptability during learning (Skiba, 2020). Based on this principle, an instructor should act as the facilitator of the process. In an organizational setting, a trainer should be flexible and adapt to different trainee needs instead of issuing discipline-based instruction and skills.

Applying Adult Learning Principles in Organizational Training and Development Programs

As mentioned earlier, one of the principles of adult learning is goal orientation. Organizations can apply this principle by ensuring that there is a connection between the training material and the goals employees are trying to achieve while generating the training content  (Merriam, 2017). Failure to do this may lead to employees not putting in the necessary effort during training because they will not see the relevance of learning. One way employers can ensure employees are committed to the goal is by providing opportunities for employees to apply what they have learned after completing the training process.

Also, organizations can leverage the element of self-concept among adults to structure training and development programs. Instead of mandating employees to enroll in a specific training program, employers should give them the freedom to choose whether they would like to be trained through seminars or experiential sessions (Merriam, 2017). Another way to enhance employees’ control is by allowing them to select whether they would like to utilize online or offline materials.

References

Lieb, S., & Goodlad, J. (2005, September). Principles of adult learning.

Loeng, S. (2023). Pedagogy and andragogy in comparison – Conceptions and perspectives. Andragoška Spoznanja, 29(2), 1–14. https://doi.org/10.4312/as/11482

Merriam, S. (2017). Adult learning theory: Evolution and future directions. PAACE Journal of Lifelong Learning, 26, 21–37. https://www.iup.edu/pse/files/programs/graduate_programs_r/instructional_design_and_technology_ma/paace_journal_of_lifelong_learning/volume_26,_2017/merriam.pdf

Skiba, R. (2020). Incorporating adult learning principles in high-risk equipment operations training. International Education Studies, 13(10), 60. https://doi.org/10.5539/ies.v13n10p60

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Assignment Details

Human resource specialists use adult learning theory as a foundation for developing training materials, courses, and instructional design. Adult learning theory is critical to the development of effective training because individuals assimilate information in very different ways.

Malcolm Knowles developed the concept of adult learning theory, which he termed andragogy. Knowles stated that adults approach learning from a very different perspective and motivation than children. Adults tend to be self-directed, rely on their experiences, and be internally motivated to learn to improve their lives and advance their careers. As previously stated, human resource specialists must consider these specific needs when developing adult training.

Adult Learning

Please watch the following video to learn more about Knowles’ adult learning theory: Five Characteristics of Adult Learners.

Then, please write a 3–5-page paper that addresses the following:

• Explain the principles of adult learning theory.
• Compare the differences between child or adolescent learning model and adult learning model (pedagogy and andragogy).
• Discuss learning styles and personalities and how these concepts are combined with adult learning in organizational training and development programs.
• Explore the options that organizations have in applying adult learning to a comprehensive training and development program.