HOW ADULTS LEARN KEY ADULT LEARNING THEORY PRINCIPLES

HOW ADULTS LEARN KEY ADULT LEARNING THEORY PRINCIPLES AND HOW TO APPLY THEM

LESSON OBJECTIVE: This lesson is designed to introduce you to the KEY workforce training principles referred to as…. . ADULT LEARNING THEORY

LESSON OBJECTIVE: We’ll learn about these principles by following the training story of an office worker…. Wile E. Coyote. ! ? ? ? ! ! There are SIX key principles.

LESSON OUTCOME: By the end of the lesson, you will have learned: 1. WHAT are the SIX principles of ADULT LEARNING THEORY? 2. WHY is it important for training in the workforce? 3. HOW you can apply the concepts and techniques of ADULT LEARNING THEORY. I’LL BE A GENIUS!

HOW DO ADULTS LEARN ? Oh Man – WHAT AM I DOING?

LEARNING SCENARIO Mr. Wile E. has been working in accounting for ACME for several years. ACME has decided that Mr. Wile E. has to start using a new reporting system and there’s a tight deadline for when that new system will replace the former one.

LEARNING SCENARIO …. . he has to upskill on technology that he’s not familiar with and learn how to apply it to his current role. While Mr Wile E. must adhere to the demands of a typically hectic and day-to-day job…. ACME Training Manual

LEARNING SCENARIO Let’s see how the SIX ADULT LEARNING PRINCIPLES could be applied to Wile E. ’s training situation.

ADULT LEARNING PRINCIPLE # 1 ! ? ? ! Adults bring various experiences, knowledge, educational levels, and cultural backgrounds to a learning environment and learning context. Let’s explore an example.

IMPACT EXAMPLE FOR # 1 Here is Wile E. ’s engrained learning pattern…. . NU-CLEE-R 1. Try 2. Fail 3. Try something NEW

KEY TAKE-AWAYS FOR # 1 ! !! !! Adults have different learning needs, challenges, and motivations when they must acquire a new skill, enhance an existing one, OR develop ANY TYPE of knowledge to be conducted in the workplace.

ADULT LEARNING PRINCIPLES # 2 &3 WHY? ! ? ? ! When required to train on the job, adults ESPECIALLY need to connect with RELEVANCY and see themselves in a relevant training situation. Comprehending PERSONAL RELEVANCY in on-the-job training influences adults to focus on the PRACTICALITY of their training for their job function. Let’s explore an example.

IMPACT EXAMPLE FOR # 2 & 3 Wile E. went through the training on the new system that ACME required. Then he discovered the new system was NOT going to be implemented right away. So by the time he was expected to use the new system, he had lost the bulk of what he had retained because he wasn’t able to put the training into practice on the job at the right time. THEN he realized he’d be dealing with a different customer type, which was not covered as a scenario taught in the training. So the customer type was irrelevant to him.

KEY TAKE-AWAYS FOR # 2 & 3 ! !! !! Show relevance of the training to the tasks that a learner will perform on the job. Ensure that learners are getting the appropriate training WHEN they need it – not weeks or months BEFORE they need to implement what they learned for their jobs.

ADULT LEARNING PRINCIPLES #4&5 So when in job-related training, adults are cognizant that there is a GOAL to be met. ! ? ? ! Adults are acculturated toward being GOAL ORIENTED, especially on the job. Having been groomed in goal-orientation, especially on the job, compels typical adult learners to be INTERNALLY SELFMOTIVATED and SELFDIRECTED. Let’s explore an example.

IMPACT EXAMPLE As we learned earlier, Wile E. is highly goal-oriented in a learning context. FOR # 4 & 5 NU-CLEE-R 1. Try 2. Fail 3. Try something NEW

IMPACT EXAMPLE FOR # 4 & 5 Unfortunately, Wile E. ’s training did not succeed as planned. He was assigned a course that had no relevance to his function at ACME. As you can see, he aimed for the course’s goal…. .

IMPACT EXAMPLE FOR # 4 & 5 But, because the course did not align with his function AND ALSO GOALS to which he could relate…. …. . he wound up in a NEW, UNEXPECTED predicament that was not anticipated by his training. Now he is thinking…. ”how do I get myself out of this mess? ”

IMPACT EXAMPLE FOR # 4 & 5 HOW do YOU THINK Adult Learning Principles could have prevented this outcome for our Learner?

KEY TAKE-AWAYS FOR # 4 & 5 ! !! !! Relevant, goal-based scenarios help on-thejob learners PERSONALLY connect to THEIR training by showing how their learning FITS their goals and WHY it is important to their function on the job.

KEY TAKE-AWAYS FOR # 4 & 5 ! !! !! Once a learner is presented with objectives, scenarios, and goals to which they can personally MAP, their natural selfmotivation and selfdirection “kick in” and help the training “stick. ” This process leads to greater selfconfidence and thus greater ENTHUSIASM and PRODUCTIVTY on the job.

ADULT LEARNING PRINCIPLE # 6

IMPACT EXAMPLE FOR # 6 Wile E. has worked at ACME for several years, as we learned earlier.

IMPACT EXAMPLE FOR # 6 He genuinely PERCEIVES that he KNOWS how to excel in his function.

IMPACT EXAMPLE FOR # 6 This is not simply an egodriven necessity…. . …. but is also related to respect for the time someone gives to meet a job-related training requirement WHILE ALSO….

IMPACT EXAMPLE FOR # 6 FAMILY CARE GET FOOD ON THE TABLE HOUSEWORK AND CHORES …. . conducting day-to-day duties…. which may involve needs THAT MUST be met at home.

IMPACT EXAMPLE ! # & ? * ! FOR # 6 Let’s look at an example that Wile E. ’s instructor could use to enable him to feel that his time and experience are respected during the on-the-job training.

KEY TAKE-AWAYS FOR # 6 ! !! !! Engage learners through QUESTIONS that allow you to discover what learners ARE THINKING! Teaching through inquiry allows you to PERSONALIZE YOUR TRAINING…. . AND uncover “good evidence. ”

KEY TAKE-AWAYS FOR # 6 ! ? ? ! “Good evidence” is not the same as correct answers, but means that you have information on which you can act upon immediately. Once you have the evidence showing your learners’ current understanding, adjust your training accordingly.

KEY TAKE-AWAYS FOR # 6 ! ? ? ! Questioning during training helps learners retain more of what is relevant to them and thus more of what they NEED to know. Aligning with what learners know helps THEM feel that their experience AND time are respected – and integrated into their training.

THAT’S ALL FOLKS!