Adult Learning

Adult Learning

While the model most of us have in mind of teaching and learning comes from our time in school, adults learn very differently than children. Unfortunately, because our primary model is school, too often the methods used in on-the-job training are ineffective for adults. Malcolm Knowles, an expert on adult learning, identified several unique characteristics of adult learners that should inform how we train. These traits and how they impact training are listed below.

Adults want to know why they should learn – Adult learners will put the time and effort into learning when they see a direct benefit.  As we train we need to make a case for why what we are teaching is important and how it will benefit them and the organization.  We must help answer the “what’s in it for me” question. At every opportunity we need to include the why along with the how in our training.

Adults are self-directed learners – Adults want to be seen as capable of taking responsibility for themselves. Give them options and choices. Create opportunities for them to control the pace and methods used to train them.  A trainer can simply ask “we have several things to go over, where would you like to start?”

Adults bring experience to learning – Adults come to your organization with knowledge and skills gained through previous experience. It is important to recognize and where possible build on their prior knowledge. Ask questions about their experience and the skills they’ve developed. Use those as a starting point for adding on new content.

Adult motivation to learn is driven by need – Adults learn best when there is a specific need or problem they are trying to solve. Present ideas in training as solutions to common problems they’ll encounter on the job. Describe a common problem they might encounter on the job and then teach the knowledge and skills they need to resolve the problem.

Adults are task oriented – Education is about ideas and subject oriented whereas training is about performance on specific tasks. Focus on how what you’re teaching will enable them to accomplish a specific task. Focus on step-by-step processes rather than conceptual ideas. For instance, if teaching customer service give them concrete steps for doing a task like resolving a guest’s concern.