PRINCIPLES OF ADULT LEARNING

The people you will be training will be adults and will probably be from a variety of different backgrounds. This is an important point to make, as appropriate activities can be designed only when there is a clear understanding of the different approaches to learning adopted by adults.Adult learning is special in a number of ways. For example:

• Adult learners bring a great deal of experience to the learning environment. This is an area that you can build on. Most participants will already have some experience of working in an organization, which they can draw from. Adults relate new knowledge and information to previously learnt information and experiences. Focus therefore on the strengths learners bring to the classroom, not just any gaps in their knowledge. Provide opportunities for dialogue within the group. Participants can be resources both for you and to each other.
• Adults expect to have a high degree of influence over what they are to learn and how they learn. They also have a need to know why they should learn something. The adult has to consider it important to acquire the new skill, knowledge or attitude. Adults have a need to be self-directing. Engage the participants in a process of mutual enquiry. Avoid merely transmitting knowledge or expecting total agreement. Don’t ‘spoon-feed’ the participants.
• Adult learners expect to have a high degree of influence on how learning will be evaluated. Adults also need to be able to see applications for new learning. It is therefore necessary to use methods that relate the learning experience to its application.
• Adults expect their responses to be acted upon when asked for feedback on the progress of the programme.
• Adults have pride. Remember that self-esteem and ego are at risk in a training environment that is not perceived as safe or supportive. People will not ask questions or participate in learning if they are afraid of being ‘put down’ or ridiculed. Allow people to admit confusion, ignorance and different opinions. Treat all questions and comments with respect. Avoid saying ‘I just covered that,’ when someone asks a repetitive question. Remember, the only foolish question is the unasked question.

As your participants will be adults, you need to take account of the issues noted above if your training is to achieve its intended outcomes.

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DID YOU KNOW?

It is o en claimed that the average rate of retention when learning new material is:

10 per cent of what is read.

20 per cent of what is heard.

30 per cent of what is seen.

50 per cent of what is seen and heard.

70 per cent of what the participant says.

90 per cent of what the participant says and does

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The last of the key principles dealt with in this chapter relates to the cycle in which training should take place. This is referred to as the ‘training cycle’.