Adult Learners want practical, realistic training that responds to their need to know something. Give them what they want, and they will be engaged learners.
Adults have unique needs when it comes to training delivery. Understanding the unique training needs of adults will help you develop and/or deliver training that allow for learning and retention of key concepts. This is the second of four articles on the principles of adult education.
They are interested if they perceive a need to know or do something.
To motivate adult learners, they need to feel that the information or skills practiced will be of value to them. This means that the benefits to attending the training and the desired outcomes will need to be front and center in any advertising or communication around the training to attract adult learners to participate. If the group of adults have suggested this training and/or identified a need for this training, the buy-in is automatic. The challenge will be if management perceives the need to know, not the participants. This challenge is met by advertising a clear, focused understanding of the benefits to the participants beyond pleasing management.
They want immediate, real-world applications.
Practicality of content is a big component of successful adult training design. Adults want to be able to see the relevance and application of the information or skills gained. Simulation exercises are a great way to bring the real world to the classroom. It is very dangerous to introduce theories that would not be practical to implement without considering resource shortages (equipment, staff, space etc.) or other logistical complications. Making sure the information provided is up-to-date is also critical. Participants will quickly lose interest if a trainer is not up to speed on industry or company/organizational advances. This is especially true of technological advances.
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This article is part two of a four part series on the principles of adult education.
Other articles in this Principles of Adult Education series:
Part 1: Self-direction and Experience: Learner Control and Prior Learning
Part 3: Inner Factors, Styles and Setting: Learner Focused Delivery
Part 4: Socializing, Content and Coaching: Concise, Fun Facilitation
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