For adults to learn effectively, they need to have control over their learning and have past experience factored into the training program design.
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 first of four articles on the principles of adult education.
They want a self-directed approach to learning.
Adults need to be in control of their learning. Give them control of as many aspects of the learning process as possible. Self-paced learning allows adults to go at the speed they are comfortable with by providing workbooks or modules that they complete at their own pace. If the learner can adjust the amount of practice they receive, adults that require more hands-on practice will appreciate the opportunity. Create a resource library so that adults that require or want further reading or review can access these resources at will. If you have an intranet site that allows for document uploading, this is an ideal spot for your virtual resource library.
They are influenced by prior learning through experiences.
Prior Learning Assessments and Recognition (PLAR) processes are now a common component of many university and college program entrance procedures. These assessments take into account prior learning in the form of work experience. Corporate and organizational trainers can also take into account prior learning when designing training programs by building in flexible starting points or module selections in training programs. Assessments completed at the beginning of a training program that test prior knowledge and skills will allow trainers or supervisors to place a participant at the appropriate starting point or custom design a set of modules to meet the needs of various skill and knowledge levels.
If you have comments or suggestions on this article, please use the link below to start a discussion.
This article is part one of a four part series on the principles of adult education.
Other articles in this Principles of Adult Education series:
Part 2: Learning Needs and Application: Design Practical, Vital Training
Part 3: Inner Factors, Styles and Setting: Learner Focused Delivery
Part 4: Socializing, Content and Coaching: Concise, Fun Facilitation
If you liked this article, try Prior Learning or Self-directed Learning
Copyright © 2006, Joni Rose and Suite 101. All rights reserved. Any unauthorized use will constitute an infringement of copyright.
