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In Part 1 of “Motivating Adult Learners,” we said that adults like to learn practical information that they can put to use back on the job. Focusing on single concepts also seems to improve retention of knowledge, particularly among older learners. This time we’ll look at how and why adults learn, and what the implications are for program planning. Understanding these issues will help focus your training initiatives whether you execute your plan using internal staff or a training partner.

How do adults learn?

Learners in general, and adults in particular, need to integrate new information into an existing framework of knowledge. Information that is totally new – i.e., information that does not mesh with any of the learner’s previous knowledge or experience – is assimilated very slowly. Robert Gagné makes two suggestions that may help. First, begin by telling learners what the objectives are. This helps learners organize their thoughts and puts them in a better position to understand why it’s important to learn. Second, remind learners of what they already know. This puts new information into perspective and provides “hooks” for attaching this material to their existing knowledge framework.

In some educational circles, much is made of the presumed dichotomy between pedagogy (child education) and andragogy (adult education).  Pedagogy is characterized by teacher-centered authority and a formal organization of subject content. Common methods of instruction include lectures, audiovisual materials and suggested readings. Andragogy, on the other hand, emphasizes an informal, collaborative learning environment in which instructor and learner work together to develop objectives and program content. Group discussions, workshops and case studies are used to promote learning.

Andragogy often is advocated as the “better way” to teach adults. If this is true, then it might seem that the andragogical model would have important implications for training. But applying andragogy in real life has been problematic. Cyril Houle, professor emeritus at the University of Chicago, and Stephen Brookfield, professor of Adult Education at the University of St. Thomas in Minnesota, explain why: “There is a consistent overestimation of the adult learners’ readiness to be self-directing … [T]he more common reaction is one of confusion, anxiety and often anger. Students will say, ‘We paid a high price to come here, and we want your expertise.’”

A study cited by Patricia Cross, professor emeritus at UC Berkeley, describes research that found adult learners over 30 years of age were more likely to prefer pedagogical-based instruction. I once observed this phenomenon at a national conference. Attendees were well-educated and held positions of responsibility at their sponsoring institutions, yet virtually all conference sessions were based on pedagogical principles. Men and women who routinely made high-level decisions sat quietly in their seats, waiting to be told what they needed to know.

An exception was a session dealing with the application of program planning. Thirty of us crowded into a closet-sized room. We knew we were in trouble when the facilitator said, “This is going to be your workshop. You are going to tell each other how to improve program planning at your institution.” None of us had a clue about how to go about this. If we had, we probably wouldn’t have come. Our initial uneasiness quickly turned to anger. Most of us used the first break as an opportunity to leave.

Does this mean andragogy doesn’t work? Not necessarily. Malcolm Knowles, the “father” of andragogy in the United States, always maintained that the choice of pedagogy versus andragogy is situational, depending on subject matter and learner characteristics. As training expert Ron Zemke observes, “Adults have something real to lose in a classroom situation. Self-esteem and ego are on the line when they are asked to risk trying a new behavior in front of peers.”

The lessons for training professionals are clear:

• Provide enough information for learners to begin to comprehend and synthesize material
• Involve your learners by letting them draw upon their collective experiences
• Don’t put them on the spot

Why do adults learn?

Adults seek out learning experiences when some life-changing event occurs, producing a “teachable moment.” In professional life, this teachable moment often coincides with a job change or promotion. Closely tied to this is the fact that adults are most prone to learn when some immediate benefit can be demonstrated to them, not because learning is seen as its own reward.

There is also strong evidence that an important, although secondary, reason adults attend educational programs is to increase self-esteem. Employees should be recognized for their willingness to increase their knowledge. You might, for example, ask them to present what they learned to a group or to implement a new procedure based on what they’ve learned.

Summing it up

In practical terms, planners who design training programs for adult learners should: 

• Be sensitive to generational differences and  learning preferences in your audience
• Take advantage of teachable moments by scheduling training as close as possible to changes in job duties
• Arrange programs to meet the expressed needs of the learners whenever possible
• Use task analysis to clearly define training goals and objectives
• Tell learners the program objectives before you start
• Emphasize a “how-to-do-it” practical approach
• Demonstrate how the information can be applied
• Focus on single issues within a given program
• Remind learners of what they already know about the subject
• Use a blend of pedagogical and andragogical methods to teach and involve learners
• Give learners time to sort things out and ask questions
• Reward participation in training programs

Planning training is not easy. Program content often is mandated by management or accrediting agencies. But by insisting on use of these basic principles of adult education with your internal staff or training partner, you can help learners get the practical information they need in a manner and style they’re comfortable with, so they’ll have higher knowledge retention and function more effectively back on the job.