Chapter 2

How Adults Learn

 Chapter Objectives
Understand
• Examining the basic principles of adult
learning
• Defining a trainer’s responsibility to ensure
that adults learn
• Identifying recent concepts about how we
learn
 Think Back!
This chapter explores adult learning theory, how
people learn, and how trainers can assist
participants to learn in the classroom.
 Learning About Adult Learning
Theory
1. Didactic model: (similar to Lecturing)
• the teacher gives instructions to the students
and the students are mostly passive listeners
• this model is teacher-led and content-
centered
2. Pedagogy: the art of teaching children.
 Learning About Adult Learning
Theory (Contd…)
• The instructor is the expert (learner has little
experience)
• The instructor is responsible for all aspects of the
learning process,
• Learning is content centered (Objectives establish
goals, and a logical sequence of material is
presented to the learners)
• Motivation is external, and learners learn
because they must reach the next level of
understanding, pass a test, or acquire
certification.
 Meeting Malcolm Knowles
• Father of adult learning theory.
• Six assumptions (Dr. Knowles makes in his
book)
1. Adults need to know why they should learn
something
2. Adults enter any learning situation with an
image of themselves as self-directing,
responsible grown-ups.
 Meeting Malcolm Knowles
3. Adults come to a learning opportunity with a
wealth of experience and a great deal to contribute.
4. They view as relevant training that relates
directly to situations they face.
5. Adults are willing to devote energy to learning
things that they believe help them perform a task
or solve a problem.
6. Adults are more responsive to internal
motivators
 Comparing Andragogical and
Pedagogical Training
Andragogy Pedagogy
• Learners are called “participants” or • Learners are called “students.”
“learners.” • Dependent learning style.
• Independent learning style. • Objectives are predetermined and
• Objectives are flexible. inflexible.
• It is assumed that the learners have
• Passive training methods, such as
lecture, are used.
experience to contribute.
• Trainer controls timing, pace, and
• Active training methods, such as games location.
and experiential learning, are used.
• Participants contribute little to the
• Learners influence timing, pace, and experience.
location in a learner-centered approach. • Learning is content centered.
• Participant involvement is vital to success. • The trainer is seen as the primary
• Learning is real-life problem centered. resource
• Participants are seen as primary resources • who provides ideas and examples.
for ideas and examples.
 If you’re the trainer
• Create a learning environment
• Be organized
• Ensure that your content is meaningful and
transferable to the learners’ world.
• Treat your learners with respect,
understanding, and genuine concern.
• Invite learners to share their knowledge and
experiences.
 If you’re the learner
• Be an active learner, participating in the interactive
exercises.
• Be critical of poorly defined sessions, an unprepared
trainer
• prevent your learning; provide constructive feedback
to the trainer.
• Ensure your personal success by encouraging feedback
from the trainer.
• Recognize that you’re responsible for your own
learning
• Contribute to your own success by clearly identifying a
learning plan for yourself
Understanding How People Learn
Human brain contains three separate memory
stores
1. Sensory memory
2.Short-term memory (sometimes called
working memory)
3. Long-term memory
Understanding How People Learn
Three types of learning: KSAs
1. Knowledge: development of intellectual skills
2. Skills refer to physical movement
coordination, and the use of the motor-skills
area
3. Attitude refers to how you deal with
emotional occurrences, such as feelings,
motivation, and enthusiasm
 learning is enhanced when learners:
• Involve multiple senses
• Respond to and discuss questions and concepts
• Participate in learning
• Have time intervals, called spacing, between
learning sessions
• Experience moderate stress
• Have an opportunity to practice skills
• Collaborate socially during and after the learning
event
 Information that can help trainers
• A learning atmosphere can affect learning.
• Chunking information into two to four smaller
bites
• Movement gives the brain a cognitive boost.
• Participation such as writing, talking,
activities, or involvement of any kind
enhances learning.
• Pictures, stories, metaphors, or other images
increase learning and memory.
 The growth mindset
refers to an individual’s belief that they can
develop their most basic abilities through
dedication and hard work.
The 70-20-10 learning framework
Formal content — 10 percent
• Courses, seminars, and workshops
• E-learning and virtual modules
• Certification or certificates
• Professional accreditation
• College and university classes
• Books, articles, and white papers
 The 70-20-10 learning framework
Learning from others (social) — 20 percent
• Accept mentoring and coaching relationships
• Encourage peer feedback
• Engage as a mentor or reverse-mentor
• Join online professional communities and blog
• Connect on social media through LinkedIn, YouTube, and Instagram
• Seek advice, opinions, work debriefs, and internal and external
• networks
• Curate (present) and share work developments
• Initiate 360 feedback (from the supervisor, peers, and direct
reports) processes
 The 70-20-10 learning framework
• On-the-job (OTJ) assignments — 70 percent
• Solve problems
• Participate in cross-functional activities
• Accept rotational assignments
• Lead community or volunteer activities
• Expand scope through a new responsibility or acting
role (Job enlargement / Job enrichment)
• Accept stretch assignments that go beyond a typical
next step in learning
• Champion a new product or service
• Increase senior management interaction
 Ensuring That Adults Learn in the
Classroom, Online, and on the Job
• Create a safe haven for learning.
• Create a comfortable environment.
• Encourage participation.
• Facilitate more than you lecture.
 Create a safe haven for learning.
• learn participants names, and allow time for
them to learn something about others.
• Share the learning objectives early, prior to the
session if possible.
• Demonstrate your respect for each individual.
• Ensure confidentiality and encourage participants
to chat with you in private if necessary
• Respect their time, opinions, and expertise.
• use your learners’ names early and with sincere
reinforcement throughout the training.
Create a comfortable environment
• Lighting
• Temperature
• Orderly environment
• Presentation materials
• Seating
• Table arrangement
• Space
• Supplies
• Refreshments
 Encourage participation
• Use small break-out groups
• Call on specific participants
• Use body language
• Ask questions
• Encourage participants to ask questions
 Facilitate more than you deliver
• Create discussion
• Get opinions and ideas
• Share personal experiences
• Create experiential learning