The theory behind the theory

In one of my previous newsletters I wrote about, introduced some learning theories and it made me think of the days when I played piano as a child and learning music theory. 

Knowing the music theory, helped to read notes, stay in time (like a metronome - which I hated). I felt like learning music made me a better pianist. Others may argue this point, but for me, it was a huge part really learning how to play the piano. 

Much like music theory, learning and development have theories/principles/frameworks, that help us design and develop learning experiences and solutions. 

Knowing these theories is like knowing those musical notes. Once you know the theory, learn how to read music and count in quavers, you can play the instrument. 

When I got to grips with music theory, it also allowed me to break the rules (which I loved). Makes for better music and learning solutions. 

And so with learning design, once you learn the theory, you can create the learning solution, or more importantly be part of creating it.

Let’s learn some theory

Andragogy (Adult Learning Theory) was asserted and proposed by Malcolm Knowles. It focuses on the unique and different characteristics of adult learners. It helps us understand that adult learners are different from primary or secondary school learners. 

Adult learners come with a specific goal in mind and want to know “what is it in for them” before even taking the training course, and more so once the learning is complete. For example, how will this training help improve their performance at work?  

This is the very first theory I learned as I entered into the world of learning and development and, specifically learning design. 

I was taught by a good facilitator that adult learning theories can apply to leading an in-person facilitation session as well.

Key Principles of Adult Learning: 

Self-Directed Learning

Adults prefer to take responsibility for their learning path and journey. Over the years, I have discovered and observed that adults are more self-directed and appreciate having control over what, how, and when they learn. 

In L&D programs, this translates to offering learners choices in their training paths, allowing for self-paced learning solutions, and providing opportunities for learners to set their own learning goals.

Experience as a Resource

Adults bring a great deal of experiences, skills and knowledge to the learning environment, which can serve as a valuable resource. This principle emphasizes the importance of connecting new learning to existing knowledge. 

L&D initiatives would do well to incorporate activities that allow learners to draw upon their experiences, such as group discussions, case studies, and problem-solving exercises that reflect real-life scenarios.

Relevance and Practicality

Adult learners need to see the relevance of what they are learning to their personal and professional lives. They are motivated by learning that is directly applicable and beneficial to their current roles or future aspirations. 

Therefore, I think programs should focus on practical, hands-on learning experiences and clearly demonstrate how the skills and knowledge acquired can be applied in real-world situations and help them be more effective in the job at hand. 

Readiness to Learn

Adults are ready to learn when they perceive a need to know or do something. 

For example, I bought a new Bluetooth speaker a while back, but somehow I couldn’t connect it to my vinyl player. I needed to learn how to connect it, and therefore I went to YouTube to find the instructions. 

This readiness is often influenced by their life roles and developmental tasks. L&D professionals should assess the readiness of learners and align training programs with the immediate needs and goals of the participants. Creating learning experiences that are timely and relevant to current job challenges can enhance engagement and retention.

Orientation to Learning

Adult learning is problem-centered rather than content-centered. Adults prefer to learn by solving problems and addressing specific challenges. Designing L&D programs that are task-oriented, focusing on solving real problems that learners face, is crucial. 

This can be achieved through interactive workshops, simulations, and project-based learning that allow learners to apply new knowledge in practical contexts.

Internal Motivation

While external factors like promotions or financial incentives can motivate adult learners, internal motivation plays a more significant role. Adults are driven by internal factors such as personal growth, job satisfaction, and a sense of achievement. 

L&D initiatives should tap into these intrinsic motivators by providing opportunities for personal and professional development, recognizing achievements, and fostering a supportive learning environment.

Application of Adult Learning Principles in L&D

To effectively apply these principles in L&D, organisations could consider the following strategies:

Personalisation and Flexibility

Tailor learning experiences to meet the diverse needs and preferences of adult learners. Offer flexible learning options, such as online courses, blended learning, and modular programs that allow learners to choose their own learning paths.

Experiential Learning 

Incorporate experiential learning opportunities that allow adults to apply their knowledge in practical settings. This could include on-the-job training, internships, mentoring programs, team huddles and real-world projects that provide hands-on experience.

Collaborative Learning

Foster a collaborative learning environment where adults can share their experiences and learn from one another. Group activities, peer discussions, and collaborative projects can enhance learning by leveraging the collective knowledge and expertise of the group. 

In my experience within L&D, group activities in which adults can share knowledge and learn from each other is invaluable. 

Continuous Feedback and Support

Provide continuous feedback and support to help adult learners stay motivated and on track. Regular check-ins, coaching sessions, and constructive feedback can guide learners in their development and encourage continuous improvement.

This is something that works for me, and I always encourage feedback. I also am proactive in this regard by seeking and asking for feedback, so that it can help me develop and improve. 

Technology Integration

Utilize technology to enhance the learning experience. E-learning platforms, mobile learning apps, and virtual classrooms can provide flexible and accessible learning opportunities for adults, allowing them to learn at their own pace and convenience.

Real-World Relevance

Ensure that learning content is relevant and immediately applicable to the learners' roles. Use real-world examples, case studies, and scenarios that reflect the challenges learners face in their work environments.

And on that final note

Understanding and applying adult learning principles is essential for the success of L&D programs. By recognising the unique characteristics and needs of adult learners, businesses can design effective training initiatives that enhance learning outcomes, improve job performance, and foster continuous professional development. 

The principles of self-directed learning, leveraging experience, ensuring relevance, readiness, problem-centered orientation, and tapping into internal motivation provide a solid foundation for creating engaging and impactful adult learning experiences.