How can we encourage adults to learn?
Malcom Knowles described adult learning as “a process of self-directed inquiry”. He conceptualised the characteristics of adult learners in 5 ways:
A. Self-concept – as a person matures, their self-concept moves from one of being a dependent personality toward one of being a self-directed human being. Therefore adults are self-governed
126 comments
Carolina
A1 B4 C3 D5 E2
I completely agree with these concepts and have been able (and lucky) to witness them in my own adult learners and group classes. A healthy mix of all these elements should help the trainer create content, programs, and classes that are interesting, engaging, challenging, well-rounded, as well as and both community and student-centred.
Melanie
I agree with what Troy said – “Many factors encourage adults to learn. I believe adult learners are motivated by external rewards, such as financial incentives, improved job opportunities or approval from a leader. However, learning also needs to be personally rewarding to feel meaningful.”
Ashley Greene
A3. B1. C5. D4 E2
I think each person has their own way of learning and responds to others input in differing ways also. The motivation behind peoples ‘Why’ is also multi faceted which needs to be understood in order to work with each individual successfully.
Lauren
Passion and Purpose are a great drive in adult learners thus the drive to search for greater knowledge and growth in their chosen field. C2
Sharee
Purpose can determine results so self-motivated Learning often seems to sprout from depth of purpose.
A3. B1. C5. D4 E2
Keryn Turner
A=3, B=1, C=5, D=4, E=2
Every adult has their own motivation for learning and it is important to understand what is driving that – whether it be self development, career progression, financial incentive or compulsory training. Each has its own impetus and may effect engagement, understanding and focus.
Troy
Many factors encourage adults to learn. I believe adult learners are motivated by external rewards, such as financial incentives, improved job opportunities or approval from a leader. However, learning also needs to be personally rewarding to feel meaningful.
Scott
B1
E2
C5
and D4
The more we know about the background and motivations or learners, the more tools we have in facilitating good learning outcomes
Matt
A3 Communicating with learners includes your approach and thoughts regarding the “why” and “what” whilst also taking in to account the learners need to draw on their own beliefs and values.
B1 Adult learners have many experiences over a longer time. These experiences are invaluable to learning and will help the learner to consolidate new ideas. Making ample time for discussion will aid in this process of validating and recognising how past experience is relevant to the topic at hand.
C5 Ensuring learning goals are clear and understood by learners will allow adult learners the ability to make sure the learning fits their goals and are relevant.
D4 Adult learning environments should allow learners to have some choice around how they learn and reasoning behind the learning.
E2 Encourage learning by understanding the drive and motivation for the subject.
Chris
[2/B & D] From my experience within the Hospitality sector and drawing upon my own motivation to graft together the underpinnings of a successful adult learning platform, embodies past experiences and passion to aid with their learning. Understanding the reason for the learning and being able to adapt the content to a realistic outcome.
Robert
(1/B) Facilitate discussions, utilise the learner’s life experiences for the good of the collective. (2/E) Identify the ‘currency’ then skilfully introduce it to the learner, allowing them to take ownership can foster motivation to acquire new knowledge and empowerment. (A/3) Effective communication with adult learners is reliant on understanding why a concept or skill is important to the learner, the mature learner has an understanding of self and needs the what to have significance for them and their objective/s. (4/D) Facilitating a dynamic learning environment is important for adult learning as they need to have ownership of what and how they learn, as adult learners are not particularly content orientated, educators need to foster an environment where the learner can attach real world situations with course content. (5/C) It is imperative that learning objectives are identified clearly prior to course commencement, again give ownership of the outcome to the learner. When the learner is clear on the outcome/goals then they are likely to engage enthusiastically, which adds exponential value for all stakeholders/participants.
Eliza
Adult learners may have a wealth of relevant experience which can add to the overall learnings. By allowing time and space for discussion you are showing respect and appreciation and drawing on an invaluable resource (1B)
The best teachers are ones who are passionate about the subject matter, this is so evident in teaching and inspires others. (2E)
Adults are self-governed and have their own beliefs and values, so by allowing time for discussion you enable people to share their opinions and experience (3A)
Adult learning focuses on realistic problems so the learners understand the reason for the learning. By keeping the learning environment informal and allowing the conversation to flow learners feel they have more choice and control (4D)
As we mature we become busier and busier. Before deciding whether to undertake further learning or study adults need to know why they would learn something and ensure their priorities align with the educational undertaking they embark on. (5C)
Matt
1. Matches with B. Lessons should aim to draw on past experiences, hence time should be allocated in order to allow adult learners to discuss past experience and link this to their learning.
2. Matches with E. One should always encourage motivation from adult learners and do this by leading by example through your own passion for the subject matter you are training/teaching
3. Matches with A. It is also important trainers understand the importance of explaining the ‘why’ learning practices and subject specific learning. Being clear on your own drivers and self concept while also being sensitive of the varying beliefs and experiences your learners have is crucial.
4. Matches with D
5. Matches with C
amber
Adult learners need to be trusted and treated as adults who know what they want/need to learn, and why that content or information or skill is important to them to learn for their particular job, hobby or pursuit. The learning environment should be flexible, open to feedback, and practical.
Alia
Adult learning needs is motivated by an internal source, are self governed and need an appropriate style of learning environment.
Lena
One must build self-efficiency, set appropriate goals, receive motivating feedback and collaborate and co-operate.
Tracy
Internal motivation as mature learners is important to acknowledge. Links to past experiences can be particularly significant to adult learners without strong/positive prior learning experiences.
Maria Jose Lopez Alvarez
1 and B. The learner needs to self-reflect in order to integrate past experience with new knowledge. Explaining these thoughts to others through conversation is fundamental for this integrative process to occur.
2 and E. Remembering one’s own motivation to learn can help spark that motivation in others. It is a highly individual process, however, so the key is in remembering that one’s passions are not another’s–it is therefore about connecting with the why, not the what.
4 and D. Flexibility allows learners to choose and shape their own learning outcomes.
5 and C. If learning objectives are clearly stated, learners will be able to make a clear and informed choice, avoiding future unnecessary frustration stemming from unmatched expectations with actual delivery.
katrina murray
How to encourage adults to learn? Give a benefit to do so, financial main encouragement. Job promotion etc
Melanie
Adult Learning has moved away from merely professional skills training and into the realm of developing the whole person. Any learning begins to impact the individual in other areas of their life.
It’s interesting to note that values and beliefs form a key part of the androgogical principles and the tips will be very useful in ensuring the learning is embedded for each individual.
I’ve matched the following: A=3, B=1, C=5, D=4, E=2
Julie Cross
My thoughts on matching tips are B=1, C=5, D=4, E=2
Adults learners are certainly a different mindset to younger learners. Trainers should use them as a resource as they have much to contribute to the learning. Many have experience but not the underpinning knowledge about the why and how they just know what happens in the real life experience in the workplace.
As experienced practitioners, Adult learners can also be challenging so good clear plans for delivery and assessment are essential so that delivery is not derail and assessment can be contextualised to the adult learner workplace.
Elisa
Working through the points above I founded the following connections:
A-3
Adults have progressed on their life path to become independent human beings, therefore being self-directed in their learning is a natural consequence of that. They have developed to ability to think by themselves, being less and less influenced by others. Being aware of that, while communicating with adults as a teacher I should reflect on the subject communicated and the way I will communicate that, so to be effective in my delivery of the message.
B-1
If adult learners need to draw upon their own experience in order to progress further in their learning, having a sound and productive discussion on new subjects will help to integrate them even further in the whole process of learning, as the adults will be exposed to them more and more.
C-5
Adults needs a reason for learning and being able to apply the learning to their future path is fundamental. Therefore, having clearly stated objectives for their learning progress will make adults acknowledging them and start to draw a line on how to connect them in the whole process.
D-4
Adult learners are focused on realistic problems, and not particularly content-oriented. Therefore, allowing adult learners to exercise their own choices in a more informal setting, will provide them with the right empowering feeling of being in charge and, automatically, motivate them even more in their learning path.
E-2
Motivation is the key in learning, more so for adults who are in a position to choose their learning path now. Therefore, a suitable Minecraft will allow adults to explore and, more importantly, experience which automatically connect back to their “problem-solving” learning attitude.
Shari Dearman
As a mature age student I definitely can relate to all the values of A – Tip 3 having the knowledge of what I believe and value, therefore being able to chose what studies align with who I am today. This also applies to Point B – Tip 1 having some worldly experience under my belt empowers me to go forward and conquer what ever I do and learning in life and in education goes hand in hand. Point C – Tip 5 is a true depiction of me as a teenage student. Why do I need to learn this… Now I learn because of the passion I have and I see the value in what it will produce. Points D – Tip 2 and Point E – Tip 4 go hand in hand for my adult learning. The reason for learning and the motivation for learning has to come from within. Time is short and valuable to make the most of our abilities and hopefully our learning will be passed on as part of our legacy.
Larelle Fitt
These 5 characteristics of how adult learners approach learning are very interesting. A matches with 3, B with 1, C with 5, D with 4, and E with 2. As teachers, I think concept C is most important to be aware of in the first instance with a new class. Many of the adults I have taught are young adults and only in TAFE because they have to be there for various reasons which quite often don’t include a “readiness to learn”. However, we can, through discussion assist them to understand and realize why they are there and how to make the best of their educational situation, hopefully connecting and inspiring them along the way.
Hannah
I believe that Characteristic A matches with Tip 3, Characteristic B matches with Tip 1, Characteristic C matches with Tip 5, Characteristic D matches with Tip 4, and Characteristic E matches with Tip 2. All five characteristics I can see in myself when I have gone through a learning experience and that sometimes one will be more important than the other. For example, C/5 regarding having clearly defined objectives and being ready to learn, is important at the start of a learning journey. Whereas E/2 which involves finding motivation to want to start learning but is even more important to keep persisting with the course as it progresses and “finding the Minecraft” to keep going when it gets tough is hugely important.
sara
My field (where I want to teach) is in bookkeeping and accounting, a field that traditionally sees more mature students rather than very young. I find that E, the motivation to learn is very strong when people choose to re-train or even deepen their knowledge. When working with adults they want to be there, they want to learn and are therefore already motivated and interested.
Elizabeth Cooper
My interpretation goes like this:-
A = 3
B = 1
C = 5
D = 4
E = 2
I have been lucky to work with trainees in my current role. Most have come straight from school and are still in that transition phase of moving from the school world where a lot is still dictated to them, to adulthood where they ‘possibly’ have more scope to think for themselves. One thing that has stood out for me is understanding what is driving them to complete their course – as this certainly impacts on the way in which they approach their studies and job role
Zoe
My interpretation is as follows:
Point A matches with tip 4.
Point B matches with tip 1.
Point C matches with tip 3.
Point D matches with tip 5
Point E matches with tip 2.
In my experience, clearly stating the learning objectives and focusing on the ‘why’ is important for adult learners in the work environment, because they are not undertaking learning in the workplace based on a particular passion, personal interest, or desire to undertake the learning itself. This type of learning is always outcome oriented, so the outcomes need to remain a focus.
I also feel that drawing on past experiences can be a help, but it be a hindrance at times, particularly in my field. The same applies to beliefs and values that are already well established. Past prejudices and assumptions can sometimes be difficult to overcome for adult learners, and this is one of the main reasons for unsuccessful learner outcomes at my organisation.
Adam Hammond
1. Discussion, discussion and more discussion. B. Adult learner experience
I’ve always found as both a learner and teacher that discussion is vital to allow learners to contextualize the material.
2. E. Motivation to learn
My undergrad studies were a great example. I went to university because I was expected to and it was largely a waste of time. By the time I went back part-time as a post-grad, I knew why I was there and had the context to apply the learning in my daily work.
3. Communication. Why rather than simply what A. Self-concept
How promotes a different level of learning than who, where, or what. Why cements things at an even higher level.
4. Informality C. Readiness to learn
Everyone learns at a different rate and in a different way. Aural, visual, etc. I try to incorporate a mix and monitor cues for anyone that needs something different.
5. Brief and Scope D. Orientation to learning
I definitely respond better as a student when I’m told upfront what is expected and what we’re going to be learning. I believe in flexibility, but there’s definitely something to be said for being willing to diverge from a lesson plan rather than not having one at all!
Kym
I am a big believer that learning can be a passion for all of us, if we address it correctly. Many a scarred by the school system, and once they leave it, never want to learn anything again, unless it is compulsory for their career. I think that as a society, the less we focus on the end result and the more we focus on the general process of learning and growing, the happier and more fulfilled we will find ourselves. Too many see learning as a chore, and communication with the student or trainee, as a trainer or teacher, is paramount in addressing an eager want to learn and grow from the experience. I believe that all of these 5 elements of learning can be uncovered in any individual, it is up to us to find the ‘why’
Darren Mumford
I will be working mainly with young people who are just beginning to make the step into adulthood so they are just beginning to transition to the learning styles discussed here. That being said, there are many relevant ideas.
I would agree that Point A aligns with tip 3; it is important to recognise adult learners have developed their own belief system and want to understand the why.
I would say Point B best aligns with tip 1; providing a relaxed environment where learners can share their own experiences and learn from their peers.
Point C seems to align best with tip 5, that the learner has a clear understand of the purpose for the learning activities.
Point D is best reflected by tip 2; the application of learning is becoming more immediate and learners want to be inspired and see practical relevance in their experience.
Point E aligns best with tip 4; the young adult learner is internally motivated and needs to be engaged in shaping their learning environment.
David Lorkin
Well put Darren, with this outlook it is not surprising that you are blitzing your studies and I know you will do very well working with and training young people.
Darren Mumford
I will be working mainly with young people who are just beginning to make the step into adulthood so they are just beginning to transition to the learning styles discussed here. That being said, there are many relevant ideas.
I would agree that Point A aligns with tip 3; it is important to recognise adult learners have developed their own belief system and want to understand the why.
I would say Point B best aligns with tip 1; providing a relaxed environment where learners can share their own experiences and learn from their peers.
Point C seems to align best with tip 5, that the learner has a clear understand of the purpose for the learning activities.
Point D is best reflected by tip 2; the application of learning is becoming more immediate and learners want to be inspired and see practical relevance in their experience.
Point E aligns best with tip 4; the young adult learner is internally motivated and needs to be engaged in shaping their learning environment.
David Lorkin
Well put Darren, with this outlook it is not surprising that you are blitzing your studies and I know you will do very well working with and training young people.
Isabella Natale
1: A-E. Discussion, discussion and more discussion. Adult learners usually respond most fully to content when they have been allowed ample time to discuss learnings from different angles. This tip applies to all characteristics of adult learnings (A-E). Adults can use discussions to see how content fits in with their own values and utilise past experience to contextualise content and apply to real life examples. Discussion allows adult learners to question content and fully understand why it is relevant enabling them to utilise content to real-world application and keeps motivation high.
2: E. Passion and enthusiasm are contagious. The driest content can be made interesting by a teacher who clearly loves their topic which in turn motivates learners to be involved in the content.
3: C. Understanding why content is relevant is crucial in adult learners and brings the learner to the point of readiness when it can be seen how learnings apply in the real world.
4: B & D. Informal learning environments have two linked benefits here – allowing the learner to draw on past experiences and link these to learning outcomes, and giving learners opportunity to discuss application of learnings to potential future situations. These benefits are two-fold boosting confidence of prior knowledge and allowing the learner to practise the application of content.
5: A, C & D Clear learning objectives are crucial for adult learners enabling them to self-direct their learning, ensure that the objectives match up with their own priorities and that they are realistic and applicable.
David Lorkin
Hi Mary and I totally agree discussion is a very important part of adult learner and the more active participation by EACH participant is a vital part. Your comments on passion and enthusiasm are also spot-on, when you are delivering training in a topic that you are passionate and enthusiastic about it can be a contagion provided you allow your students to get caught up in the passion. I like the way you see content to and yes it is crucial that it is relevant. A lot of time when I am delivering Hospitality units, everybody wants to get to the practical application a.s.a.p. but I make sure they are aware that they have the “theoretical” knowledge first even though that is boring when they do get to the practice of the “hands-on” they understand WHY this is done first. I agree with your 4th point something about informal learning environments do it for me too. With your 5th point, when I am doing workshops, I like to get each learner to tell me and the entire class what THEIR individual objectives are then put them altogether like a jig-saw puzzle with everyone attaining their individual objectives AND collectively we have met the overall objects of the learning.
Isabella Natale
1: A-E. Discussion, discussion and more discussion. Adult learners usually respond most fully to content when they have been allowed ample time to discuss learnings from different angles. This tip applies to all characteristics of adult learnings (A-E). Adults can use discussions to see how content fits in with their own values and utilise past experience to contextualise content and apply to real life examples. Discussion allows adult learners to question content and fully understand why it is relevant enabling them to utilise content to real-world application and keeps motivation high.
2: E. Passion and enthusiasm are contagious. The driest content can be made interesting by a teacher who clearly loves their topic which in turn motivates learners to be involved in the content.
3: C. Understanding why content is relevant is crucial in adult learners and brings the learner to the point of readiness when it can be seen how learnings apply in the real world.
4: B & D. Informal learning environments have two linked benefits here – allowing the learner to draw on past experiences and link these to learning outcomes, and giving learners opportunity to discuss application of learnings to potential future situations. These benefits are two-fold boosting confidence of prior knowledge and allowing the learner to practise the application of content.
5: A, C & D Clear learning objectives are crucial for adult learners enabling them to self-direct their learning, ensure that the objectives match up with their own priorities and that they are realistic and applicable.
David Lorkin
Hi Mary and I totally agree discussion is a very important part of adult learner and the more active participation by EACH participant is a vital part. Your comments on passion and enthusiasm are also spot-on, when you are delivering training in a topic that you are passionate and enthusiastic about it can be a contagion provided you allow your students to get caught up in the passion. I like the way you see content to and yes it is crucial that it is relevant. A lot of time when I am delivering Hospitality units, everybody wants to get to the practical application a.s.a.p. but I make sure they are aware that they have the “theoretical” knowledge first even though that is boring when they do get to the practice of the “hands-on” they understand WHY this is done first. I agree with your 4th point something about informal learning environments do it for me too. With your 5th point, when I am doing workshops, I like to get each learner to tell me and the entire class what THEIR individual objectives are then put them altogether like a jig-saw puzzle with everyone attaining their individual objectives AND collectively we have met the overall objects of the learning.
Kirsten Daly
Helping adults see relevancy for learning is key as often they won’t want to learn something unless it solves a problem or issue. Turning learning knowing into doing is the key to success through adult learning principles being built in to the journey.
Nicole Heffernan
I agree with this! Too often we are ‘time poor’, so ensuring that adults see relevancy to the topic they are learning encourages it to be a priority. We all have responsibilities outside of the learning environment, so if it is not a topic of interest we may not prioritise it.
Kirsten Daly
Helping adults see relevancy for learning is key as often they won’t want to learn something unless it solves a problem or issue. Turning learning knowing into doing is the key to success through adult learning principles being built in to the journey.
Nicole Heffernan
I agree with this! Too often we are ‘time poor’, so ensuring that adults see relevancy to the topic they are learning encourages it to be a priority. We all have responsibilities outside of the learning environment, so if it is not a topic of interest we may not prioritise it.
Gabrielle Jones
Autonomy, interest, choice-making, initiative, motivation, self-responsibility and curiosity stand out in Knowle’s andragogical learning theory characteristics. These are all rewarded and highly valued attributes in Western Society and are useful (if not also essential) for self-directed learning.
Consultation, communication and collaboration between the teacher and learners are the over-arching practical ideals which emerge for me from the tips. In this sense I agree with a comment about that each of the tips are relatable to Knowle’s list of conceptualised characteristics of adult learners.
I have enjoyed reading everyone’s comments and found the RAMP2FAME acrostic very interesting. I will look into “Garry Kroehnert’s Basic Training for Trainers”, thanks Chris.
Gabrielle Jones
Autonomy, interest, choice-making, initiative, motivation, self-responsibility and curiosity stand out in Knowle’s andragogical learning theory characteristics. These are all rewarded and highly valued attributes in Western Society and are useful (if not also essential) for self-directed learning.
Consultation, communication and collaboration between the teacher and learners are the over-arching practical ideals which emerge for me from the tips. In this sense I agree with a comment about that each of the tips are relatable to Knowle’s list of conceptualised characteristics of adult learners.
I have enjoyed reading everyone’s comments and found the RAMP2FAME acrostic very interesting. I will look into “Garry Kroehnert’s Basic Training for Trainers”, thanks Chris.
Steve Kocek
As an adult learner i believe that the course needs to be engaging in material, in terms of keeping learning interesting, an individualised approach, to cater for a wide range of experience.
Making accomodations for students as necessary, as all are in different stages of life.
Chris
I have been a teacher for longer than I can remember. I went to Cambridge and did the teacher training qual, then taught in high school in Essex, post primary in Arnhem land, Community Education Centre, VET College and University. Knowles is fantastic theory, but my favourite person for learning styles and the one that I follow and apply to every lesson I deliver is Kroehnert – and he is an Aussie. Kroehnert says that you should follow RAMP2FAME every time you deliver training.
R= Recency. People remember the last thing they hear. So repeat the key points over and over and finish the lesson with a strong close. In that close ask questions based on the content.
A = Appropriate. Make sure the training that you are delivering is appropriate to the needs of your students. That will generate the next point ….
M = Motivation. If your students are motivated they are more likely to learn. It is our job as a tecaher to use as many methods as possible to motivate our students and make the learning interesting. If the training is boring, then the students will be bored
P = Primacy. The first few minutes in any training session are critical. So have a motivating introduction
2 = 2 Way Communication. We are not uni lecturers. We are ot the sage on the stage. We MUST interact with our students. Encourage 2 way communication. Ask questions, get them to share their experiences.And get them to give YOU feedback
F = Feedback – aha. You give it but get it from them. Ask them if they understand, ask how you are going as a trainer
A = Active Learning. Now this is the crux of the matter. In the training you deliver, try to incorporate as many different methods s you can. Don’t rely on just the powerpoint – we have all had death by powerpoint. Oh God!!! – don’t read the powerpoint word by word. Use games, quizes, group activities, video clips etc
M= Multi-sense Learning. So to make your learning really active, use all the senses you have – all 6 of them – taste, touch, smell, sight and hearing – and of course your 6th sense. I can’t remember Confucious but I do remember Grasshopper in Kung Fu. He said: “I hear and I forget; I see and I lemember; I do and I understand.”
E = Exercise. Make your students work. The statistics are well known – without some form of exercise, participants will forget one quarter of what you have taught them in 6 hours; one-third within 24 hours and 90% in 6 weeks. Moral of the story – unless you get your students to practice what you have taught them, you might as well go fishing for the good that you are doing.
So, want more? Garry Kroehnert’s Basic Training for Trainers. Brilliant book. Lots of tips using mnemonics.
Sure it’s dated – and you used to be able to pick them up for a few dollars but now they are beginning to command good prices.
He is my guru
Steve Kocek
As an adult learner i believe that the course needs to be engaging in material, in terms of keeping learning interesting, an individualised approach, to cater for a wide range of experience.
Making accomodations for students as necessary, as all are in different stages of life.
Chris
I have been a teacher for longer than I can remember. I went to Cambridge and did the teacher training qual, then taught in high school in Essex, post primary in Arnhem land, Community Education Centre, VET College and University. Knowles is fantastic theory, but my favourite person for learning styles and the one that I follow and apply to every lesson I deliver is Kroehnert – and he is an Aussie. Kroehnert says that you should follow RAMP2FAME every time you deliver training.
R= Recency. People remember the last thing they hear. So repeat the key points over and over and finish the lesson with a strong close. In that close ask questions based on the content.
A = Appropriate. Make sure the training that you are delivering is appropriate to the needs of your students. That will generate the next point ….
M = Motivation. If your students are motivated they are more likely to learn. It is our job as a tecaher to use as many methods as possible to motivate our students and make the learning interesting. If the training is boring, then the students will be bored
P = Primacy. The first few minutes in any training session are critical. So have a motivating introduction
2 = 2 Way Communication. We are not uni lecturers. We are ot the sage on the stage. We MUST interact with our students. Encourage 2 way communication. Ask questions, get them to share their experiences.And get them to give YOU feedback
F = Feedback – aha. You give it but get it from them. Ask them if they understand, ask how you are going as a trainer
A = Active Learning. Now this is the crux of the matter. In the training you deliver, try to incorporate as many different methods s you can. Don’t rely on just the powerpoint – we have all had death by powerpoint. Oh God!!! – don’t read the powerpoint word by word. Use games, quizes, group activities, video clips etc
M= Multi-sense Learning. So to make your learning really active, use all the senses you have – all 6 of them – taste, touch, smell, sight and hearing – and of course your 6th sense. I can’t remember Confucious but I do remember Grasshopper in Kung Fu. He said: “I hear and I forget; I see and I lemember; I do and I understand.”
E = Exercise. Make your students work. The statistics are well known – without some form of exercise, participants will forget one quarter of what you have taught them in 6 hours; one-third within 24 hours and 90% in 6 weeks. Moral of the story – unless you get your students to practice what you have taught them, you might as well go fishing for the good that you are doing.
So, want more? Garry Kroehnert’s Basic Training for Trainers. Brilliant book. Lots of tips using mnemonics.
Sure it’s dated – and you used to be able to pick them up for a few dollars but now they are beginning to command good prices.
He is my guru
Hani Hammoud
Motivation is the key to completing studies and thus achieving once goals. The course materials and clear instructions are essential keys which express meaning which engages students’ participation and learning.
Moreover, for adult learners, the experience, formal and informal learning truly enhances the level of motivation and the satisfaction of being able to learn and assess their knowledge as well as taking a position on the subject in question with greater autonomy.
Hani Hammoud
Motivation is the key to completing studies and thus achieving once goals. The course materials and clear instructions are essential keys which express meaning which engages students’ participation and learning.
Moreover, for adult learners, the experience, formal and informal learning truly enhances the level of motivation and the satisfaction of being able to learn and assess their knowledge as well as taking a position on the subject in question with greater autonomy.
Julia
I adults who have been in the workforce tend to have very good time management skills and tend to be very thorough. However, it can be hard for people who occupy senior positions in their job to take a step back and resume the role of learner. While such people are great to have in the classroom, because they can share their experience, they can dominate discussion, and unintentionally intimidate other learners, who don’t feel their opinions are as valid. Managing this dynamic requires open discussion, and a willingness of the whole group to try and see different perspectives, and value those perspectives.
Julia
I adults who have been in the workforce tend to have very good time management skills and tend to be very thorough. However, it can be hard for people who occupy senior positions in their job to take a step back and resume the role of learner. While such people are great to have in the classroom, because they can share their experience, they can dominate discussion, and unintentionally intimidate other learners, who don’t feel their opinions are as valid. Managing this dynamic requires open discussion, and a willingness of the whole group to try and see different perspectives, and value those perspectives.
Claire Latham
I think that personal motivation and self-concept are very key factors in any learning, but particularly adult learning where the candidate is likely to have experienced some degree of autonomy and control over their own pursuits. I currently work in education support in the VET sector and I frequently observe students disengaging and losing confidence and motivation because their teachers are not really connecting the learning content to what it means for the student. I agree that the best potential for adult learning occurs when the person can see the point in learning (for their own desired coutcomes), that their life experience and transferable skills will be valued in the learning process, and that what they learn and how they are asked to learn it is connected with their own problems and goals.
Claire Latham
I think that personal motivation and self-concept are very key factors in any learning, but particularly adult learning where the candidate is likely to have experienced some degree of autonomy and control over their own pursuits. I currently work in education support in the VET sector and I frequently observe students disengaging and losing confidence and motivation because their teachers are not really connecting the learning content to what it means for the student. I agree that the best potential for adult learning occurs when the person can see the point in learning (for their own desired coutcomes), that their life experience and transferable skills will be valued in the learning process, and that what they learn and how they are asked to learn it is connected with their own problems and goals.
Claire Holloway
Malcolm Knowles’ structure has definitely played out in my life where at uni I was a ‘volun-tel’ and now I ‘volunteer’ as a learner. As a learner wanting to be a trainer, the ‘why’ is a passion of mine because I have seen those blank looks when I have lost a group because I didn’t understand their ‘why’.
In regards to: Item D. Orientation to learning (time perspective changes from one of postponed application of knowledge to immediacy of application), I find in the workplace that the increased immediacy leads to urgency which has positives and negatives. If it’s a problem that’s playing out in front of you, band aid solutions are tempting because they are easy and effective. It is critical to also engage in systems thinking to understand the broader dynamic.
I’m in a safety team where we manage subcontractors. Its very easy for the larger business to ‘just tell’ subcontractors to do safety, but we often forget the pressure that these small businesses exist in. It’s easy to see the tree, but sometimes you need to take time to stand back and examine the forest from every angle. As a uni student, I had the luxury of not having to apply my knowledge immediately. That was also a problem because high level ideas must be tested for practicality with actual humans and other dynamic systems.
Claire Holloway
Malcolm Knowles’ structure has definitely played out in my life where at uni I was a ‘volun-tel’ and now I ‘volunteer’ as a learner. As a learner wanting to be a trainer, the ‘why’ is a passion of mine because I have seen those blank looks when I have lost a group because I didn’t understand their ‘why’.
In regards to: Item D. Orientation to learning (time perspective changes from one of postponed application of knowledge to immediacy of application), I find in the workplace that the increased immediacy leads to urgency which has positives and negatives. If it’s a problem that’s playing out in front of you, band aid solutions are tempting because they are easy and effective. It is critical to also engage in systems thinking to understand the broader dynamic.
I’m in a safety team where we manage subcontractors. Its very easy for the larger business to ‘just tell’ subcontractors to do safety, but we often forget the pressure that these small businesses exist in. It’s easy to see the tree, but sometimes you need to take time to stand back and examine the forest from every angle. As a uni student, I had the luxury of not having to apply my knowledge immediately. That was also a problem because high level ideas must be tested for practicality with actual humans and other dynamic systems.
Karla
I believe that Knowles’ andragogical model is particularly relevant to those adults who have chosen to participate in a formal educational activity as, he states, “a process of self-directed inquiry”. For these adults, who willingly undertake further study, the motivation to learn is generally already present, whether it be fed by curiosity, the desire to develop new skills, or as a process of self-review and personal improvement. This is not to say that the self-motivated adult learning experienced cannot be greatly enhanced by applying tips mentioned in the passage, particularly by creating an informal environment where open discussion is encouraged (Tips 1 and 4). This allows participants to share their experiences, hopes and aspirations, to connect with each other and with their drivers for learning.
More complex is the case of an adult learner undertaking compulsory training as part of a job requirement, or as a mutual obligation task to receive benefits or allowance. In these situations, I believe that learning parameters and required outcomes should be clearly defined at the outset (Tips 3 and 5). However, the greatest challenge for the facilitator will be discovering what motivates these participants, making the training relevant and encouraging their progress by delivering the content in an engaging and practical way (Tip 2).
Karla
I believe that Knowles’ andragogical model is particularly relevant to those adults who have chosen to participate in a formal educational activity as, he states, “a process of self-directed inquiry”. For these adults, who willingly undertake further study, the motivation to learn is generally already present, whether it be fed by curiosity, the desire to develop new skills, or as a process of self-review and personal improvement. This is not to say that the self-motivated adult learning experienced cannot be greatly enhanced by applying tips mentioned in the passage, particularly by creating an informal environment where open discussion is encouraged (Tips 1 and 4). This allows participants to share their experiences, hopes and aspirations, to connect with each other and with their drivers for learning.
More complex is the case of an adult learner undertaking compulsory training as part of a job requirement, or as a mutual obligation task to receive benefits or allowance. In these situations, I believe that learning parameters and required outcomes should be clearly defined at the outset (Tips 3 and 5). However, the greatest challenge for the facilitator will be discovering what motivates these participants, making the training relevant and encouraging their progress by delivering the content in an engaging and practical way (Tip 2).