The theories of adult learning provide educators a clear insight into how an adult learns, thus helping trainers to be more effective in training adults through being more responsive to their learning needs. The theory of self-directed learning states that majority of adult learners take the decision to learn without the intervention of others. They also plan, execute and evaluate their learning experience and align their new knowledge with the job roles. The main advantage of self-directed learning is that the learner can readily incorporate what he learns through the training program into everyday workplace requirement. The limitation of self-directed learning theory remains in the fact that it is relatively easier to individuals who have a high level of literacy.
Transformative learning theory argues that individuals are aware of the limitations they face while trudging their career path that makes them to assume autonomy and the authority to select their own actions towards career development (Hodge, 2014). Transformative learning is popularly known as a learning method that is capable of transforming the way people think about themselves and the world they live in. For instance, an Asian who learns English can get new insights about the American culture that helps him to see the country with an entirely new perspective. Besides, his confidence level increases by learning a new language and interacting with several others who speak English. The theory of experiential learning emphasizes that adults learn through experience. Interestingly, experiential learning helps learners to draw inspiration from the experience of others.
Learning models of children and adults do vary significantly. Pedagogy, the practice of teaching children, insists that children need to know only what the teacher teaches them. Also, for children the basic purpose of learning is to pass the exam and they need not learn anything that directly applies to their life outside the classroom. Children are also highly dependent on the teachers in the classroom. On the other hand, andragogy, or the method of teaching adult learners, assumes that adults need to have a clear idea in their mind about the need to acquire new knowledge and skills. Adults are also directed by their own selves to continuously learn and grow. Unlike children, adults have lot of experience and knowledge that helps them to refine their knowledge and skills. Adult learners are highly task-oriented that helps them to plan the training programs they need to undergo towards becoming more effective in the workplace.
Learning style, or the way one learns, varies from individual to individual. For instance, some adult learners learn better by doing while others learn when information is presented in a logical manner. Basically, learning style implies the way people interpret the knowledge they gain from a training program and organize it for possible application in the work place. Learning style of individuals helps trainers to analyze their particular training needs and adopt different teaching methodologies that help them learn new things easily. Adult learners display maturity in dealing with fellow learners while they wish to maintain a peer relationship with their educators instead of a hierarchical one. Adult learners are good leaders capable of taking control of their profession, regardless of the workplace challenges they face from time to time. They also continuously learn on their own through reading and researching. Adult learners are good communicators and facilitators of creative discussions in the workplace. A pragmatic approach to learning new skills enables adult learners to enrich their career by learning new skills and applying them on the job.
Clear understanding of the personality types and learning styles of adult learners helps trainers to design training programs that benefit both the learners and organizations. Most importantly, integrating both the organizational needs and the learning styles and personalities of the learners decides the success of a training program, particularly with regard to benefiting both the organization and learners. Similarly, professional development programs of employees should positively include training programs that help them to take up new responsibilities and roles. Integrating the learning styles and personality type of individuals with the training programs helps to bring out the best in employees towards achieving common organizational goals. In light of leaders in organizations motivated by an inner urge to learn, it is up to the managements to provide continuous opportunities to learn, grow, and develop the workforce that ultimately leads to organizational growth. Failing to recognize the learning needs of motivated employees would only result in frustration and employee turnover.
The basic difference between a child and adult learner is that adult learners tend to take responsibility for their growth, which motivates them to decrease dependency on others and inculcate a habit of equipping themselves while assuming new roles in the workplace. In light of adult learners possessing a positive attitude towards learning and development, organizations can apply the principles of adult learning towards developing comprehensive training programs. For instance, taking into consideration the characteristics of adult learners, adult educators can facilitate a cooperative and friendly classroom environment. Learning the true needs and aspirations of adult learners helps educators to customize training programs to suit their actual needs (Knowles, 1984). By developing learning objectives that match with the needs and current skill levels of learners, educators can come up with comprehensive learning packages consisting of sequential programs to achieve the desired objectives. Associating closely with adult learners in designing the course modules and selecting appropriate teaching methodologies would help focus on the precise needs of the learners. Last but not the least, evaluating the quality of training and the learning experience of the learners and fine tuning future learning programs by duly considering the feedback is of great importance in effectively integrating the training program with the exact needs of the learners.
References
Hodge, S. (2014). Transformative Learning as an “Inter-Practice” Phenomenon. Adult education quarterly.64 (2): 165-181
Knowles, M. (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey-Bass.
