Adult Learning
Principles
Designing and Delivering HRD
Programs
Official (Open)
I hear and I forget
I see and I remember
I do and I understand
- Confucius
Official (Open)
Learning Outcomes
At the end of this session, you will be able to:
• Describe the difference between pedagogy and andragogy and the
implications of adult learning theories for instructional design.
• Explain the adult’s motivation to learn
• Describe the three types of learning styles
Official (Open)
GOAL OF HRD
To change behaviour, knowledge
or attitudes through learning
Official (Open)
Pedagogy vs Andragogy
• Pedagogy
• Art and science of teaching children
• Andragogy
• Art and science of teaching adults
(Malcolm Knowles)
Official (Open)
Pedagogy vs Andragogy – Assumptions
Assumptions Pedagogy Andragogy
Self concept of Learner Dependent on teacher Self directed
Role of learner’s To be built on more than A rich resource for learning
experience used as a resource
Readiness to learn Uniform by age group Develops from life and work
tasks and problems
Orientation to learning Subject-centred Task or problem centred,
immediate application
Motivation By external rewards and Internally-driven
punishment
Official (Open)
Pedagogy vs Andragogy – In the Classroom
PEDAGOGY ANDRAGOGY
Learners are called “students.” Learners are called “participants”
Dependent learning style. Independent learning style.
Objectives are predetermined/inflexible Objectives are flexible.
Learners are inexperienced /uninformed. Learners have experience to contribute.
Passive training methods (Lecture) Active training methods (Role Play)
Trainer controls timing and pace Learners influence timing and pace.
Participants contribute little to the experience. Participant involvement is vital.
Learning is content-centered. Learning is real-life problem-centred.
Trainer is the primary resource who provides Participants are the primary resources for
ideas and examples. ideas and examples.
Official (Open)
Official (Open)
Adult Learning Principles
1. Must recognise the need to learn
2. Need to be seen and treated as capable and self-directed.
3. Want to apply new learning back to the job
4. Need to integrate past experiences with new material
5. Prefer the concrete to the abstract
6. Need a variety of training methods
7. Learn better in an informal, comfortable environment
8. Want to solve real problems
9. Prefer the hands-on method of learning
Official (Open)
Reasons for Learning
Motivation
Relevance
Immediacy
Benefits
Official (Open)
Reasons for Learning
Motivation
• Help to understand what drives the potential learner
• What makes learner participate in the training?
• What makes them sign up for the training?
• What is the learner looking for in the training?
Official (Open)
Reasons for Learning
Relevance
• Learners are most motivated to learn when they feel
that the information is relevant to them
• The ability to use what they have learnt
• Therefore a need for practical training
Official (Open)
Reasons for Learning
Immediacy
• Knowledge or skill learnt may be relevant but the
opportunity to apply them immediately makes
learning more effective
• Therefore a need for just-in-time training (Eg: OJT –
On-The-Job Training)
Official (Open)
Reasons for Learning
Benefits
• Knowledge and skills learnt during training should
help them in their work or personal lives
• Either to solve problems or improve on their situation
• Therefore a need to relate the goals of training to their
goals
Official (Open)
The Learning Process – Individual Differences
• People learn at different rates
• Some methods of training are more suitable for certain types of people
Official (Open)
David Kolb’s Learning Cycle
• Based on experiential learning theory designed to measure your
strength and weakness as a learner.
• The effective learner relies on 4 different learning modes:
• Concrete experience (CE)
• Reflective Observation (RO)
• Abstract Conceptualization (AC)
• Active Experimentation (AE)
Official (Open)
David Kolb’s Learning Cycle
• Learners progress through a learning cycle where experience leads to
observation and reflection, which leads to concept formation.
• New concepts leads to new experiences and the cycle is repeated
• This is also known as Experiential Learning
Official (Open)
The Experiential Learning Cycle
Concrete Experience (Activist)
• Learn through direct experience, emphasize on feelings
Reflective Observation (Reflector)
• Learn by watching and examining different point of views
Abstract Conceptualisation (Theorist)
• Analyse and think in theoretical terms, draw conclusions
Active Experimentation (Pragmatist)
• Learn by actually doing it and judge its practical value
Official (Open)
Source: https://www.classcentral.com/report/experiential-learning/
Official (Open)
What Are the Different Types of Learning
Styles?
Official (Open)
What Are the Different Types of Learning Styles?
Visual Learners (V)
Auditory Learners (A)
Kinesthetic Learners (K)
Official (Open)
Visual Learners (V)
• learn through seeing...
• Need to see the teacher's body language and facial expression to fully
understand the content of a lesson
• Sits in the middle of the classroom to take everything in
• May think in pictures and learn best from visual displays including:
diagrams, illustrated text books, overhead transparencies, videos, flipcharts
and hand-outs
• Takes concise notes to reference later
Visual Learners (V)
Official (Open)
Auditory Learners (A)
• learn through listening...
• Learn best through verbal lectures, discussions, talking things through and
listening to what others have to say
• Tend to interpret the underlying meanings of speech through listening to
tone of voice, pitch, speed and other nuances
• Written information may have little meaning until it is heard. These
learners often benefit from reading text aloud and using a tape recorder.
Auditory Learners (A)
Official (Open)
Kinesthetic Learners (K)
• learn through doing...
• learn best through a hands-on approach, actively exploring the physical
world around them.
• May find it hard to sit still for long periods
• May become distracted by their need for activity and exploration.
Kinesthetic Learners (K)
Official (Open)
Kinesthetic/
Visual Auditory
Physical / Tactile
Follow your nose and maybe use a
Travel directions Look at a map Ask for spoken directions
compass
Follow your instinct, tasting as
Cook a new dish Follow a recipe Call a friend for explanation
you cook
Teach someone Demonstrate and let them have a
Write instructions Explain verbally
something go
You'd say.. Show me Tell me Let me try
You'd say.. Watch how i do it Listen to me explain You have a go
Faulty goods Write a letter Phone Send or take it back to the store
Choose a holiday Read the brochures Listen to recommendations Imagine the experience
Official (Open)
Maximising Learning for Adults
1. Describe the learning goal to be obtained (simple or complex?)
2. Analyse the initial state of the learner (readiness to learn?)
3. Review the conditions or techniques, materials, etc that allow the
learner to learn effectively
4. Assess and monitor the progress of learning and see if alternative
techniques are required
Official (Open)
Factors Affecting Learning
Trainee Personal
Training Design Transfer of Learning
Characteristics
• like trainability • e.g conditions of • To the job situation
which includes practice. How you • Be able to apply
readiness to learn, design the training what you have
ability, motivation, course can affect learnt back to your
perception of the person’s job.
environment retention rate (eg: is
there opportunity
for the person to
practice the skills
during training?)
Official (Open)
References
• Noe, R. A. (2016). Employee Training & Development. (7th ed.). New York:
McGraw Hill.
