Unit 3: Adult Learning Principles

1©SHRM 2009

Learning

A relatively permanent change in human capabilities that is not a result of growth processes.

Noe, 2008

2©SHRM 2009

Unit 3 Class 1: Adult Learning Principles

Learning objectives: By the end of this unit, students will:

1. Define andragogy.

2. Define learning as a change in behavior or cognitive process.

3. Describe characteristics of adult learners.

4. Describe principles of adult learning.

5. Apply principles of adult learning to training.

3©SHRM 2009

Adult Learning Principles

Adult learners are different.

It’s not like working with children.

©SHRM 2009

Andragogy

• Andragogy: The art and science of helping adults learn.

• Educating adults involves understanding adult learning principles.

Knowles, 1970

©SHRM 2009

Adult Learning Theory

• The andragogy model is based on several assumptions:> Adults have the need to know why they are learning

something.> Adults have a need to be self-directed.> Adults bring more work-related experience into the

learning situation.> Adults enter into a learning experience with a

problem-centered approach to learning.> Adults are motivated to learn by both extrinsic and

intrinsic motivators.

Noe (2008) pg. 133

6©SHRM 2009

Learning Is Change

• Learning is a change in behavior or cognitive process.

• In training it is a change in knowledge, skill or attitude.

©SHRM 2009

Characteristics of Adult Learners

• Control over learning.• High motivation to learn. • Pragmatic in learning.• Learning may be a secondary role.• Resistant to change.• Adult learners are more diverse.• Draw on past experiences in learning.• Learning is often self-initiated.• Learning is aimed at an immediate goal.

Houle, 1984Ball, 1996

©SHRM 2009

What Is Learning?

• Learning is a permanent change in human capabilities that is not a result of the growth process.

• Learning outcomes: What do we learn?> Verbal information.> Intellectual skills.> Motor skills.> Attitudes.> Cognitive strategy.

Noe, 2008

©SHRM 2009

The Learning Cycle

• The learning cycle is a dynamic process that involves four specific stages: > Concrete experience.> Reflective observation.> Abstract conceptualization.> Active experimentation.

• The key to effective learning is to be competent in each of the four stages.

10©SHRM 2009

Learning Styles

• Diverger• Assimilator• Converger• Accommodator

11©SHRM 2009

Kolb’s Learning Styles

What Learning Style Are You?

12

©SHRM 2009

Unit 3 Class 2: The Learning Process

• How do people learn new information?> Visual.> Auditory.> Kinesthetic.

13©SHRM 2009

The Learning Process

• Learning occurs through both mental and physical processes:> Expectancy.> Perception.> Working storage.> Semantic encoding.> Rehearsal.> Organization.> Elaboration.> Retrieval.> Generalizing.> Gratifying.

14©SHRM 2009

Learning Theories

• Reinforcement theory:> People are motivated to perform or avoid

certain behaviors because of past experience based on that behavior.

• Positive reinforcement.• Negative reinforcement.• Extinction.

> How can this theory be used in training?

15©SHRM 2009

Social Learning Theory

• People learn by observing other people (models) they think are knowledgeable and credible.

• The model’s behavior is adopted.• Self-efficacy: The individual must believe he or

she iscapable of learning.• Four processes in learning:

> Attention.> Retention.> Motor reproduction.> Motivation.

16©SHRM 2009

Goal Theories

• Goal-setting theory:> Behavior results from a person’s intentional goals

and objectives

• Goal orientation:> Learning orientation.> Performance orientation.

17©SHRM 2009

Need Theories

• A need is a deficiency that a person experiences at a certain time.

• A need motivates a person to behave in a way that satisfies the deficiency.

• Need theory suggests that trainers should identify the trainee needs and communicate to them how the training will satisfy that need.

18©SHRM 2009

Expectancy Theory

• Behavior is linked to three factors:> Expectancies: The trainee’s belief that increasing

effort will lead to higher performance.> Instrumentality: The trainee’s belief that performing a

certain behavior will lead to an expected reward.> Valence: The value that the trainee places on the

reward.

• How does this relate to training?

19©SHRM 2009

Information Processing Theory

• Information processing theory: > Information is taken in by the brain.

> Information undergoes transformation.> Information is encoded into short-term or long-

term memory.> Information is stored and available for later

retrieval and use. > Feedback from the environment.

20©SHRM 2009

Learning Theories

How will you apply these theories into your training design?

21©SHRM 2009