The adult learner

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The Adult Learner

Many trainees tolerate at best, and bitterly resent at worst, any form of compulsory education or training. To find out why, you merely have to ask “What is an adult?”

What is an adult?

There are four possible answers (Knowles et al)

someone who is over 18 (legally an adult;)
someone who can have children (biologically an adult;)
when we perform adult roles (socially adult;)
when we become self-directing and responsible for ourselves.

The first three definitions have obvious shortcomings. Few of us would consider a 13- year-old mother adult, even though she had reproduced and was performing an adult role. Neither would we regard as adult a 50-year-old so severely intellectally handicapped as to have the functioning of a 2-year-old. The most important characteristic of adults, and therefore of adult learners, is the need to be responsible for and in control of their own actions and this is precisely what most training courses deniy them.

Characteristics of Adult learners

Adult learners need to control their own learning. They are likely to see as an assault on their self-esteem and autonomy the conventional training situation where the trainer controls the environment, the information and the learning. A good adult learning program puts the learners in charge. It does not prescribe the process by which learning must occur, but explicity states the objectives to be achieved, the benefits to the learner and an objective means by which learners can measure their own success.

Independence

Adults do not like being dependent on others. They need to set their own goals and objectives, control their own activities and measure their own success. To insist they depend upon a trainer for information, instructions, and feedback and approval is to treat them like children. However, given the appropriate kind of training they can be far more diligent, resourceful and successful than younger learners. They are also likely to demand better quality resources and more sophisticated feedback.

Motivation

Adults need to be motivated: they need a reason to learn – and they don’t respond particularly well to bribes or threats. Unless they are aware of a gap in their personal skills and knowledge, or of some benefit from the learning, they will view it as a waste of time.

Adults learn very effectively those things relevant to their current life problems. This is particularly relevant for people moving into a new life stage (marriage, mid-life crisis, empty-nest, retirement…) or facing a career change.

Context

For adults, learning must fit into the strategy with which they manage their lives. They learn most easily using problems directly related to their current situations.

Experience

Adults have a wider range and different types of experience than young learners. Thus adult learning courses can more effectively use interactive techniques such as simulations and problem-solving. Adult learners are also more likely to develop effective peer-support and discussion groups.

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What is Learning? Constructivism Types of Learning Expertise and Creativity Formal Training Short-term memory Associative memory, Repetition & Encoding Associative memory and the Zebra Accountability and Assessment Validity and reliability More Validity Testing and the IQ test The Adult Learner Back to Gryphon Home	The Adult Learner Many trainees tolerate at best, and bitterly resent at worst, any form of compulsory education or training. To find out why, you merely have to ask “What is an adult?” What is an adult? There are four possible answers (Knowles et al) someone who is over 18 (legally an adult;) someone who can have children (biologically an adult;) when we perform adult roles (socially adult;) when we become self-directing and responsible for ourselves. The first three definitions have obvious shortcomings. Few of us would consider a 13- year-old mother adult, even though she had reproduced and was performing an adult role. Neither would we regard as adult a 50-year-old so severely intellectally handicapped as to have the functioning of a 2-year-old. The most important characteristic of adults, and therefore of adult learners, is the need to be responsible for and in control of their own actions and this is precisely what most training courses deniy them. Characteristics of Adult learners Adult learners need to control their own learning. They are likely to see as an assault on their self-esteem and autonomy the conventional training situation where the trainer controls the environment, the information and the learning. A good adult learning program puts the learners in charge. It does not prescribe the process by which learning must occur, but explicity states the objectives to be achieved, the benefits to the learner and an objective means by which learners can measure their own success. Independence Adults do not like being dependent on others. They need to set their own goals and objectives, control their own activities and measure their own success. To insist they depend upon a trainer for information, instructions, and feedback and approval is to treat them like children. However, given the appropriate kind of training they can be far more diligent, resourceful and successful than younger learners. They are also likely to demand better quality resources and more sophisticated feedback. Motivation Adults need to be motivated: they need a reason to learn – and they don’t respond particularly well to bribes or threats. Unless they are aware of a gap in their personal skills and knowledge, or of some benefit from the learning, they will view it as a waste of time. Adults learn very effectively those things relevant to their current life problems. This is particularly relevant for people moving into a new life stage (marriage, mid-life crisis, empty-nest, retirement…) or facing a career change. Context For adults, learning must fit into the strategy with which they manage their lives. They learn most easily using problems directly related to their current situations. Experience Adults have a wider range and different types of experience than young learners. Thus adult learning courses can more effectively use interactive techniques such as simulations and problem-solving. Adult learners are also more likely to develop effective peer-support and discussion groups.