Adapt Your Training to Adult Learners
Effective internal training helps a Commercial Card program run smoothly and boosts compliance. When did you last evaluate your training program? Because adult learners create unique challenges, I consulted with an expert on this topic, Tanya Grosz, Ph.D.; Director of Educational Programs for the Open Education Network, University of Minnesota. Prior to this position, she was Dean of Graduate, Online & Adult Learning for the University of Northwestern – St. Paul. Below, she shares four learning principles and translates how each can be put into practice.
Related Resources
The pursuit of interactive training for adult learners (“part 2” of this content)
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Andragogy vs. Pedagogy
Malcolm Knowles was an educator and researcher who came up with a set of assumptions and principles about adult learners and what they need to be successful in their learning environments. As opposed to pedagogy, which is the art and science of teaching children that focuses on what the teacher does, andragogy is the art and science of teaching adults. Andragogy focuses on the learner—what the learner does and needs. The following four Knowles’ principles are applicable to nearly any adult learning environment.
1. Adults need to be involved in the planning and evaluation of their instruction.
This is not to say adults don’t want to learn from instructors’ experience, but, as we design learning environments, we should try to incorporate meaningful choices for the learner to make along the way. Instead of dictating exactly what and how they will learn something, try to solicit their feedback and allow them a voice in their learning.
2. Experience, including mistakes, provides the basis for learning activities.
The collective learning in a room full of adults is something to be honored and celebrated. There are many ways of doing this, but it could be as simple as asking each person to introduce themselves and what is important to them. Then, throughout the class, value their opinions, as no instructor has all the answers.
3. Adults are most interested in learning about things that have immediate relevance to their job or personal life.
The instructor must answer the “why” of what adults need to learn, but using a real-world application brings a classroom to life.
Editor’s note: A Commercial Card training example is instructing cardholders on card/information security. The “why” is fraud prevention, as dealing with fraud is time consuming; this applies to commercial and consumer cards.
4. Adult learning is problem-centered versus content-oriented.
This type of learning environment is inherently more engaging, authentic and motivating for students. One of my colleagues has the students in her marketing class actually analyze the marketing campaign used to draw them into the program, identify the weaknesses of the messaging, etc., and then work to improve it. To generate excitement, get trainees more involved.
Editor’s note: Within a Commercial Card program, invite cardholders to critique the policies and procedures guide, identify the weaknesses and suggest improvements.
Recharged Education offers a “part two” of this content, sharing Dr. Grosz’ suggestions for making learning more interactive and the benefits of online platforms.