Adult learners often look for learning that involves a lot of real-world experience or methods of implementing learned vital skills. In such a situation, it is necessary to create a realistic environment where it is possible to work out potential risks studied during training but not yet encountered in the workplace without actual losses. HR trends in corporate training use cutting-edge technologies to respond to such requests, including immersive VR. In addition to the prominent examples of the use of VR in aviation and medicine, many companies also implement technology to simulate and optimize specific processes: for example, Walmart employees rehearse busy days in this way (Gasparevic, 2018). Therefore, the request for risk minimization and involvement in practice is usually solved with the help of technology.
Students in this age group are also interested in two aspects: updating in learning and maintaining interest in the process. Suppose, in the second case, the question is more subjective and is associated with the mechanisms of motivation and emotional state. In that case, technologies also come to the rescue in the first case. Actualization is achieved through the support of feedback and communication in the learning process with top-level experts who are competent in following the issue under consideration (Donnithorne-Nicholls, 2017). At the same time, ways to achieve accurate and up-to-date data are often communicated with the increased motivation of students. Several mechanisms are also used to formalize the presented knowledge, adapt mobile technologies, and thoughtfully develop a learning experience.
Finally, adult learners value consistency and integrity in such experiences. In other words, they must understand the purpose of training and the parties’ need, responsibility, rights, and obligations. In this regard, one of the trends is the whole ecosystem of talent development (Fletcher & Spehrer-Patrick, 2016). A value base and well-thought-out action plans make these systems attractive to adult students. As a result, this audience immediately understands the quality of learning outcomes, periods, and approximate workload for clearer planning.
References
Donnithorne-Nicholls, P. (2017). How to engage modern learners. Human Resources Magazine, 22(1), 8–9.
Fletcher, A., & Spehrer-Patrick, E. (2016). Key Trends Shaping the Future of Learning and Development. Training & Development (1839-8561), 43(4), 22–23.
Gasparevic, D. (2018). Why Virtual-Reality Training for Employees Is Catching On. SHRM. Web.