Approaches to adult learning are multiple, and they can be framed within different learning theories and models (Palis & Quiros 2014). For example, a relatively popular approach is Knowles’ andragogy (Stocker, Burmester & Allen 2014), which refers to the motivational and attitudinal factors of adults’ learning. In particular, Knowles suggests that adults should be led to understand the need and purpose of learning, which can be achieved through the proper use of goals, objectives, structuring, and outlining in training courses (Palis & Quiros 2014).
Moreover, to successfully learn, adults need to be sufficiently motivated, especially internally (Stocker et al. 2014), although the external motivation is also of importance. The examples of internal motivation include personal wishes, factors related to self-esteem, and preferences; external motivation can refer to rewards (for instance, promotions) (Palis & Quiros 2014).
Apart from that, the ability to self-direct and self-educate should be encouraged in adults, which can be achieved through the introduction of specific activities like debates and case studies. Palis and Quiros (2014) also highlight the fact that education needs to be appropriate for the level of learners’ preparedness and relevant to them (that is, not below their ability).
Furthermore, the experiences of adults are a major source of learning, which is why it should be employed in training (Daly 2017; Ross & Rohrbaugh 2014; Stocker et al. 2014). This idea was highlighted by Knowles and major theorist David Kolb, who has developed the model of experiential learning (Page & Margolis 2017). The latter emphasises the importance of both experiential learning and reflection on it (Palis & Quiros 2014). Similarly, the significance of reflective learning is supported by other authors (Daly, 2017; Steinberg & Vinjamuri, 2014; Stocker et al. 2014). Thus, additional principles of adult learning include experiential and reflective learning.
Finally, it is noteworthy that active learning is also highlighted as a major principle of adult learning nowadays. Technically, the approach requires encouraging learners to actively participate in the learning process (Steinberg & Vinjamuri 2014), which can be ensured by providing them with an opportunity to contribute with the help of various tasks. Also, reflection (self-reflection) and experiential learning that is focused on skill development is a part of active learning (Palis & Quiros 2014). In summary, the principles of adult learning can be gleaned from various specific approaches, which may be interconnected and provide advice on the possible facilitating factors to be considered during course development.
The above-mentioned principles demonstrate some mechanisms that can help to tailor training to correspond to the needs of a specific audience, for example, executives and managers. First, training has to be relevant for a particular audience: it should not be beyond or below the ability of the learners, and it must correspond to the topics that are of interest and use to them (Palis & Quiros 2014; Stocker et al. 2014).
In order to ensure this fit, it is highly recommended to employ educational needs assessment before delivering training (Palis & Quiros 2014; Ross & Rohrbaugh 2014). This way, it will be possible to ensure the relevance of courses for the majority of the participants of every specific audience. Second, education in the field of management needs to be experiential, active, and reflective. For example, Daly (2017) analyses the case of French business apprenticeships, demonstrating the way adult learning principles, especially experiential and reflective education, help to make this practice exceptionally effective in training people to take up managerial positions.
Therefore, in developing courses for managers and executives, it is necessary to provide them with the opportunity to actively participate, use their experience, and reflect on their education. Finally, as suggested by the active learning approach, a major outcome of adult learning is the acquisition of skills (Palis & Quiros 2014). By taking into account the skills that are typically required from managers and executives (for example, general skills like problem-solving) (Mishra 2014), additional tailoring is possible that can adjust relevant tasks to foster essential competencies. In summary, adult learning principles can be used to customise a course to the needs of its audience.
Reference List
Daly, P 2017, ‘Business apprenticeship: a viable business model in management education’, Journal of Management Development, vol. 36, no. 6, pp. 734-742.
Mishra, D 2014, ‘The dark side of CEO ability: CEO general managerial skills and cost of equity capital’, Journal of Corporate Finance, vol. 29, pp. 390-409.
Page, M & Margolis, R 2017, ‘Cocreating collaborative leadership learning environments: using adult learning principles and a coach approach’, New Directions for Adult and Continuing Education, vol. 2017, no. 156, pp. 77-87.
Palis, A & Quiros, P 2014, ‘Adult learning principles and presentation pearls’, Middle East African Journal of Ophthalmology, vol. 21, no. 2, pp. 114-122.
Ross, D & Rohrbaugh, R 2014, ‘Integrating neuroscience in the training of psychiatrists: a patient-centered didactic curriculum based on adult learning principles’, Academic Psychiatry, vol. 38, no. 2, pp. 154-162.
Steinberg, D & Vinjamuri, M 2014, ‘Activating adult-learning principles through small groups in preparing social work students to achieve CSWE research competencies’, Journal of Teaching in Social Work, vol. 34, no. 4, pp. 363-383.
Stocker, M, Burmester, M & Allen, M 2014, ‘Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework’, BMC Medical Education, vol. 14, no. 1, pp. 1-9.