Introduction
Knowledge regarding the adult learning theories is an essential prerequisite for any prospective human resource management student to offer effective training to the adult clients with whom he/she has to interact with. One can learn a lot from the various adult learning theories that one comes across in the classroom and apply them effectively in one’s day-to-day interactions. “Since the founding of the field of adult education, the task of explaining how adult learners learn has been a major one on the part of both researchers and practitioners.” (Comings, 199). This paper is an application of adult learning concepts to training on a new payroll system introduced in a company.
Adult learning theory assumptions
The first assumption is that an adult learner will need to know the reason why a particular subject or topic has to be learned. Adults are self-directed in the sense that they can be responsible for their learning. Even if it is not the case, the adult educator has to take steps to make the learner a self-directed person. Apart from what is being learned, adults have life experience which can be an added help in the learning process. An adult learner will be more willing to learn if he knows that the topic being learned is directly related to his work or will help in solving a problem he faces. (Blondy).
Other theorists have also contributed to the AE or learning concpet. For example, “Adults will commit to learning when the goals and objectives are considered realistic and important to them. Application in the ‘real world’ is important and relevant to the adult learner’s personal and professional needs.” (Speck). They also need to have some control over what they study. Adult learners want to have a relationship between professional development and their learning. They are also happy when they receive feedback and are more productive learners when the study is done as a group.
Adults prefer to see concrete experiences relating to things they learn. They also tend to bring in their past personal experience and knowledge into the field of learning. Ego is another problem area of adults and they fear comparison within other learners while training. Transfer of learning into the workplace is also seen as more difficult for adult learners.
There are still more contributions to this area. “Mezirow has identified 10 phases of perspective transformation based on a national study of women returning to college who participated in an academic reentry program after a long hiatus from school.” (Transformative Learning Theory – An Overview: Mezirow a Rational Transformation, 8). It essentially states that a life-changing experience often distressing will prompt adults to go for some form of education that will change their current status for the better. Kitchener then adds to this the concept of cognitive processing. They are 1) compute, memorize, read and comprehend, 2) metacognition, and 3) epistemic cognition. (Core Principles of Transformation Learning Theory: Mezirow & Others).
Criticism
Not all theorists are appreciative of many adult learning theories. “Most of existing adult learning theories tend to narrowly define knowledge and learning and fail to offer adequate explanation for adult learning.” (Baiyin). There are also opinions that such theories tend to focus only on the discipline of psychology. (Gosmire and Avoseh).
Application to the current context
This session is to explain a new payroll system, something that directly benefits the participants. It is assumed that payroll is an important part of the employee’s life and hence the participants will naturally be interested to know more about it. If the new system is more beneficial in terms of compensation, the interest will be more. In this sense, they need not be told why this training is important to them. When reviewing the notes after the session, they shouldn’t be compared for the fear of hurting the ego of the participants. This training needs a certain amount of transfer since it also deals with calculation of the various components of compensation. This task is done by the HR department even though the employeesmayy need to check its accuracy. In such a case, transference of learning is involved. Some of them may need assistance in this regard. They need to be grouped for the process of taking notes for better results. Providing feedback of the work will be beneficial. They will also understand that this training is directly related to their work (payroll). Provide them with some level of control over their own learning. Probably asking about their previous experiences and knowledge will be helpful If any of the participants had undergone any great distress in their life, they would take this session more seriously as per transformative learning theory.
Conclusion
The case study only involves a simple training session regarding a new payroll system. This is because the training has nothing to do with employee development or skill enhancement which is more serious and probably tough. Even so, some of the concepts of adult learning have been suggested for this case which will be helpful for both the trainer and participants. It is always better to understand adult learning concepts and apply it in all training situations so that it will become a practice and policy for the HR department.
Works Cited
Baiyin, Yang. A Critical Evaluation of Adult Learning Theories and Implication for Human Resource Development. Eric: Educational Resources Information Center. 2004. Web.
Blondy, Laurie C. Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment. University of Michigan. 2009. Web.
Comings, John., et al. Review of Adult Learning and Literacy. Lawrence Erlbaum Associates. 2004. Web.
Core Princiles of Transformation Learning Theory: Mezirow & Others. Transformative Learning Theory. 2009. Web.
Gosmire, Doreen. K., and Avoseh, Mejai B M. Blending Behaviorism and Humanistic Perspectives to Create Unique Learning Experiences. 2009. Web.
Speck. Adult Learning Technology: Pathways Home. North Central Regional Educational Laboratory. 1996. Web.
Transformative Learning Theory – An Overview: Mezirow a Rational Transformation. 2009. Web.