Learning as an adult is profoundly different to learning as a child, so it is important that those responsible for leading and/or developing other people have an understanding of the foundational principles that guide adult learning for ensuring that the training of their people is effective, relevant and engaging.
The principles of adult learning focus on the unique ways adults learn in the context of their lived experiences, autonomy, motivation and needs. These principles can be broken down in six key areas including:
- Self-concept
- Experience
- Readiness to learn
- Orientation to learning
- Motivation
- Need to know.
Unlike children, adults bring a wealth of life experiences into the learning environment, often preferring self-directed, goal-oriented learning that is immediately applicable to their personal or professional lives. They tend to be driven more by internal motivations like personal development, job satisfaction, or self-fulfillment and need to know and understand why they should learn something before investing in it.
How do you create meaningful adult learning?
Creating meaningful learning and development initiatives requires us to think about how the adult learning principles are adapted while also considering the user experience. In a world where continuous learning and professional development is increasingly important, understanding adult learning principles is a cornerstone for success.
Successful learning and development initiatives have:
- Tailored learning pathways: a range of pathways and options that foster ownership and engagement, while also fitting the needs and experience of employees.
- Leveraging work experience: contextualising content to the employee so that challenges and skill practice are relevant and applicable to their workplace and prior knowledge.
- Encouraging collaboration: facilitating collaborative learning environments can tap into the diverse experience of employees, creating richer learning experiences.
As people leaders and/or development specialists, we need to remember that our employee/learner continuum ranges across three broad spaces:
- Those who have never seen or heard of the concepts and skills
- Those who have informally developed the skills and are learning the language (or vice versa)
- Those who know the knowledge and skills and are refreshing themselves while contributing to the shared learning experience.
Each of these have a role in the learning experience and by acknowledging this in the design and delivery of training, we can help learners understand the ‘what’ and the ‘why’ of their experiences.
In the dynamic and multifaceted environment of government and public service, the importance of understanding and applying adult learning principles is paramount. Through recognising the unique characteristics and motivations of adult learners, the Tasmanian public sector can craft learning experiences that are not only engaging and effective, but also deeply aligned with the practical needs and strategic goals of the service. By nurturing a culture of continuous learning and development, government employees at all levels are better positioned to meet the demands and expectations of the communities they serve.