As adult learners are likely to be more task and goal-oriented (Knowles, 1984), it is important to frame their learning (set the context) in such a way that they can see the benefits as directly relating to their current skill or knowledge gap. If they don’t see the relevance of the new learning to their current situation or likely future situation, then they may discount the need for learning. Incorporating workbooks, discussions, examples and scenarios can be strong tools for encouraging the adult learner to see an immediate benefit.   

As course designers we incorporate:

• Why – people need to know why learning is important and how it can be immediately useful.

• Previous knowledge – we demonstrate how the new learning builds on their current knowledge. What participants do now, and how participants will change what they do. We will build in practical, relevant examples. We enjoy interactive sessions – we don’t save up questions until the end, if it important for the learner to ask a question, we address it immediately. We enhance content with visuals to make the learning stick. 

• Readiness to learn – using scenarios that will help them identify the learning applicability to workplace proficiency.

• Internal motivators – how the learning will improve their work processes and ultimately benefit the organisation. Practice makes for good learning, trying out something in a safe environment will help people reflect, review and absorb the new processes.

For help with your instructional design, contact carol@onedaytraining.co.nz

Knowles, M. S. (1984). Andragogy in action. San Francisco, CA: Josey-Bass Publishers.