Human resource specialists use adult learning theory as a foundation for developing training materials, courses, and instructional design. Adult learning theory is critical to the development of effective training because individuals assimilate information in very different ways.
Malcolm Knowles developed the concept of adult learning theory, which he termed andragogy. Knowles stated that adults approach learning from a very different perspective and motivation than children. Adults tend to be self-directed, rely on their experiences, and be internally motivated to learn to improve their lives and advance their careers. As previously stated, human resource specialists must consider these specific needs when developing adult training.
watch the following video to learn more about Knowles’ adult learning theory: Five Characteristics of Adult Learners.
write a 3–5-page paper that addresses the following:
Explain the principles of adult learning theory.
Compare the differences between child or adolescent learning model and adult learning model (pedagogy and andragogy).
Discuss learning styles and personalities and how these concepts are combined with adult learning in organizational training and development programs.
Explore the options that organizations have in applying adult learning to a comprehensive training and development program.
Sample Answer
Adult Learning Theory: Foundations for Organizational Training
This paper explores the core principles of Malcolm Knowles's Adult Learning Theory (Andragogy), contrasts it with the child learning model (Pedagogy), and examines how these concepts, combined with learning styles and personalities, are applied in strategic organizational training and development programs.
1. The Principles of Adult Learning Theory (Andragogy)
Malcolm Knowles posited that adult learning is based on four, later five, key assumptions, which fundamentally differ from the traditional model of schooling. These principles define how Human Resources (HR) specialists design effective training:
A. Need to Know (The "Why")
Adults need to know why they are learning something before they invest their time and energy. They seek to understand the practical benefits and consequences of not learning the new material. Effective organizational training addresses this by clearly stating the learning objectives, showing how the skill directly applies to the job, and explaining the impact on the organization's goals (e.g., "Learning this new compliance process prevents a $\$50,000$ fine").
B. Learner's Self-Concept (Self-Direction)
Adults have a deep psychological need to be perceived by themselves and others as self-directing individuals. They resist learning situations where they are treated like dependent students. In organizational training, this means instructors should facilitate rather than dictate, allowing participants to share input, set learning pace where possible, and take ownership of the learning process.
Role of the Learner's Experience
Adults bring a vast reservoir of life and professional experience that serves as a rich resource for learning. Instead of viewing the learner as a blank slate, andragogy recognizes that experience provides context and biases. Effective training uses experiential techniques like case studies, simulations, and group discussions where participants can share, challenge, and apply new information to their existing knowledge base.
D. Readiness to Learn
Adults become ready to learn when they experience a need to cope with real-life situations or developmental tasks. In a work setting, this readiness is triggered by a job change, a performance gap, or a shift in the organizational strategy. Training is most effective when it is just-in-time and directly addresses a current, immediate need or problem they face on the job.
E. Orientation to Learning (Problem-Centered)
Unlike children, who are subject-centered, adults are problem-centered. They view learning as a process for solving a real-world problem or challenge. Training should be organized around practical issues and immediate applications, focusing on the competency gained rather than the content covered (e.g., training on how to handle difficult customer calls, not just theory on communication).