Corporate HR Leadership
Adult Learning
Theory
Presentation
- Chris Jensen
May 2nd, 2006
Identify key sources of adult
learning theory.
Explain the link between
learning theory and ISD.
Describe the components of
an ISD methodology.
Identify the component parts
of a course lesson.
Identify retention rates for
delivery methods and the
factors that impact their use.
Explain the business context
for adult learning theory.
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Adult Learning Theory
Do We Need It? Is It Relevant?
Richard Swanson – Professor of Human Resource Development and Adult
Education at the University of Minnesota.
“Oh brother! Learning theory is more relevant today than ever! The idea of
workplace learning is so important today, that knowing how to make it happen
most effectively is critical.”
Lesley Darling – Chief Learning Officer, Element K, Rochester, N.Y..
“We provide a lot of technical skills training, and there is a huge difference
between sharing technical information with people and providing technical
training. We’d be lost without a solid learning theory base to work from.”
Allison Rossett – Professor of Educational Technology at San Diego State
University.
“Looking at the world through the lens of learning and performance theories is a
fundamental tenet of the entire training and performance improvement field –
not just training development. You need scaffolding or a framework to make
sure you look at all the important things about the performance the learners are
going to be required to master. The beauty of all theories is they help predict
things.”
2
Adult Learning Theory
Nine “Events of
Instruction” drive
learning
outcomes.
Fun Facts:
Robert Mills Gagne
(1916 – 2002)
Experimental psychologist who
pioneered instructional design
strategies that heavily impacted the
evolution of contemporary
educational technology.
Adapted from: Gagne, R. (1985). The Conditions of Learning (4th ed.).
New York: Holt, Rinehart & Winston.
R. Gagne: The Conditions of Learning
Gain attention
Inform learner of objectives
Stimulate recall of prior
learning
Present stimulus material
Provide learner guidance
Elicit performance
Provide feedback
Assess performance
Enhance retention and
transfer
3
Adult Learning Theory
M. Knowles: The Modern Practice of Adult Education
Four andragogical
assumptions are
that adults:
Fun Facts:
Malcolm Shepherd Knowles
(1913 – 1997)
Professor of Education who
popularized the term “androgogy”
which was initially defined as “the art
and science of helping adults learn.”
Adapted from: Knowles, M. (1970). The Modern Practice of Adult Education:
From Pedagogy to Andragogy.
Move from dependency to
self-directedness;
Draw upon their reservoir of
experience for learning;
Are ready to learn when they
assume new roles; and
Want to solve problems and
apply new knowledge
immediately.
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Adult Learning Theory
Knowles’
advice to
adult
educators
M. Knowles: The Modern Practice of Adult Education
Set a cooperative learning climate.
Create mechanisms for mutual planning.
Arrange for a diagnosis of learner needs and
interests.
Enable the formulation of learning objectives
based on the diagnosed needs and interests.
Design sequential activities for achieving the
objectives.
Execute the design by selecting methods,
materials, and resources.
Evaluate the quality of the learning
experience while re-diagnosing needs for
further learning.
Adapted from: Knowles, M. (1970). The Modern Practice of Adult Education:
From Pedagogy to Andragogy.
5
Adult Learning Theory
How
Knowles’
views
influence
principles
educators
are taught
today
A View from U of P’s Masters Program
Design training activities that reflect the actual work
the learners perform. Learners should be solving
problems or performing tasks as close to those
encountered on the job as possible.
Explicitly link the “old way” to complete a task
(learners’ experience) with the “new way,” to deepen
the learning and increase its permanence.
Provide training, as close to the time it is needed as
possible. Adults don’t warm to it until it’s relevant.
Incorporate “search and discovery” into the training
for experienced learners. Less experienced
learners may need more structure/guidance.
When large amounts of information support the
task-based activities, present this information as
reference material, and teach learners how to use it.
Adapted from: Knowles, M. (1996). Adult Learning. In Robert L. Craig (Ed.), The
ASTD Training and Development Handbook (pp. 253-264). NY: McGraw-Hill.
6
Fun Facts:
Benjamin Bloom (1913 – 1999)
Educational psychologist who made significant contributions to the
classification of educational objectives and the theory of mastery learning.
Adult Learning Theory
Benjamin Bloom’s Taxonomy – 6 Levels of Learning
Answers the question: What is the purpose of the
content? What are we asking the learners to do?
Instructional
Strategies
Lecture
Visuals
Video
Audio
Examples
Illustrations
Analogies
1. KNOWLEDGE
Define
Repeat
Record
List
Questions
Discussion
Review
Test
Assessment
Reports
Learner
Presentations
Writing
Exercises
Practice
Demonstrations
Projects
Sketches
Simulations
Role play
Microteach
3. APPLICATION
Interpret
Apply
2. COMPREHENSION Employ
Use
Translate
Demonstrate
Restate
Dramatize
Discuss
Practice
Describe
Illustrate
Recognize
Operate
Explain
Schedule
Express
Shop
Identify
Sketch
Problems
Exercises
Case studies
Critical incidents
Discussion
Questions
Test
4. ANALYSIS
Distinguish
Analyze
Differentiate
Appraise
Calculate
Experiment
Test
Compare
Contrast
Criticize
Diagram
Inspect
Debate
Inventory
Question
Relate
Projects
Problems
Case studies
Creative exercises
Develop plans
Constructs
Simulations
5. SYNTHESIS
Compose
Plan
Propose
Design
Formulate
Arrange
Collect
Construct
Create
Set up
Organize
Manage
Prepare
Case studies
Projects
Exercises
Critiques
Simulations
Appraisals
6. EVALUATION
Judge
Appraise
Evaluate
Rate
Compare
Value
Revise
Score
Select
Choose
Assess
Estimate
Measure
Skills
Demonstrated
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Adult Learning Theory
Ruth Colvin Clark: Content Matrix – 5 Content Types
Answers the question: What type of content are we
asking learners to master?
1. FACTS
2. CONCEPTS
3. PROCESSES
INSTRUCTIONAL METHODS BY CONTENT TYPE
Statements
Definitions
Stage Table
Lists
Examples
Animated Flows
Tables
Non-examples
Analogies
Tree Charts
Analogies
Examples
Diagrams
Diagrams
Diagrams
Illustrations
Illustrations
Illustrations
PRACTICES BY CONTENT TYPE
N/A
Classify -Can’t
practice
facts.
Do they know a
new one when
they see it?
Solve problems
by applying the
process.
4. PROCEDURES
5. PRINCIPLES
Steps Table
Demonstrations
Examples
Modeling
Guidelines
Examples – vary context
Non examples – vary context
Analogies
Modeling
Do it --
Solve problems
by applying the
guidelines.
Perform
procedural tasks.
Perform principlebased tasks.
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Adult Learning Theory
Questions
ISD Model
Needs Assessment
Task Analysis
Learning Objectives
Assessment
Development
Ruth Colvin Clark: Developing Technical Training
E
V
A
L
U
A
T
I
O
N
Outcomes
Is training the answer to
the problem?
U1 Needs Assessment
Report
What will we train?
Job
U2 Functions
Tasks
What do you want them to
be able to do?
How will we know when
they can do it?
What kind of content do
we have?
Course
Units
Lessons
1 task = 1 lesson
Course Org
U3
Lesson Org
U4 Objectives: Action,
Condition, Criteria
U4/ Appropriate
7 practice and tests
Tasks
U5 Knowledge
What is the best way to
teach it?
Maps
U6 Use level practice
How will we know the
training was effective?
U7
Procedure - steps
Principle - guidelines
Concepts
Facts
Processes
Knowledge
Needed
Try Out/Revision
Implementation
4 Levels
Users liked it
Users pass test
Users do it on the job
Company/dept benefits
9
Adult Learning Theory
Ruth Colvin Clark: Lesson Structure
Section
Explanation
Introduction
Orienting information that describes:
• The lesson’s relationship to other lessons.
• The importance of the lesson to doing the job.
• An overview of the lesson’s content.
• A list of the lesson’s topics.
Knowledge Needed &
Knowledge Practice(s)
Information related to the lesson-task
• Processes associated with the task.
• Knowledge needed to do the task.
• Practice exercises to reinforce the knowledge.
Task of Lesson &
Task Practice(s)
Information about the actual lesson-task, including the task and
the practice exercises necessary to reinforce task mastery.
Lesson Review
Summary or review of the key points covered in the lesson.
10
Adult Learning Theory
Choosing a Delivery Method?
What are the desired
outcomes for the instruction?
Delivery Methods & Retention
Delivery Method
Retention
Lecture
05%
Reading
10%
Audio-Visual
20%
How much and how often
will the training be revised?
Demonstration
30%
What are the preferences of
learners and management?
Practice Doing It
75%
Do It on the Job
90%
What are the constraints on
time, money, skills, support?
What impact does the
learning and work
environment have?
Discussion Group 50%
Retention can be improved
with follow-up reviews and
feedback.
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Adult Learning Theory
Training within the Context of Human Performance
Performance
External
to Performer
Environmental
(Intangibles)
1
Org Systems
& Processes
2
Incentives
 clear goals
 job design
 clear processes
 compensation
 feedback
 positive
and policies
 authority
 appropriate
workload
 access to right
people
reinforcement
 interesting,
meaningful
work
Internal
to Performer
Resources
(Tangibles)
3
Cognitive
Support
 job aids
 documentation
 EPSS
4
Tools
 computers
 software
 VCRs
 calculators
 automobiles
5
Physical
Environment
 noise
 light
 temperature
 physical
6
Skills/
Knowledge
 training
 on-the-job
7
Inherent
Ability
 intelligence
 emotional
training
ability
 self-study
 physical
layout
attributes
 education
 artistic gifts
 internal
motivation
Source: Adapted from Wile, David, “Why Doers Do”; P&I Journal, Volume 35, #2, pp. 30-35, February 1996
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Adult Learning Theory
Training within the Context of Organization Change

Internalization
Commitment
Adoption
Buy-in
Degree of

Positive
Perception
Understanding
Acceptance


Awareness
Preparation

Contact

Time
Source: Managing at the Speed of Change, by Daryl Conner, Copyright 1992, by O.D. Resources, Inc.
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Training within the Context of a Major System Rollout
Define
Objectives
S
Needs
Assessment I
Confirm
Objectives
& Scope B
Preliminary
Metrics
Design B
Process
Flow Definition B
Rollout T
Strategy I
P
Rollout
T
Plan
I
I
Detailed
Design I
Development I
Business
Impact B
Assessment
Policy/
Procedure
Design B
Learning Pm
Planning
T
Learning Pm
Needs T
Assessment
Solution
Proposal
Audience
Analysis
C
Communication Plan
C
Detailed
Metrics
Design B
Build B
Metrics Infrastructure
High-Level
Project Plans
B C I T
Detailed
Project Plans
B C I T
High-Level
Release
Schedule P
Detailed
Release
Schedule P
LEGEND
Adult Learning Theory
Integration
Test I
Policy/Procedure
Update
Learning Pm
Design T
S Sponsor T Learning Program
B Bus Proc C Communication
I I/S
P Program Management
Release
Test I
Rollout
I
Rollout I
Support B
B
Learning Pm Development
T
Learning Pm
Review/
“Print” T
Learning Pm
Implement T
Communicate to all areas, as planned
C
Report/Analyze Metrics
B
Detailed Project Plans
B C
I
T
Update Release Schedule
P
Project Team Status Reporting, Walkthrus, Track Actual vs Planned
Program Status Reporting, Walkthrus, Track Actual vs Planned
B C
I
T
P
14
Adult Learning Theory
Survival
Tips for
the Time
Crunch
What If You Don’t Have Much Time???
Get a 1-2 hour face-to-face meeting with
the training requestor.
Ask: “What outcome do we want?”
Ask: “To achieve this outcome ..”
- What do people need to know?
- What do people need to know how to do?
- What do people need to believe/feel?
- What common mistakes may people make?
- What are the priorities (time is an issue)?
Use this information to define:
- Objectives and related learning activities
- Content and related media
- Eval methods and pre/post-training support
Adapted from: Boller, S. (2005). “Using a Design Meeting to Quickly Design eLearning.” Presentation at the Rapid eLearning Development Online Symposium.
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Adult Learning Theory
Resources
Clark, R. C. (1998), Building Expertise: Cognitive Methods For Training and Performance
Improvement, ISPI Publications, Washington D.C..
Dick, W. & Carey, L. (1996), The Systematic Design Of Instruction (4th edition), Harper
Collins, New York.
Gagne, R. M. (1985), The Conditions Of Learning (4th edition), Holt, Rinehart and Winston,
New York.
Mager, R. F. (1984), Preparing Instructional Objectives (2nd edition), Fearon-Pitman,
Belmont, California.
Merrill, M. D. (1992), “Constructivism and Instructional Design” in T. M. Duffy (Ed.) & D. H.
Jonassen (Ed.), Constructivism and the Technology Of Instruction, Erlbaum, Hillsdale, N.J..
Morrison, Gary, et al (2001), Designing Effective Instruction, John Wiley, New York.
Reiser, R. A. (Ed.) & Dempsey, J. V. (Ed.), (2002), Trends and Issues in Instructional Design
and Technology, Prentice Hall, Upper Saddle River, N.J..
Richey, R. (1986) The Theoretical And Conceptual Bases Of Instructional Design, Nichols,
New York.
Richey, R. C. et al (2001), Instructional Design Competencies: The Standards,
Clearinghouse on Information and Technology, Syracuse, N.Y..
Rossett, A. (1999), First Things Fast: A Hnadbook For Performance Analysis, Jossey-Bass,
San Francisco.
Smith, P. L. & Ragan, T. J. (1999), Instructional Design (2nd edition), Prentice-Hall, N.J..
Van Merrienboer, Jeroen J. G. (1997), Training Complex Cognitive Skills, Educational
Technology Publications, Englewood Cliffs, N.J..
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