Human Resource Development:
Managing Learning and Knowledge Capital
Chapter 3
Individual differences in adult
learners
Copyright © 2010 Tilde University Press
Adult learning population
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Outnumbers children
Living longer
Numbers will continue to increase
Individual differences
– Will refine and develop personal frames
of reference
• Multicultural societies
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Ethnocentricity
• The belief in the intrinsic superiority of one’s own
cultural norms
• One of the biggest constraints within organisations
• Stereotyping – generalisations based on prejudice
• Discrimination – unfair treatment of based on some
prejudice
• Harassment – designed to humiliate, offend, intimidate
• Discrimination and harassment caused by fear
• Illegal in Australia and New Zealand
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Celebrate individual differences
• Individual differences are a rich source of
knowledge and creativity
• Organisations must harness the potential of this
unique energy
• Gains the organisation a competitive advantage
• Will lead to higher levels of productivity and
lower turnover
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Characteristics of adult learners
• Adult learners will differ on a number of
characteristics – for example:
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Age
Impairment
Gender
Cultural backgrounds
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Age –18 years +
• Stage models – for initial judgements on learning
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Late teens – search for meaning
Mid-twenties – raising a family and security
Mid-thirties – Questions life achievements
Fifties – come to terms with personal mortality
Sixties – contentment or sorrow for lost opportunities
• Historical embeddedness
– Critical historical moments
– Shape thoughts/frames of reference
– Could form a barrier or become a resource
• Older learners
• Younger learners
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Older learners
• Increasing part of the workforce
• Negative stereotypes are main barriers in learning
• When designing learning experiences
– Presage factors
• Increase in anxiety; prefer personal control
– Learning environment
• Similar aged cohort; safe, less formal
– Complex learning experiences
• Dependent as well as independent
• Passively seek and actively seek knowledge
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Youth learners
• Between 17 and 25
– Neural transformation still taking place
– Still maturing in areas of attention, planning, working memory
– Still learning to regulate emotional and impulse control
• Learner characteristics
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Surface learners
Respect for professional knowledge
Learning is only one part of their life world
Prize credentialism
• Learning design
– Use curiosity
– Focus on positives
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Impairment
• Mental or physical difficulties that may impair
learning
• Deterioration through age, health or social
history
• Must help such learners meet the challenges
so that they can learn.
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Gender
• Males and male experiences are still seen as the norm
• Feminist pedagogy
– Authentic understanding, relations and connectedness
– Support in learning situations for those returning to work
– Availability of flexible learning alternatives
• Gender
– Includes other sexual orientations
– Homophobia is the dominant factor inhibiting learning
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Cultural backgrounds
• A set of assumptions about the world and how it works
• Low context cultures
– ‘What’ is said more important than ’How’.
• High context cultures
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The situational context – non-verbals, what is not said – is more
important
• Individualistic cultures
– Prize self-reliance, creativity, equality
• Collectivist cultures
– Individual goals defer to group goals
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Indigenous Australian learners
• Aboriginal and Torres Strait Islanders – great
diversity
• Always gain clear understanding of local
communities, links with the land & spiritual
beliefs
• Face same issues as other adult learners
– But may be exacerbated by experiences
• Some commonalities with western ways of
learning – see Table 3.1
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Indigenous Australian learners (cont)
• Needs a bi-cultural approach
– Both Indigenous and western ways of learning are
legitimate
• Is more holistic and esoteric using the social, historical
and cultural as keys
• Use of unstructured learning strategies (Chapter 10)
• Occurs in community-oriented setting
• Includes spiritual knowledge with an understanding of
their complex obligations
• Centrality of elders
• Importance of HRD needs investigation
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Indigenous Australian learners (cont)
• HR developer will need to:
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Become immersed in the culture
Engage genuinely with the elders
New knowledge will not threaten local culture
Clearly identify how new knowledge will migrate
back to the worksite
– Identify ways to overcome previous negative
experiences
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Maori adult learners
• Seek the advice of Maori elders and
communities
• Respect for place and honouring family and
ancestors
• Some commonalities with western approaches
to learning – see Table 3.2
• Maori culture does place a high value on
knowledge
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Maori adult learners (cont)
• HR developer will need to consider:
– Maori learning has always been lifelong and life-wide
– Holistic nature of Maori learning
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Wairua – spiritual
Hinengaro – intellectual
Tinana – physical
Whatumanawa - emotional
– Reciprocal learning – equality of educator and learner
– Traditional methods
• – song/poetry, proverbs, history, genealogy
– Centrality of people & connectivity to extended family
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Our multicultural societies
• A rich source of knowledge
– Indigenous Australian and Maori
– Other major influences such as European, Asian,
African, Middle East
– Major religions
– All have been involved in learning for centuries
• Need to harness this energy and knowledge
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Impact on the HR developer
• Deeply affected in two ways
– Can model how to maximise the use diversity
– Needs to be inclusive in learning design
• Recognise the differences
– See table 3.3 for
• Low/high context
• Individualist/collectivist
• Low/high power distance/
• Utilise the advantages and challenges
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Utilise the advantages and challenges
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Conduct comprehensive HRDNI
Chart common ground
Recognise misconceptions
Facilitate creative outcomes
Respect differing communication preferences
Be sensitive to food and other requirements
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Globalisation
• Interacting on global scale
• Developing staff
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Cross-cultural and language training
Be aware of differing communicative practices
Demonstrate culturally appropriate behaviours
Differing sex role equality
Help staff develop psychological buffers
Some knowledge of language
Support repatriates
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Globalisation (cont)
• Overseas learning interventions
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May have a variety of nations represented
Will have an overriding dynamic of culture
Different administrative issues
Consider the local political environment
Differing role of the HR developer
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