“The Rev. Rob Times” 

Adult Learning Theory for Mentors, Managers, Trainers, and Support Professionals

Adult Learning Theory for Mentors, Managers, Trainers, and Support Professionals

Written by Rev. Robert A. Vinciguerra Sunday, 27 July 2008 15:31

Trainers, mentors, managers, and support professionals oftentimes we find themselves in a position where they are required to coach or train an employee on aspects of a new technology, website, report, hardware usage, or application.

 The following is a list of several basic points of adult learning, including the challenges that many adults face, and how to overcome them.

1.      Unlike children who can be told that the reasoning for a particular rule is “because that’s the way it is,” adults do not respond well to that kind of instruction, and as a result, may psychologically resist processes that are not well understood because they tend to be viewed as an attack on intelligence, competence, or both. The solution is to provide adults with as much background and historical information as possible, even if it’s sometimes irrelevant. Adults find knowledge to be empowering, and knowing the “whys” behind an rule makes it easier to follow.

2.      “What does this have to do with me?” Is a phrase that an adult is likely to utter when a new kind of technology is introduced, or a new application procedure is implemented. Turning back into the previous point, that’s because adults need to know the relevance of technology, and how it can make their day-to-day jobs better. For example, it’s not enough to show a user how to operate Microsoft Word; the user needs to know how to use that program to complete one of their job tasks.

3.      Adult learners have tremendous ego, and come from a wide range of backgrounds and have different experiences, knowledge, self-direction, interests, and competences. As a result, if a facilitator of information takes the time to learn some background information about the person who will receive the information, then it can be better related to the subject, and thus retention will be greater.

4.      Transfer of knowledge to adults is not an automated process, and must be conveyed by a facilitator in two-way communication. The recipient must feel an element of control; as a part of the solution. A simple way to achieve this effect, for example, is allow the adult to try the new procedure on their own, without doing it for them. Once instruction has been given, allow the learner to practice on their own with supervision.

5.      Adults do not accept criticism well, and any comments viewed as negative will prevent an adult from continuing to learn. Facilitators should refrain from telling a learner “that’s wrong,” even if they are incorrect. Another way to approach the same situation might be to use verbiage such as “that’s really good, but...” 

It is a crucial part of coaching to ensure that all employees can use and understand the technology that is required for them to perform their daily job functions through stewardship. The best way to ensure that they retain the information, is to shepherd them by being attentive to their unique learning needs.