TOPIC TEN

THE PSYCHOLOGY OF ADULT LEARNING

Objective: By the end of the topic the learner should be able
a) To appreciate the role of adult learning in organizations.
b) To understand the various theories of adult learning.
c) To understand the characteristics of adult learning
d) To explain the importance of adult learning in organizations.
Introduction
Learning is a relatively permanent change in behavior that occurs as a result of experience.
Learning is concerned with increase in knowledge or a higher degree of an existing skill.
Learning can be broadly divided into Pedagogy and Andragogy.
1) Pedagogy – Teaching / educating children. Teacher centered / oriented.
2) Andragogy – Teaching / educating adults Participative
THEORIES OF ADULT LEARNING
1. Andragogy
2. Reinforcement theory
3. Experiential learning
4. Cognitive theory
5. Cybernetics and information
1) Andragogy
Knowles‟ theory of Andragogy refers to teaching / education of adults. It focuses more on
learning experiences that are primarily self-directed. It is more participatory rather than teacher
directed. This theory emphasized that adult learning was special in a number of ways For
Example:-
a) Adult learners bring a great deal of experience to the learning environment. Educators
can use this as a resource.
b) Adults expect to have a high degree of influence on what they are to be educated for, and
how they are to be educated.
c) The active participation of learners should be encouraged in designing and implementing
educational programs.
d) Adults need to be able to see applications for new learning
e) Adult learners expect to have a high degree of influence on how learning will be
evaluated.
Adult education must take into consideration the varying background, experiences, needs
attitudes, age, communication, instincts and other characteristics. Adults tend to present
themselves to learning experiences that provides immediate education. Adults learn through a
variety of methods which helps them discover principles that are related to their daily lives.
An adult is motivated to learn when he/she senses a need to be met, a problem to be solved,
curiosity to be satisfied or a frustration to be relieved. Andragogy means that instruction for
adults needs to focus more on the process and less on the content being taught. Strategies such as
case studies, role-playing and simulations are more useful. Instructors adopt a role of facilitator
or resource rather than lecturer. Since adults are self- directed, instruction should allow learners
to discover things for themselves, providing guidance and help when mistakes are made.
2) Reinforcement Theory
This theory was developed by B.F Skinner. Skinner believed that behavior is a function of its
consequences. The learner will repeat the desired behavior if positive reinforcement follows the
behavior. This is based on the fact that learners tend to be motivated when commended for
successful accomplishment of a task. Positive feedback and knowledge of results ensures that
learning takes place. Positive reinforcement, or “rewards” can include verbal reinforcement such
as “That‟s great” or “You’re certainly on the right track” through to more tangible rewards such
as a certificate at the end of the course or promotion to a higher level in an organization.
Negative reinforcement also strengthens behavior and refers to a situation when a negative
condition is stopped or avoided as a consequence of the behavior. Punishment, on the other hand,
weakens behavior because a negative condition is introduced or experienced as a consequence of
the behavior and teaches the individual not to repeat the behavior, which was negatively
reinforced. A set of conditions is created which are designed to eliminate behavior.
3) Experiential Learning
Experiential learning asserts that there are 4 stages of learning. The process of experiential
learning can begin at any one of the stages but is continuous. People learn in 4 ways with the
likelihood of developing one mode of learning more than another. Learning is:-
a) Through concrete experience.
b) Through observation and reflection
c) Through abstract conceptualization
d) Through active experimentation
Adult education is seen as “a continuing process of evaluating experiences”. The experiential
learning theory asserts that adult learning must be sourced from their work and life experiences
and appropriate interactions.
Qualities of experiential learning:
a) Personal involvement
b) Learner initiated
c) Evaluation by learner
 d) Pervasive effects on learner.
Experiential learning is equivalent to personal change and growth. All human beings have a
natural propensity to learn, the role of the teacher is to facilitate such learning. This includes:-
1) Setting a positive climate for learning.
2) Gaining consensus on the purpose of the learning
3) Organizing and making available learning resources.
4) Balancing intellectual and emotional components of learning.
5) Sharing feelings and thoughts with learners but not dominating.
Experiential methods include games, simulations, case studies and role-play.
4) Cognitive theory
This theory focuses on the mental and intellectual processes pertaining to learning. This
describes the way in which people learn to recognize and define problems and experiment to find
solutions. According to this theory, people can discover things for themselves, they are likely to
retain the skill and knowledge and use it when required. The cognitive theory is the basis for
discovery, self-managed learning or “do-it-yourself” process. The methods used are case study,
discussions, and workshops. It provides the rationale for workshop, participative and case study
training and these help people to find solutions, rather than something they have been forced to
accept by the trainer.
5) Cybernetics and Information Theories
The basis of this theory lies in the concept of feedback. It suggests that feedback can control
peoples learning and performance and lead to desired standards. It suggests that learning
experiences must provide continuous feedback to the participant (stimuli) which must be
monitored and controlled at all levels. Learning must be organized from the simplest concept to
the most difficult. Learning is broken down into easily assimilated parts, each part can be learned
by ensuring that trainees concentrate on one easily assimilated part at a time. This theory is the
basis for computer-based learning.
CHARACTERISTICS / PRINCIPLES OF ADULT LEARNING
Adults learn best when:
1) They are interested and motivated, i.e. they have a problem to be solved, the curiosity to
be satisfied or the frustration to be resolved.
2) The information is given to them in a logical order or consists of short notes. By planning
training programs so that each successive step builds on the previous one, the trainee is
able to follow the steps in sequence.
3) They are treated like adults or mature people.
4) They have the opportunity to practice or try out what they have learnt.
5) They know how well they are doing i.e. when they are getting some feeling of success.
 6) The teaching and subject matter are of real in their daily lives – learn to address a current
real problem.
7) When the teacher repeats or reiterates the subject matter being taught and when the
trainer uses several examples to illustrate the subject matter.
8) When the teacher recognizes that they have some experience and makes use of these
experience in teaching e.g involving them in discussion or explaining their experiences.
9) When the subject matter being learnt is related to something they already know- related
life experiences.
10) When they are made to feel free to ask questions on the subject matter being learnt.
11) When flexible learning programs are created.
12) They are learning to solve the current problem.
13) They exchange ongoing feedback around their experiences.
14) Adults learn from experiences rather than extensive notes taking.
CONDITIONS FOR EFFECTIVE LEARNING
There are 10 main requirements for effective learning.
1. Motivation
Effective learning will be possible where participants are motivated to learn. To motivate
participants some of the following should be done.
 Indicate benefits likely to accrue from the acquisition of the desired knowledge, skills and
attitudes. Benefits would include empowerment, enriched jobs, and promotion.
 Reinforcement of desired behavior, every time there is good behavior you recognize it
and reward it.
 Expectancy theory – Learners must be made to believe that the acquisition of the
knowledge, skills and attitudes will lead to certain valued outcomes eg. increased salary,
promotion or self-esteem.
2. Standards of performance
Participants must have clearly defined targets and standards of training which they find
acceptable and will use to assess their own progress. All trainings should begin by setting of
expectations.
3. Guidance & Feedback
Participants in a training session need a sense of direction and feedback on how they are
performing during the training.
4. Satisfaction
 Participants must gain satisfaction from learning.
 They must feel that some of their needs are being satisfied through the learning process.
 Resolve their work based problems that relate to the training.
 Allow time for people to talk, discuss and put their views on the floor.
  Allocating responsibility to the participants.
5. Learning is an active not passive process.
 Participants must be very dynamic / actively involved in the training activities.
 Their views must be heard and they must be allowed time to practice the skills desired
during the training.
6. Variety
The training sessions must use a variety of teaching and learning techniques and a mix of
resources.
7. Reinforcement
Participants must receive positive and negative reinforcement during the learning process.
(Positive reinforcement – praise or rewards, Negative reinforcement – set rules ex. Punctuality).
8. Time
Facilitators must allow time for the participants to assimilate skills and knowledge.
9. Recognize that there are different levels of learning, different participants and that all these
need different methods, techniques and time.
10. A learner should always get feedback to enable him/her know how they are performing.
What motivates Adult Learners?
Adults typically have different motivations for learning than children.
1) To make or maintain social relationships.
2) To meet external expectations –the boss says you have to upgrade your skills to keep our
job.
3) Learn to better serve others – managers often learn basic First Aid to protect their
employees.
4) Professional advancement.
5) Pure interest.
Instructors should be aware of the possible motivations behind their student‟s enrollment. Then
they can better shape the instructional materials.
Barriers to Adult Learning
Adults have different barriers than children on their way to learning. Some of these potential
barriers might include:
1) Many other responsibilities – family ties and social commitments
2) Lack of time.
3) Lack of money to finance learning.
4) Lack of encouragement by the employer.
 5) Social life influences, eg. desire to meet friends in the evenings.
6) Inability of the trainer to motivate and stimulate interest in learners.
7) Lack of growth opportunities – career development and promotions.
8) Lack of motivation – self drive by the employer.
9) Health problem of the learner.
10) Transportation problems.
11) Poor prioritization
12) Age
13) Individual learning styles.
The Learning Curve and Learning Plateau
In any learning interaction, there is a learning curve and plateau. There are instances where
absorption of skills and knowledge is high and also times where there is little assimilation. A
learning curve that is rising indicates assimilation of the knowledge and skills. Where the
learning curve takes a plateau shape, it indicates decreasing assimilation of knowledge and skills.
The horizontal part of the graph is termed the learning plateau. It is where the participants appear
to mark-time due to either tiredness, boredom or any other barrier to adult learning. The plateau
is a difficult area during the learning process.
The participants are temporarily discouraged by either increasing difficulty of the tasks or loss of
motivation or poor feedback due to incorrect responses. Where a plateau occurs, a facilitator
must have skills to reinforce the learning so that the curve picks up its upward direction.
Reinforcement of Learning.
1) Use a variety of learning activities and teaching styles.
2) Consistently motivating the participants by words, remembering their names, mentioning
the carrot (rewards), recognizing effort and assigning more challenging tasks.
3) Identify the obstacles to learning within the learning environment and eliminate them.
4) Ensure proper group dynamics.
Review Questions
1. Examine the features that are associated with adult learning.
2. Discuss any two theories of learning and demonstrate their relevance in the present
learning situation.
3. Explain why adults treat learning as an important factor.
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Harlow: Financial Times, Prentice-Hall.