...varying

• ages
• abilities
• experiences
• cultures
• goals

Adult learners, as a group, tend to be diverse, and bring a wealth of life experiences to the learning situation.

A systems perspective of training necessitates an examination of the system's inputs. The trainees are inputs. To successfully complete the "throughput" or training process, trainers require an understanding of who these inputs are. Whereas we are speaking of individuals, enough research has been done on adults as learners to enable us to make some generalizations about these inputs.

Effective training requires trainers to have an understanding of how adults learn.  In any given training environment, trainers may find trainees who vary widely in ages, abilities, job experiences, cultural backgrounds, and personal goals. Consequently, many come to the training with well-developed personal identities. Their vast personal experiences become valuable learning resources.

Adult learners may also have negative feelings about returning to a school-like environment. Often, these learners hold negative impressions of their own abilities and of schools and teachers.

The field of adult learning was pioneered by Malcolm Knowles (Theory of Andragogy). According to Knowles, adults have special characteristics as learners. (Note: this author's experience suggests that most of the characteristics and concomitant training strategies could also be applied, with modification, to the instruction of children and teenagers. However, I have not tested this and, as such, it remains anecdotal.)

• Adults are autonomous and self-directed.
• Adults have accumulated a foundation of life experiences and knowledge.
• Adults are goal-oriented.
• Adults are relevancy-oriented.
• Adults are practical.
• Adults need to be shown respect.

These characteristics offer the trainer some interesting challenges and opportunities in the creation of effective training.

This characteristic suggests that successful training strategies ought to permit trainees to assume responsibility for learning and for group leadership where groups play a role in the delivery model. The trainer thus takes on the role of facilitator, guiding participants to their own knowledge and actively involving participants in the learning process rather than supplying them with facts. Further, the trainer would be advised to permit trainees to work on projects that reflect their interests.

As trainers, we must account for the trainees' previous education and work experience. Thus it becomes useful to get the trainees' perspectives, to draw out the experience and knowledge which is relevant, and to connect the learning to this knowledge/experience base.

Very often, adults recognize where their knowledge and skill deficiencies lie; they usually know what goal they want to attain.

This goal-oriented characteristic can be addressed by an early classification of training goals and objectives. This must then be supported by a training program that is organized and has clearly defined elements. Adult learners expect their class time to be well spent.

As was mentioned above, adult trainees frequently know what kind of training they require to eliminate their knowledge and skills deficiency. Thus, they must be shown the relevancy of a training program. The training should be demonstrably applicable to their work or other responsibilities.

Occasionally, this relevancy need can be fulfilled by permitting trainees to choose projects that reflect their own interests and needs.

This particular characteristic is closely related to those of relevancy and goal-orientation. Trainers should tell trainees explicitly how the training program will be useful to them.

...adults prefer their learning to be problem-oriented, personalized and accepting of their need for self-direction and personal responsibility

Although the issue of respect was identified by Knowles as relevant to adult learners, this author maintains that it can readily be generalized to all learners. In the case of training, trainers needs to acknowledge the wealth of experiences that adult participants bring to the classroom. Trainees should be treated as equals in experience and knowledge and allowed to voice their opinions freely in class.

These are, of course, general observations about adult learners and preferred training practices. In the corporate environment, some of these general principles may have to be modified to reflect the training needs of the organization.