Corporate HR Leadership May 2nd, 2006

Adult Learning TheoryIdentify

Presentation
key sources of adult
learning theory.
Explain the link between
- Chris Jensen 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.
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.”
 Adult Learning Theory R. Gagne: The Conditions of Learning

Nine “Events of Instruction” drive

Gain attention

learning outcomes. Inform learner of objectives

Stimulate recall of prior
learning
Present stimulus material
Provide learner guidance
Fun Facts:
Robert Mills Gagne Elicit performance
(1916 – 2002)
Experimental psychologist who Provide feedback
pioneered instructional design
strategies that heavily impacted the Assess performance
evolution of contemporary
educational technology. Enhance retention and
transfer
Adapted from: Gagne, R. (1985). The Conditions of Learning (4th ed.).
New York: Holt, Rinehart & Winston.
 Adult Learning Theory M. Knowles: The Modern Practice of Adult Education

Four andragogical assumptions are that

Move from dependency to
self-directedness;
adults:
Draw upon their reservoir of
experience for learning;
Are ready to learn when they
Fun Facts: assume new roles; and
Malcolm Shepherd Knowles
(1913 – 1997)
Want to solve problems and
Professor of Education who apply new knowledge
popularized the term “androgogy” immediately.
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.
 Adult Learning Theory M. Knowles: The Modern Practice of Adult Education

Knowles’ Set a cooperative learning climate.

Create mechanisms for mutual planning.
advice to
Arrange for a diagnosis of learner needs and
adult interests.

educators 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.
 Adult Learning Theory A View from U of P’s Masters Program

How Design training activities that reflect the actual work

the learners perform. Learners should be solving
Knowles’ problems or performing tasks as close to those
encountered on the job as possible.

views Explicitly link the “old way” to complete a task

(learners’ experience) with the “new way,” to deepen
influence the learning and increase its permanence.
Provide training, as close to the time it is needed as
principles possible. Adults don’t warm to it until it’s relevant.
Incorporate “search and discovery” into the training
educators for experienced learners. Less experienced
learners may need more structure/guidance.
are taught When large amounts of information support the task-
today 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.
 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

Case studies
Projects
Exercises
content? What are we asking the learners to do? Projects
Critiques
Problems
Case studies Simulations
Creative exercises Appraisals
Instructional Problems
Develop plans
Exercises 6. EVALUATION
Strategies Case studies
Constructs
Exercises Simulations Judge
Critical incidents
Practice Appraise
Demonstrations Discussion
Questions
Questions
5. SYNTHESIS Evaluate
Discussion Projects Compose Rate
Test
Review Sketches Plan Compare
Test Simulations Propose Value
Role play
4. ANALYSIS Revise
Assessment Design
Microteach Distinguish
Reports Formulate Score
Lecture Analyze
Learner Arrange Select
Visuals 3. APPLICATION Differentiate
Presentations Collect Choose
Video Appraise
Writing Interpret Construct Assess
Audio Calculate
Apply Create Estimate
Examples Experiment
Illustrations
2. COMPREHENSION Employ Test
Set up Measure
Translate Use Organize
Analogies Demonstrate Compare
Restate Manage
Dramatize Contrast
1. KNOWLEDGE Discuss Prepare
Criticize
Describe Practice
Define Diagram
Recognize Illustrate
Repeat Inspect
Record
Explain Operate
Debate
Skills
Express Schedule
List
Identify Shop
Inventory Demonstrated
Question
Sketch
Relate
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 4. PROCEDURES 5. PRINCIPLES

INSTRUCTIONAL METHODS BY CONTENT TYPE

Statements Definitions Stage Table Steps Table Guidelines
Lists Examples Animated Flows Demonstrations Examples – vary context
Tables Non-examples Analogies Examples Non examples – vary context
Tree Charts Analogies Examples Modeling Analogies
Diagrams Diagrams Diagrams Modeling
Illustrations Illustrations Illustrations

PRACTICES BY CONTENT TYPE

N/A Classify -- Solve problems Do it -- Solve problems
by applying the by applying the
Can’t Do they know a process. Perform guidelines.
practice new one when procedural tasks.
facts. they see it? Perform principle-
based tasks.
Adult Learning Theory Ruth Colvin Clark: Developing Technical Training

ISD Model Questions Outcomes

Needs Assessment Is training the answer to U1 Needs Assessment

the problem? Report

Job Course Course Org

Units U3
Task Analysis What will we train? U2 Functions
Tasks Lessons Lesson Org
1 task = 1 lesson
E
Learning Objectives V What do you want them to
be able to do? U4 Objectives: Action,
A Condition, Criteria
L
Assessment
U How will we know when U4/ Appropriate
A they can do it? 7 practice and tests
T Procedure - steps Knowledge
I Tasks Principle - guidelines Needed
What kind of content do U5 Knowledge
Development O Concepts
we have?
N Facts
Processes

What is the best way to Maps

teach it? U6 Use level practice

Try Out/Revision

How will we know the 4 Levels

Implementation U7 Users liked it
training was effective?
Users pass test
Users do it on the job
Company/dept benefits
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 & Information related to the lesson-task

Knowledge Practice(s) • Processes associated with the task.
• Knowledge needed to do the task.
• Practice exercises to reinforce the knowledge.

Task of Lesson & Information about the actual lesson-task, including the task and
Task Practice(s) the practice exercises necessary to reinforce task mastery.

Lesson Review Summary or review of the key points covered in the lesson.
Adult Learning Theory Delivery Methods & Retention

Choosing a Delivery Method? Delivery Method Retention

What are the desired Lecture 05%
outcomes for the instruction?
Reading 10%
What are the constraints on
time, money, skills, support? Audio-Visual 20%

How much and how often Demonstration 30%

will the training be revised? Discussion Group 50%
What are the preferences of Practice Doing It 75%
learners and management?
Do It on the Job 90%
What impact does the
learning and work Retention can be improved
environment have? with follow-up reviews and
feedback.
 Adult Learning Theory Training within the Context of Human Performance

Performance

External Internal
to Performer to Performer

Environmental Resources
(Intangibles) (Tangibles)

1 2 3 4 5 6 7
Org Systems Incentives Cognitive Tools Physical Skills/ Inherent
& Processes Support Environment Knowledge Ability

 clear goals  compensation  job aids  computers  noise  training  intelligence

 job design  feedback  documentation  software  light  on-the-job  emotional
 clear processes  positive  EPSS  VCRs  temperature training ability
and policies reinforcement  calculators  physical  self-study  physical
 authority  interesting,  automobiles layout attributes
 appropriate meaningful  education
workload work  artistic gifts
 access to right  internal
people motivation

Source: Adapted from Wile, David, “Why Doers Do”; P&I Journal, Volume 35, #2, pp. 30-35, February 1996
Adult Learning Theory Training within the Context of Organization Change


Internalization

O ing

e
dg
n
Commitment

ai

le
K n
Tr

w
no
Adoption

s/


ill
Sk
Degree of

Positive
Buy -in


Perception
Acceptance
Understanding


Awareness
Preparation Contact



Time
Source: Managing at the Speed of Change, by Daryl Conner, Copyright 1992, by O.D. Resources, Inc.
 Adult Learning Theory Training within the Context of a Major System Rollout

LEGEND
S Sponsor T Learning Program
Define P
Objectives Rollout T Rollout B Bus Proc C Communication
T
S Strategy I Plan I I/S P Program Management
I

Needs Solution Detailed Develop- Integration Release

Assess- Rollout
ment I Proposal Design I ment I Test I Test I
I I

Confirm Process Business Policy/ Rollout I

Objectives Flow Defini- Impact B Procedure Policy/Procedure
& Scope B tion B Assessment Design B Update Support B
B

Learning Pm Learning Pm Learning Pm

Planning Needs T Learning Pm Learning Pm Development Review/ Learning Pm
T Assessment Design T T “Print” T Implement T

Audience Communica-
Analysis tion Plan Communicate to all areas, as planned C
C C

Preliminary Detailed Build B

Metrics Metrics Metrics Infra- Report/Analyze Metrics B
Design B Design B structure

High-Level Detailed
Project Plans Project Plans Detailed Project Plans
B C I T B C I T B C I T

High-Level Detailed
Release Release Update Release Schedule
Schedule P Schedule P P

Project Team Status Reporting, Walkthrus, Track Actual vs Planned B C I T

Program Status Reporting, Walkthrus, Track Actual vs Planned P
 Adult Learning Theory What If You Don’t Have Much Time???

Survival Get a 1-2 hour face-to-face meeting with

the training requestor.
Tips for Ask: “What outcome do we want?”
the Time Ask: “To achieve this outcome ..”
Crunch - 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 e-

Learning.” Presentation at the Rapid eLearning Development Online Symposium.
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 (4 th edition), Harper
Collins, New York.
Gagne, R. M. (1985), The Conditions Of Learning (4 th edition), Holt, Rinehart and Winston,
New York.
Mager, R. F. (1984), Preparing Instructional Objectives (2 nd 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 (2 nd edition), Prentice-Hall, N.J..
Van Merrienboer, Jeroen J. G. (1997), Training Complex Cognitive Skills, Educational
Technology Publications, Englewood Cliffs, N.J..