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Corporate HR Leadership May 2nd, 2006

Adult Learning Theory Presentation

- Chris Jensen

Identify key sources of adult learning theory.

Explain the link between 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.

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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.”

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Adult Learning Theory R. Gagne: The Conditions of Learning

Nine “Events of Instruction” drive learning outcomes.

Gain attention

Inform learner of objectives

Stimulate recall of prior learning

Present stimulus material

Provide learner guidance

Elicit performance

Provide feedback

Assess performance

Enhance retention and transfer

Adapted from: Gagne, R. (1985). The Conditions of Learning (4th ed.). New York: Holt, Rinehart & Winston.

Fun Facts:

Robert Mills Gagne

(1916 – 2002)

Experimental psychologist who pioneered instructional design strategies that heavily impacted the evolution of contemporary educational technology.

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Adult Learning Theory M. Knowles: The Modern Practice of Adult Education

Four andragogical assumptions are that adults:

Move from dependency to self-directedness;

Draw upon their reservoir of experience for learning;

Are ready to learn when they assume new roles; and

Want to solve problems and apply new knowledge immediately.

Adapted from: Knowles, M. (1970). The Modern Practice of Adult Education: From Pedagogy to Andragogy.

Fun Facts:

Malcolm Shepherd Knowles

(1913 – 1997)

Professor of Education who popularized the term “androgogy” which was initially defined as “the art and science of helping adults learn.”

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Set a cooperative learning climate.

Create mechanisms for mutual planning.

Arrange for a diagnosis of learner needs and interests.

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.

Knowles’ advice to adult educators

Adult Learning Theory M. Knowles: The Modern Practice of Adult Education

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

How Knowles’ views influence principles educators are taught today

Design training activities that reflect the actual work the learners perform. Learners should be solving problems or performing tasks as close to those encountered on the job as possible.

Explicitly link the “old way” to complete a task (learners’ experience) with the “new way,” to deepen the learning and increase its permanence.

Provide training, as close to the time it is needed as possible. Adults don’t warm to it until it’s relevant.

Incorporate “search and discovery” into the training for experienced learners. Less experienced learners may need more structure/guidance.

When large amounts of information support the task-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.

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Adult Learning Theory Benjamin Bloom’s Taxonomy – 6 Levels of Learning

1. KNOWLEDGE

6. EVALUATION

5. SYNTHESIS

4. ANALYSIS

3. APPLICATION

2. COMPREHENSION

Case studies

Projects

Exercises

Critiques

Simulations

Appraisals

Judge

Appraise

Evaluate

Rate

Compare

Value

Revise

Score

Select

Choose

Assess

Estimate

Measure

Projects

Problems

Case studies

Creative exercises

Develop plans

Constructs

Simulations

Compose

Plan

Propose

Design

Formulate

Arrange

Collect

Construct

Create

Set up

Organize

Manage

Prepare

Problems

Exercises

Case studies

Critical incidents

Discussion

Questions

Test

Distinguish

Analyze

Differentiate

Appraise

Calculate

Experiment

Test

Compare

Contrast

Criticize

Diagram

Inspect

Debate

Inventory

Question

Relate

Exercises

Practice

Demonstrations

Projects

Sketches

Simulations

Role play

Microteach

Interpret

Apply

Employ

Use

Demonstrate

Dramatize

Practice

Illustrate

Operate

Schedule

Shop

Sketch

Questions

Discussion

Review

Test

Assessment

Reports

Learner

Presentations

Writing

Translate

Restate

Discuss

Describe

Recognize

Explain

Express

Identify

Lecture

Visuals

Video

Audio

Examples

Illustrations

Analogies

Define

Repeat

Record

List

Instructional

Strategies

Skills

Demonstrated

Answers the question: What is the purpose of the content? What are we asking the learners to do?

Fun Facts:

Benjamin Bloom (1913 – 1999)

Educational psychologist who made significant contributions to the classification of educational objectives and the theory of mastery learning.

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Adult Learning Theory Ruth Colvin Clark: Content Matrix – 5 Content Types

1. FACTS 5. PRINCIPLES4. PROCEDURES3. PROCESSES2. CONCEPTS

INSTRUCTIONAL METHODS BY CONTENT TYPE

Statements

Lists

Tables

Tree Charts

Diagrams

Illustrations

PRACTICES BY CONTENT TYPE

N/A

Can’t

practice

facts.

Answers the question: What type of content are we asking learners to master?

Definitions

Examples

Non-examples

Analogies

Diagrams

Illustrations

Classify --

Do they know a

new one when

they see it?

Stage Table

Animated Flows

Analogies

Examples

Diagrams

Illustrations

Solve problems

by applying the

process.

Steps Table

Demonstrations

Examples

Modeling

Do it --

Perform

procedural tasks.

Guidelines

Examples – vary context

Non examples – vary context

Analogies

Modeling

Solve problems

by applying the

guidelines.

Perform principle-

based tasks.

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Adult Learning Theory Ruth Colvin Clark: Developing Technical Training

Needs Assessment

Task Analysis

Learning Objectives

Assessment

Development

Try Out/Revision

Implementation

EVALUATION

ISD Model

Is training the answer tothe problem?

What will we train?

What do you want them tobe able to do?

How will we know whenthey can do it?

What kind of content dowe have?

What is the best way toteach it?

How will we know thetraining was effective?

Needs AssessmentReport

Course Org

Lesson Org

Objectives: Action,Condition, Criteria

CourseUnitsLessons 1 task = 1 lesson

JobFunctionsTasks

TasksKnowledge

Appropriatepractice and tests

MapsUse level practice

4 LevelsUsers liked itUsers pass testUsers do it on the jobCompany/dept benefits

Procedure - stepsPrinciple - guidelines

ConceptsFactsProcesses

KnowledgeNeeded

U1

U2U3

U4

U5

U6

U7

U4/7

Questions Outcomes

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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 &

Knowledge Practice(s)

Information related to the lesson-task• Processes associated with the task.• Knowledge needed to do the task.• Practice exercises to reinforce the knowledge.

Task of Lesson &

Task Practice(s)

Information about the actual lesson-task, including the task and the practice exercises necessary to reinforce task mastery.

Lesson Review Summary or review of the key points covered in the lesson.

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Adult Learning Theory Delivery Methods & Retention

Choosing a Delivery Method?

What are the desired outcomes for the instruction?

What are the constraints on time, money, skills, support?

How much and how often will the training be revised?

What are the preferences of learners and management?

What impact does the learning and work environment have?

Delivery Method Retention

Lecture 05%

Reading 10%

Audio-Visual 20%

Demonstration 30%

Discussion Group 50%

Practice Doing It 75%

Do It on the Job 90%

Retention can be improved with follow-up reviews and feedback.

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Adult Learning Theory Training within the Context of Human Performance

1Org Systems& Processes

2Incentives

clear goals job design clear processes

and policies authority appropriate

workload access to right

people

compensation feedback positive

reinforcement interesting,

meaningful work

3Cognitive Support

4Tools

5Physical

Environment

job aids documentation EPSS

computers software VCRs calculators automobiles

noise light temperature physical

layout

Environmental (Intangibles)

Resources(Tangibles)

External to Performer

Internal to Performer

Performance

6Skills/

Knowledge

7InherentAbility

training on-the-job

training self-study

intelligence emotional

ability physical

attributes education artistic gifts internal

motivation

Source: Adapted from Wile, David, “Why Doers Do”; P&I Journal, Volume 35, #2, pp. 30-35, February 1996

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Adult Learning Theory Training within the Context of Organization ChangeD

egre

e o

f

Bu

y-i

n

Time

Commitment

Acceptance

Preparation Contact

Awareness

Understanding

Positive

Perception

Adoption

Internalization

Deg

ree

of

Bu

y-i

n

Time

Commitment

Acceptance

Preparation Contact

Awareness

Understanding

Positive

Perception

Adoption

Internalization

Deg

ree

of

Bu

y-i

n

Time

Commitment

Acceptance

Preparation Contact

Awareness

Understanding

Positive

Perception

Adoption

Internalization

Source: Managing at the Speed of Change, by Daryl Conner, Copyright 1992, by O.D. Resources, Inc.

Train

ing

On

Skills

/Knowle

dge

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Adult Learning Theory Training within the Context of a Major System Rollout

S

B

I

T

C

P

Sponsor

Bus Proc

I/S

Learning Program

Communication

Program ManagementLE

GE

ND

High-Level Project PlansB C TI

Project Team Status Reporting, Walkthrus, Track Actual vs Planned

Program Status Reporting, Walkthrus, Track Actual vs Planned

Update Release Schedule

Confirm Objectives

& Scope

DefineObjectives

S

Detailed Design

Business Impact

Assessment

Process Flow Defini-

tion

Audience Analysis

BB

I

SolutionProposal I

Rollout Strategy

Rollout PlanI

Learning PmNeeds

Assessment

Learning PmDesign Learning Pm Development

Learning PmReview/“Print”

Learning PmImplement

Develop-ment

IntegrationTest

ReleaseTest

RolloutI I I I

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

Policy/ Procedure

Design

Policy/ProcedureUpdateB B

Rollout Support B

I

PreliminaryMetricsDesign

Build Metrics Infra-

structureReport/Analyze Metrics

DetailedMetricsDesign

PTT

Learning PmPlanning

T

I

B

NeedsAssess-

ment I

TT T T T

CC

B B

B

B

Detailed Project PlansB C TI

Detailed Project Plans

B C TI

High-Level Release Schedule P

DetailedReleaseSchedule P

P

B C TI

P

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Adult Learning Theory What If You Don’t Have Much Time???

SurvivalTips forthe TimeCrunch

Get a 1-2 hour face-to-face meeting with the training requestor.

Ask: “What outcome do we want?”

Ask: “To achieve this outcome ..”- 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.

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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 (4th edition), Harper Collins, New York.

Gagne, R. M. (1985), The Conditions Of Learning (4th edition), Holt, Rinehart and Winston, New York.

Mager, R. F. (1984), Preparing Instructional Objectives (2nd 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 (2nd edition), Prentice-Hall, N.J..

Van Merrienboer, Jeroen J. G. (1997), Training Complex Cognitive Skills, Educational Technology Publications, Englewood Cliffs, N.J..