Adult Learning

"Adults prefer self-directed and self-designed learning projects 7 to 1 over group learning experiences led by a professional. Furthermore, the adult learner often selects more than one medium for the design."

TRAINING magazine

The underlying goal of any training is to impart skills and knowledge in a way that leads to high comprehension and high retention. Our basic curriculum design approach is based on a thorough understanding of the principles of adult learning. In particular, eight key points help us design and implement training programs that are effective, enjoyable, and productive. These eight principles are:

  1. Adults are not always eager to hear a given message or learn a particular task.
    Therefore, the training must be tied to real-world, practical applications.
     
  2. Adults have definite ideas, preconceptions, and prejudices.
    Analyzing the audience in advance and getting feedback during development are crucial.
     
  3. Adults often have experiences that relate to the topic.
    Designing training that helps learners correlate their own experience with the course objectives will maximize comprehension and retention and facilitate acceptance of new skills.
     
  4. Adults want to use what they hear, read, or see as quickly as possible and in a way that is relevant to their workplace setting.
    As a result, the training should be designed to accommodate both vertical, task-specific use and horizontal, full-length training.
     
  5. Adults cannot be forced to read, watch, or listen. The training must have strong entertainment value.
    Entertainment may reside in attractive screen designs, relevant use of humor, or interesting examples, but it must be built in to the training from the outset.
     
  6. Adults may be anxious in a training environment, particularly when they are being evaluated or when they feel a superior may monitor their performance.
    The fact that training will be at the user's "home" location, on their system, will encourage the user to use it more frequently and at their discretion.
     
  7. Adults communicate more easily and effectively with peers.
    The tone of computer-based training must be neither condescending nor uninformed.
     
  8. Adults want to know how they're doing, and they prefer to get feedback as quickly as possible after completing a task.
    The training should include checklists and opportunities for the user to apply what he or she has learned as quickly as possible, possibly including simulations