Adult Learners
I have been involved in different aspects of workplace education for over 30 years. Most of my efforts have been focused on creating, establishing and leading development programs for mid and senior leaders, front line supervisors and career development programs for employees. What 30 years of experience has taught me is that helping adults learn and grow in their jobs and careers is a complicated undertaking. My “guiding light” for workplace education has been adult learning principles outlined by Malcom Knowles.
Adult learning principles are foundational concepts that guide how adults learn most effectively. These principles recognize that adults have unique learning needs, a depth of life experiences, and rely on their learning preferences. They are often based on andragogy, a framework introduced by Malcolm Knowles. Knowles’s framework can be summarized this way:
Adults are self-directed learners. They have a preferred way of learning and want to be involved in the learning process.
Adults are most interested in learning subjects that have immediate relevance and impact on their job or personal life.
Adults are problem centered rather than content centered. They want information that helps them solve a problem rather than information that is nice to know.
Adults have a reservoir of experience; it is a resource for learning. Experience including mistakes are the basis for learning activities
A deep understanding of adult learning principles is an important competency for workplace trainers, but it must be coupled with proven methods for teaching adults. Below are strategies I consistently use to successfully teach and train adults.
Let the learner know what they will learn and how it will help them.
Use a variety of techniques to deliver the information.
Make the class content relatable and practical - "a how to."
Create a safe and relaxed learning environment.
Involve people early and often; get them thinking, talking, doing.
Let the learner know what they will learn and how it will help them. As a part of the welcome and overview for workshops I state in plain terms what the participants will know and be able to do at the end of the session. For example, a session to teach supervisors how to coach their employees to improve their work performance. I tell the participants at the end of the session they will know and be able to
use the steps in a coaching conversation and
use techniques to overcome employee resistance
I can say this because they not only learn about performance coaching, but they also use coaching models and conversation techniques during the workshop.
Use a variety of techniques to deliver the information. It is a challenge to present the information in a variety of formats to appeal to different learning styles. I rely on these three methods to deliver information.
Short lectures of 20 minutes or less using pictures and written examples to illustrate the concepts. The short lecture is followed by an activity to practice the concepts.
Demonstrate the skill (more than once) and then have the participants talk about the how and why of the skill.
Participants read content and use a set of questions to guide small group discussions on the topic. As the small group discussion winds down have each group share their learning points.
As a part of the short lectures, I may use fill in the blank note taking pages, short videos, or ask participants to share true stories about that illustrates a point.
Make the class content relatable and practical - "a how to." Workplace training aims to equip employees with the skills they need to perform their jobs more effectively. To ensure the workshop delivers applied knowledge, I structure the workshop using the CPR method:
Content – Begin by introducing key concepts and essential information, ensuring participants understand the foundational knowledge. Practice – Engage participants in hands-on activities, discussions, or exercises that allow them to apply what they’ve learned in a practical setting. Review – Conclude by reinforcing key takeaways, addressing questions, and discussing how participants can implement their new skills in real-world situations.
How often this cycle is repeated depends on the complexity of the topic. For most topics I repeat this cycle after two or three content pieces.
To appeal to the different learning styles I vary the activities used for a review. Activities I use most often are
Create a memory aide
Have them sort the information using a card sort or map it
Fun quiz
I’ll ask participants to state
3 things you learned about...
challenges you may face back at work
Clear, relatable information coupled with opportunities for practice and review helps the participants learn quickly, retain the information and integrate new knowledge into their daily work.
Create a safe and relaxed learning environment. All learners learn best when they feel good and are relaxed. A workshop trainer can create a safe learning environment by setting a welcoming tone, encouraging participation without fear of judgment, and showing respect for all perspectives. Establishing clear guidelines for open and respectful communication helps build trust, while active listening and positive reinforcement make participants feel valued. Trainers should also acknowledge different learning styles, and create a space where mistakes are seen as part of the learning process rather than something to be avoided. And finally, it’s okay to have some fun.
Engage participants early and often - encouraging them to think, discuss, and take action. People learn best when they actively process information, making it easier to retain and apply. Get participants talking about the topic within the first 15–20 minutes of a workshop. After that, I aim to keep my speaking segments under 20 minutes before pausing for an activity or discussion, allowing participants to absorb and engage with the material.
While understanding adult learning principles provides a strong foundation for workplace education, true success comes from thoughtfully applying those principles through engaging, practical, and respectful teaching methods. Helping others grow in their careers is a rewarding challenge—and one that, when done well, has a lasting impact on both the individual and the organization.