Studies have shown that adult learning occurs best when tasks are purposeful and can be immediately implemented, resulting in improved employee performance. Moreover, learner motivation is greater when existing personal experience and/or interest is an integral factor in course operation. Courses need to invite the learner to maximize understanding of course theories, concepts, and facts by recasting and relating his or her experience with those theories, concepts, and facts, culminating in the employment of new performance-enhancing skills. This presentation briefly outlines the best practices that are to be met to enhance and support Learning in the Workplace.

1. Learning, can you do it at work?
By Lisa MacLeod

2. Learning in the Workplace
• Studies have shown that adult learning occurs best when tasks are
purposeful and can be immediately implemented, resulting in
improved employee performance.
• Moreover, learner motivation is greater when existing personal
experience and/or interest is an integral factor in course operation.
• Courses need to invite the learner to maximize understanding of
course theories, concepts, and facts by recasting and relating his or her
experience with those theories, concepts, and facts, culminating in the
employment of new performance-enhancing skills.
(Cross, 1981; Schunk, 2004)

3. Learning Theory
• Cross states, “One of the most underutilized
vehicles for understanding various aspects of
adult learning is theory” (Cross, 1982, p. 109).
• Theory can serve as a basis for sound
instructional practices.

4. Knowles’ Andragogy
• Knowles (1980) defined andragogy as “the art
and science of helping adults learn” (p. 43).
• Andragogy emphasizes that adults are self-directed
learners who take responsibility for
their learning choices.
• Programs for adult learning should
accommodate fundamental differences in
how adults learn (Knowles, 1980, p. 1).

5. Goals of Self-Directed Learning (SDL)
• Focus on the quality of the learning
experience
• Study how people engage and manage
their self-directed learning
• Explore the ethical use or misuse of SDL
• Promote transformational learning: the
learner’s critical reflection as central to
the process (Merriam, 2001).

6. Best Practices
• Adult learners are motivated by keeping the
topics job or performance related and by
seeking and valuing their ideas and opinions.
This builds a sharing and trusting environment
where employees can grow personally and
professionally.
(Cross, 1981)
• Adult students are also more pressured for time
so our classes are in the asynchronous format,
allowing students to manage their own learning.
(Cross, 1981)

7. Best Practices
• Learning activities should be designed to allow
students to develop a sense of efficacy and
competency.
• Learners of all ages should be provided with
academic and social opportunities that help
them discover and develop their unique
strengths and talents and aid in their identity
development.
(Meece, 1997, p. 326)

8. References:
Cross, K. P. (1981). Adults as learners. Increasing participation and
facilitating learning. San Francisco, CA: John Wiley &
Sons.
Knowles, M. S. (1980). The modern practice of adult education:
From pedagogy to andragogy (2nd ed.). New York:
Cambridge Books.
Meece, J. L. (1997). Child and adolescent development for
educators. New York: McGraw-Hill.
Merriam, S. B. (2001). Andragogy and self-directed learning:
Pillars of adult learning theory. New Directions for Adult
and Continuing Education, 89, 3-13.
Schunk, D. H. (2004). Learning Theories: An Educational
Perspective, (4th ed.). Upper Saddle River, NJ: Merrill
Prentice Hall.