1. Adult Learning Theory:Adult Learning Theory:
A look at six factors thatA look at six factors that
influence adult learning.influence adult learning.
Nicole HillNicole Hill
HRD 830HRD 830
Dr. Stephen BronackDr. Stephen Bronack

2. IntroductionIntroduction
 ABOUT ME…ABOUT ME…
 Manager, Compensation and BenefitsManager, Compensation and Benefits
Administration for Municipal GovernmentAdministration for Municipal Government
 9+ years of experience in Human9+ years of experience in Human
ResourcesResources
 Job Classifications, Position Analysis,Job Classifications, Position Analysis,
Recruitment, Employee Relations,Recruitment, Employee Relations,
Benefits AdministrationBenefits Administration
 Hobbies- Theater, Football (GoHobbies- Theater, Football (Go
COWBOYS!), Guilty pleasure: Reality TVCOWBOYS!), Guilty pleasure: Reality TV

3. Why I Chose This topicWhy I Chose This topic
 I feel that I have solid experience in manyI feel that I have solid experience in many
areas of Human Resources, but HRD isareas of Human Resources, but HRD is
one area I could grow my skills with.one area I could grow my skills with.
Specifically Adult Education.Specifically Adult Education.
 I am trying to implement a merit payI am trying to implement a merit pay
system that will require extensive trainingsystem that will require extensive training
for supervisor on multiple learning levels.for supervisor on multiple learning levels.
 I see it as a challenge because the statusI see it as a challenge because the status
quo can make one very complacent.quo can make one very complacent.

4. On this topic…On this topic…
 There’s tons ofThere’s tons of
information on Adultinformation on Adult
Learning. Much of it isLearning. Much of it is
recent theory with therecent theory with the
surge in interest in HRD.surge in interest in HRD.
 My primary sources wereMy primary sources were
HRD textbooks. TheyHRD textbooks. They
were quite insightful andwere quite insightful and
gave good details. Theregave good details. There
was also quite a bit ofwas also quite a bit of
information online as well.information online as well.

5. More on this topic…More on this topic…
 Catch 22- One drawback that I observed inCatch 22- One drawback that I observed in
the analysis of this subject was the verythe analysis of this subject was the very
thing that made it a great topic- thething that made it a great topic- the
abundance of information. I often feltabundance of information. I often felt
overwhelmed by the sheer volume ofoverwhelmed by the sheer volume of
information, and at times found it hard toinformation, and at times found it hard to
see the real difference in some of thesee the real difference in some of the
theories surrounding adult education.theories surrounding adult education.
Having too much source material can be aHaving too much source material can be a
hindrance when trying to formulate andhindrance when trying to formulate and
stick to a smooth cohesive thought processstick to a smooth cohesive thought process
on ones core topic. I found myselfon ones core topic. I found myself
wandering off message a few times.wandering off message a few times.

6. AnalysisAnalysis
 In the realm of adult learning, there areIn the realm of adult learning, there are
endless theories for the successfulendless theories for the successful
facilitation of learning in both traditional andfacilitation of learning in both traditional and
non traditional environments. Most theoriesnon traditional environments. Most theories
bring slightly different perspectives onbring slightly different perspectives on
motivating the adult learner and getting themotivating the adult learner and getting the
most out of training programs geared tomost out of training programs geared to
adults.adults.
 I would like to focus in particular on theI would like to focus in particular on the
adult learning theory introduced in chapteradult learning theory introduced in chapter
20 titled Coaching for Growth and20 titled Coaching for Growth and
Development. This chapter discusses sixDevelopment. This chapter discusses six
factors that influence adult learning asfactors that influence adult learning as
explained in the bookexplained in the book Developing HighDeveloping High
Performance People: The Art of CoachingPerformance People: The Art of Coaching
by; Mink, Owen and Minkby; Mink, Owen and Mink

7. Six Factors That InfluenceSix Factors That Influence
Adult LearningAdult Learning
 More learning takes place if learning isMore learning takes place if learning is
seen as a voluntary, self initiated activity.seen as a voluntary, self initiated activity.
 More learning takes place if in a climateMore learning takes place if in a climate
of mutual respect.of mutual respect.
 The best learning takes place in anThe best learning takes place in an
environment characterized by a spirit ofenvironment characterized by a spirit of
collaboration.collaboration.
 Learning involves a balance betweenLearning involves a balance between
action and self reflection.action and self reflection.
 Effective coaching involves facilitation ofEffective coaching involves facilitation of
self reflection.self reflection.
 People learn best when learning is selfPeople learn best when learning is self
directed.directed.

8. Key PointsKey Points
 More learning takes place if learningMore learning takes place if learning
is seen as a voluntary, self initiatedis seen as a voluntary, self initiated
activity…activity…
 This was the first and I think mostThis was the first and I think most
poignant influencing factor. In mostpoignant influencing factor. In most
trainings that I have facilitated ortrainings that I have facilitated or
been a participant in, it has beenbeen a participant in, it has been
crucial for the success of the trainingcrucial for the success of the training
to get people involved. This is reallyto get people involved. This is really
best done by making it voluntary andbest done by making it voluntary and
engaging the participants with selfengaging the participants with self
directed activities.directed activities.

9. Continued…Continued…
 The theory that more learning takes place if learning isThe theory that more learning takes place if learning is
seen as a voluntary, self initiated activity can be a veryseen as a voluntary, self initiated activity can be a very
good approach in some training environments. This wouldgood approach in some training environments. This would
work well in less structured workplaces where creativity iswork well in less structured workplaces where creativity is
encourage and the individual is seen as just as importantencourage and the individual is seen as just as important
as the whole. This would also seemingly be a good fit foras the whole. This would also seemingly be a good fit for
an organization where workers are leery of authority andan organization where workers are leery of authority and
tend to be less participative with a structured facilitatortend to be less participative with a structured facilitator
regime.regime.
 In my own organization, we have maintenance andIn my own organization, we have maintenance and
grounds workers whom sometimes tend to withdraw fromgrounds workers whom sometimes tend to withdraw from
true participation due to fear of truthful disclosure totrue participation due to fear of truthful disclosure to
facilitator directed questions. They sometimes feel thatfacilitator directed questions. They sometimes feel that
the questions are targeted and their answers can be usedthe questions are targeted and their answers can be used
against them. Self directed activities would help in thisagainst them. Self directed activities would help in this
situation by making the worker be a part of the facilitationsituation by making the worker be a part of the facilitation
and thus helping steer the questioning and theand thus helping steer the questioning and the
conversation.conversation.

10. ObservationObservation
 I really feel that I have taken away someI really feel that I have taken away some
very valuable information from completingvery valuable information from completing
this paper. From identifying the needs ofthis paper. From identifying the needs of
both the participant as an adult learner toboth the participant as an adult learner to
becoming a stronger facilitator. I camebecoming a stronger facilitator. I came
across some insightful questions thatacross some insightful questions that
teachers use in evaluating their classes,teachers use in evaluating their classes,
and feel it will definitely help me in myand feel it will definitely help me in my
pursuit to become a better facilitator. Theypursuit to become a better facilitator. They
really tie in well with the six factors thatreally tie in well with the six factors that
influence adult learning that I based myinfluence adult learning that I based my
paper on and are definitely a goodpaper on and are definitely a good
reflection tool. I thought I would share themreflection tool. I thought I would share them
with you…with you…

11. Critical QuestionsCritical Questions
 To what extent does my trainingTo what extent does my training
foster critical and creativefoster critical and creative
thinking?thinking?
 Do I encourage participants’Do I encourage participants’
questions and curiosity?questions and curiosity?
 Am I encouraging participants toAm I encouraging participants to
listen and respond to the remarkslisten and respond to the remarks
of their peers during large andof their peers during large and
small groups discussions?small groups discussions?
 Do resources reflect fair,Do resources reflect fair,
equitable and accurate portrayalsequitable and accurate portrayals
of peoples of different cultures,of peoples of different cultures,
ages and genders?ages and genders?
 Am I aware of how culture andAm I aware of how culture and
gender influence participants’gender influence participants’
interaction and communicationinteraction and communication
styles?styles?