Principles of Adult Learning Theory:

Questions and Answers for Training Professionals

Q:	Why is it important for adult educators to know Adult Learning Theory?
A:	Adults and children have different learning styles and different needs. Very often, adults are in educational settings for workrelated purposes. It is important for adult educators to know what participants needs are so that they can make the course as applicable as possible.
Q:	What are the differences between adults and children as learners?
A:	There are a number of differences in the ways that adults and children learn. The chart below provides a detailed breakdown of these differences.

Differences Between Children and Adults as Learners
Children	Adults
Rely on others to decide what is important to be learned.	Decide for themselves what is important to be learned.
Accept the information presented at face value.	Need to verify the information based on their beliefs and experiences.
Expect what they are learning to be useful in their longterm future.	Expect what they are learning to be immediately useful.
Have little or no experience upon which to draw are relatively "clean slates."	Have much past experience on which to draw may have fixed viewpoints.
Have little ability to serve as a knowledgeable resource to teacher or fellow classmates.	Have significant ability to serve as resource to the trainer and fellow learners.

Adapted from "Train the Trainer," 2nd Edition, Itner & Douds, 1997

Q:	As a trainer, how do I translate Adult Learning Theory into practice?
A:	There are a number of ways you can use Adult Learning Theory to maximize the impact of training. The chart below details some of the actions you can take.

Translating Theory Into Practice
Theory	Into	Practice
Adults remember 10% of what they hear, 65% of what they hear and see and 80% of what they hear, see and do.		To increase retention, provide both auditory and visual stimulation and allow for practice.
The greater the degree of job relevance to the individual, the greater is the degree of learning.		Provide examples that are directly job related; allow practice in joblike conditions.
Adults need to be able to integrate new ideas into what they already know if they are going to be able to retain the information.		Capitalize on the experiences of the audience to build new concepts; structure lessons to move from the known to the unknown.
Adults prefer selfdirected and selfpaced instruction to group learning led by an instructor.		If the training is done in a group led by the instructor, build in independent activities; consider traineefocused approaches to training.
Adults bring a great deal of experience to training.		Capitalize on the experiences by facilitating discussions.
Integration of new knowledge and skills on the job requires application on the job.		Build in followup activities or action plans to be used on the job.

Adapted from "Train the Trainer," 2nd Edition, Itner & Douds, 1997