Adult Learning, Learner Motivation and Engagement: (Learning & Development in Organisations series #4)

By Thomas Garavan, Carole Hogan and Amanda Cahir-O'Donnell

ADULT LEARNING, LEARNER MOTIVATION AND ENGAGEMENT addresses the topic of adult learning, which is critical to understanding the design of formal L&D activities. The ebook begins with a discussion of the concept of learning outcomes and then reviews different categorisations of learning outcomes, going on to provide a short overview of the evolution of adult learning theory. Reference is made to different categories of learning theory and their implications for the design of formal L&D activities. The authors also introduce the concepts of learning styles and multiple intelligences and explain different theories related to learning style. The ebook then discusses the concepts of training motivation and engagement and highlights misconceptions about adult learning. It concludes with a discussion of the implications of adult learning theory for the design of L&D.

• Language: English
• Publisher: Oak Tree Press
• Release date: Mar 31, 2021
• ISBN: 9781781194706

Book preview

ADULT LEARNING, LEARNER MOTIVATION AND ENGAGEMENT

CHAPTER 4: LEARNING & DEVELOPMENT IN ORGANISATIONS: STRATEGY, EVIDENCE AND PRACTICE

Thomas Garavan, Carole Hogan, Amanda Cahir-O’Donnell & Claire Gubbins

Published by Oak Tree Press, Cork, Ireland

www.oaktreepress.com / www.SuccessStore.com

© 2020 Thomas Garavan, Carole Hogan, Amanda Cahir-O’Donnell, Claire Gubbins

A catalogue record of this book is available from the British Library.

ISBN 978 1 78119 469 0 (PDF)

ISBN 978 1 78119 470 6 (ePub)

ISBN 978 1 78119 471 3 (Kindle)

Cover image: Preechar Bowonkitwanchai / 123rf.com Cover design: Kieran O’Connor Design

All rights reserved.

No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying, recording or electronically without written permission of the publisher.

Such written permission also must be obtained before any part of this publication is stored in a retrieval system of any nature.

Requests for permission should be directed to Oak Tree Press, [e-mail].

CONTENTS

Abbreviations

Foreword

Preface

Learning Objectives

Key Concepts

1Introduction

2What Are Learning and Learning Outcomes?

3The Historical Evolution of Adult Learning Theory

Critical Reflection 1

3.1 Pedagogy and Andragogy

3.2 Scaffolding and Guided Discovery Learning

4Categories of Adult Learning Theory

4.1 Instrumental Learning Theories

4.2 Humanistic Learning Theories

4.3 Transformative Learning Theory

4.4 Social Theories of Learning

4.5 Recent Theories of Adult Learning

5Adult Learning Styles

5.1 Kolb’s Learning Style Theory

5.2 Honey & Mumford’s Learning Styles

5.3 The VARK Model

5.4 Implications for L&D

Critical Reflection 2

6Multiple Intelligences and Adult Learning

7Training Motivation and Engagement

7.1 Training Motivation

Case Study 1: What Is Autonomous Learning and What Does It Mean for Employees?

7.2 Training Engagement Theory

8Misconceptions about Adult Learning in Organisations

8.1 Learners Over a Certain Age Cannot Learn

8.2 Technophobia

8.3 The Person Who Learns Fast Is Best Suited to the Job

8.4 Strong Correlation Between Academic Success and Performance Onthe-job

8.5 People Learn All They Need to Know On-the-job

8.6 People Learn Nothing from Mistakes

8.7 People Learn All They Need to Know at the Beginning of Their Career

8.8 Telling and Exhorting by an Instructor is the Same as Learning by Listening

Case Study 2: Designing Training for Older Employees

9The Implications of Adult Learning Theories for L&D

9.1 Sequencing the Training Material

9.2 Whole versus Part Learning

9.3 Setting Objectives and Sub-objectives

9.4 Providing a Meaningful Context for Learning

9.5 Directing Attention, Guidance, Prompting and Cueing

9.6 Practice and Rehearsal

9.7 Distribution of Practice

9.8 Feedback, Knowledge of Results and Reinforcement

9.9 Retention and Forgetfulness

Best Available Evidence to Inform Practice

Conclusion

Summary

Review Questions

Strategic L&D in Action

Case Study 3: Personalised and Self-directed Learning at Mastercard

Further Reading

Bibliography

About the Authors

Other Titles in this Series

ABBREVIATIONS

AC abstract conceptualisation

ACT Adaptive Character of Thought model

AE active experimentation

BMT behaviour modelling training

CE concrete experience

CoP community of practice

EMT error management training

HR human resource(s)

HRM human resource management

IITD Irish Institute of Training and Development

KSA knowledge, skills and abilities

L&D learning and development

LMS learning management system

MOOC massive open online course

RO reflective observation

SDL self-directed learning

SME subject matter expert

VARK Visual-Auditory-Read-Kinaesthetic model

FOREWORD

Business leaders know that today’s fast-accelerating changes in technology, longevity, work practices, and business models offer both challenges and opportunities. While some jobs are disappearing due to advances in technology, many more are being transformed and thus creating the need for continuous, lifelong development. In response to this evolving landscape, Learning and Development (L&D) professionals are prioritising strategic imperatives such as transitioning to the future of work, the redesign of work and jobs, and reskilling the workforce to support the ongoing evolution of organisations.

It is imperative that L&D professionals shift their focus from the dominant paradigms that the profession has relied on for the past 50 years and examine more contemporary ways in which to improve their practice as professionals. The reality is that the future has started. We need to invest in breakthrough thinking and innovation to sustain success and face up to the challenges of the new business, customer and market paradigms. Encouraging an organisation’s workforce to learn and to change and adapt to the needs of the organisation is now more important than ever in order to respond to the requirements of the workplace of the future. L&D professionals have a major role to play in helping organisations to ensure that they have a workforce that is capable of adapting to those changing requirements.

Accordingly, as the leading professional body for L&D professionals in Ireland, the Irish Institute of Training and Development (IITD) commissioned LEARNING & DEVELOPMENT in ORGANISATIONS: STRATEGY, EVIDENCE and PRACTICE to reflect the changing landscape of L&D. Our intent in commissioning this book was to support L&D professionals by sharing the most up-to-date thinking to assist them in the development of capability throughout their organisations. The book aims to develop L&D professionals so that they deliver impactful learning interventions that develop staff by thinking innovatively about how work is organised and ensuring the best alignment of people and technology with the right opportunities within their organisations. It considers both formal and informal learning and looks at the contribution of the L&D function to organisational and financial performance. Reflecting the latest thinking in the field of L&D, it provides a theoretically-sound text written with the user in mind, whether that user is a practitioner or a student. Included in each chapter, to help the reader to relate the text to practical application, are case studies that show the theory in action. Critically, the book looks at the future of L&D and the competencies that are required into the future as well as examining ethical considerations in the field of L&D.

We at IITD are very pleased to be associated with this book and