The tables below explain in detail the six principle and eight design elements based off of Knowles research and findings: (Park, Sunyoung Robinson, Petra and Bates, Reid (2016)) (Park, Sunyoung Robinson, Petra and Bates, Reid (2016))įrom here, it becomes clear that one of the most important principles of adult learning is that new learning has direct meaning and relevance to the learner. Looking at Androgyny, defined as the method and practice of teaching adult learners adult education, there are six basic principles and eight design elements of Andragogy (Park, Sunyoung Robinson, Petra and Bates, Reid (2016)).

Drawing on theory from Self-Directed Learning, Learning from Experience, and Transformative Learning, Understanding Action Learning enables the reader to make an informed decision about which approach or combination to use in his or her organization, and provides: * a theoretical model that explains the different approaches to AL, and a framework for identifying which approach to use * a focus on co-design in creating Action Learning programs * practical tools, assessments, and exercises * illuminating stories and case studies from the field Combining top-shelf research with real-world experience, Understanding Action Learning is a crucial resource for adult educators everywhere.In order to determine what best practices are for designing Professional Development (PD) for adult learners, I first had to learn about and understand what adult learning principles are. The authors advocate tailoring the best attributes of each approach to the specific purpose and the learning environment. Action Learning, or AL, can be based on any of several different schools of thought, and there is much debate as to which is ideal. Their recommendations for the improvement of training which follow from these studies provide readers with guidelines on how to apply the ideas presented here.Īs much as adult learners can absorb in a classroom, they learn and retain a lot more on the job. They develop a theory of informal and incidental workplace learning based on current developments in training and human resource development which they illustrate with case studies telling stories of adult education and human resource development practice. Victoria Marsick and Karen Watkins respond to this need by taking a look at many assumptions about workplace learning outside of the classroom and by proposing methods to improve it.

Strategies for improving informal learning are urgently needed. Furthermore, since informal learning is seldom designed, learning outside of a structured experience may lead to mistaken or dysfunctional learning. Traditional training approaches, however, do not emphasize informal and incidental learning. Today, rapid change is a constant challenge in the workplace, and thousands of individuals need to be involved in continuous learning.

Adult learning methods