By Contributing Author: Dr. Eileen Godinez
As the United States faces a dramatic shortage in the number of skilled workers, organizations are spending billions of dollars to secure a competitive advantage through training and development programs [1]. Creating a learning culture is an imperative in today’s economy; however, organizations continuously struggle with achieving such a culture. As organizational structures become flatter, individuals must become more self-sufficient in solving problems on their own and taking the initiative to acquire skills and knowledge to perform effectively [2].
Adult learning theory provides the basis for understanding the way adults learn and the factors influencing the learning process. The basic assumption of adult learning theory is that adults engage in learning for personal reasons and that learning adds value to their life in some way. Malcolm Knowles’ use of the term andragogy, meaning to teach adults, was the genesis for contemporary research in adult learning [3]. Adult learning in the workplace is far different from children learning in a classroom and therefore, requires a more in depth understanding of both adult learning motivators and the learning process in the context of organizations.
The premise of Knowles’ learning theory centered originally on four principles or assumptions and later expanded to six. The learning assumptions include the concepts of self, experience, readiness, and orientation. The concept of self defines the adult by roles or identities taken on throughout life. Experience defines one’s history, which forms the foundation for self, and accumulates over time. Readiness derives from the need to acquire new knowledge based on changes in or the variety of adult roles one must assume. Orientation centers on performance and problem solving with immediate application to real life situations.
In 1984 Knowles expanded the theory with two additional assumptions regarding reason and motivation. Adults engage in learning when they can define the reason for learning and motivation drives adults to learn. The added assumptions are the basis for subsequent research surrounding the notion of individual contextual factors such as learning motivations and goal orientation. In the years that followed Knowles’ adult learning assumptions, numerous researchers expanded on and challenged the assumptions regarding adult learning.
Contemporary adult learning research in the context of the workplace puts the learner center stage and recognizes people as the primary agent for change and organizational performance outcomes. The adult experience creates the backdrop for learning and the learning process becomes one of inquiry rather than a set of known truths [4]. Workplace learning must involve learning from experience and engagement in a group form of learning. Sharing knowledge and solving complex problems requires personal interaction and application of new information [5].
So what does all this theory and research mean for organizations investing in training and development?
We know that changes in the modern workplace pose challenges for all workers. The knowledge-based economy creates the need for continuous learning and updating of competencies and skills [6]. As the requirement for worker competence and expertise changes, the need for organizations to establish an environment of continuous professional growth and for the individual to assume a larger role in their own learning process becomes paramount to leveraging a competitive advantage [7]. Therefore, there appears to be a need for organizations to expand from traditional approaches to learning such as formal, classroom, and off the job, to approaches that use technology, communities of learning, and continuous on-the-job learning challenges. Organizations must also create a workplace environment that offers and encourages engagement in varied learning opportunities on a continuous and long-term basis.
As a point of departure, seven suggestions are offered as critical factors for organizations to consider when creating a positive learning climate.
- Make time for workplace learning and celebrate time spent on learning.
- Make learning personal by tying it to performance, career advancement, and recognition.
- Develop a work environment that facilitates challenging and meaningful experiences in order to facilitate positive effects on competence development.
- Make learning available to all employees.
- Make learning challenging and applicable. Challenging the learner to solve real organizational problems makes learning relevant to both the employee and the organization.
- Create opportunities for group forms of learning.
- Learning is a continuous process, not a single event. Learning over time requires a long-term commitment by both the organization and the employee.
As organizations continue to seek new methods and approaches to learning in the workplace, the employee as an adult learner must not be overlooked. Adult learners need a reason for engaging in learning and motivation to learn. Organizations need to define the reasons and provide the appropriate motivation.
[1] Galbraith, D. D., & Fouch, S. E. (2007). Principles of adult learning. Professional Safety, 52(9), 35-40.
[2] Peterson, T. O. (2006). It’s called andragogy. Academy of Management Learning & Education, 5(1), 113-122.
[3] Knowles, M. (1977). The modern practice of adult education: Andragogy versus pedagogy. New York: The Association Press.
[4] Bartle, M. S. (2008). Andragogy – Research Starters Education (pp. 1-1). Great Neck Publishing. Retrieved from Research Starters – Education database.
[5] Workplace learning environment and its relationship with learning outcomes in healthcare organizations. Human Resource Development International, 8(2), 185-205.Clark
[6] Paloniemi, S. (2006). Experience, competence, and workplace learning. Journal of Workplace Learning, 18(7), 439-450.
[7] Ellinger, A. D. (2005). Contextual factors influencing learning in a workplace setting: The case of “reinventing itself company.” Human Resource Development Quarterly, 16, 389-415.
