III. Participant will demonstrate knowledge of adult learner characteristics

1. Adult Learners - Characteristics

Professional development and adult learning literature has identified common characteristics for the adult learner (Merriam and Caffarella, 1991; Padgett-Thompson, 1993; Piazza Templeman and Peters, 1998; Wolfe, 1993). Below are summary statements for 10 common needs of the adult learner.
Adult learners need:

1. Meaningful Information
   Training should be planned in response to assessed needs. Adults are motivated to learn by changes or needs in their personal or work situations. Adults must be ready to learn. Their readiness is based on their expectation of why they need to learn. They need to know the "why" of the session and how it makes sense in their everyday work world.
2. Clear Expectations
   Adults need to hear what is expected of them. Trainers need to have clear goals, agenda, and benefits to the participants. The clearer we can be regarding expectations at the beginning, the more likely trainees are to feel secure and trust the trainers, themselves and each other.
3. Experiences respected
   The adult learner brings all previous life experiences (personal and professional) to the training. These experiences affect what the learner learns and are the foundation for current learning. Learning takes place best when it is tied to and built upon past experiences. Participants need to be accepted and respected as adults whose opinions are listened to, honored and respected.
4. Reinforcement
   Adults need reinforcement of new learning within training and as part of follow-up. New material needs to be modeled in the course of the training. Trainers need to come at the content in a number of different ways.
5. Feedback
   Adults need assistance to assess their learning. Adults need reassurance to understand they are on the right track. Feedback reinforces new learning and redirects participants when they stray off course.
6. Diverse Teaching Styles
   Adults learn in a variety of ways. There is no one right method for teaching all adults. Learning is enhanced when it appeals to multiple senses and includes sight, hearing and kinesthetic approaches. Adults learn more effectively when they are actively involved and allowed ample opportunity to learn by doing. Age doesn't reduce the ability to learn; it may reduce the speed of learning. Trainers must be alert to the need for additional time for some learners to adjust.
7. Sense of Relevancy
   Adults are motivated to learn by changes or needs in their work situations. Adult learners are problem centered. Learning occurs when training simulates the real world situation. They learn best when new learning applies in practical ways or are relevant to the needs they face. Relevant training should provide solutions to problems encountered in the work place.
8. Self direction
   Learning is enhanced when adults have some control or influence over the direction and focus of learning. This self-guided learning captures interest and encourages participant responsibility in the process. Adults resent being treated like children. Adults are responsible for their own actions. Adults need to control the direction and focus of learning. Control captures interest and encourages responsibility and dedication.
9. Freedom from anxiety
   Adults learn best when they are psychologically and physically relaxed. Feeling defensive or anxious can block learning. Humor, games and role play in a comfortable physical environment enhance adults' ability to relax and learn. Adults need to feel relaxed. Defensive/anxious emotions block learning. Openness is required for behavior change. Trainers need to be alert to the positive impact of laughter, touch and movement on people's ability to relax and learn (games, role play, fun).
10. Immediate application
    Adults need to use what they learn soon after they learn it. Immediate use allows the participant to transfer the knowledge or skills to new situations and reinforces the new information. With immediate use, it becomes easy to establish a connection between a specific learning activity and the use of a new knowledge. Immediacy reinforces and "locks in" new information.