The second principle critical to the process of engaging adult learners is motivation.
“Motivation is not only important because it is a necessary casual factor of learning but because it mediates learning and is a consequence of learning as well”, (Wlodkowski, 1985). If a learner is not motivated then there will be no lasting change as a result of the learning.
John Keller, who developed the ARCS model, said that in order to produce instruction that motivates the learner, the following four attributes of the instruction must be considered throughout the design of the instructional strategy”. These are: attention, relevance, confidence, satisfaction. (Dick, Carey, Carey 2004 )
The ARCS model also provides a helpful summary of the motivational principles that can be used by designers in producing instructional materials and to help determine the quality of the instruction.
The third principle is that, when dealing with adult learners, it is critical that the instructor not assume that the learners are interested or that they find the topic relevant. It is imperative that the instructor find out why the learners are participating in the training before the training is conducted. To help in this area we will use Gagne’s Nine Events of Instruction. (Dick, Carey, Carey pg. 189).
Lastly, and most importantly, is determining if the training was valid and how the intervention impact not only the learner but the organization. To do this we must evaluate the training’s effectiveness on the learner at four levels, using Kirkpatrick’s Four Levels of Evaluation. We must also determine the company’s return on investment and how the change aligns with the company’s strategic goals and core values. This will be done through an ROI analysis.
© 2019 Rhonda L Foster. All Rights Reserved.
