Master Training Specialist: Motivating the Adult Learner

Adult learners take training for various reasons. Some may need to train for career development, while others may seek knowledge for personal growth.

Facilitators of adult learners need to understand what motivates adults. Facilitators need to build a rapport with learners and ask them share why each learner is in the class. In turn, the facilitator can customize his or her facilitation.

Below are several common motivators for adult

learners:

* Social Relationships: Adults are interested in networking. Many adults network to build their professional and personnel relationships. Some adults enter training so they can interact with other learners or facilitators with similar interests.

* External Expectations: Many adults are motivated by external factors. Some adults must attend training because they are detailed to the class; they require certification, qualifications, or advancement; or their supervisor expects them to attend.

* Social Welfare: Adults may want the training in order to improve the ability to serve mankind.

A supervisor who attends training on

diversity may be attending to upgrade his or her knowledge to better serve his or her staff.

* Personal Advancement: Adults may attend training in order to gain a higher status in his or her job.

* Escape / Stimulation: Some adults may attend training to relieve boredom, take a break from the day-to-day routine of work or home. For instance, a teacher in Connecticut may attend training in California for the chance to travel, not primarily for the training.

* Cognitive Interest: Some adults learn for the sake of learning; they seek knowledge to satisfy their inquiring mind.

How does a facilitator determine what motivates a learner? The answer is simple: Ask. During the introduction of the course, ask the learners why they are attending and what they hope to accomplish. The answers will provide insight into the learner's motivation.

However, keep in mind that the answers may be biased. Some learners may not want to admit in front of peers or to an instructor that they are only in the class because the detailer sent them or because they simply wanted the opportunity to travel.

Instead, instructors may elect to survey learners prior to attending the training in order to determine what motivates learners. The responses may be less biased than an open class discussion.