Adult Learning Principles

Definition: Andragogy is based on the Greek word aner (with the stem andr-), meaning “man” and is “the art and science of helping adults learn” (Knowles, 1980, p.37).

Adult learning research has made it clear how adults learn new information and integrate learning into practice. The formal coaching process provides an avenue for an enhanced adult-learning experience. Elaine Cox (2006) asserts that “andragogy [adult learning] has reached its zenith with the advent of coaching as a learning approach” (p. 195). 

Coaches must ensure adult learning elements are addressed throughout the coaching process. By doing so, the coach creates the opportunity to “pull the learning from the experience and plan how to do things differently in the wake of the new understandings” (Cox, 2006, p. 201).

Adult learners (Knowles, Holton, & Swanson, 1998, pp. 64-68):

• Have a need to know: Adult learners must be helped to recognize the value or benefit of the learning to be undertaken before it begins.
• Have an identified self-concept and thrive when learning is self-directed: Adult learners have a need to direct their learning. Learning itself cannot be mandated by a supervisor.
• Have prior experience: By the very nature of reaching adulthood, adult learners have a great number of life experiences that will ipact their learning.
• Have a readiness to learn: Adults will learn, but it should be self-driven. They become ready to learn when they recognize the need in order to deal with real-life situations.
• Have an orientation to learning: Adult learners are life- or task-centered rather than subject-centered. Their learning is focused on gaining the knowledge or skill necessary for real-life situations.
• Are internally motivated: Coaches must tap into internal motivation to [promote] learn[ing]. Adults will simply not have a meaningful learning experience if they do not internally find a motivation to learn.