Determinants of Adult Learning: Analysis Based on End-Term Evaluation of Training Program

Adult learning is understood beyond the acquisition of knowledge and behavioral change. Training helps to develop knowledge, skills and behavioral change. Adult learners focus more on learning process and are characterized by goal orientation. They connect their past experience with their current knowledge base and activities and try to judge about the usefulness of the training program. And, if they found the knowledge as useful in their current job situation or in future endeavor, they pay attention towards the subject matter and be satisfied with the training program and feel that the program was useful. This study attempts to explore the determinants that impact adult learning by utilizing quantitative data that are compiled from the ‘End-Term Evaluation Questionnaire’ of the training programs conducted by Capacity Development Resource Center during November 2015 to November 2018. In total, feedback/reaction level evaluations of 1025 participants are considered as the input to analyze the determinants of adult learning. Primarily, three components named instructional controlled/training methods, informal learning environment and others have been identified as independent variables, adult learning being dependent variable. Under instructional controlled/training methods, four factors - interactive lecture, group exercise, field visit and simulation – have been encompassed. An exploratory study on the variables indicated that six variables out of eight having significant impact on adult learning. Appropriateness of lecture, organization of training, perception on relevancy of subject dealt, logical presentation of subject matter, group  exercise/exercise and field visit are found to have a positive relationship with adult learning. However, the two dummy variables (i.e. simulation as a methodology used and informal learning environment) are found to be insignificant in determining the adult learning.