Have you ever stood in front of a group of adult learners, explained something clearly, and still seen blank faces staring back at you? Don’t worry – you’re not alone! Teaching adults is different.
They’re not just older versions of schoolkids. They come with their own experiences, expectations, and learning styles. That’s why understanding how adults learn is so important for trainers.
In this post, I’m going to walk you through the 5 key adult learning principles every vocational trainer should know. Think of them as your secret sauce – the thing that helps your training really stick in the brain hole!!
And don’t worry – we’ll keep it simple, use real-life stories, and help you see how to apply them in your classroom, workplace, or Teams call (because yes, digital learning counts too!).
Adults Need to Know Why They’re Learning
Let’s be honest. Adults don’t like to waste time. If they don’t know why they’re doing something, they’ll tune out – fast.
When I was training a group of admin staff on customer service skills, I started the session with a simple question: “What’s the number one reason customers don’t return?”
Their answers were all over the place, but once we explored it together, it came down to how customers felt during the interaction – not just what was said. Boom! That got their attention.
Whenever you’re teaching, start with the why. Make it meaningful. Link the skill or topic back to something they already care about – like getting promoted, keeping clients happy, making their job easier, or staying safe at work.
Try starting your sessions with a real-world problem or question. Let the learners unpack it, then show them how the lesson will help solve it.
Adults Bring Experience with Them
Every adult learner has a backstory. They’ve worked jobs, raised kids, fixed cars, managed homes, run meetings – you name it. Their past experiences shape how they learn and what they value.
I once ran a project management session for a group of construction supervisors. I planned to explain task lists, but one learner jumped in and said, “This is like how we prep for a concrete pour.” He explained the steps, the timing, the coordination – and honestly, the dude nailed it.
And just like that, the whole room leaned in. Because now it made sense in their language.
As trainers, our job isn’t to teach from scratch – it’s to connect new knowledge to what learners already know. When you give learners space to share their experiences, you’re not just being inclusive. You’re making the learning stick.
Use activities and questions that invite learners to reflect on past jobs, life lessons, or situations. Group discussions, storytelling, or even just asking, “Has anyone done this before?” can open that door.
Adults Want Learning to Be Relevant and Practical
You know that sinking feeling when someone hands you a worksheet and it feels like busywork? Adults feel that too. They want to know: “How will this help me in my job tomorrow?”
In a business course I ran recently, I gave the group a sample scenario involving a company with a poor team culture. Instead of making it theoretical, I had them work in small groups to write a plan to turn things around – something they might actually be asked to do in a future job. The energy in the room changed. People were engaged, sharing ideas, even disagreeing (but in like a healthy good way!).
Your training doesn’t need to be flashy – but it does need to be useful. Bring in tools, templates, workplace policies, or common scenarios. Let learners get hands-on.
Ask yourself, “Can this skill be used in their job next week?” If the answer is no, reshape it until it is.
Adults Want to Be Respected
This is a big one. Adults don’t want to be talked down to. They want to be treated like partners in the learning process – not empty cups waiting to be filled.
I’ll never forget the day I learned this lesson the hard way. I was teaching conflict resolution to a group of supervisors. I came in a little too teacher-y, a little too polished. After the first break, one participant pulled me aside and said, “We’ve dealt with stuff you wouldn’t believe. Don’t worry about the script – just talk to us.”
Ouch. But also – thank you.
Since then, I’ve always approached my classes like a team meeting, not a lecture. I give learners room to disagree, debate, and offer alternatives. I ask for their input and treat it like gold. Because it is!
Use words like “What do you think?” or “How would this work in your world?” and let them steer part of the discussion. Use breakout rooms and engage in a texting debate – with no wrong answers – just prompting of discussion and ideas.
Adults Are Self-Directed
Adults like to make choices. They want a say in how they learn, when they learn, and what they focus on. And let’s face it – no one wants to be forced into something that doesn’t feel right for them.
When I was working with a group of emerging leaders, I gave them the option to choose their presentation assessment: Any subject! Just makes it amazing!!
Not only did it increase engagement – it gave them ownership. And that made the quality of work soar!
Being self-directed doesn’t mean we just leave learners alone. It means giving them the tools, the guidance, and the freedom to apply learning in a way that works for them.
Offer choices when you can. Whether it’s in delivery mode, assessment type, project topics, or even just how they engage and take breaks – let learners shape part of the journey.
Bringing It All Together
Adult learners are motivated, capable, and full of potential – but only when we meet them where they are.
So let’s recap the 5 key adult learning principles:
- Adults need to know why they’re learning.
- They bring experience with them.
- They want learning to be practical.
- They want to be respected.
- They are self-directed.
These principles aren’t just theory – they’re the heartbeat of great vocational training. When you honour them, your sessions become more than just training – they become a transformation process for your students. Like little caterpillars becoming incredible butterflies!
So, next time you’re planning a class or workshop, ask yourself:
- Am I making space for experience?
- Is this relevant?
- Do they have a choice?
- Am I respecting their journey?
Because when you get that right – you don’t just teach. You connect. You inspire. You make learning stick.
I’d love to hear from you!
Which of these principles do you already use? Which one will you try next? Or do you have a story about a time an adult learner totally surprised you?
Drop your thoughts in the comments – I read every single one. 💬👇
Till next time.