Do Adult Learning Theories offer adequate explanatory or predictive foundations for HRD? Offer an analytical response to this question with reference to a case study of your choosing.

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Do Adult Learning Theories offer adequate explanatory or predictive foundations for HRD? Offer an analytical response to this question with reference to a case study of your choosing.

Introduction:

Adult learning theories and theorists seek to establish education as a continuous and lifelong process. Similarly, in the context of human resource development (HRD) professional and personal development can never be exhaustive, but continues in a cyclical and continuous improvement pattern:

Identify Learning/Training Needs

Evaluate Plan

Implement Learning/Training

Kolb describes this cycle as both iterative and interactive (Wilson, 1999 p.195). Wilson goes on to suggest that adult learning can instruct the field of HRD to recognise both formal and informal learning and the development thereof. Through an analysis of adult learning theories I aim to demonstrate how the HRD practitioner can apply the models of adult and lifelong learning to enhance the evolution of individuals, organisations and nations. Furthermore, my exploration endeavours to demonstrate how adult learning theories and practice can act as explanatory and predictive foundations for HRD.

Wilson (1999) summarises three main adult learning theories. Behaviourist theories of learning recognise learning as a response to external stimuli. Maintenance of the new behaviour