Scott Chaplowe. January, 2017

Adapted from: Chaplowe & Cousins. 2016. Monitoring & Evaluation Learning: A Systematic Approach. Thousand Oaks: Sage)

Introduction

While the literature on adult learning for evaluation capacity development (ECD) is limited, there is a wealth of scholarship and research on adult learning in general. The 14 principles identified here draw upon this body of information. The underlying rationale is not original, but we assembled and expressed the principles to highlight those practices for adult learning for ECD. 

Because the principles are about human learning behavior, they are not absolutes, nor are they exhaustive. They apply generally, but not to all people under all conditions – for instance, in certain cultures may prefer a more structured, controlled delivery of adult learning than a fun and active format. Therefore, these principles should be adapted and tailored accordingly to specific learning contexts.

The principles are interrelated. For example, learning that builds on prior experience (Principle 5) can help ensure learning is relevant and meaningful to real-world application (Principle 6). Or that learning that is fun and active (Principle 8) can support multisensory delivery (Principle 9) that allow participants to learn by doing (Principle 7) and sharing (Principle 11).

Remember that providing effective ECD that makes a difference is more than just engaging facilitation during delivery. It requires a systematic approach with systemic attention to the larger system, or context, in which ECD  is both provided and to be used. This context includes the individual learners, the educators or learning providers, and delivery system, and the available resources and support for capacity building and its transfer into use.

1.   Establish a safe and respectful climate – Adults learn better when they feel safe and respected.

Adults learn best in a relaxed and friendly atmosphere, where they do not feel threatened. Tension is not conducive to learning, and a comfortable person will learn more readily than one who is fearful, embarrassed, nervous, or angry. Adults may feel vulnerable learning new topics such as those included in ECD, outside their ‘comfort zone’ where they are no longer in control. Therefore, learning delivery should be structured to provide support and acceptance, and to reduce the fear of judgment.  Adults bring ego to their learning interactions with others, and want to be valued and treated as an adult, not patronized or disciplined as can occur in child education. Good manners and courtesy is indispensable, and it is essential to establish rapport with and among learners based on mutual respect and trust. It is important to cultivate a learning environment that positively acknowledges accomplishments, and to help “save face” and preserve self-respect (image) when mistakes are made.

Tips:

• Explain how ground rules can be used in evaluation when conducting a focus group, and then use this topic as a springboard for participants to examine similar or different ground rules for the learning – have them write them down and post them in a public space (flipchart) as a reminder that can be referred to as needed.

• Model responsible and respectful behavior as a educator – that is, actively and carefully listen to questions, acknowledging and allowing for difference of opinion.

• Utilize individual coaching/feedback opportunities to establish rapport with learners, connecting and relating to them as individuals.

2.   Respond to the “need to know” (NTK) – Adults prefer to know what, why, and how they are learning.

Adults are self-directed and their understanding and buy-in is essential for eventual ownership and use of the learning. For example, when individuals seek learning on their own initiative (as opposed to learning required at their workplace) they often devote considerable energy exploring the benefits before investing valuable time and money. Adults want to take responsibility for their own learning and prefer to decide for themselves what to learn. Therefore, it is important that they understand the reasons for learning something like evaluation (and monitoring), and how it will benefit them.  Adults also want to know how the learning will be conducted so they can better prepare for and participate in the learning.

Tips:

• Anticipate and answer the “So what?” or “What’s in it for me?” or WIIFM questions.

• Explain and show how evaluation not only upholds accountability, but helps to inform decision making that can save time and money in the long-run.

• Make use of pre-learning communication and an agenda/schedule to inform learners about what to expect.

3.      Provide a structured yet flexible progression – Adults prefer learning that is well-organized.

As self-directed learners, adults learn better when they have a sense of direction of where the learning is heading. The educator needs to understand and anticipate learning pathways to help ground the learning, and then provide this ‘mental scaffolding’ to help adult learners organize and understand the interconnections between different evaluation topics. It also helps them anticipate what is ahead, satisfying their “need to know” what is expected of them and what they can expect of the learning. This can reduce anxiety, and empower them to assume more responsibility for their learning. However, it is important to remember that a well-structured progression should not equate with a rigid blueprint. It can serve as a road map, but there can be different routes to take you where you want to go, (and sometimes the ‘unexpected’ can take you right off the map).  Therefore, it is also important to allow for flexibility and improvisation in learning, accommodating emergent learning needs and opportunities to build meaning.

Tips:

• Ask participants what they think are the key topics of a learning in, for example, writing effective evaluation reports, and then use this to convey the actual progression of topics in the planned agenda.

• Periodically revisit the learning agenda with learners, (i.e. at the start of each lesson or end of each day), adjusting according to learning realities and learners needs.

• Introduce learning topics and objectives at in a consistent manner at beginning of each lesson, realigning it to prior topics and the overall learning progression.

4.     Empower with genuine participation – Adults want to share full responsibility for their learning.

Adults are independent learners and do not want things done to them, but with them. They need to be the origin of their own learning and may resist approaches that do not meaningfully involve them. Adults think independently, and learning is more effective when people are actively involved as partners for whom their opinions, experience, and knowledge is just as valid as the educator’s. Participatory facilitation requires educators to relinquish some control over the learning process. The degree to which this is possible will depend on the level of interaction the specific learning delivery allows (e.g., live, in-person learning versus asynchronous online learning), but the more adults are treated as equal participants rather than passive recipients, the more likely they will be motivated to learn.

Tips:

• Explain the importance of using questions in data collection to understand the program being evaluated, and that participants should adopt a similar approach to their learning.

• Delegate responsibilities in the learning to the learners themselves, such as conducting day reviews or energizers, managing a ‘parking lot’ for follow-up ideas, and presenting out on appropriate topics.

• Facilitate learning activities that are more self- or group-directed – i.e. have learners facilitate a debate or role play on the advantages and disadvantages of different evaluation methods.  

5.   Incorporate past experience – Adults prefer learning that builds upon their prior experience.

Adults bring a wealth of experience, prior knowledge, and priorities to learning that should be recognized and utilized as a rich resource and opportunity for learning. They interpret new information according to their personal values and experiences.  Therefore, adult learning should draw upon existing knowledge and experience. Adults will be more motivated to learn, and learnings more effective, if they can relate new knowledge to a familiar frame of reference, drawing upon their own experience.

Tips:

• Conduct learning needs assessments and preliminary learner consultation that identifies prior evaluation knowledge and experience.

• Consider sequencing evaluation learning topics from the known to the unknown, beginning with learners’ existing knowledge and experience.

• Assist learners to reflect and draw on past experience when problem-solving; i.e. while they may not have formally evaluated a program, related it to another way they have been involved in assessment, such as rating a dining experience at a restaurant.

6.   Keep it relevant & meaningful – Adults prefer practical learning that meets their needs.

Adults are ‘goal-oriented,’ and more motivated when learning immediately applies to their real world needs. They are problem-centered and interested in the immediate application of learning to solve problems relevant to their lives.  Adults want to be assured that what they learn is worthwhile (value for money), and learning will be more meaningful when they see how they can realistically put it to use after the learning. 

Tips:

• Invite an actual evaluation/M&E professional into learning activate and have learners prepare questions that they then ask them.

• Consider field trips to where evaluation/M&E is being practiced, or show videos of relevant activities being performed (e.g., a focus group discussion).

7.     Provide direct experience – Adults learn best by doing.

Adults generally prefer hands-on learning with concrete experiences, experimentation and problem solving. They like a challenge, to roll up their sleeves and get their hands dirty.  Experiential learning from trial and error reinforces the meaning and intensity of learning. It also helps to build practical skills, confidence and competence. Learning by experiencing is most effective when it is relevant to actual evaluation situations encountered in the real world, and there is no substitute for learning from the real thing. For example, it is one thing to discuss how to design a project using a logframe, but another to actually design one based on a real life case study/scenario.

Tips:

• Provide hand-on learning opportunities, rather than just observing, listening, and reflecting – for instance, have participants complete an evaluation plan rather than just a present on it.

• Encourage problem solving and experimentation, allowing learners to trial and error, make and learn from – for instance, let participants work with a mobile data collection application on their phone and learn from their mistakes and each other.  

• Utilize problem-solving activities such as actual scenarios – i.e. present them with a case study of a program for which they are to develop an evaluation plan.

8.   Make it active, fun, and challenging – Adults learn more when it is engaging and enjoyable.

A dynamic, pleasing learning experience teaches more than a routine or boring experience.  As Mary Poppins aptly expressed, “In any job that must be done, there is an element of fun. Find the fun and, snap, the job's a game!”  Indeed, fun is not limited to children, and adults also learn best when they are enjoying themselves. Learning is more than sitting still and listening to a PowerPoint presentation, but should employ a variety of methods that make the learning livelier and engaging. However, fun does not mean less rigor. Active engagement and challenge are key ingredients that complement fun. Adults like to make demands of themselves and test their abilities. Learners of all aptitudes and abilities should experience an appropriate level of challenge, to enable each individual to achieve his or her potential. Why can’t this be fun too?

Tips:

• • • For face-to-face learning, keep people moving – when possible, have learners get up out of their seats, i.e. role play obtaining informed consent for a key informant interview.

    • Make learning into a game or contest – i.e. teams can be used and points awarded during question or review sessions; have learners piece together a logframe puzzle, or match evaluation concepts to definitions; etc.

    • Switch seating arrangements or change working groups to encourage interaction with different people that can be more dynamic and interesting.

9.   Use mixed/multisensory methods – Adult learners require a mixture of learning approaches.

People learn differently, and therefore it is important to adapt and combine a variety of materials, mediums, and delivery methods that do not cater to one particular learning style. Some adult learners prefer to have information presented to them as a whole while others will want the details; some prefer text or speech while others want pictures and visuals; some prefer to learn by doing while others prefer to reflect before acting. Learning is multisensory, with vision recognized as most influential; therefore, it is good practice to include visuals as a core instructional method.  However, adults learn faster when they are using two or more senses. A mix-methods approach to instruction can be multisensory, including visual, auditory, tactile, and kinesthetic methods. It may not be possible, in time as well as cost, to deliver learning in a way that satisfies everyone’s learning style fully. However, a mixed-methods approach is more likely to at least partly address individual learning preference.

Tips:

• Just as evaluators may triangulate different data sources to get a more accurate understanding, educators can used a combination of different learning aids to cater to different learning styles – consider a questionnaire to identify their preferred learning styles as part of the pre-learning analysis.

• At a minimum, incorporate visual aids to reinforce the spoken word and key learning points, as sight is the dominant sense used in learning – i.e. if the learning activity is on using specific evaluation/M&E formats or templates, provide them with real life examples, or if appropriate you can have them first design in small groups what they think should be in the template.

• Balance time spent in learning for active methods other methods than listening and sight (e.g., debates, role play) versus reflective, self-directed activities (e.g., case study reading, note taking).

10. Differentiate learning – Adults learning is more effective when it is tailored to different learners’ needs.

Rather than a ‘one size fits all’ approach, learning should cater to different types of learners. This principle overlaps with others, but the emphasis on adjusting learning to best meet the needs of learners who have different levels, abilities, and individual circumstances. Instruction can be differentiated in content, process, products, affect, and learning environment according to the students’ readiness, interests, and learning style. The goal of differentiation is to move all learners to a higher level of achievement. Differentiated learning is learner-centered, and is reflected in the other adult learning principles – for example, the use mixed/multisensory methods, and building upon learners’ prior experience. Below we offer some other considerations.

Tips:

• Incorporate into learning content examples and illustrations for both genders, different cultures, and varying levels of experience and abilities. 

• Use smaller groups with mixed-abilities for less advanced learners to take advantage of peer support, and larger group discussion for advanced learners to review and voice ideas.

• Provide materials in the primary language for second language learners, and use more visual learning aids.

11.  Utilize collaborative, peer learning – Adults effectively learn from each other.

Adults respond well when they learn from and with each other as equals, sharing knowledge, ideas and experience. When peers examine issues together, the level of discussion and learning pace is often more appropriate, according to shared experience, culture, language, age, and gender. Peers often feel more comfortable asking and clarifying questions among themselves, and their explanations can be more suitable to the level and understanding of the questioner. Learners are challenged to interpret and articulate key points, rewarding their own understanding, while helping others with theirs. Peer education can be especially effective when the learning objective involves affective (attitude) change.

Tips:

• Provide opportunities for learners to work in pairs or groups to share ideas and experiences, rather than being talked at by an educator – that is, break-out discussion groups, role playing, debates, problem solving.

• Frame activities so they allow learners to generalize their evaluation learning experiences with each other – i.e. how to support evaluation follow-up (e.g. management response) in their own organization.

• Use interactive, group activities such as problem solving, group presentations, scenarios, and roles plays – for example, create scenario cards of actual problems that may occur in evaluation, such as a difference of opinion on an evaluation team, and have learners discuss and propose solutions.

12.  Include practice and repetition – Adult learning is enhanced by repetition.

Adults retain new knowledge better when provided ample opportunity to review and practice.  Often referred to as ‘over learning,’ learning that is reinforced by repetition is best understood and remembered.  This is the basis of drill and practice; frequent attempts at recall improves retention, moving learning from their short-term to long-term memory. It also builds learner’s confidence and competence. However, the practice must be meaningful with the learner’s memory actively engaged. Therefore, it helps if it employs a variety of methods to involve the learner. The adult learner may not master each lesson completely, but repetition helps to reinforce the key learning points and skills. Lastly, repetition is reinforced with praise.

Tips:

• Practice and review can be done many times, in many ways, for example, quizzes (which can also be used for monitoring learning), lesson summaries, review periods, and self-assessment.

• Build redundancy into the lesson plan, where key learning points are repeated, restated, and reorganized –reinforcing learning and providing opportunities for further clarification.

• Employ instructional techniques that force learners to recall previously learned material rather than the educator leading the review – for example, frequent and random questions.

13.   Design for primacy and recency – Adults remember best what they learn first and last in sequence.

The concept of ‘primacy’ is that information learned first creates a strong impression that is difficult to erase.  The learner’s introduction to learning content will lay the foundation for subsequent learning. It helps to frame, organize, and set the tone of what is to follow. It is much easier to teach right initially, than to ‘unteach it later. Initial learning that is poorly designed or with incorrect content, is confusing and complicates the learning process; it also instills bad habits and impressions that are hard and time consuming to correct. Related, the concept of ‘recency’ is that information most recently learned is generally best remembered. Learning occurring last can sum-up and ’fix’ in the mind key learning points to emphasize. Recency also includes timing learning delivery in relation to when learners will need to apply what they have learned. Learning will be more successfully reinforced when learning is timed with when new knowledge or skills need to be used.

Tips:

• • • Structure essential material towards the start and end of the learning activity when possible.

    • Review at the end of the learning activity and individual lessons key learning points that have been covered, and remind learners of the sequence they have learned a topic.

    • Accompany lesson introductions with a handout listing key learning points, and refer to this when conducting lesson reviews, visually reinforcing and organizing lesson content.

14.   Provide feedback & positive reinforcement – Adults want to know if they are learning, and to be encouraged in the process.

Adults learn better when they can see evidence of their progress, and identify areas to improve. Feedback should be both timely and regular.  Specific feedback, whether corrective or approving, is best provided when the learning moment is immediate and fresh.  Regular opportunities should also be structured into learning that allow learners to practice the learning and receive structured, helpful feedback. In turn, this allows learners to monitor and take responsibility for their learning progress. Feedback should also be supportive.  Adult learners like to be recognized when they are performed well. Even when corrective feedback is required, it should be pitched in a positive, encouraging tone, helping to cultivate safe and supportive safe learning climate. Learning that is rewarded is more likely to be retained.  As the renowned psychologist, B. F. Skinner (1974) stressed, learning is strengthened when accompanied by a pleasant or satisfying feeling, and it is weakened when associated with an unpleasant feeling.

Tips:

• Discuss how good evaluation recommendations are specific, realistic and actionable as a springboard to conduct reviews of learnings and other learning activities to highlight what has happened, what learning was accomplishment, and what areas need to be improved

• Focus feedback on what was done well, rather than criticizing what was done poorly – adults generally know (and do not need reminding) when their performance or contribution was not successful.

• Use group feedback opportunities that encourage peer reflection and discussion, as well as individual feedback opportunities to discuss more constructive and targeted comments more appropriate for one-on-one exchange.