The Case for Learning Plans (aka Learning Contracts)



There is a conflict inherent in workplace training. That conflict is between characteristics of workplace training and how adults learn (as usually it is adults involved). When left to their own devices, adults learn in a way that is focused on what is useful to their immediate situations and needs. Adults also learn in a self-directed way, meaning they exercise full control over what they set out to learn, what resources they'll use, and how they'll go about learning it. As cited in this article, there is evidence that this is type of  learning is deep and it sticks. Now compare this to traditional workplace training which typically has learning objectives, resources and activities all dictated solely by the trainer and the needs and expectations of the employer, professional standards, and even the society at large. Not much room for a personal approach to learning in this traditional way for workplace training.  

Ultimately, this unresolved conflict between how adults learn best and traditional design of workplace training results in negative learning outcomes. Or this, in a nutshell (Except imagine an adult, sitting up awake but disengaged.)

Learning contracts are a way for the adult learner to find personal buy-in for what is otherwise impersonalized training or education.

One solution is learning contracts. Learning contracts follow the question "What do I want to get out of this course, based on what it offers?" with developing personal learning objectives and a plan to accomplish those objectives. 

Learning contracts allow adult learners to connect the current train to past experiences and self-determined needs. This increases a sense of control and ownership, which also increases clarity of what the learner is set out to learn- for both the learner and the instructor. This ultimately, improves learning outcomes and the effectiveness of training. Here is another look at the benefits and use of learning contracts in the context of mentor/mentee relationships in academics.  

Developing a learning contract is a two-way street. The learner and the instructor mutually agree on  learning objectives and this is often takes negotiating back and forth.  In cases where the content is completely new to a learner, they may need more guidance from the trainer in coming up with appropriate personal learning objectives. Some learners may also find it difficult to take such an active role in their own learning- although this may also be true for instructors more used to traditional methods of instructions. All of this seems like a lot of extra work and it does take time, but it is this process of negotiation that reconciles the internal vs. external conflict at the heart of ineffective training. 


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