Adult learning theory and learning college principles in human resource development programs of large universities

A fiscally sound institution makes efficient and effective use of its primary assets, the employees of that institution. Research in human resource development has shown that effective training programs enhance the value of the employee at many levels. This study was conducted with the purpose of determining if human development managers in institutions of higher education apply learning college practices as they relate to adult learning theory, in their human resource development programs. The study addressed three critical research questions. Is there a relationship between the learning college principles utilized in the human resource development program and the teaching styles of the practitioners? What factors affect the teaching styles of human resource development practitioners? What factors affect the learning college practices employed in the human resource development program?; An electronic survey was sent to a sample (N = 165) of human resource development managers of large public universities. Analysis of the data revealed that the majority of human resource development trainers favored a teacher-centered style of instruction and their programs made minor use of the learning college model. Those individual instructors who have a learner-centered orientation utilize some level of those principles. In order to perpetuate the learning organization concept and make greater use of the skills and knowledge of staff, additional educational work needs to be done to make trainers aware of the learning college principles. To maximize cost effectiveness, this research showed that while those with backgrounds in an area other than education needed this additional training, those with degrees in education needed to have the concepts reinforced. This study shows that future recruitment of trainers with backgrounds in adult learning theory is a necessary requirement for educational institutions and provides the foundation for instruction in the learner-centered concepts.