Small groups are most appropriate for adult learning when the group process helps with learning at either an individual or organizational level. Imel (1997) identifies three types of learning groups that support different learning goals: (a) cooperative learning groups to support instrumental learning goals, (b) collaborative learning groups to support communicative learning goals, and (c) transformative learning groups to support emancipatory goals. Cooperative learning groups are effective when the learning goal focuses on discrete skills or knowledge (primarily in the cognitive domain), e.g., systems training or standard operating procedures. Collaborative learning groups are effective when the learning goal includes an affective or social component that can be enhanced by group interaction, e.g., problem solving or practicing “soft skills” (such as coaching or delivering feedback). Transformative learning groups are effective when the learning goal includes component(s) that would be a challenge to the learners’ current mental models and assumptions, e.g., at key promotion/developmental points or in response to a major shift in the organizational climate and/or job responsibilities (such as the changes due to a merger or re-organization).
But a word of caution... small groups may not always be appropriate for adult learning—especially not when individuals need to learn tasks for which they will be solely responsible and have potentially limited support. It is certainly true that most learning topics include knowledge and skills that can be very effectively discussed and analyzed in small groups so that learners may benefit from others' perspectives. However, if the desired end behaviors are something that must be practiced and mastered on an individual basis, the program design should not rely solely on group learning techniques.
We can also consider the appropriateness of learning groups for formal versus informal learning. I would like to begin with a slightly different definition of formal versus informal learning (in contrast to the examples of formal learning being corporate and organizational and informal learning being in a church or community (Walden University, n.d.)). Marsick and colleagues have studied and published a great deal on the subject of informal learning over the last 20 years. Marsick & Watkins (1990, p. 12) contrasted informal learning versus formal learning as follows:
Formal learning is typically institutionally sponsored, classroom-based, and highly structured. Informal learning…may occur in institutions, but it is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner… [Furthermore, it] can be deliberately encouraged by an organization or it can take place despite an environment not highly conducive to learning.
Characteristics of informal learning include a learning process that (a) is integrated with daily routines, (b) is prompted by an unexpected internal or external event, (c) is mostly unconscious, random, and influenced by chance, (d) includes opportunities for reflection and action, and (e) links to the learning of others (Marsick & Volpe as cited in Marsick & Watkins, 2001, p. 28). As such, formal learning (with its controlled environment and high-structured characteristics) provides numerous opportunities for adult learning to occur via small groups. Informal learning, in contrast, does not provide as many opportunities as it is highly self-directed. Learning how to be a self-directed learner may not be a task well suited for learning solely via small groups—and the same can be said for many informal learning experiences. However, small groups can have their place in aiding informal learning—in particular when informal learning is used as a vehicle for accessing tacit knowledge. For example, informal learning can help a learning organization tap into its knowledge potential through the use of communities of practice, knowledge repositories, goal-based scenarios, and groupware (Marsick & Watkins, 1999; Marsick, 2006). In fact, adult educators can support informal learning by creating environments—both physical as well as cultural—in which small groups will naturally form and organize. As such, the facilitation of groups for formal learning involves the development of structured activities and what Knowles referred to as process design and management (Knowles, Holton, & Swanson, 2005); in contrast, the facilitation of groups for informal learning focuses on creating a conducive and supportive environment in which self-directed learning and knowledge sharing can thrive.
References
Imel, S. (1997). Adult Learning in Groups. Retrieved November 29, 2007 from http://www.cete.org/acve/docgen.asp?tbl=pab&ID=72
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner (6th ed.). Burlington, MA: Elsevier Butterworth-Heinemann. (Original work published 1973)
Marsick, V. J. (2006). Informal strategic learning in the workplace. In J. Streumer (Ed.), Work-related learning (pp. 51-69). Dordecht, The Netherlands: Springer.
Marsick, V. J., & Watkins, K. E. (1990). Informal and incidental learning in the workplace. New York: Routledge.
Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New directions for adult and continuing education, 2001(89), 25-34.
Walden University. (n.d). AMDS8830 Adult Learning. In Week 6 Discussion Assignment. Retrieved January 8, 2008 from http://sylvan.live.ecollege.com
- Robin
Copyright Robin Donnan 2008. All Rights Reserved.
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