Learner Responsibilities

The concept of life-long learning puts the responsibility of learning in the learner’s hands. Taking on that responsibility is often a long forgotten concept to many adults. It is one thing for an organization to say it wants everyone to learn and another thing for it to support and motivate people into becoming responsible learners.

To succeed learners must be:

• Active in their learning by setting clear goals
• Self disciplined to take the steps needed to accomplish goals
• Proactive in getting help and recognize when they are confused
• Open to new learning and feel empowered to seek it out

While some adult learners have clear goals and direction, others face many challenges. Challenges range from daily work demands, family needs, financial barriers, health issues, and transportation problems to a lack of actual goals. Even with a clear goal in mind learners may wonder just where to begin. These learners need a certain amount of guidance to help them take responsibility for their learning.

A learning-centric corporate setting can offer the guidance and tools to assist the hesitant learner to develop and reach learning goals. This begins with expectations on the part of the organization. Management must support the learning goals and impart on the learners what is expected. Programs such as performance planning coupled with periodical reviews sets the stage for expectations.

Technological tools, such as Learning Management Systems (LMS), which offer a catalog of enterprise appropriate learning options allows the learner to begin taking control. But offering all the courses and tools on the market won’t help a learner take responsibility without motivation and support. Learners take the most responsibility and reach more defined goals when the organization offers its full support. When managers are accountable for the learning goals of their direct reports, and the learners understand that there are direct benefits for learning, they feel empowered to take control.

Support includes:

• Setting a schedule for learners to follow and make them accountable
• Requiring the completion of an assessment
• Providing the learner with clear guidelines for success
• Rewards tied to quality and quantity of learning
• Following up with learners to let them know that the organization’s support is more than just lip service
• Reminding learners how and when to get help with what they are learning or the issues surrounding the learning process