In the nonprofit sector, instructional design is key to ensuring that staff and volunteers are equipped to lead nonprofit programs and services. Whether it's training new volunteers for a community outreach program or onboarding new program staff, incorporating principles of adult learning into the instructional design process ensures that training is both effective and engaging. This approach ultimately enhances the impact of the organization's programs and services, as well-trained individuals are better prepared to fulfill the nonprofit’s mission.
Instructional design provides a structured approach to creating training programs that resonate with adult learners, particularly within the nonprofit context where training often addresses real-world issues and urgent community needs. This blog post explores the needs of adult learners and steps to approach a needs analysis to ensure that training is designed with the audience in mind, resulting in more effective learning experiences.
Understanding the Needs of Adult Learners in Nonprofits: Characteristics of Adult Learners
Adult learning theory, also known as andragogy, emphasizes that adults learn differently than children. Malcolm Knowles, a pioneer in the field of adult education, identified several key principles that are foundational to understanding adult learning, which are especially relevant in the nonprofit sector:
Self-Concept: As people mature, they move from being dependent learners to becoming more self-directed. For instance, a volunteer coordinating a food drive may prefer to take control of how they learn best practices, seeking out resources and applying their knowledge independently. Nonprofits can support this by offering flexible learning opportunities that allow volunteers to take charge of their learning journey.
Experience: Adults bring a wealth of experience to their learning environments. This rich background serves as a valuable resource for learning. For example, a retired professional offering financial literacy workshops at a nonprofit may appreciate training that acknowledges their prior experience and builds on it, rather than starting from scratch.
Readiness to Learn: Adults are ready to learn when they experience a need to cope with real-life tasks or problems. For instance, staff at a nonprofit facing new regulatory requirements will be highly motivated to engage in training that helps them navigate these changes effectively.
Orientation to Learning: Adult learning is problem-centered rather than content-oriented. A volunteer working in disaster relief, for example, will value training that provides practical skills for on-the-ground problem-solving, rather than theoretical knowledge that doesn’t apply directly to their role.
Motivation to Learn: While adults respond to external motivators, they are mostly driven by internal factors like personal growth and a desire to contribute meaningfully. A volunteer who is passionate about community service may be motivated by training that clearly shows how their new skills will lead to more impactful service.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The definitive classic in adult education and human resource development. Routledge.
By understanding and applying these principles, nonprofit leaders can design training programs that resonate deeply with adult learners. For example, a training program for volunteers at a domestic violence shelter might focus on real-life scenarios, allowing volunteers to apply problem-solving skills immediately. Incorporating these principles ensures that learning is relevant, engaging, and impactful, ultimately leading to more successful and meaningful outcomes.
Assessing Learning Needs
Before creating volunteer training or onboarding new staff, it’s crucial to conduct a thorough needs assessment. This process helps identify knowledge gaps and ensures that training objectives align with the organization’s overarching goals.
Key questions to guide the needs analysis include:
What specific change do you aim to create through this training?
What are the most effective methods to facilitate this change?
What prompted the need for this training?
For example, if a nonprofit is launching a new after-school program, the training might focus on equipping volunteers with skills in youth mentoring and safety protocols. To tailor the training effectively, it’s essential to describe the target learner, including factors such as age, identity, specific need for acquiring the skill, and educational background.
For instance, volunteers with a background in education might require different training than those with no prior experience working with children. By gathering and understanding this information, training can be designed to reflect participants' needs, ensuring it is relevant and beneficial.
The Iterative Process of Instructional Design
Instructional design is an iterative process. Based on information gathered during the needs analysis and evaluation data after a training, a staff onboarding program or a volunteer training may be refined to meet the evolving needs of learners.
For example, after delivering a volunteer training session on community outreach, feedback may reveal that volunteers need more practical examples. The training can then be adapted to include more case studies and scenario planning. These continuous tweaks or adaptations ensure that learning initiatives remain relevant and effective as the organization and its needs evolve.
By integrating the principles of adult learning and conducting thorough needs assessments, nonprofits can develop training programs that truly meet the needs of their volunteers and staff. This approach not only enhances the effectiveness of the training but also ensures that the organization's mission is supported by well-prepared, motivated individuals who are ready to make a difference.
Recommended Trainings:
Train the Trainers Workshop: Design, Engage and Equity - In this workshop, we discuss how to lead engaging small group exercises and practice methods for managing participants. We cover adult learning theory and practices, ways to make mandatory training fun, engaged learning, how to design for equity, how to support participants and building your trainer toolkit.
Instructional & Curriculum Design: Theory, Frameworks, Techniques & the "How To" of Implementation - This workshop will gives step-by-step approach to instructional design. We will cover: ADDIE model of instructional design, Universal Design for Learning, Bloom’s Taxonomy, Andragogy, scaffolding, instructional strategies for different learners, needs analysis to determine a course of action for learners and materials to support participants.
How to Design Online Curriculum for Adults: Micro-learning, Webinars, & Online Training - This workshop helps you create a collaborative, online environment. We demonstrate how to create a clear structure for online training, how to engage participants and the curriculum design process for an online format.
Effective Volunteer Management: Recruitment, Training, Retention, Committees & Manage Difficult Volunteers - This training covers key aspects of volunteer management, including recruitment strategies, effective volunteer training methods, and best practices for volunteer retention. Participants will learn how to build a leadership pipeline, handle challenging volunteer situations, and update volunteer protocols using practical samples and templates for a volunteer program.
Trauma Informed Facilitation: Incorporating TI Practices in Group Conversations & Training - This workshop will cover how to use trauma informed facilitation practices to plan, create and design. Using trauma informed principles of facilitation, we will cover the structure and format of facilitated experience, review how to create an agenda, design a facilitated experience, and how to handle disclosures, disruptions, and other facilitation challenges. This workshop is for facilitators and trainers who lead community-based conversations with adults where difficult topics may arise or in-depth discussions may occur.