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In the nonprofit sector, instructional design plays a crucial role in preparing staff and volunteers to support programs and services. Whether onboarding new program staff or training volunteers for community initiatives, integrating adult learning theory into training ensures that learning is both engaging and applicable. A well-planned training approach strengthens a nonprofit’s impact by providing volunteers and staff with the skills they need to carry out programs and services.
Effective instructional design provides a structured framework to develop training that resonates with adult learners, particularly in organizations where orientation, training and onboarding often address real-world challenges.
This guide explores the characteristics of adult learners, Malcolm Knowles' Adult Learning Theory, the four principles of andragogy, and practical strategies for applying these concepts to training staff and volunteers in a nonprofit setting.
Characteristics of adult learners as it relates to Professional Development in a Training
Adult learning theory, often referred to as andragogy, recognizes that adult learners differ significantly from children in how they absorb and apply knowledge. Malcolm Knowles, a leader in adult education, outlined key characteristics that shape effective instructional design for adults (Knowles, Holton, & Swanson, 2015).
Key Assumptions of Knowles' Adult Learning Theory
Self-Concept – As people increase in age, they shift from being dependent learners to more self-directed individuals.
Example: A volunteer managing a food drive may prefer to learn by organizing donation collections, coordinating logistics, and problem-solving in real-time rather than relying solely on structured training.
Application: Volunteer managers can support self-directed learning by allowing volunteers to take on hands-on responsibilities, providing opportunities for volunteer mentors and job shadowing to learn the role in real time from other volunteers.
Experience – Adults bring prior experiences that serve as valuable learning tools.
Example: A staff member transitioning from a Development Assistant to a Development Manager can apply their prior experience with donor database management and event coordination to their new responsibilities in donor stewardship and major gift solicitation. Rather than starting from scratch, they naturally build on their existing knowledge of fundraising operations while learning new skills in strategy development and relationship management.
Application: An onboarding experience should incorporate guidance on current donors, fundraising challenges and opportunities to help the staff member connect past experience to new responsibilities.
Readiness to Learn – Adults are most engaged when learning is immediately relevant to their responsibilities.
Example: A nonprofit program coordinator learns grant writing skills to help secure funding for their department during an economic uncertainty. By developing this new skill, they contribute directly to their department’s financial stability thus increasing job security.
Application: Instructional designers should align training with skills that the learner wants and needs as it connects to the learner personal and professional motivations.
Orientation to Learning – Adult learning is problem-centered, meaning learners want to acquire skills to solve real-world challenges.
Example: A disaster relief volunteer values hands-on simulations over abstract theoretical training.
Application: Training should focus on problem-solving exercises, simulations, and scenario based activities.
Motivation to Learn – Certifications and job requirements can encourage adults to learn new skills. However, adults are also motivated by personal growth and a sense of purpose. When training connects to their goals and values, they are more engaged and committed to learning.
Example: A volunteer passionate about community service is motivated by training that demonstrates how their role makes a tangible impact.
Application: Training should clearly connect learning outcomes to personal and organizational impact to keep participants engaged.
By integrating these assumptions, organizations can design training that is engaging, practical, and learner-centered for both staff, participants and volunteers.
Four Principles of Andragogy & Their Instructional Design Applications
Knowles' principles of andragogy provide a foundation for designing training that meets the unique needs of adult learners (Knowles, Holton, & Swanson, 2015).
Involvement in Learning – Adults learn best when actively involved in planning and evaluating their learning experience.
Example: A nonprofit training volunteers for nature trail maintenance may allow them to set their own learning goals, such as mastering trail erosion control, identifying native plant species, or improving trail signage.
Experience-Based Learning – Effective training builds upon what learners already know.
Example: In a volunteer tutoring program where tutors work one-on-one with youth, new tutors first observe experienced tutors in action before leading their own sessions. As they gain experience, they participate in training sessions where they reflect on past tutoring challenges, role-play different student learning needs, and discuss strategies for improving engagement.
Relevance to Real Life – Training should be practical and immediately applicable to learners' roles.
Example: A volunteer training for domestic violence support includes hands-on practice with crisis intervention techniques.
Problem-Centered Approach – Learning should prioritize real-world problem-solving over memorization.
Example: Staff training on donor engagement includes scenario exercises to practice fundraising conversations.
By integrating these principles, instructional designers can create interactive and application-driven training programs that enhance engagement and retention.
Applying the ADDIE Model to Nonprofit Training Design
The ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation) provides a structured approach to developing effective nonprofit training.
Analysis Phase: Identifying Training Needs
Before creating training, organizations must assess knowledge gaps for their staff or volunteers as it relates to learning priorities.
Example: A nonprofit launching a mentorship program conducts surveys to determine what volunteers already know about youth engagement.
Best Practices:
Conduct needs assessments through surveys, interviews, and focus groups.
Identify learning objectives aligned with real-world nonprofit challenges.
Design & Development: Creating Engaging Learning Experiences
Training content should align with adult learning principles, emphasizing interactive and experience-based learning.
Example: A nonprofit developing training for hotline volunteers uses scenario-based learning to help them practice handling crisis calls.
Best Practices:
Structure content using Bloom’s Taxonomy, progressing from basic knowledge to practical application.
Include interactive activities like case studies, group discussions, and problem-solving exercises.
Implementation: Delivering Training Effectively
To accommodate different learning styles, training should be accessible and flexible.
Example: A nonprofit offers a blended learning model with online modules and in-person workshops.
Best Practices:
Provide self-paced options for busy volunteers.
Use multiple delivery methods (e.g., live sessions, e-learning, mentorship).
Evaluation: Measuring Training Effectiveness
Continuous improvement ensures training remains relevant and impactful.
Example: A nonprofit training on community outreach collects post-training feedback to refine content for future sessions.
Best Practices:
Conduct pre- and post-assessments to measure learning outcomes.
Use feedback loops to update training based on participant insights.
Enhancing Nonprofit Training with Adult Learning Theory & Instructional Design
By aligning adult learning theory with instructional design frameworks like ADDIE, nonprofits can create engaging, relevant, and effective training programs. A well-designed training process ensures that volunteers and staff are empowered with practical skills, leading to stronger programs and better community impact. Whether through scenario-based learning, problem-solving exercises, or blended learning models, instructional design plays a key role in preparing nonprofit teams to fulfill their mission successfully.
Knowles, Holton, & Swanson (2015) – This citation refers to The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development
Designing Nonprofit Training with an Equity Lens
Designing nonprofit training with an equity lens means recognizing that adult learners bring diverse experiences, backgrounds, and access to opportunities. Effective instructional design should intentionally remove barriers to learning and create inclusive environments where all participants feel valued and supported. This requires a thoughtful approach to training development that centers accessibility, cultural responsiveness, and diverse learning needs.
Strategies for Equity-Centered Training
To ensure training is inclusive and equitable, consider the following strategies:
Use Multiple Learning Modalities: Adults have different learning preferences, so offering content in multiple formats—such as live workshops, self-paced e-learning, discussion-based learning, and hands-on activities—helps accommodate diverse needs (Merriam & Bierema, 2014).
Incorporate Lived Experiences: Encouraging participants to share their perspectives and using real-world examples relevant to different backgrounds can make learning more meaningful (Brookfield, 2017).
Ensure Representation in Training Materials: Case studies, role-playing exercises, and instructional visuals should reflect diverse cultural perspectives and experiences to foster a sense of belonging (Gay, 2018).
Address Barriers to Participation: Providing accessible materials, translation services, closed captioning, and flexible scheduling ensures all participants can fully engage (Ginsberg & Wlodkowski, 2009).
Create a Culturally Responsive Learning Environment: Recognizing and valuing diverse perspectives by integrating inclusive facilitation techniques, such as affinity group discussions or community-based knowledge-sharing, enhances engagement (Hammond, 2015).
Examples of Applying an Equity Lens in Training
Mentorship Training: A nonprofit developing mentorship training includes case studies featuring mentors and mentees from different racial, socioeconomic, and gender identities to ensure diverse representation.
Volunteer Onboarding for a Crisis Hotline: Training modules include language access options, trauma-informed facilitation, and scenarios that reflect callers’ diverse lived experiences.
Staff Development on Leadership Skills: Workshops incorporate culturally responsive leadership models and encourage senior leadership to reflect on how their identities shape their leadership approach when working with staff.
Community Engagement Training: Example: Training materials center the lived experiences and perspectives of communities, emphasizing relationship-building, shared decision-making, and the recognition of community knowledge as expertise. Rather than focusing on deficits, the training highlights strengths-based approaches that honor cultural traditions, histories, and leadership within the community.
By grounding adult learning in equity and social context, nonprofits can design training that is relevant, engaging, and affirms the diverse identities and lived experiences of participants. Centering historically marginalized perspectives in training ensures that learning environments are inclusive and empower individuals to apply their knowledge in ways that drive systemic change. This approach not only deepens learning but also strengthens an organization’s ability to build authentic community partnerships and create lasting impact.
References
Berg, J. H. (2023). Uprooting instructional inequity: The power of inquiry-based professional learning. ASCD.
Brookfield, S. D. (2017). Becoming a Critically Reflective Teacher. Jossey-Bass.
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
Ginsberg, M. B., & Wlodkowski, R. J. (2009). Diversity and Motivation: Culturally Responsive Teaching in College. Jossey-Bass.
Hammond, Z. (2015). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin.
Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
Merriam, S. B., & Bierema, L. L. (2014). Adult Learning: Linking Theory and Practice. Jossey-Bass.
Sleeter, C. E. (2012). Professional development for culturally responsive and relationship-based pedagogy. Peter Lang Publishing.
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.
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.