Addressing specialization and time to enhance adult learning: Workshop participants’ perceptions

Abstract

Interdisciplinary workshops trained and supported supervisors and coaches to implement common assessment tools in practice across social service sectors. By applying adult learning, learning transfer, and situated learning theories, this qualitative study elicited perceptions of trainers and trainees to identify improvement training and technical assistance strategies. Ten semi-structured interviews were completed. Using thematic analysis, six themes emerged (specialization, time, engagement/interest, content, marketing, and technology). Specialized training for experienced adults helped match new knowledge and skills to practice. Addressing time constraints of busy professionals required consideration of participants' availability and training duration. Consistent with applied theories, suggestions for improvement included interactive training, small group discussions, realistic examples or vignettes, and helping participants comprehend the importance of the content. The creative use of technology, pre-training need assessment, reflexive practice, and supportive organizational factors can be helpful to advance continuing education in social service professions. Utilization of suggestions to modify workshops improved engagement and the transfer of knowledge to practice.