Abstract
Professional learning often starts with good intentions—yet too often, little changes after the training ends. This presentation explores how adult and professional education can be designed to inform, and transform. Drawing on findings from an International Research Fellowship (2021–2023), the session shares practical strategies for embedding behavioural change in adult learning, supported by global case studies, expert interviews, and learning science. The research identified a common pattern: one-off training sessions delivered in content-heavy formats often fail to produce sustained change. In contrast, learning experiences that are spaced, reflective, emotionally engaging, and grounded in real-world practice lead to significantly higher retention and application. Using frameworks such as the Ebbinghaus Forgetting Curve, the Spacing Effect, the Stages of Change Model, and the Theory of Planned Behaviour, this session unpacks how learning can be intentionally designed to move adults from awareness to action. Participants will leave with a clearer understanding of what makes learning stick and how to structure training that supports behavioural follow-through. The session will explore the power of small shifts—such as using coaching-style questioning, embedding reflection prompts, and building in post-training reinforcement—that collectively lead to long-term impact. Whether you’re designing PD for educators, leading organisational learning, or building adult capability, this session offers an evidence-based roadmap for designing learning that makes a difference—long after the session ends.
Presenters
Michele TocciTrainer and Assessor, Business and IT, Chisholm Institute, Victoria, Australia
Details
Presentation Type
Theme
Adult, Community, and Professional Learning
KEYWORDS
Adult Learning, Behavioural Change, Professional Development, Workplace Learning, Learning Design
