Rethinking “Industry Standards” in Adult Learning
When I first transitioned from elementary and middle‑grade education to adult learning environments, I constantly heard the phrase "industry standards." Every meeting and training referenced their importance for learner engagement, retention, and productivity. I understood this to mean research‑based facilitation, differentiated instruction, measurable outcomes, and meaningful learner engagement.
Then I attended the trainings.
In some environments, “industry standards” translate to reading endless PowerPoint slides while participants answer emails, mentally plan dinner, and occasionally ask someone to repeat the question. Somewhere between slide 42 and the breakout room no one requested, the phrase began to sound less like a standard and more like corporate decoration.
Ironically, adult learning research consistently supports active participation, collaboration, and practical application over passive lecture‑based instruction. The Association for Talent Development (ATD, 2023) identifies active learning as a key driver of engagement and retention, while studies from the University of California emphasize the importance of interactive, applicable learning experiences (University of California, 2022).
Yet many organizations still confuse completed training with successful learning.
References
Association for Talent Development. (2023). Active learning and engagement in professional training. ATD Research.
University of California. (2022). Retention and engagement in adult learning environments. UC Education Research Initiative.
Image Design: K. Pinto. Illustrated using Microsoft Copilot AI.
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