Communication, Coaching and Adult Learning Principles
What to know
Adult learners (Knowles' andragogy) differ from children: they are self-directed, bring experience, need relevance, are problem-centred, and require motivation. Training should therefore be practical, respect prior knowledge, and connect to real workplace tasks.
Communication theory: the sender–message–channel–receiver model, with feedback closing the loop. Barriers include noise, jargon, language, culture, and assumptions. For food safety, clear, simple, multilingual communication is essential, especially for high-risk messages.
Coaching
Use the GROW model (Goal, Reality, Options, Will) and give specific, timely, behavioural feedback. Distinguish coaching (developing capability) from instruction (telling) and counselling (personal issues). Feedback should be SBI: Situation, Behaviour, Impact.
Traps
- Assuming telling equals learning - adults need application.
- Giving vague feedback ('be more careful') rather than behavioural.
- Ignoring cultural and literacy differences in a diverse workforce.
- Confusing coaching with discipline.
Rule of thumb
For behaviour change, use show–do–review: demonstrate the correct practice, have the learner perform it, then give specific feedback. Adults retain what they practise, not what they hear.
Worked example
A food handler repeatedly fails to record fridge temperatures. Coaching approach: Goal (daily records completed), Reality (records missed on busy shifts), Options (alarm reminder, buddy check), Will (commit to trying for one week), followed by SBI feedback on observed performance.