5. adult learning

ADULT LEARNING

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PRINCIPLE NO. 1

Learning is an experience which occurs inside the learner and is activated by the learner.

PRINCIPLE NO. 2

Learning is the discovery of the personal meaning and relevance of ideas.

PRINCIPLE NO. 3

Learning (behavioral change) is a consequence of experience.

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PRINCIPLE NO. 4

Learning is a cooperative and collaborative process.

“Two heads are better than one”

PRINCIPLE NO. 5

Learning is an evolutionary process.

PRINCIPLE NO. 6

Learning is sometimes a painful process.

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PRINCIPLE NO. 7

One of the richest resources for learning is the learner himself.

PRINCIPLE NO. 8

The process of learning is emotional as well as intellectual.

PRINCIPLE NO. 9

The process of problem solving and learning are highly unique and individual.

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CONDITION NO. 1

Learning is facilitated in an atmosphere which encourages people to be active.

CONDITION NO. 2

Learning is facilitated in an atmosphere which promotes and facilitates the individual’s discovery of the personal meaning of ideas.

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CONDITION NO. 3

Learning is facilitated in an atmosphere which emphasizes the uniquely personal and subjective nature of learning.

CONDITION NO. 4

Learning is facilitated in an atmosphere in which differences are good and desirable.

CONDITION NO. 5

Learning is facilitated in an atmosphere in which consistently recognizes people’s right to make mistakes.

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CONDITION NO. 6

Learning is facilitated in an atmosphere which tolerates ambiguity.

CONDITION NO. 7

Learning is facilitated in an atmosphere in which is a cooperative process with emphasis on self-evaluation.

CONDITION NO. 9

Learning is facilitated in an atmosphere in which it encourage openness of self rather than concealment of self.

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CONDITION NO. 10

Learning is facilitated in an atmosphere which people feel they are respected.

CONDITION NO. 11

Learning is facilitated in an atmosphere in which people feel they are accepted.

CONDITION NO. 12

Learning is facilitated in an atmosphere where it permits confrontation.

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ADULT-LEARNING PROCESS

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ADULT-LEARNING PRINCIPLES:

LEARNING ISA TRANSFORMATION THATTAKES PLACE OVERTIME.

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LEARNING ISA CONTINUOUS CYCLE OFACTION AND REFLECTION.

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LEARNING ISMOST EFFECTIVE WHEN IT

ADDRESSES ISSUES RELEVANTTO THE LEARNER.

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LEARNING ISMOST EFFECTIVE WHEN PEOPLE

LEARN WITH OTHERS.

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andLEARNING

OCCURS BEST IN A SUPPORTIVEAND CHALLENGING

ENVIRONMENT.

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ADULT LEARNER CHARACTERISTICS:

»They have experiences (Education, Job, real world)

»They are task oriented (Goal directed, organized, application)

»They minimize risk (lack of confidence, anxious)

»They are resistant to change (whats and hows and whys)

»They want involvement (Recognition, participation)

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ADULT LEARNER CHARACTERISTICS: STRATEGIES:

»They have experiences SHARE EXPERIENCE

» They are task oriented RECOGNIZE, LOGICAL,STEP-BY-STEP

PROCEDURES

»They minimize risk MOTIVATE, ENCOURAGE

»They are resistant to change EXPLAIN WHY?

»They want involvement WORKSHOP, OJT, ETC.

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TECHNIQUES TO MOTIVATE LEARNERS:

Show a need –what’s in it for me (WIIFM)Develop an intent to learnMaintain interestEncourage early successGive recognition and creditAvoid emotional responseUse honest praise and avoid blameBe professional

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DIFFERENCES OF ADULT DIFFERENCES OF ADULT LEARNERS:LEARNERS:

PhysicalEmotionalIntellectualLearning Style

• visual, • logical, • creative, • auditory

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LEARNER’S ABILITY TO RETAIN INFORMATION STUDIED:

10% of what they read20% of what they hear30% of what they see50% of what they see and hear70% of what they say and talk90% of what they say as they do a thing

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PRINCIPLES AND CONDITIONS

Helping Relationship Process which helps people themselves to learn and solve problems themselves.

Changing behavior is a positive direction. Refers to learning necessary for the solution of practical economic, social, political and personal problems of living encountered by individuals, groups and communities.

Learning

For Learning in

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Behavior

Directions which enhance the self, others and the community

Positive Direction

Actions pushed by attitudes, ideas, values, skills and interests

Goal of Learning To enable individuals, groups of people and communities to become more fully functioning, effective and productive entities in society.

PRINCIPLES AND CONDITIONS

For Learning in

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COMMON TRAINING METHODOLOGIES

METHOD

LECTURE

WHAT IT IS

A talk given without much, if any participation.

WHAT IT WILL ACHIEVE

Suitable for large audiences where participation of the trainee is not possible because of numbers. The information to be shared can be exactly worked out beforehand-even to the precise word. The timing can be accurately set.

POINTS TO WATCH

The lack of participation on the part of the audience means that unless the whole of it, from beginning to end, is fully understood and assimilated, the sense will be lost.

Audio-visual aids will help the participants understand the message.

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A talk incorporating a variety of techniques, and allowing for participation by the trainees.

The participation may be in the form of questions asked by the trainees to the speaker, or brief periods of discussion during the currency of the session.

Suitable for putting across information to groups of not more than twenty participants. Participation by the trainees keeps their interest and helps them to learn.

The trainees have the opportunity to participate but may not wish to do so.

The communication will then be all one way and the session will be a little different from a lecture.

Audio-visual aids will be necessary. Likewise, the trainer should be skillfully handle questions and facilitate the discussions.

TALK

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A session during which a job or part of a job is learned to the following formula:

1) the trainee is told how to do the job

2) the trainee is shown how to do the job

3) the trainee does the job under supervision

4) the trainee is given feedback and is allowed to practice some more on his own.

Each of these may be a complete session by itself: talk, demonstration, practice, feedback

Suitable for putting across skills. The job is broken down into small stages which are practiced. The whole skill is, thus, built up in easily understood stages. This gives the trainee confidence and helps them to learn.

More suitable if the skill to be learned is one which depends on a lot of knowledge first being learned. Many clerical skills are of this sort.

The skill to be acquired may best be learned as a whole rather than as parts. It is difficult for trainees to absorb large chunks of information and then to be shown what to do at some length before they get the opportunity to put the learning into practice.

JOB (SKILL) INSTRUCTION

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Knowledge, ideas and opinions on particular subject are freely exchanged among the trainees and the instructor.

Suitable where the application of information is a matter of opinion. Also wen attitudes need to be induced or changed.

Trainees are more likely to change attitudes after discussion than they would if they were told during a talk that their attitude should be changed. Also suitable as a means of obtaining feedback to the instructor about the way in which trainees may apply the knowledge learned.

The trainees may stay from the subject matter or fail to discuss it usefully. The whole session may be blurred and woolly.

Trainees may become entrenched about their attitudes rather than be prepared to change them.

DISCUSSION

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Trainees are asked to enact, in the training situation, the role they will be called upon to play their job of work.

Used mainly for the practice of dealing with face-to-face situation. (i.e. where people come together in the work situation.)

Suitable where the subject is one where a near-to-life practice in the training situation is helpful to the trainees can practice and receive expert advise or criticism and opinions of their colleagues in a “protected” training situation.

This gives confidence as well as offering guidelines. The trainees get the real life situation.

Trainees may be embarrassed and their confidence sapped rather that built up. It can also be regarded as ‘a bit of lark’ and not taken seriously.

ROLE-PLAY

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A history of some event or set of circumstances, with the relevant details is examined by the trainees.

Case studies fall into two broad categories.

A) Those in which the trainees diagnose the cause of a particular problem.

B) Those in which the trainees set out to solve a particular problem.

Suitable where a cool look as a problem or a set of circumstances, free from the pleasure of the actual event, is beneficial.

It provides opportunities for exchange of ideas and consideration of possible solutions to problems the trainee will face in the work situation.

Trainees may get the wrong impression of the real work situation.

They may fail to realize that decisions taken in the training situation are different from those which have to be made on-the spot in a live situation.

CASE STUDY

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Trainees are asked to undertake a particular task, leading to a required result, following lines laid down by the trainer. It is usually a practice or a test of knowledge put over prior to the exercise.

Exercise may be used to discover trainees’ existing knowledge or ideas before further information or new ideas are introduced.

Exercise may be posed for individuals or for groups.

Suitable for any situation where the trainees need to practice following a particular pattern or formula to reach a required objective.

The trainees are to some extent “on their own.” This is a highly active form of learning.

Exercises are frequently used instead of formal tests to find out how much the trainee has assimilated.

There is a lot of scope in this method for the imaginative trainer.

The exercise must be real and the expected results reasonably attainable by the trainees or the trainees will lose confidence and experience frustration.

This requires a more sophisticated and more involved trainer skill: facilitating.

EXERCISE

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Similar to an exercise but giving the trainee much greater opportunity for the display of initiative and creative ideas.

The particular task is laid down by the trainer but the lines to be followed to achieve the objectives are left to the trainee to decide.

Like exercise, projects may be set for their individual or groups.

Suitable where initiative and creativity need stimulating or testing.

Projects provide feedback on a range of personal qualities or trainees as well as their range of knowledge and attitude to the job.

Like exercise, projects may be used instead of formal tests. Again there is a lot of scope for the imaginative trainer.

It is essential that the project be undertaken with the trainees’ full interest and cooperation.

It must also be seen by the trainee to be directly relevant to his needs.

If the trainee fails or feels that he has failed in the project, there will be severe loss of confidence on art and possible antagonism towards the trainer.

Trainees are often hypersensitive to criticism of project work.

PROJECT

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Trainees are given a series of files, papers and letter similar to those they will be required to deal with at the work of place (i.e., the typical content of a desk-workers in-tray).

Trainee take action on each piece of work.

The results are marked or compared one with another.

Suitable for giving trainees a clear understanding of the real-life problems and their solutions.

The simulation of the real situation aids the transfer of learning from the training to the work situation.

A valuable way of obtaining feedback on the trainees progress.

Also useful for developing attitudes towards work, e.g., priorities, customer service, etc..

It is important that the contents of the In-basket are realistic.

The aim should be to provide trainees with a typical in-tray.

The marking or comparison of results must be done in a way which will not sap the confidence of the weaker trainee.

In-Basket

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Trainees are presented with information about a company financial position, products, market, etc.. They are given different management roles to perform. One group may be concerned with sales, another with production and so on.

These groups then “run” the company. Decisions are made and actions are taken. The probable result of these decisions in terms of profitability is then calculated.

Suitable for giving trainee managers practices in dealing with management problems. The stimulation of the real-life situation not only on aids the transfer of learning but also is necessary because a trainee manager applying only broad theoretical knowledge to the work situation could cause major problems.

Also a valuable way of assessing the potential and the current performance level of the trainees. It helps considerably in developing many aspects of a manager’s role

The main difficulty is the assessing the probable results of the decisions made. Sometimes a computer is used for this purpose. The trainees may reject the whole of the learning if they feel the assessment of the probable outcome of their decisions is unrealistic.

There is also a risk that the trainees may not take the training situation seriously.

Business Management Games

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Trainees are put into situations in which:

a) The behavior of each individual in the group is subject to examination and comment by the other trainees.

b) The behavior of the group (or groups) as a whole is examined. (The trainer has specialized in training or education in behavioral sciences.

A vivid session for the trainee to learn of the effect of his behavior on other people and the effect of their behavior upon him.

It increases knowledge of how and why people at work behave as they do.

It increases skill at working with other people and of getting work done through other people.

A valuable way of learning skill of communication.

Difficulties can arise if what the trainee learns about himself is distasteful to him or contrary to his self-image.

Trainees may “cop out” if they feel put off by the searching examination of motives.

It is important that problems arising within the group are resolved before the group breaks up.

Likewise, it is important to emphasize the confidentiality of the session.

Group Dynamics

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1. Presentation Techniques

lecture demonstration

television, video tape motion pictures

debate slides

dialogue dramatization

interview recording, radio

symposium exhibits

panel trips

group review reading

INSTRUCTIONAL TECHNIQUESINSTRUCTIONAL TECHNIQUES

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2. Audience Participation Techniques

question and answer/ open forum buzz groups

listening teams role-playing

reaction panel expanding panel

3. Discussion Techniques

guided discussion book-based discussion

Socratic discussion problem-solving discussion

case discussion group-centered discussion123


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4. Simulation Technique

role-playing critical incident process

case method in-basket exercises

games action maze

5. T-Group (Sensitivity Training)

6. Non-verbal Exercises

7. Skill Practice Exercises, Drill Coaching


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STEPS IN EXPERIENTIAL LEARNING CYCLE:

1. Orientation

2. Instructions

3. Experiencing

4. Data Gathering and Data Analysis

5. Synthesis and Generalization

6. Integration

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LEARNING PROCESS STEPS (according to the Gagne Briggs model of the learning process)

1.Attention2.Motivation3.Recall 4.Encoding and Storage5.Feedback6.Transfer

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Learning Steps Instructional Events

1. Attention Direct Selective PerceptionUse focused training aidsEmphasize important aspects

LEARNING STEPS AND INSTRUCTIONAL EVENTS

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2. Motivation Establish a State of ExpectancyEstablish relevanceState objectivesRelate the new to the old

3. Recall Cue Retrieval of Previous LearningProvide practice activitiesUse questioning


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4. Encoding & Storage Assist Encoding and StorageStructure contentUse examplesUse analogiesUse memory aidsProvide a meaningful

context


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5. Feedback Reinforce Correct Knowledge/SkillsEvaluate performanceDiagnose strengths/weaknesses

6. Transfer Enhance Retention and TransferApply to different situationsReinforce job-related applications


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AUDIENCE PROFILE

Thinker Dreamer

FeelerDoer

EngineersLawyersAccountants

WorkersFarmersBank Tellers

Corporate PlannersArchitectsEntrepreneurs

Sales Prof.NursesEntertainers

5. adult learning

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