the adult learner
DESCRIPTION
Dr. Marion Bish July 23, 2013. The Adult Learner. As We Begin . . . . Introductions All questions are welcome 100% participation Why is this topic important? What do you hope to learn? What are your expectations of the setting and each other? . Objectives. - PowerPoint PPT PresentationTRANSCRIPT
THE ADULT LEARNER
Dr. Marion BishJuly 23, 2013
As We Begin . . . . Introductions All questions are welcome 100% participation Why is this topic important? What do you hope to learn? What are your expectations of the
setting and each other?
Objectives By the end of the session, learners will
be able to Identify key needs of adult learnersDescribe the impact of generational
differences on adult learnersDiscuss the implications of both for high-
quality professional development
Training vs. Learning Training =
Something done to othersPushes knowledge, skills and attitudes needed to
succeed in work Learning =
Individuals do on their ownPull knowledge, skills and attitudes from others in
order to be successfulMotivated to learn and see a reason for doing so
Why is the topic important? “As a result of the WWW, all human knowledge now
turns over about once every five years – and the half-life of knowledge is falling. A day will come in our lifetimes when all human knowledge will turn over several times while an individual progresses through elementary, middle, high school, college and graduate school….To discover opportunities and solve problems in today’s fast-paced, dynamic, knowledge-based world where everything can change suddenly, workers must use their heads and not their hands. ..They must learn to solve practical, work-related problems, often in real time.”
• Rothwell, Adult Learning Basics, 2008
Characteristics of Adult Learners Autonomy
Adults typically prefer a sense of control and self-direction. They like options and choice in the learning environment.
Goal-orientedMany adults have specific goals they are trying to
achieve. They want learning activities that help them reach their goals.
Learning by ExperienceMany adults prefer to learn by doing rather than
listening to lectures.
Characteristics Contd. Practical
Adults in the workplace prefer practical knowledge and experiences that will make work easier or provide important skills. Personal relevance.
Competence and MasteryAdults like to gain competence in workplace skills
as a boost to confidence and self-esteem.They prefer specific learning to survey learning.
Characteristics Contd. Wealth of Knowledge
In the journey from childhood to adulthood, people accumulate a unique store of knowledge and experience. They bring this depth and breadth to the learning situation.
PurposefulWorkplace training is often part of an initiative
that involves change. Adults want to know the purpose of training and
the motivation underlying an initiative.
Characteristics Contd. Emotional Barriers
Through experience, many adults may fear a subject, have anxiety about a subject or feel anger about forced changes in job responsibilities or policies. Emotions can interfere with learning.
Results-orientedAdults are results-oriented with specific
expectations of what they will get out of the learning activity.
Will drop out of voluntary learning if expectations are not met.
Characteristics Contd. Outside Responsibilities
Numerous commitments to family, friends, community, and work.
Carving out time impacts adult learners. Big Picture
Adults require the big picture of what they’re learning.
Need to know how the small parts fit into the larger landscape.
Responsible for SelfTake responsibility for own success or failure
Characteristics Contd. Need for Community
Many prefer a learning community with whom can interact and discuss questions and issues.
Potential Physical LimitationsDepending on age, may acquire psychomotor
skills more slowly than younger people.May have more difficulty reading small fonts and
seeing small images on a computer screen.
Children – Adults – Older Adults Children tend to accept listening to adults tell
them or teach them about something that does not have an immediate use or application.
Adults are much less patient and focus on immediate application. Why is it important? Practical knowledgeHow can I use it? Use immediately
Younger adults problem-solve and try new experiences
Older adults build on their own experiences
Learning Climate Adults must feel psychologically “safe”
to learn. More emotionally invested in how they
perform in learning situations. More conscious of how others perceive
them when they make mistakes. Workplace learning must be perceived
to be encouraged.
Reflection Consider these basic characteristics of
adult learners within the context of the adults with whom you work/interact/teach.
Which characteristic most resonates with you and why?
Turn and talk with a partner and share your reflective thoughts.
Generations in the Workplace Traditionalists – Born 1922-1945
(Exiting) Baby Boomers – Born 1946-1964 Generation X – Born 1965-1980 Generation Y – Born 1979-1999
(Entering) Generation Z – Born 1995 and after
Jigsaw Activity Count off 1, 2, 3
1=Baby Boomers2=Gen X3=Gen Y
Move to areas of the room by group (all 1s, all 2s, all 3s)
Using the chart, discuss the assigned generation, selecting the characteristics most important for working with that group as adult learners.
15 minutes Return to home groups of 1, 2, 3. Teach others in
the group. (15 minutes)
Generations in the Workplace
Baby BoomersBorn 1946 -1964Worked hard for what they have achievedDemanding work ethicExpect others to be as responsible as they
areSense of urgencyNo-nonsense approach
Generations Contd. Gen X
Baby Bust GenerationBorn 1965 – 1980CynicsLack motivationFrustratedWork ethic upsets Baby Boomers
Generations Contd. Gen Y/Millenials/Gen Why?
Born 1979-1999Hardworking like Boomers, serious, work-
orientedWorry about jobs, career, health care, lifestyleQuestion “going into work”Impatient with typical 9-5 arrangementsExpect to receive immediate rewards for
contributionsVirtually connectedOnly 1 in 3 is Caucasian
Generations Contd. Gen Z/New Silent Generation
Born 1995 and afterToday’s childrenTech savvyEnjoy financial status established by parentsNetwork via YouTubeDigital natives (communication = internet)Expect everything to be on the WWWLess patience; everything at nano speed
Reflection – Turn and Talk Reflect on your own generational
differences How could those differences
influence your perception of the topic of adult learning? Your perception of others with whom you work?
How could those differences influence learning methods?
Implications for Professionals When it comes to learning, adults are
not over sized children. Maturity brings unique characteristics
that affect how adults are motivated to learn.
By appealing to the unique qualities of adult learners, we can design more effective and motivating professional development sessions.