Theoretical Framework & Qualitative DataLarry WeasETR745xNorthern Illinois UniversityAdult & Higher Education

Theory of Transformational Learning in the Workplace

Introduction to project

Purpose statement Research questions Research design Participants Setting Data collection procedures

Purpose Statement

Compare the differences of adult learning styles among three cohort groups (Baby Boomers, Generation Xers and the Millennials), understand the motivating factors of various multi-generational cohorts in the classroom and the workplace.

Research Questions

Why learning styles are important for adult learners in the workplace?

A second question focuses on identifying adult learners in the workplace compared to traditional classroom learning, and, what are some of the critical elements for making that learning experience successful with adult learners today?

Research DesignGrounded Theory Approach

Grounded theory research is mostly done through observation, conversation, and interview.

The researcher takes different cases, in which the variables interact as a unit to produce certain outcomes.

Research DesignComparative Analysis

Social units of any size Comparative analysis is a general method,

just as are experimental and statistical methods.

Four stages – Constant Comparison: (1) comparing incidents applicable to each

category (2) integrating categories and their properties (3) delimiting the theory, and (4) writing the theory.

ParticipantsOver 100+ participants from three multi-generational age groups (Baby Boomer, Generation X-Y, and the Millennials) in a rural community in Hardin County, Kentucky. The selected individuals for this study consist of a variety of educators, instructors, students, employers and employees from the Workforce Department. Each of the candidates participated in higher education programs at the Elizabethtown Community & Technical College (ECTC), Elizabethtown, KY.

Setting: Mix &Match of Adult Learners

Different generations in the classroom and workforce

Different learning characteristics Different approaches to learning Different ways that the generations prefer

to learn Appropriate learning environment Effective teaching strategies

Participants

Workforce & Higher Education in the Hardin County Community

Hardin County, KY 100+ Adult Learners

Data Collection Procedures Data sampled and coded intended to

identify adults’ different learning styles from three samples of multi-generational groups

Assigned and compared among six sub-categories of preferred learning styles. The data sampled, coded and, analyzed looked at attitudes toward the use of adult learning styles in the classroom as well as the workplace.

Memoing the data on the different learning styles and expectations, there is the realization between adult learning styles and data others have concluded in their own interviews.

Major theorists/theories Mezirow’s transformational learning

Kolb's experiential learning

Jarvis’ potential learning experiences

Illeris’ Three Dimensions of Learning: cognitive, emotional, and social

Knowles’ andragogy, self-direction in learning and adult education and learning

Smith’s individual differences in learning styles

Key/core concepts

‘Productive Learning’ and ‘Pedagogy of Vocational Education’

Self-directed Learning Experiences are a rich resource for learning. Awareness of specific learning needs

generated by real-life events

Data analysis: Coding ProcessThematic coding was developed for analyzing and interpreting the data from six initial categories of questionnaires on different adult learning styles with content area curriculum to real-life experiences in the workplace.

Transcribing: The transcribing involves numerical coding of the questionnaires

Analyzing: the researcher looks for themes, commonalities, and patterns to try and make sense of the data

Verifying: It involves checking the credibility and validity of the information gathers and identifies the sequence of responses

Reporting: The final step of the study is to report what was discovered from the questionnaire

Data analysis: Codes

Code Research Theme Categories

(01) The relationship between higher education and working life

(02) Opportunities, benefits, and barriers to Work-based learning in higher education

(03) Adult learners’ real-life work experiences and practice in work-based learning

(04) Work-based learning, action learning, and the virtual paradigm

(05) Self-directed learning along with continuous learning in the workplace

(06) Social-cultural and economic factors

(07) Job-related training effective for the worker and co-workers and learning from work

(08) Challenges and Support for Work-based Learning

(09) The use of learning theories in the design of work-based learning

(10) Compare and contrast adult learning styles in the classroom to experiences

(11) Relevant learning styles for work-related knowledge and skills competencies

(12) Rethinking learning styles, expectations, and needs to meet the challenges and shape Corporate America for the 21st Century Workforce

(13) Relationship of Learning Styles and Work-based Learning

(14) Relationship of Learning in the Classroom and Working Life

(15) Continuous and Self-directed Learning in the Workplace

(16) Learning Theory vs. Practice

(17) Classroom Learning Styles with Work-based Learning

(18) Learning Criteria for Work-based Learning in the Workplace

(19) Improving Work Performance through Work-based Learning

(20) Benefits from Work-based Learning in Higher Education

(21) Relevancy of Work-based Learning in the Workplace

(22) Implications to Work-based Learning

Codes: Coding used for the interviews

Data analysis: Coding Categories

Results from each of the questionnaires are coded, accordingly. Afterwards, results from each of the coded themes are assigned to the following categories based on their relationship to each category:

Category A: Ranking of student’s learning styles in the classroom Category B: Comparison of instructor and student use of different

learning styles Category C: Advantages of using different adult learning styles Category D: Challenges of using different adult learning styles Category E: Integrating adult learning styles in the workforce Category F: Barriers to integrating adult learning styles in the

workforce

Generation Group

Age GroupCategory

ACategory

BCategory

CCategory

DCategory

ECategory

F

Millennials 18 – 21          

Generation Y 21 – 25          

Generation X 26 – 30            

Generation X 31 – 35            

Generation X 36 – 40            

Generation X 41 – 45            

Baby Boomers 46 – 50            

Baby Boomers 51 – 55            

Baby Boomers 56 – 60            

Baby Boomers 61 – 65            

Coding Categories

Data analysis: Assertion

“Learners in the workforce are always using their learning styles in different areas of work. People want to be able to use their skill set as compared to classroom learning for some they may consider it very traditional in learning competency-based skills. However, in the traditional classroom setting, adult learners continue to accept a learning responsibility to learn the subject-matter as it pertains to their career path.”

Data analysis: Data Coding

Thank you!

Questions & discussion