Key Principles ofAdult LearningAdult Learning

Bettina StanulisProvidence Care

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Learning Objectives

Understand the key terminology and principles of d lt l i d i t th i l fadult learning, and appreciate their relevance for

creating a positive learning environment for adults.Understand and appreciate the motivators andUnderstand and appreciate the motivators and barriers to adult learning.Describe and discuss the role, characteristics and ,attributes of effective instructors / mentors.Acquire a basic knowledge of some of the relevant knowledge translation tools, such as facilitation, feedback, mentoring and coaching in the workplace

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workplace.

OverviewCharacteristics of adult learners and the implications for instructors / mentorsimplications for instructors / mentorsFocus Activity: attributes of effective instructors / mentorsThe four dimensions of the learning environmentManaging classroom dynamicsBasics of facilitation, feedback, mentoring, , , g,coaching in the workplace

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About … Adult Learning

“We will learn no matter what! With or without books, inspirational trainers or classroom, we will manage to learn. Educators can, however, make a difference in what people learn andmake a difference in what people learn and how well they learn it. If we know why we are learning and if the reason fits our needs as welearning, and if the reason fits our needs as we perceive them, we will learn quickly and deeply.”

Malcolm Knowles

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Adult Education

“Adult education is a process through which learners become aware of significant experience. Recognition of significance leads to evaluation Meanings accompanyto evaluation. Meanings accompany experience when we know what is happening and what importance the event includes for ourand what importance the event includes for our personalities.”

Malcolm Knowles

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Andragogy vs. PedagogyNon-depending personality (adult)N d t b lf di ti

Dependent personality (child)Need structure, direction,

idNeed to be self-directingProblem-centeredLearners (facilitated)

guidanceContent-centeredStudents (taught)

Accumulated knowledge & experience, that can add to or hinder the learning e perience

Limited life experienceLearning focused on forming and accumulating basic

experienceMostly voluntary (motivation)Application of knowledge in a

ti l f hi

meanings, values, and skillsMostly mandated (school)More likely to use specific,

practical fashionMostly consistent self-concept

concrete thoughtEmerging self-concept

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Why Adults LearnSocial relationships

Meet new people, make new friendsExternal expectationsExternal expectations

Comply with company directives (mandated)Social welfare

Prepare for service in the communityp yPersonal & professional advancement

Achieve higher status (extrinsic), promotion, competitors, need to maintain skills

Escape / StimulationRelieve boredom / routine

Cognitive interestLearn for the sake of learning (intrinsic), passion for life-long learning, sense of personal achievement (self-esteem)

OtherLife changing events job loss career change divorce relocation etc

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Life-changing events, job loss, career change, divorce, relocation etc.

Barriers to Learning

Adults have many responsibilities they need to balance against the demands of learningbalance against the demands of learningLack of:

TimeTimeMoneyConfidence or interest (anxiety / doubt)( y )Information about opportunities to learnTransportationProblems with:

Scheduling, job, family, childcare

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Adult Learning

How Do YOU Learn Best?

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How Adults Learn Best

90% Say it – Do it!90%

80% Say it ourselves

(hands-on)

50% Hear See++

30%

20% Hear (auditory learner)

See (visual learner)

10% Read (visual learner)

Hear (auditory learner)

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Key Adult Learning Principles

Adults are autonomous and self-directedAdults have accumulated an extensive foundation of life experiences and knowledgeAdults are goal-orientedAdults are relevancy-orientedAdults are practicalAdults want to be treated with respect

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Implications for Instructors / MentorsAutonomous and self-directed:

Adults want to be actively involved in the learningAdults want to be actively involved in the learning processNeed opportunity to engage in critically-reflectivethinkingTeachers = facilitators guiding learners to acquire (construct) their own knowledge(construct) their own knowledgeBe empowered to work on topics and areas reflecting their own interests (learning contracts)Take responsibility for their own learning

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Implications for Instructors / Mentors

Accumulation of life experiences and knowledge:

Acquired through previous activities and educationN d t i t t id d t ithNeed to integrate new ideas and concepts with existing knowledge and experiencesDraw out participants’ contributions relevant toDraw out participants contributions relevant to topicsRecognize participants’ wealth of knowledge and experiences

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Implications for Instructors / Mentors

Goal-oriented:Adults want to learn to attain a certain goalEducational program needs to reflect these goals

/Program needs to be clearly organized / structuredNeed to show learners how the material will help them achieve their goals (“What’s in it for me?”)them achieve their goals ( What s in it for me? )Must be done early in the course (course overview)“Tell them what you are going to tell them, then tell y g gthem, and tell them what you have told them”

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Implications for Instructors / Mentors

Relevancy-oriented:Adults must see a reason for learning somethingLearning objectives need to be identified early

/Learning needs to be relevant / applicable to their area or workAllow participants to select topics that reflect theirAllow participants to select topics that reflect their area of interest

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Implications for Instructors / Mentors

Practical:Learning must be useful to the studentLearner needs to see the immediate value and applicability of the learningapplicability of the learningInstructors must tell participants how the learning will be useful on the job / in lifej

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Implications for Instructors / Mentors

Respect:Instructors need to acknowledge wealth of life experiences and existing knowledge the adult learner brings to the classroomlearner brings to the classroomLearners want to be treated with respect need to be treated as equalsSelect instructional strategies / methods to allow learners to contribute in class (interactive)

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Focus Activity

Based on your own experience, what makes an effective instructor / mentor?

Characteristics / attributes?D ’ d d ’t’ ?Do’s and don’t’s?

Take 5 minutes to discuss with your learning partnerpartnerPrepare sharing your findings with the group (informal class discussion)(informal class discussion)Results will be collected on flipchart

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Attributes of Effective Instructors / Mentors

St d t t d t h t dStudent-centered vs. teacher-centeredChange agents for their learners/menteesPatient, understanding, empathetic, flexiblePatient, understanding, empathetic, flexibleAvailable, accessibleRespectful, non-judgmental, tolerantC i ti kill j “ t l l”Communication skills, no jargon - “at my level”

Listening skills (active, empathetic listening)Good facilitator, mentor, mediator, ,Sense of humor, enthusiasm for subject

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Attributes of Effective Instructors/ Mentors – cont’d

Competent in subject matterCompetent in subject matterReflective practitioner (in action/on action)Control classroom dynamicsControl classroom dynamics

Considering a variety of learning styles, educational backgrounds, ethnic diversity, etc.Time management

Help students set realistic goalsFoster students’ self-esteemOffer positive verbal and nonverbal reinforcement

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Transformative Learning in the Context of Ad lt Ed tiAdult Education

Suggests that individuals are transformed through a process of critical reflectionCatalysts for transformative learning are situations th t d t fit i d ti idthat do not fit our preconceived notions or ideas

When our perception of reality is not in harmony with our experiencep

These “disorienting dilemmas” (e.g., crisis situation) make us reflect critically, find new ways of interpreting the “dilemma” and try out new behaviours

Jack Mezirow

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Jack Mezirow

The Role of the Educator is…

Help learners focus on and examine the assumptions that underlie their beliefs feelingsassumptions that underlie their beliefs, feelings and actionsAssess the consequences of these assumptionsq pIdentify and explore alternative sets of assumptions, theoriesT t lidit f ti th h ff tiTest validity of assumptions through effective participation in reflective dialogue

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Transformative Learning involves….

Applying more critically-reflective thinkingBeing more open to the perspectives of othersBeing less defensive and more accepting of new ideasKeeping a open mind

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The Four Dimensions of the Learning Environment

1. Physical2. Social3. Psychological4. Teacher Behaviour

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Physical Dimension

Settings in which teachers and students interactSh ld b f t bl d i t l iShould be comfortable, conducive to learningClassroom environment:

Use of space seatingUse of space, seatingRoom set-up, conducive to learningTemperature / ventilationEquipmentLightingElements of distraction i e noiseElements of distraction, i.e. noise

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Social (Relationship) Dimension

Activities of educating take place in a social setting. Class is a social group.setting. Class is a social group.Identifies the nature and intensity of personal relationships within the learning environmentWhat is most important to learners:

Teacher / instructor needs to be availableOpportunities to actively participate and interact with other learnersRegular breaksgFeel welcomeWhat else?

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Psychological Dimension

Plays a significant role in influencing student learning outcomesstudent learning outcomesApplying newly learned skills or behaviors can represent a risk to some individualscan represent a risk to some individuals

self-esteem and ego are on the lineAtmosphere needs to be:Atmosphere needs to be:

Safe, caring, trusting, respectful, understanding, tolerant of mistakes

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Psychological Dimension – cont’d

What is most important to learners:pProvide clear objectivesClarify expectations early onW b bl i id dWant to be able to question ideas and conceptsNeed encouragementNo favoritism please!No favoritism, please!Learn best in a trusting climateWhat else is important to you as a learner?

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Teacher Behaviour

Critical factor in shaping a positive classroom climateclassroom climateThe following teacher behaviours are considered effective:considered effective:

Enthusiastic, knowledgeable, interestingConcerned with student learningConcerned with student learningAccessible to studentsMotivating, challenging - but supportive, and dedicated (Lowman)

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Managing Classroom Dynamics

Challenging Participants:Make eye contactUse proximity controlGet indi id al acti el in ol edGet individual actively involvedUse “Parking Lot”Redirect questions to someone elseRedirect questions to someone elseConfront the individual, ask for cooperationSet clear limits / boundariesExplain consequencesEstablish a “Code of Conduct” with participants

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Managing Questions

Information-seeking questionsRequest for information (factual)

Validation questionsLooking for validation from instructorLooking for validation from instructorBe non-judgmental

Choice questionsChoice questionsParticipant is unsure about own response

Challenging questionsNot information-seeking, non-productivePower-struggle

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And When the Going Gets Tough ….

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Facilitation Basics

The purpose of facilitation is group ff tieffectiveness

Facilitator acts as a “catalyst”, and provides leadership without “taking the reins”leadership without taking the reinsRole is not to present ready-made solutions, but to offer participants a method (process) to p p (p )problem-solve and reach their own conclusionsEmpower individuals to use critically-reflective thi ki t t t th i l i d tthinking, to construct their own learning, and to try out new behaviours

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Feedback

“Feedback is always meant to be positive. Its goal is to improve the current situation or performance – its goal is never to criticize or offend. The structure of giving feedback is a reflection of this positive intent.”feedback is a reflection of this positive intent.

Ingrid Bens

“Feedback is fundamentally a conversation, one that provides personally relevant information that helps a person make informed decisions about how to behaveperson make informed decisions about how to behave, and issues or stakeholders to consider.”

Ken Blanchard

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Giving Feedback

Check if the individual is ready to receive feedback

Focus on what can changeready to receive feedback

Clear, factual, non-judgmental, honest

changeDescriptive rather than evaluative - examples

Specific – avoid generalizationsTimely, ongoing, frequent

Own the feedback – use “I” statementsSupportive instead ofTimely, ongoing, frequent

Emphasize the positive aspectsF th b bl

Supportive instead of punitiveGive individual an opportunity to respondFocus on the observable

behaviour or problem, not the person

opportunity to respondSet goals / objectives –action plan (follow-up)

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Receiving Feedback

Listen activelySeek to understand and learn from it

Don’t get emotional / defensiveRelax, speak slowlyDon’t take it personally – don’t justifyT t d t d th th ’ tiTry to understand the other person’s perspective

Accept the inputA k ti f l ifi tiAsk questions for clarificationDecide how you want to use the informationWork on areas that can be improved in the future

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Work on areas that can be improved in the future

Mentoring BasicsTraditional definition:

Activities conducted by a person (the mentor, i d) f th (th t ) i d texperienced) for another person (the mentee) in order to

help that individual to do a job more effectively and/or to progress in their careerV i t f t i hVariety of mentoring approaches:• Coaching, training, discussion, counseling etc.

Contemporary approach:Personal and Professional CoachingAttain significant goals in a highly individualized fashionGive internal experts a way to share their knowledgeGive internal experts a way to share their knowledge through Peer MentoringMentor = sounding board

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Coaching in the Workplace

Examine an individual’s current situation, including assumptions, perceptions about their work, themselves and othersS fSet relevant and realistic goals for themselves, based on their own needs and natureT k l t d li ti ti t dTake relevant and realistic actions toward reaching these goalsLearn by continually reflecting on their actionsLearn by continually reflecting on their actions and sharing of feedback with others

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Types of Training

Skill-based TrainingOn the job training

Theory-based TrainingE planationOn-the-job training

Psychomotor (skills)Show (demonstrate)Sh T ll

Explanation• Introduce the facts

Activity• Promote learning by doingShow + Tell

Check for understanding (learner to demonstrate)Practice (application)

• Promote learning by doing• Use relevant instructional

activities and methodsSummaryPractice (application)

Describe the learning (for better understanding and retention)

S y• Synthesize key

information• Reflect on learning

e perienceretention) experience• Summarize points that

resonated with learners

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Learning Organization

A Learning Organization is an organization g g gwhere all employees continuously and spontaneously learn for the purpose of f th i th ll b i dfurthering the organization’s well being and mission.

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Key Take Home Messages

Adult learners are self-directed, relevancy-i t d d h lif i hi h thoriented, and have life experiences which they

want to contribute and have validated.Consider motivators and barriers to learningConsider motivators and barriers to learning.Help / facilitate students learn how to construct their own learning (Constructivist Approach)g ( pp )Effective educators / mentors are change agents – they encourage critically-reflective thi kithinking.What else resonated with you today?

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Emerson Inc.Cranton P (2000) Planning Instruction for Adult Learners ( 2nd ed ) Toronto: Wall & Emerson IncCranton, P. (2000). Planning Instruction for Adult Learners ( 2nd ed.). Toronto: Wall & Emerson, Inc.Fink, Dr. L. D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. San

Francisco: Jossey-Bass. Retrieved April 21, 2009 from http://www.ou.edu/pii/significant/selfdirected1.pdf.

Imel S (1998) Transformative Learning in Adulthood Columbus Ohio: Available fromImel, S. (1998). Transformative Learning in Adulthood. Columbus, Ohio: Available from http://www.ericdigests.org/1999-2/adulthood.htm

Knowles, M. (1978). The Adult Learner: A Neglected Species (2nd ed.). Houston, Texas: Gulf Publishing Company.

Lieb, S. (1991). Principles of Adult Learning. Available from , ( ) p ghttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm

McKeachie, W. J. (2002). Teaching Tips (11th ed.). Boston: Houghton Mifflin Company.Wiggins, G. & McTighe, J. (1999). What is Backward Design? Understanding by Design. Retrieved

April 21, 2009, from http://www.flec.ednet.ns.ca/staff/What%20is%20Backward%20Design%20etc.pdf.

Ontario Ministry of Training, Colleges and Universities. (2002). Training in the Workplace, Participant’s Guide. Toronto: Author.

Dartmouth College.(2008). Tips for Giving and Receiving Feedback Effectively, Manager’s Toolkit.S f

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Dartmouth, Nova Scotia: Author. Retrieved April 21, 2009, from http://www.dartmouth.edu/~hrs/manager/toolkit/peoplemanagement/feedback.pdf.