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.