The Adult Learner

1. Dr. Marion Bish July 23, 2013 The Adult Learner

2. 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?

3. Objectives • By the end of the session, learners will be able to • Identify key needs of adult learners • Describe the impact of generational differences on adult learners • Discuss the implications of both for high-quality professional development

4. Training vs. Learning • Training = • Something done to others • Pushes knowledge, skills and attitudes needed to succeed in work • Learning = • Individuals do on their own • Pull knowledge, skills and attitudes from others in order to be successful • Motivated to learn and see a reason for doing so

5. 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

6. 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-oriented • Many adults have specific goals they are trying to achieve. They want learning activities that help them reach their goals. • Learning by Experience • Many adults prefer to learn by doing rather than listening to lectures.

7. 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 Mastery • Adults like to gain competence in workplace skills as a boost to confidence and self-esteem. • They prefer specific learning to survey learning.

8. 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. • Purposeful • Workplace training is often part of an initiative that involves change. • Adults want to know the purpose of training and the motivation underlying an initiative.

9. 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-oriented • Adults 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.

10. 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 Self • Take responsibility for own success or failure

11. Characteristics Contd. • Need for Community • Many prefer a learning community with whom can interact and discuss questions and issues. • Potential Physical Limitations • Depending 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.

12. 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 knowledge • How can I use it? Use immediately • Younger adults problem-solve and try new experiences • Older adults build on their own experiences

13. 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.

14. 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.

15. 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

16. Jigsaw Activity • Count off 1, 2, 3 • 1=Baby Boomers • 2=Gen X • 3=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)

17. Generations in the Workplace • Baby Boomers • Born 1946 -1964 • Worked hard for what they have achieved • Demanding work ethic • Expect others to be as responsible as they are • Sense of urgency • No-nonsense approach

18. Generations Contd. • Gen X • Baby Bust Generation • Born 1965 – 1980 • Cynics • Lack motivation • Frustrated • Work ethic upsets Baby Boomers

19. Generations Contd. • Gen Y/Millenials/Gen Why? • Born 1979-1999 • Hardworking like Boomers, serious, work-oriented • Worry about jobs, career, health care, lifestyle • Question “going into work” • Impatient with typical 9-5 arrangements • Expect to receive immediate rewards for contributions • Virtually connected • Only 1 in 3 is Caucasian

20. Generations Contd. • Gen Z/New Silent Generation • Born 1995 and after • Today’s children • Tech savvy • Enjoy financial status established by parents • Network via YouTube • Digital natives (communication = internet) • Expect everything to be on the WWW • Less patience; everything at nano speed

21. 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?

22. 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.