Understanding the Adult Learner

A synopsis of “Tornado of Change”

And

Andragogy and Self Directed Learning: Pillars of Adult Learning Theory”

Adult Learners all come with preconceived expectations…….

“The teacher only appears when the student is ready to learn” ( Hindu proverb)

The Adult Learner is……

Autonomous and self directed

Full of life experience and knowledge

Goal orientated

Relevancy orientated

Practical

Deserving of Respect

AndragogyThe art and science of helping adults learn. ( Knowles, as cited by Merriam)

Assumes:The learner has is independent and self directed.

Has life experience to draw from

Has learning needs related to social role changes

Problem – centered

Intrinsically motivated

Self Directed Learning

The Goals:

Self Directed Learning

Transformational Learning

Emancipatory Learning and Social Action

Self Directed Learning

The Process:

1970’s -Linear - Tough and Knowles

1980 – 1990 – Interactive- Danis’s

Consider learner and learner context

Professional Development (PD) facilitators and organizational leaders need to recognize that for PD to be effective, implementation must address the needs of the adult learner.

“The Concerns-Based Adoption Model (CBAM) is a framework and set of tools for understanding and managing change in people.” (Horsley and Loucks-Horsley)

The CBAM model identifies three stages of developmental process:

1. Stages of Concern – this is the affective dimension that addresses how people feel about having to do something new or different.

Awareness – unaware or unengaged

Self Concern – Informational -”what must I do”

- Personal – “how will this affect me?”

Task Concern – Management – “what do I need to do this?

Impact Concern – Consequence – “how will I do this?

- Collaboration – “who can I work with?”

- Refocusing – “how can I make this better?”

(Horsley and Loucks-Horsley)

2. Levels of Use – the behavioral dimension of change

Non Use – no implementation attempts

Orientation – Seeks information

Preparation – adoption of new process

Once the choice to implement has been made, support will need to be given as levels of use grow from mechanical to routine to refinement to integration and through renewal. (Horsley and Loucks-Horsley)

3. Innovation Components – identifying the change. What should the implementation look like if done successfully?

Practice Profiles should consist of:

description of resources and conditions needed for implementation.

identification of standards

descriptive examples

(Horsley and Loucks-Horsley)

Key Messages

Change is a process, not an event.

Change is a highly personal experience.

Knowledge of CBAM will assist staff developers in diminishing resistance (Horsley and Loucks-Horsley)

Adult Learners do not submit to the “just do it” philosophy. Learning opportunities need to make sense and be seen as purposeful.

Additional Resources

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm

http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfm

http://pd360.com

Bibliography

Adult Learners, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm

Horsley, D. L. & Loucks-Horsley, S. (1998). CBAM brings order to the tornado of change. Journal of Staff Development, Fall, 19(4).

Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. In S. B.