The relationship between adult learning and adult development

The Relationship Between Adult Learning and Adult Development Adult learning is a scenario in which adults get educated. It can be done for those who desire to pursue education to learn a skill. It can also be done formally in apprenticeship, trade school, or higher education (Sandlin, Wright, & Clark, 2013). Adult development entails the transitions that happen in psychological and biological domains of human life from the finish of puberty to the extremity of one’s life. These transitions may be rapid or gradual and can mirror no change, negative, or positive change from past functioning. The link amid adult learning and adult development ranges from embracing a belief in attainability and value of progress, rational self-ability of agency, one that assumes an autonomous, arguing that the main narrative of modernity formed both fields in their initial steps and their interrelations got from their sharing of that narrative to a narrative perspective (Sandlin, Wright, & Clark, 2013).

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During the postmodern season, most counter-narratives have come up, and some give various means of conceptualizing the interconnections (Smith, & DeFrates-Densch, 2008). Critical cultural pedagogy views people as shaped by and embedded in cultural settings. It offers a way of understanding how main narratives of adult identity are shown and perpetuated and how they can be resisted through counter-hegemonic and hegemonic public pedagogies (Smith, & DeFrates-Densch, 2008). Non-western cultures give an idea of adult learning and adult development instead of individualistic and interdependent instead of spirituality, self-sacrifice, community, valuing family, and independence.

-------------------- Theoretical Foundation or Model for Adult Learning Several theories and techniques exist about how adults learn, particularly making adult education an essential studying point for most professionals (Jarvis, 2012). Adults and children are very different regarding how they learn; therefore, different techniques must be deployed to make adult education effective. Each adult learning theory has different applications and techniques linked with it. Various techniques and theories will resonate better with students based on their main learning styles (Jarvis, 2012).
A theoretical foundation or model for adult learning that most influences your understanding of adult learning is andragogy. Malcolm Knowles acknowledged the idea of andragogy in 1980. It is the science and art of assisting adults in learning (Yang, 2004). Andragogy theory states that adult learners vary from children in several ways, including; They get the most essence from task-oriented education that goes in line with their realities. They are self-directed and desire to take control of their journey of learning. They bring experience and knowledge that form a baseline for their learning. They desire to know how education will assist them specifically. They require internal motivation (Yang, 2004). They want to know the importance of learning something. Andragogy learning theory focuses on providing learners an understanding of why they are engaging in something, several hands-on encounters, and less instruction so they can manage things by themselves (Yarbrough, 2018). However, this theory does not take other cultures into contemplation. While it has pros and cons, several learners find andragogy more accurate and helpful as it works to continue their learning.
Comparison of Two Models of Adult Learning and Development Self-Directed Learning Teachers in different educational set-ups utilize self-directed learning to assist in improving adult learning. Self-directed learning is the process where people take the initiative in their learning-they plan, execute, and evaluate their learning encounters without others’ assistance (Hiemstra, 1994). Learners set goals, find out their training or educational needs, and execute a plan to enhance their learning. Self-directed learning may occur inside or outside the classroom, with learners working by themselves or collaborating as part of their self-directed learning process.

Strengths For most adults, self-directed learning occurs naturally without anybody suggesting or explaining it. Most adult learners are prone to self-directed learning because they are usually excited about their learning and feel confident in their capability to take it on themselves. For most adult students, self-directed learning is a good way to learn (Garrison, 1997).

It promotes the natural development of life satisfaction, perseverance, initiative, and self-confidence (Hiemstra, 1994). While we do not control our lives because of several external factors that impact us, from genes to environmental situations, we are all in charge of our own life. We are all responsible for our choices that assist in creating our paths, specifically when we become of age (Garrison, 1997). This theory increases one’s ability to make intelligent, sound, and self-affirming choices when there are high stakes. The more practice individuals have with making their choices-with reading their ideas, needs, wants, and feelings and weighing them against the present alternatives-when they are young, the more likely they are to develop into compassionate, productive, healthy, sensible, and mature adults. It reduces the probability that learners will suffer from the life-long wounds usually produced by coercive schooling (Garrison, 1997). This means that the learners will not encounter systemic reinforcement negative messages, such as being placed into a lower reading group or suggesting that they are lazy or unmotivated because they prefer a different path than the school authorities offer. How much better learners could be if they did not always have to defend themselves and prove their knowledge to other people. How much inquisitive and open we could be-as they were when they were two-if, their self-esteem had been neither falsely bolstered nor pummeled for the years of learning (Garrison, 1997). Self-directed learning offers opportunities to pursue a range of interests than is possible in a typical learning center with its pre-formed curriculum, inability to accommodate the interests and wants of people, and fixed school program. Even those within the usual school curriculum can be explored more meaningfully and self-directed (Garrison, 1997). Self-directed learning reinforces collaboration. Without the imposed requirements of a school curriculum, youth and parents are free to explore, design, negotiate, discuss, and create by deciding what will best serve their desires, values, and goals (Garrison, 1997). Experience has shown that this technique does the opposite of what several skeptics fear. The outcome tends to be comfortable learners in their skin and deeply sensitive to others’ needs. This is usually seen in their choice of work and occupation-they choose to work collaboratively and empower others instead of seeking power over others. Individuals who feel in charge of their own lives are more likely to support self-direction in others.

Weaknesses Teamwork improves collaboration and enables brainstorming. Thus, more ideas are created, and productivity rises. Two or more brains are usually better than one for solving problems, increasing creativity, and completing difficult tasks. Teamwork encourages communication among the team members (Hiemstra, 1994). Though this technique has many pros, it also has cons such as;

Some adult learners lack the understanding and confidence to perform self-directed learning well. Not all adults want to do self-directed learning. It lacks peripheral benefits (Hiemstra, 1994). Lack of transformational power. Good e-learning is challenging to conduct. Slow evolution. There is no self-discipline (Hiemstra, 1994). Lacks flexibility. ·o face-to-face interaction. Lack of input from trainers.

Experiential Learning This theory focuses on the perception that their encounters shape adults and that the best learning comes from making sense of your encounters (Smith, 2016). Rather than memorizing figures and facts, experiential learning is a more reflective and hands-on learning technique. Adult learners can use this theory and learn by performing, rather than just reading or hearing about something. Hands-on encounters and role play are all part of experiential learning. Critics of this learning theory state that there are more proses to non-experiential learning that are overlooked. They suggest excellent value in details, decision-making, metrics, and goals that can be overlooked in this learning theory. Most adult learners find that this hands-on technique is an excellent alternative for them. Instead of memorizing or reading, learners can use their current understanding and past life encounters to improve their education (Smith, 2016).
Experiential learning is a powerful learning form. As illustrated by Williams and Lewis ‘Experiential learning is learning from learning by doing or encounters (Smith, 2016). Experiential learning initially immerses learners in an encounter and then encourages reflection about the encounter to create new ways of thinking, attitudes, and skills.’ Learning through encounters is something that everyone does in their daily lives, usually to a subconscious extent. Instead of reading, thinking, or viewing how to perform something with experiential learning, learning can be done by doing. Traditional training or teaching may not usually be the ideal way for all learners in both the corporate and educational setting to learn (Kolb, 2014). Strengths Like any method or technique of learning, experiential learning has pros and cons. Advantages of experiential learning may include;

Learners can learn life skills that will be utilized severally (Smith, 2016). Utilization of multiple senses. Transfer of knowledge, Experience enables better recall. Activities leave a long-lasting impression. Offers motivation to learn by active contribution (Kolb, 2014). Weaknesses

May cause loss of focus if a learner does not stay on task. Usually, you may have more than one correct response. Required guidance and patience by the trainer.

Adult Learning Techniques There are several techniques that adult learners may utilize to assist them in learning more effectively, including;

Find experiences to assist in facilitating learning. Adult learners can hugely benefit from finding ways to get hands-on learning. Finding experiential opportunities such as projects, job shadow opportunities, and finding internships can assist them to get a solid grasp of their education and be more involved with its practical implications (Henschke, 1992). Decide their why. Knowing the reason behind the need to pursue education will assist adult learners in having confidence in their learning process. Knowing why various courses will assist them in reaching their goal can ensure they stay motivated. Setting goals. For instance, learners with a particular career goal in mind will have a good encounter as they attain their degree program. Or adults who desire to learn Spanish might have a particular goal to be conversational before a trip to Mexico (Henschke, 1992). Adult learners require these goals since their learning is more in their own hands than children (Tennant, 1986). Frequently review information. Since adult brains are less plastic, they have difficulty developing new neural pathways (Henschke, 1992). Therefore, adult learners should be ready to review their material more frequently to develop those pathways.

How Understanding Adult Development and Learning can Influence Leadership The psychological approach of Mezirow of transformational learning seems to elaborate leadership responses. The transformational learning theory expanded to include group or organizational transformation, fostering transformation learning, and finally, the ethical contemplations of promoting a transformational learning encounter (Allen & Wergin, 2008). This transformational learning expansion has expanded our knowledge of understanding of adult education by clarifying the meaning-making process. It is not what we understand but how we understand it that it is essential.
The critical reflection and experience elements are particularly evident in all three leadership approaches (Allen & Wergin, 2008). Key to the theory is a vital reflection since it enables the evaluation of underlying values, beliefs, and assumptions of the issue or encounter. Transformational learning occurs when the context confronting the person is unfamiliar, and already known techniques cannot resolve the issue (Day, Harrison & Halpin, 2008). People should learn from experience, which should, in turn, improve the way they lead.
Another transformational learning identified from leadership training is development. According to theories of learning, individual development is both a result of the process and inherent. In essence, the transformation process is about growth-enabling and development modification (Allen & Wergin, 2008). All leaders should seek for growth and development of people and their respective programs. In crucially reflective leadership, leaders continue to find the growth of the organization and the people within the organization.
For example, leader A can mention that his goal as a leader is to make a difference in individuals’ lives and help them attain their dreams (Allen & Wergin, 2008). The growth in a respective program and intend to continue on the development path by new approaches. The capability of these leaders to inspire the development and growth of not only their programs but individual workers within a department can reveal elements of transformational leadership (Day, Harrison & Halpin, 2008). Leaders pay attention to the wants and abilities of individual workers in their department. When leaders from followers and enable them to attain experience is usually a measure of success. Thus, leaders who show transformational learning behaviors directly influence goal attainment, dedication, team member development, and an indirect impact on general performance (Allen & Wergin, 2008). Conclusion If you are an adult learner desiring to pursue higher learning, understanding various adult learning strategies and theories can successfully achieve your goal. Preparing for your strengths, understanding the strengths and weaknesses adult learners may have, and knowing your learning approach can assist you in becoming a successful adult learner. Adult learning can be complex for these reasons:
Lack of support-Adult learning can be overwhelming to attempt and tackle attaining a degree without support. Learners may find they lack the support system they require to tackle the hardships and learning and classes. Learning centers should ensure the learners feel supported despite the situation. That is why all learners should have a dedicated program mentor who will work with each phase of the way from entry to graduation. These program mentors link with the learners frequently to see if they require assistance, provide encouragement and support, address concerns, and answer questions.
Lack of Time-Adult learners usually have full-time jobs and have children who depend on them. This can make creating time to continue with education hard. Learning centers should have goals of assisting to remedy this hardship. Online courses are flexible, thus can help adult learners in pursuing their education in a way that works with their busy schedules and life. With online classes, you do not have to sign into class at a specific time, you do not have deadlines or due dates-your education is in your hands, and you can move through courses as fast as you grasp the course material. Learners who have difficulty in finding time for their schoolwork should be helped by stress and burden reduction. Financial barriers-
Younger learners may have guardian assistance when it comes to higher education. That is not usually the case for adult learners. Finances can become an issue for learners pursuing their dream of attaining a degree. Learning centers should not allow finances to get in the way of adult learners. Scholarships and financial aids should make learning easier for adult learners with financial issues. Self-doubt-It is usually for learners to feel that they are too old to continue with their learning. They might feel like they are too late and missed their chance to further their education. This is false! You are never too old to reach your goal and reach your goal.
Whether you have fifty or five years left in the workplace, you deserve to pursue a career or follow your passion. Contradiction-Some things adult learners will learn may vary from what they thought they learned or knew before. This can be hard for adult learners to wrap their heads around. Their past knowledge base may have to change to create new things, which takes some mental power. Neuroplasticity-The human brain has a plasticity element to them that assist in growth and learning. With each repetition of a thought, a neural pathway should be reinforced. When one learns something new, they form a new pathway. The links in one’s brain are continuously getting weaker or stronger, strengthening older ones or developing new pathways.
The younger individuals have brains that are more plastic-therefore changes are easier for them. As we grow older, our brains become less plastic, and we are less flexible in what we know and believe. That is a direct struggle for adult learners who are attempting new concepts and forge new pathways. Adult learners may have difficulty understanding new things simply because their brains are less plastic. While this is a hardship, it is not insurmountable when it comes to adult education. References