Transcript of ADULT LEARNER SIXTH EDITION - ugcascru.org
The Adult Learner: The Definitive Classic in Adult Education and
Human Resource Development The Adult AdultMaking
ofAdultAndragogyModernAdult Learner 5thed. Learneran AdultLearnerin
ActionPracticeLearner (Knowles, 4thed.Educator3rded.(Knowles,of
Adult2nded. Holton & (Knowles,
(Knowles,(Knowles,1984)Education(Knowles, Swanson,
1998)1990)1989)1984)2nded.1978)
(Knowles, 1980)
Orientation to YYYYYYY Learning (problem-centered)
Motivation to YYYY learn (internal)
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Personal Adult Learning Style Inventory Developed by Dr. Malcom S.
Knowles
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1There are a number of AA>BNANBB>ABFor the most part adults
and important differences youths do not differ greatly between
youths and in terms of the learning process. adults as learners
that can affect the learning process.
2Effective learning/training AA>BNANBB>ABEffective
learning/training design is design puts equal weight concerned with
content first on content and process plans.and process
second.
3Effective facilitators/trainers AA>BNANBB>ABEffective
facilitators/trainers show model self-directed learning learners
that they, the facilitators/ in their own behavior, both trainers,
are content experts, with within and outside the learning the
knowledge and skills to be session.“in the driver’s seat.”
4Effective learning/training is AA>BNANBB>ABEffective
learning/training rests based on sound methods for on the trainer’s
use of standard, involving learners in assessing valid methods for
assessing their own learning needs.learners’ needs.
5Client system representativesAA>BNANBB>ABIt is the program
developer’s must be involved in the responsibility to provide
clients
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6Program administrators must AA>BNANBB>ABProgram
administrators must have plan, work and share full responsibility
and be held decision-making with clientaccountable for their plans
system members.and decisions.
7The role of the facilitator/AA>BNANBB>ABThe role of the
facilitator/ trainer is best seen as that of trainer is to provide
the most a facilitator and resource current and accurate
information person for self-directed possible for learners.
learners.
8Effective learning designs take AA>BNANBB>ABEffective
learning designs are those into account individual that apply
broadly to most differences among learners.or all learners.
9Effective facilitators/trainers AA>BNANBB>ABEffective
facilitators/trainers are able to create a variety concentrate on
preparing learning of learning experiences for /training sessions
that effectively helping trainees develop convey specific content.
self-directed learning skills.
10Successful learning/training AA>BNANBB>ABSuccessful
learning/training designs designs incorporate a varietyare grounded
in carefully of experiential learning developed formal
presentations. methods.
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Personal Adult Learning Style Inventory (Continued) Developed by
Dr. Malcom S. Knowles
AAA>BNANBB>ABB
11Client system members should AA>BNANBB>ABLearning/training
program developers be involved in developing are responsible for
designing and needs assessment instrumentsusing sound needs
assessment and procedures that provide instruments and procedures
to the data for program planning.generate valid data for
program
planning.
12Program administrators must AA>BNANBB>ABProgram
administrators must be able involve their clients in to explain
clearly to their clients defining, modifying and their financial
policies and applying financial policies practices related to
learning/ and practices related to training programs.
learning/training programs.
13Effective facilitators/trainers AA>BNANBB>ABEffective
facilitators/trainers must use must take into account the
respected, traditional learning recent research findings theories
as they apply to all concerning the unique learners.
characteristics of adults as learners.
14Effective learning requires a AA>BNANBB>ABEffective
learning depends on physical and psychologicallearners recognizing
and relying climate of mutual respect,on the expert knowledge
and
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15It is important to help learnersAA>BNANBB>ABLearners should
concentrate on the understand the differences content of
learning/training between didactic instructionrather than the
method or and self-directed learning.methods of instruction.
16Effective facilitators/trainers AA>BNANBB>ABEffective
facilitators/trainers are are able to get learners able to get,
focus and maintain involved in the learning/the learners’
attention. training.
17Client system representatives AA>BNANBB>ABLearning/training
program developers need to be involved in must develop and use
on-going revising and adapting needs assessment data, to revise
learning/training programs, nd adapt programs to better based on
continuing needs a meet client needs. assessment.
18Program administrators must AA>BNANBB>ABProgram
administrators must be involve organizational able to explain
clearly and decision-makers in convincingly modern approaches
interpreting and applying to adult education and learning modern
approaches to adult /training to organizational education and
learning/training.policy makers.
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Personal Adult Learning Style Inventory (Continued) Developed by
Dr. Malcom S. Knowles
AAA>BNANBB>ABB
19Effective learning requires the AA>BNANBB>ABEffective
learning requires the facilitator/trainer to assess
facilitator/trainer to isolate learners and control the effects
that from the possible effects of factors such as groups, outside
factors such as groups, organizations and cultures organizations or
cultures. have on learners.
20Effective learning/training AA>BNANBB>ABEffective
learning/training can take design engages the learners place only
after experts have in a responsible self-diagnosisdiagnosed the
real learning of their learning needs.needs of learners.
21Effective facilitators/trainers AA>BNANBB>ABEffective
facilitators/trainers accept involve learners in planning,
responsibility for the planning, implementing and
evaluatingimplementation and evaluation of their own learning
activities.the learning activities they direct.
22Use of group dynamics AA>BNANBB>ABEffective learning
centers on the principles and small group one-to-one relationship
between discussion techniques is the facilitator/trainer and
critical for effective learning.the learner.
23Program developers must help AA>BNANBB>ABEffective program
planning is the design and use program result of the program
developer’s planning mechanisms suchefforts to interpret and to use
as client system advisory the client system data they
collect.
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24Program administrators must AA>BNANBB>ABProgram
administrators must collaborate with take the initiative to
experiment organizational members to with program innovations and
experiment with program assess their outcomes and innovations,
jointly assessingeffectiveness. outcomes and effectiveness.
25In preparing a learning/AA>BNANBB>ABIn preparing a
learning/training training activity, the activity, the
facilitator/trainer facilitator/trainer should should rely on
certain basic review those theories of assumptions about the
learning learning relevant for process that have been proven
particular adult learning to be generally true. situations.
26Effective learning/trainingAA>BNANBB>ABEffective
learning/training requires engages learners in that the
facilitator/trainer clearly formulating objectives thatdefine the
goals that learners are are meaningful to them.expected to
attain.
27Effective facilitators/trainers AA>BNANBB>ABEffective
facilitators/trainers start by begin the learning process making a
careful diagnosis of by engaging adult learners participant
learning needs. in self-diagnosis of their own learning
needs.
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Personal Adult Learning Style Inventory (Continued) Developed by
Dr. Malcom S. Knowles
AAA>BNANBB>ABB
28Learners must be involved in
AA>BNANBB>ABFacilitators/trainers are responsible planning
and developing for planning and developing evaluation instruments
andevaluation instruments and procedures and in carrying procedures
and for carrying out the evaluation of learning out evaluation of
learning processes and outcomes.processes and outcomes.
29Program developers must AA>BNANBB>ABProgram developers are
responsible involve client system members for designing and
implementing in designing and using learningsound evaluation plans.
/training program evaluation plans.
30Program administrators must AA>BNANBB>ABProgram
administrators are work with organizational responsible for making
and members and decision makers presenting to organizational to
analyze and interpret authorities analyses of legislation affecting
organi-legislation that affects zational learning/training
organizational learning/ programs.training programs.
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