Principles of developing adults Essay

Malcolm Knowles renowned for his drill on adult knowledge (andragogy) identified the following principles of developing adults * Adults need to be provided with a rationale as to why the accomplishment is taking place * Adults need to be encouraged to be self-directive and amenable for their acquisition * Adults corporation richly contribute and participate in the learning process (collective wealth of bugger off enables them to do this) * Adults wish to learn if they can see a practical point to it * If adults believe the learning can enhance performance they will embrace the learning * Adults respond better to intrinsic motivators (increased intimacy and self-esteem) Preparing and designing learning and development events/interventions ar vital in order to ensuring* The development intervention has a clear purpose * Aims and objectives are clearly covered * The needs and learning styles of the learners are taken into report card * Aims and objectives are integrated to o rganisational needs * The development intervention is motivating and engaging for individuals * There is active perpetration from the histrions to learning * That the resources and clobbers are complimentary to over all in all aims and objectives and ensure that the intervention is engaging and accessible * Sensitivity to all participants cultural, religious and other needs * An assessment of what has been developed is put in place * The interventions/outcomes are fully evaluatedClearly planned and designed events will swear out towards the advancement of* Individual, team and organisational aims and objectives * Skills, knowledge and behaviours * Higher participant satisfaction with the intervention, which could encourage barely engagement in the learning process * The likelihood that further development will be proposedHowever, no matter how effective the organisation of the event is and how much the promotional material tries to engage the learners, consideration needs to be taken into account of the organisational and individual barriers to learning when planning the process. Barriers (both organisational and individual) can include* Lack of necessary resources and materials * Learning and development interventions previously non delivering on promises * Lack of electropositive communication and involvement to engage and motivate individuals of the benefits * Fear of learning and development* Fear of competence * old (negative) stupefys of learning and development * Lack of foresight with regards to the benefits of learning and development * We have tried this before and it did not work syndrome * The learning does not fit in with my particular learning stylesnydrome * Leave me alone, I am doing well syndromeThe above should be taken seriously by organisations as these can have a negative impact on the organisation enhancing its skills, knowledge and behaviours and hence its overall performance. Continuous communication with staff, where they are actively involved in the design and preparation of the process can go some way to alleviating these difficulties. An effective performance management process that focuses on developing employee capabilities will provide a further mechanism for their input, whilst potentially increasing their confidence and abilities to involve themselves in the process.The active involvement of individuals may vanquish many of the barriers, including negative previous experiences (probably in school) where learners may not have been treated like liable adults (see instruction on adult learning below).There are a number of models and theories that can help identify how the needs of learners can be put into practice.* Instrumental learning theory improving readiness and effectiveness on the job once basic standards have been achieved * Cognitive learning theory utilising information to acquire knowledge and put into context * Affective learning theory development of attitudes and/or feelings t o a particular area * Reinforcement theory focus on behaviouralism in that the belief is that individuals can be conditioned and will change their behaviour based on a response to events or stimuli (e.g. a pay rise, threat of a warning * Social learning theory enhancement of learning by dint of social interaction and the sharing of knowledge, ideas and solutions * Experiential learning theory more self-directed where individuals learn from their experience and importantly reflect on how they can develop and apply their learning further The type of learning is dependent on the context and the motivation and determination of the individual.Although an appreciation of learning theories is important to determine how batch learn, an appreciation of different learning styles can enable organisations to undertake a more focused procession to developing L&D interventions.Kolbs learning cycle focuses on how individuals can utilise cover experiences to help inform new developmental ch oices. To be truly effective, a learner should develop a mix of observation, reflection, direct involvement and analytical insight.Honey and Mumford Learning styles questionnaire identified four distinct (although arguably mutually inclusive learning styles) that individuals may relate to in terms of preferences of learning. It is important for HR/L&D professionals to both identify how they adapt development to meet learners needs and enable individuals to explore learning methods they may not be totally comfortable with, yet will aid their total development.Bernice McCarthys 4MAT identifies four styles of learning based on four questions/areas (1) reasons for wanting to learn (2) what learners like to know (3) erudite how things work (4) learners finding solutions for themselves. These will identify learners motivation for learning and how to design learning and development interventions to deem these.Blooms Domains for Learning divides learning into three domains (categories) (1) Cognitive knowledge/facts (2) psychomotor practical skills (3) emotive attitudes/beliefsSylvia Downs MUD (memory, understanding and doing) (1) memory knowledge/facts (2) understanding concepts/abstract ideas (3) doing practical skillslegislative requirementsIn terms of preparing and designing, a number of key legislative requirements need to be taken into account, not only to adhere to the law, but more importantly to ensure a natural rubber, comfortable environment is in place where people can flourish. Additionally, exposit record keeping could provide vital information for future(a) decision making and performance enhancement. Key legislative requirements include* Health and safety ensuring a safe environment that is accessible for all * Equality legislation ensuring accessibility and the reduction of discrimination * Data security measures ensuring data is processed fairly, used only for a specific purpose and stored safely * Telecommunications and communicati on especially pertinent if delivery involves e-learning, blended and distance learning * Regulation regulatory bodies may require detailed records to be kept for auditing purposes