Principles of developing adults Essay

Malcolm Knowles renowned for his bring in on adult acquire (andragogy) identified the following principles of wearing adults * Adults need to be provided with a rationale as to why the discipline is taking place * Adults need to be encouraged to be self-directive and responsible for their encyclopaedism * Adults can fully dedicate and participate in the learning physical process (collective wealth of experience enables them to do this) * Adults wish to learn if they can see a practical get to it * If adults believe the learning can enhance performance they leave behind knocker the learning * Adults respond better to intrinsic motivators (increased familiarity and self-esteem) Preparing and designing learning and suppuration events/ incumbrances are vital in order to ensuring* The nurture intervention has a clear project * Aims and objectives are clearly covered * The of necessity and learning styles of the learners are taken into reduce * Aims and objectives are integ rated to organisational needfully * The development intervention is motivating and prosecute for individuals * There is lively commission from the participants to learning * That the resources and materials are complimentary to over tout ensemble aims and objectives and ensure that the intervention is engaging and accessible * Sensitivity to all participants cultural, religious and other needs * An sound judgment of what has been developed is vagabond in place * The interventions/outcomes are fully evaluated all the way planned and designed events will help towards the advancement of* Individual, team and organisational aims and objectives * Skills, cognition and behaviours * Higher participant satisfaction with the intervention, which could encourage push 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 learne rs, 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 hold* Lack of required resources and materials * Learning and development interventions previously non delivering on promises * Lack of irrefutable conference and involvement to engage and motivate individuals of the benefits * Fear of learning and development* Fear of competence * Previous (negative) experiences of learning and development * Lack of hypermetropy 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 * conk me alone, I am doing well syndromeThe above should be taken disadvantageously by organisations as these can have a negative come to 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 caution 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 overcome many of the barriers, including negative previous experiences (probably in school) where learners may not have been treated like responsible adults (see nurture 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 possibleness improving efficiency 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 theor y development of attitudes and/or feelings to a particular area * financial backing 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 specimen * Social learning theory enhancement of learning through favorable interaction and the sharing of knowledge, ideas and solutions * Experiential learning theory more autonomous where individuals learn from their experience and historicly 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 throttle how plurality learn, an appreciation of different learning styles can enable organisations to tackle a more focused approach to developing L&D interventions.Kolbs learning cycle focuses on how individuals can utilise cove r experiences to help inform new developmental choices. To be truly effective, a learner should develop a mix of observation, reflection, direct involvement and analytic insight.Honey and Mumford Learning styles questionnaire identified four distinct (although arguably in return 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 organicly comfortable with, yet will aid their total development.Bernice McCarthys 4MAT identifies four styles of learning based on four questions/areas (1) reasons for lacking(p) to learn (2) what learners like to know (3) knowing 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 sustain these.Blooms Domains for Learning divides learning into three domains (categories) (1) Cognitive knowledge/facts (2) psychomotor practical skills (3) affective attitudes/beliefsSylvia Downs MUD (memory, appreciation 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 significantly to ensure a safe, comfortable environment is in place where people can flourish. Additionally, detailed record keeping could provide vital information for future 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 testimonial ensuring data is processed fairly, used only for a specific purpose and stored s afely * Telecommunications and communication particularly pertinent if delivery involves e-learning, blended and surpass learning * Regulation regulatory bodies may require detailed records to be kept for auditing purposes