Expectations
KNOWLEDGE More knowledge, concepts/ideas on leadership, and basic skills, characters, qualities/traits of a leader Integration of the concerns in the area/community and also its challenges Bases of analysis/assessing potential leaders in the communities VALUES Enhance values as leaders Facilitate more appreciation and work with the people in the community Dialogue of various beliefs that will enhance ones leadership and doing service SKILLS Methods of handling leadership role Skill in handling people in the community, effective in handling organization, strategies of handling the seminar Able to apply learning to others How to handle/form/ develop potential leaders, and at the same time situate our being COs
Adult Learning Theory
North Central Regional Educational Laboratory http://www.ncrel.org/
Adult Learning Theory
1 Adults will commit to learning
when the goals and objectives are considered realistic, and application in the real world important to their personal and professional needs
Adult Learning Theory
2 Adults want to be the origin of
their own learning and will resist learning activities they believe are an attack on their competence, thus, their learning needs to give them some control over the what, who, how, why, when, and where
Adult Learning Theory
3 Adult learners need to see
learning and their day-to-day activities are related and relevant
Adult Learning Theory
4 Adult learners need direct,
concrete experiences in which they apply the learning in real work
Adult Learning Theory
5 Adult learning has ego
involved, learning must be structured to provide support from peers and to reduce the fear of judgment
Adult Learning Theory
6 Adults need to receive feedback
on how they are doing and the results of their efforts, activities that allow the learner to practice the learning and receive structured, helpful feedback
Adult Learning Theory
7 Adults need to participate in smallgroup activities during the learning to move them beyond understanding to application, analysis, synthesis, and evaluation, opportunity to share, reflect, and generalize their learning experiences
Adult Learning Theory
8 Adult learners come to learning with
a wide range of previous experiences, knowledge, self-direction, interests, and competencies, this diversity must be accommodated in the learning/training activities
Adult Learning Theory
9 Transfer of learning for adults is
not automatic and must be facilitated, coaching and other kinds of follow-up support are needed to help adult learners transfer learning into daily practice so that it is sustained
Adult Learning Principles
Stephen Lieb, South Mountain Community College from VISION, Fall 1991
Adult as Learners Adults are autonomous and self-directed Adults have accumulated a foundation of life experiences and knowledge Adults are goal-oriented Adults are relevancy-oriented Adults are practical As do all learners, adults need to be shown respect
Adult Learning Principles
Stephen Lieb, South Mountain Community College from VISION, Fall 1991
Motivating the Adult Learner Social relationships: to make new friends, to meet a need for associations and friendships. External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority. Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work.
Adult Learning Principles
Stephen Lieb, South Mountain Community College from VISION, Fall 1991
Motivating the Adult Learner Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors. Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life. Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind.
Adult Learning Principles
Stephen Lieb, South Mountain Community College from VISION, Fall 1991
Barriers adults have many responsibilities that they must balance against the demands of learning, because of these responsibilities, adults have barriers against participating in learning
lack of time, money, confidence, or interest, lack of information about opportunities to learn, scheduling problems, "red tape," and problems with child care and transportation
Adult Learning Principles
Stephen Lieb, South Mountain Community College from VISION, Fall 1991
Barriers Motivation factors can also be a barrier. What motivates adult learners? Typical motivations include a requirement for competence or licensing, an expected (or realized) promotion, job enrichment, a need to maintain old skills or learn new ones, a need to adapt to job changes, or the need to learn in order to comply with company directives.
