Sunday, January 15, 2017

Career Planning and Goal Setting within Adult Learning


Career Planning and Goal Setting within Adult Learning

            Adult learning is an evolving concept that focusing on many pedagogies and methodologies. When we think about best practices and ways in which to approach adult learning we often reference the six assumptions.
First, adults need to know why they need to learn something. Second, adults are responsible for their own decisions. Third, adults have a great deal of experience to bring to education. Fourth, adults are ready to learn what they need to know. Fifth, adults consider learning to be life centered. Finally, adults are mostly motivated
by internal pressures. As we further relate these assumptions to practice, please see the following.

1.               Self-concept: As people mature, they move being a dependent personality toward being more self-directed.
2.               Experience: As people mature, they amass a growing set of experiences that provide a fertile resource for learning.
3.               Readiness to learn: As people mature, they are more interested in learning subjects that have immediate relevance to their jobs or personal lives.
4.               Orientation to learning: As people mature, their time perspective changes from gathering knowledge for future use to immediate application of knowledge. As such, adult learners become more problem-centered rather than subject-centered (Knowles, 1980).
5.               Motivation to learn: As people mature, they become more motivated by various internal incentives, such as need for self-esteem, curiosity, desire to achieve, and satisfaction of accomplishment.
6.               Relevance: As people mature, they need to know why they need to learn something (Knowles, 1984). Furthermore, because adults manage other aspects of their lives, they are capable of directing or, at least, assisting in the planning and implementation of their own learning.
As a theoretical practitioner I find it necessary to employ these assumptions at best towards the target audience which is probably that of adult learners. When addressing the needs of adult learners it is most important to focus on personal goals as well as program outcomes. As we interface new facets of teaching and learning into the scheme of education, we must consider the importance of career planning and goal setting. Adult learners in their own regards must address each of the six assumptions with equity. However, not all will be addressed in the same order and this is based on each individual’s background of experiences.
In my personal focus on learning and adult students, I focus on the first assumption; adults need to know why they need to learn something. This is true for my learning and my personal outcomes. I must know why I am doing something. As I make this work for adult learners, I share with them the concept of goal setting and how to establish realistic goals based on their current academic and economic position. Learners should be able to determine a connection towards where they are and where they would like to go. Often the journey is different based on educational needs verses academic ability. All in all, the learner must be able to connect the pieces to conceptualize if this will work for them.  We are finding that adult learners are more independent than they typically think.
Looking at the Anthology you find that many of the functions of education are both the same for independent and dependant learners. Learning in fact is learning regardless of the age, gender, social economic status, etc. The learner dispositions may be different; nevertheless these are the concept used to set career and educational goals

In my study of these concepts, assumptions, and theories, I am finding that the approach taking to assist an adult learner is paramount. The learner must have the assumptions mentioned by Knowles met before, during, and after their progress through any program of study. Secondly, the student must feel empowered and respected in their identification of self-worth with respect towards their career goals and educational outcomes. More so, the student must be encouraged without ridicule. In my work with adult students, I find that self-pity does exist only if allowed. You must enable the student to store their past experiences but only focusing on those that will propel their future. This is why it is important to help the student discover their strengths and weaknesses with dignity and diligence early in the process of determining an appropriate program and education plan. Adult learning is diverse and must be respected in the manner that all students learn differently because they bring different needs to you as the educator. Foremost, these are the concerns which make the pedagogy of adult learning unique in both the process and outcome. Education planning and peer guidance is most essential in the develop of successful programs for adult learners.

Resources:
Knowles, M. S., Holton, E. G., & Swanson, R. A. (1998). The adult learner: The definitive classic in adult education and human resources development. Houston, TX: Gulf Publishing Company.

Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for Adult and Continuing Education, 119, 93–98.

Post by:
Dr. Melvin Alonza Lowe, III, EdD
Educational Director -
Macon County Public School
lowemelvin724@gmail.com