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.
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
Merriam, S. B. (2008). Adult
learning theory for the twenty-first century. New Directions for Adult and
Continuing Education, 119, 93–98.
Dr. Melvin Alonza Lowe, III, EdD
Educational Director -
Macon County Public School
lowemelvin724@gmail.com
