CONTINUING EDUCATION AND THE ADULT LEARNER
How do you convince the tenured professional that there ’ s still more to learn ? Better yet , how do you make it attractive to them ? When it comes to teaching and learning , one size does not fit all . It ’ s not unusual for workers to change careers multiple times . As a result , many find themselves back in school as adult learners , far removed from the early years of college , high school or vocational education , and bringing with them a two-edged sword of life experience and priorities .
Adults learn differently than children . Malcom Knowles , a preeminent researcher on psychosocial and cognitive development , suggests that children tend to be dependent learners , while adults need to be independent and exercise control . In addition to being self-directed , adults don ’ t necessarily see their primary roles to be that of learners . They are earners , parents and spouses first . Their motivation to learn is generally based on the need to fulfill their role in these capacities or to cope with life changes . Adults learn best when they perceive the outcomes of the learning process as something valuable they can immediately apply to their lives or professions .
This has key implications for employers seeking to develop structured , in-house professional developmental programs . By providing a learning environment that meets the needs of adult learners , we enhance their potential for success .
Mr . Hull , of the Center for Occupational Research and Development , proposes that in order to close the skills gap , it ’ s time to think differently about how we re-educate and prepare adult learners . He notes that by understanding the psychosocial barriers many adult learners face , employers can develop more structured , in-house , learning environments and cultures . He suggests that competency based instruction is emerging as the best strategy for teaching the adult learner , noting that adults must see personal accomplishment every day , that they require immediate feedback on their work , and that course work should be flexible so that adult learners can fit their education into their everyday lives .
POST-RETIREMENT : LEARNING TO SHARPEN THE MIND AND BODY
The Baby Boomer generation is changing the paradigm of retirement , with more and more seniors continuing to work post-career .
Retirement offers opportunities to explore one ’ s interests that had previously been delayed during full-time work years . For some , full retirement is not an option . Over 25 percent of Florida seniors were employed last year , according to the Florida Department of Elder Affairs ( FDOEA ). The stereotype of the elderly sitting at home with nothing to do is frankly , false in today ’ s market economy .
With nearly 4 million citizens age 60 and older , Florida has the highest percentage of elders in the nation , according to the DEOA . In Volusia County , 30 percent of the population is 65 and older . Staying engaged and having a sense of purpose , whether through continued employment or by other means , has been proven to carry many benefits for seniors .
For employers , senior workers offer valuable experience . As the economy recovers from the Great Recession , many industries are finding it harder to fill jobs , particularly in skilled trades ; and seniors are helping to fill that gap , according to a recent study by the University of Kentucky .
The research notes that senior workers often serve as key mentors within the corporate environment , exemplifying a strong
work ethic on behalf of their younger colleagues as well as an ability to manage problems , respond to emergencies and provide better service to customers .
Indeed , the pathway to a successful rewarding career is no longer a linear one , but rather more cyclical in nature . Life , technology , innovative new ways of workplace operations and outright necessity move us to look ahead and evolve by practicing the concept of lifelong learning .
As the late Mr . ( Fred ) Rogers once said , “ Often when you think you ’ re at the end of something , you ’ re at the beginning of
something else .”
How Millennials Learn
Millennials are now the nation ’ s largest living generation , according to the U . S . Census Bureau . Born 1981 to 1997 , they now number over 75 million , surpassing the number of Baby Boomers , born 1946 to 1964 .
As Millennials begin to comprise the majority of the nation ’ s workforce , educators and employers must become tuned to the differences in how this demographic learns , particularly in this new age of lifelong workplace learning .
Dr . Christy Price , a psychology professor at Georgia ’ s Dalton State College , is renowned for her groundbreaking work on how Millennials learn .
For one , they are the first generation to be fully raised in the aftermath of the technological revolution in which information has been instantly available to them thanks to the Internet and mobile technology .
In her research , Dr . Price summarizes the main components for engaging Millennial learners :
Relevance - Millennials do not typically value information for its sake , so connecting course content to the current culture , and making learning outcomes and activities relevant to them and their future is important .
Rationale - Unlike Baby Boomers , Millennials are more likely to conform , comply and adhere to course and workplace policies when they are provided with a rationale .
Relaxed - Millennials thrive in a less formal , more comfortable learning environment in which they can informally interact with their instructor and one another .
Rapport - Millennials are relational . They are more willing to pursue learning outcomes when their instructors connect with them on a personal level .
Research - based methods - Millennials have grown up in an era in which they were constantly engaged . When they are not interested , their attention quickly shifts elsewhere . This research suggests Millennials prefer a variety of active learning methods , as opposed to a more traditional lecture-only format .
Harry Russo is Communications Manager at Daytona State College , as well as a freelance writer and editor . He holds a Master ’ s in Educational Leadership from the University of Central Florida and resides in Palm Coast , Fla . Contact him at Harry . Russo @ DaytonaState . edu .
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