Experience, Knowledge, Outcome a Brief Look inside Adult Learning
Matthew DeWaegeneer
Webster University HRDV 5610 OD F1 2014
Abstract
Adult learning theory was developed to show specifics on how adults learn (Noe, 2013, p. 160). Unlike the typical child student; adult learners have a need to know “WHY” they are learning something (the Outcome), and a need to be self-directed in their learning. Learners need to have clear goals and objectives of what they will achieve by the teaching intervention (Palis, 2014, p. 6). Adult learners bring with them more personal and work (experience) no matter what subject they are learning. Having a problem-centered approach to a subject; is how most adults learn and they will remain motivated to learn as long as they seek an answer to their problem (Noe, 2013, p. 161). Adults come to learning situations with accumulated experience or (Knowledge). In any group of adults there is a wide range of personality differences concerning background, learning styles, motivation, needs, interests and goals (Palis, 2014, p. 4). Also, adults tend to develop mental habits, biases and assumptions that usually make them resistant to new ideas and alternative methods of learning. The two methods of training in the articles chosen for this abstract are: Train the Trainer and small group coaching sessions. For each group of learners their own personal or group desired outcomes will and has shaped the learning. In both cases the training looks to be successful.
Overview – The first article to be used in this abstract is entitled; “Establishing a Train the Trainer Education Model for Clinical Skills Development” (Bell, Doyle, Gallagher, Rochford, & Royanne, 2008, June). This article discusses the demographic trends as well as challenges in the service reform of healthcare workers that assist and care for sick and disabled older people in Ireland. Backed by an education and training needs analysis of nursing staff, a group of nurses researched and wrote this article on how it would be best to meet the demands of education for practicing nurses using a ‘Train the Trainer’ method. The second article that will be used is entitled; “Occupational Performance Coaching: a contemporary approach for working with parents of children with occupational challenges” (Graham, 2011, p. 41). As we have been taught during this class learning can take on many facets. From lectures, this has been the most frequently used method for delivering knowledge in academic teaching (Palis, 2014, p. 2). Lectures are used in a variety of situations for teaching theoretical knowledge in medicine, ranging from classrooms for medical students and residents, to symposia, conferences and congresses for continuing medical education (Palis, 2014, p. 2). The two articles selected for this abstract will highlight two distinct learning methods to improve education in the medical field. Through experience, knowledge and a successful outcome, both methods were appropriate for the selected audience.
Implied/Factual Impact of the Main Issues on Organizations
In the first article; Establishing a ‘train the trainer’ education model for clinical skills development, the health care system in Ireland discovers that the changing education for caring for the populations sick and elderly will require more education by the already employed nursing staff. Implication for the Irish health care system is that often nurses that are hired have little to no skill is specific elderly care. In some cases nominees for jobs were not aware of what was expected of them or indeed that they were going to be caring specifically for the elderly (Bell, Doyle, Gallagher, Rochford, & Royanne, 2008, June, p. 36). The second article; Occupational Performance Coaching: A contemporary approach for working with parents of children with occupational challenges, take learning from professionals in the Health Care system to parents of
