Preparing and designing Learning and Development Activities In this assignment I will address factors which influence learning and development activities, focusing on adult learning, organisational factors and key legislation which must be adhered to. I will describe different learning methods and learning resources and highlight both the advantages and disadvantages of each. I will also plan and prepare a full training session including development activities for a Team Manager with the objective for them to effectively manage the attendance of their employees. Factors Relating to Adult Learning
Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn. Andragogy emphasises the value of the process of learning, It uses approaches to learning that are problem-based and collaborative, and also emphasises more equality between the teacher and learner. Knowles identified the six principles of adult learning outlined below: 1. Adults are internally motivated and self-directed - Your role is to facilitate a students' movement toward more self-directed and responsible learning as well as to foster the student's internal motivation to learn. 2. Adults bring life experiences and knowledge to learning experiences - Adults like to be given opportunity to use their existing foundation of knowledge and experience gained from life experience, and apply it to their new learning experiences. 3. Adults are goal oriented - Adult students become ready to learn when "they experience a need to learn it in order to cope more satisfyingly with real-life tasks or problems" (Knowles) 4. Adults are relevancy oriented – Adult learners want to know the relevance of what they are learning to what they want to achieve. 5. Adults are practical - Through practical fieldwork experiences, interacting with real clients and their real life situations, students move from classroom and textbook mode to hands-on problem solving where they can recognise first hand how what they are learning applies to life and the work context. 6. Adult learners like to be respected.
Adult Learning Cycle
Kolb learning styles:
Diverging (feeling and watching - CE/RO) -Kolb called this style 'Diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. Assimilating (watching and thinking - AC/RO) - The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. People with this style are more attracted to logically sound theories than approaches based on practical value. Converging (doing and thinking - AC/AE) - People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications. Accommodating (doing and feeling - CE/AE) - The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective. Barriers to Adult Learning
Barriers that are associated with adult learning include;
poor writing skills
lack of sufficient time
lack of funds
lack of persistence or motivation
Other barriers include gender discrimination, age discrepancies, language problems, and lack of support from employers, friends, and family.
Organisational factors which impact design of learning and development activities
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