4. Principles of Adult Learning

4

Adult Learning

Adult learning, simply defined, is the art and science of helping adults learn.

The competencies in this category address the basics of adult learning theory, along with how to respond to different learning preferences, identify motivations to learn, and promote ongoing learning and sustained change. This chapter provides tips and strategies to help you leverage the principles of adult learning to work effectively with OST program leaders and staff teams.

1. Adult Learning and Coaching CORE COMPETENCY Demonstrates an understanding of adult learning theory and strategies for adult learning

Adult learners want to be validated for what they already know and recognized for their strengths and experience. When they feel validated, they are “more likely to risk a bit of vulnerability to ask questions and stretch their thinking and practice.” Jablon, Dombro, & Johnsen (2016)

Adults have a lot of knowledge and experience to build from. They therefore learn differently from young people. Adult learning was first presented as a concept in 1967 by Malcolm Knowles. The table below summarizes his assumptions about adult learning (Knowles, Hotten, & Swanson, 2015) and applies them to coaching (Lubin, 2013).

ADULT LEARNING ASSUMPTIONS

Need to know reasons for learning Learners need to know why they should learn something before they engage in learning. Self-concept Adults are independent and have a more secure self-concept than young people do. They want to direct their own learning. Prior experience Adults have accumulated more experiences than young people have. Learning should build on their beliefs, experiences, and successes.

Readiness to learn Adults are ready to make changes when those changes are related to their developmental tasks and timed to support their current goals.

Orientation to learning Adults are looking for practical, problem-centered approaches to learning that are relevant to their personal or professional life. Motivation to learn Adults are motivated to learn things that can help them with their life situations. They are looking to reach internal goals related to job satisfaction, self-esteem, and quality of life. They may be driven by external goals such as an increased salary, job promotion, or status.

APPLICATION TO COACHING

Explore “what’s in it for me” with the program leader or staff team. How will they benefit from coaching and program improvement? Find out what the program leader or staff team wants to work on and how they want to learn. In this way, you enable them to direct both the content and the process of the learning. Build on the program leader’s or staff team’s prior knowledge. Ask the people you coach to remember a positive learning experience and to apply the same excitement to the new learning goal. If they readily think of a negative learning experience, ask what wisdom they gained from that experience and how they can apply it to the new goal. When people seek out coaching, they are already motivated. However, if they are assigned to coaching, they may need time to get ready for change. In the meantime, stay centered on goals. Be empathetic and mindful of the uniqueness of each program leader and team member. Your coaching should be of immediate value to the program leader or staff team. Use learning strategies that help with practice and application, like case studies, role-playing, simulations, and self-evaluation. If the program leader or staff team is stuck, it may be because they believe someone or something else is causing the challenge. Help them to see where they have control and where they can make a difference. Ask them, “What could be the value of this coaching to you? To your organization?”

Assessing readiness for change Individuals or organizations that choose coaching support usually have at least some readiness for change. However, when individuals or teams have been assigned to, rather than choosing, coaching support, they may resist. You should know how to assess readiness for change and how to build readiness if necessary.

Conditions that affect readiness for change can be temporary and situational. For example, a program leader may be facing external stresses or may not feel supported in his or her role. Staff teams may be resistant when they feel threatened by changes they don’t control, such as an unusual amount of staff turnover or recent loss of a source of funding.

Other factors in readiness for change may be more permanent or systemic, including: • Motivation and time to do the work • Level of host agency support Staff turnover is a reality for OST programs. As staff members • Widespread or repeated staff turn- change, so do the knowledge over or budget changes and skills of the team as a group. • Amount of community support The amount of coaching support the team needs or can accept is • Frequency of staff meetings and likely to ebb and flow with these training changes. If you are the program • Capacity for data collection leader, be sensitive to fluctuations in staff capacity. If you are an See Appendix F for a readiness tool you external coach, check in periodican use to identify and build capacity of a cally with the program leader about program to undertake CQI. program capacity and strengths.

Building on prior learning Coaches need to be able to build on what program leaders and staff teams know and can do.

One helpful approach is scaffolding. As in child development, this step-by-step approach helps adults, too, learn a new practice. Scaffolding means adjusting assistance to fit learners’ current level of practice. You offer more support when a task is new and then gradually release responsibility, typically in three steps: 1. Demonstrate the practice (“I do”) 2. Do the practice with the learner (“we do”) 3. Watch as the learner does it independently (“you do”) As you build on prior learning, emphasize progress, not perfection. Expecting a person to perform a task or accomplish a goal without making a single mistake is unrealistic and unhealthy. Be alert to incremental improvements in attitude, behavior, or work process, and reinforce progress toward the goal (Crane, 2002).

2. Learning Preferences CORE COMPETENCY Collaborates to co-create an environment that meets individual and group learning preferences

People are different! Most people have preferences for the way they like to learn. One way to respond to the uniqueness of individuals is to vary the approaches you use to support learning.

Learning styles can be defined as “the diverse ways to decode, encode, process, store, and retrieve information, as well as the emotional and environmental elements that affect motivation and desire to learn” (Bloom, 2015). It can be helpful to think of learning styles as strategies for learning. There are many different frameworks which identify ways to perceive and process information, and modalities of learning (see Appendix D for two helpful typologies) (Bloom, 2015). Varying the modalities you use can be a useful way to respond to individual learning preferences.

Internal and external coaches can approach learning differences in similar ways:

• Pay attention to your own learning preferences. How do you recall faces and names or follow-up tasks? What learning modes are you using right now to improve your coaching ability? • Explore the learning preferences of the people you coach. Show program leaders how to identify their own preferences. Play to the strengths you identify together. For example, if the program leader is an analytic learner, try defining options and analyzing the advantages and disadvantages of each. Think about how the members of your staff team learn. For example, if they are visual learners, writing down next steps is more helpful than reviewing the steps orally. • Use a variety of learning modalities to help people understand new concepts or practices and how to apply them to their work. Encourage the program leader to use a variety of approaches to accommodate all members of the CQI team. Use various modalities—from videos of best practice to discussions and role-plays—as you help the team develop and implement action plans.

FOR REFLECTION What are other differences in the ways people learn, make change, and form new habits?

This chapter presents one common approach to learning preferences. What other learning frameworks or approaches—for example, the Myers-Briggs Type Indicator personality inventory—are you familiar with and resonate with you?

3. Motivation and Self-Discovery CORE COMPETENCY Assists the program leader or staff team to identify their motivations to learn and change

“Change works best when we realize that it will improve our life, not because we have to change. We change when we realize the change will make things better, easier, more effective for me and for those that I support. Sometimes I will change because I have to or because I get rewards for it, but there is more buy-in when I embrace the change because it feels right.” Young (2011)

Malcolm Knowles posited that the most potent motivations are internal rather than external (Chao, 2009). When people feel they have ownership of the change process, they are more likely to make meaningful, sustainable change (Kanter, 2012).

When you enter into a learning partnership with an OST leader or staff team in order to improve quality, you need to know how to tap into motivations Help People Feel The Potential For to learn and change at both the The Change individual and organizational levels. People often rely on the rational part of the Here are some ways to tap people’s brain to solve problems. They see a probmotivation to learn and change: lem, analyze it, and think about what needs • Find out what motivates the people you work with. to change. Some believe that replacing analysis with feeling—switching from see-an-

As you build a relationship alyze-change to see-feel-change—greatly with the program leader or increases the chance of success (Heath & staff members, find out what Heath, 2010; Kotter & Cohen, 2002). motivates them to learn and See: Help others to visualize the problem change. What matters to them? and the solution.

Most people are motivated when they feel they are doing something that fits with their Feel: Find ways to build a sense of excitement or optimism about how the change will values. Peter Senge (2006), make things better both for us and for the who wrote extensively about people we serve. At the same time, work to learning organizations, often reduce doubt, cynicism, or complacency. starts his work by asking Ask, “How will it look when we are successful? people to identify the three How will this change make things better?” things they value the most. Change: Provide chances to practice the

Then he asks how those new approach. Give positive feedback when values can be reflected in the people make progress toward the end goal. organization’s mission.

• Tap into an emotional experience about what the change will mean.

Think of a way to tap emotions about what is possible, so the program leader or team members are inspired to take the next step. People often think that change is a cognitive and logical process. However, many people are more likely to change when they have an experience in a “feeling place” (Heath & Heath, 2010). • Encourage self-discovery. One of the most important tasks of coaching is to build the confidence of both individuals and teams so they can co-create new knowledge and test new approaches and strategies. People need to have the freedom to take risks and to know that mistakes are a natural and accepted part of the learning process. • Reduce barriers to learning. Find out how much time and energy people have available for reflection, learning, and change. Find ways to help them fit

CQI work into their other demands. If the change process is just added onto all the other tasks, people may not come to the table with the energy and motivation it takes to succeed. Structure the CQI effort to avoid competition with priorities like family responsibilities, other jobs, and core professional tasks. • Try to understand the reason for any resistance (Kanter, 2012). Before beginning any major change, find out how people are feeling about it. Ask,

“What are your best hopes about this change? What are your concerns?” No matter what the reason is for resistance, start an open dialogue about people’s feelings so that you can address the resistance and begin to move forward. The table below outlines some causes of resistance and ways to address them.

CAUSE OF RESISTANCE

People feel they have lost control over their workplace.

People worry that they won’t be competent with the new process or won’t be able to meet new expectations.

People are overwhelmed with the number of changes happening at once.

Feelings are hurt. The proposed change replaces an approach or project created by a person or group to whom people feel attached, or resentments about existing approaches are getting in the way.

COACHING SOLUTION

Involve them more fully in the design of the change. (See Chapter 6, Core Competency 2, Stakeholder Involvement and Shared Decision-Making.) Help people identify the strengths that will enable them to achieve this change. Ask them what support they need. Assure them that the change will be made over time so they can practice and get better. Outline the planned changes. Then create an implementation timetable that staggers the changes in a manageable way. Acknowledge the importance of the current approach or project, or try to bring some part of it into the future. If resentments are the issue, take time to work out the conflict. (See Chapter 3, Core Competency 4, Conflict Resolution.)

4. Transfer of Learning Promotes ongoing learning and sustained change

CORE COMPETENCY

Transfer of learning is how people apply the knowledge, skills, and attitudes they learn in training and how they maintain that new learning over time. Research indicates that people can recall and use about 40% of training materials immediately after the training but only 15% one year later (Harbert, Tucker-Tatlaw, & Coloma, 2010). To help people get the most of their investment in coaching, you need to give them ways to recall what they learn immediately and to apply it so it becomes part of their practice.

To facilitate learning that is sustained over time, try these strategies can help (Harbert et al., 2010):

• Set well-defined goals and objectives in an action plan so participants have clearly defined the knowledge and behaviors they want to apply after the coaching. • Use authentic learning tasks that have sufficient complexity to help with application. Authentic learning tasks mimic the ultimate application, as in simulations and role-plays. For example, if you are coaching people to use an observation tool, have participants practice with the tool using video clips. • Provide enough repetition, practice, and feedback to prepare people to use the new behavior on the job. Practicing a new skill beyond mastery to automaticity is one of the most important predictors of retention. • Work with the program leader or staff team to develop job aids like checklists, posters, and index cards to remind them how to bring the coaching concepts into practice. • Bring organization leaders on board. Emphasize that change takes time and that mistakes do—and must—happen in the learning process. • Provide opportunities for reflection and self-monitoring, as outlined in the next section.

Reflective Practice and Collaborative Reflection Strategies Reflective practice is the ongoing process of critically examining current and past professional practices in order to improve future practice (Biddle, 2012). It requires practitioners to stand back from their work and consider the values and principles that underlie it. Reflective practice can be done by individuals in a process of self-reflection (see Chapter 5, Core Competency 2) or collaboratively by program teams (Biddle, 2012).

Collaborative reflection strategies can make people more accountable and help them apply concepts so their learning becomes part of daily routine. Internal

coaches can use these strategies with their teams; external coaches can suggest their use to program leaders.

• Job-embedded professional development. Job-embedded strategies include demonstrations of instructional practices, observations in other programs, reading articles, and watching presentations. • Peer observation and coaching. In a peer observation, two staff members take turns observing each other. First, they meet to identify a focus for the observations and perhaps identify Smaller OST a protocol to use. Then they observe each other’s prac- programs often don’t tice for about an hour. Then they debrief, share what they have a large enough saw, and coach each other in ways to improve practice. staff to build their own internal mentoring • Mentoring. Mentors are trusted and supportive col- network. Is there a leagues who nurture professional competence. They larger OST community serve as coaches, positive role models, developers of to tap into? Think talent, openers of doors, and confidants (Bloom, 2015). about how you can

For example, an experienced program leader can menfacilitate a connection. tor a new program leader. Communities of Practice and Peer Learning Communities One structure that encourages collaborative reflection is a community of practice (CoP): “a group of people who share a concern or passion for something they do and learn how to do it better as they interact regularly” (Lave & Wenger, 1991). CoP participants work together in community to understand a concept and how to apply it. CoPs often focus on connecting research to practice, that is, connecting what people know with what they do. Peer learning communities (PLCs) are similar, though they typically focus on a specific topic and may be more limited in scope than CoPs.

CoPs and PLCs have many benefits. According to Cambridge, Kaplan, and Suter (2005), the groups help:

• Build relationships • Provide a shared context • Enable dialogue to stimulate learning • Capture existing knowledge • Generate new knowledge to transform practice • Organize purposeful action As a coach, you might refer the program leader and staff to a CoP or PLC, or you might help them create one. See Working in OST is not quite like working in any other field. Having a space in which to share challenges and celebrate successes— and knowing that people in the room truly

Appendix E for information on how to create a CoP. understand what you’re talking about—is a gift.

FOR REFLECTION Consider your own readiness to learn more about coaching. What personal developmental tasks or goals are driving your readiness? How is this insight useful in your coaching of others?

Which learning styles do you naturally favor when working with others? How can you better incorporate other learning styles into your repertoire?

What are one or two concrete things you can do to reduce barriers to learning for your learning partners? What is the role of organizational leadership in reducing these barriers?

Adult Learning References

Bloom, P. J. (2015). Blueprint for action: Leading your team in continuous quality improvement. Lake Forrest, IL: New Horizons. Biddle, J. K. (2012). The three Rs of leadership: Building effective early childhood programs through relationships, reciprocal learning, and reflection. HighScope Press. Cambridge, D., Kaplan, S., & Suter, V., (2005). Community of Practice Design Guide: Step-by-Step Guide for Designing and Cultivating Communities of Practice in Higher Education. National

Learning Infrastructure Initiative at EDUCAUSE. https://net.educause.edu/ir/library/pdf/ NLI0531.pdf Chao, R. Y. (November 2009). Understanding the Adult Learners’ Motivation and Barriers to Learning.

European Society for Research on the Education of Adults. https://pll.asu.edu/p/sites/default/ files/lrm/attachments/Understanding%20the%20Adult%20Learners%20Motivation%20and%20 Barriers%20to%20Learning.pdf Crane, T. (2002). The heart of coaching: using transformational coaching to create a highperformance coaching culture. San Diego, CA: FTA. Curtis, D., Lebo, D. Cividanes, W.C.M., Carter, M. (2013). Reflecting in Communities of Practice: A

Workbook for Early Childhood Educators. Red Leaf Press. Harbert, A., Tucker-Tatlaw, J., & Coloma, J. (November 2010). Transfer of Learning Guide. San Diego

State University School of Social Work. http://calswec.berkeley.edu/files/uploads/transfer_of_ learning_guide_2010_0.pdf Heath, C. & Heath, D. (2010). Switch: How to change things when change is hard. Broadway Books. Jablon, J., Dombro, A. L., & Johnsen, S. (2016). Coaching with powerful interactions: A guide for partnering with early childhood teachers. Washington, DC: National Association for the Education of Young Children. Kanter, R. M. (September 25, 2012). Ten Reasons People Resist Change. Harvard Business Review. https://hbr.org/2012/09/ten-reasons-people-resist-chang Knowles, Malcolm, Hotten, E.F. & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed). New York: Routledge. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Lubin, M. M. (April 2013). Coaching the adult learner: A framework for engaging the principles and processes of andragogy for best practices in coaching. Dissertation submitted to Virginia Polytechnic Institute. https://vtechworks.lib.vt.edu/bitstream/handle/10919/22017/Lubin_ MM_D_2013.pdf Rhode Island Department of Education (WestEd 2012). Becoming a Successful Community of Practice Facilitator. http://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-andAssessment-World-Class-Standards/Assessment/Formative-Assessment-PD-Online-Modules/ Becoming_a_Successful_CoP_Facilitator.pdf Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. New York: Doubleday. Young, B. (2011). Change, That Elusive Dance. Exchange: The Early Childhood Leaders’ Magazine

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