Adult Education and Training for Personal Growth - MyAssignmenthelp

Question: Discuss about thrAdult Education and Training for Personal Growth. Answer: Introduction Adult learners engage in different forms of training to enhance their experience in any specific work and effectively incorporate them in practice. This form of adult learning sessions fulfils the five principle of adult learning. This includes providing personal benefit to learners by means of professional or personal growth, enhancing prior knowledge and experiences by validating them, making learners taken charged their decision making, applying the learning to actual practice and using multiple means to anchor new skills based on learning styles (Knowles Holton, Swanson, 2014). The evaluation of three learning sessions by means of specific tools gives an idea about how the sessions give expected outcomes and facilitate prior experience of participants. First Adult Learning Session As organization performance is also an important part of workplace, evaluating just individual competence does not help. The competency of an individual in collaborative work practice is also essential to move towards a common goal and maximize productivity. Team work is a part of workplace success (Lee Bonk, 2014).. Therefore, the aim and objective of this learning session is to teach employees about engaging in collaborative work practice. The participants who were newly placed in jobs were found to lack collaboration skills and they engaged in individual work without communication with colleagues. Therefore, the participants were told that this learning session aimed to teach them relationship building skills so that they can work with others to develop a project or plan. The debriefing session with participants by reflection about team work helped to teach them the following: Ways to give and receive information in workplace. Methods of suggesting ideas and plans to team Developing sense of responsibility and respecting efforts and opinion of others. Teaching participants about the skills to engage in group decision making (Sherwood, 2014). As it was necessary that the participants fulfil the objective of teamwork in their organization after the session, the evaluation of learning was done by means of constructive feedback through team quiz and reflective questionnaire tools. The reflective questionnaire tool helped to evaluate what the learners found best in the session and lows and highs of the lessons. On the other hand, the feedback from team regarding score for team work after the learning session helped to determine the impact of the session on achieving the session objectives. The evaluation with the tools showed that overall the session has a positive impact on the participants as they identified individual strengths for team work (Gould Taylor, 2017).. However, reflection also helped to identify areas of improvement which would be dealt with in future session. Second Adult Learning Session In this learning session, participants working in corporate jobs assembled together to learn conflict management skills. The aim of this adult learning session was to develop confidence of participants in managing conflicts and promoting efficiency in business. Having this skill is important in corporate world because conflicts and disagreement leads to negative outcome only. Taking precautions at the right time is important to avoid conflicts (Bomers Peterson, 2013). This adult learning session was done by means of role plays in which participants could recognize situations of conflict. This facilitates providing a risk free environment to participants where they can test their assumptions and learn from the experience of others. In this case, the role play was related to the conflict caused by a unruly customer. The learning was facilitated and evaluated by means of group discussion and mind based tools. The first step of exposing the participants to conflict situation and seeking immediate response to situation helps to get an idea about the perspective of individual participants in managing conflict. They were asked about their response to the situation and participants were taught about ideal ways of managing conflict during group discussion. Secondly, the mind based tool was a brain storming approach in which participants were asked about different aspects of conflict management. They could respond to the questions of a chartsheet and the response to the questioned helped to evaluate the acquisition of learning in adults (Kolb, 2014).The outcome was that participants were confident about handling complex situations and they aimed to test the lesions in real practice soon. Third Adult Learning Session Change is an inevitable part of workplace. A leaders role is influential in following the appropriate process to prepare the organization for change and align the environment according to new change implemented. However, change management is a complex skill very rarely found in leaders. Therefore, the purpose of this adult learning session was to teach managerial skills of change management to students who aspired to become corporate leaders in the long run. The key elements of the teaching session was to teach participants about ways to anticipate change, adapt to it and evaluates its impact on workforce and organization. Small group sessions informed participants about the need for change due to technological advancements, demand for quality assurance and commercialization of interest (Hayes, 2014).The evaluation of the participants was done by self-assessment tool. This too consisted of 16 questionnaires on reacting to change process. All the participants had to give the answer by options of not at all, rarely, sometimes, often and very often. The addition of scores related to the response helped to evaluate whether participants had good understanding about making change successful or they are not aware about how to put elements of change management together to achieve positive results. Most participants score represented the latter options which meant they needed further lessons on the topic (Jackson, 2015). Secondly, integration of the learning process was assessed by training observation instrument to see if learning objective was achieved or not (Grossman et al., 2014). Conclusion The report presented the importance of adult learning session in improving the prior knowledge and experience of people in personal and professional life. The evaluation of the adult learn sessions in three scenarios to develop competency of people helped to evaluate how teachers can employ strategies to disseminate aim and objectives of lesson to participants. Finally, the evaluating by means of tools helped in identifying whether the session were successful in fulfilling the objectives or not. On that basis, improvement areas and future lesions were determined. Reference Bomers, G. B., Peterson, R. B. (2013).Conflict management and industrial relations. Springer Science Business Media. Gould, N., Taylor, I. (2017).Reflective learning for social work: research, theory and practice. Routledge. Grossman, P., Cohen, J., Ronfeldt, M., Brown, L. (2014). The Test Matters The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment.Educational Researcher, 0013189X14544542. Hayes, J. (2014).The theory and practice of change management. Palgrave Macmillan. Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice.Studies in Higher Education,40(2), 350-367. Knowles, M. S., Holton III, E. F., Swanson, R. A. (2014).The adult learner: The definitive classic in adult education and human resource development. Routledge. Kolb, D. A. (2014).Experiential learning: Experience as the source of learning and development. FT press. Lee, H., Bonk, C. J. (2014). Collaborative Learning in the Workplace: Practical Issues and Concerns.iJAC,7(2), 10-17. Sherwood, G. D. (2014). Reflective Leadership: Integrating Quality and Safety Competencies to Fulfill Joy and Meaning in Work.