Adults will commit to learning when the goals and objectives are considered realistic and important to them. Application in the real world is important and relevant to the adult learners personal and professional needs.
Adult learning has ego involved. Professional development must be structured to provide support from peers and to reduce the fear of judgment during learning.
Transfer of learning for adults is not automatic and must be cilitated. Coaching and other kinds of follow-up support are needed to help adult learners transfer learning into daily practice so that it is sustained. (pp. 36-37)
Adult learners come to learning withAdult Learning Theory, adult learning theories a wide range of previous experiences, knowledge,Insurance knowledge. self-direction, interests, and competencies. This diversity must be accommodated in the professional development planning.
Adults need to receive feedback on how they are doing and the results of their efforts. Opportunities must be built into professional development activities that allow the learner to practice the learning and receive structured, helpful feedback.
Adult learners need to see that the professional development learning and their day-to-day activities are related and relevant.
Adults want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence. Thus,Online Education. professional development needs to give participants some control over the what, who, how, why, when, and where of their learning.
Adults need to participate in small-group activities during the learning to move them beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, Insurance News and generalize their learning experiences.
Speck (1996) notes that the following important points of adult learning theory should be considered when professional development activities are designed for educators:
