Running head: WHAT ARE ADULT LEARNING PRINCIPLES?
Title Principles about Adult Learning
Author Michael McElrath
Author Affiliation Liberty University
This paper was prepared for INFT-101, B61, taught by professor K Abstract
Adult learning theory became well known in the US during the 20th century. Industrialization resulted in substantial demands for training. Then, they continue education for adults for the one already completed their elementary and secondary education. There is several numbers of dimensions of learning. There are also several kinds of memory. The training performance should remember and exercise the independence of the trainee as a self-directed person. The training materials should guarantee the trainee as a self-directed person, as well as exercise the experiential base that the trainee brings to the training position. Adult learning theory can certain improve and format training activities. They should be carefully by being reviewed by both the training staff and line manager.
What Are Adult Learning Principle?
A previous issue of “Effective GMP” (Journal of GXP Compliance, Summer 2009, Volume 13, Number 3) identifies and briefly discusses the following key points that should be considered in management of GXP training program: 1. Training policy, standards, and procedures documented. 2. Training process strategy and approach defined. 3. Principles of adult learning theory considered. 4. Training needs analyzed and prioritized by risk analysis. 5. Collaboration of affected groups with defined responsibilities and requirements for each group. 6. Trainees and their organizations are “customers” of training. 7. Training appropriate for task.
8. Training materials and materials and methods appropriate and effective. 9. Qualified training personal.
10. Training performance.
11. Training effective monitoring and maintenance. 12. Change training if needed.
13. Training documentation.
14. Efficient and cost-effective training. 15. Senior management support training. Also, the authors of the Journal of GXP Compliance have received several questions about the principles of adult learning. The questions were combined into seven and they have important material for learning in them. Principles about Adult Learning
Adult learning practice and theory became well known in the history and education in the new life age. There were so many reasons for this. Industrialization results in many requests for whose training and continuing education for their self as an adult. The requests were on the rise by the development of the science-based companies. Adult education became organize in the system and then they learned professional. ”During the 1920s, Lindeman, proposed a set of adult learning principles” (see in Table 1) (Eduard C. Lindeman, 1926, p.39-40).Implications For Training Persons are responsible for organizing the training programs to classify to the groups about the differences in conduct training. The questions that are considered: 1. Is this training for new hires or repeat training for people who have been doing the job for 20 years? 2. Will the trainees be doing this work for one week and then be released, or will they be doing this work for an extended period-like one year? 3. What are the perspectives of the individuals to be trained? 4. Are they highly educated and experienced pharmaceutical scientists or newly hired workers without any background in the industry? Each of these questions can highly affect the performance of your training or your work. Table 1:...
References: (1.) Eduard C. Lindeman, The Meaning of Adult Education, NY: New Republic, 1976, p.39-40.
(2.) Malcolm S. Knowles, The Making of an Adult Educator, San Francisco: Jossey-Bass, 1989, p.8.
(3.) Malcolm S. Knowles, The Making of an Adult Educator, San Francisco: Jossey-Bass, 1989, p.79.
(4.) Malcolm S. Knowles, The Modern Practice of Adult Education: Andragogy versus Pedagogy, Englewood Cliffs, NJ: Prentice Hall, 1970.
(5.) Malcolm S. Knowles et al., Andragogy in action. Applying Modern Principles of Adult Education, San Francisco: Jossey-Bass, 1984, P.12.
(9.) Christopher Hertzog and John R. Nesselroade,”Assessing Psychological Change in Adulthood: An Overview of Methodological Issues, “Psychology and Aging, Vol.18, No.4, 2003, p.639-657.
(10.) David R. Krathwohl and Lorin W. Anderson, “Bloom’s Taxonomy, “Psychology of Classroom Learning, Eric Anderman (ed.), NY: Macmillian, 2009, Vol.1, p107-110.
(11.) Benjamin S. Bloom (ed), Taxonomy of Educational Objectives. Handbook I: The Cognitive Domain, NY: David McKay, 1956, p.62-200.
(12.) Hugh Munby, Nancy L. Hutchinson, and Peter Chin,” Workplace Learning: Metacognitive strategies for Learning in the Knowledge Economy, “International Handbook of Education for the Changing World of Work, 2009, p.1765.
(13.) Lorin W. Anderson and David R. Krathwohl (eds), A Taxonomy for Learning, Teaching, and Assessing, NY: Longman, 2001.
(14.) Neuroscientist Ranganath and Robert S.Blumenfeld,”Prefrontal Cortex and Long-Term Memory Encoding; An Integrative Review of Findings from Neuropsychology and Neuroimaging,” Neuroscientist,Vol.13 ,No.3, 2007, p.280-291
(15.) Alan D
Please join StudyMode to read the full document