Adult Learning

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Adult Learning
Being and Learning
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Adult Learning

• In what way does adult learning differ from
  child/youngster learning?
• What do you see as the problems/opportunities in
  relation to adult learning?

3
Learning Strategies

• Unlearning
• Letting go of knowledge
• Resistance to change
• Support strategies?

4
Adult Learning

• Self-fulfilling prophecy
• Mental maps
• Self image
• Challenging boundaries
• Pressures to stop as you are

5
Place a bar across the room and ask someone to
walk the bar in order to achieve a 50 reward
person focuses on the achievement
6
Raise the bar 5 metres in the air and ask the
person to complete the same task person focuses
on the fear (not falling off) thus limiting their
chance of obtaining the achievement (the 50)
Place a safety-net below the bar and focus shifts
to the achievement of the 50. The message?
Remove fear to raise aspiration!
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100
0
Potential
Performance
Interference (this takes away from performance
or adds to it)
What evidence have I got of current
capability? Has the team/individual the skills
and intellect to deal with the learning
challenge?
What is the belief system of the individual? What
is the culture of the group? Does culture and
belief add to performance or take away?
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Barrier Breaking Goals HUGGs
Ambition
Realistic Goals
Safety Cage (current performance level)
Security Goals
Fear
Systematically reduce fear and anxiety to raise
performance
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Goal Setting and the Four Personality Types
A
B
C
D
Ambition
Performance anxiety
Potential underperformers (5-10)
High performers
Parked
(5-10)
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Performance Potential minus interference
losses
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Feel the Fear and Do It Anyway! Learners will
always feel anxious every time they step outside
the safetycage because they are going into a
performance area theyve not been before.
Increasing the pressure just increases the
interference
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A Map is not the Territory
Filters Deletion Distortion Generalisation
States of Being After filtering sensory input, we
create our internal representation. This leads
us into a State. The State does not arise
directly from the sensory input, it comes only
from the internal representation. A State is a
state of mind. It is all the thoughts, emotions
and physiology we express at that
moment. Behaviour flow from State. If you have a
state you want behaviour you want will flow from
it. Rather than influence behaviour directly,
you can go behind it and influence the state.
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The Work of Dorothy Rowe
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Meaning Structure You and your meaning structure
are one

• There are two structures in your meaning
  structure which are central to it and influence
  every other part
• How you feel about yourself
• What the top priority is in your life

If you understand that you are your structure of
meaning you will know what is happening to you
when you make a serious error of judgement To
feel secure you/your structure of meaning has to
feel that your structure is an accurate
representation of reality
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Introvert and extravert are descriptions of the
way people behave
We experience our existence as being a member of
a group, as the relationship, the connection
between our self and others.
extravert
We experience our existence as the progressive
development of our individuality in terms of
clarity, achievement and authenticity.
Introvert
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Those of us who experience our self as being a
member of a group, as the relationship, the
connection between our self and others, see the
threat of the annihilation of the self as
complete isolation, being left totally, utterly
and forever alone, thus withering, fading away,
disappearing into nothingness. Those of us who
experience our self as the progressive
development of our individuality in terms of
clarity, achievement and authenticity see the
threat of the annihilation of the self as losing
control of your self and your life and falling
apart, falling into chaos, fragmenting, crumbling
to dust.
(extravert)
Dorothy Rowe
(Introvert)
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The One Minute Manager - Ken Blanchard

• Silence - Zap! (theory x)
• Feedback - the breakfast of champions(theory y)
• Catching them doing something right
• Only criticise skilled performers

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Confidence is a choice
Confidence

• Confidence is based upon continual
  achievement-however small
• Performance follows attitude and that attitude is
  grounded in the confidence we feel in relation to
  the challenge
• What happens to you is not nearly as important as
  how you react to what happens to you.

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• HUGGs
• Huge, Unbelievably Great Goals
• They are long term
• They are clear
• They connect with your identity and core values
• You feel strongly about them
• When you first set them they seem impossible
• They do not involve you sacrificing the present
  moment for a possible future however good

Dont just think it, ink it!
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Well-Formed Outcomes
The model of change is to move from the Present
State to the Desired State. This requires us to
be aware of where we are now and where we want to
be. We move from one to the other by adding
Resources Present State Resources Desired
State It is important that we have a clear
Outcome for our Desired State
Outcomes should be Expressed in the
Positive Specific What exactly do you want? When
do you want it? Where do you want it? Own
Part What can you do about it?
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Resources Do you have the resources to initiate
and sustain action yourself? If not how will you
get these? Resources include help from friends,
money, determination and role models Sensory
Based Evidence How will you know when you
achieved your goal? What will you see, hear,
feel, smell or taste that will let you know
youve achieved your goal? Ecology Ecology has
two parts For yourself If I were to achieve my
goal what would I lose? What can I do to protect
the benefits of the way things are now? For
others When I attain my goal, how will it affect
others?
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Outcomes There are four basic questions learners
need to be aware of to make the journey
successful What am I moving towards? (the
desired state) Why am I moving? (the values that
guide you) How will I get there? (the strategy
for the journey) What if something goes wrong?
(flexibility)
Present State
Desired State
Resources
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Neurological Level Alignment (Steps) Environment B
ehaviour Capability Belief Identity Connectedness
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Think of a difficult (learning) situation where
you would like to have more choice or to engage
all of your resources. Begin with the environment
where you typically experience the problem
describe your surroundings Take a step back What
are you doing? (Actions and thoughts) Take a step
back you are now dealing with capability. What
skills do you have in your life? What mental
strategies do you have? Step back again. Reflect
on your beliefs and values. What is important to
you? Take a last step back and think about your
connectedness to all living things.
. Take this level of connectedness with you as
you step forward into your identity level note
the difference it makes. Now take this enhanced
sense of self and consider what is important
now? Take this new sense of your beliefs and
values and step into the skill level. How can you
act to express the alignment you feel? Finally
step into the present environment. How is it
different when you bring these levels of yourself
to it? What are you going to do about the
problem?
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TGROW Cycle (Coaching for Potential)
Topic
Wrap-up Clarity/commitment

Goal For session
Options Whats possible?
Reality Who/what/where/how much?
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Be careful of your thoughts, for your thoughts
become your words Be careful of your words, for
your words become your deeds Be careful of your
deeds, for your deeds become your habits Be
careful of your habits, for your habits become
your character Be careful of your character, for
your character becomes your destiny.