Managing Learning and Knowledge Capital Human Resource Development: Chapter 3 Individual differences in adult learners Copyright © 2010 Tilde University Press

Adult learning population Outnumbers children Living longer Numbers will continue to increase Individual differences –Will refine and develop personal frames of reference Multicultural societies 2

Ethnocentricity The belief in the intrinsic superiority of one’s own cultural norms One of the biggest constraints within organisations Stereotyping – generalisations based on prejudice Discrimination – unfair treatment of based on some prejudice Harassment – designed to humiliate, offend, intimidate Discrimination and harassment caused by fear Illegal in Australia and New Zealand 3

Celebrate individual differences Individual differences are a rich source of knowledge and creativity Organisations must harness the potential of this unique energy Gains the organisation a competitive advantage Will lead to higher levels of productivity and lower turnover 4

Characteristics of adult learners Adult learners will differ on a number of characteristics – for example: –Age –Impairment –Gender –Cultural backgrounds 5

Age –18 years + Stage models – for initial judgements on learning –Late teens – search for meaning –Mid-twenties – raising a family and security –Mid-thirties – Questions life achievements –Fifties – come to terms with personal mortality –Sixties – contentment or sorrow for lost opportunities Historical embeddedness –Critical historical moments –Shape thoughts/frames of reference –Could form a barrier or become a resource Older learners Younger learners 6

Older learners Increasing part of the workforce Negative stereotypes are main barriers in learning When designing learning experiences –Presage factors Increase in anxiety; prefer personal control –Learning environment Similar aged cohort; safe, less formal –Complex learning experiences Dependent as well as independent Passively seek and actively seek knowledge 7

Youth learners Between 17 and 25 –Neural transformation still taking place –Still maturing in areas of attention, planning, working memory –Still learning to regulate emotional and impulse control Learner characteristics –Surface learners –Respect for professional knowledge –Learning is only one part of their life world –Prize credentialism Learning design –Use curiosity –Focus on positives 8

Impairment Mental or physical difficulties that may impair learning Deterioration through age, health or social history Must help such learners meet the challenges so that they can learn. 9

Gender Males and male experiences are still seen as the norm Feminist pedagogy –Authentic understanding, relations and connectedness –Support in learning situations for those returning to work –Availability of flexible learning alternatives Gender –Includes other sexual orientations –Homophobia is the dominant factor inhibiting learning 10

Cultural backgrounds A set of assumptions about the world and how it works Low context cultures –‘What’ is said more important than ’How’. High context cultures The situational context – non-verbals, what is not said – is more important Individualistic cultures –Prize self-reliance, creativity, equality Collectivist cultures –Individual goals defer to group goals 11

Our multicultural societies A rich source of knowledge –Indigenous Australian and Maori –Other major influences such as European, Asian, African, Middle East –Major religions –All have been involved in learning for centuries Need to harness this energy and knowledge 12

Impact on the HR developer Deeply affected in two ways –Can model how to maximise the use diversity –Needs to be inclusive in learning design Recognise the differences –See table 3.3 for Low/high context Individualist/collectivist Low/high power distance/ Utilise the advantages and challenges 13

Utilise the advantages and challenges Conduct comprehensive HRDNI Chart common ground Recognise misconceptions Facilitate creative outcomes Respect differing communication preferences Be sensitive to food and other requirements 14

Globalisation Interacting on global scale Developing staff –Cross-cultural and language training –Be aware of differing communicative practices –Demonstrate culturally appropriate behaviours –Differing sex role equality –Help staff develop psychological buffers –Some knowledge of language –Support repatriates 15

Globalisation ( cont ) Overseas learning interventions –May have a variety of nations represented –Will have an overriding dynamic of culture –Different administrative issues –Consider the local political environment –Differing role of the HR developer 16