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Learning on the Job: Use of Adult Learning Theories

Learning on the Job: Use of Adult Learning Theories. Monday, March 14 7:15 AM - 8:15 AM 113 - (B) - Convention Center Dr. Keegan (David) Nichols, Dr. Lisa M. Baumgartner, and Ms. Nikol Nolan . Session Purpose.

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Learning on the Job: Use of Adult Learning Theories

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  1. Learning on the Job: Use of Adult Learning Theories Monday, March 14 7:15 AM - 8:15 AM 113 - (B) - Convention Center Dr. Keegan (David) Nichols, Dr. Lisa M. Baumgartner, and Ms. Nikol Nolan

  2. Session Purpose This session will highlight the results of a qualitative study that explored how mid-level managers utilized adult learning theory to learn supervisory skills. An overview of adult learning theories will be provided, followed by thoughts on how supervisors can use those theories to teach and learn necessary job skills. The session will conclude with discussion of how the use of adult learning theories can be the necessary change agent to renew passion and commitment.

  3. Agenda • Introductions • Overview of study • Review of adult learning literature • Results of study • Discussion of application of learning theory to workplace

  4. Goals 1. Understand adult learning theories including: experiential learning and self-directed learning theories 2. Discuss how student affairs professionals can utilize adult learning theory in their practice 3. Discover the role of student affairs leadership in educating staff to be change agents 4. Understand the power of learning in renewing passion and commitment

  5. Introduction • Although student affairs professionals are given tremendous responsibility for the lives of students outside the classroom (Winston et al., 2001), it remains unclear how they learn their jobs. • One assumption is that they gain the skills necessary to perform in an entry-level position through a graduate preparation program; however, more research is needed on how professionals are actually trained for the student affairs field (Kuk, Cobb, & Forrest, 2007). • In addition, although professionals clearly have preferred methods of learning the skills needed for their jobs, it is unclear how they develop these skills throughout their careers (Roberts, 2007).

  6. Introduction Continued • Competencies essential for professional success in the field (ACPA, 2007; Herdlein, 2004). • One skill constantly cited as important for all levels of student affairs professionals is staff supervision, which makes up a substantial portion of professional job duties (Dalton, 1996). • However, many new student affairs professionals have little preparation for or experience in the role of supervisor (Stock-Ward & Jovorek, 2003; Woodard & Komives, 1990).

  7. Purpose of Study & Research Questions This study explored how mid-level managers learn supervisory skills and was guided by the following key questions: • What is the nature and process of learning supervisory skills? • What is the connection between how people view themselves as supervisors and as professionals?

  8. Methodology • Basic qualitative study • Purposeful sampling from NASPA directory; snowball technique • Criteria for study: 1) must supervise staff and 2) at least 3 years of experience in mid-level position • Semi-structured interviews lasted between 1-1½ hours • Constant comparative method used to find themes

  9. Participant Profile • 20 Participants • Participants ranged in age from 26 to 55 years old; average age of was 35 • Participants had 3 to 29 years of student affairs experience with the average of 10 years in field. • 15 participants identified themselves as White and 5 identified themselves as African American. • 13 female participants and 7 male participants.

  10. Participant Profile Continued • The number of staff that participants supervised ranged from 2 to 25 people with an average of 7 supervisees. • Eight participants held a Director of Student Life title, 2 Directors of Residence Life, 1 Director of Health Services, 1 Athletic Director, 3 Associate Directors of Student Life, and 5 Assistant Directors of Student Life.

  11. Definitions • Mid-level Manager: A person with a degree in college student personnel or a related field with at least three years of relevant experience (Mills, 2000). • Supervisee: One who is being observed and receiving feedback on their work. • Supervision: The continuous process of providing guidance to an individual with the intended outcome of employee and institutional growth (Dalton; Janosik & Creamer; Saunders et al., 2000; Winston & Creamer, 1998).

  12. Model of Learning Supervisory Skills • Entry into the Field • Typical and Atypical • Triggering Events • Taking Responsibility for Others, Job Description, and Dealing with Conflict • Seeking Resources • People and Material • Implementation of Learning Strategies • Observation, Trial and Error, Experiential Learning, and Reflection

  13. Adult Learning Theories • Knowles (1975): Self-directed learning • Spear and Mocker (1984): Self-directed learning • Grow (1991): Self Directed Learning • Dewey (1938): Experiential learning • Cseh, Watkins, & Marsick (1999): Incidental learning • Guglielmino (1977): Learning Readiness Scale

  14. Discussion • How can student affairs professionals implement adult learning theory into strategies in their practice? • Specifically, what is the supervisor’s role in supporting staff in experiential learning and self-directed learning? • What is the role of student affairs leadership in educating staff to be change agents? • What would be your favorite way to learn how to supervise other people? Why? • How does learning renew passion and commitment to the field? How do we pass that along to others?

  15. References Cseh, M., Watkins, K. E., & Marsick, V.J. (1999). Re-conceptualizing Marsick and Watkins’ model of informal and incidental learning in the workplace. In K.P. Kuchinke (Ed.), 1999 Academy of Human Resource Development Conference Proceedings. Baton Rouge, LA: Academy of Human Resource Development. Creamer, D. G. & Winston, R. B., Jr. (2002). Foundations of the supervised practice experience: Definitions, context, and philosophy. In S. A. S. D. L. Cooper, R. B. Winston, J.B. Hirt, D. G. Creamer, & S. M. Janosik (Ed.), Learning through supervised practice in student affairs. New York: Brunner-Routledge. Creamer, D. G. ,Winston, R.B., Jr. (1999). The performance appraisal paradox: An essential but neglected student affairs staffing function. NASPA Journal, 36(4), 248-263.

  16. References Continued Creamer, D. G., Winston, R. B., Jr., & Miller, T. K. (2001). The professional student affairs administrator: Roles and functions. In R. B. Winston, D. G. Creamer, T. K. Miller, & Associates (Ed.), The professional student affairs administrator: Educator, leader, and manager. New York: Routledge. Creamer, D. G. & Winston, R. B., Jr. (2002). Foundations of the supervised practice experience: definitions, context, and philosophy. In D. L. Cooper, S. A. Saunders, R. B. Winston, J. B. Hirt, D. G. Creamer, & S. M. Janosik (Ed.), Learning through supervised practice in student affairs. New York: Brunner-Routledge.

  17. References Continued Dalton, J. C. (1996). Managing human resources. In J. S. R. Komives & D. B. Woodward (Ed.), Student services: A handbook for the profession (3rd ed., pp. 494-511). San Francisco: Jossey-Bass. Dalton, J. C. (2003). Managing human resources. In S. R. Komives & D. B. Woodard (Ed.), Student services: A handbook for the profession (4th ed.). San Francisco: Jossey-Bass. Dalton, J. C. & Healy, M. A. (1994). Using values education activities to confront student conduct issues. In A. Rentz (Ed.), Student affairs: A professions heritage. Maryland: University Press of America. Grow, G.O. (1993). Teaching learners to be self-directed. Adult Education Quarterly, 41(3), 125-149.

  18. References Continued Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. Dissertation Abstracts International, 38(11a): 6467 Knowles, M. S. (1975). Self-directed learning. New York: Association Press. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (Vol. 2nd). New York: Cambridge Books. Stock-Ward, S. R. & Javorek, M. E. (2003). Applying theory to practice: Supervision in student affairs. NASPA Journal, 40(3), 77-92. Stoltenberg, C. (1961). Approaching supervision from a developmental perspective: The counselor complexity model. Journal of Counseling Psychology, 28(1), 59-65.

  19. Questions keegan.nichols@colbycc.edu785.460.5490

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