How can adult educators and HRD professionals assist adult learners cope with the effects of transitions?
Given the ubiquity of transitions in the lives of adults, it becomes necessary for adult educators and human resource development (HRD) professionals to furnish adults with the tools needed to cope with its effects and help them possibly learn from transitions. This is important in practice because transitions are ideal opportunities to help individuals build the critical life skills needed to help each person reach his/her potential in whatever societal role the individual deems fit. The first step in this process for adult educators is to create a sense of belonging for adults undergoing transitions. According to Sargent and Schlossberg (1988), “a sense of belonging is that calm and positive feeling you have when you feel part of things, when you know the ropes and what is expected of you” (p. 59). All too often adult educators and HRD professionals are consumed with the institutional and curriculum requirements, that there is a limited focus on ensuring that participants feel comfortable in not only the physical space in which they are situated, but the emotional sense of belonging as well. Similar to feeling a sense of belonging, is the need to feel that one is important, and that they will be missed if they happen to miss a class or work day (Sargent & Schlossbery, 1988, p. 59). Allowing adult learners to share their stories among a group of learners is necessary, as it creates a feeling of being able to share within a group, as well as to reduce fear that some participants may have. This approach caters to the psycho-social needs of the adult, as opposed to solely focusing on their cognitive needs. This approach draws heavily from Daloz’s notion of transformational learning in which dialogue and discourse focused on the life stories of adults bring underlying problems embedded in these transitions to light and thus promotes personal development .Thus, “it is through this mutual storying of lives that development can occur” (Marriam, Caffarella and Baumgartner, 2007, p.138).
Beyond offering the emotional and psycho-social support to adults during transitions, adult educators and human resource development professionals are also concerned helping adults learn how to think critically during transitions and thus employ a number of methods and strategies. Liitos, Kallio and Tynjala (2012) discusses the importance of providing ample opportunities to critically reflect on one’s own experiences in adult education and HRD work related situations (p. 60). Critical reflection allows an adult learner to question and challenge their preconceived notions, set of beliefs and values, as well as their reactions to a situation. It is important that adult educators and HRD professionals incorporate time for adult learners to digest and critically reflect on their transitions, in order to formulate new meaning, questions and possibly solutions that guide action. One method that can be used to foster critical reflection is encouraging journaling. This allows the adult clearly detail his experience and foster a deeper level of understanding of the events in transitions.
Further providing some kind of emotional support to adults going through difficult transitions like divorce is also very important if learning is to achieved. Authentic positive reinforcement, motivation, compassion and empathy are fundamental virtues that adult educators and HRD professionals need to display when working with adult learners. Adult learners need to see that adult educators and HRD professionals are self-aware and understand the emotional and psychological challenges that are involved in the transition, while at once see that they are incorporating a range of instructional learning styles that supports how the adult learns best. HRD professionals can help adult learners by establishing mentor programs to ensure that they have transition assistance in their new workplaces, as well as to help create authenticate new networks of communication. “Many adults are learning out of necessity because of some transition that has interrupted their life and they want learning to be relevant and to the point so that they will succeed at this transition” (Crawford, 2004, p. 6). Therefore, it is essential that adult educators and HRD professionals foster a sense of belonging, incorporate ample time for critical reflection, as well as provide the necessary supports to aid in the success of adult learners.
Works Cited
Crawford, D. (2004, 12). The role of aging in adult learning: implications for instructors in
higher education. Retrieved from ://education.jhu.edu/PD/newhorizons/lifelong learning/higher-education/implications/
Liitos, H., Kallio, E., & Tynjala, P. (2012). chapter 4: transformations toward mature
thinking. (1 ed., Vol. 1, pp. 1-327). New York, New York: Springer science and business media.
Sargent, A., & Schlossberg, N. (1988). Managing adult transitions. Training and
development journal, 42(12), 58-60.
Beyond offering the emotional and psycho-social support to adults during transitions, adult educators and human resource development professionals are also concerned helping adults learn how to think critically during transitions and thus employ a number of methods and strategies. Liitos, Kallio and Tynjala (2012) discusses the importance of providing ample opportunities to critically reflect on one’s own experiences in adult education and HRD work related situations (p. 60). Critical reflection allows an adult learner to question and challenge their preconceived notions, set of beliefs and values, as well as their reactions to a situation. It is important that adult educators and HRD professionals incorporate time for adult learners to digest and critically reflect on their transitions, in order to formulate new meaning, questions and possibly solutions that guide action. One method that can be used to foster critical reflection is encouraging journaling. This allows the adult clearly detail his experience and foster a deeper level of understanding of the events in transitions.
Further providing some kind of emotional support to adults going through difficult transitions like divorce is also very important if learning is to achieved. Authentic positive reinforcement, motivation, compassion and empathy are fundamental virtues that adult educators and HRD professionals need to display when working with adult learners. Adult learners need to see that adult educators and HRD professionals are self-aware and understand the emotional and psychological challenges that are involved in the transition, while at once see that they are incorporating a range of instructional learning styles that supports how the adult learns best. HRD professionals can help adult learners by establishing mentor programs to ensure that they have transition assistance in their new workplaces, as well as to help create authenticate new networks of communication. “Many adults are learning out of necessity because of some transition that has interrupted their life and they want learning to be relevant and to the point so that they will succeed at this transition” (Crawford, 2004, p. 6). Therefore, it is essential that adult educators and HRD professionals foster a sense of belonging, incorporate ample time for critical reflection, as well as provide the necessary supports to aid in the success of adult learners.
Works Cited
Crawford, D. (2004, 12). The role of aging in adult learning: implications for instructors in
higher education. Retrieved from ://education.jhu.edu/PD/newhorizons/lifelong learning/higher-education/implications/
Liitos, H., Kallio, E., & Tynjala, P. (2012). chapter 4: transformations toward mature
thinking. (1 ed., Vol. 1, pp. 1-327). New York, New York: Springer science and business media.
Sargent, A., & Schlossberg, N. (1988). Managing adult transitions. Training and
development journal, 42(12), 58-60.