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GMP Learning For Adults
by: James C. Gerner, EdD -- GMP Institute
Many assumptions are categorized as pedagogically oriented or andragogically oriented. There is a body of literature focusing on teacher-directed learning which is given the label "pedagogy", from the Greek words paid (meaning child) and agogos (meaning guide or leader) - defined as the art and science of teaching children. The body of literature focusing on self-directed learning and defined as the art and science of teaching adults, from the Greek word aner (meaning adult), is andragogy.
The term "Andragogy" was coined in the 1960's by European educators to provide a label for a growing body of knowledge and technology concerning the teaching of adults. Five major assumptions underlie adult learning theory, or the andragogical model of learning:
- Adult learners are self directed.
- Adult learners enter the educational environment with a great deal of valuable experience. This experience benefits them as well as other learners.
- Adults have a readiness to learn if they see the benefit of the information in their lives.
- Adults are motivated to learn after they experience a need in their life situation.
- Adults are motivated to learn more from internal factors (self-esteem, recognition, better quality of life, greater self confidence or the opportunity to self-actualize), than external factors (salary increases, pressure from authority figures, etc ...).
These assumptions provide strong implications for all trainers, including GMP trainers. Rather than focusing on content, as with pedagogical orientation, the focus for an andragogical orientation is the process. The andragogical process consists of seven elements which are key when planning your GMP training session:
- spend ample time on physical and psychological climate setting
- involve learners in the planning for their learning
- involve learners in diagnosing their own needs for learning
- involve learners in formulating their own learning objectives
- involve learners in designing learning plans
- help learners carry out their learning plans
- involve learners in evaluating their own learning outcomes
What can the GMP trainer do when developing a training program/session/course? The trainer needs to be aware of how adults learn:
 | they learn from involvement,
| they have a preference for form (e.g. graphs,
statistics),
| it is important for them to connect new information with | existing information, they learn by contrasting with their own experiences and | from information which is intensely personal they learn through visualization. How does all of this | information relate to GMP and the GMP trainer when implementing a training session? |
When teaching adults about GMP there are a number of things the trainers can do to help enhance and ensure a greater probability that learning will take place.
When teaching adults about GMP:
| The payoff should be obvious. Adults need to see the benefits of learning about GMP. There needs to be opportunities for self evaluation and | self-assessment on the part of the learner. GMP instruction should focus on the strengths of an
individual | in order to correct deficiencies , for instance, rather than "you got six wrong," use "you got four correct, keep up the good work and soon you will get them all correct". Feedback to the adult learner needs to be frequent,
accurate | and specific. Attainment of knowledge should in most cases lead to a | demonstrable skill. Expectations should be high and communicated.
| The trainer should provide concrete experience, follow-up | and reinforcement, high level thinking, affiliation needs, multiple ways of learning, and safety nets to prevent failure. |
Keeping adult learning principles in mind when designing, planning, and implementing your GMP training will help you as a trainer and your participants benefit greatly from the learning event.
