ASAP - Single page assignment

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Recurring Themes of Adulthood
Who am I? (Identity)	How strong is my interpersonal competence? (Collegial Intimacy)	Am I ready to care for and nurture the next generation? (Generativity)
· Identification of qualities most central to self · Core self-image that provides continuity and sameness · A sense of "inner firmness" · Strong values and beliefs · Vocation · Called into question whenever change occurs in our lives · Can I be faithful?	· Respect the identity of other without imposing the self and abusing one's power · Risk the self, compromise, sacrifice and make commitments · Work cooperatively with others · Compete effectively · Seek and offer help · Influence others · Perform well in my social roles · Form relationships · Can I love?	· Do I want to "give back "? · Do I want to ensure the continuation of institutions I care about? · Are there ideas whose survival I feel is important? · Am I capable of mentoring and teaching? · Do I "need to be needed"?
These developmental themes repeat themselves over and over in adulthood. For instance, when you have a major life change you have to resolve identity issues. If you get married, you have to reconcile that you are no longer a single person. You may feel less clear about who you are. You will have successfully addressed your identity issues when you begin to adjust to the change and view yourself as a married person. When you hear someone referring to an "identity crisis" they are talking about this phenomenon. People can also experience this theme when they begin a new vocation, become a parent, experience significant loss, move to a new place, become divorced, or complete their educational goals.	As we age, our beliefs become stronger. Collegial intimacy is all about how our views and behaviors interact with others. This is the constant tussle over wills and demands integrity, compromise, negotiation, and influence as you manage relationships. It is all about getting along with people. When you experience failure in these realms of life, it can cause you to feel unloved and unliked, and unloveable and unlikeable. You will experience this theme with parents, significant others, children, friends, co-workers and society. Successfully negotiating relationships is an ongoing learning process throughout adulthood.	As we age, we also begin to worry about leaving a legacy. Generativity pertains to our lives having importance and leaving their mark on our families, profession, friends and communities. It is about giving something back to the world. Although not necessarily tied to age, generativity becomes more of a focus as we age and reflect on what we want to contribute.

Pedagogy

Andragogy

Learner is dependent on the teacher for taking full responsibility for making decisions regarding learning (what should be learned, when, how and why). Passive.

The learner is self-directing and makes decisions about what should be learned.

Learners have little experience to use as a resource for learning. They defer to the experience of the teacher and other educational resources (books, AV, etc.).

Learners perform a variety of roles and have a vast reservoir of experience from which to draw for educational resources.

Learners become ready to learn when they are told to.

Learners become ready to learn when they experience a need to know something in order to perform more effectively in some aspect of their lives.

Learners are subject-centered.

Learners are life-centered.

Motivation to learn comes from external pressures.

Motivation to learn comes from internal motivators (self-esteem, recognition, quality of life, confidence, etc.).

Learning Pyramid or Cone of Experience

Instructional Strategy	% Retention	*Levels of Abstraction*
Lecture	5%
Reading	10%	*Verbal* *Receiving*
Audio-Visual	20%
Demonstration	35%	*Visual Receiving*
Discussion Group	50%
Practice by Doing	75%	*Hearing, Saying*
Teach Others/ Immediate Use	90%	Seeing and Doing

Adapted from E. Dale, Audiovisual methods in teaching (New York: Dryden Press, 1954, p. 43).

Scoring Procedures

Place the point value on the line next to the corresponding item.

Add the points in each column to obtain the preference scores under each heading.

Scoring Weights
Often=	5 points
Sometimes=	3 points
Seldom=	1 point

Visual	Auditory	Tactile
#	Points	#	Points	#	Points
2	3	1	5	4	5
3	5	5	5	6	5
7	3	8	5	9	3
10	5	11	1	12	1
14	1	13	3	15	1
16	5	18	5	17	1
19	5	21	3	20	1
22	3	24	5	23	5
VPS=	30	APS=	32	TPS=	22

VPS = Visual Preference Score

APS = Auditory Preference Score

TPS = Tactile Preference Score

If you are a VISUAL learner, then by all means be sure that you look at all study materials. Use charts, maps, filmstrips, notes and flashcards. Practice visualizing or picturing words/concepts in your head. Write out everything for frequent and quick visual review.

If you are an AUDITORY learner, you may wish to use tapes. Tape lectures to help you fill in the gaps in your notes. But do listen and take notes, reviewing notes frequently. Sit in the lecture hall or classroom where you can hear well. After you have read something, summarize it and recite it aloud.

If you are a TACTILE learner, trace words as you are saying them. Facts that must be learned should be written several times. Keep a supply of scratch paper for this purpose. Taking and keeping lecture notes will be very important. Make study sheets.

Career Development Definitions

Career. A lifestyle concept. A course of events constituting a life impacted by the many roles we play during the life course. It has also been defined as the totality of work done in a lifetime.

Vocation. This concept is more profound than “career” because it has to do with doing work that makes a difference and that has meaning. The Latin word vocare, which means "to call," is the root of the word vocation. A vocation is a calling that one has to listen for. It is not immediately recognizable and one has to be attuned to the message for it to be heard (Webber 1998). Finding meaningful work, therefore, involves listening for those internal signals that signify "deep interests" and then allowing the interests to lead to work that is aligned with a "core self."

Career satisfaction measures concentrated on correlating external job factors with global measures of satisfaction (Henderson 1999-2000; Savickas 2000).

Career happiness has emerged. As defined by Henderson (1999-2000, 2000) and a number of colleagues (see the Winter 1999-2000 issue of Career Planning and Adult Development Journal), career happiness results when individuals find or develop careers that allow them to express their core identities and values that tap into their true essence. Theories underlying the construct include the following (adapted from Henderson 1999-2000, p. 6):

1. Concept of true self and its potential (Maslow and Kiekergaard)

2. Concepts of innate self and potentiality related to processes for psychological healing (Jung and Carl Rogers)

3. Mythological processes for self-discovery and self-expression in career and life stage development that honor life journeys of profound purpose and meaning (Joseph

4. Campbell)

5. Concept of serendipity that enable individuals to take advantage of unexpected or chance events (Bandura)

6. Optimal experience as critical determinants of personal happiness (Csikszentmihalyi)

Career happiness is connected to human development and is influenced by developmental processes (Harris 1999-2000). Career happiness may result "when career activities, challenges, and environments support, gently challenge, and resonate with fundamental developmental tasks," but as an individual grows and changes, activities that once resulted in career happiness may not continue to be meaningful (ibid., p. 28).

Career Development refers to the lifelong psychological and behavioral processes as well as contextual influences shaping one’s career across the lifespan. It includes career patterns, decision making styles, integration of life roles, values expression and self-concept.

Career Development Interventions are activities that empower people to cope effectively with career development tasks. This might include developing self and occupational awareness, learning decision making and job searching skills, adjusting to occupational choices, and coping with job stress.

Career Counseling involves a formal relationship with a professional counselor who assists an individual or a group in coping more effectively with career concerns.

Career Education is the systematic attempt to influence the career development of students and adults through providing occupational information, infusing career related concepts into the curriculum, offering worksite based experiences (e.g., internships), and offering career planning courses.

Career Development Programs are systematically planned, counselor-coordinated information and experiences to help facilitate individual career development.

Developments in Career Development Theory

A number of recent developments in career development theory support the concept of meaningful work:

Constructivism. The search for meaningful work is connected to constructivism with its emphasis on deriving meaning from experience. As a part of their career development, individuals can construct careers that are personally meaningful and self-managed. To have meaningful careers, individuals will need to reflect on their experiences and make the changes necessary to keep their careers aligned

with their values and interests (Patton 2000; Savickas 2000).

Career adaptability. Career adaptability emphasizes making career changes without great difficulty to fit new or changing circumstances. It involves both an ability to cope with the predictable tasks of career development such as preparing for and finding a job as well as a future orientation that allows individuals to improve the match between their internal job description and the external world on a continuing basis (Plimmer et al. 1999-2000; Savickas 1997). It "involves planful attitudes, self- and environmental exploration, and informed decision making," (Savickas 1997, p. 254).

Planned happenstance. Planned happenstance is a theory that helps individuals develop skills to recognize, create, and use chance in career development. Closely related to both constructivist notions of career development and career adaptability, it requires individuals to exercise curiosity to explore new learning opportunities, to persist despite setbacks, to meet changing attitudes and circumstances with flexibility, to optimistically view new opportunities as possible and attainable, and to take risks by being proactive in the face of uncertain outcomes (Mitchell, Levin, and Krumboltz 1999).

Connecting spirit and work. The idea that work has a dimension that is spiritual or carries with it a sense of harmony is connected to meaningful work (Bloch 1999-2000). When individuals connect what they really like to do with what they do for pay and when they are absorbed in that work, they have achieved a connection between their spirit and their work. Career development plays a role in this process by helping individuals discover their needs, interests, and values and understand the nature of work and occupations, and then by assisting in bringing the two areas together. Meaning lies in how the two areas are merged. (Bloch 1997).

Bloch (1997) suggests the practice of intentionality--a process of using the mind to influence events outside one's self--as a way of creating career changes that will lead to more meaningful work.

Major Principles and Practices of Adult Learning*

· Adults can and do want to learn, regardless of their age.

· Adults have a rich background of knowledge and experience. They tend to learn best when this experience is acknowledged and when new information builds on their past knowledge and experience.

· Adults are motivated to learn by a mixture internal and external factors.

· All adults have differing preferred styles of learning.

· For the most part, adults are pragmatic in their learning. They tend to want to apply their learning to real life.

· Adults are not likely to willingly engage in learning unless the content is meaningful to them.

· Adults come to a learning situation with their own personal goals and objectives, which may or may not be the same as those that underlie the learning situation.

· Adults prefer to be actively involved in the learning process than passive recipients of knowledge. In addition, they want the opportunity to be supportive of each other in the learning process.

· Adults learn both in independent, self-reliant modes and in interdependent, connected, and collaborative ways.

· Much of what adults learn tends to have an effect on others (for instance, on work colleagues and family).

· Adults are more receptive to the learning process in situations that are both physically and psychologically comfortable.

· What, how, and where adults learn is affected by the many roles they play as adults.

· Adults are often internally asking the questions, “Why am I learning this?” and “How will I use this in the future?” Be sure that this information is covered.

· Adults need time built in for reflection.

· Adults need to see how the content relates to their experience. Often the learners will be able to answer this for themselves if asked.

· Adults have diverse learning needs requiring flexible and diverse teaching strategies.

· Adults appreciate frequent process checks to ensure that their learning needs are being met. Ask, “How could your learning be better supported by yourself? Your colleagues? Your learning facilitators?” Be sure to respond to any feedback offered by the participants.

· Adults have different learning styles. It is a good idea to vary the format to attend to multiple learning styles.

· Seek learner input to the design and flow of the learning.

· Challenge learners to consider how the wider context affects their learning. Think of this as a learning facilitator as you plan.

*Adapted in part from: Caffarella, R. S. (1994). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers. San Francisco: Jossey-Bass.

Connecting Career Development and Adult Learning

Given what you know about career development and adult learning, what connections can we make? Where do you see learning impacting your career lifeline?

Dirani, Spring 2018