Adult Learning & Motivation

Adult Learning & Motivation

Introduction

The stage of adult learning & motivation carries a lot of value, and, it carries lots of importance. Theories of adult learning & motivation, which are premised, on the belief that their meaning systems shape the experience and organize the thinking, feelings, and acting of people. These theories suggest that despite the infinitely unique ways, individuals make sense of themselves, others, and their world, that there are clear patterns, which underlie these differences. Moreover, the patterns illustrate the ways that adults can grow and change in a predictable direction, gaining more complex, encompassing, and differentiated ways of making sense of themselves and their experience (Super, 1996). These theories can, therefore, explain how individuals have developed more complex capacities that are uniquely able to address the most complex leadership challenges, and individuals who undertake personal learning & motivation increase their capabilities for effective leadership. Therefore, further issues related to stages of adult learning & motivation will be discussed in the following paragraphs.

Needs Analysis Methodology

However, some theories of adult learning & motivation may be better suited to this task than others. Another key difference is the scope of a theory. While some theories seek to describe the learning & motivation in one domain or aspect of human experience (e.g., moral learning & motivation, spiritual learning & motivation, cognitive learning & motivation), others present models that incorporate these various domains into a larger framework that describes the holistic learning & motivation of the personality or self. The descriptions of the basic stages of adult growth are based on Kegan's theory and grounded in related descriptions and examples are relevant to the field of leadership. (Day, 2009)

Some theories of adult learning & motivation focus on the ways that an individual can evolve within one domain of human experience. These domains include, for example, moral learning & motivation, cognitive learning & motivation, spiritual learning & motivation and adult learning and higher education provide a review and synthesis of these various theories. Theorists, who trace the learning & motivation of the self, ego, or personality, integrate the various domains of human experience into a larger framework, suggesting that there is basic coherence across the various domains of the self. Some researchers have focused particularly on the ways that leadership effectiveness (primarily in the business context) correlates with higher levels of learning & motivation. (Fowle, 1981)

Age/phasic models of adult learning & motivation may help explain how and why individuals' beliefs and questions about leadership, as well as their leadership practice, may change over time given the predictable life tasks that they have faced. These models may also explain why people who are of similar ages may have similar conceptions of and questions about their own leadership practice, or how and why people may change the expectations they hold of those in authority as people move from their 20s to their 30s, 40s, 50s, 60s, 70s, and beyond. A constructive-learning & motivational perspective on leadership proposes that the complexity ...