2011 NASPA Annual Conference s Philadelphia, Pennsylvania s March 12–16, 2011

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

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.

Agenda

• Introductions• Overview of study• Review of adult learning literature• Results of study• Discussion of application of learning theory to

workplace

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

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).

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).

Purpose of Study & Research Questions

This study explored how mid-level managers learn supervisory skills and was guided by the following key questions:

1. What is the nature and process of learning supervisory skills?

2. What is the connection between how people view themselves as supervisors and as professionals?

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

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.

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.

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).

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

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

Discussion 1. How can student affairs professionals implement adult

learning theory into strategies in their practice?2. Specifically, what is the supervisor’s role in supporting

staff in experiential learning and self-directed learning?

3. What is the role of student affairs leadership in educating staff to be change agents?

4. What would be your favorite way to learn how to supervise other people? Why?

5. How does learning renew passion and commitment to the field? How do we pass that along to others?

ReferencesCseh, 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.

References ContinuedCreamer, 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.

References ContinuedDalton, 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.

References ContinuedGuglielmino, 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.

2011 NASPA Annual Conference s Philadelphia, Pennsylvania s March 12–16, 2011

Questions keegan.nichols@colbycc.edu

785.460.5490