The Situational Leadership II was a result of feedbacks from the various clients, managers and a number of researchers of the original Situational Leadership Theory. Few sources included Malcom Knowles’ research in the area of adult learning, Kanfer and Ackerman’s study of motivation, Bruce Tuckman’s research in the field of group development.
Malcom Knowles’ adult education theory
Malcom Knowles an American practitioner and theorist of adult education defined andragogy as "the art and science of helping adults learn. Andragogy is a theory which has a certain set of assumptions regarding how adults tend to learn. Andragogy puts emphasis on the value of the process of learning. The approaches used in this are problem based and collaborative …show more content…
Adults bring life experiences and knowledge to learning experiences. This principle states that adults like to use their existing knowledge and experience that they have gained from life experiences to their new experiences.
III. Adults are goal oriented. This principle states that the adults become ready to learn when they experience a need to learn something which will help them work more efficiently in the real life situations. An educator should increase the awareness of the need for the knowledge and offer real case studies to which the adult learners can connect.
IV. Adults are relevancy oriented. This principle says that the adult learners are willing to know the relevance of the things that they are learning. They want it to be helpful to them in achieving what they want to achieve. An Educator must provide some choice of project by providing two or more options, so that a willful choice can be made.
V. Adults are practical. This principle states that adults can recognize firsthand that how they are being able to apply their learning to life and the work context. As a clinical educator you can promote active participation by allowing people to try things rather than …show more content…
Both of them were integrated within an information-processing (IPR) framework. Through this framework one could monitor individual differences in cognitive abilities, self -regulatory processes of motivation, and IPR demands. The evidences for the framework could be found in the context of skill acquisition and trade paradigm and the timing of goal setting. Three field-based lab experiments were conducted with 1,010 US Air Force trainees. Experiment 1 evaluated the basic ability–performance parameters of the air traffic controller task and goal setting effects early in practice. The second experiment focused on evaluating goal setting later in practice. And experiment number 3 focused on investigating the simultaneous effects of training content, goal setting and ability–performance interactions. The experiments yielded the results that conclusively support the theoretical framework and had implications for notions of ability–motivation interactions and design of training and motivation
Malcom Knowles’ adult education theory
Malcom Knowles an American practitioner and theorist of adult education defined andragogy as "the art and science of helping adults learn. Andragogy is a theory which has a certain set of assumptions regarding how adults tend to learn. Andragogy puts emphasis on the value of the process of learning. The approaches used in this are problem based and collaborative …show more content…
Adults bring life experiences and knowledge to learning experiences. This principle states that adults like to use their existing knowledge and experience that they have gained from life experiences to their new experiences.
III. Adults are goal oriented. This principle states that the adults become ready to learn when they experience a need to learn something which will help them work more efficiently in the real life situations. An educator should increase the awareness of the need for the knowledge and offer real case studies to which the adult learners can connect.
IV. Adults are relevancy oriented. This principle says that the adult learners are willing to know the relevance of the things that they are learning. They want it to be helpful to them in achieving what they want to achieve. An Educator must provide some choice of project by providing two or more options, so that a willful choice can be made.
V. Adults are practical. This principle states that adults can recognize firsthand that how they are being able to apply their learning to life and the work context. As a clinical educator you can promote active participation by allowing people to try things rather than …show more content…
Both of them were integrated within an information-processing (IPR) framework. Through this framework one could monitor individual differences in cognitive abilities, self -regulatory processes of motivation, and IPR demands. The evidences for the framework could be found in the context of skill acquisition and trade paradigm and the timing of goal setting. Three field-based lab experiments were conducted with 1,010 US Air Force trainees. Experiment 1 evaluated the basic ability–performance parameters of the air traffic controller task and goal setting effects early in practice. The second experiment focused on evaluating goal setting later in practice. And experiment number 3 focused on investigating the simultaneous effects of training content, goal setting and ability–performance interactions. The experiments yielded the results that conclusively support the theoretical framework and had implications for notions of ability–motivation interactions and design of training and motivation