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<\/p>\n\n

Group One: Adults Needing Further Qualification<\/strong><\/span><\/span><\/p>\n\n

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This group consists of adults with a secure working position, who need to learn for the purposes of increasing their training or keeping up with an evolving work environment. These individuals usually have a positive attitude towards supplementary training or upgrading training.<\/p>\n\t<\/li>\n\t
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As these learners are likely to be permanent staff at their place of work, their sense of identity is often in some way linked to their work. Therefore they can be more open to personality and competence development in relation to their work.<\/p>\n\t<\/li>\n<\/ul>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"a4f6602b-9537-4ac3-b2ac-04108296567e"},"useSeparator":"auto"},{"content":{"params":{"text":"
What makes learning desirable for Group One individuals?<\/strong><\/span><\/span><\/p>\n\n
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Learning must be regarded as relevant to the learner\u2019s current job, or foreseeable work changes\/opportunities. <\/p>\n\t<\/li>\n\t
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Learners are not likely to feel interested in general learning that they do not see as having applications in their current work environment or future work environment. They are typically oriented toward assimilative learning. Accommodative learning may be regarded as more demanding and requires special motivations.<\/p>\n\t<\/li>\n<\/ul>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"fcfe9f7c-9e89-47bd-b19f-bd9019fe3916"},"useSeparator":"auto"},{"content":{"params":{"presentation":{"slides":[{"elements":[{"x":3.139717425431711,"y":18.543591331269347,"width":94.19152276295134,"height":77.08978328173374,"action":{"library":"H5P.ExportableTextArea 1.3","params":{"index":0,"exportNotSupported":"Export not supported on your device","exportComments":false,"label":"
A collection of Group One learners are receiving training relating to racial and gender equality in the workplace. Members of the group are under the impression that the updated policies which require this training were inspired by an incident that took place at a different company than the one they work for, in another province. The group is respectful, but generally unmotivated and unengaged. What could be done to improve the group\u2019s attitude and approach towards this important learning material? Type your ideas in the space below.<\/p>\n"},"subContentId":"74bc6f93-53c5-47ca-8693-49189a83e40f","metadata":{"contentType":"Exportable Text Area","license":"U","title":"Untitled Exportable Text Area"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":3.139717425431711,"y":6.140340557275542,"width":94.19152276295134,"height":12.38390092879257,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Reflection:<\/strong><\/span><\/p>\n\n
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Group Two: Adults Needing Re-Qualification<\/span><\/span><\/strong><\/p>\n\n
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This group consists of adults who have lost their secure working life. Often this is due to certain types of work being taken over by development or becoming out-dated. Some people may lose work opportunities for other reasons and wish to improve their prospects in competitive fields through re-qualification.<\/p>\n\t<\/li>\n\t
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These students are more likely to be receptive to general learning material compared to individuals who already possess permanent working positions. They are more likely to perceive generally and personally-oriented parts of training to be important to their future opportunities and success when searching for satisfying work. <\/p>\n\t<\/li>\n\t
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Some members of this group may have worked in a permanent position for several years before losing work. They may have a cemented identity and way of thinking based on their previous experience, and are challenged by the need to reconceptualize their sense of themselves and their work.<\/p>\n\t<\/li>\n<\/ul>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"6231d473-3779-47d6-89e1-402e2d92e62d"},"useSeparator":"auto"},{"content":{"params":{"text":"
What makes learning desirable for Group Two individuals?<\/span><\/span><\/strong><\/p>\n\n
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Learners wish to maximize their chances for success in securing new, fulfilling work and are motivated when the connections between their learning and future possibilities is apparent<\/p>\n\t<\/li>\n\t
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These individuals are not only undergoing a change in work, but also a mental change. This can be extremely difficult and may lead to feelings of hopelessness or low self esteem. They may shy away from learning in situations that make them feel vulnerable, but can thrive when approached with understanding, respect, and encouragement. <\/p>\n\t<\/li>\n<\/ul>\n\n
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<\/p>\n\n
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A class on basic-level digital communications consists mostly of young adults, looking forward to careers in areas they excel in. However, some members of the course are older adults. Their previous working positions were erased due to workplace development, and they have been encouraged to obtain new training in digital communications to remain valuable to their company. Some of these individuals struggle with the technology involved with the course. They are frustrated by their slowness to grasp certain concepts compared to the younger learners in the course, and appear reluctant to engage with the material. What could be done to inspire this group and improve their receptiveness to the training?<\/p>\n"},"subContentId":"f9b666bf-39ab-4579-85b3-5125f3e40f05","metadata":{"contentType":"Exportable Text Area","license":"U","title":"Untitled Exportable Text Area"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":1.5698587127158554,"y":3.083074303405573,"width":94.19152276295134,"height":39.93808049535604,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Reflection:<\/strong><\/span><\/p>\n\n
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<\/p>\n\n
Group Three: Young Adults Needing Basic Qualification<\/span><\/span><\/strong><\/p>\n\n
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This consists of young adults who are preparing for their careers and need to obtain some general and personal qualifications for their working life.<\/p>\n\t<\/li>\n\t
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This group is empowered to learn easier than the other two groups because professional qualification and identity development can be approached without the requirement of unlearning or readjustment<\/p>\n\t<\/li>\n\t
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Training at this level has occasionally been challenged by the idea that the apprenticeship system should be revived for training young adults. However, this is not a realistic possibility.<\/p>\n\t<\/li>\n<\/ul>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"983762a5-e97a-4215-acc1-78f355d5d9c4"},"useSeparator":"auto"},{"content":{"params":{"text":"
What makes learning desirable for Group Three individuals?<\/span><\/strong><\/p>\n\n
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Young people often experience periods of searching and testing in relation to their qualifications, and the development of their identity in connection to work. During this period of searching and learning, restricting qualifications can represent a commitment which causes anxiety and may be percieved as a risk. Young adults are likely to be motivated and empowered by qualification possibilities that are flexible.<\/p>\n\t<\/li>\n<\/ul>\n\n
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<\/p>\n\n
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A group of young adults are the target market for a training course which costs $700. The course is marketed as providing a specific set of skills to people who wish to work in administration at local real estate business. Although the local college has several new graduates in business administration who are seeking work, very few people have signed up for the course. Why might this be? How could this type of course be better marketed to attract Group Three learners? <\/p>\n"},"subContentId":"a3b0e38f-798f-4e17-b61f-8567b14b27fc","metadata":{"contentType":"Exportable Text Area","license":"U","title":"Untitled Exportable Text Area"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":3.1397174254317113,"y":6.191950464396285,"width":92.62166405023548,"height":9.287925696594428,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
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Types of Adult Learners

Kendra Hart