With our ever-accelerating speed of change in both knowledge and technology, it is clear that we adults have a choice: we either continue to learn throughout our lives, or we allow our skills and knowledge to quickly slide into obsolescence

 

Our methodology is also based on evidence cited by J.A. Olmstead that if behavior change is desired, then the learners can best acquire new behaviors by trying them in realistic situations similar to those faced on-the-job.  The situations we offer provide the learners the opportunity to experience, observe, practice, and obtain feedback about actual behavior.  Generalizations and hypotheses can thus be tested in action (trial by fire) and the learners can translate their knowledge to their own experience.

 

Because few studies have examined what type of learning environment best helps adults to grow and develop, we have researched a four-year study of this question. There are seven key factors in learning programs that stimulate adult development.  AOC integrates these key factors into our behavior-based skill training:

 

  • An environment where students feel safe and supported, where individual needs and uniqueness are honored, where abilities and life achievements are acknowledged and respected.
  • An environment that fosters intellectual freedom and encourages experimentation and creativity.
  • An environment where trainers treat adult students as peers--accepted and respected as intelligent experienced adults whose opinions are listened to, honored, appreciated. Our trainers often comment that they learn as much from their students as the students learn from them.
  • Self-directed learning, where students take responsibility for their own learning. They work with trainers to design individual learning programs that address what each person needs and wants to learn in order to function optimally in their profession.
  • Pacing, or intellectual challenge. Optimal pacing is challenging people just beyond their present level of ability. If challenged too far beyond, people give up. If challenged too little, they become bored and learn little.
  • Active involvement in learning, as opposed to passively listening to lectures. When students and instructors interact and dialogue, students try out new ideas in the workplace and exercises and experiences are used to bolster facts and theory, adults grow more.
  • Regular feedback mechanisms for students to identify what works best for them and what they want and need to learn--and faculty who hear and make changes based on student input.