Adult Learning

Running head: Adult Learning

Analysis of Personal Adult Learning Process

Beth Ann Carkuff Simpson
University of Memphis

CERTIFICATE OF AUTHORSHIP: I certify that I am the author. I have cited all sources from
which I used data, ideas, or words, either quoted directly or paraphrased. I also certify that this
paper was prepared by me specifically for this course.
Signature:

Beth Ann Carkuff Simpson

Date: 5/1/13

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Upon reflection of my adult learning process, several experiences stand out as having given
me a deeper understanding of my role as a learner and educator. My learning experiences, both
rewarding and distressing, prove to be instrumental in my development as an adult learner.
Furthermore, these experiences demonstrate several adult learning theories addressed in the class
readings such as self-directed, transformational, experiential, and informal learning.
LEARNING EXPERIENCES
In November 2009, I traveled to the heart of Africa to spend three months working in an
orphanage in Tororo, Uganda. The trip was arranged through an international organization called
Africa Inland Mission (AIM) whose United States headquarters was stationed in Pearl River,
New York. Upon applying for the program I was assigned team leader of a group of five other
women from all over the United States. AIM provided resources like books and basic
information about our location in the months leading up to our departure. Our team arrived in
headquarters to undergo orientation to quickly get acquainted with one another and to learn of
AIMs history and current presence in Africa. Then we made the long trip to Uganda where we
first spent two days in Kampala in order to acclimate to the time change and climate before
traveling to Tororo, our home for the next few months. We also went through an orientation
upon arriving in Tororo with the AIM long-term missionary that served as our mentor and local
point of contact. AIM had arranged our project by establishing a relationship with a newly
formed orphanage called Smile Africa that served as a home for orphans and vulnerable street
children. Pastor Ruth, a native of Tororo and founder of the orphanage, provided support and
assistance in further acclimating us to her culture.

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AIMs instructions for us were to simply love the people of Smile Africa and establish
relationships with the children and staff. So essentially, we were given the liberty to create our
own individual experience. We were in control of our learning experience and my goal, in
addition to serving as team leader, was to not waste one minute or miss one opportunity to grow
and to learn. We learned languages, built relationships with natives, and worked closely with
Smile Africa to serve as helping hands to the four staff supervising four hundred children. My
day to day tasks usually consisting of cooking lunch, hand washing clothes and dishes,
organizing daily bathing, running children to the medical clinic, teaching classes, playing soccer,
singing songs, and holding children. Our team with the help of our neighbors in the compound,
learned to cook authentic Ugandan food, barter at the market for produce, and safely use public
transportation. Not only did my teammates and I gain new perspectives from African culture, we
also examined our own cultural differences within the United States. Traveling to a foreign
country and leading a team of once strangers was both terrifying and exciting. While this
learning experience was not without its challenges, it was most meaningful as it forced me to
step out of my comfort zone, make decisions in order to survive in an unfamiliar place, and
ultimately transformed my perspectives and forever altered my worldview.
Another learning experience responsible for shaping my development came with distress and
frustration, which I did not fully understand before further reflection. I walked into my first job
in student affairs at my undergraduate institution, Lambuth University, during a time of chaos, as
the future of the institution was uncertain. Due to the quick transition as Director of Student
Activities and Greek Life, I did not receive any formal training from my predecessor. I simply
jumped in to resume responsibilities of planning events and facilitating Greek recruitment two

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weeks into the semester without any orientation to acclimate to the new position. While I was
familiar with the campus, I had to adjust from my role as a student to an employee.
The first time I purchased supplies for a student program I did not go through the proper
procedure and paperwork. The business officer expressed frustration for making these mistakes
as it made his job more difficult. Again, I made another error involving expenditures due to my
lack of awareness of policies and procedures. There was not a manual or instructions to follow,
so I had go about finding my own answers. In a time of financial struggle, with the state of the
institution in question, I was basically thrown into a position to simply survive. I had a
supervisor happy to answer questions, but in recognizing the amount of stress he was under I did
not want to be an added burden. After making several mistakes with the business office, I
decided to go directly to the staff member face to face to better understand his expectations. I
asked him to walk me through the steps of requesting and spending funds from my student
activities budget. By admitting my prior mistakes and asking for help, we were able to establish a
cooperative relationship.
In supervising the Greek organizations on campus, I had to learn to set boundaries as a former
student and member of the Greek community. I faced challenges with several of the
organizations not trusting my neutrality because of my former affiliation with a sorority, so I had
to be intentional and cautious in making decisions to insure I was being unbiased and working
for the good of all students.
While I experienced frustration due to the lack of guidance in the workplace, I am grateful for
the growth and learning achieved. In some aspects I was directly involved in shaping the learning
experience as I had to ask questions, dig for answers, and simply experiment by trial and error.
The learning that resulted from the school closing was incidental and out of my control. However

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in my position, I was able to respond to the situations occurring around me by serving as a

morale booster through planning student activities or a soundboard for venting about the stresses
of school. It was not until later reflection I realized the impact of this learning experience on my
future career in student services.
ANALYSIS
As a result of both rewarding and frustrating experiences, valuable adult learning took place.
In reflecting on my personal learning process, I believe both of these experiences involved
Toughs theory of self-directed learning (Merriam, 2001). According to Tough, self-directed
learning occurs as part of adults everyday life (Merriam, 2001, p.8) and does not involve a
formal educational setting. Knowles and Toughs Personal Responsibility Orientation (PRO)
model of self-directed learning centers on the learner taking ownership for ones own learning
and being proactive (Merriam, 2001). As a result of not being properly trained for my first
student affairs position, I took personal responsibility to learn what I had to in order to do my job
well. I had to be proactive rather than wait around to be formally instructed. In discussing selfdirected learning (SDL), Lamdin (1997) says, The important thing is that these projects are
owned by the learner who is in control of what is learned when the learning starts, where it
goes, and when it is complete (as cited in Roberson and Merriam, 2005, p. 270). In addition,
Lamdin et al pointed out that learning is actually a response to ones situation in life and the
particular stage in ones life becomes the context for learning (Roberson and Merriam, 2005).
This was true in my experience at Lambuth as I was responding to the situation at hand. As a
young professional in a new job, transitioning from student to employer at my former institution,
this life stage became my context for learning. I can relate to Kleibers idea of taking action as a

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natural response to my development, which is usually introduced by a particular life event like
a new job (Roberson & Merriam, 2005).
I would agree with Billetts analysis of workplace pedagogy that most of the skills developed
throughout a lifetime occur through participation in work (2002). Billet identifies key
contributors to learning through work, which include engagement in tasks and direct or indirect
guidance provided by the workplace (Billett, 2002). The reason for my frustration in my learning
experience at Lambuth University was in large part due to a lack of direct or close guidance. I
can relate to several of the limitations listed in Billets article like learning inappropriate
practices and difficulty accessing the guidance of expertise (2002). I was not given a manual or
instructions on the proper procedure for requesting funds; therefore, I made several mistakes
before going to financial personnel to ask for help. In doing so, I opened communication and
created an opportunity for positive learning to occur. I would consider this an example of selfdirect learning in the workplace, as I had to take responsibility for my job and learn what needed
to be done. Although it was challenging to overcome the barriers, I was able to better implement
and provide services for students as well as maintain healthy relationships between departments.
While this vocational learning experience was a product of distress, I grew both personally
and professionally. The word vocation originates from the Latin word vocatio meaning to call or
what Kroth and Boverie refer to as the mission (2000, p.136). In their research they attempt to
look at the connection between adult learning and the learners life mission (Kroth & Boverie,
2000). It was a life mission, much like Kroth and Boverie describe, that led me to travel to Africa
to serve in an orphanage. It is through this experience I recognize self-directed learning
throughout my time in Tororo, Uganda. My teammates and I spent our free time studying and

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practicing the native languages in order to better communicate with the children and staff at the
orphanage. This learning was not required nor did it involve an instructor, yet we were selfmotivated to immerse ourselves in the culture by learning some of the basic greetings and
phrases in order to demonstrate our efforts to embrace their culture and seek acceptance into
their community.
Both of the learning experiences mentioned occurred during a crucial life stage and time of
transition. Of the four adult development theories presented in Baumgartners article, I can
identify with the psychological/cognitive approach, which focuses on the interaction between
ones internal process and the environment (Baumgartner, 2001). It is through these life events
and transitions that development reaches new and more complex stages. This theory emphasizes
Mezirows thought that reflection is the key to this progression as individuals often arrive at a
more inclusive, differentiate, permeable and integrated perspective (as cited in Baumgartner,
2001). Daily journal reflections of my experiences in Uganda were the key to reaching new
understanding and revelations. I can attest to Kroth and Boveries vision that through new
learning experiences, adults reevaluate and/or uncover their purposes by examining their
assumptions about them. Sometimes these new experiences validate an existing direction or
broaden the awareness of possibilities, and sometime they change life direction (2000, p. 140).
My learning experience in Uganda was one of self-direction and rediscovering my life purpose,
an experience that ultimately transformed my life direction.
Mezirow defines transformative learning as the process by which we transform our takenfor-granted frames of reference (meaning perspectives, habits of mind, mind-sets) to make them
more inclusive, discriminating, open, emotionally capable of change(Snyder, 2011, p. 245).

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During my time in Tororo, many moments of transformative learning occurred as a result of

being challenged by a different culture. One experience in particular enabled me to fully grasp
this theory as an adult learner. My team and I observed the babies and young toddlers using the
restroom under the pavilion in the very same space they would later eat lunch. We also noticed
there was a latrine located on the grounds not being regularly utilized. We were planning to
make an announcement and reemphasize the use of the latrine, as it seemed to be a more sanitary
and safe option; however, Pastor Ruth made of us aware of a key cultural difference. Our
American minds wanted to immediately resolve what we saw as a problem, yet we may not
know how that decision could affect all those involved. Pastor Ruth informed us about the
refugees of the Karamojong tribe that recently fled south to Tororo. Many of the orphans and
vulnerable children were Karamojong thus they lived more primitive lives than those living in
the town. Pastor informed us that young Karamojong girls are told not to use the latrine, as it will
cause a female to become barren. In African culture, a womans purpose is to have children; so
being without the ability to give birth is to become an instant outcast. My assumption was that
everyone views the restroom facility, whether a hole in the ground or a flushing toilet, as the
appropriate way to discharge waste. However, I failed to think about the implications of what
my request may mean for a child unfamiliar or fearful of this concept. If I had carried out my
mandate for all children to use the latrine instead of using the playground and pavilion area,
those Karamojong children may have experienced conflict between what they knew to be true
and what an influential American was telling them to do. I am thankful I had guidance to prevent
me from causing damage to this community of children. Through the feelings of guilt for my
lack of cultural sensitivity, I was able to assess my assumptions and gain a new perspective
(Snyder, 2011). This would be an example of Mezirows perspective transformation that includes

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a disorienting dilemma, self examination with feelings of fear, anger, guilt or shame, [and] a
critical assessment of assumption (as cited by Snyder, 2011, p. 246). This change in perspective
is essential in transformative learning (Snyder, 2011). I would agree with Mezirows theory that
throughout our life experiences our frame of reference is constantly changing (Snyder, 2011).
This frame of reference can become meaning perspectives, and true transformation requires
shifts in those meaning perspectives (Snyder, 2011, p. 245). This learning experience caused a
change in my frame of reference because my worldview was challenged by another culture.
Many other experiences during my trip to Africa forced me to not only learn about a new
culture but it allowed me to re-examine my own in a new light. Even further, my overall
experience in Africa demonstrates what Chavez, Guido-DiBrito and Mallory (2003) describe as a
model of individual diversity development (Johnson & Nelson, 2010). Much like that described
in Johnson and Nelsons Above and beyond the syllabus, the students began the class unaware
of foreign perspectives, but as they were introduced to new ideas they eventually reached the
ability to critically evaluate aspects of both their own and foreign perspectives, making choices
about what works best for them (2010, p. 37). Activities like guest native speakers contributed
to the learning in the foreign language class, and I believe this demonstrates the value of
experiential learning. Johnson and Nelson explain that contact with real world applications of
the content, isa catalyst for transformative learning (2010, p. 45). In traveling to another
country, I was able to experience real people and real life situations which made for more
meaningful learning and resulted in a transformation, one from which I continually reflect upon
and base other life decisions.

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Experiential learning is linked to the theory of informal and incidental learning (Marsick
& Watkins, 2001). According to Marsick and Watkins these types of learning are at the heart of
adult education because of its learner-centered focus and the lessons that can be learned from life
experience (2001, p. 25). Informal and incidental learning can take place anywhere there is an
opportunity to learn, most often occurring in the workplace. I can relate to learning incidentally
or in a non-formal setting in my first student affairs position at Lambuth University. Due to my
lack of job training, I had to create my own way - establish processes for planning and
implementing programs, learn to manage my budget properly, and be a support system for
students in a time of hardship and challenges for the university. After reviewing studies
conducted on informal learning in the workplace, Marsick and Volpe compiled a list of
characteristics, which includes: incorporated with daily tasks, activated by an internal or external
force, unconscious, influenced by chance, a process of reflection and action, and linked to the
learning of others (as cited in Marsick and Watkins, 2001). I was not aware of the extent of the
learning in my job because the experiences were incorporated in my daily routine and were a
means to simply accomplish my job responsibilities. I was motivated to learn how to best do my
job because I had a genuine passion to serve the students and the institution that once gave so
much to me. It was not until later when I reflected on my time at Lambuth and the obstacles I
faced that I realized the impact this learning had on my personal and professional development
as well as how it affected my co-workers and students. I definitely learned through trial-anderror, and in looking back I wish I had asked for further training or professional development
opportunities. However, I also realized my ability to excel in a position in the midst of
uncertainty by being awarded staff member of the year. I felt a sense of accomplishment in being
a sense of stability and morale for a broken campus community losing its alma mater.

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CONCLUSION
In examining my own learning process, I am reminded of how I learn a new word. If I am simply
given the definition of word, the meaning will more than likely not stay with me. However, if I
look up the meaning of word myself, I will better retain the new information for future use. I
believe this is because I actively participate in creating my own learning experience. I have also
observed a difference in my learning practices from undergraduate to graduate studies. In
undergraduate work, if I only memorized the facts to pass a test I had difficulty recalling that
knowledge. However, when I reflect on and then apply what I am learning in the classroom to
my everyday work environment, I experience more meaningful learning.
Before reflecting on my adult learning process through the activities in this course, I had
not considered my informal life experiences as learning much less as self-directed, experiential,
or transformative. Insight to my adult learning development will enable me to further connect my
mission to my learning and continue creating meaningful learning experiences for students.

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REFERENCES
Baumgartner, L. M. (2001). Four adult development theories and the implications for practice.
Focus on Basics, 5(B). Retrieved March 26, 2013, from
http://www.ncsall.net/index.html@id=268.html
Billett, S. (2002). Toward a workplace pedagogy: Guidance, participation, and engagement.
Adult Education Quarterly, 53(1), 27-43.
Johnson, S. M., & Mullins-Nelson, B. (2010). Above and beyond the syllabus: Transformation in
an adult, foreign language classroom. Language Awareness, 19(1), 35-50.
Kroth, M., & Boverie, P. (2000). Life mission and adult learning. Adult Education Quarterly,
50(2), 134-49.
Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New Directions for
Adult and Continuing Education, 89, 25-34.
Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning. New
Directions for Adult and Continuing Education, 89, 3-13.
Roberson, D. N., & Merriam, S. B. (2005). The self-directed learning process of older, rural
adults. Adult Education Quarterly, 55(4), 269-87.
Snyder, C. (2011). Pride badly shattered: The transformational journey of career changing
women in secondary education. Journal of Transformative Education, 9(4), 242-260.