Microsoft Project 2007 for Adult Learners Introduction In an effort to reduce costs while still providing value to its clients, Computer Aid, Inc. (CAI) is developing a training program that will provide new skills to adults who are re-entering the workforce. These adult learners have few computer skills; however, they are being hired to assist with data entry and tracking on CAI s projects. The tool that they must use is Microsoft Project 2007. While some of the participants have limited computer skills, the participants are all new to this particular application. As such, this will be a transformative journey for the participants. In order to address the needs of these adult learners, three learning theories will be combined. First, the entire program will rely heavily on the transformative learning theory that has been developed by Laurent Daloz (1999). In addition, the program will also focus on teaching the participants how to learn through the use of the cognitive learning theory specifically Robert Gagné s (1985) nine events of instruction. Finally, because this is a skills-based program, it will also rely on some aspects of the behaviorist learning theory as developed by B. F. Skinner (Merriam, Caffarella, & Baumgartner, 2007). These three learning theories will all be encapsulated within Levinson s Phase Theory of Development (Kegan, 1994). As adult learners, these participants are all at an age during which they may struggle with learning. Levinson s Phase Theory will enable the students to feel more confident in their current phase. This post will present the how the learning theories will be used, how the developmental theory will be used, and what the actual curriculum will be. Learning Theories This program will focus on three learning theories. The overarching learning theory will be that of transformative learning. Within this learning theory, the cognitive learning theory will be
addressed. Finally, some elements of the behaviorist learning theory will be included. Each of these is described next. Laurent Daloz (1999) promotes the transformative learning theory as a journey. The learners will go through a process to make incremental steps toward change. In this sense, the course leader will act more as a mentor. In that role, the course leader will guide the participants in their transformation. The participants will need to transform from their previous lives to one of a professional project data analyst. This will be done through many examples, stories, and analogies in the form of guidance from the course leader. This will be done in conjunction with one aspect of the cognitive learning theory. The purpose of the cognitive learning theory is to develop new capacities and skills to learn better (Merriam, Caffarella, & Baumgartner, 2007). Because many of the participants will have been away from the learning environment for some time, the course leader will need to help the participants learn how to learn. This will be done by following Robert M. Gagné s nine events of instruction (Gagné, 1985). These nine events will be used each day for each lesson in an effort to structure the content in a way that will facilitate progress. While using these nine events, a behaviorist approach will also be used. The behaviorist learning theory will be used to produce the actual behavioral change that the participants will need for their new job. Much of the work of B. F. Skinner (Merriam, Caffarella, & Baumgartner, 2007) will be used to ensure that the participants will actually make the required change. The participants will be required to demonstrate that change in behavior through the use of skills assessment and behavioral objectives. Developmental Theory In addition to three learning theories, this program will focus on Phase Theory of Development. While there are many phases to this theory, the focus on the middle phases aligns with the ages
of the participants. Because of this, there are many advantages to relying on this developmental theory. Levinson s Phase Theory has is based on how people develop at different ages (Kegan, 1994). Levinson defines four phases: Childhood and adolescence, early adulthood, middle adulthood, and late adulthood. Levinson focuses primarily on early and middle adulthood. All of the participants in this training program fall in this range. Within these ranges, Levinson presents several key transitional moments that adults will go through. This program will be a completely new environment for the participants, and they will be asked to make transitions in their lives. The course leader will need to understand how to help them move from one point to the next. Again, this will be done through the use of many stories, analogies, and structure while the course leader is providing guidance. As adult learners, the participants will have already developed in some ways. They will have all passed the first phase. Many of them will be well into the second phase. Some will be transitioning into the third phase. And a few will already be in the third phase. The course facilitator will address the needs of these various phases throughout the course curriculum. Course Curriculum The course on Microsoft Project 2007 will use three learning theories and one developmental theory. The structure of the course will follow Robert Gagné s nine events of instruction (Gagné, 1985). Those nine events are listed in the follow table, and each event will reflect these theories.
Table 1 Course Curriculum Nine Events Description Gain Attention The course leader will gain attention by talking about the benefits of learning Microsoft Project 2007and through the use of stories of his or her own experience with the application. This event serves as a transformative learning process. Present Objectives Stimulate Prior Learning Before beginning each session, the course leader will present behavioral objectives for the session. The course leader will stimulate prior learning by talking about projects in general and by reviewing previous material. This event serves as a transformative learning process. Present Stimulus The course leader will teach the content using behaviorist learning theory. The stimulus includes using Microsoft Project 2007 to plan a project, to create a schedule, to communicate information, to assign resources and costs, to track progress, and to close a project. Provide Guidance Elicit Performance Provide Feedback Assess The course leader will provide guidance through the use of stories, examples, and analogies. This event serves as a transformative learning process as well as a phase development process. Upon completion of each learning stimulus, the participants will be required to practice the new behaviors that they are learning. The course leader will provide feedback to each of the participants. This event addresses the need for mentoring and development. Upon completion of each session, the students will complete a behavioral
Performance Enhance Retention and Transfer assessment. At the end of each session, the course leader will enhance retention and transfer of skills back to the job while also mentoring the participants. Conclusion In order to meet the needs of its clients, CAI is developing a course to teach Microsoft Project 2007. The approach includes three learning theories: first, transformative learning theory will enable the participants to make the journey to a new career; second, cognitive learning theory will help the participants learn how to learn; and third, behaviorist learning theory will ensure that the participants actually learn a new skill. These three learning theories will also be closely connected to phase theory of development, which will ensure that the transitions necessary for adult learners are met. The combination of these four theories creates a strong program to ensure the success of its participants. References Daloz, L. A. (1999). Mentor: Guiding the Journey of Adult Learners. San Francisco: Jossey-Bass. Gagne, R. (1985). The conditions of learning (4th ed.). New York: Holt, Rinehart & Winston. Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.