Transcript Transitions: Narratives of TRansitional Experiences of Non

EXPLORING ADULT
DEVELOPMENT
FRAMEWORKS: SELF-STUDY
AND INQUIRY PROCESSES
Susan A. Turner, PhD Utah State University [email protected]
October 2012, NRMERA Presentation, Park City, UT
Adult Development : Purpose of the
Study:
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Leadership Inquiry
"The process of analyzing my life events has
increased my level of critical thinking and helped me
see that the process of my development has come
through a continuous exposure to learning
opportunities and experiences. I find that I thrive on
these experiences because continual growth is what
makes life exciting; it is what gives me the
motivation to trudge through those times of
disequilibrium... (cont.)
Adult Development : Purpose of the
Study:
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I realize that the only way can help my future
employees and constituent is by sharing with them my
experiences and seeking to understand theirs while
creating a synergistic experience that contributes to our
collective growth." (JLT: Doctoral Student: Adult
Development Project: Reflection, Spring2012).
Adult Development : Purpose of the
Study
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Developing Adults:
"The adult development portion of the class helped us
understand ourselves as learners and is applicable to the
adults we will be working with. Adult learning is selfdirected, real-life, performance-centered, and intrinsic.“
(JD: Doctoral Student: Adult Development Project: Reflection, Spring 2012).
Adult Development : Purpose of the
Study
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Building Student Success
“I plan to use the adult development background
from this class to help staff members to learn
about themselves. The same tools that we used
to get to know ourselves can be used with the
faculty.” (DB: Doctoral Student: Adult Development Project: Reflection,
Spring 2012).
Adult Development: Purpose of the
Study
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Low Levels of Adult Development Background:
Of 68 students surveyed in three graduate
leadership courses, 7 had background or training in
adult development. This is 9.7% (or approximately
10%) of the leaders – in-training surveyed.
When asked how many of the group would be
supervising adults as part of their educational
leadership role, 68 students raised their hands.
Adult Development: Research
Questions
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What do adult leaders-in-training already know about
adult development?
Does reflection and self-study using an adult
development framework, help leaders-in-training better
understand themselves and the adults they supervise?
Which course activities/strategies were most impactful
to the future teaching/leadership practice of graduate
students?
Does self-knowledge of adult development impact
teaching/leadership practice and student achievement?
Adult Development:
Theoretical Connections
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Adult Development Literature:
Stage Theory (Erikson, 1972; Loevinger, 1976, Pearlin,
1982).
Life Cycle Theory (Levinson & Levinson,1996; Sheehy,
1995; Elder, 1998).
Role Development (Merriam & Clark, 1991; 1993).
Socio-cultural Variables (Graue, 2005; Sheared,
1999).
Transformational Learning (Meizrow, et. al, 2000).
Possible Selves Theory (Ibarra, 2003; 2005).
Adult Development:
Theoretical Connections
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Need for Self-Knowledge
In a recently published study that explored the
necessary leadership skills for our current
educational environment, the importance of
including a leadership and personal development
course (Brungardt, 2011) was discussed. Findings in
this study reinforce the importance of selfunderstanding by leaders.
Adult Development:
Theoretical Connections
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Need for Self-Awareness:
"The underlying philosophy of leadership education
is to enhance students ‘interpersonal skills for
leadership’ in an environment that fosters increased
self-awareness, increased understanding of others,
and learning from life experiences" (Brungardt, C. L.,
Greenleaf, J. L., Brungardt, C. J., & Arensforf, J. R. (2006), in
Brungardt, 2011, p. 1 ).
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Adult Development:
Theoretical Connections
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Need for Inner Values:
Understanding self, and possessing a strong inner
set of values, can contribute to what Possner (2009)
calls 'voice'. He writes, "Where leaders must go to
find their voice is within. We have to get our
students to explore their inner territory," (Possner,
2009, p. 4).
Adult Development:
Theoretical Framework
Epistemology
Theoretical
Perspectives
Methodology
Data
Sources
Constructivism
Adult Stage
and Transitional
Theory (Erikson, 1972,
Qualitative
Narrative inquiry
Student reflections
on adult
development topic
and course
activities
Bridges, 1991)
Transformational
Theory (Meizrow, et.
al., 2000)
Possible Selves
Theory (Ibarra, 2003,
2005)
(Clandinin & Connelly,
2000; Chase, 2005;
Andrews, Squire,
Tamboukou, 2008,)
Self-Study
(Samaras & Freese,
2006).
Instructor inquiry
and reflection.
Student Dialogue
and Feedback
Adult Development: Data Gathered
Instructor
Inquiry
and
Reflection.
Student
Reflections
Course Activities
Adult Development:
Methodology
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Narrative Method: “Views individual descriptions,
explanations, and interpretations of actions and
events, as lenses through which to access the
meaning which human beings attribute to their
experience” (Shamir & Eilam, 2005, p. 403).
Self Study: Uses: (a) Situated Inquiry; (b) Process
Knowledge; (c) Multiple Theoretical Stances and
Methods; and (d) Multiple Data Collection Strands;
(Samaras & Freese, 2006).
Study Participants:
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Instructor: White female, 15 years as educational
leader, 11 years training educational leaders at
university.
Students: 68 graduate students with experience as
educators in public and/or university settings.
Age range: late 20s – early 50s.
Race: 62 white, 1 black, 5 Hispanic. Male: 31
Female: 37
Adult Development: Data Analysis
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Reflective Data: (Instructor and Students)
Was transcribed and analyzed by the researcher
using the steps described in the following slides.
Procedures followed were consistent with Chase
(2005) who states that narrative researchers “serve
as narrators in interpreting the narratives studied.”
Data Analysis: Multiple Data Strands
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Multiple Strands of Data Analyzed: (Samaras & Freese,
2006).
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Self-Reflection and Journaling by Instructor
Instructor review of 68 ‘Life-Story’ Assignments*
Instructor review of 68 Adult ‘Timelines’*
Student Feedback on Course Assignments.
Student Reflections on Experience of Studying Adult
Development.
*No individual or personal data shared. Information used
only to inform instruction.
Data Analysis: Instructor Reflection
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Themes: Adult Life: Complex & Challenging;
Lived Experience is Valuable
“One of the most touching portions of the course was
reading individual ‘life story’ papers. Adults in my
courses have faced tragedy and triumph. They have
much powerful ‘lived experience’. My faith in the
human spirit has been renewed by reading these
accounts.” (Instructor’s Reflective notes: 7/9/2011)
Data Analysis: Instructor Reflection
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Theme: Life Story Assignment Valuable;
Transitions Most Useful Lens
“Of the themes students were required to write in
their ‘theoretical life-story analyses’ were the
‘transitions’ they experienced. Of the six theoretical
lenses students used in their papers, life ‘transitional’
experiences was found to provide the richest
descriptions and the most meaningful discussion and
reflection by students.” (Instructor’s Reflective Notes: April
19, 2012).
Data Analysis: Instructor Reflection
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Themes: Leaders in Training have little background in Adult
Development.
Informal Survey: Less than 10% of students surveyed
have training in adult development.
Themes: Self-Reflection on Life Story improves selfknowledge, and ability to supervise other adults.
“Student reflections discuss usefulness of Life Story in
increasing self-knowledge and ability to supervise others”
(Reflective Notes: 3/23/2012).
Data Analysis: Instructor Reflection
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Touched by challenges faced my most adults.
Complex lives and experiences.
Transitions noted as powerful learning periods.
Student self-reflection: examples of powerful
learning.
Experiential learning very powerful in lives of adults.
Generational differences exhibited in ‘life stories.”
Data Analysis: Instructor Reflective
Themes
Adult Life: Complex & Challenging; Lived Experience is
Valuable
Life Story Assignment Valuable; Transitions Most Useful
Lens.
Leaders in Training have little background in Adult
Development.
Self-Reflection on Life Story improves self-knowledge,
and ability to supervise other adults.
Touched by challenges faced my most adults.
Data Analysis: Instructor Reflective
Themes
Complex lives and experiences.
Transitions noted as powerful learning periods.
Student self-reflection: examples of powerful learning
Experiential learning very powerful in lives of adults
Generational differences exhibited in ‘life stories.
*Note: Substantial appearance of themes in reflective notes.
Data Analysis: Student Reflection
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Theme: Improved ability to supervise others.
Theme: Ability to see things from others’
perspectives.
“When supervising others, it is vital that we respect
the particular point of view and developmental level
of the individual. Other attributes to contemplate
include the states of life and concern, which the
teacher is in, at the time ” (DB, Spring 2012).
Data Analysis: Student Reflection
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Theme: Students understand the process of change.
Theme: Students understand the complexity of the
lives of those they supervise.
“As I reflect on my own experience with these different
theories and stages presented, the image of a web helps
me understand the grander picture of how experience and
learning influences a life. This web is anything but static.
The web’s shape and color dynamically changes as
theories and variables dominate at various points” (JT,
Summer 2012).
Data Analysis: Student Reflection
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Theme: Adult development theories: Foundational
knowledge for adult supervisors.
Theme: Reflection is a powerful strategy for leaders.
“For me, there are two major professional advantages to
studying adult development theories:
(a) Adult development is the foundation of supervision;
(b) The process of personal reflection strengthens the
supervisor’s ability to assist adult learners in becoming
highly effective learning communities.” (AJ, Summer 2011).
Data Analysis: Student Reflective Themes
Improved ability to supervise others
Ability to see things from others’ perspectives
Students understand the process of change
Students understand the complexity of the lives of those they
supervise
Adult development theories: Foundational knowledge for adult
supervisors
Reflection is a powerful strategy for leaders
*Note: Themes appeared in 50%+ of student reflections.
Course Design: Instructor/Students
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Data Gathered:
Student reflections on course and assignments.
On-going student feedback.
Themes:
Useful instructor-designed course information and
assignments were identified.
Useful student-designed/initiated course
assignments were identified.
Course Assignments: (Instructor
Designed)
Hierarchical
Stages
Spiritual
Development
Life-Cycle
Phases
Socio-Cultural
Variables
Transitional
Events
Role
Development
Course Assignments: (Instructor
Designed)
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Paper in which student explore their personal
experiences in relationship to the following
theoretical topics:
1) Hierarchical and 2) Life-Cycle Phases
3) Transitional Events
4) Role Development
5) Socio-Cultural Variables
6) Spiritual Development
Course Assignments: Timeline
(Instructor Designed)
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2003: Start working full-time for DSPD and complete a master’s
program in FCHD.
2004: Kids getting to the age where I need to be with them in the
summers rather than having them attend Boys and Girls Club. Start looking
for a job in education.
Sept. 2004:Found a teaching job at a new charter high school. Quit DSPD and
began at ....... as a teacher. Soon become the special education and
assessment director.
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2011: Make the decision to go back to school and obtain an administrative master’s
degree to offer more flexibility in employment in later years.
2/1/12:19-year old daughter moves to Colorado to begin her adult life. She’ll live
with my mother until she can get a job and her own place. One down and one
to go until we’re empty-nesters…
Course Information: (Instructor
Designed)
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Generational Differences:
Boomer Generation
Generation X
Generation Y / Millennial
Generation Z / C (for clickers)
Historical Influences:
Critical Experiences: Challenged Explosion, 9/11,
etc.
Course Information: Generational
Differences (Instructor Designed)
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Generation Y: 1982 – 2002 – 80 Million +.
Millennial, Echo Boomers, iGeneration.
Team focused, informal, no trust for ‘the man’.
Independent.
50% children of divorce.
Technological Revolution
Racially and Ethnically Diverse
Course Assignments: (Student
Designed)
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Johari Window:
Public Self:
Known to Self and
Others
Private Self:
Known to Self, not
Others.
Blind Self:
Known to Others,
not Self
Unknown Self:
Not known to Self
or Others
Course Assignments: (Student
Designed)
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Color Code (Hartman, T.)
Research Questions - Study Findings:
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What do adult leaders-in-training already know
about adult development?
Of 68 students surveyed in three graduate leadership courses, 7
had background or training in adult development. This is 9.7% (or
approximately 10%) of the leaders – in-training surveyed.
Does reflection and self-study using an adult
development framework, help leaders-intraining better understand themselves and the
adults they supervise?
See slides 18 – 27.
Research Findings and Future Research
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Which course activities/strategies were most impactful
to the future teaching/leadership practice of graduate
students?
See slides 28 – 35.
Does self-knowledge of adult development impact
teaching/leadership practice and student achievement?
Study would indicated examples of how self-knowledge of
adult development affects graduate student perceptions of
ability to lead adults.
Additional research will need to address the question of the
effects on student achievement.
Implications:
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Training in adult development appears to be useful
for leaders-in-training.
Self-knowledge appears to be enhanced by
exploring individual life history and timeline.
Reflection/inquiry appear to be useful strategies
for leaders-in-training.
Ability to lead other adults appears to be
enhanced by knowledge of adult development.
References
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Andrews, M., Squire, C., Tamboukou, M. (2008). Doing narrative research. Los Angeles: Sage Publications,
p. 5.
Brungardt, C. (Winter, 2011). The intersection between soft skill development and leadership education.
Journal of Leadership Education, 10 (1), 1 - 22.
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Brungardt, C. L., Greenleaf, J. L., Brungardt, C. J., & Arensforf, J. R. (2006). Majoring in leadership: A review
of undergraduate leadership degree programs. The Journal of Leadership Educators, 5(1), 4-24.
Bridges, W. (1991). Managing transitions: Making the most of change. Reading, MA: Addison-Wesley,
1991.
Chase, S. (2005). Narrative inquiry: Multiple lenses, approaches, voices. In N. K. Denzin & Y. S. Lincoln
(Eds.), The Sage handbook of qualitative research (3rd ed., pp. 651-679). Thousand Oaks, CA:
Sage.
Clandinin D. J. & Connelly, F. M., (2000). Narrative Inquiry: Experience and story in qualitative research. San
Francisco: Jossey-Bass Publishers, 3.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing from among five research
traditions. Thousand Oaks, Ca: Sage.
References
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Elder, G. H., Jr. (1998). The life course and human development. In W. Damon & R. M. Lerner (Eds.),
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Erikson, E. H. (1972). Eight ages of man. In C.S. Lavatelli & F. Stendler (Eds.), Readings in child behavior and
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Levinson, D. J., and Levinson J. D., (1996). The Seasons of a Woman's Life. New York: Ballantine.
References
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Lovinger, J. (1976). Ego development. San Francisco: Jossey-Bass.
Meizrow, J., and Associates. (2000). Learning as transformation: Critical perspectives on a theory in
progress, San Francisco: Jossey-Bass.
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Merriam, S. B., and Clark, M. C. (1991). Lifelines: Patterns of work, love and learning in adulthood. San
Francisco: Jossey-Bass.
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Pearlin, L. I. (1982). Discontinuities in the study of aging. In T. K. Hareven & K. J. Adams (Eds.), Aging and
life course transitions: An interdisciplinary perspective (pp. 174 - 192).
Possner, B. Z., (Summer 2009). From inside out: Beyond teaching about leadership. Journal of Leadership
Education, 8(1), 1 10.
Samaras, A. P., & Freese, A. R. (2006). Self-study of teaching practices: Primer. New York: Peter Lang.
References
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Shamir, B. Eilam, G. (2005). "What's your story?" A life-stories approach to authentic leadership
development. The Leadership Quarterly 16, 395-417.
Sheared, V. (1999). Giving voice: Inclusion of African American students' polythythmic realities in adult
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Sheehy, G. (1995) New passages: Mapping your life across time. New York: Ballentine Books.
Contact Information
If have additional questions about the study, please
feel free to contact me at:
 Susan A. Turner, PhD
Utah State University
2805 Old Main Hill
Logan, UT 84322-2805
(435) 797-3947
[email protected]
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