Lifelong learning is the "ongoing, voluntary, and self-motivated " pursuit of learning for either personal or professional reasons.
41-707: L/D may refer to: Learning and development , in human resource management Lift-to-drag ratio , in aerodynamics Lincoln–Douglas debates , a series of seven debates in 1858 between Abraham Lincoln, the Republican candidate for the Senate in Illinois, and Senator Stephen Douglas, the Democratic Party candidate See also [ edit ] DL (disambiguation) LD (disambiguation) Topics referred to by
82-569: A 1918 article in the Journal of Applied Psychology , which explored an undergraduate curriculum designed for applied psychologists. By the 1960s and 70s, the field began developing theories and conducting theory-based research since it was historically rooted in trial-and-error intervention research, and new training methods were developed, such as the use of computers, television, case studies, and role playing. The scope of training and development also expanded to include cross-cultural training,
123-410: A focus on the development of the individual employee, and the use of new organization development literature to frame training programs. The 1980s focused on how employees received and implemented training programs, and encouraged the collection of data for evaluation purposes, particularly management training programs. The development piece of training and development became increasingly popular in
164-537: A new responsibility to the adult reader. The Adult Education Act of 1966 linked literacy education and adult basic education programs. This occurred at the same time that the Library Services and Construction Act was being passed. Twenty-five years after the U.S. Adult Education Act was passed, the U.S. Office of Education published Partners for Lifelong Learning, Public Libraries and Adult Education . The Institute of Museum and Library Services (IMLS)
205-417: A personal, civic, social and/or employment-related perspective". It is often considered learning that occurs after the formal education years of childhood and into adulthood. It is sought out naturally through life experiences as the learner seeks to gain knowledge for professional or personal reasons. These natural experiences can come about on purpose or accidentally. Lifelong learning has been described as
246-400: A person’s access to training and development opportunities can affect both the individual and the organization. Management teams that are not diverse can be self-replicating as senior leaders’ demographic characteristics significantly impact the types of programs, policies and practices implemented in the organisation – i.e. there are more likely to be diversity programs if the management team
287-416: A positive, nurturing experience, the faster attendees are apt to learn. The benefits of the training and development of employees include: However, training and development may lead to adverse outcomes if it is not strategic and goal-oriented. Additionally, there is a lack of consensus on the long-term outcomes of training investments; and in the public sector, managers often hold conservative views about
328-486: A process that includes people learning in different contexts. These environments do not only include schools but also homes, workplaces, and locations where people pursue leisure activities. However, while the learning process can be applied to learners of all ages, there is a focus on adults who are returning to organized learning. There are programs based on its framework that address the different needs of learners, such as United Nations' Sustainable Development Goal 4 and
369-650: Is also diverse. To address these disparities, organizations can implement diversity policies, provide bias training, and establish mentorship programs to support underrepresented groups. These may include: The Occupational Information Network cites training and development specialists as having a bright outlook, meaning that the occupation will grow rapidly or have several job openings in the next few years. Related professions include training and development managers, (chief) learning officers, industrial-organizational psychologists , and organization development consultants. Training and development specialists are equipped with
410-401: Is different from Wikidata All article disambiguation pages All disambiguation pages Learning and development Training and development involves improving the effectiveness of organizations and the individuals and teams within them. Training may be viewed as being related to immediate changes in effectiveness via organized instruction, while development is related to
451-687: Is founded on a different conceptualization of knowledge and its acquisition. It is explained not only as the possession of discrete pieces of information or factual knowledge but also as a generalized scheme of making sense of new events, including the use of tactics in order to effectively deal with them. Reflective learning and critical thinking can help a learner to become more self-reliant through learning how to learn, thus making them better able to direct, manage, and control their own learning process. Sipe studied experimentally "open" teachers and found that they valued self-directed learning, collaboration, reflection, and challenge; risk taking in their learning
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#1732772810801492-484: Is represented by motivators separated into two different categories: Both intrinsic and extrinsic motivators associate with employee performance in the workplace. A company's techniques to motivate employees may change over time depending on the current dynamics of the workplace. Traditional constructive feedback, also known as weakness-based feedback, can often be viewed as malicious from the employees’ perspective. When interpreted negatively, employees lose motivation on
533-448: Is significant importance in training as it prepares employees for higher job responsibilities, shows employees they are valued, improves IT and computer processes, and tests the efficiency of new performance management systems. However, some believe training wastes time and money because, in certain cases, real life experience may be better than education, and organizations want to spend less, not more. Needs assessments , especially when
574-960: The UNESCO Institute for Lifelong Learning , which caters to the needs of the disadvantaged and marginalized learners. Lifelong learning is distinguished from the concept of continuing education in the sense that it has a broader scope. Unlike the latter, which is oriented towards adult education developed for the needs of schools and industries, this type of learning is concerned with the development of human potential in individuals generally. Lifelong learning focuses on holistic education and it has two dimensions, namely, lifelong and broad options for learning. These indicate learning that integrates traditional education proposals and modern learning opportunities. It also entails an emphasis on encouraging people to learn how to learn and to select content, process, and methodologies that pursue autodidacticism . Some authors highlight that lifelong learning
615-666: The 'Academy of Lifelong Learning' is an administrative unit at the University of Delaware . Another example is the Jagiellonian University Extension (Wszechnica Uniwersytetu Jagiellonskiego), which is one of the most comprehensive Polish centers for lifelong learning (open learning, organizational learning, community learning). In recent years, 'lifelong learning' has been adopted in the UK as an umbrella term for post-compulsory education that falls outside of
656-573: The 90s, with employees more frequently being influenced by the concept of lifelong learning . It was in this decade that research revealing the impact and importance of fostering a training and development-positive culture was first conducted. The 21st century brought more research in topics such as team-training, such as cross-training, which emphasizes training in coworkers' responsibilities. Training and development encompass three main activities: training, education, and development. Differing levels and types of development may be used depending on
697-643: The UK higher education system— further education , community education , work-based learning and similar voluntary, public sector and commercial settings. In Canada, the federal government's Lifelong Learning Plan allows Canadian residents to withdraw funds from their Registered Retirement Savings Plan to help pay for lifelong learning, but the funds can only be used for formal learning programs at designated educational institutions. Priorities for lifelong and lifewide learning have different priorities in different countries, some placing more emphasis on economic development and some on social development. For example,
738-630: The United States and the United Kingdom are considered to generally have weak ones. Aspects of training and development have been linked to ancient civilizations around the world. Early training-related articles appeared in journals marketed to enslavers in the Antebellum South and training approaches and philosophies were discussed extensively by Booker T. Washington . Early academic publishing related to training included
779-727: The United States, librarians have understood lifelong learning as an essential service of libraries since the early part of the 20th century. In 1924, William S. Learned, wrote of the potential of the American public library as an agency for adult education in The American Public Library and the Diffusion of Knowledge . Two decades later, in 1942, the American Library Association Adult Education Board established
820-528: The United States, many chose the name "lifelong learning institute" to be inclusive of nonretired persons in the same age range. Traditional colleges and universities are beginning to recognize the value of lifelong learning outside of the credit and degree attainment model. Lifelong learners, including persons with academic or professional credentials, tend to find higher-paying occupations, leaving monetary, cultural, and entrepreneurial impressions on communities, according to educator Cassandra B. Whyte. In
861-408: The acquisition of knowledge to the detriment of other types of learning essential to sustaining human development, stressing the need to think of learning over the lifespan, and to address how everyone can develop relevant skills, knowledge and attitudes for work, citizenship and personal fulfillment. The four pillars of learning are: The four pillars of learning were envisaged against the backdrop of
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#1732772810801902-664: The brain may preserve it, forestalling mental decline." Some research has shown that people with higher cognitive reserves , attained through lifelong learning, were better able to avoid the cognitive decline that often accompanies age-related neurodegenerative diseases . Even when subjects had dementia, some studies show that they were able to persist in a normal mental state for a longer period than subjects who were not involved in some type of lifelong learning. Studies so far have lacked large, randomized controlled trials . In "Education and Alzheimer's Disease: A Review of Recent International Epidemiological Studies" published in 1997 in
943-468: The degree of effectiveness of training and development programs and how closely the needs were met, the execution of the training (i.e. how effective the trainer was), and trainee characteristics (e.g. motivation, cognitive abilities). Training effectiveness is typically done on an individual or team-level, with few studies investigating the impacts on organizations. Aik and Tway (2006) estimated that only 20–30% of training given to employees are used within
984-515: The effectiveness of training. Training and development are crucial to organizational performance, employee career advancement and engagement. Disparities in training can be caused by several factors, including societal norms and cultural biases that significantly impact the distribution of training opportunities. Stereotypes and implicit biases can undermine the confidence and performance of minority groups to seek out training, affecting their career development. The impact of excluding or limiting
1025-532: The environment (e.g. nuclear power plants and operating rooms). The instructional systems design approach (often referred to as the ADDIE model) is often used for designing learning programs and used for instructional design, or the process of designing, developing, and delivering learning content. There are 5 phases in the ADDIE model: Many different training methods exist today, including both on- and off-the-job methods. Other training methods may include: There
1066-491: The expertise of their own members in the pursuit of knowledge and shared experience. In Sweden, the concept of study circles , an idea launched almost a century ago, still represents a large portion of the adult education provision. The concept has since spread, and for instance, is a common practice in Finland as well. Formal administrative units devoted to lifelong learning exist in a number of universities . For example,
1107-402: The field include executive and supervisory/management development, new employee orientation, professional skills training, technical/job training, customer-service training, sales-and-marketing training, and health-and-safety training. Training is particularly critical in high-reliability organizations , which rely on high safety standards to prevent catastrophic damage to employees, equipment, or
1148-406: The importance of developing practitioners becoming lifelong learners. Many licensed professions mandate that their members continue learning to maintain a license. Lifelong learning institutes are educational organisations specifically for lifelong learning purposes. Informal lifelong learning communities also exist around the world. In some contexts, the term "lifelong learning" evolved from
1189-416: The job, affecting their production level. Reinforcement is another principle of employee training and development. Studies have shown that reinforcement directly influences employee learning, which is highly correlated with performance after training. Reinforcement-based training emphasizes the importance of communication between managers and trainees in the workplace. The more the training environment can be
1230-536: The next month. To mitigate the issue, they recommended some general principles to follow to increase the employees' desire to take part in the program. These include: Motivation is an internal process that influences an employee's behavior and willingness to achieve organizational goals. Creating a motivational environment within an organization can help employees achieve their highest level of productivity, and can create an engaged workforce that enhances individual and organizational performance. The model for motivation
1271-527: The notion of 'lifelong learning', itself an adaptation of the concept of 'lifelong education' as initially conceptualized in the 1972 Faure publication Learning to Be . The emergence of internet technologies has great potential to support lifelong learning endeavors, allowing for informal day-to-day learning. In India and elsewhere, the " University of the Third Age " (U3A) is an almost spontaneous movement comprising autonomous learning groups accessing
L/D - Misplaced Pages Continue
1312-465: The policies of China , Republic of Korea , Singapore and Malaysia promote lifelong learning in a human resource development perspective. The governments of these countries have done much to foster training and development whilst encouraging entrepreneurship. In a 2012 New York Times article, Arthur Toga, a professor of neurology and director of the laboratory of neuroimaging at the University of California, Los Angeles , stated that "Exercising
1353-650: The progress of longer-term organizational and employee goals. While training and development technically have differing definitions, the terms are often used interchangeably. Training and development have historically been topics within adult education and applied psychology, but have within the last two decades become closely associated with human resources management , talent management , human resources development, instructional design , human factors , and knowledge management. Skills training has taken on varying organizational forms across industrialized economies. Germany has an elaborate vocational training system, whereas
1394-457: The providers are specialists in the field. Each of these groups has its own agenda and motivations, which sometimes conflict with the others'. Since the 2000s, training has become more trainee-focused, which allows those being trained more flexibility and active learning opportunities. These active learning techniques include exploratory/discovery learning, error management training, guided exploration, and mastery training. Typical projects in
1435-448: The roles of employees in an organisation. The "stakeholders" in training and development are categorized into several classes. The sponsors of training and development are senior managers, and line managers are responsible for coaching, resources, and performance. The clients of training and development are business planners, while the participants are those who undergo the processes. The facilitators are human resource management staff and
1476-402: The same term [REDACTED] This disambiguation page lists articles associated with the title L/D . If an internal link led you here, you may wish to change the link to point directly to the intended article. Retrieved from " https://en.wikipedia.org/w/index.php?title=L/D&oldid=874248099 " Category : Disambiguation pages Hidden categories: Short description
1517-723: The term "life-long learners", created by Leslie Watkins and used by Clint Taylor, professor at CSULA and Superintendent for the Temple City Unified School District, in the district's mission statement in 1993, the term recognizes that learning is not confined to childhood or the classroom but takes place throughout life and in a range of situations. In other contexts, the term "lifelong learning" evolved organically. The first lifelong learning institute began at The New School for Social Research (now The New School ) in 1962 as an experiment in "learning in retirement". Later, after similar groups formed across
1558-436: The tools to conduct needs analyses, build training programs to suit the organization's needs by using various training techniques, create training materials, and execute and guide training programs. Lifelong learning Lifelong learning is important for an individual's competitiveness and employability, but also enhances social inclusion , active citizenship , and personal development. Professions typically recognize
1599-540: The training is being conducted on a large-scale, are frequently conducted in order to gauge what needs to be trained, how it should be trained, and how extensively. Needs assessments in the training and development context often reveal employee and management-specific skills to develop (e.g. for new employees), organizational-wide problems to address (e.g. performance issues), adaptations needed to suit changing environments (e.g. new technology), or employee development needs (e.g. career planning). The needs assessment can predict
1640-455: Was established in 1996 and incorporated responsibilities from the U.S. Office of Education's library programs, including those focused on lifelong learning. "Championing Lifelong Learning" through libraries and museums is the first goal listed in the organization's strategic plan for 2022-2026. Lifelong learning has been defined as "all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within
1681-434: Was seen as an opportunity, not a threat. Dunlap and Grabinger say that for higher education students to be lifelong learners, they must develop a capacity for self-direction, metacognition awareness, and a disposition toward learning. The Delors Report proposed an integrated vision of education based on two key paradigms: lifelong learning and the four pillars of learning. It argued that formal education tends to emphasize