Adult Development Essays and Research Papers

Instructions for Adult Development College Essay Examples

Title: Adult Development

  • Total Pages: 5
  • Words: 1605
  • Bibliography:4
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: For this assignment, you will continue to apply adult development issues to the workplace. Imagine that you have recently accepted a position as an organizational consultant, and you are learning on the job. You have a team you work with to advise companies on various organizational issues.
In this case study, you will describe how you would see yourself working as a consultant for the leadership team at We Make Widgets, Inc. This is a company whose leaders are each struggling with their own issues involving work-life balance. Your role will be to discuss with these leaders how best to manage their individual situations, as well as to come up with some options for how they might be proactive for the long-term health of the company, so that there are options in place that employees can utilize in the future to manage work-life balance issues that may arise. It will help to think in terms of what is in the best interest of each leader as well as of the organization (at both the individual and system levels). Remember that you are learning on the job and you are working with a team. At the corporate office of We Make Widgets, Inc., there are three executives and a shared support person:

• The Chief Executive Officer (CEO) is Maria Visionaria, whose leadership style is inspiring for her staff. However, because of her drive for success, she works six or seven long days a week and has not made time for a vacation in several years. At age 50 she realizes she must make some changes. The stress has begun to take a toll on her physical health as well as the health of her relationships. What questions do you have for her, and what options do you suggest to her?
• The Chief Operating Officer (COO) is Mujibar Delhi, a practical family-oriented man whose wisdom and expertise have been relied on over the years. Despite his tendency to resist change, he has an excellent track record for managing company operations. At age 62, he is aware that others have noticed signs of fatigue and forgetfulness, and he fears that they will think it is more than stress. He is frustrated that his hearing loss may be impacting his communications. His wife recently retired and wants him to do the same because she feels that she needs his help to care for her mother (who has Alzheimer’s). Mujibar is struggling with what to do, since he feels that the fulfillment he finds in his work is essential to his well-being. What questions do you have for him, and what options do you suggest to him?
• The Chief Financial Officer (CFO) is Wanda Sharp, a brilliant but self-centered accountant who sees herself as the one person responsible for the success of the company. In her second marriage at age 40, she and her husband are in the process of adopting a baby. She recently learned that her 15-year-old son is struggling with substance abuse issues; her main concern with this is “How could he do this to me?” What questions do you have for her, and what options do you suggest to her?
• The reliable 30-year-old executive assistant for this team, Roger, has been with them for years. He is someone you can consult with, in order to learn more information about the company as well the executive team. What might be some helpful questions to ask him?
How receptive or resistant is each of these three executives to the options/suggestions you present to them? Are there any actions you would recommend to them that the organization might consider in terms of future planning?
Feel free to ask questions and do the best you can—you are new at this! As a guide, this paper should be approximately five-to-seven pages (plus separate pages for cover sheet, abstract, and references--per APA style). Remember, being concise is part of being an excellent organizational consultant because it shows that you are organized in what you are presenting.

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Blair G. (2003). Groups that Work. Washington, DC: IEEE Press.

Gerrig, R., Zimbardo, R. (2007). Psychology and Life. New Jersey: Prentice Hall.

Halbert, T., Ingulli, E. (2007). Law & Ethics in the Business Environment. Cincinnati:

West Legal Studies.

Locker, K.O. (2000). Business and Administrative Communication. Boston, MA:


Myers, D.G., Spencer, S.J. (2004). Social Psychology. Toronto, Canada: McGraw-Hill.

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Title: Compare and contrast the learning process through several adult development and learning models

  • Total Pages: 7
  • Words: 2117
  • Sources:6
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: 12 pitch font of Times New Roman or Courier
6-8 pages in length and number the pages
1 inch margins all the way around
Place name and email address on each page of the paper
Double spaced
The paper needs to meet APA Writing Style guidelines
Compare and contrast the learning process through several adult development and learning models. Utilize what you have studied in your textbook at this point. Name of textbook is Learning In Adulthood (Third Edition)A comprehensive Guide, Authors are Sharon B. Merriam, Rosemary S. Caffarella and Lisa M. Baumgartner. Your paper needs to be 6 to 8 pages in length. Also, you are required to use at least 6 references not including your textbook. References may include books, research articles, newspaper articles, etc.

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Knowles, M.S. (1975) Self-Directed Learning. A guide for learners and teachers, Englewood Cliffs: Prentice Hall/Cambridge.

Knowles, M.S. et al. (1998) the Adult Learner, Butterworth-Heinemann

Merriam, S. And Caffarella, R. (1991) Learning in Adulthood. A comprehensive guide, San Francisco: Jossey-Bass.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, ca: Jossey-Bass.

Mezirow, J. (1997). Transformative learning: theory to practice. San Francisco, ca: Jossey-Bass.

Mezirow, J. (2000). Learning as transformation: critical perspectives on a theory in progress. San Francisco: Jossey-Bass.

Rogers, a. (2003). What is the Difference? A new critique of adult learning and teaching, Leicester: NIACE.

Rogers, C. And Freiberg, H.J. (1993) Freedom to Learn (3rd edn.), New York: Merrill. Reworking of the classic Carl Rogers text first published in 1969.

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Title: adult development and aging

  • Total Pages: 1
  • Words: 394
  • References:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Hi! please help me to write a paper whis is Adult Development and Aging,
and Go to to fing the information. Here has some questions and it should include in this paper:

What are the three major problems or concerns you could expect to face as a parent or grandparent ages?

By the time you reach retirement, which of these problem areas mentioned above will no longer be a concern because of discoveries in the sciences or psychology? Which of these areas will not be a problem to you and why?

Thnaks a lot!!

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Works Cited

Administration on Aging. Website online at

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Title: Principles of Adult Learning

  • Total Pages: 2
  • Words: 867
  • Works Cited:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: Hello,

I am taking an online class focusing on the "Principles of Adult Learning". I have 2 seperate assignments that I will be farming out to your service here, both requiring short essay responses to questions. Please read each of the lesson below and answer the questions at the very bottom of the lesson to the best of your ability. Be sure to site all references used in APA format. Thanks.

- Lesson Six Topic: Program Areas and Populations/New perspectives


To conduct an inquiry into selected adult learner populations.

To increase one's perspective regarding the research, theory, and principles of the practice of Andragogy.

I. Introduction:

You should by now realize that adult education is a very broad discipline that addresses the psychological, sociological, and physiological characteristics of the adult learner. Bet you thought that it just served the undereducated, disadvantaged adult didn't you. The discipline is so broad, and serves so many diverse populations of learners that it would be virtually impossible to devote the time and effort to study each group. We therefore will be looking at some specific populations that are more common to the casual observer. We will look briefly at the following populations of learners. I will give you information from the literature that will be primarily directed at the need rather than what is being done or what should be done.

a. Workplace Literacy

b. Undereducated/disadvantaged

c. Older adults

d. Workplace in General (HRD)

e. Non-traditional Students

A. Workplace Literacy:

(Check out Google for additional information: Selected Populations) (See also the following information for the Undereducated/disadvantaged)

B. Undereducated/disadvantaged

How Literate Are American Adults?
A measure of adult literacy used to be signing your name, completing 5 years of school, or scoring at a particular level on a reading test. At one time in our history, this may have been a good way to determine who were the undereducated/disadvantaged. However, as we have become more aware of what "functional literacy" consists of, it has been determined that those measures did not offer sufficient accounting for what society demands.

Functional Literacy basically refers to one's ability to function successfully in society. The person is literate if they have sufficient skills and knowledge to allow them to be successful as a worker, as a member of a community, as a parent, as a citizen, etc. The requirements of these various roles keep changing as society changes (Remember Toffler?)

In September of 1993, the U.S. Department of Education released the results of the National Adult Literacy Survey (NALS). See the following for information reported:

There is a very high correlation between levels of poverty and levels of illiteracy. (See the following) 90 Million Americans Lack Basic Literacy Skills

A study conducted by the U.S. Department of Education found that half the adult population does not possess the most basic level of reading ability.

Here are some consequences of low literacy skills:

Poverty- 43% of adults at the lowest level of literacy proficiency live in poverty; among adults with strong literacy skills, only 4% live in poverty. Adults with the lowest literacy skills earn a median income of $240 per week, compared to $681 for those with the highest skills.

Welfare- 70% of mothers on welfare have reading skills in the lowest two proficiency levels. This fact is particularly alarming considering that a mother's literacy level is one of the most significant predictors of a child's future literacy ability.

Statistics from the U.S. Dept. of Labor show that, although the unemployment rate has fallen steadily, the poverty rate has remained high.

U.S. Census Bureau figures reveal that nearly half of the heads of all poor households are employed.

87% of poor children live in a family in which at least one person is employed at least part of the time.

C. Older Adults

1. Some Facts:

In 1960, there were 3222 Americans over the age of 100. Today there are more than 60,000

22 million households have a caregiver responsible for an older family member

The average cost of a nursing home is $47,000 per year

Since 1900, the percentage of Americans 65 and older has tripled and the number has increased nearly 11 times, from 3.1 million to 33.9 million

5570 people celebrate their 65th birthday every day

People 65 and older will represent 20% of the total population by 2030

Arkansas has the 4th highest percentage of elderly people living in poverty (19%)

In 1996, the median income for people 65 and older was $12,214

People are vigorous and mentally active longer in their lives than ever before.

They learn for various reasons: leisure; seeking new careers; preparing for retirement; preparing for aging; literacy (adults 50+ make up 63% of our illiterate population; life skills (health, safety, community resources, consumer economics, etc.)

3. See "A New Look at Older Adults":

D. Workplace (HRD)

1. Statistics for 1991 ~ 1995 ~ 1998

§ Between 1991 and 1995, the percentage of employed workers who participated in skill improvement training for their current jobs rose from 30 to 32 percent, increasing for both full time and part time workers.

§ In 1995, females were more likely than males to participate in skill improvement training for their current job. This continued in 1998 when women constituted half of the participants in work-related courses.

§ In all three years, individuals aged 26 - 54 participated at a greater rate than those below age 26 or above age 54.

§ College graduates, workers in executive, professional, and technical occupations, and those employed full-time were more likely than other workers to participate in training to improve their current job skills.

E. Nontraditional Students

1. You may be a nontraditional student if ?

You're the only person sitting in the front row in class.

The music in the Student Union gives you a headache.

You can remember when John F. Kennedy was president.

You drink coffee in the afternoon.

You wonder how some people can spend 10 hours in the Union doing nothing.

You've never played a video game.

Your favorite shoes are older than most of your classmates.

You talk about painting your living room over spring break while everyone else is talking about Mexico.

You're the first one to arrive in class and the last one to leave.

You have been mistaken for a professor.

You arrange your class schedule around your child's daycare schedule.

You remember seeing Star Wars the first-time around.

You have an album collection.

...Borrowed from UNLV web site

2. There has been a steady increase in enrollment nationwide, in the nontraditional student on the campuses of higher education.

Projections for older students

According to the National Center for Education Statistics (NCES), the number of older students has been growing along with the number of younger students. Between 1990 and 1999, the enrollment of students `under age twenty-five increased by eight percent. During the same period, enrollment of persons 25 and over rose by seven percent. In 1997, the average age of community college students was 29, with 46% of students over the age of 25. From 1999 to 2010, NCES projects an increase of nine percent in the number of students over age twenty-five.

3. At the University of Arkansas, you are a nontraditional student if you meet any of the following criteria.

a. You are 25 years of age

b. Married

c. Working

d. Have Dependents

e. Returning Student

***II. Assignment for Lesson # 6***

1. Select one item of interest from items (a. workplace literacy; b. undereducated/disadvantaged; c. older adults; d. workplace/HRD; e. nontraditional students) listed in the introduction (above)??"explain why you selected the topic and discuss your feelings regarding the topic. (*250 words minimum)

2. Report on a personal experience confirming the principle, “the need to know”. (*100 words minimum)

3. Report on a personal experience confirming the principle, “self-directed learning”. (*100 words minimum)

4. Report on a personal experience confirming the principle, “motivate to learn”. (*100 words minimum)


I am taking an online class focusing on the "Principles of Adult Learning". I have roughly 11 assignments that I will be farming out to your service, all requiring short essay responses to questions. Please read the lesson below and answer the questions at the very bottom of the lesson to the best of your ability. Be sure to site all references used in APA format. Thanks.

- Lesson Eleven -- Topic: Adult Development


1. To review and become familiar with the concept of Adult Development including the vocabulary and some of the research and researchers in this area.

2. To understand the behavioral characteristics of creative leaders.

I. Introduction:

To become aware of the total concept of Adult Development, you should download and read these papers.



To distinguish between Adult Learning and Adult Development

a. Adult Learning--How adults go about the task of learning.

b. Adult Development-- The influence of physiological, psychological, and sociological development on learning.

Developmental Tasks and Adult Roles

a. In all your schooling, how many of you have studied child development? How many have studied adult development? If you are like most of us, you have been exposed to very little study of adulthood and have missed the exciting learning about life's center ring:

(Neugarten, Bernice L.., The Psychology of Aging: An Overview) "One can look at gerontologists as being seated under the same circus tent in which the child psychologist is sitting--the child psychologist sits...too near the entrance while the gerontologist sits too near the exit. Both groups really have been missing the main show--that is, what's going on in the three-ring circus that we call adulthood."

Perhaps we have neglected this five-sevenths (or more) of the life span because most definitions of adulthood implied that we were "fully grown and mature" with all the work of development behind us. As Roger Gould in "Adult Life Stages: Growth Toward Self-tolerance," expressed it:

Like a butterfly, an adult is supposed to emerge fully formed and on cue after a succession of developmental stages of childhood...equipped with...wisdom and rationality, the adult supposedly remains quiescent for another half century or so. While children change, adults only age.

b. Why Study Adult Development?

In spite of the fact that educators have recognized for several decades that a child is not simply a small adult, it has apparently been with difficulty that they understand that an adult is not merely a large child (Newton, Eunice, 1980, Andragogy: Understanding the adult as a learner. In Johnson, L. S. (ed) Reading and the adult learner)

The fact that the adult is a dynamic, developing being has definite implications for how the teaching/learning transaction will be facilitated. We must keep in mind the role of the Adult Educator: To remove barriers to learning and to create an environment that will maximize learning.

c. The study of Adult Development has increased in importance for the Adult Educator because:

1) People Live Longer: In 1900 the life expectancy in the United States was 45; in 1979 around 70; and currently is approaching 80. (life expectancy = no. years one might, at birth, expect to live; life span = no. of years that include the maximum extent of life, eg. Somewhere around 100 yrs.)

2) Our population gets proportionately older. In 1980 the median age in the United States was around 29. This has shown a steady increase of the past several censal periods. I think that is somewhere around 33 or 34 now.

3) Adult Students are enrolling in greater numbers than ever before. Rate of participation is out-stripping rate of adult population growth by over twice the rate.

4) People demonstrate continued growth and competence well into old age. People are living longer and staying active and healthy longer.

Examples of Research and Models (age related/hierarchical)

a. Robert J. Havighurst, Stages of Life and Developmental Tasks (age related) Havighurst provides examples of tasks that may be commonly found in each of the three stages. This does not mean that they will occur for all people in those specific stages. They are simply examples of likelihoods.

Developmental Tasks of Early Adulthood
[Robert J. Havighurst, 1976]

1. Selecting a mate

2. Learning to live with a marriage partner

3. Starting a family

4. Rearing children

5. Managing a home

6. Getting started in an occupation

7. Taking on civic responsibility

8. Finding a congenial social group

Developmental Tasks of Middle Adulthood

Assisting teen-age children to become responsible and happy adults

Achieving adult social and civic responsibility

Reaching and maintaining satisfactory performance in one's occupational career

Developing adult leisure-time activities

Relating oneself to one's spouse as a person

Accepting and adjusting to the physiological changes of middle age

Adjusting to aging parents

Developmental Tasks of Later Maturity

Adjusting to decreasing strength and health

Adjusting to retirement and reduced income

Adjusting to death of spouse

Establishing an explicit affiliation with one's age group

Adopting and adapting social roles in a flexible way

Establishing satisfactory physical living arrangements

Robert J. Havighurst, 1976

b. Daniel Levinson, Psychosocial Development of Men...(study was later extended to women and similar results established) (age related)

Psychosocial Development of Men in Early Adulthood and the Mid-Life Transition Ages 18 to 45

Leaving the Family (LF) (16-24)

Getting into the Adult World (GIAW) (early 20's-29)

Settling Down (SD) (30-35)

Becoming One's Own Man (BOOM) (35-40)

The Mid-Life Transition (MLT) (38-45)

Restabilization of the Beginning of Middle Adulthood (45 and up)
...Levinson, Daniel

c. Lawrence Kohlberg: Stages of Moral Development. For a Summary of Kohlberg's Stages of Moral Development by R. N. Barger, see:

***II. Assignment for Lesson #11. ***

1. Why is knowledge of adult development important to adult educators? (*100 words minimum)

2. How will this knowledge contribute to an environment that will maximize learning? (*100 words minimum)

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Works Cited:


Merriam, S. (1984). Adult Development: Implications for Adult Education. National Center for Research in Vocational Education. Retrieved April 23, 2010 from

National Center for Adult Literacy. (n.d.). What is NAAL? Retrieved April 23, 2010 from

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