Common causes of program failure are failure to meet expectations; presentation method; lack of interaction time; failure to adhere to schedule; lack of applicable information; poor service; lack of assistance in implementing new ideas; failure to account for cultural diversity; content already known; and failure to give presenters information…

Factors affecting program participants' failure to learn as expected include (1) carelessness in details; (2) confusion over program goals; (3) lack of commitment from management, participants, or trainers; (4) lack of clarity and courage; (5) lack of cultural sensitivity; and (6) disagreement between educators and learners about what is to be…

Skills transfer will occur if planners (1) structure expectations (clarify objectives, focus on behavior, keep expectations achievable and consistent, ensure learner ownership); (2) improve skills (keep objectives at the correct level of cognitive domain, focus on applications, integrate training with the natural environment); and (3) establish…

Learning from program failure hinges upon acknowledging that everybody fails and having the ability to cope. Coping techniques may include accepting blame, denying failure, analyzing failure, blaming others, talking and sharing, remaining objective, using stress management techniques, and taking another risk. (SK)

Four types of program failure are (1) termination before implementing a planned program; (2) insufficient enrollment; (3) failure to meet participant expectations; and (4) failure to achieve objectives. Speculations about probable causes of failure can lead to principles for improving practice and to theories about program failure. (SK)

Demographic trends and data on minority participation in adult education suggest inequities in access. Theoretical explanations should attend to sociocultural forces affecting motivation and models of practice in minority communities must be based on understanding of the sociocultural context. (43 references) (SK)

Community education seeks equal partnership between community and learning. By respecting differences, empowering adult learners, and fostering self-actualization, community education effectively meets the learning needs of culturally diverse populations. (SK)

Effective programs for culturally diverse groups preserve cultural distinctiveness, accommodate preferred learning strategies and environments, use existing social networks, empower learners, emphasize lifelong learning, support family involvement, reach the most disenfranchised people, obtain creative financing, and develop the cultural…

Learners' preferred perceptual modalities--the means through which they obtain information--need to be considered in instruction design. Two strategies to individualize instruction are a multisensory approach and point-of-intervention approach. (SK)

Analytical thinkers process information sequentially, use induction and abstraction, and are objective. Global thinkers process simultaneously and are deductive, concrete, and subjective. The challenge is to match teaching to learners' strengths. (SK)

Presents factors to consider in selecting learning style assessment instruments and classifies 20 instruments according to these criteria. (SK)

Learning how to learn encompasses knowledge about learning, knowledge about learning style, and skills of learning proficiency. Metacognitive techniques can be incorporated into adult education through independent learning projects, collaborative learning, and other approaches. (SK)

Addresses realities and options of the adult education consulting practice and describes prevalent frustrations among practitioners as they attempt to deal with changing models and strategies. (JOW)

Suggests that adult education consultants must develop professional relationships with colleagues, know about available resources, and have a supportive network. Outlines ways in which consultants can gain access to and maximize use of resources. (Author)

Discusses issues relevant to developing a consulting business while employed in a full-time academic position and examines how split work responsibilities can nurture professional passion and entrepreneurial spirit and, at the same time, connect to practice. (Author)