Ministering to Adult Learners A Skills Workbook for Christian Educational Leaders Jane Wolford Hughes, Editor Task Force to the Notional Advisory Committee for Adult Catechesis Department of Education United States Catholic Conference Digitized by the Internet Archive in 2016 https://archive.org/details/ministeringtoaduOOhugh Ministering to Adult Learners A Skills Workbook for Christian Educational Leaders Jone Wolford Hughes, Editor Task Force to the Notional Advisory Committee for Adult Catechesis Deportment of Education United States Catholic Conference A project funded by the Notional Conference of Diocesan Directors of Religious Educotion-CCD. 1 ®copyright 1981, U. S. Catholic Conference 1312 Massachusetts Avenue, N.W. Washington, D.C. 20005 Text prepared by the Task Force to the National Advisory Committee for Adult Catechesis, Department of Education, United States Catholic Conference Worksheets indicated may be reproduced without prior permission provided that any reproduction includes the copyright notice. Cover photo, Lou Niznik; photo pg. 2, Rick Smolan 2 TABLE OF CONTENTS Foreword — Most Rev. Daniel E. Pilarczyk 4 Preface—Neil A. Parent 5 Introduction — Jane Wolford Hughes 6 1. Rationale for Ministering to Adult Learners 7 2. How To Use This Workbook 9 3. Ministers to Adult Learners as Persons of Faith 11 4. Ministers to Adult Learners as Teachers /Facilitators 17 5. Ministers to Adult Learners as Program Planners 23 6. Ministers to Adult Learners as Administrators 29 7. Uses of Ministering to Adult Learners 37 Bibliography 40 3 FOREWORD One of the commonplaces in Catholic educa- tion over the past decade is that our real need lies in the field of adult education. It is there we need to expand our energies; it is there we need to blaze new trails. Another commonplace in Catholic education over the past 10 years is that really successful adult education programs, in spite of the educators’ best efforts, are few and far between. The reason for such frequent lack of success may be, in part, that we don’t yet know enough about adult education, and, in part, that we don't yet know enough about adult educators. This Workbook attempts to do something about the second deficiency. It is not a book on how to do adult education, nor on what kinds of subject matter to offer in adult education, but rather on what skills it is important for educators to have in working with adults. It is not a “how” book or a “what” book, but a “who” book. Moreover, it is not directed only to those persons who “teach” adults, but to all who work with adults in any kind of learning situation: staff development, administra- tion, planning, liturgy training, and the like. One might say that its purpose is to draw an outline of the kinds of Christian persons who are adult enough to help other adult Christians to grow. The presuppositions of the Workbook are man- ifold. The first is that one person can help another to learn and so to grow. Another is that such assist- ance is in accord with, and even demanded by, our Christian faith. Still others are that these skills in assistance can be learned and increased, that they form an organized complex of human and super- natural talents, and that they can be used in an almost unlimited variety of ways. What is offered here, therefore, is not only hope for those to whom various kinds of adult education is directed, but also an adventure for those who provide and direct it. growth and development of such catechists makes an important contribution to the life of the Church. Therefore, this is an important book. Most Rev. Daniel E. Pilarczyk Chairman, Committee on Education United States Catholic Conference In Catechesi 1Yadendae (No. 43), Pope John Paul II tells us that the catechesis (i.e., ongoing Christian education) of adults is the principal form of catechesis. That being so, those who engage in adult catechesis perform a highly important minis- try for the Church. Whatever contributes to the 4 PREFACE When I was appointed the Representative for Adult Education at the United States Catholic Con- ference in October of 1978, it became my responsi- bility and privilege to serve on the task force that produced this publication. I can honestly say that I have never worked with a more dedicated and com- petent group of people. Ministering to Adult Learn- ers is the result of their hard work and strong com- mitment to the Church’s ministry of adult educa- tion. Competency profiles are a growing phenome- non in the field of adult education. While pursuing graduate studies, I benefited greatly from a compe- tency profile. Although it was not directed toward adult religious education, it nevertheless enabled me to shape my degree program and to assess my levels of competency in general adult education programming. Ministering to Adult Learners should provide equal help to all those in the Church who work with adults in various learning situa- tions. With the publication of this Workbook, I would like to pay special tribute to the National Confer- ence of Diocesan Directors (NCDD), whose gener- ous grant made this publication possible. Since its beginning, NCDD has been a visionary leader in the field of catechesis, and its funding is yet another example of its commitment to excellence in reli- gious education ministry. Ministering to Adult Learners is a reality be- cause of the prodigious effort of Jane Wolford Hughes. She served as the project’s director and as its major writer and editor. Frequently, she had to coordinate activities among task force members who were not only separated by distance, but also had conflicting professional schedules. Neverthe- less, she pressed ahead, despite these difficulties and her own heavy responsibilities as Director of the Institute for Continuing Education for the Archdiocese of Detroit. We who served on the task force benefited immeasurably from her skillful leadership and her personal dedication to the proj- ect. the Critical Issues Report that led to this project. It continually offered encouragement and guidance, and its executive committee provided valuable as- sistance, especially during the latter stages of the project. It is the sincere hope of the United States Cath- olic Conference that this workbook will greatly as- sist those who work with adult learners to grow in their own abilities as ministers of God’s Word. Neil A. Parent Representativefor Adult Education Department of Education, USCC Washington, D.C. Lastly, I would like to thank the National Advi- sory Committee for Adult Catechesis. It was the pioneering work of this committee in developing 5 INTRODUCTION Ministering to Adult Learners grew out of an earlier project sponsored by the United States Catholic Conference which focused on the devel- opment of leadership in adult catechesis. In the beginning, it was intended that the Workbook would serve adult education specialists. However, because of the findings of the task force and strong requests from other groups working with adults, it has now been broadened to give direction to per- sons of any Christian denomination who engage adults in learning activities. The task force worked to clarify and isolate the complexity of roles of the adult educator in the parish and diocese. There emerged three distinct groups of competencies related to the role usually held by the adult education practitioner: Teacher/ Facilitator, Program Planner, and Administrator. In addition, there surfaced sharply and strongly a group of characteristics realted to the person as minister. They are identified in the Workbook under the title of Person of Faith and are deeply integral to the person since they bring the faith and the spiritual dimension to the roles listed. By the spring of 1979, the task force was ready to test the interim Workbook among a more diverse group of persons involved with the adult learner. The competencies relating to the roles of Teacher/ Facilitator, Program Planner, and Administrator/ Manager, and the descriptive qualities of the Per- son of Faith were sent to over 150 people working with adult learners in dioceses, parishes, and in- stitutions. The response was generally favorable, in some instances enthusiastic. The editing of the final document respected the recommendations and priorities of the test group, as well as the need for strengthening areas that had been considered weak in the interim draft. Ministering to Adult Learners is the first known attempt to integrate adult education competencies with Christian ministry. However, it should be un- derstood that it is the dimension of faith and the context of the believing community that translates the other professional competencies into skills of ministry. In other words, what distinguishes this competency profile from others is the conviction that these skills are rooted in Christian disciple- ship and exercised in service to and by the commu- nity of believers. It is the task force’s hope that this Workbook will help all interested ministers to broaden and deepen their awareness of the skills needed to work effectively with adult learners, to help them more accurately gauge the degree to which they possess these competencies, and to point the direction for personal growth. The task force became more and more con- scious that in this almost overwhelming challenge, it did not have all the answers. As the practice of adult religious education — in all of its forms — becomes more refined, this Workbook can serve as a base while the competencies now listed are clarified and developed according to the wisdom and call of the day. Ministering to Adult Learners is a begin- ning, not a final product. The Task Force The task force for Ministering to Adult Learners was composed of four experienced adult religious educators whose pioneer work has influenced the adult religious education movement in the United States— and especially their home dioceses of Or- lando, Louisville, Paterson, N.J., and Detroit. Also working as a member of the task force has been the Adult Education Representative of the United States Catholic Conference: first, Tom Tewey, fol- lowed by Neil Parent. In addition, the group was exceedingly fortunate to have the eminent adult educator. Dr. Malcolm Knowles, as consultant. He brought confidence, sophistication, vision, and support to the project. Jane Wolford Hughes, Editor and Thsk Force Chairperson Task Force Members: lbm Downs Peter Houck Maureen Shaughnessy, S.C. Neil Parent lbm Ttewey Malcolm Knowles, Consultant 6 i Rationale For Ministering to Adult Learners One of the major educational challenges of the Church in the coming decade is in defining and increasing the competencies of those who work with adults as learners. These persons include more than the group with the title of “adult edu- cators.” In fact, each person involved in teaching adults is, in practice, an adult educator, at least part of the time. For example, the religious educa- tion coordinator works with adult catechists. As another illustration, the principal of the school, whose concern is educating young people, is responsible for the in-service training of the teachers and meeting with parents’ groups. We don’t have to look far to find many others. Liturgical groups, justice-and-peace committees, parish councils, and social service agencies all work with adults, often in the role of teacher or facilitator. The pastor and minister assume many roles of the adult education practitioner: policy maker, administra- tor, program planner, and teacher in learning op- portunities for adults. Each person so involved would profit from an increased competency as an adult education practitioner. The rewards are many beyond the basic one of doing a better job. One of the most gratifying is the expanded response and enthusiasm on the part of the adults they serve. The adult learners might not be able to define the difference in the learning ex- periences, but they will know there is a difference and show a greater desire to participate. Another benefit is that many adult education competencies can be applied beyond the ministry to the adult learner, such as organizing and conducting com- mittee meetings, counseling, conflict resolution, etc. Success will go to those who develop a deliber- ate strategy for increasing their competencies. This Workbook should be of help. Over the years, several studies have been made which have defined three broad areas important to the functioning of the practitioner: ( 1 ) understand- ing of the field of adult education, (2) understand- ing of adults as learners, and (3) personal qualities such as good interpersonal relations, commitment to lifelong learning, and creativity. Within those areas are a wide variety ofcompetencies. To help the adult educator get a better grasp, Ministering to Adult Learners has isolated specific competencies integral to three distinct roles which encompass the above areas. Each person ministering to the adult learner assumes one or more of the following roles: (1) Teacher/Facilitator: (2) Program Planner; and (3) Administrator. Ministering to Adult Learn- ers also will attempt to examine a fourth aspect of the adult religious educator that centers in the spiritual dimension of the minister and that de- fines the minister as a follower of Christ: Person of Faith. This Workbook can be of benefit to everyone working with adults as learners. It is designed for those who do not see themselves as adult education practitioners, and for those who do. For the most part, even those who have the title “adult educator” today entered the field in the past five or seven years. They have come to their work from different backgrounds and disciplines, and accompanying this diversity is the lack of a common language and shared educational experiences. Most practitioners gain their capability through informal sources, ex- perience on the job, and personal study. Except for those with formal education, the majority lack a clear understanding of the competencies needed to increase their effectiveness, both in their job per- formance and as advocates and prophets of adult religious education. Even in the case of those for- mally educated, there are nuances and specific competencies required of those who work within the Church, which suggest that this Workbook would be helpful to them as well. Finally, this Work- book can be of help in furthering the development of the discipline of adult religious education in the Church. In our times, the Church has come out strongly backing adult religious education. Its statements place it at the core of the educational mission of the Church and as an essential element of the contin- uum of lifelong learning. However, while it is vigor- ous in a few parts of the country, there has been no great general surge of the adult religious education movement. This is despite the policy statements made in 7b Teach as Jesus Did in 1972 and the National Catechetical Directory, Sharing the Light of Faith, which reaffirmed the policy in 1979. Several factors lurk behind the lagging move- ment in the Church which coexists with adult edu- cation successfully operating in the secular world. There is a whole chain of causes, and, in most situations, each is linked to the others. An obvious impediment to faster momentum is the lack of 7 trained personnel. There is a limited number of paid full-time or even part-time adult education positions in the parishes — or dioceses, for that matter. This Workbook should clarify for the poten- tial and present adult religious educator the kind of characteristics and competencies required of those working with adults as learners. It has been proven that when practitioners increase their knowledge and skills, they provide more effective programm- ing for the adult learner — to which the adult re- sponds more readily. Interest peaks. Adult religious education has a chance to be accepted as an ongo- ing commitment. A second factor holding the adult religious education movement back is the Church’s tra- ditional posture of teaching adults with the same educational philosophy it uses to teach children. This philosophy is not designed to free adults to be self-directed learners in their faith. For adult reli- gious education to flourish, there must be a recognition that teaching adults is a separate and distinctly different discipline of education. Church leaders must recognize that the self-questing adult will indeed reach a maturity of faith and commit- ment to the call of Christ. This could never be realized by one who remains as a child in faith development. In fact, adult catechesis is the only way to a mature Church and personal conversion. A third problem area—reflective of the first two — is finances. Adult education budget allotments, in comparison with other diocesan or parish budgets, are not realistic. In some instances, they are non-existent or pitifully meager. However, in those places where the practitioner is skilled and adult programming has come alive, the financial picture is brighter. But this is not without some cloudiness. It is the rare situation where the budget is even adequate to meet the expressed needs of the people. The fourth impediment is the lack of knowl- edge of those on the policy and hiring levels about the kind of person needed to assume the job of the adult education practitioner, and what his/her po- tential competencies should be. In the past, it has been all-too-often the pattern that the person hired for adult education was a specialist in theology or religious education with only a vague notion of adult education principles. And to add to this weakness, other job responsibilities were assigned to adult educators as well. Fragmentation was inev- itable and the “part-timeness” of their concentra- tion, coupled with their lack of expertise, prevented a fully developed adult religious education program from emerging. When little “happened,” the admin- istrator was convinced that the people really weren’t “ready for adult education yet.” Budgets were cut, and the cycle continued. It is safe to say that little will “happen" in adult religious education without committed, competent adult educators working with a fair amount of free- dom and at least a moderate budget. But the bot- tom line is both a committed, competent adult edu- cator and a Church committed to the development of adult faith communities. 8 2 How To Use This Workbook I . The Characteristics ofthe Person of Faith You will note that the unique qualities of the Person of Faith are listed as characteristics rather than competencies. They are not measurable in the same sense that competencies are, and they are integral to the person called to ministry. The listing is stating an ideal toward which the ministers can work. As an ideal, the ministers should not be un- duly upset if, in their humanness, they are weak in some areas of the characteristics. Also, the task force recognizes that there may be other charac- teristics which, in a given situation, may be of sig- nificant importance. The listing is a thoroughly studied guide, but does not presume to be a fully comprehensive description. It is suggested that the ministers reflect upon the characteristics listed to help draw their own lives into focus as Persons of Faith and record through the accompanying journal form the characteristics’ presence and meaning in their lives. If the minister is working with a colleague- evaluator on this Workbook, the characteristics of the Person of Faith could be an opportunity for faith-sharing and mutual growth. Organization oj the Worksheet The worksheet for the characteristics of the Person of Faith consists of four vertical columns with each of the characteristics listed horizontally in the far left column. The characteristics are spaced so as to allow sufficient room for journal- type entries. In column A, the reader is invited to reflect on his or her life of faith (in writing) in relation to each of the listed characteristics. Column B provides space for the reader to de- scribe the steps or course of action for improving in each of the characteristics of faith. Finally, column C is for recording those aspects of the entries in columns A and B that the reader would find beneficial sharing with another person. This might be a mentor, a spiritual director, a friend, mate, or supervisor— in a word, an indi- vidual or several people whom the reader feels could be of special assistance in his or her growth as a minister. II . The Roles ofTeacher/Facilitator, Program Planner, ana Administrator An attempt has been made in this Workbook to give a vision of what competencies are needed for the effective and responsible performance of the roles of minister to the adult learner. It is meant to be a positive impetus to growth and definition of the roles. The competencies listed for the roles are attainable. However, certain assumptions can be made: 1. Normally each person should expect to achieve a greater mastery in a single role— especially if there is greater emphasis and need placed on that role in the person’s work performance. 2. No one is expected to have complete mastery of all. 3. Everyone, no matter how skilled, has room for growth. Organization of the Worksheet The worksheet is organized into columns hori- zontally with the competencies for the role listed vertically (see page 18). In the columns across the two pages, the adult education practitioners record their personal analysis about each competency. The following should be of help in interpreting the col- umns and scales within the columns: Column A. Importance to Ministry or Self- esteem: Competency to be judged in light of its im- portance to the individual in his/her present work. Column B. Level of Present Development: The graduations in competencies are scaled to mean: 1. None: little or no ability. 2. Basic: some beginning ability. 3. Competent: adequate ability. 4. Proficient: high degree of ability. 9 Column C. Level of Present Priority: The individual should determine if attention needs to be given this competency immediately, in the future, or possibly not at all. Column D. Plan for Growth: Once the person notes how significant his/her mastery of each competency is, it is recom- mended that a plan be set down for growth in and/or mastery of a given competency. The plan should take into consideration data gathered in columns A-C. It is feasible that several com- petencies can be developed and integrated through the same plan. The plan should in- clude both what is to be done and the realistic timeframe in which it can be accomplished. In keeping with the philosophy of adult educa- tion, the Plan for Growth should provide oppor- tunity for self-direction in self-analysis and set- ting of priorities. It needs to be as free of out- side pressure as possible. Column E. Personal Evaluation: Space to indicate self-appraisal of the accom- plishment of the Plan for Growth midway through the plan and at the predicted finish date. Column F. Elements for Sharing: Remarks recorded in this column would come as a result of dialogue and/or evaluation on the part of another person. This person could be any objective person: a mentor, a teacher, or a colleague. With the latter, the two may choose to evaluate each other and, in the process, pro- vide mutual support, building the community so necessary to those in ministry. 10 a Ministers to Adult Learners as Persons of Faith It is true of all who serve the Church: Persons involved in ministering to the adult learner are called to be first and foremost Persons of Faith. They must be committed to Jesus Christ and to the Church they serve. Their belief, life style, and pro- fessional direction should be integrated toward en- abling adults to achieve their fullness as mature Christians: to proclaim the Kingdom, to celebrate it through Word and sacrament, and to serve others in charity and justice. It is especially and essentially these charac- teristics of the Person of Faith that set apart those who are ministering from those who are involved in ajob. Characteristics of the Person of Faith: 1. Recognizes faith as a gift from God. 2. Motivated by the belief that he/she is called to live as authentically as Jesus lived. 3. Committed to personal and communal prayer on a regular basis. 4. Uses the Scriptures as a source of spiritual nourishment. 5. Able to apply the Scriptures to a variety of learning situations. 6. Understands and accepts his/her ministerial role, particularly within the institutional Church. 7. Demonstrates a personal Christian value sys- tem integrated with behavior, so as to easily be identified as a leader in the Christian commu- nity. 8. By one’s own faith commitment, enables others to reflect upon their faith journey and discover their possibilities of growth. 9. Freely chooses to live the social-justice de- mands of the Gospel. 10. Articulates the social teachings of the Church, particularly as stated in recent Church doc- uments. 11. Understands the roles and importance of pub- lic ritual, sacramental preparation, and the communal dimensions of faith. 12. Fosters development of a faith community among the learners. 13. Demonstrates commitment and understand- ing of the Church, its history, polity, and doc- trine. 14. Searches for greater personal understanding of faith. 15. Respects one’s own limitations, and those of others, based on the recognition that God’s work is ongoing: does not depend solely on oneself. 16. Situates one’s ministry in the framework of a continued conscious living in a world striving for wholeness and unity. 17. Handles one’s loneliness constructively and creatively. 18. Does not take oneself too seriously, viewing life with a sense of humor. 11 NAME DATE CHARACTERISTICS OF PERSONS OF FAITH In regard to this characteristic, 1 find myself . . . 1 . Recognizes faith as a gift from God. 2. Motivated by the belief that he/she is called to live as authentically as Jesus lived. 3. Committed to personal and com- munal prayer on a regular basis. 4. Uses the Scriptures as a source of spiritual nourishment. 5. Able to apply the Scriptures to a variety of learning situations. 6. Understands and accepts his/her ministerial role, particularly within the institutional Church. 7. Demonstrates a personal Christian value system integrated with behav- ior, so as to easily be identified as a leader in the Christian community. 8. By one’s own faith commitment, en- ables others to reflect upon their faith journey and discover their possibilities of growth. 9. Freely chooses to live the social- justice demands of the Gospel. Ministering to Adult Learners ®'1981 U S. Catholic Conference 12 Knowing myself, how can 1 improve in this characteristic? In regard to this characteristic, 1 can share the following: This form may be reproduced. 13 NAME DATE CHARACTERISTICS OF PERSONS OF FAITH In regard to this characteristic, 1 find myself. . . 10. Articulates the social teachings of the Church, particularly as stated in recent Church documents. 11. Understands the roles and im- portance of public ritual, sacramen- tal preparation, and the communal dimensions of faith. 12. Fosters development of a faith community among the learners. 13. Demonstrates commitment and un- derstanding of the Church, its his- tory, polity, and doctrine. 14. Searches for greater personal un- derstanding of faith. 1 5. Respects one’s own limitations, and those of others, based on the recognition that God’s work is ongo- ing; and does not depend solely on oneself. 16. Situates one’s ministry in the framework of a continued con- scious living in a world striving for wholeness and unity. 17. Handles one’s loneliness construc- tively and creatively. 1 8. Does not take oneself too seriously, viewing life with a sense of humor. 14 Ministering to Adult Learners ^1981 U S. Catholic Conference Knowing myself, how can 1 improve in this characteristic? In regard to this characteristic, 1 can share the following: This form may be reproduced. NOTES 16 4 Ministers to Adult Learners os Teachers/Faalitators As Teacher/Facilitator, the minister is one who actually engages the learners in the learning de- sign, either as the resource person (teacher) or as the person who arranges and conducts the learning process (facilitator). Among the important challenges of this role are the need for knowledge of the faith, effective com- munication skills, sensitivity to interpersonal dynamics, and the ability to foster Christian com- munity among the learners. It is as Teacher/Facilitator that the adult edu- cator most closely approaches the ministerial role of catechist. In this capacity, he or she is responsi- ble for either directly presenting some facet of the Christian faith, or in serving as a catalyst or guide to the learners as they seek to deepen their faith. This role requires respect and understanding of personhood, together with the knowledge and understanding of: • adult learning theory and research. • adult learning needs. • adult learning techniques and strategies. • stages of adult growth. • characteristics of the participant Aearner. Competencies for the Teacher/Facilitator Ability to: 1. Establish a warm, mutually respectful, and trusting relationship with adult learners. 2. Understand and respect the needs, interests, motivations, capacities, and characteristics of adults as learners. 3. Understand the learners’ own values and be- liefs, and use them as a starting point for further learning and spiritual growth. 4. Understand and appreciate the adult-learning implications of culture, age, and economic background. 5. Explain the conceptual differences between didactic instruction and self-directed learn- ing. 6. Guide learners in formulating goals, objec- tives, and direction ofgrowth in terms that are meaningful to them. 7. Help the learners discern the unique gifts they bring to the learning experience. 8. Apply appropriate knowledge in subject under study. 9. Understand and appreciate life situations in which new learning will be applied. 10. Use skills in communication and group dynamics. 1 1. Assist the learner to plan, conduct, and evalu- ate learning activities using a combination of methods and techniques to ensure meaningful outcomes. 12. Set an example of personal commitment to lifelong learning. 13. Engage learners in evaluation of the learning experience. 14. Evaluate one’s own performance in a learning experience. 15. Know where to locate and how to use edu- cational materials. 16. Deal with varying situations with flexibility, patience, practicality, and humor. 17 NAME DATE COMPETENCIES FOR TEACHERS/FACILITATORS Should have the ability to: Importance of A ministry or self-esteem n Level of present ® development p Level of present^ priority none £ o medium high none basic competent proficient none £ o medium high 1 . Establish a warm, mutually respect- ful, and trusting relationship with adult learners. 2. Understand and respect the needs, interests, motivations, capacities, and characteristics of adults as learners. 3. Understand the learners’ own values and beliefs, and use them as a starting point for further learning and spiritual growth. 4. Understand and appreciate the adult-learning implications of cul- ture, age, and economic back- ground. 5. Explain the conceptual differences between didactic instruction and self-directed learning. 6. Guide learners in formulating goals, objectives, and direction of growth in terms that are meaningful to them. 7. Help the learners discern the unique gifts they bring to the learning ex- perience. 8. Apply appropriate knowledge in subject under study. Ministering to Adult Learners ®1981 U S. Catholic Conference 18 Plan for growth U (What 1 will do and when 1 will do it) E 1 evaluate my results P Evaluation of another person This form may be reproduced. 19 NAME DATE COMPETENCIES FOR TEACHERS/FACILITATORS Should have the ability to: Importance of A ministry or self-esteem p Level of present® development p Level of present priority none 5 o medium JO o> IE none basic competent proficient none S o medium high 9. Understand and appreciate life situ- ations in which new learning will be applied. 10. Use skills in communication and group dynamics. 11. Assist the learner to plan, conduct, and evaluate learning activities using a combination of methods and techniques to ensure meaning- ful outcomes. 12. Set an example of personal com- mitment to lifelong learning. 1 3. Engage learners in evaluation of the learning experience. 14. Evaluate one’s own performance in a learning experience. 15. Know where to locate and how to use educational materials. 16. Deal with varying situations with flexibility, patience, practicality, and humor. 20 Ministering to Adult Learners *1981 U.S. Catholic Conference Plan for growth U (What 1 will do and when 1 will do it) E 1 evaluate my results — Evaluation of another person This form may be reproduced. 21 NOTES 22 5. Ministers to Adult Learners as Program Planners As Program Planner, the minister is re- sponsible for directing/coordinating the estab- lishment of a context for adult learning, and planning activities for specific programs. The unique challenge of planning adult programs is one ofcollaboratively setting program goals and learning objectives, surveying alternative learn- ing activities, organizing resources and per- sonnel, and evaluating for future learning. In all of this, the planner must integrate the needs of self-directed learners, the society and world in which learners live, and the goals of the Church/institution in which the planning/ learning occurs. 12. Evaluate learning procedures and outcomes from both program-planner and participant perspectives. 13. Describe the ways in which parish community life relates to and affects adult catechesis. 14. Incorporate liturgical experiences and service opportunities as integral components of adult catechesis. 15. Design retreats and other similar reflective, prayerful experiences. Competencies for Program Planner Ability to: 1 . Describe the current theories of adult learning and their implications for the selection of methods, techniques, and materials. 2. Provide a rationale for selecting a particular method, technique, or material for achieving a specific educational objective. 3. Understand the theories and research of human development as they relate to adult growth and growth in faith, and their applica- tions to program design. 4. Describe the Church’s mission for adult cate- chesis, especially as it is articulated in recent Church documents. 5. Plan effectively with and through others, shar- ing decision-making responsibilities. 6. Incorporate the philosophy and goals of the diocese/parish/institution in development of adult catechetical programs. 7. Understand and appreciate the program-de- sign implications of culture, age, and eco- nomic background. 8. Create a physical and psychological climate of comfort, openness, and trust. 9. Design and use data-gathering instruments. 10. Identify and select human and material re- sources appropriate to the learning design. 1 1 . Design programs that will assist adults in be- coming increasingly self-directed in their learning. 23 NAME DATE COMPETENCIES FOR PROGRAM PLANNERS Should have the ability to: Importance of A ministry or self-esteem P Level of present® development Level of present ^ priority a> C o c i o medium JO O) JC none basic competent proficient none 5 o medium high 1. Describe the current theories of adult learning and their implications for the selection of methods, tech- niques, and materials. 2. Provide a rationale for selecting a particular method, technique, or material for achieving a specific educational objective. 3. Understand the theories and re- search of human development as they relate to adult growth and growth in faith, and their applica- tions to program design. 4. Describe the Church’s mission for adult catechesis, especially as it is articulated in recent Church doc- uments. 5. Plan effectively with and through others, sharing decision-making responsibilities. 6. Incorporate the philosophy and goals of the diocese/parish/in- stitution in development of adult catechetical programs. 7. Understand and appreciate the program-design implications of cul- ture, age, and economic back- ground. 8. Create a physical and psychological climate of comfort, openness, and trust. 24 Ministering to Adult Learners ®1981 U.S. Catholic Conference Plan for growth (What 1 will do and when 1 will do it) E 1 evaluate my results P Evaluation of another person This form may be reproduced. 25 NAME DATE COMPETENCIES FOR PROGRAM PLANNERS Should have the ability to: Importance of A ministry or self-esteem p Level of present® development p Level of present priority none £ o medium high none basic competent proficient none £ o medium high 9. Design and use data-gathering in- struments. 1 0. Identify and select human and mate- rial resources appropiate to the learning design. 11. Design programs that will assist adults in becoming increasingly self-directed in their learning. 12. Evaluate learning procedures and outcomes from both program- planner and participant perspec- tives. 13. Decribe the ways in which parish community life relates to and affects adult catechesis. 14. Incorporate liturgical experiences and service opportunities as inte- gral components of adult catechesis. 1 5. Design retreats and other similar re- flective, prayerful experiences. 26 Ministering to Adult Learners ^1981 U S. Catholic Conference —. Plan for growth U (What 1 will do and when 1 will do it) £ 1 evaluate my results — Evaluation of " another person This form may be reproduced. 27 NOTES 28 4 Ministers to Adult Learners as Administrators As Administrator, the minister to adult learn- ers should understand and be committed to the mission, objectives, and strategies of adult reli- gious education in the broad sense and how it re- lates, specifically, to the local church which he/she serves. The Administrator has the lead responsibil- ity for effectively establishing the overall adult learning context and programming in the diocese/ parish. These are achieved through the integration of two areas of accountability: 1 . Relationships with : a. those who set the direction for adult learning opportunities, i.e., the policy makers and/or the program planners. b. those responsible for implementing the learning, i.e., the teachers/facilitators. c. those who are the potential learners. 2. Basic Tasks: a. setting objectives b. organizing c. motivating/communicating d. evaluating e. developing and managing budget f. developing staff Competencies for the Administrator Ability to: 1. Apply the appropriate leadership style to a given situation. 2. Recruit, train, support, and utilize volunteers and paid staff. 3. Provide the staff opportunities for faith and professional development. 4. Engage staff in performance evaluation. 5. Manage organizational and interpersonal con- flict. 6. Utilize alternative problem-solving and deci- sion-making procedures helpful to individuals and groups (e.g., brainstorming, gestalt, force field analysis, rank ordering, paired weight- ing, etc.). 7. Evaluate organizational effectiveness and guide the organizations continuous renewal process. 8. Select and effectively use consultants and planning groups such as ad hoc committees, advisory councils, and task forces. 9. Provide a rationale for selecting a particular planning approach. 10. Describe the societal problems and needs that affect the Church’s educational mission. 1 1 . Establish and maintain good interpersonal re- lations with policy-making persons in order to gain their cooperation in direction and im- plementation of adult catechesis. 12. Formulate policies that clearly convey the reli- gious, philosophical, and educational com- mitments of the diocese/parish. 13. Utilize management styles and strategies con- gruent with the Gospel principles. 14. Design and monitor budgets. 15. Speak and write effectively in order to commu- nicate with people of varied backgrounds and interests. 16. Promote policies and market programs. 1 7. Describe current developments in catechetical ministry and resource materials in other dio- ceses, churches, cultures, and organizations. 18. Identify sources of funding and prepare appli- cations for funding inside and outside the Church. 19. Obtain and interpret relevant data on social and demographic trends of the community. 20. Work collaboratively with other organiza- tions/agencies in the diocese/parish pertinent to the catechetical ministry (e.g., liturgical and social-justice ministries). 29 NAME DATE COMPETENCIES FOR ADMINISTRATORS Should have the ability to: Importance of A ministry or self-esteem n Level of present ® development p Level of present^ priority none 5 o medium .C o> !E none basic competent proficient none i o medium .C o> C 1. Apply the appropriate leadership style to a given situation. 2. Recruit, train, support, and utilize volunteers and paid staff. 3. Provide the staff opportunities for faith and professional development. 4. Engage staff in performance evalua- tion. 5. Manage organizational and inter- personal conflict. 6. Utilize alternative problem-solving and decision-making procedures helpful to individuals and groups (e.g., brainstorming, gestalt, force field analysis, rank ordering, paired weighting, etc.). 7. Evaluate organizational effective- ness and guide the organization’s continuous renewal process. Ministering to Adult Learners 15 1981 U S. Catholic Conference 30 Plan for growth U (What 1 will do and when 1 will do it) E 1 evaluate my results _ Evaluation of another person - This form may be reproduced. 31 NAME DATE COMPETENCIES FOR ADMINISTRATORS Should have the ability to: Importance of A ministry or self-esteem p Level of present® development p Level of present priority none 3 o medium JC. O) !E none basic competent proficient none 3 o medium .C o> n 8. Select and effectively use consult- ants and planning groups such as ad hoc committees, advisory coun- cils, and task forces. 9. Provide a rationale for selecting a particular planning approach. 10. Describe the societal problems and needs that affect the Church’s edu- cational mission. 11. Establish and maintain good inter- personal relations with policy- making persons in order to gain their cooperation in direction and implementation of adult catechesis. 12. Formulate policies that clearly con- vey the religious, philosophical, and educational commitments of the diocese/parish. 13. Utilize management styles and strategies congruent with the Gos- pel principles. 14. Design and monitor budgets. Ministering to Adult Learners ^1981 U S. Catholic Conference 32 Plan for growth U (What 1 will do and when 1 will do it) E 1 evaluate my results — Evaluation of another person - This form may be reproduced. 33 NAME DATE COMPETENCIES FOR ADMINISTRATORS Should have the ability to: Importance of A ministry or self-esteem p Level of present® development -k Level of present ^ priority none i o medium n g> !E none basic competent proficient none S o medium .C o> .c 15. Speak and write effectively in order to communicate with people of varied backgrounds and interests. 16. Promote policies and market pro- grams. 17. Describe current developments in catechetical ministry and resource materials in other dioceses, churches, cultures, and organi- zations. 1 8. Identify sources of funding and pre- pare applications for funding inside and outside the Church. 19. Obtain and interpret relevant data on social and demographic trends of the community. 20. Work collaboratively with other organizations/agencies in the diocese/parish pertinent to the catechetical ministry (e.g., liturgical and social-justice ministries). Ministering to Adult Learners 0 1981 U S. Catholic Conference 34 Plan for growth *-* (What 1 will do and when 1 will do it) E 1 evaluate my results — Evaluation of another person * This form may be reproduced. 35 NOTES 36 7 Uses of Ministering to Adult Learners I. By Individuals Ministering to Adult Learners offers sugges- tions for all practitioners who work with adults in learning situations, regardless of their back- grounds or titles. It also can be of help to all those who hire practitioners or who are responsible for offices, committees, or agencies that deal with the adult learner. Listed below are some ways the Work- book can be used: 1. An individual practitioner can use the Workbook to assess his/her personal com- petencies, identify desirable areas of growth, and design a plan to achieve the possible growth. 2. A bishop, pastor, minister, education di- rector, or other administrator interested in hiring personnel to work with the adult learner can use the Workbook in preparing job descriptions, setting hiring criteria, and subsequently in evaluating job per- formance. 3. A diocesan leader involved in training paraprofessionals and volunteers can use the Workbook in planning workshops to in- crease the competencies of those persons working with the adult as learner. 4. A diocesan leader involved in staff devel- opment can use the Workbook to identify topics for workshops and to encourage staff persons in their self-directed development. 5. A curriculum planner in an institution of higher learning or other agency working with diocesan leadership can use the Work- book to adjust and/or suggest continuing education and credit courses to meet the needs of diocesan personnel who wish to increase their capabilities. 6. A Seminary Academic Dean or Director of Continuing Education ofClergy can use the Workbook in designing courses, work- shops, and seminars to increase awareness and develop competencies in the various practitioner roles. II . By Adult Education Practitioner Groups The Workbook can be a practical and challeng- ing tool for use in groups concerned with develop- ing expertise in the art and practice of adult reli- gious education. In the following text, we focus our attention on three basic models where the Work- book and Bibliography may be especially appropri- ate and helpful: the network model, the learning community model, and the seminar model. Network Learning Model A network describes a group of people who agree to meet and/or share regularly in a specific area ofpersonal or professional interest. It is a loose affiliation of people who enter or leave the network at will and who are bound together primarily by the support and resources they bring to each other. Since the relationships among such people are usually only occasional and intermittent, networks can include large numbers of people from varying geographical areas. While some meetings may take place, much of the resourcing can be done by mail- ings. However, small groups within the network can take the initiative to meet on a topic specific to their own interests. Ministering to Adult Learners can provide a valuable resource to any network of people involved with adults as learners. The description of the Per- son of Faith and the roles of Teacher/Facilitator, Program Planner, and Administrator offer four areas in which adult education practitioners have important mutual interests and needs. The indi- vidual competencies suggest many more topics around which the network practitioners can meet, dialogue, and learn. Not only diocesan but also national networks likely will benefit from the integrating and organiz- ing effects such a Workbook can provide for its members. With these roles and competencies de- fined, resource publications can be developed in a systematic fashion that will respond to the needs of the adult education practitioner. 37 At meetings or conventions of the network members, sessions can bring together people espe- cially interested in one of the roles. A more targeted common sharing and defining can take place. In- deed, all three roles and the description of the es- sential characteristics of the Person of Faith can be probed, defined, and redefined at such a gathering. Thus, a more holistic view of the profession and practice of adult religious education can be devel- oped. Learning Community Model A learning community is a group of people with similar interests who gather together regularly for the purpose of learning and mutual growth. Minis- tering to Adult Learners can be useful for such a group as a kind of road map or curriculum guide for a learning community’s journey together. With the Workbook, the learning community can plan together which role areas or items of com- petency they wish to explore in common. Each par- ticipant can choose one in which he/she excels, has background, or has interest, and function as the leader-resource person for the group during the session on that particular item. Or, a “learning community matrix” can be de- signed where a list of items is rated by each member of the group. When the results are shared in a mat- rix (list of items down, names of individuals across), the entire group can see how other mem- bers rate themselves. If some members perceive others in different ways than self-scored (whether higher or lower), mutual feedback can be given to help each other develop a more accurate self-as- sessment in regard to these competencies. Such a matrix will also point to specific pro- ficiencies in which the group as a whole may excel or need attention. Those who have scored them- selves higher could be the ones to lead a session, or it may be that an outside specialist would need to be called in. New members to such a learning community can more easily be oriented and integrated into the group through the use of the Workbook. One can quickly identify not only one’s own self-perceived status, but also the development of the group. This is facilitated if a log of meetings is kept which a new member can refer to in tracking the learning of the group. In areas of special need or interest, a new member can contact a proficient member for per- sonal tutoring. Finally, a “resource data bank” can be devel- oped by the group around the roles and competen- cies outlined in Ministering to Adult Learners. Seminar Learning Model The seminar, institute, workshop, or conven- tion provides an excellent opportunity for the use of Ministering to Adult Learners. Session planners can design sessions around one, several, or many specific roles and competencies. If participants are given the opportunity to diagnose their own needs ahead of the seminar, and even mutually plan the sessions, these items can effectively help focus on areas of real interest, inquiry, and need. In using the Workbook prior to the event, re- spondents might rate themselves in terms of self- perceived competency and those items showing the least proficiency may be utilized as areas of study. Or, respondents might rate items in terms of per- sonal interest, and those manifesting the greatest degree of interest would be chosen. The planners should make it clear to the respondents which method of rating they are seeking. During such an event, the Workbook probably should not be used in its entirety. “Competency overload" may result and so frustrate the partici- pants with the Workbook's seeming extensiveness and complexity that confusion and negative moti- vation may result. Participants, learners, and lead- ers should refine their selection to no more than three to five alternatives for each learning session during such an event, and they can choose from among these if a specific one is desired. After the event, the entire Workbook might be used by the participants to discern future di- rections for growth and development, and possibly to determine the focus for similar events in the future. 38 The Bibliography—while extensive in length — is only a starter, a preliminary list of some helpful resources. A seminar participant will want to add to these lists, and in the process, organize his/her own compendium ofbackground resources around those items of his/her special interest and concern. In this regard, the Workbook can serve as a frame of reference for anyone organizing personal and pro- fessional growth around these competencies. A seminar event can bring about a communal focus- ing on specific competencies, call forth an exam- ination of the theories behind them, and further research on their development. Bibliography I. Church and Spirituality Abbott, Walter, ed.. The Documents of Vatican II, New York: Herder and Herder, 1966. Burtchaell, James T., C.S.C., Philemon’s Problem, The Daily Dilemma of the Christian, Chicago: Life in Christ, 1973. Cooke, Bernard, Ministry to Word and Sacraments, Philadelphia: Fortress Press, 1976. Downs, Tom, A Journey to Self through Dialogue —An Excursion ofSpiritual Self-Discoveryfor Individuals and Groups, West Mystic, Connecticut: Twenty- Third Publications, 1977. Dulles, Avery, The Resilient Church, Garden City, New York: Doubleday & Co., 1977. Farrell, Edward, Prayer is a Hunger, Denville, New Jer- sey: Dimension Books, 1973. Fox, Matthew, On Becoming a Musical Mystical Bear, Spirituality American Style, New York: Paulist Press, 1972. Greeley, Andrew M., The American Catholic, New York: Basic Books, Inc., 1977. Gremillion, Joseph, ed.. The Gospel of Peace and Jus- tice, Maryknoll: Orbis Books, 1976. Haughton, Rosemary, The Transformation of Man, New York: Paulist Press, 1967. Kelsey, Morton T., Myth, History and Faith — The Re- mythologizing of Christianity, New York: Paulist Press, 1974. The Other Side of Silence: A Guide to Christian Meditation, New York: Paulist Press, 1976. Kung, Hans, On Being A Christian, New York: Doubleday & Co., 1976. McBrien, Richard P. , Catholicism, Minneapolis: Winston Press, 1980. McCauley, Michael, On the Run: Spirituality for the Seventies, Thomas Moore Association. McKenzie, John L. , The New Testament Without Illusion, Chicago: Thomas Moore Press, 1980. Merton, Thomas, Life and Holiness, New York: Herder and Herder, 1963. Opening the Bible, Collegeville, Minnesota: The Liturgical Press, 1970. Metz, Johann Baptist, Faith in History and Society, New York: Seabury Press, 1980. Nouwen, Henry J. M., Out of Solitude, Ave Maria Press, 1974. Reaching Out, New York: Doubleday& Co., 1975. O’Connell, Timothy E., Pinciplesfor a Catholic Morality, New York: Seabury Press, 1978. Progoff, Ira, AtA Journal Workshop: The Basic Guide and Text for Using the Intensive Journal, New York: Dialogue House Library. The Practice ofProcess Meditation: An Intensive Journal Way to Spiritual Experience. New York: Dialogue House Library. Rahner, Karl, ed., Encyclopedia of Theology, New York: Seabury Press, 1975. Foundations of Christian Faith, New York: Sea- bury Press, 1978. Sharing the Light of Faith, National Catechetical Direc- tory, Washington, D.C.: United States Catholic Con- ference, 1979. Shea, John, The Challenge of Jesus, Chicago: Thomas Moore Association, 1978. 7b Teach As Jesus Did, Washington, D.C.: United States Catholic Conference, 1972. Van Kaam, Adrian, Spirituality and the Gentle Life, De- nville, New Jersey: Dimension Books. 1977. II . Understanding the Adult Learner Daedalus, Adulthood Journal ofthe American Academy ofArts and Sciences, Spring, 1976. Erikson, Erik H., Insight and Responsibility. New York: Norton, 1964. Gould, R., Transformations, New York: Simon and Schuster, 1978. Goulet, L. R., and Baltes, Paul B., Life-Span Devel- opmental Psychology: Research and Theory, New York: Academic Press, 1970. Havighurst, Robert, Developmental Risks and Educa- tion, 2nd ed. New York: David McKay, 1970. Havighurst, R.J., and Orr, B., Adult Education and Adult Needs, Chicago: Center for the Study of Lib- eral Education for Adults, 1956. Kidd, J. Roby, How Adults Learn, New York: Association Press, 1973. Knowles, Malcolm S., The Adult Learner: A Neglected Species, Houston: Gulf Publishing Co., 1973. Knox, Alan B., Adult Development and Learning. Hous- ton: Gulf Publishing Co., 1973. "Programming for Adults Facing Mid-Life Change,"New Directionsfor Continuing Education. Vol. 2, San Francisco: Jossey-Bass. Inc., 1979. Levinson, D. J., and others, The Seasons of Man’s Life. New York: Knopf, 1978. Long, Huey B., The Physiology of Aging: How it Affects Learning. Englewood Cliffs. New Jersey: Prentice- Hall. Inc., 1972. 40 Maslow, Abraham, Motivation and Personality, New York: Harper and Row, 1970. The Farther Reaches of Human Nature, New York: The Viking Press, 1971. Rogers, Carl R., Freedom to Learn, Columbus, Ohio: Merrill, 1969. Sheehy, Gail, Passages, Predictable Crises ofAdult Life, New York: E. P. Dutton and Co. , Inc. , 1976. Tough, A. , Why Adults Learn: A Study of the Major Rea- sonsfor Beginning and Continuing a Learning Proj- ect, Toronto: Ontario Institute for Studies in Educa- tion, 1968. Vaillant, G., Adaptation to Life, Boston: Little, Brown, 1977. III. Adult Religious Education Apps, Jerold W. , How to Improve Adult Education in Your Church, Minneapolis: Augsburg, 1972. Bergevin, Paul, and McKinley, John, Adult Educationfor the Church, St. Louis: Bethany Press, 1971. Coughlin, Kevin, Motivating Adultsfor Religious Educa- tion, Washington, DC.: National Conference of Diocesan Directors of Religious Education— CCD, 1976. DeBoy, James J. Jr., Getting Started in Adult Religious Education, New York: Paulist Press, 1979. DePalma, D.J., and Foley, J.M., Moral Development: Current Theory and Research, New York: John Wiley and Sons, 1975. Downs, Thomas, Parish As A Learning Community, New York: Paulist Press, 1979. Duska, Ronald, and Whelan, Mariellen, Moral Develop- ment: A Guide to Piaget and Kohlberg, New York: Paulist Press, 1975. Elias, John L., Ed.D., Psychology and Religious Educa- tion, Bethlehem, Pennsylvania: Catechetical Com- munications, 1975. Fowler, James. Stages of Faith: The Psychology of Human Development and the Quest for Meaning. New York: Harper and Row, 1981. Fowler, Jim, and Keen, Sam, LifeMaps: Conversations on the Journey ofFaith, Waco, Texas: Word Books, Pub- lishers, 1978. Girzaitis, Loretta, The Church as Reflecting Community: Models of Adult Religious Learning, West Mystic, Connecticut: Twenty-Third Publications, 1977. Hughes, Jane Wolford, and King, Ellis, ed. , Development Clinic Handbook, Detroit: Institute for Continuing Education, Archdiocese of Detroit, rev. 1980. Kirschenbaum, Howard, Advanced Value Clarification, La Jolla, California: University Associates, 1977. Leypoldt, Martha M., Learning is Change: Adult Educa- tion in the Church, Valley Forge, Pennsylvania: Jud- son Press, 1971. McGrath, Francis Joseph, The Ten Commandments of Parish Adult Education, “Parish Adult Education Workbook," Glenwood, Illinois: Alexander Services. 1972. McKenzie, Leon .Adult Religious Education, West Mystic, Connecticut: Twenty-Third Publications, 1975. Maslow, Abraham, Religions, Values and Peak Experi- ences, New York: The Viking Press, 1970. Moran, Gabriel, Education Toward Adulthood: Religion and Lifelong Learning, New York: Paulist Press, 1979. Vision and Tactics: Toward an Adult Church, New York: Herder and Herder, 1968. Raths, Louis E., Harman, Merrill, and Simon, Sidney B., Values and Teaching: Working with Values in the Classroom, Columbus, Ohio: Charles E. Merrill Pub- lishing Co., 1966. Schaefer, James R., Program Planning for Adult Chris- tian Education, New York: Newman Press, 1972. Whitehead, E.E., and Whitehead, James D., Christian Life Patterns, Garden City, New York: Doubleday & Co., 1979. IV. General Information on Adult Education and Program Development Cross, K.P. ; Valley, J.R.; and others. Planning Non- Traditional Programs, San Francisco: Jossey-Bass, 1974. Elias, J., and Sharon, M., Philosophical Foundations of Adult Education, Krieger Publishers. 1980. Houle, Cyril O., The Design ofEducation, San Francisco: Jossey-Bass, Inc., 1972. Ingalls, J. D., and Arceri, J.M., A Ttainers' Guide to An- dragogy Washington, D. C. : U. S. Government Print- ing Office, (017-061-00033-0) 1972. Klevins, Chester, Materials and Methods in Continuing Education, New York: Kevens Publishing, Inc., 1976. Knowles, Malcolm S ., Self-Directed Learning: A Guidefor Learners and Teachers, New York: Association Press, 1975. 41 The Modern Practice of Adult Education: An- dragogy Versus Pedagogy, (Revised) Chicago: Fol- lett, 1981. Pennington, Floyd C., “Assessing Educational Needs of Adults,” New Directionsfor Continuing Education, No. 7, San Francisco: Jossey-Bass, 1980. Rhodes, Eloise R., Planning in the Local Setting, St. Louis: Central Distribution Service, (P.O. Box 7286, St. Louis, Missouri, 63177), 1970. Smith, R. M. , Aker, G. F. , and Kidd, J. R. , eds. , Handbook ofAdult Education, New York: Macmillan, 1970. Stenzel, Anne K., Feeney, Helen M., Volunteer Training and Development: A Manual for Community Groups, New York: Seabury Press, 1968. Tough, Allen, The Adult's Learning Projects, Toronto: On- tario Institute for Studies in Education, 1971. V. Adult Education Procedures Adult Education Association, LEADERSHIP PAM- PHLETS, (P1-P17). Adult Education Association. Washington, D.C. PI How to Lead Discussions P2 Planning Better Programs P3 Taking Action in the Community P4 Understanding How Groups Work P5 How to Teach Adults P6 How to Use Role Playing P7 Supervision and Consultation P8 Training Group Leaders P9 Conducting Workshops and Institutes P10 Working with Volunteers PI 1 Conferences That Work P12 Getting and Keeping Members P13 Effective Public Relations P14 Better Boards and Committees P15 Streamlining Parliamentary Procedure P16 Ttaining in Human Relations P17 Educationfor Aging Bergevin, Paul, and McKinley, John, Participation Train- ing for Adult Education, St. Louis: Bethany Press, 1970. Bergevin, Paul; Morris, Dwight; Smith, Robert M., Adult Education Procedures, New York: Seabury Press, 1963. Bradford, Leland P. , Making Meetings Work: A Guidefor Leaders and Group Members, La Jolla, California: University Associates, 1976. VI. Adult Education Procedures Brammer, L. M., The Helping Relationship: Process and Skills, Englewood Cliffs, New Jersey: Prentice-Hall, 1973. Flynn, Elizabeth W., and LaFaso, John, Group Discus- sion As Learning Process, New York: Paulist Press, 1972. Knowles, Malcolm S., and Knowles, Hulda F. , Introduc- tion to Group Dynamics, rev. ed.. New York: Associa- tion Press, 1973. McKenzie, Leon, Creative Learning for Adults: The Why/How/Now of Games and Exercises, West Mys- tic, Connecticut: Twenty-Third Publications, 1977. McKinley, John, Creative Methodsfor Adult Classes. St. Louis: Bethany Press, 1960. Miles, Matthew B., Learning to Work in Groups, New York: Teachers' College Press, Columbia University, 1971. Pfeiffer, J. W. , and Jones, J. E,,TheAnnual Handbookfor Group Facilitators, La Jolla, California: University Associates, 1972-1981. VII. Increasing the General Competencies of the Adult Education Practitioner Cross, K. Patricia, Accent on Learning. San Francisco: Jossey-Bass, 1976. Crystal, J.C., and Bolles, R. N., Where Do I Go From Here With My Life?, New York: Seabury Press. 1974. Grabowski, Stanley M., Training Teachers of Adults: Models and Innovative Programs, Syracuse: Syra- cuse University, 1976. Houle, Cyril O., Continuing Your Education. New York: McGraw-Hill, 1964. Knox, Alan B., “Enhancing Proficiencies of Continuing Educators," New Directionsfor Continuing Educa- tion, No. 1, San Francisco: Jossey-Bass. Inc., 1979. “Teaching Adults Effectively," New Directionsfor Continuing Education, No. 6, San Francisco: Jossey-Bass, 1980. Schuller, David: Brekke, Milo L.: and Strommen, Merton P. , Readinessfor Ministry, Vol. 1 Criteria, Vandalia. Ohio: Association of Theological Schools in the United States and Canada. 1975. Verner, C.: Dickinson, G.; Leirman, W. : and Niskala. H., The Preparation of Adult Educators. Washington, D.C.: ERIC Clearinghouse on Adult Education and Adult Education Association of the U.S.A. . 1970. 42 VIII. Administration of Adult Education Beck, Arthur C. , Jr. , Effective Decision-MakingforParish Leaders, West Mystic, Connecticut: TWenty-Third Publications, 1973. Caplow, T., How to Run Any Organization, Hinsdale, Il- linois: Dryden Press, 1967. Drucker, Peter F. , Management, New York: Harper & Row, 1974. The Effective Executive, New York: Harper & Row, 1967. Greenleaf, Robert K., Servant Leadership, New York: Paulist Press, 1977. Ingalls, John D., Human Energy: The Critical Factorfor Individuals and Organizations, Reading, Mas- sachusetts: Addison-Wesley, 1976. Knox, A.B., ed.. Developing, Administering and Evaluat- ing Adult Education, San Francisco: Jossey-Bass, 1980. Kotler, P, Marketing for Non-Profit Organizations, En- glewood Cliffs, New Jersey: Prentice-Hall, 1974. Lippitt, Gordon L., Visualizing Change: Model Building and the Change Process, San Diego: University As- sociates, 1973. Shaw, Nathan, Administration of Continued Education, Washington, D.C.: National Association for Public and Continuing Education, 1969. Schindler-Rainman, Eva, and Lippitt, Ronald, The Vol- unteer Community: Creative Use of Human Re- sources, Washington, D.C.: Center for a Voluntary Society, 1971. Taylor, Bernard, and Lippitt, Gordon L., Management Development and Training Handbook, New York: McGraw-Hill, 1975. X. Public Relations/Promotion Barton, Roger, ed.. Handbook of Advertising Manage- ment, New York: McGraw-Hill, 1970. Dunn, S.W., and Barban, A. M. , Advertising, Its Role in Modern Marketing, Hinsdale, Illinois: Dryden Press, 1978. Hodgson, Richard S. , Direct Mail and Mail Order Hand- book, Chicago: Dartnell Press, 1977. XI. Adult Education Evaluation Girzaitis, Loretta, Assessing Needs, Evaluating Pro- grams, St. Paul, Minnesota: Adult Education Office, (251 Summit Avenue, St. Paul, Minnesota, 55102). Mager, Robert F. , and Pipe, Peter, Analyzing Performance Problems, Belmont, California: Fearon Publishers, 1970. Steele, Sara M., and Brack, Robert E., Evaluating the Attainment of Objectives: Process, Properties. Prob- lems, and Projects, Syracuse, New York: Syracuse University Publications in Continuing Education, 1973. Walberg, Herbert J. ed., Evaluating Educational Per- formance: A Sourcebook of Methods, Instruments, and Examples, Berkeley, California: McCutchan Publishing Corporation, 1974. Wells, L. Edward, and Marwell, Gerald, Self-Esteem: Its Conceptualization and Measurement, Beverly Hills, California: Sage Publications, 1975. IX. Conference/Workshop Planning Burke, W. Warner, and Beckland, Richard, Conference Planning, La Jolla, California: University Press, 1976. Davis, Larry N., Workshops: Planning, Conducting, Evaluating, Austin, Texas: Learning Concepts, 1974. This, Leslie E., The Small Meeting Planner, Houston, Texas: Gulf Publishing Company, for American So- ciety for Training and Development, 1972. 43 TASK FORCE TOTHE NATIONALADVISORYCOMMITTEE FORADULT CATECHESIS DEPARTMENT OF EDUCATION UNITED STATES CATHOLIC CONFERENCE Jane Wolford Hughes—Director of the Institute for Continuing Education for the Archdiocese of De- troit since its beginning 16 years ago, Jane Wolford Hughes is a nationally recognized speaker and workshop leader in adult education. She has edited numerous books on the subject. Mrs. Hughes is a member of the National Advisory Committee for Adult Catechesis and Adjunct Faculty at St. John’s Provincial Seminary, Plymouth, Michigan. Thomas Downs — The executive director of the Florida Council of Churches, Thomas Downs is the former director of adult education for the Diocese of Orlando, Florida. He is the author of several books including, The Parish as a Learning Community, and numerous articles on the subjects of parish community and adult learning. Rev. Mr. Peter Houck— Peter Houck is the consult- ant for adult continuing education for the Diocese of Louisville, and a member of its Advisory Board for Clergy Continuing Education. For the past seven years, he has served as academic director of the diocese’s Permanent Diaconate Program. Sr. Maureen Shaughnessy, S.C.— Sr. Shaughnessy is the director for parish/community of faith devel- opment, Office of Evangelization-Cat echesis in the Diocese of Paterson, New Jersey. Prior to this position, she was the assistant director responsible for adult education ministry within the diocese. For the past two years, Sr. Shaughnessy has served as the chairperson of the National Advisory Commit- tee for the Adult Catechesis as well as for that body’s Executive Committee. Neil A. Parent—The representative for adult edu- cation at the United States Catholic Conference, Neil A. Parent has served as consultant to parishes, dioceses and religious organizations. He has taught at Catholic University, Northern Virginia Community College, and the Jesuit Theological Seminary in Berkeley, California. Mr. Parent writes regularly for the “Know Your Faith” Series, a publi- cation of the NC News Service. Thomas Tfewey— Tom Tewey served for three years as the representative for adult education. United States Catholic Conference. Prior to this position, he was program director for the National Council of Catholic Laity. Mr. Tewey is now president of Sea- way Printing Company, Southport, North Carolina. Dr. Malcolm Knowles — Dr. Knowles is professor emeritus of adult education at North Carolina State University. He is a nationally recognized leader in adult education and counts numerous articles and books, including The Modern Practice of Adult Education, among his many accomplishments. Dr. Knowles is in great demand as a consultant by gov- ernment and private organizations. 44 Additional Titles from the United States Catholic Conference • Sharing the Light of Faith. National Catechetical Directory for Catholics of the United States. De- partment of Education. Provides norms and guidelines for religious education. *4.95 #NCD-1 • Family Centered Catechesis. USCC Department of Education. A programmatic approach to reli- gious education with and directed by the family context; a list of selected resources on family- centered catechesis included. *5.95 #P-674. • Adults Making Responsible Moral Decisions. Rev. Robert M. Friday. Stresses the idea that the post-Vatican II Catholic Christian is called upon to make responsible adult judgements and in many cases must be re-educated. Includes an explanation and interpretation of specific areas of theological and pastoral concern necessary to make such judgments. *2.50 #P-668 Soon to be released from the USCC: • Christian Adulthood: A Catechetical Resource 1982. A compendium of articles and other re- sources intended to assist the adult education practitioner in his or her ministry. To be used as a companion to Ministerinq to Adult Learners. #827 Additional copies of Ministering to Adult Learners, *2.95 #826, and other USCC publications may be ordered: USCC PUBLICATIONS ORDER FORM Quantity Catalog # Title Unit Price Total Price Total Cost of Books Add 20% Postage & Handling Total Amount Payment must accompany all orders under *10.00. All billed shipments will be invoiced for actual postage and handling. Check in the amount of * SHIP TO: Name Address City Bill me (P.O. # ) MAIL THIS FORM TO: Office of Publishing Services U. S. Catholic Conference 1312 Massachusetts Ave., N.W. Washington, D.C. 20005 State Zip We will make every effort to fill your order promptly; however, please allow four weeks for delivery. "Ministering to Adult Learners is nor o book on how to do adult education, nor on what kinds of subject matter to offer in odulr education, bur rather on what skills it is important for educators to hove in working with adults." Most Rev. Daniel E. Pilorczyk Chairman, Committee on Education U. 5. Catholic Conference