Abstract
Successful andragogy-based outcomes can be realized by the creation of comfortable professional development opportunities that focus on training applicability to address the concerns, interests, needs and issues pertaining to middle adult workers. Participation in practical activities and role playing enable middle adult learners to relate to novel teaching instructions and, by extension, keep them interested and engaged in their work place activities. The reason to keep middle adult staff engaged is to ensure that they have a positive attitude towards their job and that they are able to sustain their productivity for a considerable period. As such, there is need to eliminate negative attitudes among middle adults by understanding intrinsic and extrinsic factors that create desirable changes among trainees. The extrinsic motivational factors include promotions and higher pays such that trainees are, to a larger extent, assured that they are likely to improve their socio-economic position from the skills gained at the training sessions. Individuals need to be encouraged to set personal goals that shape their ability to set personal goals and objectives that enhances self-efficacy. This proposal discusses the concept of professional development and how socio-emotional well-being of employees could be relied upon to improve their work place performance.
Introduction
Performance decline is common among middle adults as they progress through their professional activities and, as such, there is a close association of this trend relative to the performance of instrumentally significant activities for economic well-being. Recent research endeavors provide that cognitive training reflect a utility level important towards inhibiting performance decline consistent with normal aging. However, evidence concerning its effectiveness has been dismal thereby calling for more research on how organizations could step up in promoting socio-emotional well-being among middle adults. As such, physical as well as socio-emotional features of the process of aging determine training outcomes for middle adult employees. For instance, it is a well appreciated fact that cognition related response time increases with age but tends to increase relative to the complexity of tasks. Limited professional development on cognitive skills also results in decline in memory functions among middle adults such that the staff exhibits greater challenges while attending to prescribed training content. Researchers would appreciate more knowledge concerning factors that may enhance or otherwise hinder deep involvement by employees in contemporary learning processes. The present society structure is leading to situations where adults and even older adults may continue to be expected to be productive within national labor forces. Such situational forecasts underscore the need to comprehensively understand the effects of learning environments on the socio-emotional well-being of workers.
Psychologists underscore the need to have instructional training programs and environments that suit the distinctive requirements for middle adults. These should be cognizant with familiarity to sources of motivation, coping strategies, emotional intelligence and psychological distress among middle adults. A training environment uniquely designed to incorporate the distinctive socio-emotional needs of middle adult workforce should seek to ensure that training materials and content remain relevant, appropriate time is accorded to employees towards successful completion of training programs. The training environment has an influence on the ability of middle adult staff to have positive attitude on the context of the training and be able to adopt the professional development knowledge imparted on them.
Literature review
In educational ideology, a theory that illustrates the existent interactions between the environment and the learner is the practice theory. Given that 21st Century educational needs are unique in comparison with those common in the past, the socio-emotional as well as physical aspects of learning environment are critical to appraising professional outcomes. Therefore, constructivist ideologies employed in the 20th Century that considered students as active and referred to the education setting as passive need to be considered obsolete. The practice theory fully appreciates the professional development setting and the context in which training occurs as ones that ought to be active. Practice theory provides that workers are essentially transformed and subsequently molded by social economic transactions, which also incorporate those of fellow employees and the physical environment at their work places. Psychologists embrace the fact that learning starts soon after birth and a good environment offers a child an opportunity to learn a lot from the events that surround them while they progress through the various stages of human development.
It is also universally accepted that how much can be learnt and the value for such knowledge tends to vary widely from one person to another depending on the learning environment in which they are exposed to. Middle adult learning needs to be self-directed such that the workers are able to set their own goals and objectives and be able to improve their self-efficacy as they progress into old age. The need for self-efficacy implies that individuals are independent and develop self-motivation to improve their learning abilities without much dependence on instructors during training.
Self-motivation is critical component of emotional well-being of employees since it allows middle adults to have positive attitudes towards transfer of skills and knowledge to improve their reasoning and problems solving skills. Middle adults need to be ready to incorporate the skills and knowledge learnt in their professional development sessions such as they develop the readiness and awareness of how their socio-emotional well-being impacts on their economic progress. From a historical viewpoint, the perceptions on middle adult socio-emotional well-being and value attached are different among different groups as well as individuals. For instance, formal education and learning initiatives beyond fifty years was simply valued as inconsequential and valueless to the society. This was founded on the belief that the knowledge acquired through adult learning possessed a limited lifespan. One of the issues towards such a viewpoint relates to the training environment in which the trainees are exposed. Old age learning is often different from the middle adult learning since the two have different skills levels and level of ambitions towards the future. While the older learners may have a vast experience from their life experiences, the middle adults have less exposure to experiences thereby creating the need to understand the factors that promote performance and be able to acquire stronger socio-emotional attitudes. Facilitators in development programs ought to ensure the training environment offers the best opportunity for middle adult learners to identify the core competence required from them and be able to improve their socio-emotional skills from the new knowledge gained. Middle adult learning is different from other forms of training such as the on job training approaches since with middle adults, instructors have to identify the unique needs of learners and the motivational factors that boosts their emotional strength.
Changes in contemporary demographic trends have shown that adults can realize greater longevity. On the same note, the current retirement age is based on population census statistics based on demographic trends from the 19th Century. As such, evidence indicated that most elderly citizens did live long after the 65th birthday. Present demographics indicate that people who are able to live longer lives do not necessarily seek to spend life in leisure but also seek to continue in their working careers. Therefore, the cognitive skills of the middle adult workers have to be improved through training and development efforts in an environment that offers the best incentives for motivation and commitment to positive transfer of the skills learnt.
It is important to point out that adults are fully aware that they are responsible to themselves concerning their life. As such, the adult learner requires training environments where the facilitator works towards assisting them to develop hidden self-directing learning skills. Readiness by the adults to learn supports the fact that an older learner is always ready and willing to identify themselves with new issues necessary towards effectively coping with contemporary real life conditions. The adult learner is well aware that what they seek to learn can be applied to present situations. The implication is that training chiefly focused on the projected future tends to be relevant to the middle adult employees and as such, effective for career and personal development. The training environment needs to be simulative enough to warrant time taken by the participants since irrelevant topics could lead to self-withdrawal by the trainees and eventual failure of for the program to achieve its intended purpose. With a rich professional experience, middle adults tend to bring with them work place experiences such that it is important for instructors to rely on the life lessons to interact with the workforce.
In most cases, the middle adult staff would want a situation where they are respected and given opportunity to influence their learning process such that trainers are let with no option but to involve the adult in the planning and delivery of learning activities. This means that there is need to provide an atmosphere that is free from obstacles and that employees are given a role to play to participate in learning activities while happy. The adults also identify the need to argue their cases and it is important for them to be given the opportunity to engage in groups and debate on the circumstances surrounding their socio-emotional well-being at their work places and ways in which they could enhance their resilience to cope with work place challenges. This implies that learning need to be centered on discussions for learners to shift away from formal rules. A training environment that offers an informal setting improves willingness of participants to take part in the discussions and contributions to the lessons learnt. A formal environment could be perceived as strict for the middle adult trainees and hence it could be impossible to promote cognitive skills in the desired manner. In most cases, the adult learners would rather be taken through the steps with much keenness so as to restore and maintain positive attitude throughout the training session. The environment within which the training program is offered determines the overall ability for effective transfer of skills and improvement in cognitive skills among adult learners in the long run. Persistence among trainers is one of the major challenges that present itself during learning since in some case, failure to understand the emotional well-being could lead to much time taken in the learning process.
Psychological efforts have to address the need for individual motivational factors including the need to develop positive interest and enable adult learners to set personal goals aimed at making them achieve their objectives of enrolling for a learning session. With a conducive training program in place, it is likely that trainers are able to understand the needs and expectations of the adult learners considering the desire expressed by the learners. Employees are keen to advance their careers when exposed to an atmosphere that understand their decline in performance hence focus on designing and implementing ways to improve their condition.. This implies that the adult learners will no longer have to doubt their ability to learn because of ageing such that in the end, they are able to absorb skills learnt and apply them in their daily career and personal situations. Giving middle adult employees a favorable training environment provides them with a chance to enhance their beliefs and compete effectively with the younger learners who many believe that they are better placed to understanding the context of the training. Facilitators need to understand the unique needs of the middle adult workers and look into ways to ensure that their beliefs and attitudes are not detrimental to their ambitions to learn. However, in most cases, the middle adults tend to rely on their life experiences to have the confidence that they could come out of the training session different from how they entered with enhanced capacity to achieve more in life in spite of their progressive age.
Experience with task modify the beliefs of adult learners such that they are able to adopt a positive attitude to solving problems in the learning session and be able to take part in role playing the same ways they would do when they become older. Instructors need to encourage adult learners to have specified personal goals since self-developed goals are key to improving the approaches taken by adult learners. Instructors need to create situations where middle adult learners identify the need for persistence and success with goals broken down into short vs long term goals.
The fact that there are curriculum changes in training programs imply that there is need to identify the fact that adult learners could find it hard to cope with the changes in the curriculum and hence need tests that motivate them to belief that things are not as hard as they think. Results need to be given privately in the event where the instructors feel that they could discourage those who are below standards with efforts to encourage the adult learners to continue pushing hard. The adult learners need to be encouraged to be positive about the possibility of them improving and that they could make it if they only believed in themselves. There is also need to provide incentives for adult learners since they serve as motivational factors that in turn allow the adults to improve their overall performance. Trainers need to have the skills necessary to identify the fact that discouraging trainees by ways of sharing their scores with the rest of the group could interfere with the outcome of the program. It is therefore ideal for instructors to have an effective interpersonal relationship key to motivating learners in spite of their lower score from learning assignments. Instructors need to identify the intrinsic motivational factors for each adult learner to be able to understand what drives them to behave in a particular manner. Adult learners need to be motivated internally to have the self-drive that offers them better chances of succeeding in their learning environments.
Extrinsic motivators also influence training performance and eventual transfer of skills and knowledge such that learners identify the fact that they will be able to have promotion or salary increment in case they successfully complete the learning process. However, internal motivation is important in the case with adult learning since it pushes the learners to develop positive thinking and believe in the role of training in improving their cognitive abilities.
Objective of the study
Research Questions
What is the relationship between socio-emotional well-being and work performance among middle adults?
Hypothesis
Socio-emotional well-being of middle adults is proportional to their work performance.
Professional development influences emotional resilience in middle adult employees.
Research Method
Sample
This research study will incorporate 115 participants, 44 % females and 56 % males randomly selected from a population of workers in a local non-governmental organization. The participants will be individuals aged from 35 to 45 with a mean of 40 years. It is envisaged that that other than promising the participants course subject credits, there will be some form of monetary payment with set a 10 US dollars ceiling as a motivational factor to cater for the lunch needs of the participants. It is estimated that each participant will require between 40 minutes and an hour before duly completing the experimentation. The choice for the participants was made since it was difficult to have the consent of organizations to provide their employees for the survey purpose.
Sample demographics
The data to be collected will be based on age, gender, work status and the duration the participants have spent in their current organization. The sample represented the experiment group selected on the basis of gender and physical performance measures. The participants will be tested to determine whether they have any history of health issues since there is need to consider involving only individuals with high performance measures and ability to learn within a training environment. This implies that the training session will only involve individuals with high functional capacities due to the need to adhere to validity and reliability of the data findings for future research works.
Measures of the aspects of socio-emotional wellbeing
The study will incorporate various measures useful in examining the effect of professional development on work performance and socio-emotional well-being of the middle-aged adults. The measures are highlighted below:
Motivational factors will be measured on a five-point Likert Scale that ranges from strongly agree to strongly disagree with the intrinsic and extrinsic sources of motivation at their organization. The sources of motivation for the social workers will be examined individually to accommodate a reflection on how everyone feels on the effect of such measures to their well-being.
Coping strategies among the employees is also a key measures that test their socio-emotional wellbeing depending on the strategies adopted such as; active coping, acceptance, emotional support and coaching programs. The study in this case will focus on the need to examine the extent to which employees use the coping strategies to improve their performance.
Emotional resilience is also a measures to be utilized for the study since it is key to understanding how employees express their emotions and thinking. The key objective in the experiment with regards to emotional resilience will be to examine if the participants are aware of their emotions as they experience them at their work places.
Psychological distress at work place will be utilized in efforts to examine if participants felt depressed at their working place and whether there are any professional development efforts at their organization to enhance their emotional well-being.
Finally, the participants will be tested on the impact of rewards including monetary, status and those based on self-esteem with emphasis on the role they play in improving job satisfaction and reducing any forms of emotional exhaustion at work place.
Procedure for the study
The initial process will be to obtain approval from the local ethics committee to avoid conflicts and assure trainees that the research is a legal process. Four weeks prior to the program, trainees will be subjected to tests to be sure that they are psychologically and physically fit to participate in the study. The need for individual tests on the participants is to ensure that issues of health risks are eliminated in the study and that participants will not withdrawal their participation because of health issues. The training will then take place two days after the testing process with participants subjected to a 35 minutes training session to test their cognitive skills as well as ability respond to survey questions. The projected time line for full completion of the study is 20 days including with additional three days to analyze the data findings. Experiment was performed on the participants to determine the extent of emotional resilience in them as a result of the training and development programs undertaken at their organization. This implies that the study was focused on understanding how social workers express emotions based on the learning provided at their work places. Issues addressed in the experiment that affect socio-emotional well-being of middle adult employees include; support from the management on development programs, resources availability for professional development, number of staff and availability of skilled workforce. The participants will be required to answer questions based on the factors that make them motivated such that their performance leads to socio-economic wellbeing in the long run. The experiment questions will include; 1) The key motivational factors, both intrinsic and extrinsic that improves their socio-emotional well-being 2) The form of coping strategies that keep them engaged at their organization 3) how reflective ability after training impacts on their performance, 4) Whether the respondents experienced psychological distress at their current work places and how rewards impacted on their socio-emotional wellbeing.
Data Analysis
Data analysis choice is the regression analysis to be able to determine the relationship between variables such as motivation, coping strategies, psychological distress, emotional intelligence and rewards on work performance. A 95 % confidence interval will be used to test the statistical significance of the independent variables identified in the study.
Problems encountered and ways to overcome the problems.
Problems in the survey include incidences where organizations will be unwilling to accept the request to have their employees participate in the survey. The fact that the study will take place in ten days is among the reasons that could prevent employers from taking part in the survey. However, there are alternatives that could solve the problem such as taking the survey to the local NGOs where it is conceivable to find participants willing to take part in the process. The settings of the local community organization is ideal considering the environment it provides such that the survey will be conducted in a serene atmosphere free from interferences. The other problem is the need to have individuals tested to determine their fitness physically and psychologically. The problems results from the fact that respondents could provide dishonest answers in terms of the conditions that could be hard to detect such as incidences of mental stress. The other problem is that individuals may be unwilling to be tested for certain disease for fear of their reaction in case they found out that they are suffering from certain illnesses. However, the potential participants will be motivated by convincing them to understand that there is need for personal responsibility and accountability for health and that it is important to be tested so as to be able to conform to appropriate lifestyles especially during the old age. The other problem is that it is difficult to get firms that are willing to have a separate training program from the uniform practices established in their training policies. The firms realize the need to save training cost and would be unwilling to incur extra costs training their employees hence creating the need to rely on other settings such as senior community groups where getting survey participants could be easier.
Application of the research in enhancing socio-emotional well-being and performance of employees
As an individual continues to age, physical changes like reduced heating capabilities and vision are easily manifested (Salas, Tannenbaum, Kraiger, & Smith-Jentsch, 2012). However, other age associated factors such as less neurotransmitters, diminishing blood circulation, stress, depression and even chronic illnesses can influence cognitive functions thus impacting on the adult learner’s attainment of desired learning outcomes (Taylor & Laros, 2014). It is imperative to point out that previous research studies have proven that as much as learning decline at a rate of approximately 0.01% per annum after age 25, adult learning can be productive even after retirement (Salas et al., 2012). Researchers in this particular field point out that it is the learning speed that changes as opposed to intellectual abilities. More so, this can be controlled through the continued use of one’s intellect. As such, the psychological traits of aging are represented differently concerning the intricate procedure of learning. To keep older employees skillful and adaptive to the modern changes, it is appropriate to engage them in training and development programs. However, the program cannot be successful in the event where instructors fail to provide a positive environment for learning. This means that it is strategic to ensure that older learners are exposed to an environment that brings the best from them and enhances positive transfer of skills. Psychology theorists provide that intelligence is dependent on a number of factors which can be limited to primary and secondary mental attributes. The basic subsets for primary mental attributes include word fluency, inductive reasoning, numeric facility, verbal meaning as well as spatial orientation. These attributes or abilities have been found to improve steadily up until the age of forty after which they tend to stabilize till age 60.
Small decreases have been noted until an individual reaches their mid 70’s after which test scores indicate measurable differences in comparison to learning abilities at the age of 20. Improving performance people is important as it ensures that individuals reason and develop abilities to solve problems within an organization. Researchers have indicated that there is a decline in cognitive abilities as individuals get older but corrective actions could be taken through training session. Training is key to improving psychological and physical well-being of individuals such that they are able to enhance their sensory functions, improve speed of processing and working memory among older individuals. Cognitive training improves creativity and mental health of older individuals such that their flexibility is improved and that there are able to engage with the younger workface in an organization. The learning process in human beings is a continuous process that takes place even at old age. There is a shift from the traditional beliefs that suggested that effectiveness in learning declined as individuals became older. The beliefs have since changed such that older people are preferred for their experience such that it is preferable to continue building on the cognitive abilities of the older people. However, it is important to differentiate the differences in changes in the speed of learning and intellectual power. This implies that it cannot be argued that ability to learn is high during the earlier years and declines in the later years since intellectual capacity of an individual could remain even in the old age. The key thing is to ensure the speed of the older people is increased through providing conductive training environment where learners realize the impact the still have on their organization’s and society’s success. Adult learners are already educated by the experience achieved from the years they have lived such that they already have an extensive body of knowledge and the ability to form rational judgments base on the situation faced.
Adults tend to utilize the knowledge gained from life experiences to relate with situations that could require problem solving capabilities. However not all experiences are suited to a particular task such that in some cases, experiences may not be applicable to the learning process of the older people. Adult learning needs to be self-directed such that the old people are able to set their own goals and objectives and be able to improve their self-efficacy. The need for self-efficacy implies that individuals are able to be independent and develop self-motivation to improve their learning abilities without much dependence on instructors during training. Self-motivation is critical since it allows individuals to have positive attitudes towards transfer of skills and knowledge that in turn improve their reasoning and problems solving skills. Learners need to be ready to incorporate the skills and knowledge learnt in the training session such as they develop the readiness and awareness of the role to be played by the training program. Middle adult learners are more focused on the problems at hand and would therefore want to develop methods to solve the problem easily. The older people are often keen in cases where the training program touches on issues relevant to them. This implies that learning needs to be focused on the need to solve current issues while giving employees a chance to reflect on the future socio-economic well-being. The concept of relying on learning to solve current needs is limited by the fact that there is need to consider how future events could affect performance of individuals.
However, it is evident that the younger and older people view issues differently such that while older people are limited in time, the younger people are better placed in developing a broad view of the issues that need to be solved. Adults need to be given the opportunity to monitor their own progress unlike the younger people who need to be monitored to determine whether the transfer of skills was successful.
Conclusion
Middle adults have the potential and capability capable of learning and improving their performance. The only difference is that it may take time to design and implement strategies suitable to suit the training needs of adult learners if their socio-emotional needs are not considered. Physical and psychological changes affect middle adult learning process where performance decline has to be prevented to ensure that employees still remain active at their work places and in their lives even as they advance into old age. There is need to consider ways through which cognitive skills could be improved by undertaken training programs such that in the long run, it is possible to still maintain the productivity employees had in their middle age. However, there is need for training program to be structured and organize in such a way that individuals are motivated to be positive about training programs and be able to actively participate in the process. In spite of all the interventions to improve cognitive skills of older learners, it is only through positive training environment that transfer of knowledge and skills will be achieved. The training environment needs to accommodate the need to allow role playing such that the trainees’ are exposed to an interesting situation that improves their socio-emotional status. Key consideration is on the need for instructors to avoid incidences where training could be viewed as a waste of time thereby leading to limited achievement of the desired outcome. As such, there is need to eliminate negative attitudes among middle adults by understanding intrinsic and extrinsic factors that create desirable changes among trainees. The extrinsic motivational factors include; promotions and higher pays such that trainees are to a larger extent assured that they are likely to improve their socio-economic position from the sills gained at the training session. Individuals need to be encouraged to set personal goals that shape their ability to set personal goals and objectives that enhances self-efficacy.
Middle adults involved in training session need to understand that improving their performance is the best ways that could influence their ability to plan activities and improve their economic well-being. Middle adults are more likely to fear losing their mental abilities than their physical abilities since with mental abilities, it is still possible to achieve a lot for rational thinking that lead to efficient solving of problems. However, taking part in cognitive training improves socio-emotional abilities such that adults are able to pay attention to issues that need problem solving capabilities. Middle adult trainees need to be provided with a stimulating environment to develop positive attitude that in turn improves their learning speed such that they could catch up with the younger learners. The training environment needs to provide social support from peers, supervision and top managers who need to motive trainees and make them acknowledge the need to improve their skills. Training organizers need to provide the needed resources to facilitate effective training program that in turn enhances transfer of skills to the trainees. Lifelong learning is essential for healthy adults to make up for the speed needed in executing tasks through relying on their experience and knowledge base hence their cognitive skills are still desirable. When exposed to better training conditions training, learning speed is improved as well as analysis and understanding of the nature of events surrounding them. Trainers need to determine the ways in which modifications could be made to the existing training methodologies to accommodate the interest of the workforce so as to avoid incidences where adult learners could be demotivated by the lack of support and right atmosphere. Middle adult learners need to be given an informal training atmosphere to bring them closer to the objectives of training and hence improve their ability to cope with situation that need problem solving skills.
Future research work
Trainers need to be able to identify the needs and expectations of different people and be able to develop methodology and assessment techniques that take into account the most appropriate ways to improve psychological and physical capabilities of middle adult workers. Since most of the middle adults are ready to learn, it is also clear that they are motivated when provided with the right training environment. With increasing need for career advancements to improve their social economic well-being, adult learners find it useful to take up learning sessions. There is need to provide adults with stimulating and interactive training activities including relying on case studies, role playing and simulations that in turn improve their cognitive skills such that their productivity is still high. Future research needs to be focused on the need to ensure that there are differences in the methodology used for adult training and on job training techniques. The needs and expectations of the adult learners are quite different from those of the younger learners and hence the need to understand the variations in cognitive abilities between the two groups. This then implies that researchers need to focus on identifying training approaches that could appeal more to middle adult employees and improve their work place performance. For every instructor, constituting learning environments which optimize engagement should be regarded as a top priority. Some scholars in the branch of educational psychology provide that the most critical aspects that greatly impacts on the outcomes of the adult learner are learning experiences is the learning environment. However, constituting a learning environment has to incorporate physical as well as psychological aspects. This is primarily due to the fact that cognitive and emotive learning are inseparable entities and as such, works jointly with each other.
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