Andragogical

Leadership and
Management in the
Workplace
PEDAGOGY VS. ANDRAGOGY

PEDAGOGY – art and science of

teaching children (Kapp, 1833)
ANDRAGOGY – art and science
of helping adults learn (Knowles
et al., 1998, 2005)
 PEDAGOGY ANDRAGOGY
Controlling Self-directed
environment learning
CONTROLLING Teacher is a
VS AUTONOMY coach
SUPPORTIVE.pptx
Self-actualization
Teacher is the
Experience as a
knowledge
learning resource
disseminator
WHY ANDRAGOGY?

 Itis human nature that people will

desire to improve and grow
 There is even greater need for
learning in the workplace with
desire to pursue advanced degrees
WHY ANDRAGOGY?

 The world today is dynamic and

rapidly changing
 Many jobs change and evolve, so it
is crucial that leaders of
organizations explore andragogy to
maximize their employees’ learning
potential
WHY ANDRAGOGY?

Learning theories will contribute

to long-term gains in our human
capital
Key Assumptions about
Adult Learners
(LINDEMAN, 1926)
Key Assumptions about Adult
Learners (Kindeman, 1926)

Adults are motivated to learn as

they experience needs and
interests that learning will satisfy
Key Assumptions about Adult
Learners (Kindeman, 1926)

Adults’ orientation to learning is

life-centered
Key Assumptions about Adult
Learners (Kindeman, 1926)

Experience is the richest source

of learning for adults
Key Assumptions about Adult
Learners (Kindeman, 1926)

Adults have a deep need to be

self-directed
Key Assumptions about Adult
Learners (Kindeman, 1926)

Individualdifferences will
increase with age
Key Assumptions about Adult
Learners (Kindeman, 1926)

Needs, interests
Life-centered
Experience
Deep need to be self-directed
Individual differences
Knowles’ Andragogical
Model (1979)
(LINDEMAN, 1926)
Knowles’ Andragogical Model
(1979)

Theneed to know.
Adults need to know why they
are learning something before
committing to learning it.
Knowles’ Andragogical Model
(1979)
 Learner’s self-concept.
 Adults have a self-concept of being
responsible for their own decisions, for their
own lives.
 Once they have arrived at that self-
concept, a deep psychological need arises
to be seen by others and treated as being
capable of self-direction.
Knowles’ Andragogical Model
(1979)

Learners’ experiences.
Adults have a greater volume
and different quality of
experiences than youths.
Knowles’ Andragogical Model
(1979)

Readiness to learn.
Adults become ready to learn
things they need to know in order
to cope effectively with life
situations and solve problems.
Knowles’ Andragogical Model
(1979)

Orientation to learning.
Youth: subject-centered
Adults: life-centered
Knowles’ Andragogical Model
(1979)

Motivation.
Adultsare responsive to some
external motivators
Most potent: intrinsic motivators
Knowles’ Andragogical Model
(1979)

CHALLENGED BY SCHOLARS:
Self-concept
Motivation
Knowles’ Andragogical Model
(1979)

 CHALLENGED BY SCHOLARS:
Self-concept
We should not assume adults’ self-
concept is positive
Adults are not always self-directed
Knowles’ Andragogical Model
(1979)

 CHALLENGED BY SCHOLARS:
Self-concept
Adults need increased self-concept
in situations where they perceive
themselves as incompetent and/or
uncertain or where relevance is not
understood
Knowles’ Andragogical Model
(1979)

CHALLENGED BY SCHOLARS:
Self-concept
Without positive self concept,
self-directed learning is unlikely
Knowles’ Andragogical Model
(1979)

CHALLENGED BY SCHOLARS:
Self-concept
ThisGAP has been filled by Self-
Determination Theory (Deci and
Ryan, 2000 and Gagne, 2003)
Self-Determination Theory
(DECI AND RYAN, 2000, GAGNE, 2003)
Self-Determination Theory

Self-concept can vary based on

task, environment, and individual
perception of (1) competence,
(2) relatedness and (3)
autonomy.
Self-Determination Theory

 Competence
 Ability or mastery of a skill or task
 Relatedness
 Social connectedness and support felt
 Autonomy
 Perceived freedom to choose an activity
Self-Determination Theory

Self-concept and motivation are

closely related
People will subsequently move to
action based primarily on the
enjoyment derived from it (intrinsic
motivation)
Self-Determination Theory

 Self-concept and motivation are

closely related
Psychological needs of competence,
relatedness and autonomy must be
met for the highest likelihood of
intrinsic motivation to persist.
Self-Determination Theory

 Self-concept and motivation are closely

related
Leaders of organizations and
educational institutions should
intentionally consider how to create
environments and use education
strategies and support resources that
promote self-concept and motivation
Self-Determination Theory
Role of the Instructor in
Andragogy
Role of the Instructor in Andragogy

“Artand science of helping

adults learn”
Helping instead of teaching
Instructors has to be partners in
education
Role of the Instructor in Andragogy

When adults feel connected with

the instructor, they are more likely
to be intrinsically motivated
Role of the Instructor in Andragogy

A helper is also a facilitator

Should NOT be a knowledge
transmitter
Should NOT be a disseminator of
information
Role of the Instructor in Andragogy

Ahelper is also a facilitator

Must be a process designer and
a manager
Role of the Instructor in Andragogy

Traits
of a Good Facilitator
(Rogers, 2002)
Readiness and Genuineness
Facilitatoris genuine and honest
in representing his or herself
Role of the Instructor in Andragogy

Traits of a Good Facilitator

(Rogers, 2002)
Prizing, acceptance and trust
Facilitator-learner relationship is
based on trust
Role of the Instructor in Andragogy

Traits
of a Good Facilitator
(Rogers, 2002)
Emphatic understanding
Facilitator can relate to the
student’s situation and feelings
The Learning Contract
What is a Learning Contract? (Dr.
Bilash, 2009)

An agreement negotiated

between the student and the
teacher in order to change the
student’s behavior and improve
their opportunities to learn
What is a Learning Contract? (Dr.
Bilash, 2009)

The benefit of a learning

contract is that it can affect a
positive change in a student’s
behavior while still involving that
student in class
Learning Contract Considerations

Learners are expected to have

input in the curricular priorities
Learners will know exactly WHAT
to learn, HOW to learn, and
WHEN to learn
Learning Contract Considerations

Banks on the rich experience of

adult learners and therefore used
as a learning resource
Learning Contract Considerations

Learning contracts can provide

an outline of learning plans that
can be used for different learners
Can accommodate the diversity
of learners (Knowles, 1980)
Learning Contract Template
(Knowles, 1975)

 Learning objectives
 Learning resources and strategies
 Target date for completion of objectives
 Evidence of accomplishment of objectives
 Criteria and means of validating evidence
Learning Contract Template
(Knowles, 1975)

Learning objectives
Written by adult learners
More relevant and
understandable
Learning Contract Template
(Knowles, 1975)

Learning resources and strategies

Tools – may include outside
sources, speakers, books,
electronic media, or experts in
the field
Learning Contract Template
(Knowles, 1975)

Learning resources and strategies

Other materials
Allows more freedom and
flexibility
Learning Contract Template
(Knowles, 1975)

Targetdate for completion

Learner can manage time and
adapt according to priorities
Provides flexibility
Learning Contract Template
(Knowles, 1975)

Targetdate for completion

Allows for his or her commitment
to complete the task by the
deadline
Learning Contract Template
(Knowles, 1975)

 Evidence of accomplishment
May be different for various learners
Could include written papers,
presentations, videos, or other
means
Knowles (1984) cited the following
that was provided to new employees
at the Lloyds Bank of California:

“You are entering an adult learning

environment. This is a very participative
process. We realize that you are
interested in a career rather than just a
job. We will help you become aware…
Knowles (1984) cited the following
that was provided to new employees
at the Lloyds Bank of California:

“… of the skills and knowledge you will

need on your growth path with us. We
will expect you to participate in certain
training at each step… We will expect
you to use your training as an…
Knowles (1984) cited the following
that was provided to new employees
at the Lloyds Bank of California:

“… opportunity and gain from it the

information you need for your own
competence and future career
growth. Your test will be on the job. If
you are able to carry out your…
Knowles (1984) cited the following
that was provided to new employees
at the Lloyds Bank of California:

“… functions competently as a result of

training, then your manager will
recognize this and consider it in growth
appraisals. If you fail to take
advantage of the resources offered…
Knowles (1984) cited the following
that was provided to new employees
at the Lloyds Bank of California:

“… , then you will not become

competent, not progress and probably
not be with us in the future.”
Critiques of the Learning Contract

Involving the learners in the process

is important, as long as they
understand what is needed to be
competent
Critiques of the Learning Contract

Adults consider instructors experts

in their discipline and lean on their
guidance related to what is
needed to solve problems
Critiques of the Learning Contract

In this context, educators can

help determine what is necessary
to learn
Then relevance for the learner can
be created
Critiques of the Learning Contract

Critics
assert that the self-
concept of the adult learner
progresses through the learning
journey
Critiques of the Learning Contract

In early stages of learning, the

self-concept is more likely to be
poor and vulnerable
Instructor needs to take a
different approach early on
Critiques of the Learning Contract

During the early stages, learner

would likely be overwhelmed by
the idea of creating a learning
contract
Critiques of the Learning Contract

Critics
would agree that
relevance and autonomy are
important but differ in the
application and fulfillment of
those needs
Self-Directed Learning
Self-Directed Learning

“Once they (learners) have

arrived at that self-concept, a
deep psychological need arises
to be seen by others and treated
as being capable of self-
direction” (Knowles, 1979)
Self-Directed Learning

Self-directed learning is a process

where people take initiative to
plan, carry out and evaluate
their own learning experience.
(Merriam & Caffarella, 1999)
Self-Directed Learning

13Stages in self-planned learning

opportunities (Tough, 1971)
1. Deciding what knowledge and
skills need to be learned
Self-Directed Learning

13Stages in self-planned learning

opportunities (Tough, 1971)
2. Deciding specific activities,
methods, or resources needed for
learning
Self-Directed Learning

13Stages in self-planned learning

opportunities (Tough, 1971)
3. Deciding where learning should
take place
Self-Directed Learning

13Stages in self-planned learning

opportunities (Tough, 1971)
4. Setting specific deadlines
5. Deciding when to begin a
learning episode
Self-Directed Learning

13Stages in self-planned learning

opportunities (Tough, 1971)
6. Deciding the pace at which to
proceed during a learning episode
Self-Directed Learning

13Stages in self-planned learning

opportunities (Tough, 1971)
7. Estimating current knowledge
and skill or progress in gaining the
desired knowledge and skill
Self-Directed Learning

13Stages in self-planned learning

opportunities (Tough, 1971)
8. Detecting factor (s) that hinder
learning or discovering inefficient
aspects of the current process
Self-Directed Learning

13Stages in self-planned learning

opportunities (Tough, 1971)
9. Obtaining the desired resources
or reach the desired place
Self-Directed Learning

 13
Stages in self-planned learning
opportunities (Tough, 1971)
10.Preparing or adapting a room (or
certain resources, furniture or
equipment) for learning or arranging
certain other physical conditions in
preparation for learning
Self-Directed Learning

13Stages in self-planned learning

opportunities (Tough, 1971)
11. Saving or obtaining the money
necessary for the used resources
Self-Directed Learning

 13
Stages in self-planned learning
opportunities (Tough, 1971)
12. Finding time for the learning
13. Taking steps to increase the
motivation for certain learning
episodes
Self-Directed Learning

 Clardy (2000) conducted a study of

56 employees across five
organizations
 He studied job-related self-directed
learning projects to see what types
of projects encouraged self-
directed learning
Self-Directed Learning

3 types of projects encouraged

self-directed learning:
INDUCED SELF-DIRECTED LEARNING
PROJECTS
Intrinsic desire to learn something
Self-Directed Learning

3 types of projects encouraged

self-directed learning:
VOLUNTARY SELF-DIRECTED LEARNING
PROJECTS
Intrinsic
connection to learning
project provided by organization
Self-Directed Learning

3 types of projects encouraged self-

directed learning:
SYNERGISTIC SELF-DIRECTED LEARNING
PROJECTS
Extrinsically motivated due to the
organization providing conditions that
spark the employee’s willingness to learn
Flexibility is Essential
Situational Leadership II Model

(Blanchardet al., 1985 and

Wang, 2006)
High

Supporting Coaching
High Supportive High Supportive
Low Directive High Directive
Need for Support

S3 S2

S4 S1

Delegating Directing
Low Supportive Low Supportive
Low Directive High Directive

Low
Need for Direction
Low High
Dependency
Situational Leadership II Model

Where the follower is on the

developmental scale will
influence the leadership
approach used
Situational Leadership II Model

Ifthe follower is at a low level on

the developmental scale, the
leadership approach will be high
directive and low supportive (S1)
Situational Leadership II Model

Pedagogical model is at (S2)

coaching: high need for
direction and high need for
support
Situational Leadership II Model

Only when adult learners have

low need for direction and low
need for support (S4) can the
andragogical model be
implemented
Situational Leadership II Model

We can see that both models

may be helpful, depending on
the individual need
Cultural Differences
Cultural Differences

 ex. Chinese learners are used to a

pedagogical approach
 Instructors should be sensitive as
they may not be as comfortable
sharing experiences or may have
trouble seeing the relevance
Cultural Differences

Another ex. Life experiences of

adults and youth
Even life experiences of one
adult group to another may differ
Cultural Differences

Itis worth pointing out that the

experiences of adults can also
become a barrier to learning
Past experiences, biases and
views
Andragogy and
Pedagogy in
Organizations
… in Organizations

Involving employees in the

learning journey
Free exploration of opportunities
of interest
Providing training
… in Organizations

Learning should occur at all

levels – from frontline to high-level
position employees
Should aim to create a culture of
learning
… in Organizations

There will be improvement in

overall organizational
performance
Barriers to learning exploration
must be removed
… in Organizations

Barriers:
External (situational)
Departmental hindrances
Individual health issues
… in Organizations

Barriers:
Internal (dispositional)
Anxiety and uncertainty as the
adult learners get into a
community where his/her abilities
will be exposed
… in Organizations

When andragogical methods fail,

they may revert to pedagogical
model
Depending on its applicability
… in Organizations

Five (5) characteristics of

organizations that are conducive
to self-directed learning:
TOLERANCE FOR ERRORS
… in Organizations

 Five(5) characteristics of
organizations that are conducive to
self-directed learning:
PARTICIPATIVE
LEADERSHIP STYLE
AND DELEGATION OF RESPONSIBILITY
… in Organizations

Five (5) characteristics of

organizations that are conducive
to self-directed learning:
SUPPORTIVE
… in Organizations

Five (5) characteristics of

organizations that are conducive
to self-directed learning:
OPEN COMMUNICATION
… in Organizations

Five (5) characteristics of

organizations that are conducive
to self-directed learning:
PROVISION OF OPPORTUNITIES
Andragogy and
Pedagogy in Educational
Environments
… in Educational Environments

 Primarily refer to higher education

institutions
 In terms of curriculum, the educator
needs to let adult learners know
that it is okay to explore, question
and seek additional information
… in Educational Environments

Educators need to empower the

learner to take control of learning
and to make choices and to
have an input on how the
learning activities are structured
… in Educational Environments

A safe, positive, and supportive

learning environment is created
 Educational institution leaders must
recruit educators who are student-
centered, good listeners, and
supportive to the needs of the
learners
Final Thoughts
Are our instructors ready?

Many andragogical instructors

are hired by today’s
organizations and educational
institutions without proper
andragogical training
Full autonomy is not possible in
some cases.

Solutionmay be found in Self-

determination theory
“So I am not saying that pedagogy is for
children and andragogy for adults, since
some pedagogical assumptions are
realistic for adults in some situations and
some andragogical assumptions are
realistic for children in some situations. And
I am certainly not saying that pedagogy is
bad and andragogy is good; each is
appropriate given the relevant
assumptions.”

- Knowles, 1979