As the population ages and the workforce becomes increasingly older, organisations that rely on human capital must find positive ways to maintain competitiveness, in rapidly changing environments (Bausch, et al., 2014; Ropes, 2013). One method organisations have of leveraging advantage is by creating a workplace environment that values learning, whereby, workers can combine challenging and interesting work with opportunities to engage in career growth and development, that satisfies both the need for organisational effectiveness and individual success (Maurer, et al., 2003). Participation in learning in the workforce relies on factors such as: the andragogy principles of adult learning techniques as distinct to pedagogic principles and techniques …show more content…
Andragogy assumes the following about adult learners: 1) self-concept becomes self directed, 2) life experience and knowledge is a valuable resource that builds further learning, 3) possess a readiness to learn, 4) motivation to learn is based on a problem solving approach with an immediacy of application (Werner & DeSimons, 2009). Moreover, this implies, that irrespective of age, successful learning require learners to possess certain attributes such as: a level of self-efficacy, motor reproduction abilities plus motivational need in order to influence learning potential while applying andragological techniques such as collective planning, self-determination and peer collaboration to enhance these qualities (Werner & DeSimons, 2009). In addition to these assumptions, older and younger adults, whether Baby Boomer or Gen Y, can and do have similarities and differences in their learning abilities which is dependant on their individual situation, and these differences need to be considered when assessing learning needs (Bohlinger & van Loo, 2010). Distinctions can lie within the same generational cohort as much as between them, with the differences becoming apparent as people age due to job involvement and career stage (Rocco, et al., …show more content…
Engagement in intergenerational learning harnesses potential across ages and learning styles, breaking down barriers to the negative stereotypes shared intergenerationally while utilising the skills of the older worker (Ropes, 2013). According to social learning theory principles, a person learns through observation of a knowledgeable other whereby observed behaviour and information is encoded and stored, reproduced and motivation increases, by means of reward (Russ-Elt, 2014). In an organisation, this type of social learning mostly occurs in a non-formal way via mentoring, or formally, as in an apprenticeship, whereby a younger and inexperienced worker is paired with a senior worker in order to engage the younger employee in a behaviour socialisation process, in addition to knowledge and skills transfer (Ropes, 2013). This social construction of learning benefits the organisation by developing organisational processes and the sharing of knowledge from older to younger worker while additionally benefitting the employees by breaking down negative stereotypes regarding ageing workers, improving social capital. Additionally, Ropes (2013) suggests that a reverse knowledge transfer also occurs from younger to older worker whereby the older worker learns new knowledge and skills from the younger, typically in the case of technology.
Merriam, S.B., Caffarella, R.S. &Baumgartner (2007) Learning in Adulthood: A comprehensive guide, san Francisco, CA:Jossey-Bass
Having known that adults are supposed to be self-directed, internally motivated and goal-oriented in the learning process, it is believed that Expectancy-Value Theory proposed by Wigfiled and his colleagues might be fruitful in explaining adults’ learning motivation in this case study.
Currently there are 3 major generations in the workforce, Baby Boomers, Generation X, and Generation Y. The two biggest clash is seen between the largest generation gap, Boomers and Generation Y. The two generations have contradictory work preferences. “Boomers obsession with work vs Generation Y's flexibility, Baby Boomers preference for autonomy and Generation Y's for collaboration and working in teams, Baby Boomers respect for workplace hierarchy against Generation Y's preparedness to challenge management and so on” (Helyer & Lee, 2013). “Some generational differences can be addressed through effective human resource management. For example, organizations train managers to provide frequent feedback to members of Generation Y, and they show respect for older generations’ hard work and respect for authority by asking them to mentor younger workers” (Raymond, Hollenbeck, Gerhart, & Wright, 2014).
What is andragogy? Andragogy consists of a theoretical model of six assumptions that was developed by Malcolm Knowles in order to “distinguish adult learning and adult education from other areas of education” (Mirriam, Caffarella, & Baumgartner, 2007, p. 83). And so, andragogy might also be defined in terms of the efforts of “multiple researchers and scholars” (Henschke, 2011, p. 35) searching for a way to “establish andragogy as a proven theory and strong method for teaching adults” (Henschke, 2011, p. 35). But why is the topic of andragogy important for both adult learners and teachers? It is important because in order to effectively teach adult learners we must first “be cognizant of the differences which adult students bring to the classroom” (Schultz, 2012, p. 1) and to also understand that among adult learners, there exist “varying expectations and reasons for learning” (Schultz, 2012, p. 1). Andragogy is more¬over important to adult learners and teachers because both “learners and educators alike can use [it] to strengthen the learning transaction” (Mirriam et al., 2007, p. 84). With this brief definition of andragogy, along with the corresponding reason for its importance in mind, what now follows is what this paper is going to be about. The topic of this paper is an evaluation of whether or not the traditional learning environment is conducive to learning for adult learners as opposed to the andragogical environment. And the dual purpose hereof is to first briefly relate my own personal experience in a traditional learning context (under the heading of a ‘Traditional Learning Environment’), and then to reflect upon whether or not that traditional context (this time under the heading of ‘Andragogy Reflection’) i...
Hiemstra, R., & Sisco, B. (1990). Moving from pedagogy to andragogy. Foundations of Adult Education: Critical and Contemporary Issues, Retrieved from http://www-distance.syr.edu/literature.html
One theorist that is relevant to this study is Malcolm Knowles’s theory of adult learning. Though Malcom Knowles may not be the first one to introduce adult learning, he was the one that introduced andragogy in North America. (McEwen and Wills 2014). Andragogy means adult learning. The core concept of Knowles’s Adult learning theory is to create a learning environment or awareness for adults to understand why they learn .Knowles developed six main assumptions of adult learners. Those assumptions are the need to know, self- concept, experience, readiness to learn, orientation to learning and motivation. (McEwen and Wills, 2014)
Andragogy Malcolm Knowles who is known for his work in adult education discovered the need to alert institutions about caring for the interests of adult learners. For Knowles (1980; 1984) the best approach for teaching adult learners to learn is through experiences based on cooperative and guided interactions between the instructor and learner (Blondy, 2007). Carlson (1989) indicated that these learning experiences would help the learners develop his or own full potential (Blondy, 2007). According to Knowles (1980)
Andragogy, made famous in the United States by Malcom Knowles in 1967, is the art and science of teaching adult learners as opposed to pedagogy which is the art and science of teaching but not distinguishing what age group (Rachel, 2002). Knowles implemented andragogy through the use of a learning contract, in which learning objectives, strategies and resources, achievement, and methods for evaluation are all determined by both the learner and instructor (2002).
The six assumptions of adult learning learning has made an impact upon the teaching styles of adult educators and the learning of adult students. As an adult learner, I am currently impacted by these discoveries as well. I experience a tremendous amount of demands on my time as an elementary school principal. Thus, I have to prioritize what is important and what can be let go. In the first assumption of the andragogical model, “the need to know”, Knowles, Holton and Swanson
This paper begins with andragogy as being “the art and science of helping adults learn” (Kowles, 1980, p. 43; Mirrian, Caffarlla, and Baumgartner, 2007, p. 84). Bedi (2004) concluded that “[a]ndragogy facilitates the understanding of student behavior in the teaching relationship, provides a theoretical reason for teaching behavior and is a guiding philosophy for how to manage the learning environment towards an effective outcome” (p. 97); this is the source and resources of power for the teacher and the student. In addition and according to Mirriam, Caffarella, and Baumgartner (2007)—Hiemstra (1993, p. 42) stated, “Power consists of a combination of such external resources. . . as family support, social abilities, and economic abilities. It also includes various internally acquired or accumulated skills and experiences contributing to effective performance, such as resilience, coping skills, and personality” (p. 94). It is within the context of no family support, social abilities, and economic abilities, as a student, I lacked these powers that unchartered my course within educational requirements, thus, became A None-Conducive Situation That Did Not Help My Learning.
Teaching the adult student is a great and unique responsibility; Andragogy preaches that teaching the adult learner takes a certain skill set and approach in order to be highly effective. The adult teaching theory and approach is based off the characteristics of the adult student. Andragogy views the adult learner as a very highly motivated student, a student ready and prepared to learn, and a student that comes to class with expectations of learning (Knowles 1984, pg12). With such a capable learner in the classroom the teacher must make the necessary adjustments. When teaching the adult learner, the teacher will have respect for their students and respect the fact that each student will have their own individual learning style. The teacher will also allow the adult student to experie...
The adult education literature generally supports the idea that teaching adults should be approached in a different way than teaching children and adolescents. The assumption that teachers of adults should use a different style of teaching is based on the widely espoused theory of andragogy, which suggests that "adults expect learner-centered settings where they can set their own goals and organize their own learning around their present life needs" (Donaldson, Flannery, and Ross-Gordon 1993, p. 148). However, even in the field of adult education, debate occurs about the efficacy of a separate approach for teaching adults. Some believe that adult education is essentially the same process as education generally (Garrison 1994) and therefore does not require a separate teaching approach: that is, all good teaching, whether for adults or children, should be responsive in nature.
For the first time in history, there are four generations of people working side by side in the workplace. Think about your place employment and the different people who work there. It is sometimes hard to get your point across to someone in a different age generation. This especially becomes a problem in the supervisor employee relationship. In order to effectively communicate with your peers, you have to understand the context in which they view the world. This problem is a real concern for managers. There has even been a Center for Generational Studies created.
Within the andragogical model described by Knowles, Holton, and Swanson (2015), adults need learning experiences that are different than those found in the pedagogical model. Instead of waiting for experiences that are directed and controlled by a teacher, adults need to have a clear rationale and understanding for the learning, feel past experiences are valuable, and have a developed internal system for motivation in order to help a learning experience be successful. The connection and orientation to the learning task, the readiness to learn, and self-concept are other important ideas to adult learning.
The position of the adult is unique, and each individual adult likewise has a unique position. To optimize the learning environment for the adult, it is thereby the prerogative of the adult educator to effectively quantify the position of their students. While common processes may be utilized to provide the foundation for the course, through the investment of additional individualized attention, those unique psychological barriers in place for a given student may be effectively identified and ultimately overcome. Adults, while having largely completed their physical development, may nonetheless continue to grow cognitively, underlining the central role of developmental psychology in the field of adult education.