Andragogy for HR Manager at Qantas - Example

Report on Andragogy for HR Manager at Qantas Contents Contents 2 Executive summary 3 Section A 3 Andragogy 3 Principles of Andragogy 4 Section B 7 Application of Andragogy for skill training 7 Annotated Bibliography 10 Executive summary The report in the following pages starts with a general description of the term Andragogy and the various theories of Andragogy that have been propounded over the years. In particular the discussion in the following paper focuses on the theory by Malcom Knowles and the various assumptions that Knowles made about Andragogy. After studying the various principles of Andragogy the recommendations are made as to how the management at Quantas can apply the different principles in order train the staff at the company. Section A Andragogy Andragogy refers to the method and techniques of teaching adult. Literally the term means leader of man which compares to pedagogy that refers to leader of children. The term was first used by Alexander Kapp who was a German educator in the year 1833. The term was picked up by another German Rosenstock in 1921 that used the term to refer to the special requirements of adult education. The term was introduced to English speakers in the year 1926 by Eduard Linderman who emphasized on education in life through experience continuing through adulthood (Finlay, 2010). Linderman can be considered as an early proponent of lifelong learning. The term, however gained popularity when it was adopted by Malcom Knowles in the later part of the 20th century. Knowles used the term to describe his theory of adult learning (Merriam, and Bierema, 2013). As part of being effective educator involves understanding of how adults learn in the best way. Andragogy as a theory consists a set of assumptions that describe how adults learn. Andragogy as a theory is used to emphasize the value that is derived from the process of learning. Andragogy as a theory approaches to learning that is more problem based and collaborative. The theory of adult learning state that the adult learning as a process is much different from how children learn and the methods that are used to teach children. Whereas children’s are told as to what they should learn, and are extrinsically motivated to learn, the learning patter of adults is much different. Rather than being told what they should learn adults like to decide what they should learn. They apply their own knowledge and skills in deciding what are the subject area that interests them and they feel like learning. The adults are also intrinsically motivated in their learning process. These differences in the learning pattern and reason and motivation behind learning between adults and children is important to understand as after deciding the pattern in which a particular subject group learns can a appropriate theory and teaching methodology be designed to impart effective learning. This theory of adult learning is however mainly derived from the works of Malcom Knowles. Principles of Andragogy Malcom Knowles proposed 6 assumptions about adult learning in order to determine how teaching of adult should proceed. In the literature on this subject however there are references to 4, 5 and 6 assumptions. This is because Malcom Knowles first gave 4assumptions of Andragogy and rest two was added by him later on as his theory developed. The first assumption that is considered by Knowles is 1. Need to know- Adults need to know why they are learning something. What are the benefits that they will get by knowing a particular thing and what is the risk that they face by not knowing a particular thing (QOTFC, 2007). There is supporting evidence that when the adults know how learning happens? What is the learning that will occur? And why it is important to learn? They will respond more positively to the learning experience. This in turn leads to the need to include adult in deciding what is the think that they want to learn what the benefit that they will get through learning is and in setting goals and plans that will aid in their learning. 2. Self concept- The second assumption by Knowles is Self Concept. Knowles says that the adult learners have a self concept of being responsible for the decisions that they make. They are naturally self-directed in their lives and in their thinking. This fact of self concept that is present in adult may in turn lead to self management of learning by adults. This is actually two elements. The first involves taking ownership of learning in terms of making decisions about what and how to learn (Knowles, Holton, and Swanson, 2011). The second is self direction which in turn includes self management, motivation and monitoring. Self concept is likely to be context dependent. What this means is that the self concept will vary depending on the learning situation. 3. Experience- The third assumption of the Knowles model is experience. Adult learners have experience that they gain throughout their life and this experience is more diverse than that of children. Learning in case of adults can thus draw on this experience much more fully. However adults may have gained ideas from their experiences that they have gained through their life long experience and these ideas may in fact create biases or single mindedness for the adults. This bias may actually prove to be a hindrance when new knowledge is imparted to the adult which is different from what they have known so far in their lives. Adults tend to associate experience with who they are. Their identity is defined in terms of what experience they have had. What this actually means is that the learning should be associated with the existing knowledge and learning activities is actually situated in real experience. Learning should be active, constructive and collaborative. Learners also need to recognize the fact that sometimes it is required to unlearn certain knowledge in order to acquire new. 4. Readiness to learn- The fourth assumption is readiness to learn. Adult learners want that the learning should be timely and relevant and the focus should be on what is useful in the particular context of the situation. There are two subdivisions to it one is direction and the other is support. 5. Orientation to learning- The 5th assumption is orientation to learning. Adult learning is actually life centered and focuses on tasks and problems rather than on subjects (Rothwell, 2008). So learning needs to contextualized and experiential learning is most effective. 6. Motivation to learn- The 6th assumption is motivation to learn. This may be extrinsic that is in the form of rewards or grades. However, in the form of adults it is more likely to be intrinsic for example self satisfaction, enjoyment, having choice and control over what is learned and value that is the feeling of what is learned is worthwhile. Thus Andragogy according to Knowles is different from that of pedagogy where teachers lead and decide for the children regarding what are the things that the child should learn. This dependency on the teacher decreases naturally as the child moves from being a child to being an adult. In case of pedagogy learner’s own knowledge is not considered important and the knowledge comes from teacher and text book. The learning is subject cantered and the motivation is extrinsic. The readiness to learn comes from what they are told that they need to know. According to Knowles Andragogy is a process based learning where the facilitator considers the steps that the learners require to acquire the desired skills. This is compared to pedagogy that follows content based model where teachers decide what the learners should learn. There have been other researchers in the field who have opposed Knowles theory. According to these other group of researchers there is no apparent dichotomy between how children or adults learn as proposed by Knowles. According to this other group of researchers how a child or adult learns differs from one individual to another. In respect of an individual too, how one learns differs from one situation to another. The Andragogy-pedagogy is a gradual continuum in the learning process and refers to the gradual shift from teacher based to student based education. Teacher based education refers to that education method in which teacher decides what the students should learn and in the student based education the students are part of the decision process or are sometimes the sole decision makers. Andragogy as it appears is not a theory of adult learning but rather a framework for good teaching. Section B Application of Andragogy for skill training In designing course for the skill training of the staff at Qantas, the manager should understand the assumptions of Andragogy that was laid down by Knowles in his pioneering work on the topic. It is to appreciate that the teaching methodology for adult is much different from the teaching methodology for the children that falls under the pedagogy. In respect of teaching of adults a collaborative approach needs to be undertaken where adults are party to the learning process. The various steps and principles in adult learning are Start with the known Since the adults already have a life full of experience behind them so before any knowledge is imparted to the adults it should be checked as to what they actually know. The new learning should be in line with what they already know and not very radically different. Readiness to learn In teaching adult another point that needs to be focused on in case of adult education is that is there a need to learn the topic. In respect of teaching of adult the view of adults in respect of learning is also an important consideration. If the adults are ready to learn then the knowledge can be imparted much more easily. Part learning Learning should focus on dividing the entire course structure into modules as breaking the course content into module facilitates learning. Spaced learning There should be adequate gaps in between the modules that are taught so that there is enough time for the learners to apply the theories in practice. This in turn aids in the learning process. Active learning Active learning is the process in which the learners involve in the learning process. The trainees question about the things learned and the answers leads to learning. Over learning Over learning is the concept of repetitive learning. This is the process of learning the same concept again and again so that it becomes ingrained. Multiple sense learning In these methodology visuals is used in the learning process. It is a common experience that multiple sense learning is more effective than normal learning. Feedback Feedback is the next important step. Feedback refers to either reward or reprimand. The theory however suggests that unlike children adults are internally motivated. Meaningful material The learning process is more effective if real samples are used in the learning process or it is referred to previously studied materials. Transfer of learning The learning is more effective if simulation based learning is applied where workplace conditions are replicated and trainees are taught through techniques such as role play. Annotated Bibliography Finlay, J., 2010. Andragogy. [Online]. Available at< https://www.youtube.com/watch?v=vLoPiHUZbEw. > [Accessed 28 March 2015] In this video the presenter focuses on defining Andragogy and how different researchers have defined and broad forward the concept. The video at last focuses on applying the principles of Malcom Knowles and critiques of the Knowles theory. Knowles, M. S., Holton, E. F., and Swanson R. A., 2011. The Adult Learner. NY: Routledge This book is the revised edition of the Knowles pioneering work on the field of adult education, a description of how adults learn and the teaching methods designed to make learning a better experience. Merriam, S. B., and Bierema, L. L., 2013. Adult Learning: Linking Theory and Practice. CA: Wiley This book focuses on the theories of adult learning and how the theories can be applied in the day to day life to make learning more practical. QOTFC., 2007. Adult Learning Theory and Principles. [Online]. Available at< http://www.qotfc.edu.au/resource/?page=65375 > [Accessed 28 March 2015] The site describes the various learning principles t6hat were taken as assumptions by Malcom Knowles and also describes ways in which these principles may be used to impose and effectively impart learning on adults. Rothwell, W. J., 2008. Adult Learning Basics.MA: ASTD. This book addresses individual learning competencies, climate of organizational learning, and the technology related factors that affect learning at workplace. Read More