Program Investigation

Running Head: ANDRAGOGY INVESTIGATION

Andragogy

Program Investigation

3 March 2013

Amanda Bolin, Andrew Buckle,

Sara Pratt, Scott Rafalski, Paul Starr

Introduction

Understanding the adult learner is quite complex. However, educators have been utilizing a theory, andragogy, since 1833 when German grammar teacher, Alexander Knapp coined the term referring to the way adults engage in continued education. Later, in the early 20^th century adult education expert Eduard Lindeman used the theory of andragogy, pointed out adults should be educated by guidance rather than a lecture type setting. Finally it was Malcolm Knowles “the Father of Adult Learning” who popularized the concept of andragogy. Andragogy, the art and science of helping adults learn, has a long and rich history that has shaped understanding of adult learning and continues to be a strong force in guiding the way adults learn (Henschke, 2011). Andragogy is based on multiple assumptions in which adult learners may thrive in an educational environment. The purpose of the assignment is to investigate at least two educational programs that apply the learning theory Andragogy and find out the main features of the selected educational programs. Through our investigation we will be highlighting Corporate Training Consultants Inc. and Road Scholars.

First Program Description

Our first program is named Corporate Training Consultants Inc. was created in 1992 and is based out of Chicago, Illinois.  The targeted learners for the program are individuals in the field of retail, manufacturing, financial services, transportation, utilities, non-profits and adults seeking higher education.  The purpose of Corporate Training Consultants Inc. is to keep employees productive while enabling them to continue to learn.  The program uses self-directed learning in which individuals take the initiative to diagnose their learning needs, formulating their learning goals, identify human and material resources for learning, choose and implement appropriate learning strategies, and the adult learner will be able to evaluate their learning outcome.  Corporate Training Consultants’ objectives are to retool an adult student’s skill set from passive to active learning.  Also, it provides information that is relevant to everyone, from new hires to senior management.  This program enables learners to learn only what they need to acquire and develop self-directed learning skills which can also be congruent towards a life of learning.

The program is designed specific for each individual organization.  The company will meet with the senior management to discuss needs and expectations.  Then Corporate Training Consultants Inc. will determine the employee readiness for self-directed learning and provide a workshop which will train employees and their managers. 

There are two types of programs offered, an employee version and a manager version.  The employee versions main focus is to enable the employee to create and implement a learning project.  During the workshop an employee learns what their learning style is, what they need to learn, define scope of learning, documenting learning, and writing the final learning project plan.  Also, employees complete an assessment to determine their proficiency of their self-directed learning skills.  The manager version reinforces employee SDL skills and how managers can act as a coach in assisting their own employees in creating and implementing individual learning projects.  The manager program focuses on providing feedback, approving learning resources for their employees and approving learning project plans.

The main features of the SDL program are designing and developing a learning project plan and how to assess the project.  The program assesses the needs of the company and employees to ensure the learning fits the company.  Training audits and strategic training plans are provided with the program.  At the end there is a program evaluation of the learning plans and to make sure the programs were implemented and to provide additional support.

First Program Comparison of Theory and Practice

Andragogy is defined as the “art and science of helping adults learn” which is exactly the mission or goal of Corporate Training Consultants.  The self-directed learning program follows many of the six assumptions that are the basis of the theory of Andragogy.  The first assumption is that adults are self-directed learners; the entire program is based on self-directed learning and improving those skills.  The third assumption looks into an adult learners willingness to learn.  If the learning is applicable to a learner’s needs then they will be more eager to seek out the material and actually learn from it.  This program completes a needs assessment prior to starting the program to address the desire and willingness of the employees to learn.  The fourth assumption of Andragogy states adult learning is more problem centered than subject centered; the SDL program allows for their participants to have a voice in what they want to learn and helps the individuals in completing a learning action plan.

The fifth assumption touches on the motivation of an adult learner.  Stating, the most powerful motivators for adults are internal rather than external.  This program provides adults the opportunity to be self-directed their learning, creating the objectives and own learning plan.  By the program allowing this kind of learning, adults are more engaged and intrinsically motivated to learn.  The sixth assumption of Andragogy is that adult learners need to know why it is important to learn the material provided.  Since this program is based on what the learner wants to learn for their job and enables the learners to create their own learning action plan, the importance is clear to the individual and his or her career.

The main difference with this program and the theory of Andragogy is not addressing the idea of adults learn through their own experiences and are able to relate those experiences to their learning and sharing of experiences through dialogue.  Adults have had many different experiences throughout their career which they could possibly share with other co-workers that may benefit their learning plan action; however, this program does not put much emphasis on previous experiences and their value.

Second Program Description

Our second program we reviewed is called Road Scholars.  Road Scholars offer learning adventures in all 50 of the United States of America and over 150 different countries around the world. As a branch of Elderhostel Incorporated, Road Scholars offers learning opportunities to adults in non -credit programs in many academic and special interest fields. Scholars are educated by local and renowned experts, experience in-depth and behind-the-scenes learning opportunities, from cultural tours and study cruises to walking, and biking.

The idea behind Road Scholars was to provide further learning opportunities to the aging generation, often adults in a retired professional status, without the stress of formal school work that is found in most post secondary education opportunities. Additionally, it allows adults to benefit from the youth hostel concept that is prevalent in many European nations. The Elderhostel program offers low cost and comfortable housing with expert guides through an adventure, allowing peer and expert discourse, questioning and further intellectual development to take place.

Programs in the United States often take the learners to historical places such as Massachusetts to learn about the birth of American liberty or to homes of infamous presidents and dig into the issues of that historical time. Within many of these excursions learners may walk through cities taking in historical museums, homes or the natural habitat associated with the subject matter. Lectures with experts in the fields of study, food, lodging and occasionally performances associated with the subject matter are included in the program as well.

Second Program Comparison of Theory and Practice

This program highlights a great deal of opportunity for the adult learner. When compared to Andragogy’s concept, learning in this setting is based completely on the internal desire to learn, a significant point for the Knowle’s view of adult learning. Additionally, learners are likely to bring their own past experiences to the learning environment and engage the expert with his or her own past knowledge on the subject matter. The result of this framework results in peer collaboration and discourse to expand their knowledge on the subject matter. Many of the learners in this educational environment are in a retired career status, their societal framework is often considered as absent to the world.

In the Road Scholar program, retired adults seek to engage not only in the learning adventure for personal enrichment, but often fight a stereotype of disengaging the society around them. As this learning bears no responsibility to an employer, formal credential or societal mandate; the learning is based on the internal desire and self directed approach the learner seeks to invest in the adventure itself.  With an aging adults large knowledge base and personal experience, the peer and expert collaboration that takes place in healthy discussions and group study yields a unique expanse of reflective opportunities and growth in one’s knowledge base.

On a separate note, this program is likely differing from Knowle’s view of adult learning in that the knowledge gained and relevance may not always have a practical or immediate application as Knowle suggested in his concept. Retired adults may find it interesting to learn about societal problems in the times of James Monroe, but are not likely to apply this newfound material to the present standards of society today. This may not be entirely true in all cases, as tutoring for children and parks and naturalistic endeavors are educational environments that can have immediate application to the learner, this is not necessarily emphasized in the Road Scholar program.

Applying to Our Program

One of the main features from SDL that we would like to apply to our program is the needs assessment before implementing the program.  By assessing the needs of our learners we can better target our program to our audience and ensure we are providing information they feel is valuable to learn.  Also, we will be able to determine their willingness to learn the material.  Also, from the Road Scholar program, the allowing of sharing experiences between learners and the expert or instructor would be another feature we would like to apply to our program.  Since adults have so many different experiences to share, we feel allowing adults to share these experiences within our program would help foster great discussion and a greater gain of knowledge.

Table 1.

Main Features of the programs	Corporate Training Consultants Inc.	Road Scholar Program	The features we will apply to our program
Internal desire to “Want to learn”	This program will goes through a full assessment of the employee or manager in providing information on learning styles and/or coaching skills	This program is for those who want to travel and gain knowledge on different states and countries	When adult learners can find value in what they are being taught, they are likely to be much more engaged
Experience of adult learners	This program does not focus of past experiences	This program does focus on sharing of experiences and collaboration of the group to further knowledge	Allowing adult learners who have an opportunity to share past experiences provides time for each to become engaged and feel they are a part of the group
Allows for immediate application	Employees are taught their learning styles and managers are provided on how to become better at coaching and handling different learning styles – this is easily applied in the work environment	May or may not be practical in application	Programs which allow the learner to apply their new found knowledge are beneficial and will be used in our program

 References

1)      "Corporate Training Consultants | Enhanced Training." Corporate Training Consultants | Enhanced Training. Web Accessed 03 Mar. 2013.

2)      Henschke, J.A. (2011). Considerations Regarding the Future of Andragogy. Adult Learning, 22 (1), 34-37.

3)      Road Scholars. Web Accessed 02 March 2013.

4)      "The Major Principles of an SDL Program." The Major Principles of an SDL Program. Web Accessed 03 March 2013.

GROUP MEMBER COMMENTS ON CLASSMATES BLOGS:

Amanda: Groups 1, 2 & 4

Andrew: Group 1 (Transformative Learning) & Group 2 (Behaviorist Learning:Pending Moderator Approval)

Sara: Group 6 & Group 1

Scott:  Group 1 & Group 6

Paul:  Group 1 & Group 6