Abstract

The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education, the instructor decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content. From the ecological psychologists, people have begun to obtain valuable information about the effects of the physical properties of environment on learning. The social psychologists have taught people much about the effects of the human environment, especially the quality of interpersonal relations. Responsibility for planning traditionally has been assigned almost exclusively to an authority figure. But this practice is so glaringly in conflict with the adult’s need to be self-directing that it contradicts a cardinal principle of andragogy. Merely having mechanisms for mutual planning will not suffice.

Learning objectives

Learners will be able to:

1. Compare the content (pedagogical) and process (andragogical) models and their underlying assumptions.
2. Describe the purpose and process of program evaluation.
3. Understand and discuss adult learning in the context of human resource development.

Content Model vs Process Model

Process Elements
Element	Pedagogical Approach	Andragogical Approach
1-Preparing Learners	Minimal	Provide information Prepare for participation Help develop realistic expectations Begin thinking about content
2-Climate	Authority-oriented Formal Competitive	Relaxed, trusting Mutually respectful Informal, warm Collaborative, supportive Openness and authenticity Humanness
3-Planning	By teacher	Mechanism for mutual planning by learners and facilitator
4-Diagnosis of Needs	By teacher	By mutual assessment
5-Setting of Objectives	By teacher	By mutual negotiation
6-Designing Learning Plans	Logic of subject matter Content units	Sequenced by readiness Problem units
7-Learning Activities	Transmittal techniques	Experiential techniques (inquiry)
8-Evaluation	By teacher	Mutual re-diagnosis of needs Mutual measurement of program

Reflection Questions

1. Discuss the implications of dealing with the learning process first and then content, versus dealing with content and then the learning process. 
2. Report on a personal experience where the climate was not conducive to learning. Cite ideas from the chapter that speak directly to the situation. 
3. Why is the idea of program/learning objectives so controversial? 
4. Discuss the purpose and process of program evaluation and then comment on the primary evidence that you think (1) would satisfy the learner, (2) the facilitator, and (3) the agency financially underwriting the program. 
5. What are your initial understandings of adult learning in the context of human resource development?