Andragogy & pedagogy ppt of human resource management

ANDRAGOGY & PEDAGOGY
Presented By:- Babasab patil
4/10/2013 Babasabpatilfreepptmba.com
B

Learning as a Process
|
Learning is defined as the process of acquiring , assimilating,
and internalizing cognitive, motor or behavioral inputs for
their effective and varied use when required, leading to an
enhanced capability for further self monitored learning.
B

Learning process
• Acquiring of new input terms of knowledge
• Assimilation
• Internalization
• Available for effective use
• Development of creativity
• Increase person’s capability
B

Stimulus Response Theories
• Classical Conditioning
• Instrumental conditioning
• Operant Conditioning
B

Behaviorism
 Classical Conditioning - Pavlov
S R
A stimulus is presented
in order to get a response:
B

Behaviorism
 Classical Conditioning - Pavlov
S US
UR
CS US
CR
B

Behaviorism
 Operant Conditioning - Skinner
The response is made first,
then reinforcement follows.
B

Pedagogy
B

Meaning
• Pedagogue is defined as “a schoolteacher. One who instructs in
a pedantic or dogmatic manner”. In the pedagogic model,
teachers assume responsibility for making decisions about
what is learned, and how and when something will be learned.
B

Constructivist Theory
• Formalization of the theory of constructivism is generally
attributed to Jean Piaget, who articulated mechanisms by
which knowledge is internalized by learners.
• He suggested that through processes of accommodation and
assimilation, individuals construct new knowledge from their
experiences.
• Constructivism is often associated with pedagogic approaches
that promote active learning, or learning by doing.
B

Pedagogies based on constructivism
• Learners learn by experimentation, and not by being told what
will happen.
• They are left to make their own inferences, discoveries and
conclusions.
• It also emphasizes that learning is not an "all or nothing"
process but that students learn the new information that is
presented to them by building upon knowledge that they
already possess.
• It is therefore important that teachers constantly assess the
knowledge their students have gained to make sure that the
students' perceptions of the new knowledge are what the
teacher had intended.
B

Pedagogies based on constructivism
• The teacher's role is not only to observe and assess but to
also engage with the students while they are completing
activities, wondering aloud and posing questions to the
students for promotion of reasoning.
• The teacher, after reading a story, encourages the
students to write or draw stories of their own, or by
having the students reenact a story that they may know
well, both activities encourage the students to conceive
themselves as reader and writers.
B

Cognitive Theory
• Grew in response to Behaviorism
• Knowledge is stored cognitively as symbols
• Learning is the process of connecting symbols in a
meaningful & memorable way
• Studies focused on the mental processes that facilitate
symbol connection
B

Cognitive Learning Theory
 Discovery Learning –
Jerome Bruner
 Meaningful Verbal Learning
- David Ausubel
B

 Discovery Learning
1. Bruner said anybody can learn anything at
any age, provided it is stated in terms
they can understand.
B

 Discovery Learning
2. Powerful Concepts (not isolated facts)
a. Transfer to many different situations
b. Only possible through Discovery Learning
c. Confront the learner with problems and help
them find solutions. Do not present
sequenced materials.
B

 Meaningful Verbal Learning
Advance Organizers:
New material is presented
in a systematic way, and is
connected to existing
cognitive structures in a
meaningful way.
B

Cognitivism in the Classroom
• Inquiry-oriented projects
• Opportunities for the testing of
hypotheses
• Curiosity encouraged
B

Cognitive Dissonance Theory
• Comes from social psychology
• One of the most famous and influential theories
• Proposes that people have a motivational drive to
reduce dissonance
• By changing their attitudes, beliefs, and
behaviors, or
• By justifying or rationalizing their attitudes,
beliefs, and behaviors
B

Cognitive Dissonance
• Cognitive Dissonance:
The distressing mental state caused by inconsistency
between a two beliefs or a belief and an action.
• Assumption: Humans are consistent. Must
find a resolution when beliefs conflict, or
actions don’t match beliefs.
• Example: Slavery and Democracy
B

Reducing Dissonance
• Whenever there is dissonance, we seek to
reduce it.
1. Selective Exposure: The tendency to avoid information
that creates cognitive dissonance and seek out
information, people who support our beliefs.
• How to overcome persuasively?
– Avoid the hard sell
– Warm personal relationships
– Example: racial discrimination and my brother
B

Postdecision Dissonance
Strong doubts experienced after making an important, close-
call decision that is difficult to reverse.
– “buyers remorse”
• Motivates us to seek reassurance, support for our decision.
• Afterwards, tend to rate our choice higher
– Example: Sour Grapes
B

3. Minimal Justification for Action
Induces Shift in Attitude
• The best way to change attitudes is to get someone to
behave in a way dissonant with their beliefs with the
least amount of incentive.
– If there isn’t significant external incentive, people tend
to change attitudes to justify their behavior
– If external incentive too high, merely achieve
compliance (behavioral conformity without attitude
change)
• Example: Would I lie for a dollar?
B

Adult Learning Theories
B

Andragogy
experience
Reflection &
sharing
Interpretin
g
Generalizing
Exp
Applying
Rewriting
and
repeating
B

B

Androgogy
By definition of an adult is someone who has achieved
the self concept of being responsible for their own life.
Adult Learning: Theories, Assumptions, and
Perspectives “The art and science of helping adults
learn”
B

Cont….,
• ANDRAGOGY
• Adults are Autonomous and Self -Directed.
• Adults Have Accumulated a Foundation of Life
Experiences and Knowledge.
• Adults are Relevancy-oriented
• Adults are Goal-oriented
• Adults are practical Implication for Training
B

Cont….,
• Adults are likely to resist learning conditions that
conflict with their self concept.
• Adults need to be free to direct themselves.
• Trainer must actively involve adult participants in
the learning process and serve as facilitators for
them.
B

History of Adult Learning Theory:
From “Whatagogy?” to Andragogy
• The Meaning of Adult Education by Eduard Lindeman in 1926
marked the beginning of adult education as a field
• Adult educators began to look for a unique adult education
knowledge base
• European adult educators began to use the term andragogy in the
1950s
• Andragogy finally surfaced and became part of the educational
language in 1967 with Malcolm Knowles, a prominent scholar in
the field of adult education.
B

Andragogy Defined
• The term andragogy is based on the Greek work aner (with the
stem andr-) meaning „man not boy‟ (Plato‟s idea that adults
continue to learn
• The Modern Practice of Adult Education: Andragogy versus
Pedagogy (1970) Malcolm Knowles
• Knowles defines andragogy as the art and science of helping
adults learn in contrast with pedagogy, which concerns helping
children learn
• Is Andragogy a learning theory or a set of assumptions?
B

Assumptions of Andragogy
• Adults need to know why they need to learn something
• Adults need to learn experientially
• Adults approach learning as a problem solving
• Adults learn best when the topic is immediate value
B

The principles of andragogy
• Adults need to be involved in the planning & evaluation of
their instructions
• Experience provides the basis for learning activities
• Adults are most interested in learning subjects that have
immediate relevance to their job or personal life
• Adult learning is a problem centered rather than content
oriented
B

Malcolm Knowles
• In the minds of many around the adult education field,
andragogy and the name of Malcolm Knowles have become
inextricably linked. For Knowles, andragogy is premised on at
least four crucial assumptions about the characteristics of adult
learners that are different from the assumptions about child
learners on which traditional pedagogy is premised. A fifth
was added later.
B

Cont……
• Self-concept: As a person matures his self concept moves from
one of being a dependent personality toward one of being a
self-directed human being
• Experience: As a person matures he accumulates a growing
reservoir of experience that becomes an increasing resource
for learning.
• Readiness to learn. As a person matures his readiness to learn
becomes oriented increasingly to the developmental tasks of
his social roles.
B

Cont……
• Orientation to learning. As a person matures his time
perspective changes from one of postponed application of
knowledge to immediacy of application, and accordingly his
orientation toward learning shifts from one of subject-
centeredness to one of problem centeredness.
• Motivation to learn: As a person matures the motivation to
learn is internal
B

Four Supporting Assumptions according to Dirkx, Lavin, and
Pelavin (1995)
• Diverse, active learners: wealth of experiences
• Problem-oriented: pragmatic learners, seeking to improve their
performance
• Control of their own learning: voluntary learners who take
seriously their decision to return to school.
• Strong sense of self: varying degrees of self-efficacy, but sense
of self plays a major role in their learning
B

A comparison of the assumptions of Pedagogy and
Andragogy
ANDRAGOGY
• A comparison of the
assumptions of pedagogy
and andragogy
• Of little worth. Hence
teaching methods are
didactic
PEDAGOGY
• A comparison of the
assumptions of pedagogy
and andragogy
• A rich resource for
learning. Hence teaching
methods include discussion,
problem-solving etc.
B

Cont.,…
ANDRAGOGY
• People learn what society
expects them to. So that the
curriculum is standardized.
• Acquisition of subject matter.
Curriculum organized by
subjects.
PEDAGOGY
• People learn what they need to
know, so that learning
programmes organized around
life application.
• Learning experiences should
be based around experiences,
since people are performance
centered in their learning
B

Kolb’s Learning Cycle
– David Kolb, Professor of Organizational
Behaviour, Weathered School of Management,
Cleveland
B

EXPERIENCING
Immersing yourself
in the task
B

EXPERIENCING
Immersing yourself
in the task
REFLECTION
What did you
notice?
B

EXPERIENCING
Immersing yourself
in the task
REFLECTION
What did you
notice?
CONCEPTUAL-
ISATION
What does
it mean?
B

EXPERIENCING
Immersing yourself
in the task
REFLECTION
What did you
notice?
CONCEPTUAL-
ISATION
What does
it mean?
PLANNING
What will
you do next?
B

EXPERIENCING
Immersing yourself
in the task
Activist
REFLECTION
What did you
notice?
CONCEPTUAL-
ISATION
What does
it mean?
PLANNING
What will
you do next?
B

EXPERIENCING
Immersing yourself
in the task
Activist
REFLECTION
What did you
notice?
Reflector
CONCEPTUAL-
ISATION
What does
it mean?
PLANNING
What will
you do next?
B

EXPERIENCING
Immersing yourself
in the task
Activist
REFLECTION
What did you
notice?
Reflector
CONCEPTUAL-
ISATION
What does it mean?
Theorist
PLANNING
What will
you do next?
B

EXPERIENCING
Immersing yourself
in the task
Activist
REFLECTION
What did you
notice?
Reflector
CONCEPTUAL-
ISATION
What does it mean?
Theorist
PLANNING
What will
you do next?
Pragmatist
B

EXPERIENCING
Immersing yourself
in the task
Activist
REFLECTION
What did you
notice?
Reflector
CONCEPTUAL-
ISATION
What does it mean?
Theorist
PLANNING
What will
you do next?
Pragmatist
Dave Watts 2003
B

Concrete
Experience
Reflective
Observation
Abstract
Conceptualization
Active
Experimentation
B

Concrete Experience
• Laboratories
• Observations
• Text Readings
• Simulations/Games
• Field Work
• Films/Videos
• Readings
• Problem Sets
• Examples
B

Reflective Observation
• Logs
• Journals
• Discussion
• Brainstorming
• Thought Questions
• Rhetorical Questions
• E-Mail List Serves
• On Line Discussion
Forums
B

Divergers Ask:
“What is it?”
B

Abstract Conceptualization
• Lecture
• Papers
• Model Building
• Projects
• Analogies
B

Assimilators ask:
“What does it
mean?”
B

Active Experimentation
• Simulations
• Case Studies
• Laboratories
• Field work
• Projects
• Homework
B

Convergers ask:
“What can I
do?”
B

Accommodators ask:
"How can I do
it?”
B

Andragogy & pedagogy ppt of human resource management

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Andragogy & pedagogy ppt of human resource management