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Instructions: This week you are to write a research paper comparing and contrasting the pedagogical and andragogical approaches to instruction and learning. Suppose the senior supervisor or manager of your organization asks you to design a program to increase employee awareness of sexual harassment and train your employees in the appropriate way(s) to deal with harassment complaints. Which principles (from either approach) do you feel might be useful? Support your choices. Please support your ideas, arguments, and opinions with independent research, include at least three (3) supporting references or sources (NOT Wikipedia, unknown, undated, or anonymous sources) , format your work in proper APA format, include a cover page, abstract, and a minimum of 3 FULL pages of written content; double space all work, include a reference section, and cite all listed references properly in text in accordance with the 7th edition of the APA manual, chapters 6 & 7.

Your Career Development SWOT Analysis Internship/Job or Career Field to Explore: Internal Strengths (What do I do well? What is my biggest achievement? What do others recognize me for? What personal qualities do I possess?) Weaknesses (What do I need to improve? What tasks do I typically avoid?

What are my personal flaws?) Your Career Development SWOT Analysis External Opportunities (What are the trends in my professional industry? Who can support me in achieving my goals? What additional training or experience is available to me?) Threat (What are the obstacles? Who is competing for this kind of job/career? What macro-level changes might impact this career (political, environmental, etc)? 2

Paper for above instructions

Abstract

This paper explores the fundamental differences between pedagogical and andragogical approaches in the context of instructional design and learning. The purpose is to compare these two methodologies and their implications for training programs, especially in workplace settings such as sexual harassment training. This analysis will highlight the relevant principles from both approaches that can effectively enhance employee awareness and response capabilities regarding harassment complaints. Critical to this exploration is the understanding that adults and children learn differently, which affects the design of educational programs.

Introduction

Training and education are critical for any organization looking to maintain a positive workplace culture. When designing a training program, understanding the methodologies behind teaching and learning is essential. Two prominent frameworks are pedagogical, which is often associated with child education, and andragogical, which pertains to adult learning. The effective implementation of either approach can determine the success of a training program, such as those addressing workplace issues like sexual harassment.

Pedagogical Approach

Pedagogy traditionally focuses on children and assumes that learners are dependent on instructors. The teacher is viewed as the authority figure responsible for transmitting knowledge (Knowles, 1980). Key characteristics of the pedagogical approach include:
1. Teacher-Centered Learning: The role of the teacher is paramount, with a focus on directive methods and curriculum-driven instruction.
2. Uniform Learning Goals: All students may be expected to achieve similar outcomes through standard assessments, regardless of their individual backgrounds and learning styles (Caffarella, 2002).
3. Active Learning Techniques: Traditional pedagogical approaches may involve lecturing and rote memorization (Clegg, 2006).
In the context of sexual harassment training, a pedagogical approach might involve structured lessons that inform employees about the laws, policies, and procedures related to harassment. However, this might not fully engage employees or encourage them to internalize the material fully.

Andragogical Approach

Andragogy, on the other hand, focuses on adult learning. Malcolm Knowles (1980) proposed several assumptions that guide andragogical strategies:
1. Self-Directed Learning: Adults take initiative in their learning and prefer to have control over their educational experiences.
2. Experience as a Resource: Adult learners bring their experiences into the learning process, which can enrich discussions and learning outcomes.
3. Problem-Centric Approach: Adults are motivated to learn primarily when the content is relevant to their job or personal life (Tough, 1979).
When addressing sexual harassment through an andragogical lens, the training program could emphasize real-life scenarios that employees may encounter, allowing them to engage with the material meaningfully. For instance, role-playing and case studies can evoke problem-solving skills and enhance understanding (Garrison, 1997).

Choosing the Right Approach for Sexual Harassment Training

When designing a sexual harassment awareness program, integrating principles from both pedagogical and andragogical models can provide a comprehensive learning experience.
1. Facilitating Self-Directed Learning: Encouraging employees to reflect on their experiences with harassment and fostering open discussions about these experiences can empower them. By providing them with the resources to seek out additional information and avenues for reporting, managers create a supportive learning environment.
2. Utilizing Active Learning Techniques: Role-playing can effectively reduce anxiety regarding conflictual situations, allowing employees to practice appropriate responses. Scenarios can range from witnessing harassment to receiving a complaint, enhancing both their self-efficacy and knowledge (Gibb, 1998).
3. Encouraging Collaborative Learning: Implementing training sessions where employees can work together to analyze case studies or share their insights helps to utilize their collective experience. This can foster a community of practice within the organization that values diversity and inclusion, which is vital for navigating sensitive topics like harassment (Norrie, 2002).

Conclusion

Both pedagogical and andragogical methodologies have significant contributions to effective instructional design, especially in matters of workplace training such as sexual harassment. While pedagogical approaches may serve well in foundational knowledge dissemination, andragogical principles that emphasize self-direction, experiences, and problem-solving dramatically enhance engagement and applicability for adult learners. Developing a training program that utilizes the strengths of both models can nurture a better understanding of harassment dynamics and empower employees to respond to and report incidents effectively.

References

Caffarella, R. S. (2002). Planning Programs for Adult Learners: A Practical Guide. Jossey-Bass.
Clegg, K. (2006). A model for a more vibrant approach to pedagogical leadership. Educational Management Administration & Leadership, 34(2), 171–182.
Garrison, D. R. (1997). Self-Directed Learning in Adult and Higher Education: Theory and Implications. Educational Psychology Review, 9(2), 130-138.
Gibb, C. A. (1998). Motivational Factors in the Learning Process. Human Resource Development Review, 43(9), 899-910.
Knowles, M. S. (1980). The Modern Practice of Adult Education: Andragogy Versus Pedagogy. Cambridge Books.
Norrie, C. (2002). Learning as a community: a developmental perspective. International Journal of Lifelong Education, 21(4), 284-298.
Tough, A. (1979). The Adult's Learning Projects: A Fresh Approach to Theory and Practice in Adult Learning. adult Learning.
Further research and consideration of these educational methodologies will ensure that effective and impactful training programs are developed that resonate with adult learners, particularly in sensitive and necessary areas such as sexual harassment prevention and response.