Subject: ABI/Inform andragogy

Date: Thu, 2 Mar 2000 17:53:52 -0600

From: ovid@tioga.lso.missouri.edu

To: rpvstl@logan.edu



***************************



Database: ABI/Inform <1985 - present>



Search Strategy (Your Citations from Set 2):



-----------------------------------------------------------------------------

1     andragogy.mp. [mp=title, abstract, heading word, company

7

      name]

2     from 1 keep 1-7

7



***************************



<1>

Accession Number

  01603089

Author

  Lee, Chris.

Title

  The adult learner:  Neglected no more.

Source

  Training.  35(3): 47-52.  1998 Mar.

Subject Headings

    Adult education

    Training

    Books

    Personal profiles

    Learning

Classification Codes

  United States [9190].  Biographical treatment [9160].  Training &

development

  [6200].

Geographic Location

  US.

Abstract

  Malcolm Knowles, considered the father of adult education, introduced

  practitioners to the theory of andragogy, the art and

  science of helping adults learn.  An enduring part of his professional

life

  and work was his belief that adults need to be active participants in

their

  own learning.  Many current ideas about workplace learning owe much to

  foundations laid by Knowles.  He first presented his andragogical model in

  The Modern Practice of Adult Education:  Andragogy Versus

  Pedagogy (1970).  It rested on 4 basic assumptions about learners that

  distinguished them from children:  1.  self-concept, 2.  experience, 3.

  readiness to learn, and 4.  orientation to learning.  Knowles will be

  remembered for helping trainers and educators understand that adults learn

  differently from children and that trainers should use a different process

to

  facilitate that learning.

Full Text

  Headnote:



  Many current ideas about workplace learning build on foundations laid by

  Malcolm Knowles. His theory of andragogy describes the art

  and science of helping adults learn.



  Malcolm S. Knowles died last Nov. 27 at the age of Sq. When the news

filtered

  through training and adult education circles, an outpouring of tributes

laced

  with fond reminiscences wasn't far behind. Knowles, considered the father

of

  adult education, introduced practitioners to the theory of

  andragogy, the art and science of helping adults learn.



  But to anyone who had ever met him or learned from him-which amounted to

  quite a few people over his 6o-year career-he was known simply as

"Malcolm,"

  and he evoked heartfelt responses in death, just as he had in life. Both

  TRAINING Magazine (www.trainingsupersite.com) and the American Society for

  Training and Development (www.astd.org) opened pages on their Web sites

where

  people could read and write tributes to the man and his work. His friends

and

  acquaintances remembered his warmth, his humility, his influence on their

  careers, his ever-present bolo tie and turquoise clasp.



  While Knowles might have been abashed at the heaped-up praise, he

certainly

  would have approved of the participative nature of the electronic tributes

  that encouraged readers to post their own remembrances rather than simply

  reading someone else's. An enduring quality of his professional life and

work

  (they were inseparable; he excelled at practicing what he preached) was

his

  belief that adults need to be active participants in their own learning.



  Many current ideas about workplace learning-the assumption that employees

are

  fully capable of being self-directed learners, the attempt to build

"learning

  organizations," the desirability of nurturing "communities of practice"

that

  allow for informal learning-owe much to foundations laid by Knowles.

Anyone

  who delivers training and performance support through electronic media now

  assumes that employees want to learn, master necessary tasks, learn from

each

  other, and control their own learning-all principles Knowles articulated

and

  spent a lifetime proselytizing. While electronically delivered instruction

  still often falls short of those ideals, the instructional philosophy at

its

  core is pure Knowles.



  Training veterans not only remember Knowles as the father of adult

learning,

  but also as the author of 19 books, most notably 1973's The Adult Learner:

A

  Neglected Species (now in its 4th edition, Gulf Publishing), and hundreds

of

  articles. Many trainers experienced his teaching techniques personally:

For

  decades, his sessions at professional conferences-always sessions, never

  keynote speeches-were standing-room-only.



  His impact on the field has been magnified by many students who studied

under

  him during his years as a professor of education at Boston University,

from

  1960 to 1974, and professor of adult and community education at North

  Carolina State University in Raleigh, from 1974 until 1979. When a

colleague

  asked Knowles about his legacy, he replied that the biggest contribution

he

  made was in preparing about 200 adult educators from around the country.



  "I'm glad his priorities were what they were, because I'm one of them,"

says

  John Henschke, a professor of adult education at the University of

Missouri

  at St. Louis. Henschke, who was one of Knowles' doctoral students at

Boston

  University in the early '70s, considers him a professional father. "He

lived

  up to his middle name, Shepherd."



  'Whatagogy?'



  But for many, Knowles' name is most immediately associated with

  andragogy, a term he used to describe the characteristics of

  adult learners and a set of assumptions for most effectively teaching

adults.

  He didn't coin the term, but he popularized it at a time when adult

educators

  were in search of a theory to call their own.



  In The Making of an Adult Educator: An Autobiographical Journey

(Jossey-Bass,

  1989), he describes its beginnings: "By the mid-1960s a rough outline of a

  theoretical framework of adult learning had evolved in my mind, and in

1967 I

  had an experience that made it all come together. A Yugoslavian adult

  educator, Dusan Savicevic, participated in a summer session I was

conducting

  at Boston University. At the end of it he came up to me with his eyes

  sparkling and said, 'Malcolm, you are preaching and practicing

  andragogy.' I replied, 'Whatagogy?' because I had never

  heard the term before."



  But Knowles soon was on intimate terms with it. He discovered that

  "andragogy" had been coined by a German teacher in 1833, was

  reintroduced by a German social scientist in the 1920s, and then was more

or

  less forgotten until 1957, when it was picked up by adult educators in

  Europe. Knowles enthusiastically imported it: "It made great sense to me

to

  have a term that would enable us to discuss the growing body of knowledge

  about adult learners in parallel with the pedagogical model of childhood

  learning," he wrote in his autobiography.



  He first presented his andragogical model in The Modern Practice of Adult

  Education: Andragogy Versus Pedagogy (1970). It rested on

  four basic assumptions about adult learners that distinguish them from

  children:



  1. Self-concept. In contrast to the dependency of children, adults have a

  deep psychological need to be self-directing. They resent and resist

  situations that do not allow for self-directioncourses in which the

trainer

  and the design shove trainees into the dependent role of children, for

  example.



  2. Experience. Adults have accumulated a reservoir of experience that

serves

  as a resource for learning, as well as a broad base to which to relate new

  learning.



  3. Readiness to learn. Adults become ready to learn things that they need

to

  know or to be able to do in order to fulfill their role in society-that of

  worker, spouse, parent, etc. In other words, don't try to teach them the

  principles of good composition; teach them to write an effective business

  letter.



  4. Orientation to learning. Children have a subject-centered orientation

to

  learning; adults tend to have a problemcentered orientation. That is,

  children master content to pass a course or be promoted to the next grade;

  adults seek the skills or knowledge they need to apply to real-life

problems

  they face.



  In Andragogy in Action: Applying Modern Principles of Adult

  Learning (1984), Knowles added a fifth assumption: Adults are more

motivated

  to learn by internal factors, such as increased self-esteem, than they are

by

  external rewards like pay raises and promotions.



  When The Modern Practice of Adult Education: Andragogy

  Versus Pedagogy was first published, Knowles saw the two as antithetical

  models-hence the "versus" in the subtitle. He soon began to rethink that

  stance, especially after schoolteachers wrote him that children sometimes

  learned better using the andragogical model-and adult educators reported

that

  pedagogical assumptions were more appropriate for adults in certain

learning

  situations. Persuaded that the most effective instruction depends on the

  situation, the learners, and the learning task at hand, he changed the

  subtitle to From Pedagogy to Andragogy in the revised

  edition of the book published in 1980.



  Knowles' theory of andragogy stirred much debate and

  continuing controversy among adult educators (see "Uh-Oh...Second Thoughts

  About Adult Learning Theory," TRAINING, December 1988). And, ever evolving

  his own ideas and learning from others, he continued to modify his

  andragogical assumptions. "Kids have just as much need for learning to be

  life-centered, task-centered and problem-centered. It's just that the

nature

  of their tasks, problems and lives is different," Knowles told TRAINING

then.

  "The only universal characteristic of adult learners is the quality and

  quantity of their experience.... [A]s adults, our main resources for

learning

  are life experiences, not teachers."



  More than a theory



  But andragogy is more than a learning theory. Its

  assumptions underlie a style of instruction that many trainers today

assume

  is simply good practice. In Andragogy in Action, Knowles

  laid out the basic principles.



  Begin by setting the climate, i.e., create a physical and psychological

  environment that is conducive to learning. Then involve the learners-in

  planning the course design and the learning activities, in diagnosing

their

  learning needs (his model of competencies reflects both the individual's

and

  organization's needs and allows people to see the gap between the skills

they

  possess and those they need), in formulating their learning objectives, in

  designing their learning plans, and in evaluating their learning.



  (Photograph Omitted)



  Captioned as: Malcolm Knowles' classic works, standard texts in adult

  education curricula, belong on every trainer's bookshelf.



  Knowles consistently used andragogical principles in his own classrooms

and

  with his students, says Rosemary Caffarella, a longtime colleague of

Knowles

  and professor of educational leadership at the University of North

Colorado

  in Greeley. "His beliefs about adult learning played out in his

practice-and

  congruence between theory and practice is not the most usual thing in a

  scholar."



  That congruence extended beyond his practice. Ask anyone who knew him what

he

  was like, and the word "authenticity" is bound to come up. Chip Bell, a

  Dallas consultant and longtime friend, coordinated a tribute to Knowles in

  1989. The article, titled simply "Malcolm" (Training and Development

Journal,

  October 1989), included tributes from his wide circle of friends. As Bell

  noted then: "Malcolm is the epitome of authenticity. His realness is part

of

  his educational values-not a hat he wears or a role he plays, but part of

who

  he is." Today Bell says, "I was never formally a student of his, but

anyone

  who worked closely with him was his student."



  Perhaps that's because Knowles' focus never wavered: It was always on the

  learner, not the lesson plan, not the trainer. "If Malcolm Knowles were

  naming your magazine, he'd call it Learning, not TRAINING," says Geoff

  Bellman, a consultant and author in Seattle.



  "Knowles' work intuitively makes so much sense," Bellman says. "He talked

  about and wrote about learning the way people really learn. It lacks the

  scientific rigidity that other people's work has, but when you look inside

  yourself, it fits with the way you've learned. When he wrote about it, he

  just made it more evident."



  Knowles was a model of "egolessness," Bellman says. He preferred the role

of

  facilitator (or "pointer-outer," as he called it-an apropos, if possibly

  ego-deflating description) to that of trainer. "That's difficult for a

  trainer, to pay attention to someone else and lift them up. You don't get

as

  much attention yourself," Bellman says. "But that's the point: You're in

  service to the learner; the learner is in control. From an ego point of

view,

  that's not nearly as exciting."



  The legacy



  Knowles will be remembered for helping trainers and educators understand

that

  adults learn differently from children and that trainers should use a

  different process to facilitate that learning. His classic works-The Adult

  Learner, The Modern Practice of Adult Education, Andragogy

  in Action, and Self-Directed Learning-belong on every trainer's bookshelf.



  The principles of andragogy he championed have become so

  established they are almost transparent. "He helped us see the whole

process

  in a different way-the focus on discovery learning, rather than just

didactic

  information dissemination," says Bell. "We take it for granted; we think

  we've always seen this way. But his influence is what made us see the

world

  differently."



  Knowles did a great service to the field-and to adult learners, says

Sharan

  Merriam, a professor of adult education at the University of Georgia in

  Athens. "If an instructor goes into a learning situation with adults and

has

  some notion of what Knowles is talking about, the encounter is going to be

  more beneficial to the learners and to the instructor," she says. "That's

  where his real contribution lies."



  The phrase "paradigm shift" has been so overworked in recent years, it's

  become all but meaningless. But in this case it fits: Knowles brought one

to

  the field of adult education, contends Leonard Nadler, the retired founder

of

  the H RD program at George Washington University who edited four of

Knowles'

  books. "There's a uniqueness and a difference in the way adults learn. And

  unless you understand it, you'll treat them as big children."



  Footnote:



  Editor's note: This is part of our occasional series that spotlights a

  classic work in the human resources development field. Each is, in our

view,

  a seminal book or body of work that contributed to the foundations of

  accepted practice in the profession. Each delivered breakthrough insights

in

  its time. And each offers instruction in the basics-as well as historical

  perspective-to today's practitioners.



  Author Affiliation:



  CHRIS LEE is managing editor of TRAINING. clee@trainingmag.com  (Copyright

  Lakewood Publications 1998)

ISSN

  0095-5892

Document Delivery

  Fulltext online. Photocopy.  Photocopy available from ABI/Inform.  UMI

  Article Clearinghouse Number: 5169.01.

Entry Week

  9814



<2>

Accession Number

  01585872

Author

  Anonymous.

Title

  Malcolm Shepherd Knowles:  1913-1997.

Source

  Training & Development.  52(2): 11.  1998 Feb.

Subject Headings

    Educators

    Adult education

    Personal profiles

    Deaths

Classification Codes

  United States [9190].  Schools & educational services [8306].

Biographical

  treatment [9160].

Geographic Location

  US.

Abstract

  Widely regarded as the father of adult education, Malcolm Knowles

(1913-1997)

  epitomized the concept of learning.  Most notably, Knowles' concept of

  andragogy - that adults were a different breed of learners -

  sparked a new field of research and literature.  Before such terms as

  "vision" and "values" became commonplace in organizations, Knowles

espoused

  empathy, experiential expression, participation, and authenticity.

Full Text

  Long before there were ever such terms as the learning organization, there

  was Malcolm Knowles. Widely regarded as the father of adult education,

  Knowles epitomized the concept of learning. He devoted his life to it-from

  his own education at Harvard University, class of '34, to entering the

  Fletcher School of Law and Diplomacy to professorships at Boston

University,

  North Carolina State University, and University of Arkansas. Along the

way,

  he served as director of related training for the National Youth

  Administration of Massachusetts and director of adult education for the

  Boston YMCA.



  He created the first comprehensive adult education program at the Central

  YMCA in Chicago, where he worked from 1946 to 1951. He was the founding

  executive secretary of the Adult Education Association of the United

States,

  which he led until 1959. In 1982, it merged with a related group to form

the

  American Association for Adult and Continuing Education, based in

Washington,

  D.C. During World War II, he served in the U.S. Navy, emerging as a

  Lieutenant Junior-Grade. He and his wife Hulda had two children, Eric and

  Barbara. Knowles retired in 1970 and was elected to the HRD Hall of Fame

in

  1985. In 1991, he moved to Fayetteville, Arkansas, where he died of a

stroke

  on November 27, 1997.



  Most notably, Knowles's concept of andragogythat adults were

  a different breed of learnerssparked a new field of research and

literature.

  Knowles himself published 18 books and more than 200 articles in his

  lifetime. His works include The Modern Theory of Adult Education: From

  Pedagogy to Andragogy; The Adult Learner, A Neglected

  Species (now in its third edition, Gulf Publishing), A History of the

Adult

  Education Movement in the United States, and The Making of an Adult

Educator

  An Autobiographical Journey. Knowles's seemingly simple idea that adults

  learn differently from children or twentysomething college students

arguably

  led to increased interest in the pursuit of lifelong learningwhether to

  enhance one's professional skills or to just know more about the world.

Over

  the years, Knowles continued to refine his thoughts about

  andragogy, coming to believe that both adults and children

  are naturally self-directed learners and that the unique characteristics

of

  adult learners develop as they mature.



  Before such terms as vision and values became commonplace in

organizations,

  Knowles espoused empathy, experiential expression, participation, and

  authenticity-which he defined as "behaving out of your real personhood

rather

  than out of some role." Eschewing advice to "stop being so warm and

friendly"

  when he left one post to become associate professor of education at Boston

  University in 1960, Malcolm (he preferred that students call him by his

first

  name rather than Dr. or Professor) tried to be more "professorial" but

ended

  up feeling miserable. So, he went back to being himself, and he vowed to

be a

  "fellow learner" rather than play the role of trainer or instructor.



  By those who knew him personally, he's remembered as an unpretentious guy

who

  favored bolo ties and as a hugger, in the best sense of the word. By many

who

  knew him only through his ideas, he's remembered as a philosopher and an

  educator who sometimes marched to a different drummer. But none dispute

his

  sincerity, dedication, and authenticity nor his many contributions. Says

his

  good friend and colleague Chip Bell, "Malcolm was as known for who he was

as

  for what he did. He altered our paradigm of adult learning in the same way

  that Einstein did for physics. We will miss his authenticity, his

brilliance,

  and his humor. As a result of Malcolm's enormous, lifelong contribution,

the

  world of adult learning will never be the same."



  With respect, appreciation, and fond farewell, The members and staff of

ASTD

  You can post your own tribute to Malcolm Knowles at ASTs Website,

  www.astd.org.  (Copyright American Society for Training & Development

1998)

ISSN

  1055-9760

Document Delivery

  Fulltext online. Photocopy.  Photocopy available from ABI/Inform.  UMI

  Article Clearinghouse Number: 5996.03.

Entry Week

  9810



<3>

Accession Number

  01015754

Author

  Goodboe, Michael E.

Title

  Should security practice andragogy?

Source

  Security Management.  39(4): 65-67.  1995 Apr.

Subject Headings

    Security services

    Training

    Methods

    Adults

Company Name

  Wackenhut Training Institute.

Classification Codes

  Other services [8300].  Training & development [6200].  United States

[9190].

Geographic Location

  US.

Abstract

  Security professionals have typically used traditional schooling methods

that

  were developed for young learners.  The Wackenhut Training Institute had

  taken a different approach, turning to an emerging adult learning model

known

  as andragogy.  Andragogy is based on 4

  fundamental tenets of adult education: 1.  Adults prefer to be

self-directed,

  rather than instructor-directed.  2.  Adults have unique life experiences

  that they bring with them to the learning situation.  3.  Adult readiness

to

  learn is linked to what adults consider relevant.  4.  Adults want an

  immediate application of knowledge.

Full Text

  IN THE DEVELOPMENT OF SECURITY officer training programs, the focus has

  typically been on selecting course topics. While content is essential, the

  methods used to convey information are equally critical to a program's

  success. Yet security professionals have typically used traditional

schooling

  methods that were developed for young learners. The Wackenhut Training

  Institute in Coral Gables, Florida, has taken a different approach,

turning

  to an emerging adult learning model.



  "Andragogy." Youth learning, called pedagogy, is the model

  that characterizes elementary and secondary education in the United

States.

  The pedagogy model relies on teacher-directed learning in a traditional

  classroom format. For years, pedagogy was assumed to be the only realistic

  model of education. Not surprisingly. it found a niche in security

industry

  training centers.



  The emerging adult learning model is known as andragogy, a

  term coined by Malcome Knowles, a widely recognized expert in adult

  education. Andragogy is based on four fundamental tenets of

  adult education:



  * Adults prefer to be self-directed, rather than instructor-directed.



  * Adults have unique life experiences that they bring with them to the

  learning situation.



  * Adult readiness to learn is linked to what adults consider relevant.



  * Adults want an immediate application of knowledge rather than the

postponed

  application indicative of youth learning.



  Use of the andragogy model can lead to better retention and

  application of the knowledge and skills taught in security training

programs.

  However, this new model is more difficult for both student and teacher to

  execute.



  Andragogy challenges instructors to think of themselves as

  facilitators--not teachers--of adult learning. Similarly, the adult

learners

  must stop thinking of themselves as students in the traditional,

pedagogical

  sense. The adult learner must begin to take responsibility for his or her

  education.



  Survey. To better ascertain the adult learning styles of its security

  employees, Wackenhut Training Institute gave 590 field employees a

multiple

  choice test to determine their preferred method of information processing.

  The information Wackenhut gathered from the test echoed earlier studies of

  law enforcement officers and industrial security managers in confirming

that

  people drawn to law enforcement and security tend to be traditional and

  conservative. This finding would suggest a tendency to hold on to old ways

of

  teaching and learning.



  On the other hand, those surveyed also expressed a strong desire to

  understand cause and effect relationships. This indicates that as adult

  learners they need to understand why they are learning. Application of

  knowledge is likewise important to them. The pedagogy model seldom

emphasizes

  the "why" behind learning, and the application of skills and knowledge is

  postponed by necessity. This approach has been found to be unacceptable to

  adult learners.



  The results also showed that hands-on experience during the learning

process

  is important to adult students and that the traditional "I'll talk, you

  listen" lecture method--though still applicable in some contexts--is not

  always the best way to train security officers.



  Five other items unique to Wackenhut's worker population were strongly

  demonstrated: Security employees have a concern for competent instruction;

  they prefer logical sequencing of subject matter; they are detail

oriented;

  they like to participate in the learning experience; and they have a high

  need to "feel" the impact of the training, not just to perceive it.



  Changes. Wackenhut's previous adult learner methodology was traditional

  pedagogy. Training was done in the lecture style, with the exception of

  on-the-job training. The new concepts of the adult learning model coupled

  with the information derived from the field tests provided Wackenhut with

a

  chance to make fundamental changes in its security training program.



  To that end, Wackenhut launched programs to revise instruction guides and

  self-study workbooks to present materials in a point-by-point fashion with

  each item building logically on the last. The number of handouts has also

  been increased, with specific information that tells the student up front

  what his or her responsibilities are relative to the learning experience



  Each lesson plan now includes overviews of adult learning concepts to be

read

  by the facilitator prior to instruction. Interactive exercises such as

  relevant role playing have been made an integral and required part of each

  presentation, and self-quizzes now enable the trainee to assess his or her

  progress.



  Wackenhut has redesigned its "train-the-trainer" program to focus less on

  traditional delivery and more on assessing learning styles, evaluating

  student needs, and identifying instruction styles. Trainers are taught

  interaction techniques.



  The company has also developed a new program to teach adult student how to

  learn by coming to terms with their own learning preferences,

capabilities,

  and responsibilities.



  Finally, Wackenhut has implemented "learning contracts" that require the

  trainee to specify in an action plan how he or she will apply the learned

  con. cepts during daily work.



  Application. Wackenhut's first general experiment with adult learning

  concepts occurred over a seven-month period in 1994, involving about

thirty

  Wackenhut security supervisors at the Salem and Hope Creek Stations of the

  Public Service Electric & Gas Company in New Jersey.



  Each student had to complete the Wackenhut Leadership Manual, a

  twenty-five-chapter self-study survey course in basic management skills. A

  comprehensive, proctored exam followed. Students were likewise encouraged

to

  complete the Professional Development Program, a self-study survey course

in

  industrial security. With both of these courses, students earn continuing

  education credits from the University of Maryland's University College.



  The self-directed exercises were intended to provide a common framework

for

  more advanced on-site training to follow. The next phase was a one-day,

  on-site program conducted by Wackenhut Training Institute.



  Just prior to the on-site training, each person was asked to complete the

  same multiple choice questionnaire given to the sample group of field

  employees. This was done for two reasons. First, these individuals had not

  been part of the first test group. Second, the overall training program

was

  designed to be compatible with their presumed learning styles; it was,

  therefore, necessary for Wackenhut to validate its research. As expected,

  this group of adult learners was similar to the general population earlier

  surveyed.



  The on-site training program began with more diagnostic tests to

authenticate

  learning styles, this time to enable the participants to identify what

would

  be easier for them in the program and what would be more difficult, given

  their preferred ways of processing information.



  A short explanation of adult learning theory prefaced the main part of the

  program. Next, an interactive program based on a teamwork training module

  took place. This segment helped students understand how their individual

  contributions aided the overall team's success. For instance, some

students

  found that they possessed good "people" skills, while others found that

they

  had strong analytical abilities. Although, in the past, these skills might

  have been viewed as conflicting, the participants learned that in the

proper

  applications they each could contribute significantly.



  In a hypothetical situation concerning scheduling, the analytical person

  would contribute to the building of the new schedule by working out the

  hours, while the interpersonal individual would contribute by providing

  insight on how the new schedule might affect carpooling, work

relationships,

  and family life.



  Numerous exercises reemphasize the points raised in the leadership manual,

  taking into account the learning preferences of the trainees. All

exercises

  were presented in the context of security operations at the work site, an

  essential component of the adult training model. Care was taken to ensure

  that everyone participated in the exercises and discussions--even the

  introverts. Research had shown that some learners did not favor

interactive

  exercises. These natural nonparticipators had to be drawn out.



  A key factor in the application of training is the cost-benefit analysis.

  Benefit is measured in terms of applicability of learning. Adult learning

  theory suggests that the learner should be challenged to demonstrate the

  cost-benefit ratio by specifying how he or she will apply the newly

learned

  material. Thus, time was allotted at the end of the day for the

participants

  to detail the information in their written personal action plans.



  Integral to this new training approach was the redesign of student

critique

  sheets to focus on the four key elements of adult learning. Learners were

  asked:



  * To what extent did you feel like a participant in today' s learning

  program?



  * Did your experiences validate the material?



  * Was today's material relevant to your current needs?



  * Do you feel you will be able to apply the concepts that you learned

today

  to your security role?



  Participants answered these questions using a scale that rated their

  response. Almost all responses were "to a great extent." No one responded

"to

  a little extent" to any question. Most telling were the comments written

on

  the back of the sheets: "I hope to see more of this type of thing in the

  future." "Very interesting concepts. If I can apply what I've learned when

  dealing with my troops, I will become a much better supervisor." "We need

  more of this type of training." Feedback continues to be excellent.



  Reinforcement of training is every bit as important as the initial

training

  itself. Realizing this, the site's training staff prepared a follow-up

  program to be held a month after the on-site program.



  The program consists of interactive learning exercises in which the

learning

  preferences model is used to assess and respond to issues of conflict,

  motivation, and understanding others. Second, students are given the

chance

  to complete the Wackenhut professional development programs for security

  officers and security supervisors. These are voluntary, progressive

programs

  of security instruction such as--in the security officer program--proper

  patrol procedures and report writing. Completion of these programs also

earns

  continuing education credits from the University of Maryland.



  There may be a temptation to view concern with training methodology as

  unwarranted in an industry characterized by high turnover and a fairly

  transient work force. But security professionals should recognize that

  quality service is impossible without effective training. The private

  security industry is projected to have more employees at the turn of the

next

  century than public law enforcement. The better the training of the

security

  work force, the better service they will provide, and the more respect the

  industry will gain.



  Michael E. Goodboe is the vice president, training, for the Wackenhut

  Training Institute, a division of the Wackenhut Corporation, Coral Gables,

  Fl. He serves on the Florida Private Investigations, Recovery, and

Security

  Advisory Council and on the Training and Education Committee of the

National

  Association of Security and Investigative Regulators, Inc.  (Copyright

  American Society for Industrial Security 1995)

ISSN

  0145-9406

Document Delivery

  Fulltext online. Photocopy.  Photocopy available from ABI/Inform.  UMI

  Article Clearinghouse Number: 11161.00.

Entry Week

  9519



<4>

Accession Number

  00717288

Author

  Reed, John.

Title

  Learner-centered learning.

Source

  Training & Development.  47(6): 20-22.  1993 Jun.

Subject Headings

    Adult education

    Learning

    Employee development

    Trainers

    Models

Classification Codes

  United States [9190].  Training & development [6200].

Geographic Location

  US.

Abstract

  Andragogy is the art and science of helping adults learn.

  Adult-learning principles have a place in many workplace training

situations.

  Adults need to see how a learning experience will help them acquire the

  skills, knowledge, and attitudes to handle situations.  Adults learn best

  when they are not threatened and when they are treated as responsible

  individuals.  Adults should be actively involved in planning and directing

  their learning activities.  The most effective activities for adults are

  characterized by hands-on learning through doing and discovery.  Trainers

  should concentrate not only on the facts they are trying to get across but

  also the concepts that underlie them.

Full Text

  Adults learn differently from children. That may sound obvious, but it was

  news to a lot of U.S. businesspeople in the 1970s, when Malcolm Knowles

first

  introduced into the United States the concept of

  andragogy--the art and science of helping adults learn. The

  concept, which was already accepted in Europe, distinguished between

  andragogy and pedagogy--the kind of teacher-centered

  learning that is usually associated with educating children.



  Occasionally, a more controlled, teacher-directed approach may be

necessary

  for teaching adults; for example, it might be useful in an area in which

the

  learners have little or no experience. But adult-learning principles have

a

  place in most workplace training situations.



  Several assumptions underpin the adult-learning model.



  First, the model assumes that learning is a basic human need. Adults tend

to

  be highly motivated to learn--when they need to resolve immediate,

short-term

  conflicts or problems. They must be able to see how a learning experience

  will help them acquire the skills, knowledge, and attitudes to work

through

  their situations.



  Adults are more internally than externally motivated. Motivation includes

  such factors as self-esteem, self-perception, confidence, recognition, and

  quality of life. Adults learn best when they are not threatened and when

they

  are treated as responsible individuals. Learning should take place in a

  pleasant environment that encourages change. An adult who is dissatisfied

  with the learning process is unlikely to continue taking part in it.



  Because adults consider themselves to be independent and self-directing,

they

  should be actively involved in planning and directing their learning

  activities. They need to be part of a learning experience that allows them

to

  control and enjoy a changing environment.



  Experience and reflection play an important role in the learning process.

  Facilitators need to recognize the considerable and unique experiences and

  expertise that adults bring to a learning situation--and to organize

learning

  activities that take advantage of that experience.



  The most effective activities are characterized by hands-on learning

through

  doing and discovery. This kind of learning consists of a series of

planned,

  structured activities that emphasize analyzing and decision making. The

  activities involve practice and practical application; they relate to the

  learners' work environment and immediate needs. Effective choices might

  include group discussions, simulations, labs, field experiences, and

  problem-solving exercises.



  Adult learning is process-oriented. The instructor assumes the role of

  process manager, encouraging learners to take active roles in acquiring

  knowledge and skills. The instructor helps adults along the learning path,

  drawing on the group's experiences whenever possible. He or she is a

learning

  facilitator first and a content resource only secondarily. As a content

  resource, the instructor must have subject matter expertise and the

ability

  to relate to learners.



  Facilitators should concentrate not only on the facts they are trying to

get

  across, but also on the concepts that underlie them. Learners tend to

  remember concepts longer than the remember facts. And they remember best

when

  they participate in the learning and when they practice applying it.

Regular

  feedback and follow-up are also necessary.



  Remember that adults learn at different speeds due to educational

  backgrounds; intelligence; attention spans; abilities; and differences in

  vision, hearing, and general health. But the ability to learn does not

  diminish significantly with age. Adults also bring with them their own

  learning styles. Training designers should consider all of those

differences

  when designing learning experiences.  (Copyright American Society for

  Training & Development 1993)

ISSN

  1055-9760

Document Delivery

  Fulltext online. Photocopy.  Photocopy available from ABI/Inform.  UMI

  Article Clearinghouse Number: 5996.03.

Entry Week

  9509



<5>

Accession Number

  00472085

Author

  Bell, Chip R.

Title

  Malcolm.

Source

  Training & Development Journal.  43(10): 38-43.  1989 Oct.

Subject Headings

    Personal

    Problems

    Educators

    Adult education

    Training

Classification Codes

  Training & development [6200].  Biographical treatment [9160].

Abstract

  Malcolm Knowles, considered by many to be the "father of adult learning,"

put

  the word "andragogy," the art of helping adults learn, into

  the training vernacular.  His influence on the field comes through his

  prolific and provocative writings, as well as through those who have

studied

  under him, mainly at Boston University and North Carolina State.  Two

major

  themes run through Knowles' work - control and discovery.  Knowles

believes

  that there will be no learner resistance if participants are learning what

  they believe they need.  Participative approaches that offer invitations

  rather than outlined rules are much more in line with the idea of the

adult

  as a responsible, independent, and interdependent learner.  Training that

  focuses on shared control, relevance, and authenticity will yield

  participants who not only gain the information they need to be effective

and

  successful, but who gain the judgment-making competence and confidence

that

  enable them to be self-reliant.

ISSN

  0041-0861

Document Delivery

  Photocopy.  Photocopy available from ABI/Inform.  UMI Article

Clearinghouse

  Number: 5996.00.

Entry Week

  9509



<6>

Accession Number

  00433467

Author

  Feuer, Dale.  Geber, Beverly.

Title

  Uh-Oh . . . Second Thoughts About Adult Learning Theory.

Source

  Training.  25(12): 31-39.  1988 Dec.

Subject Headings

    Adults

    Learning

    Employee development

    Theory

    Teaching

    Experience

    Training

Classification Codes

  Training & development [6200].  Experimental, theoretical treatment

[9130].

Abstract

  Malcolm Knowles' theory of andragogy has sparked a

  revolution in adult education and training.  Introduced in 1973, in The

Adult

  Learner: A Neglected Species, Knowles' theory hypothesized that the adult

  learner can be distinguished from the child learner in 4 ways.  Knowles

also

  claimed that these differences had clear implications for teaching

practices.

  Specifically, adults need more flexible, participative, experience-based,

  problem-centered training.  At the heart of the andragogy

  model is the assumption that adults are self-directed learners by nature,

a

  notion that Columbia University's Stephen Brookfield and other critics

  question.  Knowles readily admits that he has refined his andragogical

  assumptions over the years, saying that what he once perceived as unique

  characteristics of adult learners are tendencies that emerge as humans

  mature.  He believes that adults and children are similar in terms of

  self-directedness as well as in motivation, orientation, and readiness to

  learn.  He now thinks that adults' sole distinction as learners is the

  quality and quantity of their experience.

ISSN

  0095-5892

Document Delivery

  Photocopy.  Photocopy available from ABI/Inform.  UMI Article

Clearinghouse

  Number: 5169.00.

Entry Week

  9509



<7>

Accession Number

  00346287

Author

  Crapo, Raymond F.

Title

  It's Time to Stop Training ... And Start Facilitating.

Source

  Public Personnel Management.  15(4): 443-449.  1986 Winter. [Diagrams,

  References]

Subject Headings

    Government employees

    Training

    Employee development

    Models

    Learning

    Adults

    Adult education

    Trainers

Classification Codes

  Training & development [6200].  Public sector organizations [9550].

Abstract

  In order for the ''best and brightest'' in an organization to become

involved

  in development programs, trainers must abandon classical training

procedures

  and introduce group facilitation.  Successful group facilitators practice

  what currently is known as ''andragogy,'' or adult learning

  techniques and processes.  They expect their audiences to possess

knowledge

  and treat them with that expectation from the beginning.  Facilitators

also

  use the JoHari Window as a model to determine the degree of knowledge the

  audience possesses about the particular topic being considered.  The

window

  divides knowledge into 4 quadrants: 1.  current knowledge, 2.  recall from

  memory, 3.  new things to learn, and 4.  ''blind spot.'' Adults have a lot

of

  ''baggage'' that they bring to training programs, making it essential for

the

  trainer to know which pane of the JoHari Window best represents the

knowledge

  of the subject being explored.

ISSN

  0109-1026

Document Delivery

  Photocopy.  Photocopy available from ABI/Inform.  UMI Article

Clearinghouse

  Number: 9114.00.

Entry Week

  9509