There are many similarities as well as differences between pedagogical and andragogical models of learning. Pedagogy refers to the process of teaching young children, in the other hand andragogy refers to the process of teaching adults (Orlov, & Roumell, (1999). The art of teaching children is a bit different than that of adults because they depend on teachers to impart knowledge, and they have little life experiences to refer to while learning. In the other hand, adult's education is self-directed, and most of the learning experience are closely related to their daily life (Wang, (2011). Also while learning adults are expected to take active roles in identifying their learning needs.
When designing a training program for sexual harassment in a company both learning processes are used. This is because while training; a training curriculum should be made. This will help in ensuring that all the topics are covered, this learning process falls under pedagogy. When training pedagogical methods are also applied when giving background information, ethics, and laws surrounding sexual harassment (Orlov, & Roumell, (1999). When imparting knowledge on sexual harassment and how to deal with it in workplaces, background information on the topic is necessary. Sufficient knowledge of sexual harassment should be given to the workers, this should also include the laws surrounding the topic and the steps taken when tackling cases of sexual harassment. All these information are offered in a pedagogical manner. Such pedagogical methods are important in ensuring that the workers are aware of the subject, and also the laws that can help them in case they encounter sexual harassment while working. Andragogical methods are also applied when designing the training program. The training program should be problem-centered and entail a lot of case scenarios, this is useful in training adults because they would be motivated to engage themselves in solving the scenarios and problems (Delahaye, Limerick, & Hearn, (1994). Problem centered training is also useful in training adults, this is because it impart knowledge on how to solve cases of harassment without getting worried. Case studies can also help show how other cases involving sexual harassment were solved.
Involving life experiences is also important when designing a training program, in this method workers would be encouraged to come up with examples of sexual harassment cases they have encountered in their life or those encountered by friends. Another principle of andragogy that can be added to the training program is the two-way communication. This principle involves interaction between the trainees and the trainers in terms of sharing views, discussion and question. Instead of using pedagogy where the teacher dominates the learning process. The training program should adopt a learning process that is interactive and both trainees, and the trainer communicate in a two-way process (In Wang, & In Bryan, (2014). Collaboration is another principle of andragogy that can be included in the program, through this principle the workers will be required to form groups from which they can discuss the factors surrounding sexual harassment. They can also be given tasks that they should solve as a group and later give presentations of their findings. In this way, the trainees will be in a position to learn more than using the learning processes separately.
In conclusion, both pedagogical and andragogical learning processes are necessary when formulating a training program. Pedagogical methods are useful when giving the trainees necessary information's and statistics about the topics covered in the training and the curriculum. On the other hand, the andragogical methods are important in ensuring the workers are involved in the learning process.
Delahaye, B. L., Limerick, D. C., & Hearn, G. (1994). The relationship between andragogical
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In Wang, V. C. X., & In Bryan, V. C. (2014). Andragogical and pedagogical methods for
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Orlov, D., & Roumell, M. T. (1999). What every manager needs to know about sexual
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Wang, V. C. X. (2011). Pedagogical and andragogical teaching and learning with information communication technologies. Hershey PA: Information Science Reference.