APPLIED HUMAN RESOURCE RESEARCH (HRSB 383)

TOPIC: ANDRAGOGICAL PROCESS DESIGN & IMPROVEMENT OF PROCEDURAL KNOWLEDGE

PRESENTED BY, BRINDHASRI PILLAI A/P SUDHAN (HR080868) SUPERVISOR: MS ZULIAWATI CO-SUPERVISOR : EN SUHAIMI SUDIN

 Andragogy became popular in North America and Britain as a way of describing adult learning through the work of Malcolm Knowles.  The Andragogical model focuses more on the educator as a facilitator who makes resources and procedures available to the adult learner. (Nottingham Andragogy Group,1983)  In the adult learning theory, adults come to learn from a wide range of experiences, knowledge, self direction, interest, and competencies. (Speck, M,1996)  Procedural knowledge, also known as imperative knowledge, or conceptual knowledge is the knowledge exercised in the performance of some task.

The study designed to find out the problem faced by adults in proceeding with andragogical process and the factors affecting them to improve their procedural knowledge in their career. These factors include lack of time, money, confident or interest

What is the relationship between optimal climate and procedural knowledge?

What is the relationship between program planning and procedural knowledge?

What is the relationship between diagnosis of needs and procedural knowledge?

What is the relationship between formulating their own learning objective and procedural knowledge?

What is the relationship between formulating their own learning plans and procedural knowledge?

What is the relationship between tools, learning contracts and procedural knowledge?

What is the relationship between evaluating their own learning and

To identify the relationship between optimal climate and procedural knowledge.

To identify the relationship between program planning and procedural knowledge.

To identify the relationship between diagnosis of needs and procedural knowledge.

To identify the relationship between formulating their own learning objective and procedural knowledge.

To identify the relationship between formulating their own learning plans and procedural knowledge.

To identify the relationship between tools, learning contracts and procedural knowledge.

To identify the relationship between evaluating their own learning

 Andragogical Malcom Knowles (1980) says education of adults has long been perceived as different from education of children in both theory and practice. Knowles believed that self actualization was the prime objective of adult learning, and the mission of educators was to assist adult learners to develop and achieve their full potential as emotional, psychological, and intellectual beings. Knowles identified six assumptions about adult learning: o Need to know o Self concept o Prior experience o Readiness to learn o Learning orientation o Motivation to learn.

Boggs (1981) considers adult education enhances the following criteria: Promotes skill development and positive self concept. Promotes critical thinking about stereotypes, cultural myths, and biased thinking. Helps the individual move toward personal goals. Promotes creativity. Helps the individual become more tolerant, generous, sensitive, discerning and understanding. Since the andragogical model offers the adult learner the flexibility, informality, comfort, and safe, that he requires to be successful in his learning experience, it is, therefore the andragogical model would work well for students who require alternative methods of education, Lloydene F. Hill (1999).

Adults become increasingly independent and responsible for their own actions. They are often motivated to learn by a sincere desire to solve immediate problems in their lives. Hiemstra, R.& Sisco, B. (1990). Although adult learning is relatively new as field of study, it is just as substantial as traditional education and carries and potential for greater success and they will perform better, Stephen Lieb,(1991). Andragogy requires that adult learners be involved in the identification of their learning needs and the planning of how those needs are satisfied. Learning should be an active rather than a passive process. Adult learning is most effective when concerned with solving problems that have relevance to the learner's everyday experience, Andragogy Virtual Campus(2011).

Malcom Knowles(1980) explored a comprehensive theory that will give coherence, consistency, and technological direction to adult education practice. The technology of andragogy was to be a seven step process:
set a cooperative learning climate, create mechanisms for mutual planning, arrange for a diagnosis of learner needs and interests, enable the formulation of learning objectives based on the diagnosed needs and interests,  design sequential activities for achieving the objectives,  execute the design by selecting methods, materials, and resources, and  evaluate the quality of the learning experience while rediagnosing needs for further learning.

   

Williams (1999) found from their research that, in addition to the significant improvement of academic performance, the use of learning contracts in a technology helped students improve their confidence in confronting new technological areas.

 DIFFERENCE BETWEEN PEDAGOGY & ANDRAGOGY Marcia L.Conner(1997)

PEDAGOGY Mean e ar an cience o e ca in c il ren. (Teac er oc e e ca ion). Teac er a me re on ibili y or makin eci ion abo w a will be learne , ow i will be learne , an w en i will be learne . (Teac er irec learnin ). Greek: "c il lea in "

ANDRAGOGY Mean e ar an cience o el in a l learn.(Learner oc e e ca ion). O en in er re e a e roce o en a in a l learner wi e r c re o learnin ex erience.

Greek: "man lea in "

 MOVING FROM PEDAGOGY TO ANDRAGOGY Hiemstra, R., & Sisco, B. (1990) says there is movement from Pedagogy to Andragogy.
The pedagogical model was originally developed in the monastic schools of Europe in the Middle Ages. Young boys were taught by monks according to a system of instruction that required these children to be obedient, faithful, and efficient.

Pedagogical model has been applied equally to the teaching of children and adults. As adults mature, they become increasingly independent and responsible for their own actions. The pedagogical model does not suit developmental changes on the part of adults, thus produces tension, resentment, and resistance in individuals.

The growth and development of andragogy as an alternative model has improve the teaching of adults. Andragogy as a system of ideas, concepts, and approaches to adult learning was introduced to adult educators in the United States by Malcolm nowles

 PROCEDURAL KNOWLEDGE
For Anderson (1995), procedural knowledge is, "knowledge of how to do things" . It is task orientated structures. In Anderson' s model, learning begins with actions on existing conceptual knowledge and with increasing knowledge the individual begins to internalize the procedures involved.

The acquisition of procedural knowledge is dependent upon existing conceptual knowledge and the knowledge gained by the repeated use of procedures or actions. (Byrnes and Wasik,1991).

 DIFFERENCE BETWEEN PROCEDURAL KNOWLEDGE & DECLARATIVE KNOWLEDGE

Procedural knowledge
To control information necessary to use the knowledge is embedded in the knowledge itself.

Declarative knowledge
Represents static representation which is knowledge about objects, events and their relationships.

It requires an interpreter to follow instructions specified in knowledge.

It requires a program to know what to do with knowledge and how to do it.

IV

ANDRAGOGICAL PROCESS DESIGN

> Optimal Climate > Program Planning > Diagnosing needs > Formulate own learning objective > Formulate their own learning plans > Tools, learning contracts > Evaluating their own learning

DV

PROCEDURAL KNOWLEDGE

H1 : There is a positive significant relationship between optimal climate and procedural knowledge. H2 : There is a positive significant relationship between program planning involvement and procedural knowledge. H3 : There is a positive significant relationship between diagnosing needs and procedural knowledge. H4 : There is a positive significant relationship

H5 : There is a positive significant relationship between formulating their own learning plans and procedural knowledge. H6 : There is a positive significant relationship between tools, learning contracts and procedural knowledge. H7 : There is a positive significant relationship between evaluating their own learning and procedural

Descriptive design -Investigates the relationship between variables, to developmental studies which seek to determine changes over time. Primary data (data collected from respondent) Survey through questionnaires All variable were measured with 7 point Likert type scale (1 strongly disagree and 7 strongly agree). 150 survey questionnaire was distributed; 120 returned complete questionnaire (response rate = 80%) Those working while studying at Open Universiti Malaysia (OUM), Shah Alam, Selangor.

 Table 1: Demographic Data

Position Top Management Middle Management Lower Management Non managerial

% 9.2 90.8

Education SPM/MCE/O Level Bachelor Degree Master PhD

% 43.3 47.5 9.2

Age Group 50 and above 40 49 years 30 39 years 20 29 years

Gender Male

% 50.0 50.0

1.7 27.5. 70.8

Female

Variables Optimal climate Program planning Mutual diagnosing Formulate own learning objective Formulate own learning plans Tools, learning contracts Evaluate their own learning 0.104 0.397 0.207

Mean 16.89 10.90 16.35

Std. Deviation 1.333 1.008 1.082

0.351

21.56

1.327

0.397 0.233 0.320

16.33 10.95 16.38

1.162 0.878 1.138

PK PK OC PP DN FLO FLP TLC EL

OC .062

PP .209* .192*

DN .168 .102 .125

FLO .167 .376** .369** .255**

FLP .166 .105 .057 .695** .287**

TLC .120 .062 .004 .142 .168 .198*

EL .046 .071 .158 .186* .250* .318** .170

*. Correlation is significant at the 0.05 level (2-tailed). **. Correlation is significant at the 0.01 level (2-tailed).

4a : Model Summary
Model R 1 .196a R Square .038 Adjusted R Square .030 Std. Error of the Estimate .22295

4b : Coefficients
Coefficientsa Model Unstandardized Coefficients Std. Error 4.420 .49 Standardize d Coefficients

a. Dependent Variable: MEAN FOR PKE

APD

.19

.091

(Constant)

8.896 .196 2.1 0

eta

Si . .000 .032

No H1 H2 H3 H4

Hypotheses
There is a positive significant relationship between optimal climate and procedural knowledge. There is a positive significant relationship between program planning involvement and procedural knowledge. There is a positive significant relationship between diagnosing needs and procedural knowledge. There is a positive significant relationship between formulating their own learning objectives and procedural knowledge.

Findings REJECT ACCEPT REJECT REJECT

H5

There is a positive significant relationship between formulating their own learning plans and procedural knowledge.

REJECT

H6 H7

There is a positive significant relationship between tools, learning contracts and procedural knowledge. There is a positive significant relationship between evaluating their own learning and procedural knowledge.

REJECT REJECT

I was found that procedural knowledge does not have a significant relationship on optimal climate, diagnosing needs, formulating own objectives, formulating own learning plans, tools,learning contracts and evaluating their own learning. Program planning is the only variable that has a positive significant relationship on procedural knowledge.

 Optimal climate failed to show any relationship with procedural knowledge. It shows a negative and not significant value related to procedural knowledge. This can be supported by Herman Baert Centre for Educational Research on Lifelong Learning and Participation, KU Leuven, Leuven, Belgium (2010) with the title Influence of learning and working climate on the retention of talented employees. Based on the literature and previous research, both employee and organisational factors are taken into account. The results show that when organisations want to retain their employees it is important to pay attention to the learning of employees. Results concerning the selected employee variables show that only age has a

 The finding of tools, learning contract is supported by Joseph M. Firestone and Mark W. McElroy with the title of their research paper is Doing knowledge management. The results show the critical analysis indicates that the use of tools and methods associated with KM does not imply with interventions.

 Program planning is one of the variable which has positive and significant relationship with procedural knowledge. It is supported by Richard Teare, Global University for Lifelong Learning (GULL), GULL Global Support, Banbury, UK. The title of their research paper is Learning at work: practical steps to maximize the individual and organizational benefits. The aim of this study is seeks to explore how organizations can use workplace learning to cope with and respond to change, create and sustain an active learning culture and monitor and evaluate their investment in organizational learning. The results conclude that a carefully crafted strategy for workplace learning will

 Based on Knowles(1992), he says the Andragogical teacher (facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners in a process involving these elements of optimal climate, diagnose needs. Formulating own learning objective, formulating own learning plans until the last step which is evaluating their own learning. This was against Amelia Tibet (2008) with the title Adult education; says that an adult learning should be planned well. It is understanding the material being taught and guaranteeing your success of the class you are taking by encouraging, and obtaining feedback from your instructor. Being an active learner is being objective enough to be able to give proper criticism to an inadequate instructor for a poorly planned lesson. Therefore this is why I would say that Amelia Tibet has supported my variables as a whole that optimal climate, diagnosing needs, formulating own objectives,

 The study is mainly to identify whether procedural knowledge depends on Andragogical process design. The results of the findings implied that Andragogical process designs are involved in improving procedural knowledge of an employee. But it proved that not all the features of this Andragogical process design improve this procedural knowledge. Only program planning of the feature gives an impact on the procedural knowledge. Improvements of this procedural knowledge will create a better lifestyle in their working environment. Adult education activities should normally be planned and executed on the basis of identified needs, problems, wants and resources, as well as defined objectives. Their impact should be evaluated, and reinforced by whatever follow up activities may be most appropriate to given conditions, Nairobi (1976). Focusing on the development of employee knowledge is an important step for businesses to take if they hope to stay

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