Huston_Leadership Roles and Management Functions in Nursing,

Unit V Roles and Functions in Staffing

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TABLE 16.1 CHARACTERISTICS AND LEARNING ENVIRONMENT OF PEDAGOGY AND ANDRAGOGY

Pedagogy

Andragogy

Characteristics

Learner is dependent

Learner is self-directed

Learner needs external rewards and punishment Learner is internally motivated Learner’s experience is inconsequential or limited Learner’s experiences are valued and varied Subject centered Task or problem centered Teacher directed Self-directed Learning Environment The climate is authoritative The climate is relaxed and informal Competition is encouraged Collaboration is encouraged Teacher sets goals Teacher and class set goals Decisions are made by teacher Decisions are made by teacher and students Teacher lectures Students process activities and inquire about projects Teacher evaluates Teacher, self, and peers evaluate • A climate of openness and respect will assist in the identification of what the adult learner wants and needs to learn. DISPLAY 16.3 I MPLICATIONS OF KNOWLES’S (1970) WORK FOR TRAINERS AND EDUCATORS Social Learning Theory Social learning theory is also an important part of LOs because it suggests we learn from our interactions with others in a social context. (This is a part of the teamwork and mental model development in LOs.) Albert Bandura, a social psychologist, is often credited with developing social learning theory in the 1970s. Bandura (1977) believed that direct rein forcement could not account for all types of learning and that, instead, most people learn their behavior by direct experience and observation, known as observational learning or modeling (Cherry, 2021). • Experiential techniques work best with adults. • Mistakes are opportunities for adult learning. • If the value of the adult’s experience is rejected, the adult will feel rejected. • Adults’ readiness to learn is greatest when they recognize that there is a need to know (such as in response to a problem). • Adults need the opportunity to apply what they have learned very quickly after the learning. • Assessment of need is imperative in adult learning. learning for the sheer sake of learning itself. Similarly, adults often experience more exter nal obstacles to learning, including time, energy, and institutional barriers. These and other obstacles to adult learning are shown in Display 16.4 as are the assets, or driving forces, that encourage learning in the adult. • Adults enjoy taking part in and planning their learning experiences. • Adults should be involved in the evaluation of their progress.