Pairing Leadership and Andragogical Framework for Maximized Knowledge and Skill Acquisition

Pairing Leadership and Andragogical Framework for Maximized Knowledge and Skill Acquisition

Viktor Wang, Kimberley Gordon
Copyright: © 2023 |Pages: 14
DOI: 10.4018/IJTEE.330981
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Abstract

Is andragogy the elixir for organizational instability? Organizational survival in the post-pandemic world means navigating through the great resignation and ensuing labor market shortage to find the most efficient manners in which to conduct business. Perhaps in a nod to the evolution of the virus, only those organizations that have evolved will survive the onslaught of stressors. Many organizational leaders are looking to their existing workforces for solutions. Organizations with a strategic approach towards training and development appreciate the return on investment such programs may provide if the training is effective in expanding the employee skillsets. The leadership of this mindset is guardedly optimistic. To ensure training and development program success, leadership must understand adult learners acquire information differently than children. This article examines differences in knowledge acquisition between children and adults. It delves into the constructs associated with andragogy including theories associated with self-directed learning and enhanced self-concepts.
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The Evolution Of The Science Of Learning

Records indicate early formalized education dating back to the seventh century to be monastic or cathedral in nature with boys as students (Knowles et al., 2015). Education was not yet a formally identified field but was developing as such when fields such as psychology, sociology, and physiology were emerging as formal disciplines.

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