project papaer prsntn - copy

8/6/2019 Project Papaer Prsntn - Copy

1/30

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


2/30

Andragogy became popular in North America andBritain as a way of describing adult learning throughthe work of Malcolm Knowles.

The Andragogical model focuses more on the educatoras a facilitator who makes resources and proceduresavailable to the adult learner. (NottinghamAndragogy Group,1983)

In the adult learning theory, adults come to learnfrom a wide range of experiences, knowledge, selfdirection, interest, and competencies. (Speck, M,1996)

Procedural knowledge, also known as imperativeknowledge, or conceptual knowledge is the knowledgeexercised in the performance of some task.


3/30

The study designed to find out theproblem faced by adults in proceedingwith andragogical process and thefactors affecting them to improvetheir procedural knowledge in theircareer.

These factors include lack of time,money, confident or interest


4/30

W hat is the relationship between optimal climate and proceduralknowledge?

W hat is the relationship between program planning and procedural

knowledge?

W hat is the relationship between diagnosis of needs and procedural

knowledge?

W hat is the relationship between formulating their own learning

objective and procedural knowledge?

W hat is the relationship between formulating their own learning

plans and procedural knowledge?

W hat is the relationship between tools, learning contracts and

procedural knowledge?

W hat is the relationship between evaluating their own learning and


5/30

To identify the relationship between optimal climate andprocedural knowledge.

To identify the relationship between program planning and

procedural knowledge.

To identify the relationship between diagnosis of needs andprocedural 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


6/30

Andragogical

Malcom Knowles (1980) says education of adults has long beenperceived as different from education of children in both theoryand practice.

Knowles believed that self actualization was the prime objectiveof adult learning, and the mission of educators was to assist adultlearners to develop and achieve their full potential as emotional,psychological, and intellectual beings.

Knowles identified six assumptions about adult learning:o Need to knowo Self concepto Prior experienceo Readiness to learno Learning orientationo Motivation to learn.


7/30

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


8/30

Adults become increasingly independent and responsiblefor their own actions. They are often motivated to learnby a sincere desire to solve immediate problems in theirlives. Hiemstra, R.& Sisco, B. (1990).

Although adult learning is relatively new as field of study,

it is just as substantial as traditional education and carriesand potential for greater success and they will performbetter, Stephen Lieb,(1991).

Andragogy requires that adult learners be involved in the

identification of their learning needs and the planning ofhow those needs are satisfied. Learning should be an activerather than a passive process. Adult learning is mosteffective when concerned with solving problems that haverelevance to the learner's everyday experience,Andragogy Virtual Campus(2011).


9/30

Malcom Knowles(1980) explored a comprehensive theory thatwill give coherence, consistency, and technological directionto adult education practice. The technology of andragogywas 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 thediagnosed 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 rediagnosingneeds for further learning.

W illiams (1999) found from their research that, in addition tothe significant improvement of academic performance, theuse of learning contracts in a technology helped studentsimprove their confidence in confronting new technological


10/30


11/30

MOVING FROM PE D AGOGY TO AN D RAGOGYHiemstra, R., & Sisco, B. (1990) says there is movementfrom Pedagogy to Andragogy.

The pedagogical model was originally developed in themonastic schools of Europe in the Middle Ages. Youngboys 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 theteaching of children and adults. As adults mature, they

become increasingly independent and responsible fortheir own actions. The pedagogical model does not suit

developmental changes on the part of adults, thusproduces tension, resentment, and resistance in

individuals.

The growth and development of andragogy as analternative model has improve the teaching of adults.

Andragogy as a system of ideas, concepts, and approachesto adult learning was introduced to adult educators in the

United States by Malcolm

nowles


12/30

PROCE DU RAL KNOW LED GEFor Anderson (1995), procedural knowledge is, "knowledgeof how to do things" . It is task orientated structures.

In Anderson' s model, learning begins with actions onexisting conceptual knowledge and with increasingknowledge the individual begins to internalize theprocedures involved.

The acquisition of procedural knowledge is dependent uponexisting conceptual knowledge and the knowledge gainedby the repeated use of procedures or actions. (Byrnes andW asik,1991).


13/30

DIFFERENCE BETWEEN PROCEDURAL KNOWLEDGE &

DECLARATIVE KNOWLEDGE

Proceduralknowledge

To control informationnecessary to use the

knowledge is embeddedin the knowledge itself.

It requires an interpreterto follow instructions

specified in knowledge.

D eclarativeknowledge

Represents staticrepresentation which is

knowledge about objects,events and their

relationships.

It requires a program toknow what to do with

knowledge and how to doit.


14/30

AND RAGOGICAL PROCESSD ESIGN

> Optimal Climate> Program Planning

> D iagnosing needs> Formulate own learningobjective> Formulate their ownlearning plans> Tools, learning contracts> Evaluating their ownlearning

PROCE DU RAL KNOW LED GE

IV

DV


15/30

H1 : There is a positive significant relationshipbetween optimal

climate and procedural knowledge.

H2 : There is a positive significant relationshipbetween

program planning involvement and proceduralknowledge.


diagnosing needs and procedural knowledge.

H4 : There is a positive significant relationship


16/30


formulating their own learning plans andprocedural

knowledge.

H6 : There is a positive significant relationshipbetween tools,

learning contracts and procedural knowledge.


evaluating their own learning and procedural


17/30

D escriptive design - Investigates the relationship betweenvariables, to developmental studies which seek todetermine 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 returnedcomplete questionnaire (response rate = 80%)

Those working while studying at Open U niversiti Malaysia(OU M), Shah Alam, Selangor.


18/30

Table 1: D emographic D ata

Position % Education % Age Group % Gender %

Top Management 9.2 SPM/MCE/OLevel

43.3 50 andabove

Male 50.0

MiddleManagement

90.8 BachelorD egree

47.5 40 49years

1.7 Female 50.0

LowerManagement

Master 9.2 30 39years

27.5.70.8

Non managerial Ph D 20

29years


19/30


20/30

Variables Mean Std. D eviation

Optimal climate 0.104 16.89 1.333

Program planning 0.397 10.90 1.008

Mutual diagnosing 0.207 16.35 1.082

Formulate own learningobjective 0.351 21.56 1.327

Formulate own learning

plans 0.397 16.33 1.162

Tools, learning contracts 0.233 10.95 0.878Evaluate their ownlearning 0.320 16.38 1.138


21/30

PK OC PP D N FLO FLP TLC EL

PK .062 .209 * .168 .167 .166 .120 .046

OC .192 * .102 .376 ** .105 .062 .071

PP .125 .369 ** .057 .004 .158

D N .255 ** .695 ** .142 .186 *

FLO .287 ** .168 .250 *

FLP .198 * .318 **

TLC .170

EL

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

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


22/30

Model

R R Square

Adjusted R

Square

Std. Error of

the Estimate

1 .196 a .038 .030 .22295

4a : Model Summary

Coefficients a

ModelU nstandardized

Coefficients

Standardized

Coefficients

t Si . Std. Error eta1 (Constant) 4.420 .49 8.896 .000

APD .19 .091 .196 2.1 0 .032

a. D ependent Variable: MEAN FOR PKE

4b : Coefficients


23/30


24/30

I was found that procedural knowledgedoes not have a significant relationship onoptimal climate, diagnosing needs,

formulating own objectives, formulatingown learning plans, tools,learningcontracts and evaluating their ownlearning.

Program planning is the only variablethat has a positive significant

relationship on procedural knowledge.


25/30

Optimal climate failed to show any relationshipwith procedural knowledge. It shows a negativeand not significant value related to proceduralknowledge.

This can be supported by Herman Baert Centrefor Educational Research on Lifelong Learningand Participation, K U Leuven, Leuven, Belgium(2010) with the title Influence of learning andworking climate on the retention of talentedemployees.

Based on the literature and previous research,both employee and organisational factors aretaken into account. The results show that whenorganisations want to retain their employees itis important to pay attention to the learning of

employees. Results concerning the selected


26/30

The finding of tools, learning contract issupported by Joseph M. Firestone andMark W . McElroy with the title of theirresearch paper is Doing knowledge

management.

The results show the critical analysisindicates that the use of tools andmethods associated with KM does notimply with interventions.


27/30

Program planning is one of the variable whichhas positive and significant relationship withprocedural knowledge. It is supported by RichardTeare, Global U niversity for Lifelong Learning(GU LL), G U LL Global Support, Banbury, U K. The

title of their research paper is Learning at work:practical steps to maximize the individual andorganizational benefits.

The aim of this study is seeks to explore howorganizations can use workplace learning to copewith and respond to change, create and sustainan active learning culture and monitor andevaluate their investment in organizationallearning. The results conclude that a carefully


28/30

Based on Knowles(1992), he says the Andragogical teacher(facilitator, consultant, change agent) prepares in advancea set of procedures for involving the learners in a process

involving these elements of optimal climate, diagnoseneeds. Formulating own learning objective, formulatingown learning plans until the last step which is evaluatingtheir own learning.

This was against Amelia Tibet (2008) with the title Adulteducation; says that an adult learning should be plannedwell.

It is understanding the material being taught andguaranteeing your success of the class you are taking byencouraging, and obtaining feedback from yourinstructor. Being an active learner is being objectiveenough to be able to give proper criticism to an inadequateinstructor 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,


29/30

The study is mainly to identify whether procedural

knowledge depends on Andragogical process design. Theresults of the findings implied that Andragogical processdesigns are involved in improving procedural knowledge ofan employee. But it proved that not all the features ofthis Andragogical process design improve this proceduralknowledge. Only program planning of the feature gives animpact on the procedural knowledge. Improvements of thisprocedural knowledge will create a better lifestyle in theirworking environment.

Adult education activities should normally be planned and

executed on the basis of identified needs, problems, wantsand resources, as well as defined objectives. Their impactshould be evaluated, and reinforced by whatever followup activities may be most appropriate to given conditions,Nairobi (1976).

Focusing on the development of employee knowledge is an


30/30

THANK YOU..

project papaer prsntn - copy

Documents