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Abstract


In the recent past, many American businesses (large and small) faced difficult economic situations. And to stay relevant and keep up with consumer demands, these corporations had to come up with strategies to cut the business expenditures. Some companies reduced the number of their employees, while others improved their low yielding machinery to increase productivity. In both cases, the companies achieved their goals, and also, in both cases, people lost their jobs, increasing the rate of unemployed American citizens. As a result of the above, the new lot of unemployed people found themselves back in school looking to upgrade their existing or acquire new skills. However, they attended a different type of classroom, not like the elementary and high school traditional classrooms. The adult learning is characterized by objectiveness, technology, flexibility, and collaboration. Also, in the modern world, online adult learning can be accessed anywhere at any given time. The differences between the traditional children teaching methods and adult teaching methods led to researchers coming up with various arguments most of which argue that educating adults calls for adaptation or new methods and techniques. This essay aims at discussing two of these teaching techniques, the Pedagogical and Andragogical approaches to teaching. We will look at their meanings, origin, differences and similarities, and how they apply to educating employees about sexual harassment.

Pedagogical and Andragogical Approaches
The words Pedagogy and Andragogy are terms that focus on teaching methods. The term 'ago,' which appears in both terminologies is a Greek word meaning guide. Pedagogy in Greek means a child while Andragogy implies man (adult). The two description leads to the general conclusion that the pedagogical approach of teaching is a method applied in child education while the andragogical approach is used on adults (Pappas, 2015).
Pedagogical Approach
The pedagogical approach was used by European schools from the 7th to 12th centuries. Usman (2015) describes the pedagogical method as the science and art of educating children. In the wake of the 20th century, researchers focused their study on children's and animals' reactions to particular instructions, which in turn added more weight to the pedagogical approach (Usman, 2015).
Before the adaptation of this method by the European elementary schools, it was initially applied in monastery schools by monks (CB, 2010). The technique was a curriculum based system with strict and rigid rules, and so adult learners found it shallow and insufficient. Among the major arguments by the adults was that the pedagogical approach's primary aim was to transmit knowledge from one person to the other, in this case from a teacher to a student.
As a result of the insufficiency, adults seemed so resistive of the methods of pedagogy. The ideas of assigned readings, exams, drills and forced memorization of notes, as well as daily quizzes, did not go well with the adults. They saw these principals as much of hindrances to their learning, and so there was a significant number of dropouts (Usman, 2015). The adult teachers also noted some of the pedagogy teaching approach shortcomings concerning adult education.
Andragogical Approach
The Andragogical approach of education was founded by Alexander Kapp, a Germany teacher in 1833 (Smith, 2010). Kapp used the approach to elaborate Plato's theories of education. The approach wasn't received well then, and so it disappeared.
In 1921, the method reappeared from a report by Eugen Rosenstock-Huessy who came up with the argument that adult education required special teachers, philosophy and special techniques (Smith, 2010). Rosenstock used the term andragogy to refer to the whole process. In Yugoslavia, France, and Holland, the word andragogy was defined as the science and study of adult education (Smith, 2010).
The andragogical approach is based on four significant principals, or rather, hypotheses. The hypotheses argue that in andragogy:
Adults are self-directed - which means that as people mature, their approaches in life focus on independence and self-direction instead of being dependent.
Experience - which is to say that the knowledge, skills, and experience of an adult can be used as a learning resource.

Adults are ready to learn - as people mature, their need for education is based on their desire for skills for their developmental tasks in their social duties. Adults have an internal self-motivation to learn.
A fifth principal was added later to the andragogy approach of teaching, which states that as people mature, their agency for education increases. The need for education shifts from subject centeredness to problem centeredness (Smith, 2010).
Comparing the pedagogical and andragogical approaches
There are fewer similarities than differences in these two teaching methodologies. The general similarity between the pedagogical and the andragogical approach is that they are all focused on enhancing education delivery methods. HRD professionals can apply both methods in developing training programs for corporations.
There are five outstanding differences between pedagogy and andragogy.
Unlike in the pedagogical approach, the andragogical approach involves the learners in planning their learning program and evaluation.
In andragogy, the primary objective of the process is to gain experience while in pedagogy is to gain knowledge.
Learners in pedagogical approach focus on subjects, and their performance is evaluated by how well they score on that particular subject. Adult learners, on the other hand, concentrate much on learning ways to solve their daily life problems and improve their performance at work.
Daily life situations trigger adults' readiness to learn. If you tell an adult the importance of learning in a particular area, their willingness to learn changes as soon as they know why they should learn. Young learners are told to learn a particular subject in readiness for the next level.
Adults are motivated by intrinsic factors like the need to live a good life to learn. Children, on the contrary, are driven by extrinsic factors like the need to beat the other kid in class and to be recognized as the best.
Training and Increasing Employees' Awareness of Sexual Harassment Using Principals from Pedagogical and Andragogical Approaches
These two approaches are applicable in designing training and learning programs for corporations. Combining principals from both sides can come up with very creative and effective human resource development (HDR)) tool.
For instance, if I were designing an HDR to educate employees about sexual harassment awareness and train them on the appropriate means of dealing with harassment claims, I would apply principals from both techniques.
Among the principals applied from the pedagogical approach include subject centeredness, putting more emphasis on rationale and legal mechanism education.
On andragogical approach, the principals I would apply are collaborative, the two-way communication and problem centeredness approach (CB, 2010).
To support my choice of principals, I am going to explain the relationship and how they co-exist to become effective. Sexual harassment is a criminal offense, that is to say, it is illegal. Teaching the employees the basic knowledge about sexual harassment is the first step.
The same explanation applies to legal mechanisms. Before anyone can take action against a harassment claim, they first need to understand what legal steps they should take. And this process can only be possible through the pedagogical approach of subject centeredness. Employees have to go through the process of learning and understanding the laws associated with sexual harassments.
The pedagogical process ensures that the employees have a basic background knowledge of sexual harassment before I take them to the next learning level, the andragogical approach. 
With the knowledge learned from the pedagogical stage of sexual harassment and how to deal with complaints as well as laws surrounding the same, the learners can now apply the andragogical process of two-way communication, collaboration and problem centeredness (CB, 2010).
To ensure that my training session effectively combines the pedagogy and andragogy, I would collect my students (employees) into small learning groups. I would then assign each group a sexual harassment scenario and charge them with the task to solve that problem.
As the topic of sexual harassment is broad, I would assign each group to a different problem. For example, if group D is dealing with the laws pertaining sexual harassment, group A will work on ways of dealing with sexual harassment complaints.

Reference

Pappas, C. (2015). 5 differences of pedagogy vs andragogy in elearning. eLearning Industry. Retrieved from https://elearningindustry.com/pedagogy-vs-andragogy-in-elearning-can-you-tell-the-difference

Smith, M. K. (2010). Andragogy: What is it and does it help thinking about adult learning? Infed. Retrieved from http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/

Smith, M. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. Infed. Retrieved from http://www.infed.org/thinkers/et-knowl.htm

Usman, Y. H. (2015). Differences between pedagogical and andragogical methods of teaching and the preference of andragogy for the teaching of adults. International Journal of African and Asian Studies. Retrieved from http://www.iiste.org/Journals/index.php/JAAS/article/viewFile/ 17797/18173