Pedagogy vs. Andragogy: How to Adapt to Different Learning Styles

Contributors: Sam Shriver

The success of any training program is going to hinge on how effectively it aligns with the way adults learn. In the workplace, employees bring their own experiences, knowledge and motivations. This means leaders should create learning experiences that are flexible, relevant and genuinely engaging, rather than simply defaulting to traditional, school-style teaching methods. As Sam Shriver, Executive Vice President here at The Center for Leadership Studies (CLS), says, “Is your training really built to make an impact or just to check a box? Because people can feel the difference.”

This guide will teach the difference between pedagogy and andragogy and how to adapt to different learning styles with the right approach.

Why Learning Styles Matter

People learn differently in different environments. This is where understanding learning styles and the theories behind them becomes essential for anyone designing or delivering training.

Malcolm Knowles, a key figure in adult education from the 1960s to the 1980s, revolutionized how we think about teaching adults. Before Knowles, most educational theories were based on how children learn (pedagogy). Knowles introduced and popularized the term andragogy, a framework that recognizes adults as self-directed learners who bring a wealth of life experience to the table.

Malcolm Knowles identified six core principles that set adult learning apart:

1. Need to know: Adults want to understand the “why” behind their learning. They need to know how the learning ties to business goals or personal growth.
2. Self-concept: Many employees value autonomy and self-direction. They prefer choosing electives or setting personal learning goals within a framework that fits their schedule.
3. Experience: Every person has some form of experience that they bring with them into the classroom, and they want that experience accounted for in the way they’re taught.
4. Readiness to learn: People are ready to learn when the content is relevant to their immediate needs.
5. Orientation to learning: Adults are problem-centered rather than subject-centered. Instead of a generic course, learners would prefer content that’s relevant to their roles or challenges.
6. Motivation: Adults are motivated by internal factors like growth, recognition and self-esteem. Incentives tied to learning go far for them.

Pedagogy vs. Andragogy

Think of pedagogy as a traditional school classroom where the teacher leads and students follow instructions. The instructor decides what, when and how students learn. Andragogy, on the other hand, is learner-centered, in which students want to be involved in their learning and prefer practical, real-world applications. The teacher acts as a facilitator, and the students take more control over their learning.

Despite pedagogy meaning “child-leading” in Greek, the choice between the two learning styles has nothing to do with a learner’s age. It’s about their experience, independence and the context of what’s being learned. Sometimes, professionals need a pedagogical approach when learning something new. Other times, they may thrive with andragogical methods while gaining work experience. Pedagogy is best for dependent, inexperienced learners who need structure, while andragogy is best for self-directed, experienced learners who want practical, relevant learning.

When you match the approach to the learners’ needs and context, you get:

• Higher engagement
• Better retention
• More effective application skills
• Greater learner satisfaction

Here are some examples of when to use each approach:

1. Pedagogical approach: A new employee with little to no prior experience in your industry needs clear, step-by-step instructions, structured training and close supervision, just like a student in a classroom.
2. Andragogical approach: An employee wants to develop leadership skills. They would benefit from coaching, peer discussions and real-world problem-solving, drawing on their own experience and setting learning goals.
3. Blended approach: A mid-career professional learning a new software system may need some structured, teacher-led instruction to get started, but will quickly shift to self-directed exploration and application as they gain confidence.

Applying Knowles’ Principles in Real Life

Here are some practical tactics for implementing these principles:

• Let adults co-create learning paths: Give employees a say in what and how they learn. Allow them to choose electives, set personal learning goals and select projects that align with their interests and career aspirations.
• Create problem-solving-based workshops: Design sessions around real-world challenges your team faces. For example, you could facilitate a workshop where leaders tackle a current company issue together.
• Use personal experience as a teaching asset: Encourage peer learning, case studies and group discussions. Have team members share their own experiences or best practices to teach new protocols or skills.

When leaders apply these tactics, they empower employees to take ownership of their learning, make it relevant to their roles and foster a culture of continuous improvement.

Take a Situational Approach to Learning With CLS

Leadership and learning are not one-size-fits-all. Some situations call for a more directive learning approach, while others need a supportive angle. Leaders need to be able to flex their approach to lead effectively in any situation, in and outside of the classroom.

If you’re looking to teach your leaders how to flex their approach, explore the Situational Leadership® Essentials course from The Center for Leadership Studies (CLS). This course is designed for leaders who are ready to adapt their leadership and learning approaches to the needs and readiness levels of their teams.

Get a preview of what you can expect from our Situational Leadership® Essentials course, or contact us for more information.