Alexandra Tessier, Claire Croteau and Brigitte Voyer
This study aims to explore the usability of the andragogical process model for learning to develop, deliver and evaluate training to improve communication between adapted…
Abstract
Purpose
This study aims to explore the usability of the andragogical process model for learning to develop, deliver and evaluate training to improve communication between adapted transport drivers and people living with communication disabilities and to identify the successes and limitations of the model in this context.
Design/methodology/approach
Two aspects were considered to explore the usability of the andragogical process model for learning: a comparison between the elements of the model and the designing, delivering and evaluating processes of the training; and an appreciation evaluation.
Findings
The model was useful to systematically design, deliver and evaluate workplace training that was appreciated by the learners, even though most of the model’s elements were modified to meet the constraints of the trainer and the organization. Assessing the needs for learning, establishing a human climate conducive to learning and choosing appropriate training methods emerged as key elements that contributed to a successful appreciation of this training.
Originality/value
This study is one of the few that examines the possibility of a systematic application of the andragogical process model for learning to workplace training. Its results suggest that the model could be considered for application by non-professional trainers or external trainers from a workplace, but that organizational constraints must be considered when using it.
Details
Keywords
Vanessa Kurdi, Mireille Joussemet and Geneviève A. Mageau
This chapter explores how self-determination theory (SDT; Ryan & Deci, 2000, 2017), an empirical theory about human motivation and personality, aligns with principles and…
Abstract
This chapter explores how self-determination theory (SDT; Ryan & Deci, 2000, 2017), an empirical theory about human motivation and personality, aligns with principles and practices of social and emotional learning (SEL) within the school context. Through its emphasis on basic psychological needs (BPN) for autonomy, competence, and relatedness, SDT proposes a broad perspective on how the social context can facilitate the development of social and emotional skills, which complements SEL programs. Research anchored in SDT has indeed established that students' academic, social, and emotional skills are determined at least partly by the extent to which their BPN are fulfilled in their learning environment. SDT also brings attention to the motivation and goals underlying the teaching and learning of social and emotional skills. Although SDT-based interventions mainly target the school or the classroom climate rather than students' skills, they can also foster the development of the five core social and emotional competencies defined by CASEL (2005). Implications and future directions for practices and research integrating SDT-based principles and interventions within SEL programs and practices are discussed.