Most of what we know about learning (and therefore teaching/training) is based on our classroom experiences in school. Depending on the level of formal in-classroom education (high-school, undergraduate, and beyond), we typically think about learning in a pedagogical sense… but what the heck is pedagogy? This is an approach that incorporates an authoritative educator, leading the lesson with instructions on steps or methods, using visual aids or diagrams while teaching.
That is how I learned – what is wrong with that?
Nothing! But let’s take a look at an alternative approach… which you probably know, but do not know you know. Andragogy is aimed at the problem-based type of learning. In an andragogical model, trainees are responsible for finding the solution to the problem and choosing what they need to learn based on their own experience. This incorporates their real-world, day-to-day experiences which makes this training style more personalized and less formal. The instructor’s role is that of a facilitator, ensuring that the learning environment is supportive and open.
Learning is changing – yes, of course; we have many devices, people theorize we have shorter attention spans, we have new/different priorities at work, where we work has evolved, etc. With that understood, let’s focus on breaking down these two approaches to education by analyzing both the positives and negatives of each. A deep understanding of these approaches allows change management professionals, trainers, project managers, etc. to pick and choose the appropriate methods for learning and development in critical supply chain transformation projects.
Pedagogy: Pros and Cons
| Pros | Cons |
| Provides standardized exercises which increases uniformity and ensures trainees receive equal amounts and quality of training. | Trainers rarely spend time on providing context behind initiatives to their end-users until the system/process goes live. This can increase change resistance. |
| Leverages the authority of trainers and company leadership as a source of external motivation which can be essential for groups that are typically less intrinsically motivated. | Does not consider the previous experiences of trainees, which sometimes could be leveraged to optimize the agenda and audience of each training session. |
| Less upfront preparation for trainers since this style applies to a broad audience and does not need to be customized based on background or experience. | Focuses on theoretical, subject-based learning, which is more conceptual and may not directly translate to the specific day-to-day tasks of the trainee. |
| Ensures trainees are focused and paying attention since all training will be trainer/instructor led, meaning trainers will have direct exposure to the reactions of the trainees. | Relies on trainees respecting the authority of a student-teacher dynamic, without much room for open discussion and challenge. |
Andragogy: Pros and Cons
| Pros | Cons |
| Creates a trainee-centric environment where problems trainees are trying to solve are realistic and relevant to their daily work routine. | Requires a longer, more flexible timeline and planning periods to get to know the training audience and customize approaches. |
| Leverages trainees’ previous experiences with systems/processes to optimize training time and material | Deviates from a more typical classroom-like, guided learning style, which can be unsettling for some individuals. |
| Accounts for the specific factors that motivate the individual trainees to shape the training agenda and spark intrinsic motivation in each of them. | Requires trainees to exhibit intrinsic motivation to complete training activities outside of a typical classroom-type setting. |
| Shifts the role of the instructor from a lecturer to a facilitator, which encourages more open communication and discussion. | Makes it difficult for trainers to assess trainee acceptance of the material since this typically involves self-guided learning with little oversight. |
Applying these principles:
Now that we have a baseline understanding of these approaches, let’s look at situations where there is significant impact to employee behavior or changes to processes or policies to see how different methods can be applied. In all of the scenarios outlined below, the context is very different – different industry, different project type, different timeline, etc. Based on the specific nuances of each scenario, there are different ways to apply andragogical and pedagogical principles. Sometimes the approaches must be combined and sometimes they are best used independently, but it is important to understand the basics of andragogy and pedagogy to help build the right learning model for the situation.
Scenario 1:
- A retailer leverages a private fleet with company drivers. Historically, these drivers are paid hourly, but as the retailer continues to grow and delivery routes become more complex, they are looking to switch to a component pay structure. The retailer anticipates this being a sensitive topic for drivers and expects them to push back. While this specific transition doesn’t require much in a way of formal training for drivers, there is a significant amount of change management that is needed and training that can be provided to managers on how to handle the situation.
- Andragogical solution: Managers would be instructed to provide the drivers with WIFM (“What’s in it for me?”) reasons to help them connect to the benefits of this change, which in this case would include the potential for higher overall pay due to the incentive-based model. In this example, it is likely that the earning potential is higher for each driver if they have a desire to take on more stops, cases, etc. Drivers would need to be explicitly told how the new pay structure works compared to the existing structure, though, to ensure they are clear on exactly how their pay will be calculated. This might include a side-by-side view of total pay on the current model vs the new model, using the same route for comparison.
Scenario 2:
- An LTL carrier has recently changed their driver mobile workflow provider which now requires drivers to learn new functionality as it relates to imaging and proof of delivery capture. Even though a training curriculum was put in place, leadership is afraid drivers will still have gaps in their understanding, or some might not take the training seriously.
- Pedagogical solution: To identify these gaps or to correct trainees’ attitude, pedagogy establishes Training Learning Objectives (TLOs), against which trainees are tested. Established TLOs should be presented in the form of the SMART goals, i.e. they should be specific, measurable, achievable, relevant and time bound. For example, after reviewing the new workflow for POD capture, a TLO for this specific training session could look like this:
| Training Subject | POD Capture |
| Training Learning Objective (TLO) | By the end of this session, drivers must demonstrate their ability to complete the following steps for a specific PRO number: – Access the POD Capture feature from the homepage. – Take a clear, legible image of the entire POD page. – Input a contact name/signature.Mark a delivery exception. – Save and exit the POD Capture feature. |
Scenario 3:
- A cold chain logistics service provider (“LSP”) in the Midwest has been historically focused on the frozen foods industry. They recently acquired a seemingly similar business model in cold chain, but one focused on the storage and transport of pharmaceutical freight rather than foodservice. As part of the integration strategy, legacy company drivers will need to learn how to handle pharmaceutical shippers, receivers, and the freight, which has an entirely new dialect and set of requirements for them. The nature of these deliveries presents significantly more risk, emphasizing compliance to strict policies and procedures. One example is that drivers must now have a full tank of gas at the time of pickup so that there are no stops made within the first 250 miles after loading. The idea that requirements like this are put into place due to the high risk of theft will likely worry and/or frustrate the company drivers. In this scenario, WIFM reasons may not be as applicable.
- Andragogical solution: Drivers need to be given context on the broader strategy and understand why leadership thinks this seemingly arbitrary change is actually a good idea. It is important to connect training outcomes to the specific problems they solve in the broader scope of the initiative. In this case, leadership might communicate to the drivers that transition to pharmaceutical freight will create more consistent routes and volumes. Understanding the overarching goals helps trainees understand their role in company success. In this case, leadership can also explain how this change aligns with their growth plans, instilling confidence in drivers about the company’s future—and, by extension, their own.
Scenario 4:
- Recently an LSP that offers Managed Transportation services reached out to their carriers letting them know about the new TMS they decided to switch to. The new TMS includes a new carrier portal. This means that all the carriers they work with will need to learn how to use the portal to do administrative tasks like accepting tenders and reviewing invoices, but also operational tasks like updating shipment status. To adequately prepare carriers for the changes, company leadership decided to host a series of webinars, breaking carriers into groups and assigning trainers to each. Leadership is concerned that the quality of training will vary across the different groups, especially with different trainers involved.
- Pedagogical solution: In pedagogy ensuring uniformity of understanding could be done through a well–designed training program – a curriculum. Mechanisms must be in place to enforce adherence to the training standards among trainers by establishing a curriculum. It is suggested that all trainers meet in advance of the training sessions to align on expectations for the curriculum, including a detailed agenda, standardized templates, and the overall training timeline. In some cases, it is advised to do a mock training session where one trainer/super user leads the session, and the other assigned trainers sit in as if they were trainees. This ensures a common format and approach is leveraged for all carriers, regardless of who trains them or when they are trained.
After reading this, it is clear that there is no one-size-fits-all learning model/template that can be plugged into any transformation. Training approaches (more fancily called “curriculum development”) must be tailored to be successful, and tailoring an approach relies on understanding how to respond to different organizations and team dynamics in different environments. In most situations, this results in a blend of andragogy and pedagogy as part of an overarching change management and learning model, which is a result of careful consideration of the broader factors at play.
