Many instructors continue to follow the classical pedagogical approach in endeavoring to educate college students. Once again, the often used lecture method of 'I know and I am willing to impart the word...but you must listen and learn' may be satisfactory in some isolated instances. But, rarely is this teaching technique superior to the andragogy method of instructing students, especially adult learners who are trying to prepare themselves for the work world. This is even more true when the majority of your students could properly be classified as 'non-traditional.'

The andragogy method is infinitely more superior when a more modern definition of college or adult education is used especially in this electronic age. The learner must be the focus of the definition which is 'the preparation for and acquisition of knowledge, skills and understanding to become an adaptable human being. ' During the first weeks of any course the instructor and students must develop a positive relationship: one that is conducive to improved learning. During this period the instructor clearly lays the necessary foundation of knowledge from which all else evolves. This phase is followed by either one-on-one or instructor-team dialogues to reach a mutual and satisfactory knowledge of course expectations. The students, individually or in teams, must be actively involved in defining their interim and ultimate learning objectives, and in establishing their responsibilities and accountabilities. The role of the instructor becomes primarily that of a facilitator, consultant and resource helping each student and/or team successfully accomplish their defined objectives.

The typical student at the Purdue University campus in Anderson, Indiana, is really atypical. These students almost exactly fit the category of being 'nontraditional'² as evidenced by their average age of thirty-one and over ninety-five percent are employed. Associate and bachelor degrees are offered in Organizational Leadership and Supervision where the majority of the andragogy methodology is used. However, this teaching-learning approach is also used in the Electrical Engineering Technology and the Computer Programming Technology degree courses.

The basis for this educational adult learner method originated with Malcolm Knowles³ and its applications have been investigated extensively for years.4567 Andragogy essentially is built upon the premise that virtually all learning is self-directed through one's life-based experiences and interactions. As adults mature their readiness to attain more and greater knowledge and skills increases primarily if the subject matter content relates to their job/social role, is task or problem centered and has a time perspective of immediate application. Further, it is based upon a person's intrinsic motivation and the material or tasks are organized, meaningful and relevant to the learner. The positive reinforcement environment should be facilitative and highly participative for the learner.

ANDRAGOGY IN ACTION

This adult learning premise can easily be coupled with the standard syllabus which includes defined course content areas and the ultimate objective. One technique used at Purdue -Anderson incorporates one of Stephen Covey's⁸ seven habits 'Begin with the end in mind." Generally, the students know the course content prior to enrolling from course description information which is readily available. This knowledge and understanding is greatly enhanced during the first individual sessions between instructor and student. In these meetings the end objective is thoroughly discussed relative to each student's personal, developmental and learning goals. With this information the students write learning contracts in which they establish:

1. What they are going to learn relative to the course objective.
2. How they can apply this knowledge/skill/learning in their 'life/work' role.
3. Interim benchmarks or evaluations to be used to assess their progress.
4. How they are going to accomplish these targets.

The instructor reviews the contracts and conducts 'mutual understanding' sessions with the students. Once the learning plans are approved, the role of the "instructor" is established. He/she may function as teacher, trainer, coach, counselor, mentor, facilitator, guide, confidant, consultant, resource agent, etcetera.

HERSHEY - BLANCHARD SITUATIONAL LEADERSHIP MODEL

Using the situational leadership model initially developed by Paul Hersey and Ken Blanchard⁹ and later expanded as the Situational Leadership II model by Blanchard,¹⁰ an educational model was designed using their principles. The combined model is:

A situational approach is used based upon the amount of control and direction (Directive Behavior) needed by the instructor compared to the amount of encouragement and support (Supportive Behavior) needed. The needs vary depending upon the specific quadrant in which the majority of the students lay. This is determined by their course content knowledge and skills (competence) or task maturity. Their commitment or confidence level is also a factor in determining readiness for assuming responsibility in directing their own learning experiences.

QUADRANT ACTIONS

In quadrant S-l the students are generally insecure and lack competence even though they are usually highly committed. The instructor's role is that of teaching or training requisite knowledge and skills. This is the foundation-laying situation where the instructor educates the students, imparts specific knowledge and provides close supervision and direction in projects.

This is the usual phase during the beginning of most courses and is also common when new course content is introduced during the semester.

Quadrant S-2 requires more supportive behavior on behalf of the instructor. The students are now more self directive but they still lack sufficient competency or task maturity to fully function independently. The instructor's role is more of selling, advising and coaching. Most decisions are still largely the responsibility of the instructor who thoroughly explains them and provides for ample clarification. This is primarily a dialogue stage, initiated by the instmctl)r, to assure more competence and understanding by the students.

The third quadrant, S-3, is a much more involved situation. Here the students are more competent and mature so they assume the majority of the responsibility in conducting their own tasks, projects, learning and decisions. The instructor functions as a resource, facilitates discussions, as needed, and shares ideas. Normally, the students are required to present their decisions and actions to the instructor and explain their reasoning processes. Further, the students often must specify what they learned and how they can apply it outside the classroom envlronment.

The S-4 fourth quadrant allows the students full responsibility and empowerment. They are expected to demonstrate their learning(s) in their work-social-church-school role. This is truly self-learning as they experience the successes and difficulties in the situational applications of

VARIATIONS

This four quadrant approach has been successfully used two ways. First, the sixteen week semester is divided into four quadrants. The first four weeks are devoted to S.. l instructing and foundation laying. The second four weeks are mutually shared in quadrant S-2 activities and learning. Often a learning contract is written during this phase so each student specifically defines his/her anticipated learning and the instructor can function as a guide and key advisor. The third four weeks fall into the S-3 quadrant where the students take much more responsibility for their own learning. The instructor maintains close awareness of each student's progress and intervenes only when absolutely necessary if a student loses confidence, commitment or direction. During this phase the students identify how they plan to apply their learning and develop and action plan. The S-4 fourth quadrant only allows three weeks for the students' application project. They are to report their findings, experiences and learning to the whole class so everyone can benefit from each other.

Another approach using the four quadrants is to divide the sixteen week semester into four separate mini-courses. Week one is foundation laying, S- 1 directive style. Week two immediately falls into quadrant S-2. The students establish a learning contract relative to the continuing application of their successive learning. Ultimately, they will be applying and reporting their experiences (S-4 quadrant responsibilities) at the end of the full semester.

Weeks three and four both are quadrant S-3 participative, full involvement activity oriented learning opportunities.

This cycle is repeated every four weeks as new material and skills are introduced in the fifth, ninth and thirteenth weeks. A typical course which lends itself exactly to this application is "Team Building Leadership" in which the students must master certain skills and become proficient at one team development level before learning additional skills. The students function as team leaders and experience the trials and problems while they try to lead the team's growth and development. This occurs during the S-2 and S-3 quadrants. The application (S-4) phase continues throughout the semester as the students trv to lead teams external to the classroom.

CONCLUSION

Students, especially non-traditional students, should be taught as adults. Following the andragogy adult learning guidelines will greatly enhance their learning. And, the method of teaching is much more fun than the child oriented, lecture type method. Many techniques can be used such as one based on the Hershey-Blanchard situational leadership model. Whatever method is used, everyone should learn to have fun while they learn and learn and learn!

REFERENCES

1. Brookfield, S. "Understanding and Facilitating Adult Learning" San Francisco, CA. JosseyBass, 1986.

2. University of Southern Illinois, "Non-Traditional Student Services" http://www.siu.edu/staffair/ntss.html

3. Knowles, M. S. "The Modern Practice of Adult Education" Chicago, IL. Association Press, Follett Publishing Company. 1980.

4. Caffarella, R.S. and O~Donnell, J.M. "Self-Directed Adult Learning: A Critical Paradigm Revisited" Adult Education Quarterly, Volume 37, Number 4, Summer, 1987, pp. 199 - 211.

5. Galbraith, M.W. "Essential Skills for the Facilitator of Adult Learning" Lifelon~ Learning: An Omnibus of Practice and Research, Volume 12. Number 6. 1989.

6. Pratt, D.D. "Andragogy as a Relational Construct" Adult Education Quarterlv, Volume 38, Number 3, Spring 1988, pp. 160 - 181.

7. Kolb, D.A. "Experiential Learning: Experience as the Source of Learning and Development" Englewood Cliffs, NJ. Prentice-Hall, 1984

8. Covey, S.R. "The Seven Habits of Highly Successful People: Restoring the Character Ethic" New York, NY. Simon and Schuster, 1989

9. Hersey, P and Blanchard, K. "Management of Organizational Behavior" Englewood Cliffs,

10. Blanchard, K. "SLII: The Model" Blanchard Training and Development, Inc. Escondido, CA.

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