UNDERSTANDING ANDRAGOGY

Train the Trainer program-MIDAS

Objectives of the TTT program
After assimilating this TTT,the trainers will be able to

Understand the dimension of science

behind training.
Relate better to the diverse needs of
different trainees.
Innovate ways to educate people.
TAKE LEARNING TO THE NEXT
LEVEL.
 Why to discuss Andragogy?
The broad goal of the trainer
•is to meet the needs of trainees with diverse learning
styles and preferences.
•to have an eye on the pragmatic aspect of learning and
transferability of the learning
and
•creating a synergy between the two.
•But how?

Andragogy is an answer to this HOW?

What is pedagogy/andragogy?

the study of being a teacher or the

process of teaching. The term generally
refers to strategies of instruction, or a
style of instruction
Generally associated with child learning.
When the focus is on adult learning the
term which comes in to play is
Andragogy.
•Andragogy consists of learning strategies focused on
adults.
•It is often interpreted as the process of engaging
adult learners with the structure of learning
experience.
•Five assumptions related to motivation of adult
learning:
1. Need to Know: Adults need to know the reason for
learning something.
2. Foundation: Experience (including error) provides
the basis for learning activities.

3. Self-concept: Adults need to be responsible for their

decisions on education; involvement in the planning
and evaluation of their instruction
4. Readiness: Adults are most interested in learning
subjects having immediate relevance to their work
and/or personal lives
5. Orientation: Adult learning is problem vs. solution-
centered rather than content-oriented.
What is the current Andragogical frame of
reference of T& D SPCL?

•We at T & D centre SPCL follow

Edgar Dale Cone of learning.
What is MIDAS??

• MIDAS is one more tool by which lends a trainer an insight to

andragogical aspect of functioning i.e. it helps in
understanding the assimilation patterns of a participant.
• It stands for Multiple intelligence developmental assessment
scales.
• MIDAS provides “pathways into and out of our participants’
brains.”

• It challenges conventional ways of teaching like

lectures.
Defining intelligence..
Gardner refers to the intelligences as ways of
knowing and understanding yourself and the
world around you.
"the ability to solve problems, or to create
products, that are valued within one or more
cultural settings".
He explains that he was seeking to undermine
the common notion of intelligences as a general
capacity or potential which every human being
possessed to a greater or lesser extent.
The use of the word Multiple in
MIDAS…
MIDAS is based on the premise that our
intelligence has multiple layers..
Gardner states that the “ways in which
intelligences combine and blend are as varied as
the faces and personalities of individuals.”
Genetics influences this development, but a
nurturing, positive, and stimulating learning
environment is also important.
Intelligence is changeable – not stagnant.
 Midas In Training??
Why?

•Respecting different dimensions of intelligence

•Studies show that many individuals who don’t
absorb conventional learning, are turned on to
learning when classroom experiences
incorporate artistic, athletic, and musical
activities.
Midas In Training??
Why?
•You will provide opportunities for authentic
learning based on your participants' needs,
interests and talents. 
•The multiple intelligence workshops acts
like the "real" world.
•participants become more active, involved
learners.
Midas In Training??
Why?

•Line manager and / or HOD - employee

involvement tends to increase.
•This happens as employees demonstrate work
before panels and audiences.
 Midas In Training??
Why?
•participants will be able to demonstrate and share
their strengths. 
•Building strengths gives an employee the
motivation to be a "specialist."
•This can in turn lead to increased self-esteem.
 How can applying M.I. theory help
employees absorb better?
1. Participants begin to understand how they are
intelligent.
2. In Gardner's view, learning is both a social and
psychological process.
3. When participants understand the balance of their own
multiple intelligences they begin
• To manage their own learning
• To value their individual strengths
•Trainers can get a hands on experience of the status of
intellectual pool of the employees. This knowledge can
be tied up with PMS/appraisals. (though the idea needs
to be explored with a more pragmatic outlook)
•For e.g. knowing which employees have the potential
for strong interpersonal intelligence, will help you
create opportunities where this strength can be fostered
professionally or the other way round also holds true.
•However, multiple intelligence theory is not intended
to provide trainers with new IQ-like labels for their
trainees.
• Trainees approach understanding from
different angles.
• The problem, "What is communication?" has
scientific, poetic, artistic, musical, and
geographic points of entry
• The accomplishment of the lawyer is in
winning a case through research and
persuasive argument, more than in having
passed the bar exam.
• Participants become balanced individuals who can
function as active members of the corporate.
• Meticulously designed training activities that
address different layers of the intelligences foster
deep understanding about the essential questions
of work life, such as:
1. What are my aspirations?
2. What interests me?
3. What have I achieved?
4. What can I achieve?
5. How does one lead a good life?
How to incorporate MIDAS in
our workshops?
 Verbal- Logical- Visual-Spatial Bodily-
Linguistic Mathematical Kinesthetic
problem solving graphing hands on
storytelling measuring photographing experiments
retelling coding making visual activities
speaking sequencing metaphors changing room
debating critical thinking making visual arrangement
presenting predicting analogies creative
reading aloud playing logic mapping stories movement
dramatizing games making 3D going on field
researching collecting data projects trips
listening experimenting painting physical
writing journals solving puzzles illustrating education
classifying using charts activities
using using organizers crafts
manipulatives visualizing dramatizing
learning the sketching using
 Musical Interpersonal Intrapersonal Naturalistic
humming workshop parties personal reading outside
rapping peer editing response cloud watching
playing cooperative individual study building habitats
background learning personal goal
music sharing setting
patterns group work individual
form forming club projects
playing social awareness journal log
instruments conflict keeping
tapping out mediation personal choice
poetic rhythms discussing in projects
rhyming brainstorming independent
singing reading
workshop activities frequently activate and utilize more than
one of the multiple intelligences. Now consider how you
would add to and interpret the items on the following list:

•Group discussion - Verbal-Linguistic; Interpersonal

•Journal writing - Intrapersonal; Verbal/Linguistic
•Choreography - Musical-Rhythmic; Verbal-Linguistic;
Interpersonal
•Constructing timelines - Logical-Mathematical; Visual-
Spatial
•Putting on a play - Musical-Rhythmic; Verbal/Linguistic;
Interpersonal; Visual-Spatial
•Making a video - Logical-Mathematical, Musical-
Rhythmic; Verbal/Linguistic; Interpersonal; Visual-Spatial
Writing a report or essay - Verbal-Linguistic
Making graphs - Logical-Mathematical; Visual-
Spatial
Designing posters - Verbal-Linguistic, Visual-Spatial
Communicating with peers or experts online -
Verbal-Linguistic; Interpersonal
Hands-on experimentation - Kinesthetic;
Logical/Mathematical
Composing a song - Musical/Rhythmic; Verbal-
Linguistic
Building a model or 3-D displays - Kinesthetic;
Logical-Mathematical
Happy
Brainstorming
!