Both andragogical and pedagogical approaches to instruction and learning focus on providing a set age group of people with extensive learning opportunities and the ability to be provided with a unique insight into particular techniques and skills pertaining to a learning concept or knowledge base (Deveci, 2007). For example, they both provide the audience or client with learning for a subject such as science, business or any other relevant topic that is going to expand an individual’s knowledge base and allow them to become more knowledgeable and understanding of a known concept.

However they differ based on the respective audiences that they each cater for and how they orchestrate learning processes. Andragogical approaches to learning focus on providing adults with unique learning opportunities pertaining to a particular subject whilst pedagogical approaches are more children oriented and allow children to more quickly learn a topic and to advance in their junior level of learning (Goodmurphy et al, 2000).

There are a number of associated differences between these learning approaches to children and adults respectively. With respect to andragogical approaches, the style of teaching and learning is very independent and self-directed (Diffen, 2015). They allow the adult audience to use initiative and more extensive bases of learning to determine a particular concept and overcome any associated challenges. For example, andragogical approaches can be conducted via technology and through distant learning as it can reasonably be expected that adults will complete homework and assignments with minimal supervision particularly at the higher levels of education and learning such as postgraduate studies (Deveci, 2007). Furthermore, adults already have an expansive knowledge base and it is expected that they will already have an idea of what the subject is about and how to learn particular concepts using associated learning techniques and strategies. For example, adults will be expected to conduct independent research into a specific topic outside of hours whilst other age groups may require more extensive tutoring or guidance (Diffen, 2015).

Pedagogical approaches are more assertive and instructional and rely almost solely on the teacher transferring their knowledge base to the particular child or group of children. In contrast to andragogical approaches, it can not be expected that children will conduct independent research in or outside of the classroom or know what resources to look for. As a result of their junior level of understanding and knowledge base, teachers need to take a more proactive approach to learning in the classroom and allowing children to understand particular concepts (Goodmurphy et al, 2000). Children have very limited autonomy over their respective learning experiences and can not be trusted to take control of what they should learn and how to learn it within a particular timeframe. Furthermore, the importance of grades and summative or formative assessments in each respective situation indicates the level of learning of the particular class group.

With respect to andragogical approaches, grades are not as important as adults generally have a high level of motivation and independent learning and can learn concepts at their own will and with little help from exams or quizzes (Gibbons & Wentworth, 2001). Whereas with pedagogical approaches, children need to be quizzed and constantly supervised throughout examinations to ensure that they are understanding concepts and continuing to learn them. Through the use of extensive examinations and quizzes, children can be forced to study and undertake independent modes of study (Diffen, 2015). They can also learn a number of essential skills and techniques that effectively allow them to expand their knowledge and know how to study more effectively in the future. Highly restrictive curriculums are utilized throughout pedagogical approaches to ensure that children are provided with a highly structured environment and are not distracted by other activities or students. Structured learning ensures that they can remain concentrated on the work at hand and further progress their knowledge base with limited distractions from others (Goodmurphy et al, 2000). Adult education is also very interactive and respective individuals respect the knowledge base of the teacher and the relevance of the course whilst children throughout pedagogical approaches, have little understanding of the relevance of particular material (Diffen, 2015).

With respect to educating individuals about sexual harassment and designing an appropriate education program, andragogical and pedagogical approaches can provide some highly effective techniques. Andragogical approaches can encourage the use of research and extensive, interactive learning throughout workshops to encourage individuals to learn more about the severe consequences of sexual harassment and how to manage it within the workplace. By allowing individuals to actively seek out further information with respect to the issue and speaking with others about it, it can provoke more extensive thought processes and interest in assisting in preventing the issue and better managing it within the workplace (Gibbons & Wentworth, 2001).

Pedagogical approaches can look at providing employees with a structured approach to learning that allows them to be provided with a comprehensive learning platform and opportunities to expand their knowledge with little effort. It can be understood that some employees may not want to learn or expand their knowledge about sexual harassment. By tailoring a course that walks individuals through each respective process and provides up front information with limited effort, employees can be exposed to useful techniques and receive insight into how sexual harassment can be better managed within the workplace (Diffen, 2015).

Ultimately, appropriate ways of dealing with sexual harassment in the workplace focus on using the organizations hierarchal structure and ensuring that direct supervisors are aware of any incidences that have occurred (Deveci, 2007). Furthermore, both approaches provide a diverse response to providing workshops to individuals of all ages. They allow the workshop and initiatives within the workplace to be highly comprehensive and also effective.