The Andragogical Approach — a foundation of the training programs offered by Farès Chmait and Impact Pro
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Andragogy distinguishes the training programs offered by Farès Chmait. Andragogy is a model that allows us to identify the unique drivers of interest (motivations) of adults and therefore understand their unique learning needs.
Andragogy respects the human being on three levels: the head, heart and spirit. By using this method, we allow each individual to take the learning path they desire and choose.
An expert in the study of the deep structure of language, Farès Chmait is not satisfied with simply facilitating discussions and superficial exchanges, but digs deeper to explain the reason for things. He uses scenarios based on real cases from the participants’ daily lives.
The objective is to help participants — who obviously cannot know the thoughts of their interlocutors — to act as promoters and to identify trends in their decision-making processes, all in order to sell their ideas without facing resistance.
Andragogy transforms training so that the learner is the author of their own success and the trainer is the driving force behind this.
Andragogical training provides all participants with a taste for organized work; including balancing shared responsibilities with autonomy, time- and action-management skills, and the ability to self-assess, adapt to objectives, value individuals, recognize experiences, and achieve harmony within the work environment.
The trainer takes each participant’s personality into account, encouraging everyone to question themselves and develop trust in professional relationships. This is why expressions such as “attending class” and “listening to the teacher” are replaced by active verbs such as: “explore,” “identify,” “adapt,” “discover,” “cooperate,” “define” and “reconstruct.” In the context of andragogical training, the trainer suggests, invites, motivates, organizes and always grants the learner free will, while promoting self-learning.
Active positioning involves placing the learner in the central role, in a leadership position over their own learning. The instructor’s primary role is to guide the learner and help them deepen and refine their knowledge and its retention.
Active positioning is closely linked to the theory of implicit learning. The learner will focus attention on a particular task but without having had any prior real intention to learn or encode it.
In andragogy, intrinsic motivation must come from the learner and not necessarily from pressure from their supervisors. Learners will therefore be more involved in the purpose of the training program, which allows them to be more autonomous in their learning and to implement tasks such as self-assessment and self-training.
Through this learning system, the learner stores a strategy and know-how in their long-term memory, so they manifest automatically in future.
Since every learner is different, the role of the trainer (or andragogue) is to adapt their communication not only to the training objectives but also to the individual learners.
The andragogue is driven by the learner’s curiosity, aims for their development and professional autonomy, considers the learner’s experience, and triggers questioning and reflection.
This process motivates learners without commanding them, by giving them a desire to learn and explore and not just to succeed at all costs. It therefore fosters mutual respect between the two.
1. The cognitive system, which revolves around knowledge;
2. The metacognitive system, which is experience;
3. The affective system, which is motivation.
