Imagine an adult on a new job and they are trying to learn how to do the job well. The problem is that there is a lot of pressure being placed on them to get results right away. This condition leaves them with a lack of time and freedom to make mistakes and learn from them. How would this nonconducive learning climate speak directly to the Andragogy Process Model for Learning?
Most models regarding andragogical process embody principles and ideas that are not evident in the hypothetical setting. For example, the idea of establishing a climate of mutual respect is an integral part of the Andragogy Process Model for Learning. This treats the adult learner as a whole person, and does not demonize them for making mistakes. The adult who is on the new job and seeking to learn it better has to be shown the respect to make mistakes and learn fro them. In seeking to punish them for mistakes and making their work so results oriented, the adult learner is being treated as a child and breaks from the mutual respect element that is found in the process model for andragogical learning.
The tenet of collaboration suggests that there is a partnership between the adult learner and those in the position of power in the learning process. If this is supplanted by removing the freedom to make mistakes, the process of embracing the full realization of andragogy is interrupted. Collaboration demands a sense of shared respect, something not fully displayed in the hypothetical situation where the adult learner feels scared and tentative about making mistakes. A collaborative environment is one in which there is shared power and shared decision making, a power dynamic that is absent in the construct of the hypothetical work place.