318 Copyright © 2014, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 24 Pedagogy vs Andragogy Organizations ABSTRACT Human Resource practitioners have a responsibility to ensure quality learning occurs in their or- ganizations. Therefore, it is important when organizations consider learning in their environment; what constitutes quality learning? Should they be considering a pedagogical approach to learning or should they consider an andragogical approach to learning? Having a better understanding of learn- ing theories will help determine which learning methods may be successful. This chapter compares the pedagogical and the andragogical models. Knowles’ self-directed learning theory is discussed, as well as Merriam, Cafarella, and Baumgarnter (2007). Learning contracts are discussed as a way of adults taking responsibility for their learning. The authors describe how adults might take more of an active role for their learning and how educators become more of a facilitator. Reviewing these theories will help organizations maximize learning. INTRODUCTION A good question Human Resource Development (HRD) and Human Resource Management (HRM) practitioners ask is “why do we explore learning theories?” The simple answer is we want quality learning in our organizations. HRD, HRM inter- ventions and management policies are congruent with the assumptions about human nature and organizational life. In today’s dynamic, rapidly changing world, there is even greater need for learning in the workplace. Today, more so than ever, a ‘job’ changes. It is crucial that organiza- tions explore the theories of learning in order to maximize their employees’ learning potential. Naturally, learning theories about human behavior carry with them assumptions about human nature, the purpose of education, and desirable values. Understandably then, a better understanding of the various learning theories will result in better decisions regarding learning experiences and more desirable outcomes (Knowles, Holton III, & Swan- Victor C. X. Wang Florida Atlantic University, USA Susan K. Dennett Northwood University, USA DOI: 10.4018/978-1-4666-6046-5.ch024