The use of virtual teams in organizations has shifted upward exponentially since the onset of COVID–19, yet available research does not include findings based on workplace virtual team members, as opposed to student populations. Research is limited on what virtual workplace team members consider important in the performance coaching and personal development processes. Research on virtual team member perspectives is valuable for human resource professionals and organizational leaders and particularly helpful to organizations struggling to respond to the new work–at–home environment. The purpose of the mixed–methods study was to explore the perspectives of virtual team members about how performance coaching, mentoring, and training contribute to their personal development. Participants for the study were members of social network virtual team groups who have been members of virtual work teams. The sequential explanatory study data was from a sample of 149 virtual team members (12 for the pilot survey and 137 for the full study). The Kruskal–Wallis results led to the rejection of the null hypothesis at an overall significance level of 0.05, with significance levels of 0.014 for coaching and 0.008 for mentoring, indicating a perceived positive contribution from performance development efforts (coaching and mentoring) on the personal development of individual virtual team members. These results on the interpersonal aspects of virtual teams from team members and consideration of perspectives on their personal development provide organizations, leadership, and human resources professionals, valuable information to improve virtual teams and the team member experience in normal and unusual work situations.
{"title":"Virtual Team Member Perspectives on Personal Development: A Sequential Explanatory Study","authors":"Donna L. Edsall, K. A. Conrad","doi":"10.1002/nha3.20340","DOIUrl":"https://doi.org/10.1002/nha3.20340","url":null,"abstract":"The use of virtual teams in organizations has shifted upward exponentially since the onset of COVID–19, yet available research does not include findings based on workplace virtual team members, as opposed to student populations. Research is limited on what virtual workplace team members consider important in the performance coaching and personal development processes. Research on virtual team member perspectives is valuable for human resource professionals and organizational leaders and particularly helpful to organizations struggling to respond to the new work–at–home environment. The purpose of the mixed–methods study was to explore the perspectives of virtual team members about how performance coaching, mentoring, and training contribute to their personal development. Participants for the study were members of social network virtual team groups who have been members of virtual work teams. The sequential explanatory study data was from a sample of 149 virtual team members (12 for the pilot survey and 137 for the full study). The Kruskal–Wallis results led to the rejection of the null hypothesis at an overall significance level of 0.05, with significance levels of 0.014 for coaching and 0.008 for mentoring, indicating a perceived positive contribution from performance development efforts (coaching and mentoring) on the personal development of individual virtual team members. These results on the interpersonal aspects of virtual teams from team members and consideration of perspectives on their personal development provide organizations, leadership, and human resources professionals, valuable information to improve virtual teams and the team member experience in normal and unusual work situations.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"38 1","pages":"3 - 27"},"PeriodicalIF":1.1,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76323793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given their responsibilities and influence on future students, preservice mathematics teachers’ preparation is critically important. This research's purpose was to explore reflective journaling for preservice teachers in advanced undergraduate mathematics courses. To accomplish this purpose, 39 preservice teachers enrolled in upper–level undergraduate mathematics courses shared evidence from their semester–long learning journals including self–perceptions as learners and future professionals. Student journals were analyzed using qualitative thematic methods; themes included perseverance through challenge, self–awareness of learning behaviors, building content knowledge, and future teaching connections. Participants perceived themselves as mathematics learners experiencing challenges and successes and as future educators building skills and preparing for the workplace. Findings reveal journaling's particular usefulness for building the mathematical habits of mind and professional mentality of preservice teachers, helping them to begin the transition of their viewpoints from student to teacher. This study has implications for preparing future teachers and designing corresponding undergraduate mathematics courses.
{"title":"Reflective Journaling in Mathematics: Insights into the Development of Future Teachers","authors":"J. Zarestky, Michelle Bigler","doi":"10.1002/nha3.20334","DOIUrl":"https://doi.org/10.1002/nha3.20334","url":null,"abstract":"Given their responsibilities and influence on future students, preservice mathematics teachers’ preparation is critically important. This research's purpose was to explore reflective journaling for preservice teachers in advanced undergraduate mathematics courses. To accomplish this purpose, 39 preservice teachers enrolled in upper–level undergraduate mathematics courses shared evidence from their semester–long learning journals including self–perceptions as learners and future professionals. Student journals were analyzed using qualitative thematic methods; themes included perseverance through challenge, self–awareness of learning behaviors, building content knowledge, and future teaching connections. Participants perceived themselves as mathematics learners experiencing challenges and successes and as future educators building skills and preparing for the workplace. Findings reveal journaling's particular usefulness for building the mathematical habits of mind and professional mentality of preservice teachers, helping them to begin the transition of their viewpoints from student to teacher. This study has implications for preparing future teachers and designing corresponding undergraduate mathematics courses.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"50 1","pages":"52 - 65"},"PeriodicalIF":1.1,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80713368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Identity shapes how people make sense of the world and their experiences, including their interactions with other people. Although bondage/discipline, dominance/submission, and sadism/masochism (BDSM) have been examined through a range of lenses, little research has explored the lived experiences and identity navigation of women who are both feminist and submissive. As women in this community navigate the intersecting meanings of feminism and submission, they might have trouble reconciling their politics and Dominance and submission (D/s) practice. When a person's identity characteristics intersect, there can be inner tension, whereby an individual might view herself as “wrong, other” or be viewed as “wrong, other” by society. Women who identify as both feminist and submissive may experience the phenomenon in qualitatively different ways, depending on life histories, level of identity resonance, and a variety of other issues impacting their lives. In this paper, we use phenomenography to investigate the differing ways in which 23 women in the BDSM community who identify as feminist and submissive navigate the conflicting identity standards of their feminist and submissive identities. Women in BDSM who identify as feminist and submissive navigate the identity standards in three ways: (1) having never experienced internal conflict between the identities (n = 9), (2) having experienced internal conflict between the identities in the past but no longer (n = 9), and (3) coping with current unreconciled internal tension between the identities (n = 5). These findings contribute to discourse on identity development, healthy relationships, and adult education by identifying challenges that women experience in accepting, reconciling, and navigating their identities.
{"title":"Exploring the Ways Women Navigate Feminist and Submissive Identities: A Phenomenography","authors":"Carolyn Meeker, Craig M. McGill","doi":"10.1002/nha3.20336","DOIUrl":"https://doi.org/10.1002/nha3.20336","url":null,"abstract":"Identity shapes how people make sense of the world and their experiences, including their interactions with other people. Although bondage/discipline, dominance/submission, and sadism/masochism (BDSM) have been examined through a range of lenses, little research has explored the lived experiences and identity navigation of women who are both feminist and submissive. As women in this community navigate the intersecting meanings of feminism and submission, they might have trouble reconciling their politics and Dominance and submission (D/s) practice. When a person's identity characteristics intersect, there can be inner tension, whereby an individual might view herself as “wrong, other” or be viewed as “wrong, other” by society. Women who identify as both feminist and submissive may experience the phenomenon in qualitatively different ways, depending on life histories, level of identity resonance, and a variety of other issues impacting their lives. In this paper, we use phenomenography to investigate the differing ways in which 23 women in the BDSM community who identify as feminist and submissive navigate the conflicting identity standards of their feminist and submissive identities. Women in BDSM who identify as feminist and submissive navigate the identity standards in three ways: (1) having never experienced internal conflict between the identities (n = 9), (2) having experienced internal conflict between the identities in the past but no longer (n = 9), and (3) coping with current unreconciled internal tension between the identities (n = 5). These findings contribute to discourse on identity development, healthy relationships, and adult education by identifying challenges that women experience in accepting, reconciling, and navigating their identities.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"40 1","pages":"28 - 40"},"PeriodicalIF":1.1,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76223884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Racism continues to permeate American society and brings about social injustice as it privileges whites while marginalizing people of color. The endemic nature of racism identified by critical race theorists suggests that all American organizations are plagued by this social ill, yet very little research in human resource development explores racism in organizational settings. The purpose of this paper is to use participant observations of white and Black researchers to document how white–dominated leadership deploys procedural rules and microaggressions to marginalize Black participants in a small urban municipal government setting and the ways members of the Black community work to resist racial marginalization.
{"title":"Observing Whiteness and Black Resistance in a Midwestern Municipal Government: An Interracial Ethnography","authors":"J. Bohonos, Mikki Johnson","doi":"10.1002/nha3.20333","DOIUrl":"https://doi.org/10.1002/nha3.20333","url":null,"abstract":"Racism continues to permeate American society and brings about social injustice as it privileges whites while marginalizing people of color. The endemic nature of racism identified by critical race theorists suggests that all American organizations are plagued by this social ill, yet very little research in human resource development explores racism in organizational settings. The purpose of this paper is to use participant observations of white and Black researchers to document how white–dominated leadership deploys procedural rules and microaggressions to marginalize Black participants in a small urban municipal government setting and the ways members of the Black community work to resist racial marginalization.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"80 1","pages":"41 - 51"},"PeriodicalIF":1.1,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75784874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Attending to immigrants’ social integration is a complex challenge for adult educators in ordinary times, and the complexity has significantly increased with the COVID–19 pandemic. This exploratory paper begins by outlining four aspects of social integration: forming social networks, developing a sense of belonging, linking social integration to the workplace, and language learning. Working within an intersectionality framework that foregrounds migrants’ experiences of discrimination, this paper reveals ways that migrants have experienced increased discrimination and inequality in their social integration since the COVID–19 pandemic began. Recommendations are made regarding tending to migrants’ physical and psychosocial needs, countering discriminatory attitudes with empathy, addressing the digital divide, and using intersectionality to empirically examine migrant experiences.
{"title":"Social Integration in Social Isolation: Newcomers' Integration during the COVID‐19 Pandemic","authors":"M. Barker","doi":"10.1002/nha3.20313","DOIUrl":"https://doi.org/10.1002/nha3.20313","url":null,"abstract":"Attending to immigrants’ social integration is a complex challenge for adult educators in ordinary times, and the complexity has significantly increased with the COVID–19 pandemic. This exploratory paper begins by outlining four aspects of social integration: forming social networks, developing a sense of belonging, linking social integration to the workplace, and language learning. Working within an intersectionality framework that foregrounds migrants’ experiences of discrimination, this paper reveals ways that migrants have experienced increased discrimination and inequality in their social integration since the COVID–19 pandemic began. Recommendations are made regarding tending to migrants’ physical and psychosocial needs, countering discriminatory attitudes with empathy, addressing the digital divide, and using intersectionality to empirically examine migrant experiences.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"47 1","pages":"34 - 45"},"PeriodicalIF":1.1,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84659492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Weeks into higher education’s forced shift into a virtual mode around March 2020 due to the COVID-19 pandemic, popular and practitioner media started being flooded with predictions that the situation will permanently alter the learning landscape in colleges toward a more virtual mode. (Kim, 2020; Chronicle of Higher Education, 2020). While much attention has been given to the shift of formal classes to delivery over Zoom and similar platforms, the field of Adult Education & Human Resource Development (AEHRD) should not ignore the concurrent shift of internships to a virtual mode. Many practitioners in the field work with internships, whether in a university career services role, the talent development team of an employer, or third-party roles such as placement services and reskilling programs.
{"title":"Virtual Internships During the COVID‐19 Pandemic and Beyond","authors":"E. Feldman","doi":"10.1002/nha3.20314","DOIUrl":"https://doi.org/10.1002/nha3.20314","url":null,"abstract":"Weeks into higher education’s forced shift into a virtual mode around March 2020 due to the COVID-19 pandemic, popular and practitioner media started being flooded with predictions that the situation will permanently alter the learning landscape in colleges toward a more virtual mode. (Kim, 2020; Chronicle of Higher Education, 2020). While much attention has been given to the shift of formal classes to delivery over Zoom and similar platforms, the field of Adult Education & Human Resource Development (AEHRD) should not ignore the concurrent shift of internships to a virtual mode. Many practitioners in the field work with internships, whether in a university career services role, the talent development team of an employer, or third-party roles such as placement services and reskilling programs.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"34 1","pages":"46 - 51"},"PeriodicalIF":1.1,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79435560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID–19 pandemic has brought about many complex challenges and opportunities, calling for a reexamination of leadership development curricula. This paper proposes adopting a competency–based approach to better prepare leaders for crisis events, like COVID–19. I used an HR practitioner's lens that informs human resource development scholarship and practice for my research on crisis leadership competency models. Based on that research, I propose that a model developed by Wooten and James, along with one developed by the Centers for Disease Control and Prevention, be used as a basis for constructing a competency framework to inform and improve leadership development programs.
{"title":"Competency–based Approach to Developing Leaders for Crises","authors":"Cory J. Wicker","doi":"10.1002/nha3.20315","DOIUrl":"https://doi.org/10.1002/nha3.20315","url":null,"abstract":"The COVID–19 pandemic has brought about many complex challenges and opportunities, calling for a reexamination of leadership development curricula. This paper proposes adopting a competency–based approach to better prepare leaders for crisis events, like COVID–19. I used an HR practitioner's lens that informs human resource development scholarship and practice for my research on crisis leadership competency models. Based on that research, I propose that a model developed by Wooten and James, along with one developed by the Centers for Disease Control and Prevention, be used as a basis for constructing a competency framework to inform and improve leadership development programs.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"48 36 1","pages":"52 - 59"},"PeriodicalIF":1.1,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79551966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID–19 pandemic of 2020 has provided individuals across the world with unprecedented experiences and challenges. This perspective piece demonstrates how following the foundational theories of adult learning allows adult educators to create a positive environment for learners in the middle of a crisis. Three self–care tips are examined briefly through the lens of adult learning. Implications for practice, including communities of practice, empowerment, and mindfulness, are discussed in context. A brief examination of implications for research is provided as well.
{"title":"How Can We Help? Adult Learning as Self‐Care in COVID‐19","authors":"Holley Linkous","doi":"10.1002/nha3.20317","DOIUrl":"https://doi.org/10.1002/nha3.20317","url":null,"abstract":"The COVID–19 pandemic of 2020 has provided individuals across the world with unprecedented experiences and challenges. This perspective piece demonstrates how following the foundational theories of adult learning allows adult educators to create a positive environment for learners in the middle of a crisis. Three self–care tips are examined briefly through the lens of adult learning. Implications for practice, including communities of practice, empowerment, and mindfulness, are discussed in context. A brief examination of implications for research is provided as well.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"8 1","pages":"65 - 70"},"PeriodicalIF":1.1,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76846908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Adult and Continuing Education and Human Resource Development: Responses to the COVID‐19 Pandemic","authors":"M. C. Smith, J. Bohonos, Margaret Patterson","doi":"10.1002/nha3.20310","DOIUrl":"https://doi.org/10.1002/nha3.20310","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"408 1","pages":"1 - 3"},"PeriodicalIF":1.1,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81625899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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