Masculine rationality pervades organizations and organizational theory but remains largely unexplored and or studied by human resource development (HRD) researchers and practitioners. This essay defines rational masculinity and summarizes its origins and effects on women in the workplace. Current literature supports the need for increased recognition of masculine rationality within HRD but lacks concrete suggestions for how to make progress toward identifying and changing the definition of rationality within organizations to a more holistic, inclusive organizational framework. In this essay, I provide concrete suggestions that HRD and organizational leadership can implement to begin a change toward a more balanced rationality.
{"title":"One Small Step toward Ungendered Rationality: A Plea for HRD Researchers and Practitioners","authors":"Kristine Hollingsworth","doi":"10.1002/nha3.20341","DOIUrl":"https://doi.org/10.1002/nha3.20341","url":null,"abstract":"Masculine rationality pervades organizations and organizational theory but remains largely unexplored and or studied by human resource development (HRD) researchers and practitioners. This essay defines rational masculinity and summarizes its origins and effects on women in the workplace. Current literature supports the need for increased recognition of masculine rationality within HRD but lacks concrete suggestions for how to make progress toward identifying and changing the definition of rationality within organizations to a more holistic, inclusive organizational framework. In this essay, I provide concrete suggestions that HRD and organizational leadership can implement to begin a change toward a more balanced rationality.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"5 1","pages":"51 - 54"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86062829","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}
Mattyna L. Stephens, J. Lowney, Caitlyn M. Ybarra, S. Stephens
Adult learning facilitators in any setting (ALFAS) seek to facilitate learning that is lifelong and meaningful. The purpose of this interpretive research study was to explore how instructional designers (IDs) construct knowledge when preparing graduate faculty to develop and teach courses online. The study involved five IDs and their perceptions of their knowledge construction when collaborating with graduate faculty to transition their courses to online instruction. The four main themes that emerged from the data were learning community or community of practice, individual experiences as adult educators, individual experiences as adult learners, and challenges to the learning process. These themes broaden the understanding of IDs’ perceived knowledge construction within a constructivist framework, an area that can inform adult educators and workplace learning as online instruction continues to gain much momentum.
{"title":"Adult Learning Facilitators in any Setting, Instructional Designers’ Roles as the Adult Learner and Educator, and their Perceived Knowledge Construction when Preparing Graduate Faculty for Teaching Online: An Interpretive Study","authors":"Mattyna L. Stephens, J. Lowney, Caitlyn M. Ybarra, S. Stephens","doi":"10.1002/nha3.20319","DOIUrl":"https://doi.org/10.1002/nha3.20319","url":null,"abstract":"Adult learning facilitators in any setting (ALFAS) seek to facilitate learning that is lifelong and meaningful. The purpose of this interpretive research study was to explore how instructional designers (IDs) construct knowledge when preparing graduate faculty to develop and teach courses online. The study involved five IDs and their perceptions of their knowledge construction when collaborating with graduate faculty to transition their courses to online instruction. The four main themes that emerged from the data were learning community or community of practice, individual experiences as adult educators, individual experiences as adult learners, and challenges to the learning process. These themes broaden the understanding of IDs’ perceived knowledge construction within a constructivist framework, an area that can inform adult educators and workplace learning as online instruction continues to gain much momentum.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"284 1","pages":"3 - 15"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78472046","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":"Where is the Engagement of HRD Practitioners?","authors":"Cory J. Wicker","doi":"10.1002/nha3.20353","DOIUrl":"https://doi.org/10.1002/nha3.20353","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"3 1","pages":"1 - 2"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91111321","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}
Chih‐Wei Wang, A. Sainz, S. C. Joshi, Mary V. Alfred
The COVID–19 pandemic drastically impacted the Texas Division of Adult Education. As a result, Texas's grant–funded adult education and literacy (AEL) programs transitioned to remote instruction. There was a need to understand how this unfolded. Thus, the purpose of this case study was to explore how the Texas Division of Adult Education guided AEL programs in the transition to remote services. Several published records were collected and analyzed using document and content analysis. The research findings revealed effective crisis management strategies and professional development interventions implemented by state leadership. This study also highlights the challenges and potential advantages of remote learning. These outcomes are helpful because they could guide other state agencies in incorporating remote learning courses. Ultimately, professional development training evaluations indicated the need for further program support to foster training transfer. This article concludes with implications for AEL programs and suggestions for future research.
{"title":"A case study of adult education and literacy programs and the transition to remote services during the COVID‐19 pandemic","authors":"Chih‐Wei Wang, A. Sainz, S. C. Joshi, Mary V. Alfred","doi":"10.1002/nha3.20352","DOIUrl":"https://doi.org/10.1002/nha3.20352","url":null,"abstract":"The COVID–19 pandemic drastically impacted the Texas Division of Adult Education. As a result, Texas's grant–funded adult education and literacy (AEL) programs transitioned to remote instruction. There was a need to understand how this unfolded. Thus, the purpose of this case study was to explore how the Texas Division of Adult Education guided AEL programs in the transition to remote services. Several published records were collected and analyzed using document and content analysis. The research findings revealed effective crisis management strategies and professional development interventions implemented by state leadership. This study also highlights the challenges and potential advantages of remote learning. These outcomes are helpful because they could guide other state agencies in incorporating remote learning courses. Ultimately, professional development training evaluations indicated the need for further program support to foster training transfer. This article concludes with implications for AEL programs and suggestions for future research.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"51 1","pages":"37 - 50"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86150112","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}
An increasing number of individuals with autism spectrum disorder (ASD) are pursing postsecondary degrees; however, the employment rate for this population is unacceptably low because of the range of deficit in behavioral, communication, and social skills that are crucial for effective functioning on the job. Although individuals with ASD have wide and varied talents and giftedness, there continues to be a focus on their impairments rather than their strengths and they are subject to stigma and discrimination. To reduce employers fears and reluctance of employing individuals with ASD, appreciative inquiry is suggested as a strengths–based approach to leverage their skills and improve work outcomes of this underrepresented population.
{"title":"Using a Strengths–Based Approach to Improve Employment Opportunities for Individuals with Autism Spectrum Disorder","authors":"Karen R. Johnson","doi":"10.1002/nha3.20321","DOIUrl":"https://doi.org/10.1002/nha3.20321","url":null,"abstract":"An increasing number of individuals with autism spectrum disorder (ASD) are pursing postsecondary degrees; however, the employment rate for this population is unacceptably low because of the range of deficit in behavioral, communication, and social skills that are crucial for effective functioning on the job. Although individuals with ASD have wide and varied talents and giftedness, there continues to be a focus on their impairments rather than their strengths and they are subject to stigma and discrimination. To reduce employers fears and reluctance of employing individuals with ASD, appreciative inquiry is suggested as a strengths–based approach to leverage their skills and improve work outcomes of this underrepresented population.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"77 1","pages":"16 - 25"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87055877","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}
M. Kroth, Davin J. Carr-Chellman, Carol Rogers-Shaw
This article introduces formation as an organizing model for lifelong learning and places existing lifelong learning theory into this larger context. Further, in order to demonstrate how this framework might be applied, we suggest a lifelong learning agenda based on formation, which includes intentionality, meta–learning skills, and meta–practices. Meta–learning skills are strategic tools for facilitating lifelong, profound formation, while meta–practices are the strategic implementation of those meta–learning skills. Lifelong learning as continual formation has substructures such as deformation, reformation, and transformation. Profound learning practices lead toward profound living, more broadly described as human flourishing.
{"title":"Formation as an Organizing Framework for the Processes of Lifelong Learning","authors":"M. Kroth, Davin J. Carr-Chellman, Carol Rogers-Shaw","doi":"10.1002/nha3.20348","DOIUrl":"https://doi.org/10.1002/nha3.20348","url":null,"abstract":"This article introduces formation as an organizing model for lifelong learning and places existing lifelong learning theory into this larger context. Further, in order to demonstrate how this framework might be applied, we suggest a lifelong learning agenda based on formation, which includes intentionality, meta–learning skills, and meta–practices. Meta–learning skills are strategic tools for facilitating lifelong, profound formation, while meta–practices are the strategic implementation of those meta–learning skills. Lifelong learning as continual formation has substructures such as deformation, reformation, and transformation. Profound learning practices lead toward profound living, more broadly described as human flourishing.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"17 1","pages":"26 - 36"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91359497","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}
As a result of the novel Coronavirus of 2019 (COVID–19), everyday life was transformed globally. With this, organizations were faced with the need to strategically and empathetically balance employee safety with business continuity as their survival largely depended on enacting immediate response measures by shifting to working remotely. When work moved online, essential programs including new employee onboarding, required a transition to virtual learning and development. This case description outlines Jackson Health System's COVID–19 New Employee Orientation (NEO) response plan through the lens of andragogy, with an emphasis on technological considerations. Following a description of decisions and responses to design and execute the virtual orientation program, a discussion is presented of three overarching lessons learned in the process: Virtual onboarding is a necessarily iterative process; virtual onboarding must be intentional; and the technological divide must be addressed. Recommendations for human resource development (HRD) research and practice are offered.
由于2019年新型冠状病毒(COVID-19)，全球的日常生活发生了变化。因此，企业面临着在战略上和同理心上平衡员工安全和业务连续性的需要，因为它们的生存在很大程度上依赖于通过转向远程工作来制定即时响应措施。当工作转移到网上时，包括新员工入职在内的重要项目都需要过渡到虚拟学习和发展。本案例描述通过心理学的视角概述了Jackson Health System的COVID-19新员工培训(NEO)应对计划，重点是技术方面的考虑。在描述了设计和执行虚拟入职培训计划的决策和反应之后，讨论了在此过程中获得的三个主要经验教训:虚拟入职是一个必要的迭代过程;虚拟入职必须是有意的;技术鸿沟必须得到解决。对人力资源开发的研究和实践提出了建议。
{"title":"Virtually new: A case description of a health system's new employee orientation COVID‐19 response plan","authors":"Mariela V. Campuzano","doi":"10.1002/nha3.20346","DOIUrl":"https://doi.org/10.1002/nha3.20346","url":null,"abstract":"As a result of the novel Coronavirus of 2019 (COVID–19), everyday life was transformed globally. With this, organizations were faced with the need to strategically and empathetically balance employee safety with business continuity as their survival largely depended on enacting immediate response measures by shifting to working remotely. When work moved online, essential programs including new employee onboarding, required a transition to virtual learning and development. This case description outlines Jackson Health System's COVID–19 New Employee Orientation (NEO) response plan through the lens of andragogy, with an emphasis on technological considerations. Following a description of decisions and responses to design and execute the virtual orientation program, a discussion is presented of three overarching lessons learned in the process: Virtual onboarding is a necessarily iterative process; virtual onboarding must be intentional; and the technological divide must be addressed. Recommendations for human resource development (HRD) research and practice are offered.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"2 1","pages":"5 - 15"},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86126278","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":"An Editorial in Three Parts","authors":"J. Bohonos, Margaret H. Patterson, M. C. Smith","doi":"10.1002/nha3.20354","DOIUrl":"https://doi.org/10.1002/nha3.20354","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"16 1","pages":"1 - 4"},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81274368","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}
With the COVID–19 pandemic, adult learning and education has turned toward the field of health. Group behavior is as effective as individual attitudes and skills in coping with the pandemic and slowing the spread of the disease. In this process, adults’ health literacy skills are vital in their strategies to cope with the pandemic. This paper is aimed to examine the learning needs of adults that have emerged with the pandemic from the perspective of Turkey. The COVID–19 pandemic demonstrates the key role of education as part of lifelong learning, in the context of adult health literacy skills and managing disaster processes.
{"title":"The COVID‐19 pandemic and health literacy skills as part of adult and continuing education: Perspectives from Turkey","authors":"Fatma Tezcan","doi":"10.1002/nha3.20355","DOIUrl":"https://doi.org/10.1002/nha3.20355","url":null,"abstract":"With the COVID–19 pandemic, adult learning and education has turned toward the field of health. Group behavior is as effective as individual attitudes and skills in coping with the pandemic and slowing the spread of the disease. In this process, adults’ health literacy skills are vital in their strategies to cope with the pandemic. This paper is aimed to examine the learning needs of adults that have emerged with the pandemic from the perspective of Turkey. The COVID–19 pandemic demonstrates the key role of education as part of lifelong learning, in the context of adult health literacy skills and managing disaster processes.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"30 1","pages":"49 - 52"},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75412756","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 use of music to sensitize, inform, and entertain for purposes of social organizing and public pedagogy is receiving increasing attention from scholars. This approach is usually selected because it allows a targeted message to reach large populations using varying mediums of transmission, such as social media, radio, television, and word of mouth. The lyrics can borrow from scientific information, political change messages, or a catchphrase common to many. It is also common to infuse a catchy line that most can remember, and markedly prominent musicians might come together to work on such a project to encourage fundraising or to push the message. The purpose of this article is to describe how a scientific organization based in the United States worked with budding musicians in Kenya to create music to inform communities in East Africa about prevention of coronavirus/COVID–19.
{"title":"Using music and animations for COVID‐19 prevention: The case of a scientific program","authors":"A. Lutomia, J. Bohonos, J. Bello-Bravo","doi":"10.1002/nha3.20347","DOIUrl":"https://doi.org/10.1002/nha3.20347","url":null,"abstract":"The use of music to sensitize, inform, and entertain for purposes of social organizing and public pedagogy is receiving increasing attention from scholars. This approach is usually selected because it allows a targeted message to reach large populations using varying mediums of transmission, such as social media, radio, television, and word of mouth. The lyrics can borrow from scientific information, political change messages, or a catchphrase common to many. It is also common to infuse a catchy line that most can remember, and markedly prominent musicians might come together to work on such a project to encourage fundraising or to push the message. The purpose of this article is to describe how a scientific organization based in the United States worked with budding musicians in Kenya to create music to inform communities in East Africa about prevention of coronavirus/COVID–19.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"15 1","pages":"27 - 36"},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78272463","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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