The COVID–19 pandemic changed how organizational leaders managed their staff and handled operations. As those operational changes were implemented, the experiential learning theory (ELT) was practiced by the leaders, staff, and human resource development (HRD) practitioners. In general, employees’ operational practices were created to work in a building and not remotely. The normalcy of driving to the workplace changed for many employees to work from any remote location. The purpose of this article is to highlight how ELT helped organizational leaders and HRD practitioners adapt during the COVID 19 pandemic. Many employees did not think that work in their profession could be completed remotely, but when a worldwide pandemic occurred, organizational leaders and HRD practitioners were ingenious and practiced ELT to stay open for business.
{"title":"Working remotely: How organizational leaders and HRD practitioners used the experiential learning theory during the COVID‐19 pandemic?","authors":"Marice Kelly Jackson","doi":"10.1002/nha3.20351","DOIUrl":"https://doi.org/10.1002/nha3.20351","url":null,"abstract":"The COVID–19 pandemic changed how organizational leaders managed their staff and handled operations. As those operational changes were implemented, the experiential learning theory (ELT) was practiced by the leaders, staff, and human resource development (HRD) practitioners. In general, employees’ operational practices were created to work in a building and not remotely. The normalcy of driving to the workplace changed for many employees to work from any remote location. The purpose of this article is to highlight how ELT helped organizational leaders and HRD practitioners adapt during the COVID 19 pandemic. Many employees did not think that work in their profession could be completed remotely, but when a worldwide pandemic occurred, organizational leaders and HRD practitioners were ingenious and practiced ELT to stay open for business.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"27 1","pages":"44 - 48"},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90051003","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":"Book Review: Learning and Development Effectiveness in Organisations: An Integrated Systems–Informed Model of Effectiveness","authors":"Brian L. Clouse, R. Clouse","doi":"10.1002/nha3.20349","DOIUrl":"https://doi.org/10.1002/nha3.20349","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"201 1","pages":"53 - 55"},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74426515","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}
Noeline Gunasekara, B. Barhate, Amin Alizadeh, Rosemary Gaza Capuchino
The purpose of this article is to explore the competencies required and exhibited by human resource development (HRD) professionals during a crisis. Keeping the current COVID–19 pandemic in the foreground, we examined the industrial, change management, and crisis management literature to illustrate how HRD professionals successfully helped their organizations overcome organizational challenges imposed by the pandemic. We propose some essential competencies that HRD professionals, as change agents, need to support organizations to survive a crisis in the long term. At the core of our model is learning, unlearning, and relearning. HRD professionals can develop the core competencies in conjunction with essential competencies such as flexibility, agility, thoughtfulness, effective communication, critical thinking, and creativity. Through our conceptual competency model, we propose that HRD can prepare its professionals holistically to support leaders and employees during a crisis.
{"title":"A human resources development professional's framework for competencies during COVID‐19 and unrest","authors":"Noeline Gunasekara, B. Barhate, Amin Alizadeh, Rosemary Gaza Capuchino","doi":"10.1002/nha3.20350","DOIUrl":"https://doi.org/10.1002/nha3.20350","url":null,"abstract":"The purpose of this article is to explore the competencies required and exhibited by human resource development (HRD) professionals during a crisis. Keeping the current COVID–19 pandemic in the foreground, we examined the industrial, change management, and crisis management literature to illustrate how HRD professionals successfully helped their organizations overcome organizational challenges imposed by the pandemic. We propose some essential competencies that HRD professionals, as change agents, need to support organizations to survive a crisis in the long term. At the core of our model is learning, unlearning, and relearning. HRD professionals can develop the core competencies in conjunction with essential competencies such as flexibility, agility, thoughtfulness, effective communication, critical thinking, and creativity. Through our conceptual competency model, we propose that HRD can prepare its professionals holistically to support leaders and employees during a crisis.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"26 1","pages":"37 - 43"},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83270022","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}
Similar to a service member's training, navigating a health crisis requires the acquisition of skills that enable employees to successfully perform their jobs. As a result of politics, egos, and a neglect for science, the U.S. government's response over how to handle the pandemic was bungled with misinformation and conflicting reports only fueling skeptics who no longer trust the government. Many adults still question the benefits of social distancing, masks, and a vaccine while more than 1,000,000 Americans have perished from COVID–19. A well–developed and consistent response to future health crises is necessary. The military already prepares its members to survive during challenging times and may offer human resource development professionals opportunities to focus on the skills that are beneficial in handling a global health crisis. The replication of military training in the workplace dealing with a pandemic is considered.
{"title":"Learning to navigate a global pandemic from military training","authors":"Michael J. Kirchner, Susan M. Yelich Biniecki","doi":"10.1002/nha3.20356","DOIUrl":"https://doi.org/10.1002/nha3.20356","url":null,"abstract":"Similar to a service member's training, navigating a health crisis requires the acquisition of skills that enable employees to successfully perform their jobs. As a result of politics, egos, and a neglect for science, the U.S. government's response over how to handle the pandemic was bungled with misinformation and conflicting reports only fueling skeptics who no longer trust the government. Many adults still question the benefits of social distancing, masks, and a vaccine while more than 1,000,000 Americans have perished from COVID–19. A well–developed and consistent response to future health crises is necessary. The military already prepares its members to survive during challenging times and may offer human resource development professionals opportunities to focus on the skills that are beneficial in handling a global health crisis. The replication of military training in the workplace dealing with a pandemic is considered.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"19 1","pages":"16 - 26"},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89247654","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}
Pub Date : 2022-01-01DOI: 10.5772/intechopen.100696
{"title":"Active Learning - Research and Practice for STEAM and social sciences education [Working Title]","authors":"","doi":"10.5772/intechopen.100696","DOIUrl":"https://doi.org/10.5772/intechopen.100696","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85750319","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":"Book Review: Tell me who you are: Sharing our Stories of Race, Culture, & Identity","authors":"Sandra Montalvo, J. Bohonos","doi":"10.1002/nha3.20309","DOIUrl":"https://doi.org/10.1002/nha3.20309","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"23 1","pages":"83 - 85"},"PeriodicalIF":1.1,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74294726","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}
Working-class scholars are a unique and sometimes marginalized population in higher education due to their upbringings that may be starkly different from those of their colleagues. Many times, they are first-generation college students who struggled with underpreparedness, inability to afford college, and feelings of otherness. Leaps of Faith: Stories from Working-Class Scholars presents the personal narratives of 23 such scholars. Each with a unique story, there are shared themes among the narratives, including the challenges of varied cultural upbringings; overcoming imposter syndrome; first-generation college student status; grit and resilience; and the importance of possessing social and cultural capital. In 20 chapters, some of which are coauthored, the scholars chronicle their journeys to, through, and beyond higher education
{"title":"Leaps of Faith: Stories from Working–Class Scholars","authors":"Monteigne Staats Long","doi":"10.1002/nha3.20335","DOIUrl":"https://doi.org/10.1002/nha3.20335","url":null,"abstract":"Working-class scholars are a unique and sometimes marginalized population in higher education due to their upbringings that may be starkly different from those of their colleagues. Many times, they are first-generation college students who struggled with underpreparedness, inability to afford college, and feelings of otherness. Leaps of Faith: Stories from Working-Class Scholars presents the personal narratives of 23 such scholars. Each with a unique story, there are shared themes among the narratives, including the challenges of varied cultural upbringings; overcoming imposter syndrome; first-generation college student status; grit and resilience; and the importance of possessing social and cultural capital. In 20 chapters, some of which are coauthored, the scholars chronicle their journeys to, through, and beyond higher education","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"98 1","pages":"73 - 75"},"PeriodicalIF":1.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90985321","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}
Problem–solving skills in a digital environment are a prerequisite to a better future for all citizens in the Fourth Industrial Revolution era. To investigate the relationship between age, gender, computer use, and adult learners’ problem–solving skills in a digital environment, this study analyzed the 4,540 Korean participants’ problem–solving skills in a technology–rich environment using the Programme for the International Assessment of Adult Competencies data. Importantly, age showed the strong relationship with problem–solving skills of adults in a digital environment. Such results indicate that it is necessary to use different strategies to enhance problem–solving skills in a digital environment for different age groups. Another key finding was that the relationship between gender and problem–solving skills was weak. In addition, the relationship between problem–solving skills in a digital environment and computer use in one's life was stronger than computer use at work. Such results should be reflected in developing strategies and programs for information and communication technologies training.
{"title":"The Relationship among Age, Gender, Computer Use, and Adult Learners’ Problem–solving Skills in a Digital Environment","authors":"M. Doo, Curtis J. Bonk, Heeok Heo","doi":"10.1002/nha3.20332","DOIUrl":"https://doi.org/10.1002/nha3.20332","url":null,"abstract":"Problem–solving skills in a digital environment are a prerequisite to a better future for all citizens in the Fourth Industrial Revolution era. To investigate the relationship between age, gender, computer use, and adult learners’ problem–solving skills in a digital environment, this study analyzed the 4,540 Korean participants’ problem–solving skills in a technology–rich environment using the Programme for the International Assessment of Adult Competencies data. Importantly, age showed the strong relationship with problem–solving skills of adults in a digital environment. Such results indicate that it is necessary to use different strategies to enhance problem–solving skills in a digital environment for different age groups. Another key finding was that the relationship between gender and problem–solving skills was weak. In addition, the relationship between problem–solving skills in a digital environment and computer use in one's life was stronger than computer use at work. Such results should be reflected in developing strategies and programs for information and communication technologies training.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"3 1","pages":"48 - 57"},"PeriodicalIF":1.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79365140","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}
Despite increasing studies into the effects of imposter phenomenon, there lacks empirically tested interventions that could help individuals address the distorted cognitions associated with “feeling like a fake” in their work role. Using a multistage sequential mixed methods study design, we developed and pilot–tested a workshop intervention based on cognitive processing therapy to determine the impact on participants’ imposter tendencies, core self–evaluation, and transfer of learning outcomes. As a result of the workshop, participants reported significantly lower imposter scores and increased core self–evaluation ratings compared to their baseline results. Participants also described proximal and distal transfer of learning outcomes and the overall impacts of increased agency in challenging distorted thinking patterns, greater awareness and normalizing of their imposter experiences, and use of experiential learning to continue addressing future imposter episodes. While preliminary, our study offers empirical support of a work–based intervention to help employees disrupt distorted thinking patterns associated with experiencing imposter tendencies.
{"title":"Don't Believe Everything you Think: Applying a Cognitive Processing Therapy Intervention to Disrupting Imposter Phenomenon","authors":"Holly M. Hutchins, Jennifer Flores","doi":"10.1002/nha3.20325","DOIUrl":"https://doi.org/10.1002/nha3.20325","url":null,"abstract":"Despite increasing studies into the effects of imposter phenomenon, there lacks empirically tested interventions that could help individuals address the distorted cognitions associated with “feeling like a fake” in their work role. Using a multistage sequential mixed methods study design, we developed and pilot–tested a workshop intervention based on cognitive processing therapy to determine the impact on participants’ imposter tendencies, core self–evaluation, and transfer of learning outcomes. As a result of the workshop, participants reported significantly lower imposter scores and increased core self–evaluation ratings compared to their baseline results. Participants also described proximal and distal transfer of learning outcomes and the overall impacts of increased agency in challenging distorted thinking patterns, greater awareness and normalizing of their imposter experiences, and use of experiential learning to continue addressing future imposter episodes. While preliminary, our study offers empirical support of a work–based intervention to help employees disrupt distorted thinking patterns associated with experiencing imposter tendencies.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"69 1","pages":"33 - 47"},"PeriodicalIF":1.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84999745","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}
Through a systematic review of the literature, we draw attention to factors associated with burnout and the effects on the military with a special focus on the US Air Force. Our review consists of the military and human resource development (HRD) literature on burnout. We integrate insights from the review of both literature on burnout and develop a conceptual model based on four major themes. First, significant factors associated with burnout such as the occupational nature of work were identified. The second and third themes describe the effects of burnout on the individual (health and reduced professional efficacy) and organization (commitment, job performance, and increased turnover). Fourth, strategies for minimizing burnout suggest that leadership support is important for service members. Specifically, a climate of support through open communication, realistic resiliency training, and expanding opportunities for career growth are likely to mitigate burnout. We utilize military and HRD perspectives on burnout and present implications for theory and research, as well as recommendations, for improving practice in military settings.
{"title":"Examining Burnout in the US Military with a Focus on US Air Force: A Review of Literature","authors":"Lauren Elizabeth Archer, Meera Alagaraja","doi":"10.1002/nha3.20331","DOIUrl":"https://doi.org/10.1002/nha3.20331","url":null,"abstract":"Through a systematic review of the literature, we draw attention to factors associated with burnout and the effects on the military with a special focus on the US Air Force. Our review consists of the military and human resource development (HRD) literature on burnout. We integrate insights from the review of both literature on burnout and develop a conceptual model based on four major themes. First, significant factors associated with burnout such as the occupational nature of work were identified. The second and third themes describe the effects of burnout on the individual (health and reduced professional efficacy) and organization (commitment, job performance, and increased turnover). Fourth, strategies for minimizing burnout suggest that leadership support is important for service members. Specifically, a climate of support through open communication, realistic resiliency training, and expanding opportunities for career growth are likely to mitigate burnout. We utilize military and HRD perspectives on burnout and present implications for theory and research, as well as recommendations, for improving practice in military settings.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"11 1","pages":"17 - 32"},"PeriodicalIF":1.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76950730","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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