OVERVIEW The Importance of Work in an Age of Uncertainty: The Eroding Work Experience in America presents insights from Americans who share their experiences related to critical issues concerning work alongside relevant literature describing the psychological impact of work. The author argues for a need to infuse psychological perspectives while including workers’ voices into research concerning labor and work issues. These voices are from those on the front lines of rapid workforce changes. Furthermore, he argues that, holistically, Americans will see no advancement toward a “just and dignified approach to working” without including those workers who are most affected (p. 193). The purpose of the text is to extend readers beyond an economic view of numbers and data in articulating work and labor issues through rich narratives from people about their work experiences. The author points to decades of missed opportunities in research that have failed to capture working Americans’ voices; sadly, he explains, economics has been the defining force informing public policies concerning work and how society understands it. This point and the central thesis that all workers deserve dignified and accessible employment serve as motivating forces behind this piece. Blustein leverages interview data and his experience as a therapist, career counselor, professor, and researcher in psychology and workforce development to inform the writing and convey Americans’ psychological experiences concerning work. The book consists of a preface, nine chapters, notes, and an index. Each chapter begins with an introduction composed of historical or personal frames of reference for the material. Interview vignettes and emerging themes follow this section. The final part of each chapter introduces more recent psychological and sociological research, which aids further insight into work during periods of uncertainty, such as recessions and job eliminations due to technological advances.
{"title":"The Importance of Work in an Age of Uncertainty: The Eroding Work Experience in America","authors":"Cory J. Wicker","doi":"10.1002/nha3.20330","DOIUrl":"https://doi.org/10.1002/nha3.20330","url":null,"abstract":"OVERVIEW The Importance of Work in an Age of Uncertainty: The Eroding Work Experience in America presents insights from Americans who share their experiences related to critical issues concerning work alongside relevant literature describing the psychological impact of work. The author argues for a need to infuse psychological perspectives while including workers’ voices into research concerning labor and work issues. These voices are from those on the front lines of rapid workforce changes. Furthermore, he argues that, holistically, Americans will see no advancement toward a “just and dignified approach to working” without including those workers who are most affected (p. 193). The purpose of the text is to extend readers beyond an economic view of numbers and data in articulating work and labor issues through rich narratives from people about their work experiences. The author points to decades of missed opportunities in research that have failed to capture working Americans’ voices; sadly, he explains, economics has been the defining force informing public policies concerning work and how society understands it. This point and the central thesis that all workers deserve dignified and accessible employment serve as motivating forces behind this piece. Blustein leverages interview data and his experience as a therapist, career counselor, professor, and researcher in psychology and workforce development to inform the writing and convey Americans’ psychological experiences concerning work. The book consists of a preface, nine chapters, notes, and an index. Each chapter begins with an introduction composed of historical or personal frames of reference for the material. Interview vignettes and emerging themes follow this section. The final part of each chapter introduces more recent psychological and sociological research, which aids further insight into work during periods of uncertainty, such as recessions and job eliminations due to technological advances.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"51 1","pages":"70 - 72"},"PeriodicalIF":1.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77308809","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}
In this essay, I reflect on my experience at the 2015 Society for the Study of Emerging Adulthood (SSEA) Conference to highlight how communication at academic conferences may negatively influence (emotion graft) out–group or minority participants. In this paper, I will discuss the following topics: (a) the acute implicit bias made explicit in Dr. Manago's response to my mention of the Black Lives Matter (BLM) movement while chairing a session at the 2015 SSEA Conference, (b) the emotion–grafting effect her response had on me and potentially other minority scholars, (c) how her biased response led to missed opportunities for SSEA to be inclusive and innovative while increasing membership and revenue, and (d) the current state of the global response to the BLM movement.
{"title":"Acute Implicit Bias and Emotion Grafting: The Black Lives Matter Movement and the Society for the Study of Emerging Adulthood, 2015 Conference, Miami, Florida","authors":"Markease Doe","doi":"10.1002/nha3.20327","DOIUrl":"https://doi.org/10.1002/nha3.20327","url":null,"abstract":"In this essay, I reflect on my experience at the 2015 Society for the Study of Emerging Adulthood (SSEA) Conference to highlight how communication at academic conferences may negatively influence (emotion graft) out–group or minority participants. In this paper, I will discuss the following topics: (a) the acute implicit bias made explicit in Dr. Manago's response to my mention of the Black Lives Matter (BLM) movement while chairing a session at the 2015 SSEA Conference, (b) the emotion–grafting effect her response had on me and potentially other minority scholars, (c) how her biased response led to missed opportunities for SSEA to be inclusive and innovative while increasing membership and revenue, and (d) the current state of the global response to the BLM movement.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"19 1","pages":"58 - 64"},"PeriodicalIF":1.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89584819","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 2019 COVID-19 pandemic forced half of the U.S. workforce to work-from-home (WFH) (Brynjolfsson et al., 2020). The mass adoption of WFH was largely attributed as an action to contain the pandemic. However, economists at the National Bureau of Economic Research estimate that over 37% of jobs in the U.S. can be performed fully from home (Dingel & Neiman, 2020). Yet, according to a PricewaterhouseCoopers (PwC) opinion poll conducted in early 2021, few executives believed their organization’s culture could support a WFH future. JP Morgan Chase’s CEO, Jamie Dimon, says WFH does not work for younger generations or high-performing employees (Son & Giel, 2021). As a result, the CEO of the United States’ largest bank announced plans to resume in-office work by the fourth quarter of 2021. In the following essay, I examine the nuance in WFH and discuss why Mr. Dimon and other like-minded executives may need to reconsider their positions. Ryan Roslansky, CEO of Linkedin, a professional networking website, was asked what his company learned from data collected on its 800 million global members. According to Roslansky, the nature of work is shifting (Simons, 2021). Organizations and CEOs are realizing the importance of rethinking their organization, “their values, and what it means to work at their company” (Simons, 2021, para. 2). Economic data from the U.S. Bureau of Labor Statistics suggests that Mr. Roslansky may be on to something. The great resignation, a phenomenon in which a greater proportion of Americans are abandoning their employment more than ever before to pursue new possibilities, is becoming a reality (Carter, 2021). The rate of individuals leaving their jobs is continually increasing (U.S. Bureau of Labor Statistics, 2021). In the aftermath of the pandemic, a robust WFH program could provide organizations with a competitive advantage in recruitment and retention. Glassdoor.com, a renowned job search website, saw a 360% increase in employment searches for WFH opportunities between June 2019 and June 2021 (Zhang, 2021). Meanwhile, the online job boards Indeed and ZipRecruiter reported higher demand for WFH positions in the current market (Kelly, 2021). According to a ZipRecruiter survey of over 2500 job seekers, 60% of respondents favored WFH positions (Pollak, 2021). The Boston Consulting Group discovered that the pandemic altered people’s expectations for work. Their study, involving over 209,000 participants from 190 nations, showed as many as 89% of those polled expressed an interest in WFH (Strack et al., 2021). Synchronously, the COVID-19 pandemic and stay-at-home directives led many to reconsider their career paths. People have a newfound willingness to take risks and switch careers or jobs for a better quality of life (Lipman, 2021). Organizations that rethink work and adopt WFH models may slow the great resignation and gain a significant recruitment tool. Aside from recruiting and retention, research on WFH suggests that organization
2019年的COVID-19大流行迫使一半的美国劳动力在家工作(Brynjolfsson et al.， 2020)。大规模采用WFH在很大程度上被认为是遏制大流行的一项行动。然而，美国国家经济研究局(National Bureau of Economic Research)的经济学家估计，美国超过37%的工作完全可以在家完成(Dingel & Neiman, 2020)。然而，根据普华永道(PricewaterhouseCoopers)在2021年初进行的一项民意调查，很少有高管认为他们公司的文化能够支持WFH的未来。摩根大通首席执行官杰米·戴蒙表示，WFH不适用于年轻一代或高绩效员工(Son & Giel, 2021)。因此，这家美国最大银行的首席执行官宣布，计划在2021年第四季度之前恢复办公室工作。在下一篇文章中，我将分析WFH的细微差别，并讨论为什么戴蒙和其他志同道合的高管可能需要重新考虑他们的立场。专业社交网站Linkedin的首席执行官瑞安•罗斯兰斯基(Ryan Roslansky)被问到，他的公司从收集到的全球8亿用户的数据中学到了什么?根据Roslansky的说法，工作的性质正在发生变化(Simons, 2021)。组织和首席执行官们正在意识到重新思考组织的重要性，“他们的价值观，以及在他们的公司工作意味着什么”(西蒙斯，2021年，第21段)。美国劳工统计局(Bureau of Labor Statistics)的经济数据显示，罗斯兰斯基可能说对了什么。大辞职是一种现象，在这种现象中，越来越多的美国人比以往任何时候都更愿意放弃自己的工作，去追求新的可能性，这正在成为现实(卡特，2021)。个人离职率持续上升(美国劳工统计局，2021年)。在大流行之后，一个强有力的WFH规划可以为组织在招聘和留用方面提供竞争优势。著名求职网站Glassdoor.com发现，在2019年6月至2021年6月期间，WFH工作机会的搜索量增加了360% (Zhang, 2021)。与此同时，在线求职网站Indeed和ZipRecruiter报告了当前市场对WFH职位的更高需求(Kelly, 2021)。根据zipreruiter对2500多名求职者的调查，60%的受访者喜欢WFH职位(Pollak, 2021)。波士顿咨询集团发现，疫情改变了人们对工作的期望。他们的研究涉及来自190个国家的209,000多名参与者，显示多达89%的受访者表示对WFH感兴趣(Strack et al.， 2021)。与此同时，新冠肺炎大流行和居家指令让许多人重新考虑自己的职业道路。人们有了新的意愿去冒险，为了更好的生活质量而改变职业或工作(Lipman, 2021)。重新思考工作并采用WFH模型的组织可能会减缓巨大的辞职，并获得重要的招聘工具。除了招聘和留住员工，WFH的研究表明，企业还可以从提高生产力中受益。根据普华永道的调查，超过一半的雇主对WFH进行了调查，发现员工的生产力有所提高(Caglar等人，2021年)。普华永道的调查结果似乎与其他咨询公司的结果一致。在评估WFH时，管理咨询公司麦肯锡公司(McKinsey & company)观察到报告的生产率也有类似的提高。员工首先报告生产率提高了41%，后来在随后的评估中修订为45% (Lund et al.， 2020)。同样，人力资源咨询机构美世(Mercer)发现，WFH计划提高了94%的受访雇主的生产力(Mercer, 2020)。即便如此，生产力也是一个主观概念。管理者评估员工生产力的能力在很大程度上取决于管理者与员工的关系，而不管他们身在何处。在疫情爆发之前，在一个典型的工作日里，员工平均花16%的时间开会，23%的时间处理电子邮件(James, 2019年)。如果员工在办公室工作而不是在办公室工作，那么他们的实际工作地点可能会有所不同，但分配给这些行政活动的时间不太可能改变。此外，平衡家庭和工作优先级是影响WFH生产力的一个因素(Lund等人，2020)。担心WFH的组织可以研究工作管理技术的使用。然而，技术工具输出的数据只有在管理者了解员工活动的情况下才可靠，就像员工管理一样
{"title":"The Case for Work from Home","authors":"Debaro Huyler","doi":"10.1002/nha3.20345","DOIUrl":"https://doi.org/10.1002/nha3.20345","url":null,"abstract":"The 2019 COVID-19 pandemic forced half of the U.S. workforce to work-from-home (WFH) (Brynjolfsson et al., 2020). The mass adoption of WFH was largely attributed as an action to contain the pandemic. However, economists at the National Bureau of Economic Research estimate that over 37% of jobs in the U.S. can be performed fully from home (Dingel & Neiman, 2020). Yet, according to a PricewaterhouseCoopers (PwC) opinion poll conducted in early 2021, few executives believed their organization’s culture could support a WFH future. JP Morgan Chase’s CEO, Jamie Dimon, says WFH does not work for younger generations or high-performing employees (Son & Giel, 2021). As a result, the CEO of the United States’ largest bank announced plans to resume in-office work by the fourth quarter of 2021. In the following essay, I examine the nuance in WFH and discuss why Mr. Dimon and other like-minded executives may need to reconsider their positions. Ryan Roslansky, CEO of Linkedin, a professional networking website, was asked what his company learned from data collected on its 800 million global members. According to Roslansky, the nature of work is shifting (Simons, 2021). Organizations and CEOs are realizing the importance of rethinking their organization, “their values, and what it means to work at their company” (Simons, 2021, para. 2). Economic data from the U.S. Bureau of Labor Statistics suggests that Mr. Roslansky may be on to something. The great resignation, a phenomenon in which a greater proportion of Americans are abandoning their employment more than ever before to pursue new possibilities, is becoming a reality (Carter, 2021). The rate of individuals leaving their jobs is continually increasing (U.S. Bureau of Labor Statistics, 2021). In the aftermath of the pandemic, a robust WFH program could provide organizations with a competitive advantage in recruitment and retention. Glassdoor.com, a renowned job search website, saw a 360% increase in employment searches for WFH opportunities between June 2019 and June 2021 (Zhang, 2021). Meanwhile, the online job boards Indeed and ZipRecruiter reported higher demand for WFH positions in the current market (Kelly, 2021). According to a ZipRecruiter survey of over 2500 job seekers, 60% of respondents favored WFH positions (Pollak, 2021). The Boston Consulting Group discovered that the pandemic altered people’s expectations for work. Their study, involving over 209,000 participants from 190 nations, showed as many as 89% of those polled expressed an interest in WFH (Strack et al., 2021). Synchronously, the COVID-19 pandemic and stay-at-home directives led many to reconsider their career paths. People have a newfound willingness to take risks and switch careers or jobs for a better quality of life (Lipman, 2021). Organizations that rethink work and adopt WFH models may slow the great resignation and gain a significant recruitment tool. Aside from recruiting and retention, research on WFH suggests that organization","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"39 1","pages":"1 - 3"},"PeriodicalIF":1.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75997442","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}
This article breaks new ground in exploring servant leadership with two practitioners, a Montessori team leader and a physics professor. Looking at their reflections through the eyes of adult education, all three authors ascertained that the two practitioners were natural servant–leaders. As they considered what servant leadership meant for their teams and their leadership, they discovered that their new knowledge enhanced their way of looking at their roles with their team members. It became apparent as they contemplated the characteristics of servant leadership, that they were already practicing many of the qualities, because they wanted to serve their teams.
{"title":"Servant Leadership in Montessori Education and Academic Research: Perspectives of two Practitioners","authors":"C. Lapierre, C. Simon, Lobana Alabbas","doi":"10.1002/nha3.20326","DOIUrl":"https://doi.org/10.1002/nha3.20326","url":null,"abstract":"This article breaks new ground in exploring servant leadership with two practitioners, a Montessori team leader and a physics professor. Looking at their reflections through the eyes of adult education, all three authors ascertained that the two practitioners were natural servant–leaders. As they considered what servant leadership meant for their teams and their leadership, they discovered that their new knowledge enhanced their way of looking at their roles with their team members. It became apparent as they contemplated the characteristics of servant leadership, that they were already practicing many of the qualities, because they wanted to serve their teams.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"47 1","pages":"65 - 69"},"PeriodicalIF":1.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87409322","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}
This study aimed to identify behaviors that contribute to adaptive performance (AP) among human resource development (HRD) practitioners. We used self–reported incidents of successes and failures on the job. Using a four–stage data analysis strategy, we analyzed qualitative data from 67 respondents and identified four behaviors that contributed to AP: (1) emotional intelligence, (2) consulting, (3) effective communication, and (4) analytic thinking. The findings showed that AP contributing behaviors are significant to how HRD practitioners develop relationships, execute technical tasks, and gather and make sense of data. Besides, for HRD practitioners, AP behaviors are critical for self–awareness and learning from failures and successes. This study showed that incidents of failure offered more insights into AP contributing behaviors than those of success. We extrapolate, mainly since as the incidents of failure were self–reported, that AP contributing behaviors could helpHRD practitioners alter their actions as they navigate the overall demands of their work environment. More studies should examine AP, especially at the individual level, through the lens of failure because failure in itself can be transformational. Finally, we recognize that AP is integral to the professionalization of HRD practitioners because their jobs are instrumental to the creation and recreation of human expertise and organizational effectiveness.
{"title":"Adaptive Performance and Human Resource Development Practitioners: Insights from Successes and Failures","authors":"C. Waight, Tomika W. Greer","doi":"10.1002/nha3.20329","DOIUrl":"https://doi.org/10.1002/nha3.20329","url":null,"abstract":"This study aimed to identify behaviors that contribute to adaptive performance (AP) among human resource development (HRD) practitioners. We used self–reported incidents of successes and failures on the job. Using a four–stage data analysis strategy, we analyzed qualitative data from 67 respondents and identified four behaviors that contributed to AP: (1) emotional intelligence, (2) consulting, (3) effective communication, and (4) analytic thinking. The findings showed that AP contributing behaviors are significant to how HRD practitioners develop relationships, execute technical tasks, and gather and make sense of data. Besides, for HRD practitioners, AP behaviors are critical for self–awareness and learning from failures and successes. This study showed that incidents of failure offered more insights into AP contributing behaviors than those of success. We extrapolate, mainly since as the incidents of failure were self–reported, that AP contributing behaviors could helpHRD practitioners alter their actions as they navigate the overall demands of their work environment. More studies should examine AP, especially at the individual level, through the lens of failure because failure in itself can be transformational. Finally, we recognize that AP is integral to the professionalization of HRD practitioners because their jobs are instrumental to the creation and recreation of human expertise and organizational effectiveness.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"34 1","pages":"4 - 16"},"PeriodicalIF":1.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86478796","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 purpose of Teaching in the Fourth Industrial Revolution is to provide an opportunity for award-winning frontline educators to provide inspiring examples of how a shift in practice can bring significant results. The book is written by six dynamic teachers who are internationally recognized Global Teacher Prize finalists. Each author provides an overview of their specific circumstance before diving into the topic they wish to cover. While one author explores how technology is influencing education and whether a computer could ever replace a teacher, another explores how technology can cause the equity gap to grow larger. Each author uses their experience to explore their given topic and to bring concrete examples of what they have done, or seen done, to highlight their point. They use Klaus Schwab’s (2017) concept of the fourth industrial revolution , a shift in education being driven by the pace of technological change, as the jumping-off point for their explorations. The book recognizes the importance of looking not only at what is done in classrooms, but also at the impact of technological changes (Shirley, 2018; Vestberg, 2018). The six authors each take turns exploring topics related to Schwab’s concept of the fourth industrial revolution while drawing on Shirley’s new imperatives for education. The book begins with an introduction continuing with eight distinct chapters and a concluding chapter:
{"title":"Teaching in the Fourth Industrial Revolution: Standing at the Precipice by Armand Doucet","authors":"Timothy F. Breen","doi":"10.1002/nha3.20338","DOIUrl":"https://doi.org/10.1002/nha3.20338","url":null,"abstract":"The purpose of Teaching in the Fourth Industrial Revolution is to provide an opportunity for award-winning frontline educators to provide inspiring examples of how a shift in practice can bring significant results. The book is written by six dynamic teachers who are internationally recognized Global Teacher Prize finalists. Each author provides an overview of their specific circumstance before diving into the topic they wish to cover. While one author explores how technology is influencing education and whether a computer could ever replace a teacher, another explores how technology can cause the equity gap to grow larger. Each author uses their experience to explore their given topic and to bring concrete examples of what they have done, or seen done, to highlight their point. They use Klaus Schwab’s (2017) concept of the fourth industrial revolution , a shift in education being driven by the pace of technological change, as the jumping-off point for their explorations. The book recognizes the importance of looking not only at what is done in classrooms, but also at the impact of technological changes (Shirley, 2018; Vestberg, 2018). The six authors each take turns exploring topics related to Schwab’s concept of the fourth industrial revolution while drawing on Shirley’s new imperatives for education. The book begins with an introduction continuing with eight distinct chapters and a concluding chapter:","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"1 1","pages":"75 - 76"},"PeriodicalIF":1.1,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78346820","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}
This teaching case focuses on how online instructors can be inclusive of sexual and gender diversity in their courses. Drawing on feminist pedagogical principles and queer pedagogy, I suggest three starting points for online instructors to engage an LGBTQ (lesbian, gay, bisexual, trans, and queer) inclusive pedagogy: (1) openness and respect for diversity, (2) queer storytelling, and (3) social media engagement. I argue that online learning offers a useful location for queer identities and queer knowledge to grow, especially for students who live in socially restrictive spaces. Instructors will need to become advocates and challenge heterosexualizing discourses and hetero/cisnormativity in online learning.
{"title":"Teaching for LGBTQ Inclusion in Online Settings","authors":"Robert C. Mizzi","doi":"10.1002/nha3.20339","DOIUrl":"https://doi.org/10.1002/nha3.20339","url":null,"abstract":"This teaching case focuses on how online instructors can be inclusive of sexual and gender diversity in their courses. Drawing on feminist pedagogical principles and queer pedagogy, I suggest three starting points for online instructors to engage an LGBTQ (lesbian, gay, bisexual, trans, and queer) inclusive pedagogy: (1) openness and respect for diversity, (2) queer storytelling, and (3) social media engagement. I argue that online learning offers a useful location for queer identities and queer knowledge to grow, especially for students who live in socially restrictive spaces. Instructors will need to become advocates and challenge heterosexualizing discourses and hetero/cisnormativity in online learning.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"68 1","pages":"70 - 74"},"PeriodicalIF":1.1,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91115497","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}
Women make up almost half of the workforce, but only a small percentage are ever promoted above middle management (Zarya). Although more women are working now than ever before, the numbers of high–level management positions still are primarily occupied by men, and the reason for this imbalance is still unclear. Why are women not able to break that glass ceiling? What is keeping them out of positions of power and decision making, and what might be done to assist women with professional development and promotion? Formal mentoring programs designed specifically for women have been in existence for many years, and they have great potential to be beneficial for career advancement. Although these programs are not new, most women have never participated in them (Montazavi). From a human resource development perspective, formal mentoring programs, especially effective formal mentoring programs, should be encouraged for women. Establishing effective formal mentoring programs can help to reduce the barriers that women face when trying to succeed in the workplace. Formal mentoring programs are the answer in how to break through that glass ceiling. They can provide encouragement and foster the self–advocacy needed to overcome career barriers and succeed.
{"title":"Establishing Mentoring Programs for the Advancement of Women in the Workplace","authors":"Tracie Groves","doi":"10.1002/nha3.20342","DOIUrl":"https://doi.org/10.1002/nha3.20342","url":null,"abstract":"Women make up almost half of the workforce, but only a small percentage are ever promoted above middle management (Zarya). Although more women are working now than ever before, the numbers of high–level management positions still are primarily occupied by men, and the reason for this imbalance is still unclear. Why are women not able to break that glass ceiling? What is keeping them out of positions of power and decision making, and what might be done to assist women with professional development and promotion? Formal mentoring programs designed specifically for women have been in existence for many years, and they have great potential to be beneficial for career advancement. Although these programs are not new, most women have never participated in them (Montazavi). From a human resource development perspective, formal mentoring programs, especially effective formal mentoring programs, should be encouraged for women. Establishing effective formal mentoring programs can help to reduce the barriers that women face when trying to succeed in the workplace. Formal mentoring programs are the answer in how to break through that glass ceiling. They can provide encouragement and foster the self–advocacy needed to overcome career barriers and succeed.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"78 1","pages":"66 - 69"},"PeriodicalIF":1.1,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86525393","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":"Feverish productivity: An unanticipated response to the COVID‐19 pandemic","authors":"Maria S. Plakhotnik","doi":"10.1002/nha3.20343","DOIUrl":"https://doi.org/10.1002/nha3.20343","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"5 1","pages":"1 - 2"},"PeriodicalIF":1.1,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87151103","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}
Access-oriented colleges across the United States are in the throes of significant institutional change. Spurred by the widely read Redesigning America’s Community Colleges: A Clearer Path to Student Success (Bailey et al., 2015), these changes include guided pathways initiatives and the reenvisioning of developmental math and English, which seek to drastically increase generally lamentable retention and completion rates by implement-ing institution-wide changes to curricula and learner experience. In the same vein, Transformational Learning (TL) promises to position community college practitioners to address the needs of students experiencing difficulties associated with TL. Using Mezirow’s (1991) concept of TL as a theoretical framework, the authors seek to give higher education professionals tools to address the social and emotional needs of historically underserved students via holistic supports.
美国各地的无障碍大学正经历着重大制度变革的阵痛。在广泛阅读的《重新设计美国社区大学:通往学生成功的更清晰之路》(Bailey et al.， 2015)的推动下，这些变化包括引导路径倡议和对发展性数学和英语的重新设想，这些变革试图通过在全学院范围内实施课程和学习者体验的变革来大幅提高普遍令人遗憾的保留率和完成率。同样，转型学习(TL)承诺定位社区大学从业者，以解决与TL相关的困难学生的需求。使用Mezirow(1991)的TL概念作为理论框架，作者试图通过整体支持为高等教育专业人员提供工具，以解决历史上服务不足的学生的社会和情感需求。
{"title":"Transformational Learning in Community Colleges: Charting a Course for Academic and Personal Success","authors":"Jessica M. Kubiak","doi":"10.1002/nha3.20337","DOIUrl":"https://doi.org/10.1002/nha3.20337","url":null,"abstract":"Access-oriented colleges across the United States are in the throes of significant institutional change. Spurred by the widely read Redesigning America’s Community Colleges: A Clearer Path to Student Success (Bailey et al., 2015), these changes include guided pathways initiatives and the reenvisioning of developmental math and English, which seek to drastically increase generally lamentable retention and completion rates by implement-ing institution-wide changes to curricula and learner experience. In the same vein, Transformational Learning (TL) promises to position community college practitioners to address the needs of students experiencing difficulties associated with TL. Using Mezirow’s (1991) concept of TL as a theoretical framework, the authors seek to give higher education professionals tools to address the social and emotional needs of historically underserved students via holistic supports.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"80 1","pages":"77 - 79"},"PeriodicalIF":1.1,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82365285","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：