MPatterson, Assignment 5

Mona Patterson

Final Project EDAC 631

March 5, 2023

Worked Independently

Introduction

In interview one, there is some parallel similarities and concentrates on promoting learning to adult education and Human resource development (HRD), one argues that both are an important role as an induvial, within an organization and society. The purpose of both is to gain opportunities, knowledge and experiences that can give great benefits to society and the organization as well as the individual. The second interview stated the there was a shift in declining of lifelong learners, due to the current support of the decline in federal funding. The support in the 1950’s through the 1970’s was supported by the movements with funding adult/higher education. In the 1990’s the shift was focused more on the vocational training through various organizations that either company brought in to help support their employees to continue the goal and mission of the organizational growth. There is also a shift in understand of how adult learning is introduced and how it cannot be under one setting.

Introduction of interview one

The interviewer stated that organizational development and Human resource development(HDR), deals with building and shaping the person through skills in adult education. The social cultural that was mentioned that will deal with what is oriented through the cultural lens. The question the interviewer stated is that all the areas cannot be put under one group. People need to work out of their own orientation depends on their field of what they are familiar with, not that a person is not aware, but people lean towards what they know best. The interviewer stated that learning is all arounds and does it need to be focused on just adult learners.

Discussions and Implications interview One

The interviewer begins with adult education not all being under one group and that adult education and learning is all around us. However, what does one do to develop just a program that develops a person’s skills? Human resource development through the lens of adult learning within an organization. The idea of HRD, is to have a collective training that can be formal or informal. Building one’s skills is to give resources and tools to help with the improvement of the job performance to better the organization. I agree with both adult learning and human resource development (HRD) does go hand in hand. Both approaches is creating and environment of learning a new skill or maintaining a skill or

information on a certain topic to increase the knowledge and performance of one’s skill(s) or job.

Creating a platform in adult education or HRD, is to have a support system that provides the skills and quality learning opportunities to allow a person to achieve and continue to maintain skills that are forever evolving in our society.

Some of the implications is that policy and stakeholders will continually need additional funding within the organization to offer such support to their employees to maintain learning and training development within their walls. Developing formal training that learners have been offered by outside source of consultants that will better provide the knowledge that one is seeking to continue the growth that the organization needs to keep the mission and vision going. The informal training that HRD develops is, mentors that are create with management, onboarding process or another team member within the organization or that department.

There are several ways that the learning process can contribute to the people within the organization. Coaching is the first one that can happen within the organization, which is done with the immediate supervisor, or another co-worker. In the coaching part job expectations, duties and responsibilities are included with in the learning process through the HRD lens. Providing feedback, giving an employee quality and useful feedback to help with maintaining the skills within the job responsibilities. Feedback can be a useful tool for adult learning in the organization professional growth, tracking process and providing the tools, and having skill test and training videos available to employees.

In one article stated that both adult education and HRD, has to take risk in order to achieve one’s goal of learning.( Asen, 2004; Biesta, 2007; Dewey, 1916; Reio & Lasky, 2007; Tulloch & Lupton, 2003).

One of the risk factors or implications is that always finding way to continue the learning process, by receiving and providing new knowledge, staying current, and new strategies that will assist with lifelong learning within an organization.

Discussion and Implications interview Three

The adult education was supported in the beginning through the federal government in the

1950’s. adult education in the 1960s going through a transitional change. The United States was going through a social change or a culture shift that dealt with the structure, goals of expanding adult education that had taken place at a much higher level the federal government had to expand the role of the adult education with their support and involvement.

In the 1960’s there were several movements and legislations that happened. The overall implication of the 1960s, increase in the population and the growth in the nation. The legislation related to adult education had many components in the 1960s. The climate was to give as much and as many opportunities, such equal, quality education regardless of race, gender, and any other demographic factors to the American people to improve the overall well-being through adult education as well as a stainable nation. The government saw the need of providing support and assistance for Americans to

The 1970 and 1980’s the federal government slowed down with the support of adult education funding. There were a lot of decreasing in financial aid due to the lack of support and understanding how important adult learning and is vital part that will be to keep our society growing the right direction.

Summary

There is so much to learn about the adult learning and human resource development that are similarities that have the same focus on continue the process of learning, but the risk and

implications are that both will need to be funded and supported on a individual, federal and legislation level.

Resources

Adult Education Association. (1994). Adult education association (AEA-USA)/American association for adult and continuing education (AAACE) records. Retrieved from

http://library.syr.edu/digital/guides/a/aaace.htm

Asen, R. (2004). A discourse theory of citizenship. Quarterly Journal of Speech, 90, 189-211.

Biesta, G. (2007). The problem of “learning.” Adults Learning, 18(8), 8-11.

Chalofsky, N. (2007). The seminal foundation of the discipline of HRD: People, learning, and organizations. Human Resource Development Quarterly, 18, 431-442.

Chalofsky, N., & Lincoln, C. (1983). Up the HRD ladder. Reading, MA: Addison-Wesley.

Knowles, M. S. (1994). A history of the adult education movement in the United States. Malabar, FL: Krieger Publishing Company.

Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. In S.

B. Merriam (Eds.), New Directions for Adult and Continuing Education (3-13). San Francisco, CA: Jossey-Bass.

U. S. Department of Education. (2007). 40th anniversary of the Adult Education Act. Washington, DC: Office of Career, Technical, and Adult Education.

U. S. Department of Education. (2013). Federal adult education: A legislative history 1964-2013. Washington, DC: Office of Vocational and Adult Education.