Steven W. Schmidt

Employee demographics and job training satisfaction: the relationship between dimensions of diversity and satisfaction with job training

Human resource development professionals serve many diverse populations of learners in the workplace. They do so with limited resources which leads to a dilemma: How to most effectively and efficiently meet the needs of all learners in the workplace, given the different job duties, backgrounds, skills and abilities of each learner. This empirical study examines job training satisfaction among customer and technical service employees in nine different organizations in the US and Canada. The study concluded that there were no differences in job training satisfaction when examined with dimensions of diversity such as age groups, gender and race/ethnicity. There were differences in job training satisfaction, however, when examined with job type, job status, and job tenure.

Lesbians, Gays, Bisexuals, and Transgendered People and Human Resource Development: An Examination of the Literature in Adult Education and Human Resource Development

Issues related to human resource development (HRD) and lesbian, gay, bisexual, and transgender (LGBT) people such as workplace inclusion, employee affinity groups, and LGBT-specific diversity initiatives are being addressed in organizations more often now than ever before. This article explores the existing literature on LGBT issues in HRD and adult education through a systemic review to determine what research exists and what future directions are necessary. This review revealed a small core of research related to these issues. Existing work is mainly conceptual, and there is a lack of quantitative work. Topics of focus are related to organizational change and diversity efforts, with very little research on HR policy, career development, and workplace education. Key findings include that HR professionals have primarily served in a reactive role, rather than leading on these issues.

The Relationship between Job Training and Job Satisfaction: A Review of Literature

As stand-alone concepts, job satisfaction and job training have each been researched extensively. However, encouraged by researchers who have found a myriad of effects of job training on employee behavior in the workplace, the concepts of job training and job satisfaction are being examined together. Results of many studies indicate that the effects of job training go beyond those that might be considered traditional, that is, the acquisition of knowledge, the improvement of skill, and the increasing of efficiency in the workplace. This review of literature looks at the relationship between job training and job satisfaction, and also examines the concept of job training satisfaction. It has been found that the research on the relationship between these two concepts can be categorized as follows: job training satisfaction as a measured construct, workplace and employee studies, training methodology studies, perception and meaning, and additional outcomes. Training and development practitioners must be aware of the relationship between job training and job satisfaction when planning and promoting workplace training programs.

The Future of Adult Education

It is an interesting assignment to think about the future of adult education. In fact, it is an assignment I have the graduate students in my Introduction to Adult Education class at East Carolina University consider during one of our course units. In that unit, which occurs after examining the history of adult education, we consider where our field is heading. Not surprisingly, responses to this question are as diverse as the students in the class and as diverse as the field of adult education itself. Most students are excited about the future and interested in considering how their interests, education, and particular skill sets might best serve them in the field of adult education. Many who work in the field of adult education bemoan the lack of resources, institutional ambivalence, and other obstacles. Almost all students discuss their interest in working with adult learners and underlying motivation for helping adults learn and grow. Some comment on the diversity of the field, as represented by the many different jobs held by the members of the class. Despite the differences in backgrounds, career goals, and interests within the field, in the end, some common themes emerge. We agree that passion for helping adults learn and being present when light bulb moments occur is what drives us to do what we do. It is what motivates us and keeps us going as adult educators. We are also optimistic about the future and enjoy speculating about what the future of adult education holds for us. As a member of the Board of Directors for the American Association for Adult and Continuing Education (AAACE), and now as incoming President-Elect, I have also been considering the future of our discipline. AAACE recently completed a strategic planning process and evaluated where the organization stands and where it is headed. Through a member survey and self-assessment, AAACE examined how the board can best serve the needs of members and promote the organization and the discipline. As a result of these discussions and my own contemplation, several themes emerged that may hold the keys for future success for AAACE and the field of adult education. The Future Means Being Flexible We can look at the concept of flexibility in several different ways. Technology, for example, provides adult educators and learners flexibility in program delivery methods and access to formal education. This does not mean traditional face-to-face teaching will become obsolete. It simply means we can be more innovative in the options we offer learners. Flexibility also allows us to be more responsive to learner needs. Gone are the days when adults stayed in one job for their entire lives. Now, people change jobs and entire career paths on a regular basis. Often, they need education as part of these transitions. Furthermore, demographic shifts mean retiring baby boomers are looking for leisure-time learning activities. Social justice issues in our world continue to evolve. The demand for adult basic skills education continues to increase. As adult educators, we need to be flexible in response to the changing needs of adult learners and ready to provide the educational opportunities they need, when they are needed. Flexibility means we at AAACE must continually evaluate the products and services we offer our members and make changes when appropriate. The recent additions of the Special Interest Group on Sustainability and Environmental Adult Education and the Special Interest Group for Labor/Workforce Education are good examples of responsiveness to the changing field of adult education and new needs of our members. We must be open to the opportunities that present themselves as the field of adult education evolves. The Future Means Using Technology Wisely As noted above, technology has changed the way we educate adults. It has also changed the way we communicate. We at AAACE are always looking for better ways to communicate with members and now use Facebook, Twitter, and LinkedIn and continuously work to improve the AAACE website. …

An Honor to Train: The Professional Identity of Army Trainers

Ones identity is often closely tied to ones profession. It is one of the first questions typically asked when meeting someone new. It is often how we introduce ourselves and often included in introductory-type information when asked. The purpose of this qualitative study was to examine the professional identity of civilian (non-enlisted) U.S. Army trainers. Professional identity is a dynamic concept; developed and refined by a professionals interaction with the environment and with reflection and examination of that interaction. To examine the concept, participants in this study were asked to describe what it meant to them to be trainers for the Army. Results indicate that Army trainers have a strong connection to the Army and are a deep commitment to their students; many of whom are soldiers. Training soldiers for potentially dangerous missions motivates these trainers to provide quality instruction to their learners. Based on study findings, conclusions were drawn, and implications for researchers and practitioners in the field of human resource development (HRD) were presented.