Adult Educators’ Perceptions of Their Organization Promoting Learning Practices and Culture

Abstract

Many organizations, whether private or public, invest extensively in training and development. Such investment in training and development does not guarantee that the organization is perceived as a learning organization. This study examined law enforcement adult educators' (training facilitators') perceptions of their organization promoting learning practices and culture. The theoretical framework guiding this study is based on Watkins and Marsick's framework of learning organization. A total of 29 adult educators were administered the Dimensions of Learning Organization Questionnaire. The results and data revealed that of the 21 items on the questionnaire, 16 (76.2%) means were lower than 3 and the highest mean was 3.41, which suggest the adult educators (instructors) within this training academy do not perceive the organization as one that promotes learning practices and learning culture. Furthermore, as it relates to rank, years of services, and gender, there was no significant difference in their perceptions.

Strategies for coaches’ development in a football club: a learning organization

“…Thus, for coaches to keep developing and learning, work environments have been recognized as contexts for continuous learning [7][8][9][10] because of coaches' need to change constantly in order to be updated according to the situations of their social context and become relevant to their members 11,12 . The workplace as a learning organization becomes a convenient way of supporting continuous learning.…”

“…The workplace as a learning organization becomes a convenient way of supporting continuous learning. In this organizational structure, strategies can be established to foster organizational improvements 12 . According to Hunter-Johnson and Closson 12 such strategies can include promoting a safe culture to share experiences (positive and negative) as a learning opportunity and encourage the implementation of a reward and recognition system that supports learning practices for both individuals and teams.…”

“…Some professionals may learn in different ways and levels (e.g. individual, and team or organizations with different people), and some may simply not learn the organization's practices and culture 11,12,16 . This can happen because they show distinct biographies (i.e.…”

Do Age and Education Matter? Organizational Demography as an Influential Factor on Perceptions of a Learning Organization in Law Enforcement

“…There has been a proliferation of literature related to learning organizations and organizational learning in the fields of human resource development, management, organizational development, adult learning, and school systems (Egan et al, 2004;Marquardt, 1996Marquardt, , 2002Song et al, 2009;Wang, Yang, & McLean, 2007) government agencies (Bales, 1993;Barth & Bartenstein, 1998;Betts & Holden, 2003;Brown & Brudney, 2003;Corbett & Kenny, 2001;Dilworth, 1996;Ferdinand, 2004;HunterJohnson, 2012;Hunter-Johnson & Closson, 2012;McGrath, 2002;Tice, 2007). Although closely related and often used interchangeably, the concepts of a learning organization and organizational learning are distinctly different (Song et.…”

Educating African American Women Through Job Clubs

“…Adult educators have historically given much attention to adult learners who participate in formal adult education activities and who are employed. We have learned why adults participate in adult education (Boeren, Nicaise, & Baert, ; Boshier, ; Mulenga & Liang, ; O'Donnell, ) and workplace education and learning organizations (Howell, Carter, & Schied, ; Hunter‐Johnson & Closson, ). They have broadened our knowledge of adults who are in the workforce.…”