A Qualitative Study Exploring the Post-Educational Experiences of Graduates of an Executive Program for Labor Leaders

Autor/in	Baptiste, Lorette
Titel	A Qualitative Study Exploring the Post-Educational Experiences of Graduates of an Executive Program for Labor Leaders
Quelle	(2017), (135 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-9765-3
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Graduate Surveys; Labor Education; Union Members; Leadership Training; Administrator Education; Transfer of Training; Praxis; Administrator Responsibility; Barriers; Participant Satisfaction; Education Work Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Labour education; Arbeitserziehung; Gewerkschaftsmitglied; Führungslehre; Training; Transfer; Ausbildung
Abstract	Labor leaders need specific knowledge and skills to successfully lead their organizations. The Northeast Labor Executive Program (NLEP) provides labor leaders the necessary curriculum and pedagogy to gain that content, knowledge and skills; however, if this content and skills are not transferred into the workplace, then labor leaders will not be able to successfully lead their organizations. If we were able to understand how labor leaders experience the transfer of learning from the NLEP into their organizations, then we might be better able to inform the programming provided by the executive program. Therefore, the purpose of this general qualitative study was to gain insight into the post-educational experiences of graduates of a six-week executive program for labor leaders. Guided by Schlenker's (1997) theory of personal responsibility, this study sought to answer the following research question: How do graduates of an executive program for labor leaders make sense of their post-educational experience as it relates to the transfer of learning from the program to the workplace? Findings show that participants had specific goals for their unions and the program with volition and intent to transfer the learning to their specific unions and the labor movement. Participants exercised personal responsibility to transfer the newly acquired learning not only because of their leadership roles and their organization's investment in them, but also because of their values and commitment to the movement. While most participants were satisfied with the program offerings, they also encountered barriers to transfer. Participants recommended that establishing a mentoring program could help with learning transfer. Implications for practice and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01