It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
Emancipatory Learning as an Alternative to Talent Management: Adult Education from Dewey to Today and Implications for Critical Human Resource Development
Type of Presentation
Concurrent
Session Abstract
Talent management segments the workforce on the value of specific expertise to an organization’s strategic goals. Critical HRD and emancipatory learning provide organizations alternative understandings and practices contributing to innovation.
Target Audience
This session is designed for adult learning, continuing education, and human resource development professionals with a particular interest in the evolution of individual and organizational learning theory and practice. It is targeted at experienced practitioners with a particular interest in the role of lifelong learning in the development of a critical human resources development model. Emerging professionals will discover a link between what they gleaned from their formal education and real world practice. Scholars will become reacquainted with the seminal thinking of John Dewey and will become familiar with the modern learning theories of Laura Bierema, Jamie Callahan and Tara Fenwick. The link between theory and practice that will be presented and discussed at this session will assist adult and continuing education professionals in establishing and leveraging information to implement policies, practices, systems and curricula in both formal education and critical human resource development in the workplace.
Learning Outcomes
Participants will (1) Explore themes of democratization of education and adult learning at individual, organization, and societal levels; (2) Discuss holistic individual and organizational learning and its link to measurable individual and organizational performance; and, (3) Create a culture of inquiry about different models of learning. While doing so, participants will (1) Gain understanding about the role of adult learning in critical HRD; (2) Develop an awareness of emancipatory learning and critical HRD as understandings and practices linking to individual and organizational performance; and, (3) Learn how to bring academic rigor to everyday adult learning, continuing education, and HRD practice.
Session Description
Much has been written and many firms have attempted to implement talent management programs in order to meet the challenges of a global and highly competitive environment. We believe an organizational approach such as talent management relies more on meritocracy, in which merit is deterministic and based on hegemonic performance metrics, and thus does not accurately or adequately address the challenges of 21st century workplaces and the adult learning opportunities that could be offered in organizations. Drawing upon John Dewey, and his contributions through experiential learning, reflection, and democracy in education, we will build upon this discussion by reviewing the work of Fenwick, Bierema and Callahan in emancipatory learning and its connection to critical HRD, which we posit is an appropriate and effective alternative to talent management. Organizations that employ a critical HRD approach will be better able to adapt and innovate then competitors who employ a talent management model.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Friday November 8