Ogl 554 final

2

Learning Design Check-in for EmpowerEd

The Google Classroom training module will be delivered in person at a community center over four hours, with a catered lunch to encourage teamwork. This medium shows that 65% of teachers choose hands-on learning (EmpowerEd, 2025). Educators will receive a PDF handbook before the training that goes over the basics of Google Classroom and EmpowerEd's mission. This will help the organization stay on the same page. An ed-tech expert led the session, which included demonstrations, practice, and group discussions, all based on andragogical concepts (Finley, 2010).

The in-person model fits with EmpowerEd's goal of providing useful professional development that lets teachers practice skills in a safe space. This is important for the 70% who said they didn't get enough training. It helps teachers reach their objective of encouraging new ways of teaching by giving them the tools to make interesting, tech-based classes for a wide range of students. To solve scheduling problems caused by teachers' schedules, a Doodle poll will be sent out by email to confirm a day within two weeks. If it isn't possible to present in person, a live Zoom workshop with breakout rooms is an option, although it might not be as engaging. A self-paced online module is a last resort because it doesn't allow for cooperation (Levett-Jones, 2005). A post-workshop survey measuring satisfaction and a 45-day classroom observation evaluating skill application will be used to see if the program is effective. This will make sure that it fits with EmpowerEd's goals of being open to everyone. To solve scheduling problems caused by teachers' schedules, a Doodle poll will be sent out by email to confirm a day within two weeks. If it isn't possible to present in person, a live Zoom workshop with breakout rooms is an option, although it might not be as engaging. A self-paced online module is a last resort because it doesn't allow for cooperation (Levett-Jones, 2005)

References

EmpowerEd. (2025). Mission & vision. https://www.empowered.org/about-us/mission-vision

Finley, J. (2010). Andragogy (Adult Learning). [Video]. YouTube. https://www.youtube.com/watch?v=vLoPiHUZbEw&t=222s

Levett-Jones, T. L. (2005). Self-directed learning: Implications and limitations for undergraduate nursing education. Nurse Education Today, 25(5), 363–368. https://doi.org/10.1016/j.nedt.2005.03.003

Noe, R. A. (2018). Employee training and development (7th ed.). McGraw-Hill Education.

6

Life-Long Learning Final

Thaddeus Cain

Arizona State University

Ogl 554

Dr. Wallace

June 13, 2025

            Ever-expanding knowledge can be considered a foundation stone in developing military and civil careers, specifically in such arduous industries as the military and hospitality. Lifelong learning implies being involved in both formal and informal learning occasions, all of which contribute to the shaping of leaders and advancement in job performance. Leadership in an area such as the military is developed through lifelong learning; likewise, hospitality enhances employee performance and organizational commitment through training and development. By utilizing personal and professional scenarios, this paper articulates the contribution of lifelong learning processes to carve out career pathways, build organizational commitment, and ultimately translate into better job performance. An annotated bibliography centered on the peer-reviewed literature regarding lifelong learning and career development processes, emphasizing military-to-civilian transitions. The knowledge of professional development through continuous learning becomes critical as the service member prepare to enter civilian careers. A wide range of topics related to career transition, like skills translation, leadership transformation, and enhancement of professional development approaches, find their place within this collection. In assessing these scholarly works, this bibliography evaluates approaches backed by evidence that may assist career transitions set against the veteran population. The articles selected are among the most current in the field, with publication dates between 2021 to 2025, thus remaining up-to-date with today's evolving workforce demands.

Annotated Bibliography

Hosen, S., Hamzah, S. R., Arif Ismail, I., NoormiAlias, S., Faiq Abd Aziz, M., & Rahman, M. M. (2023). Training & development, career development, and organizational commitment as the predictor of work performance. Heliyon, 10(1), e23903. https://doi.org/10.1016/j.heliyon.2023.e23903

            This interrelated study examines training and development, career development, organizational commitment, and their effect on the work performance of frontline hotel employees in Bangladesh. With 362 participants, it emphasizes the need for having structured career development programs alongside continuous training for employee performance, by increasing their commitment to the organization. In line with the social exchange theory, the study presumes that when organizations invest in their employees, those employees feel a greater sense of obligation or attachment and thus perform better overall.

            Moreover, the results show that mentoring and feedback from peers are at least as important as formal training, meaning informal learning also significantly impacts workplace competence. It also supports my transition from military to civilian roles, mostly related to leadership and crisis management skills transferable. This research suggests that structured professional development, such as certifications in project management or conflict resolution, would be necessary in translating my military experience into new civilian contexts. Moreover, leveraging mentorship and networking, as emphasized in the study, would allow me to gain insights into the corporate or nonprofit sectors, enriching my professional journey.

Dı́ezF. V., Martínez-Morán, P. C., & Aurrekoetxea-Casaus, M. (2023). The learning process to become a military leader: born, background and lifelong learning. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1140905

            This qualitative study conducted by Díez et al. (2023) defines and analyzes lifelong learning in military leadership in Spain. The study finds that in the leadership development of the Army, Navy, and Air Force, 90% of leadership skills are developed informally or traumatically by way of missions and peer interactions, and that only 10% come out of formal instruction in military academies. This challenges the cardinal notion of leadership as an innate human trait and instead places it as an evolving phenomenon contingent upon life experiences, be they work-related or personal. This underlines how vital real-world exposure to leadership dilemmas under stress and decision-making situations under severe time constraints or uncertainty is for developing military leaders.

            The study is beneficial for my transition because it tells me what to focus on while marketing my military leadership to civilian employers. The ability to work quickly, make quick decisions, and lead different groups is going to be a valued set of skills in civilian leadership positions. In addition, the study is emphatic on the significance of family support, along with personal resilience, which is considered essential for a very long-term career in leadership. While transitioning, the plan is to use a self-learning approach, in other words, continually seeking performance feedback from my mentors or peers in order to zero in and polish my leadership skills. Each stage of civilian employment will be another chance to diversify my skills and enhance my development both personally and professionally.

Conclusion

            According to research analyzed for the annotated bibliography, lifelong learning is indeed essential in military career transitions. The significant findings are that factors such as formal education and informal learning contribute to adjustment experiences in civilian workplaces. The studies consider mentorship programs, certification of skills, and informal or self-directed learning as good transition tools. These insights indicate that for veterans, the most effective way of converting military skills to civilian ones is by becoming actively engaged in continuous professional development. The annotated bibliography also points to the need for organizational support systems recognizing and cultivating veterans' unique leadership attributes. The findings can further form a basis for both individual transition strategies and instituted programs for veteran career development. Using these evidence-based approaches, transitioning service members can lay better foundations for meaningful careers outside the military while keeping up with their continuous professional development through lifelong learning opportunities.

References

Dı́ezF. V., Martínez-Morán, P. C., & Aurrekoetxea-Casaus, M. (2023). The learning process to become a military leader: born, background and lifelong learning. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1140905

Hosen, S., Hamzah, S. R., Arif Ismail, I., NoormiAlias, S., Faiq Abd Aziz, M., & Rahman, M. M. (2023). Training & development, career development, and organizational commitment as the predictor of work performance. Heliyon, 10(1), e23903. https://doi.org/10.1016/j.heliyon.2023.e23903