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Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization

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Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School June 2019 Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization George R. Young II University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Adult and Continuing Education and Teaching Commons Scholar Commons Citation Young, George R. II, "Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization" (2019). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/7991 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization by George R. Young II A dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Education with a concentration in Program Development Department of Teaching and Learning College of Education University of South Florida Co-Major Professor: Janet Richards, Ph.D. Co-Major Professor: Howard Johnston, Ph.D. Johanna Lasonen, Ph.D. Randy Borum, Ph.D. Date of Approval: June 17, 2019 Keywords: andragogy, adult learning, organizational, leadership Copyright © 2019, George R. Young II Dedication I dedicate this work to my Lord and personal Savior. Through him nothing is impossible. I would also like to dedicate this to my wife and family who supported me with love and patience throughout this endeavor. I hope this effort will serve as an example and inspiration to my two sons, Chase and Cade, to continually learn and seek self-improvement throughout their lives. Last, I would like to dedicate this to all the Special Operators in harm’s way and keeping peace around the world. Acknowledgments I wish to express my sincere appreciation to my major professor, my committee, and my Ed.D. Program Development cohort for their unwavering support during this noble endeavor. Thanks to Dr. Janet Richards for teaching me, “It is what it is,” and what a good, student- focused, andragogical teaching approach looks like. I appreciate the time and effort she spent guiding me through this qualitative research process. Thanks to Dr. Howard Johnston for accepting me into a wonderful program that sparked my drive to continue innovating everything I touch. Dr. Johnston was the proverbial sage who brought calm and sanity to an exciting program. Thanks to Dr. Johanna Lasonen for taking time out of her busy schedule to take on yet another doctoral student and committee duties. I appreciated her candor and advice throughout the dissertation process. Thanks to Dr. Randy Borum, a good friend and colleague in the fight against terrorism. I appreciate his patience with this qualitative endeavor and hope to have many future conversations about improving our national security. Thanks to my Ed.D. cohort family, many whom are still in the dissertation fight. Keep up the fire in your dissertation journey! Thanks to my family for leaving me alone in the dungeon while I endured this two-and-a-half- year challenge of 13-hour days at work, five extra hours at night, and all day sessions on the weekends. It was a long and tedious journey but worth it. That which does not kill you builds character. I will try and make up for the time spent away from you throughout this process. Table of Contents List of Tables ................................................................................................................................. iv List of Figures ................................................................................................................................. v Abstract .......................................................................................................................................... vi Chapter One: Introduction ............................................................................................................. 1 Situating Myself in the Research ........................................................................................ 1 Setting the stage for a military career ..................................................................... 1 Life change and career in the military. ................................................................... 3 Self-reflection leading to research. ......................................................................... 7 Personal purpose of research. ................................................................................. 8 Introduction to the Problem ................................................................................................ 9 Context of the Research .................................................................................................... 11 Statement of the Problem .................................................................................................. 13 Purpose .............................................................................................................................. 16 A Priori Research Questions. ............................................................................................ 18 Conceptual Framework ..................................................................................................... 18 Andragogy and adult learning principles. ............................................................. 18 Adult Learning Model for Faculty Development. ................................................ 20 Instructional Systems Design Model. ................................................................... 21 Definition of Terms........................................................................................................... 22 Significance....................................................................................................................... 24 Assumptions ...................................................................................................................... 25 Limitations ........................................................................................................................ 25 Chapter Two: Literature Review .................................................................................................. 28 Introduction ....................................................................................................................... 28 Andragogy......................................................................................................................... 30 Andragogy’s history.............................................................................................. 30 Critics of andragogy. ............................................................................................. 38 Research on andragogy. ........................................................................................ 43 Summary of andragogy and its role in adult education and training. ................... 51 Professional Development ................................................................................................ 52 Professional development design. ......................................................................... 56 Adult Learning Model for Faculty Development. ............................................................ 60 Instructional Systems Development (ISD) Model (ADDIE Model) ................................ 62 Training Needs Assessment .............................................................................................. 67 Innovation, Andragogy, and Professional Development: A Synergy ............................... 72 i Chapter Three: Methodology ........................................................................................................ 76 Introduction ....................................................................................................................... 76 Design of the Study ........................................................................................................... 78 Exploratory Case Study .................................................................................................... 80 Data Collection ................................................................................................................. 81 Locating site. ......................................................................................................... 82 Gaining access and attending to ethical issues. .................................................... 83 Locating individuals and sampling purposefully. ................................................. 85 Collecting data. ..................................................................................................... 88 Recording information and storing data securely. ................................................ 91 Minimizing field issues. ........................................................................................ 92 Data collection. ..................................................................................................... 92 Managing and organizing the data. ....................................................................... 93 Reading and memoing.
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