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![This figure displays the oscillating zig-zag movement up the spiral representing the changes in SDT worldview constructs, thinking, and problem-solving abilities (reproduced with permission [6]).](profile/Lisa-Brown-31/publication/366337366/figure/fig1/AS:11431281108351127@1671479976216/This-figure-displays-the-oscillating-zig-zag-movement-up-the-spiral-representing-the.png)
This figure displays the oscillating zig-zag movement up the spiral representing the changes in SDT worldview constructs, thinking, and problem-solving abilities (reproduced with permission [6]).
Source publication
The field of Adult and Continuing Education caters its teaching and learning to adults who are 25 years of age and older. This group brings to the higher education environment a unique set of skills and life experiences that require pedagogical delivery that is innovative and motivating. For example, older adults (who are often technology adverse)...
Contexts in source publication
Context 1
... and Evolving Worldview Constructs. Brown [6,8] provides some descriptive details about the unique worldview constructs that exist in the framework. The diagram ( Fig. 1) uses a mnemonically color-coded system to distinguish each worldview construct that begins with low-order simplistic thinking and then progresses upward in a zig-zag fashion toward more complex taxonomies of higher-order thinking and problem-solving ...
Context 2
... to guide their evaluations. Throughout the semester, the instructor makes continuous nonformal assessments by observing the student group collaborations. These interpretations will assist the course facilitator to identify optimal project team recommendations that are concomitant with the emergent SDT model. The horizontal worldview constructs ( Fig. 1) experience the most conflict while the thinking among the immediately vertical neighboring system tends to maintain the most harmonious collaborations. The following descriptions are associated with each of the color-coded v MEME with conceptions of teal and coral currently at the hypothesis stage of ...
Citations
... However, the personal characteristics normatively associated with adult learners, such as self-directedness, self-efficacy, adapting to new social contexts, personal autonomy [42], and the application of lived experience in creating new knowledge by employees, may be absent. Approaches to injecting social media as a work requirement may risk producing the opposite effect of positive branding when behaviorist tasks reduce affective learning and enthusiasm among workers [43]. Therefore, corporations must be mindful in their attempts to infuse employee social media skills and usage into the organizational culture [25,36]. ...
... Many older employees struggled with building digital proficiency at the pace needed to achieve their weekly posting quotas. This challenge created frustration and anxiety and thrust employees into a competitive environment instead of a collaborative, knowledge-sharing community [43]. The company missed the opportunity of integrating adult learning pedagogy into teaching employees how to effectively acquire and use social media skills to improve personal digital competency and expand interpersonal relationships in the workplace and in producing harmony with the emerging external online work context. ...
Envision an employee showing up faithfully every day for work but cognitively checked out every minute (i.e., quiet quitting). This article adapts a futurist perspective to describe the adult education pedagogy of experiential learning in juxtaposition to the limitations of behaviorist employee training incentives. The authors conceptually apply Spiral Dynamic Theory-based (SDT-based) predictive strategies to capitalize on the assumptions of intrinsic and extrinsic motivation themes among contemporary adult workers. The field of Adult and Continuing Education caters its teaching and learning to people who are 25 years of age and older. As employees, they bring to the corporate work environment a unique set of skills and life experiences that require pedagogical delivery that is innovative and motivating. Research shows that older adults are often technology averse. Therefore, scaffolding the employee's use of technology and social media as expectations of the work tasks could help improve low digital literacy and increase self-efficacy. This paper offers SDT as an instrument for adult training and professional development design.
