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2017 | 8 | 4 | 97-102
Article title

Andragogy as Theoretical Basis of Corporate Training in American Companies

Content
Title variants
Languages of publication
EN
Abstracts
EN
The article analyzes the andragogical foundation of the organization of the learning process in American companies, particularly highlights the issues of andragogy as most commonly known theory of adult learning, the specific features of andragogical model of adult learning and ways of its application in corporate training in the Unites States.
Year
Volume
8
Issue
4
Pages
97-102
Physical description
Dates
published
2017
Contributors
author
  • Doctor of Science in Education, Professor of Department of Pedagogy of A.S. Makarenko Sumy State Pedagogical University, Ukraine
  • Associate Professor of Department of English for Engineering of National Technical Uni-versity of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Ukraine
References
  • Brophy, J. (1987). Synthesis of Research on Strategies for Motivating Students to Learn. Educational Leadership, 45 (2), 40–48.
  • Ford, J.K., Kozlowski, S.W., Kraiger, K., Salas, E., Teachout, M.S. (eds.) (1997). Improving Training Effectiveness in Work Organizations. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Ginsberg, M.B., Wlodkowsld, R.J. (2000). Creating Highly Motivating Classrooms for All Students: A Schoolwide Approach to with Diverse Powerful Teaching Learners. San Francisco: Jossey-Bass Publishers.
  • Knowles, M.S. (1968). Androgogy, Not Pedagogy. Adult Leadership, 16 (10), 350–352.
  • Knowles, M.S. (1990). The Adult Learner: A Neglected Species. Houston, London, Paris, Zurich, Tokyo: Gulf Publishing Company.
  • Kraiger, K., Ford, J.K., Salas, E. (1993). Integration of Cognitive, Skill-based, and Affective Theories of Learning Outcomes to New Methods of Training Evaluation. Journal of Applied Psychology, 78, 311–328.
  • Mayo, M. (2003). The Human Problems of an Industrial Civilization. Abingdon, Oxon: Routlege.
  • Merriam, S.B. (1993). An Update on Adult Learning Theory. San Francisco: Jossey-Bass Publishers.
  • Merriam, S.B. (2004). The Changing Landscape of Adult Learning Theory. In: J. Comings, B. Garner, C. Smith (eds.), Review of Adult Learning and Literacy (p. 199–220). Vol. 4. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Newstrom, J.W. (1975). Selecting Training Methodologies. Training and Development Journal, 29 (9), 12–16.
  • Noe, R.A., Colquitt, J.A. (2002). Planning for Training Impact: Principles of Training Effectiveness. In: K. Kraiger (ed.), Creating, Implementing, and Maintaining Effective Training and Development: State-of-the-art Lessons for Practice (p. 53–79). San Francisco: Jossey-Bass Publishers.
  • Ogienko, O. (2016). Professional Training of Economists at Polish Universities. Comparative Professional Pedagogy, 6 (3), 12–18.
  • Pratt, D.D. (1993). Andragogy after Twenty-five Years. In: S.B. Merriam (ed.), An Update on Adult Learning (p. 15–23). San Francisco: Jossey-Bass Publishers.
  • Salas, E., Cannon-Bowers, J.A. (2001). The Science of Training: A Decade of Progress. Annual Review of Psychology, 52 (1), 471–499.
  • Salas, E. (2012). The Science of Training and Development in Organizations: What Matters in Practice. Psychological Science in the Public Interest, 13 (2), 74–101.
  • Silberman, M.L., Auerbach, C. (1998). Active Training: A Handbook of Techniques, Designs, Case Examples, and Tips. San Francisco: Pfeiffer.
  • Tannenbaum, S.I., Yukl, G.A. (1992). Training and Development in Work Organizations. Annual Review of Psychology, 43 (1), 399–441.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-be42f26c-807e-4266-bb14-7dc19c88d676
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