Billett, S. (2002). Toward a workplace pedagogy: Guidance, participation and engagement. Adult Education Quarterly, 53(1), 27-43.
A workplace pedagogy is presented as a way in which learning takes place through valuable experiences in the workplace. Cultural and methodological issues are presented that can be used to capitalize on the workplace as a conduit of learning. This is relevant to the current topic due to the workplace being the backdrop for environment, safety and health issues.
Elias, J. & Merriam, S. (2005). Philosophical foundations of adult education. Malabar: Krieger Publishing Company.
Philosophies of adult education are presented in this work as they have developed in the western world. Great detail is provided on the historic evolution, key proponents and the structural content of each philosophy. Of importance to the current topic was behaviorism due to the opportunity to utilize positive and constructive feedback as a method to encourage behavior among industry leaders that is supportive of environment, safety and health initiatives.
Fenwick, T. (2000). Expanding conceptions of experiential learning: A review of the five contemporary perspectives on cognition. Adult Education Quarterly, 50(4), 243-272.
Fenwick provides a detailed analysis of each of the five schools of thought related to experiential learning. Each perspective is followed with a critique from the points of view from the other perspectives. This material was relevant to the extent to which many industry leaders utilize experience as a way to learn about environment, safety and health issues.
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Paulo Freire’s work is critical in understanding pedagogical solutions to the oppressed. He is without equal in being able to speak to this topic in light of his own upbringing in poverty of the Third World. The material is complex to navigate in various sections due to his extensive academic vocabulary and flow of thought. It is clearly written for an academic environment and not for the masses. The work has application to the current topic in that industry leaders can easily take on the role of oppressor while employees take on the role of the oppressed.
Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37.
Though constructivism may be perceived as an avenue of education in face-to-face learning environments, Huang establishes that it can also be utilized in online environments. Constructivism is of interest in relation to the current topic due to it being a desired approach to use when teaching industry leaders about environment, safety and health issues in academic and workplace environments.
Lindeman, E. (1989). The meaning of adult education. Norman: Printing Services, University of Oklahoma.
Lindeman presents a comprehensive overview of adult education. He provides practical insight that can be used by the adult educator to establish an environment that will foster learning. The aspect of using real life experiences as a method of education is of interest due to industry leaders being able to connect with experiences they have had as well as those of others.
Lukyanova, A. Personal communication. November 9, 2007.
Anya is a graduate of the University of Memphis with an MBA in International Business. Her education and work experience provided unique insight into the issue of environment, safety and health learning opportunities for industry leaders.
McKnight, M. Personal communication. November 9, 2007.
Melanie is a graduate of Mississippi Sate University with an MBA in Management. Her education and work experience provided unique insight into the issue of environment, safety and health learning opportunities for industry leaders.
Manuele, F. (2004). Is a major accident about to occur in your organization? Professional Safety, 49(5). 22-28.
The loss of the Space Shuttle Columbia was a national disaster. Manuele dissects the findings of the Columbia Accident Investigation Board in an effort to uncover opportunities for organizational learning. Industry leaders are in a position to drive decision making that could result in such downstream catastrophic events.
Marsick, V. & Watkins, K. (2001). Informal and incidental learning. New Direction for Adult and Continuing Education, 89, 25-34.
Informal and incidental learning is presented as learning that takes place apart from typical planned and structured learning events. This is an avenue through which industry leaders can be educated by environment, safety and health professionals.
Petersen, D. (2001). Safety Management: A human approach. Des Plaines: American Society of Safety Engineers.
Much of organizational workplace environment, safety and health behavior is driven by governmental regulation. Petersen draws our attention to the behavioral sciences to emphasize drivers of unsafe behavior, to include management decision-making and support of environment, safety and health initiatives. This is a critical issue related to the current topic due to environment, safety and health professionals not having the level of support needed to build an injury-free work environment.
Rossiter, M. (1999). A narrative approach to development: Implications for adult education. Adult Education Quarterly, 50(1), 56-71.
Rossiter presents story telling as an important tool in the process of educating adults. Sharing life stories has proven to be an effective avenue of adult learning. This can be utilized in the field of environment, safety and health through encouraging industry leaders to share their personal experiences of workplace loss in an effort to prevent future events from occurring.
