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Analyzing How Cultural Norms Affect Learner Preferences in Organizational Learning Programs

Analyzing How Cultural Norms Affect Learner Preferences in Organizational Learning Programs

Ronnie O'Brien Rice
Copyright: © 2019 |Pages: 11
ISBN13: 9781522534747|ISBN10: 1522534741|EISBN13: 9781522534754
DOI: 10.4018/978-1-5225-3474-7.ch014
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MLA

Rice, Ronnie O'Brien. "Analyzing How Cultural Norms Affect Learner Preferences in Organizational Learning Programs." Multicultural Andragogy for Transformative Learning, edited by David P. Peltz and Anthony C. Clemons, IGI Global, 2019, pp. 241-251. https://doi.org/10.4018/978-1-5225-3474-7.ch014

APA

Rice, R. O. (2019). Analyzing How Cultural Norms Affect Learner Preferences in Organizational Learning Programs. In D. Peltz & A. Clemons (Eds.), Multicultural Andragogy for Transformative Learning (pp. 241-251). IGI Global. https://doi.org/10.4018/978-1-5225-3474-7.ch014

Chicago

Rice, Ronnie O'Brien. "Analyzing How Cultural Norms Affect Learner Preferences in Organizational Learning Programs." In Multicultural Andragogy for Transformative Learning, edited by David P. Peltz and Anthony C. Clemons, 241-251. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-3474-7.ch014

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Abstract

Offering organizational learning programs that engage employees within the culture may help them implement strategies learned within the organization. The current theoretical research scope was performed to bring a greater understanding of the effects of cultural norms upon learner preferences in organizational learning programs along with self-leadership strategies and general self-efficacy due to the possible effects of individual characteristics upon the overall organizational performance. Due to the intrinsic motivation and biological makeup of the individual, a learner style may be skewed simply because their perception of the cultural norms and effectiveness of the organizational learning program. Cultural norms may have an effect upon learner preference within organizational learning programs; however, the magnitude and direction affects learner preference may be dependent upon self-leadership strategies and the level general self-efficacy.

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