This study explored team engagement of two cohorts who had different team experiences in an Executive HRD program. Despite the widespread use of the closed cohort model (CCM) in executive programs and the recognition that a CCM is a type of team, there is a dearth of research on team engagement in cohorts. For ease of reference, the cohorts have been dubbed Team X and Team Y. Two research questions guided the study: What factors facilitated team engagement in a closed cohort model? What factors hindered team engagement in a closed cohort model? The findings showed that the CCM is only a formation tactic, narratives influence interactions and interdependence. Team X's engagement was impacted by cognitive bias, in and out team formation, and depersonalization. The findings showed that beliefs and the language used to describe the cohorts' goals and purpose initiated an ‘us’ versus ‘them’ mindset at the start of the program. The divergence led to the creation of an ‘in’ team and an ‘out’ team. The divisiveness between the in and out teams led to depersonalization. On the contrary, Team Y categorized itself on the principle of ‘becoming’, which meant that members would undergo a transformation unique to their experiences versus meeting a preset standard. Team Y celebrated the strengths of its members, which became a precursor for success. As a result, four factors influenced engagement, namely, the transactive memory system, task cohesion, social cohesion, and subgroups. Overall, dialogic, cognitive, and affective factors influenced engagement.

There continues to be a significant increase in the number of post retirement employees (i.e., baby boomers/older workers) in the workforce, either having remained in the organization after retirement or having returned to the workforce in different capacities for varying reasons after their initial separation. A resulting accompaniment to this labor force increase is the increase in the number of boomers who will seek higher education to equip themselves with the skills needed to remain competitive in the workplace. With the advent of online learning, however, the higher education landscape is different from when baby boomers first attended college. This chapter explores the experiences of baby boomers who are pursing graduate studies in an online environment and will discuss appropriate learning strategies for baby boomers to facilitate academic success for this group of learners.

There continues to be a significant increase in the number of post retirement employees (i.e., baby boomers/older workers) in the workforce, either having remained in the organization after retirement or having returned to the workforce in different capacities for varying reasons after their initial separation. A resulting accompaniment to this labor force increase is the increase in the number of boomers who will seek higher education to equip themselves with the skills needed to remain competitive in the workplace. With the advent of online learning, however, the higher education landscape is different from when baby boomers first attended college. This chapter explores the experiences of baby boomers who are pursing graduate studies in an online environment and will discuss appropriate learning strategies for baby boomers to facilitate academic success for this group of learners.