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The purpose of this article is to assist organizations with professional development and training by using Fink’s (2017) Taxonomy of Significant Learning (TSL) to engage employees with continuous learning, in the context of artificial intelligence (AI). By using TSL, employees engage in six interactive stages that stimulate cognitive and affective learning. This stimulation is highly imperative because employees must acquire and apply new knowledge, develop new attitudes, and change learning behavior to help organizations undergo endless changes shaped by technological advancements.

This article provides a structure on how to professionally develop and train an organization’s workforce in AI through the six tenets of the TSL model. It also provides guidance on analyzing situational factors and assessing employee learning.

This conceptual study reveals how organizations can advance employee thinking and shape employee behavior to prepare future leaders during technological shifts.

By integrating the TSL in professional development and training strategies, organizations can achieve employee outcomes that will grow and sustain organizations as technology continues to impact markets.

This paper contributes to existing literature by providing a systematic and quality approach to transform employees into active learners within advanced technological environments. In addition, this paper discusses assessment methods to evaluate the effectiveness of learning.

The purpose of this paper is to use Fink’s (2013) taxonomy of significant learning in a retail marketing class to help rural, price-sensitive students develop empathy toward high-end urban customers while becoming self-directed learners.

Using a 16-week pilot course, students developed a gaming prototype and learned about the challenges of targeting those from a higher socioeconomic status.

Results indicate that educators using Fisk’s taxonomy of significant learning might be able to positively influence the empathy that individuals on the lower end of the socioeconomic spectrum might feel toward higher-end customers. In addition, qualitative data reflects how a majority of students acknowledged empathy as their weakness but data also reveals how students plan to become continuous learners to improve their empathy in the future.

This paper has two key contributions. First, it shows how using a creative style of teaching within a marketing classroom can influence a key characteristic that buyers would need to successfully engage with higher-end clients. Second, it uses a new technique (gaming) in which to do so.

This conceptual article applies Festinger’s (1954) social comparison theory (SCT) within a materialism and social media environment to assist organizations with improving the well-being among iGeneration employees. By identifying SCT, this article proposes a conceptual model based on how iGeneration engages in upward and downward comparisons and how these comparisons influence materialistic consumption. Rather than altering human behavior, this article addresses how organizations can tap into their employees’ natural field of play and advantageously leverage these innate traits.

This article illustrates path analyses to elevate the iGeneration’s well-being through the following: exposing themselves to materialism via social media, comparing themselves among similar and dissimilar people, and possessing materialistic items to set themselves apart. This article then provides future research.

This study reveals how organizations can harness SCT within a materialistic and social media landscape to improve employee well-being.

This theoretical model helps to develop organizational well-being strategies to produce lower employee turnover and higher productivity.

This article contributes to academic research by providing a theoretical model based on natural social media behavior and materialism.