Understanding, self-understanding, and openness are essential for reflection-in-action, the way skilled professionals think as they act. Reflection-on-action is easily lost in the exigencies of a busy professional life, but it is a critical element of reflective practice. (SK)

Asserts that the self-contained classroom is inherently flawed; lost opportunities for growth of students and teachers are associated with solo-delivered staff development programs. Presents characteristics related to successful team trainers. (JOW)

Adult education is best provided in a service relationship based on partnership, in which both parties experience mutual benefits and feedback is seen as opportunity for growth. The quality of adult education service necessarily depends on the personal development of all staff. (SK)

Changes in the postindustrial era are forcing people to rethink goals, strategies for working, and how they organize to accomplish these aims. Innovations can reshape staff development programs, For some organizations, these times offer opportunities for "training not as usual." (JOW)

Describes a framework for competency-based training focused on the importance of training the person responsible for implementing staff development programs. Suggests Kolb's experiential learning model as a vehicle for instilling competencies that overcome difficulties with many traditional, single modality approaches to training. (JOW)

Staff of the Adult Learning Resource Center in Des Plaines, Illinois, expanded their traditional program of adult education support services to include workplace training and support. A Workforce Education Provider Discussion Group was established. (Author/JOW)

Racism and sexism persist in adult education because of discrepancies between language and behavior, lack of experience of other cultures, and faith in institutional practice. Staff development to combat them includes questioning, mentoring, peer coaching, and critical self-reflection. (SK)

This article analyzes the unique set of interacting factors that make burnout likely in social services and describes a management development strategy for addressing the problem through training and through the creation of a climate for learning and growth. (JOW)

Describes problems facing personnel preparation in community-based vocational and residential services for adults with developmental disabilities. Recommends plans of action to allay these problems: (1) direction and coordination of adult services; (2) assessment of providers' personnel training needs; and (3) evaluation and strengthening of…

The skills needed to become a team leader include not being afraid to admit ignorance; knowing when to intervene; learning to share power; being concerned about what one takes on; and getting used to learning on the job. Examples of men and women who have become team leaders demonstrate how these skills can be developed. (JOW)

Staff should be aware of four adult learning principles influencing their conference learning experience: (1) adults learn what they really want to learn; (2) they learn by doing; (3) their motivations are varied and strong; and (4) their experiences enrich the learning situation. (SK)

Focuses on some important aspects of managing training activities, such as arranging program logistics, obtaining/hiring program resource people, preparing budgets and plans, training and supervising personnel and managing leadership. (CSS)

A mentorship model to provide leadership for staff development has five key steps: engender trust, understand learner movement in a development framework, introduce conflict and encourage learner voice, emphasize positive movement, and attend to the relationship. (SK)

Large numbers of part-time adult educators necessitate staff development. Effective staff development should determine needs, define audience, identify clear objectives, match content with needs, and involve participants actively. (SK)

The author elaborates on informal learning in discussing staff development for volunteers. He suggests that ways be found to integrate classroom and on-the-job learning; that staff developers help people learn more effectively; and that learning be supported through job selection, organizational support, and a system of learning relationships and…