The author discusses his belief that the emphasis on competency-based, outcome-oriented curricula serves two purposes: (1) it recruits students who also believe in this educational theory; and (2) it provides a framework within which "unlearning" and more significant personal learning can take place. (CT)

Organizations learn when they embed new practices and values and make real changes. Organizational learning must address group tendencies toward helplessness and conformity. Individuals still bear responsibility for monitoring what is learned. (SK)

The lukasa, an African mnemonic device, illustrates the way in which individual meaning-making enables adults to interpret and shape organizational meaning-making. This may be limited by power abuses, lack of learning skills or developmental capacity, and the changing social contract. (SK)

A workshop was conducted to give participants an opportunity to explore how to apply a different paradigm for learning in organizations. The workshop agenda was as follows: presentation of the theory and supporting research; experiential activities to apply the paradigm in academic and organizational settings; small group discussion aimed at…

Human resource development (HRD) specialists are searching for instructional design models that accommodate e-learning platforms. Van Merrienboer proposed the four-component instructional design model (4C/ID model) for competency-based education. The model's basic message is that well-designed learning environments can always be described in terms…

This document contains three papers from a symposium on technological change and human resource development. "New Technologies, Cognitive Demands, and the Implications for Learning Theory" (Richard J. Torraco) identifies four specific characteristics of the tasks involved in using new technologies (contingent versus deterministic tasks,…

This document argues that the new reality of work, which reintegrates learning and learning potential in a qualitative change of the work process itself, has made it necessary to theorize the subjective side of work and study and understand learning within a comprehensive context of the subjective experience. The following are among the specific…