Presents guidelines for starting a training department including reasons why corporations decide to establish one. Includes examples from many companies. (JOW)

Adult and continuing education (ACE) and human resource development (HRD) professionals have more in common than they realize. They would both benefit by talking to one another. The opportunity for that conversation is not likely to happen. (Includes charts listing the differences between HRD and ACE and between education and business.) (JOW)

Parsons describes benefits and limitations of using financial analysis tools to evaluate human resource development programs, suggesting the additional dimension of values. Brinkerhoff's reaction emphasizes the flaws of impact evaluation, suggesting ways to reframe training evaluation. (SK)

Leonard Nadler, who created George Washington University's doctoral program in human resources development (HRD) in 1962, discusses definitions of HRD and its growth as a discipline. (JOW)

The balance of power in the United States has begun to shift from youth to older age and will not soon return to a more familiar proportion. Human resource development professionals need to help their companies respond to the needs of older workers and older customers. (JOW)

A leader in human resource development reminisces about the people, places, and programs that made the field what it is today. (JOW)

Robert B. Reich, former U.S. Secretary of Labor, and Daniel Goleman, researcher and author, debate the pros and cons of trends revealed by American Society for Training and Development's 1999 State of the Industry Report. (Author/JOW)

Examines the compatibility between training and development/human resource development and teacher preparation programs. Presents a rationale supporting compatibility based on a common mission. (JOW)

Looks at the best and worst workplace training ideas of the 20th century. Includes ideas that haven't happened, those that went from bad to good, ones that got lost in the shuffle, ideas to take into the next century, and those that are best discarded. (JOW)

Focusing on training as it relates to adult education, this article provides three definitions of adult education and discusses three categories of adult educators. It is noted that trainers work with people who see themselves essentially as adults, and in that sense trainers are adult educators. (LRA)

The revitalization of industry needs a substantial investment in work force training. Reauthorization of the 1976 Vocational Education Amendments should focus on how vocational education can meet the needs of students and of the economy. (JOW)

This paper describes the training and development (T&D) profession, discusses problems in proposing a field of practice for it, and proposes a specific field of practice for T&D. It provides an impetus for continued discussion. (Author)

Limitations of accounting or budgeting practices can confuse a company's long-term investment in training and development. Companies disciplined enough to invest in their people can achieve significant long-term returns. (JOW)

Human resources development and training are not suited to everyone. A practical, time-saving process for people wanting to become trainers includes (1) assessing relevant skills and interests; (2) researching organizations; (3) learning basic business operations; (4) learning the training process; (5) developing a chronological resume; (6)…

Vocational education and training are indispensable for improving labor mobility, adaptability, and productivity, thus improving companies' competitiveness and redressing labor market imbalances. To adjust to this new environment, most countries are reviewing, adapting, and redesigning their education and training systems. (JOW)