Explores moral values underlying education, training, and learning, arguing that learning is amoral in that it is natural and occurs as a result of being. Demonstrates how the cultural values of modernity underlie education and training and suggests that universal moral values are experienced when one is willing to forego freedom for another's…

Provides a framework for researching entrepreneurship and describes enterprise training as a complex conjunction of the learning cycles of trainer and client. The delivery of training is seen as a joint learning experience in which trainer and client search for different context-related outcomes. (SK)

Shorter learning cycles for workers are a strategic advantage for most companies. Companies that complement product cycles with knowledge often employ four strategies: (1) early involvement in training, (2) conducive organizational structure, (3) innovative knowledge delivery, and (4) breadth of content. (JOW)

Accessibility and accuracy are important attributes for either manual or electronic support tools. Training with performance support tools will fail if it uses the same approach, only electronic; has no mechanism for keeping content up to date; and is not integrated with the job. (SK)

Workplace demands for networked thinking, communication and cooperation skills, creativity, and innovation require new methods of vocational education and training: closer links between work and learning, integration of theoretical and practical learning, cooperative learning in teams, and active involvement of learners in the design of learning…

Examines how training practice diverges from the prevailing Systematic Training Model, in terms of a rehabilitative and a radical critique. Outlines an alternative transitional model while suggesting criteria with which to assess any updated model. (SK)

Australian vocational education policy emphasizes training over learning. Eight case studies of small businesses reveal that they make limited use of structured training; learning varied by educational level of staff and characteristics of the business. A more holistic view of how knowledge is acquired in business is called for. (SK)

Kolb's Experiential Learning Model suggests that people differ in how they perceive and process information. Public agency training should incorporate knowledge of brain hemisphere dominance and learning style preferences in training design. (SK)

Defines the functional role of evaluation in worker education; explains the relationship between evaluation and quality of learning; discusses precourse, on-course, and postcourse evaluation; outlines training managers' roles and responsibilities; and addresses management of the learning environment. (SK)

Recent research has demonstrated that social skills training can be successful in bringing about enduring gains in unpopular children's sociometric status among peers. Further progress in promoting social competence in peer relations will depend upon the development of a framework for conceptualizing the process components underlying social…

Distinguishes between education and employer-sponsored training in terms of process, purpose, and providers. Concludes that work-related training and postsecondary education are cognates within the classification education, and equating their learning outcomes is appropriate. (SK)

Discusses the use of technology in teacher education programs that are concerned with preparing students for a rapidly changing society. The distinction between preparing teachers to use technology and using technology to prepare teachers is emphasized, and distinctions between training and learning are discussed. (27 references) (LRW)

Research findings concerning some of the basic features of the learning process are discussed, together with their practical applications to the training process. The article proposes a three-stage framework for understanding the learning process: attract attention, maintain attention, and facilitate effective coding and storing of new material.…

The development of reflective processes and the role of self-reflection in learning are examined. It is suggested that analysis of levels of conceptions or psychological processes through the phenomenographic method may clarify the development of metacognitive beliefs. Learning to use metacognitive knowledge and training reflective skills are…

Trends such as technological innovation, downsizing, self-managed teams, and continuous learning imply that in continuing education technical content must be considered in the context in which skills are used. Knowledge of learning processes and workplace socialization suggests that formal training and informal learning must be integrated to…