In recent years coaching has become an increasingly popular intervention used in both personal and professional development spheres. This chapter draws on industry research from scholars as well as professional organizations to map the history, definitions, and trends of executive and organizational coaching to provide clarity on a complex and…

In the winter of 2007, a small group of faculty and administrators at East Carolina University (ECU) began discussions with personnel at the U.S. Army Training and Doctrine Command (TRADOC) at Fort Monroe, Virginia, regarding the education and continuing professional development of U.S. Army civilian interns and careerists (two types of…

This chapter addresses the complexity of providing workplace ESL by identifying patterns of "best practices" in the related fields of human resource management, adult education, and training and development, all of which have a stake in workplace ESL and the integration of immigrant workers.

This chapter explores how incorporating the possible selves construct within a supportive and challenging mentoring relationship can assist in personal and professional growth. (Contains 1 figure.)

Successful professional development is more than acquiring new techniques for practice. It involves an awareness of the "big picture" of the field of adult education and an understanding of how individuals can make a unique contribution to this picture. (Author/JOW)

Once information resources have been identified and located, it is important to understand how to get more out of professional literature. Techniques include identifying the domains of adult education knowledge, studying the classics of adult education, and having a disposition, a discipline, and a plan for reading for professional development.…

Describes the current context for professional development of adult educators, including the complex influences of multiple constituents. Outlines trends--technology for instructional delivery, funding challenges, and adult learner diversity--and issues--technology learning, professionalization, focus, and assessment. (Contains 17 references.) (SK)

Collins believes that adult and continuing education should resist further professionalization, which undermines its moral force and emancipatory intent. Cervero considers that educators should shape the meaning and outcome of the process of professionalization for practice. (SK)

Presents the Adult Learning Model for Faculty Development of adult educators, which incorporates principles of adult learning and program planning concepts used in adult education. (Contains 20 references.) (SK)

Addresses the professional development needs of adult basic education instructors. Describes federal and state resources for professional development. Recommends field-based research, reflective practice, and learner-centered instruction. (Contains 15 references.) (SK)

Organizational and workplace changes are altering the work of trainers and consequently their professional development needs. Training and development professionals need a foundation in training design and delivery with the ability to incorporate multiple perspectives, delivery systems, and locations and to be responsive to change. (SK)

An important part of professional development is writing for publication. A successful writer needs to engage in three simultaneous activities: focusing, understanding, and networking. (JOW)

Critical reflection is an essential element of successful practice. Developing a critically reflective approach to practice involves several steps: describe the task, analyze what is described, theorize about alternatives, and act on the basis of the theory. (JOW)

The role and understanding of professions has changed because of a revolution in knowledge about learning, such as locus, social context, practical versus formal knowledge, and knowledge creation. The upheavals require reframing of professional continuing education. (SK)

Describes the types and sources of information resources in adult education, outlines strategies for identifying resources, and suggests the following guidelines for selection: authority, timeliness, relevance, depth, accuracy, and replicability. (JOW)