Malcolm Knowles' career in human resource development has spanned more than 50 years. This article describes some of his achievements in adult education and presents tributes from colleagues. (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 authors discuss how training managers can deal with functional illiteracy among their worksite students. Recommendations include (1) understand the reading process, (2) use directed reading activity, (3) determine reading level of materials and trainees, and (4) investigate alternative materials. (CH)

The chief executive officer of Xerox demonstrates how his company uses education and training to improve quality and productivity in the work force. Leadership and the quest for quality in human resource development are illustrated. (SK)

Presents a research-based model for human resource development effectiveness. Model standards specify that the HRD function has (1) the ability to diagnose problems, (2) the support of the corporate mission and culture, (3) a commitment to strategic planning and support for organizational change, (4) clearly defined staff roles and…

Human Resource Development conceptualization includes three categories according to different kinds of learning experiences: training (job-related learning experiences), education (individual-related learning experiences, and development (organizational-related learning experiences). Five implications which result from applying this HRD concept…

The author defines productivity and discusses ways to increase productivity in the workplace, with emphasis on human resource development (HRD). He discusses the use of quality circles, participative management, and layoffs to increase productivity. (CH)

Four authors who have experience with contract training present their recommendations for those who want to become contract trainers. Topics covered include program design, audience analysis, and marketing the trainer. (CH)

The growing needs of individuals who did not finish high school and of other adults wish to make changes in their lives can best be met at the local level through education--work programs, or deferred educational and training opportunities, to be used when needed. (EC)

Consists of four views regarding assessment of the need for new types of educational technology within human resource development programs. Makes recommendations on questions to ask when considering implementation of computer-assisted instruction, interactive video, or telecommunications. (CH)

Reviews the conceptual differences among the various kinds of learning experiences which are provided for adults, particularly by employing organizations. Also examines labels and semantics, implications of the various concepts, who should bear the responsibility for human resource development, mutual expectations, fade-out of unused skills, and…

Discusses the Workforce Investment Act of 1998, which consolidates more than 70 federal job-training programs and provides states with the flexibility to develop workforce-development systems in partnership with local governments. Describes one-stop career centers, which provide a variety of services to job seekers. (JOW)

The Secretary of Labor's recommendations for changing the U.S. work force include (1) bridging the gap between workers and employment opportunities; (2) improving the school-to-work transition; (3) providing lifelong learning opportunities for current workers; and (4) preparing all potential workers in the shrinking labor pool. (SK)