Adult education is best provided in a service relationship based on partnership, in which both parties experience mutual benefits and feedback is seen as opportunity for growth. The quality of adult education service necessarily depends on the personal development of all staff. (SK)

A mentorship model to provide leadership for staff development has five key steps: engender trust, understand learner movement in a development framework, introduce conflict and encourage learner voice, emphasize positive movement, and attend to the relationship. (SK)

Effective organizational learning must build on individual learning. Continuous work-centered learning is a sequential process of interaction, implementation, integration, and iteration. A learning organization should aim to improve individual capacity to recognize and use learning opportunities. (SK)

"Take Ten" enables Sheffield (England) city council employees to take 10 days of paid educational leave for a staff development program that focuses on developing individual communication and interpersonal and teamwork skills, offering new perspectives on public service work, enabling work experiences to be shared, and broadening…

A British study verified whether the educational participation of Ford Motor Company's manual workers significantly increased following introduction of the Employee Development and Assistance Program (EDAP) and identified the features that contributed to its success. Over the past 15 years, studies of working class adults' educational…

To design a learner-centered training process, the author emphasizes focusing on the creative artistry of people and the logic of human beings. Lists sixteen key skills designers should obtain to design and develop training programs. (CSS)

Portfolios are increasingly being used to demonstrate competence and to show development needs among employees in organizations. This book explains what a portfolio is and how it links with the current training revolution taking place through the introduction of National Vocational Qualifications (NVQs) in Great Britain. It shows how portfolios…

The primary needs of offenders seem to be the abilities to make appropriate decisions about their behavior and to make the decisions in appropriate social and ethical contexts. Meeting these needs should logically be the first priority of offender programs. The high priority of improving decision making need not mean that other offender needs must…

The nine papers in this volume represent a majority of the presentations at a conference that examined in detail employee development (ED) initiatives from Europe and North America. An introduction provides a contextual background to the vocational training and education debates characterizing policy development in the European and North American…

This book explores the latest developments in the theory and practice of career development, as seen by 21 professionals in the field. The study is organized in four parts that cover the following areas: the latest thinking about career theory; the career stages of exploration, establishment, maintenance, and decline; current thinking about the…

In this report, transformative learning processes in 10 successful extension staff partnerships involving a campus researcher and a county extension staff member were studied with a methodology that combines grounded theory and case study traditions with a constructivist approach. Data collection activities included a literature review;…