A list of works dealing with adult education in professional fields is given. One hundred and fifty citations are listed. Ordering information for documents cited is also provided. (CK)

Interviews illustrating professional judgment support characteristics of informal workplace learning: contingent, practical, process, particular, and affective-social. Growth in the capacity to make judgments occurs in three ways (1) ability to separate initial need from actualization of judgment; (2) ability to interpret conative-emotive and…

Discusses the evolution of the training profession. Focuses on, how it has changed, measuring training impact, trainer skills, use of third-party vendors, its function, interaction with management, and its future. (JOW)

This article explores how contemporary professional associations employ discourses of knowledge as a means of promoting professionalism. By analysing policy documents from the Norwegian associations for teachers, nurses, engineers and accountants, we reveal dominant knowledge discourses and discuss how they serve to position the associations in…

Four elements of the context of professional practice influence continuing professional education: professional allegiance, nature of professional work, narratives in organizational culture, and level of independence and autonomy. Individual agency and positionality (sociocultural background) should also be considered. (Contains 14 references.)…

Zenger reviews an article on training that he wrote 16 years ago. He looks at the progress made and suggests that every profession has room for improvement. The text of the original article is included. (JOW)

Although controversial, mandatory continuing education (MCE) can support the effective practice of professionals and the ideal of lifelong learning. MCE has flaws but the benefits outweigh the problems. (JOW)

Argues that the adult education profession has been defined in terms of applied technical expertise; points out problems in this as the basis for professional identity. Suggests alternative ways to construct the profession: forging alliances with other professions, developing reflective practice, and practicing politics. (Contains 32 references.)…

The relationship of the individual to work, learning, and continuing education is interwoven with life history and the dynamics of identity formation. A life-history approach to professional learning provides one way to examine the historical and subjective processes of the development of a profession. (SK)

In study 1, human resource consultants collaborated on knowledge productive learning. In study 2, teacher researchers collaborated in inquiry. The projects demonstrated how professionals use authentic ways of developing expertise to renew their knowledge base and become knowledge productive learners. (JOW)

Refutes arguments against professional certification for human resource development, such as lack of common knowledge base, restriction of labor supply, and administrative/regulatory issues. Presents positive implications of certification for individuals, organizations, and the field. (SK)

Half of the $50 billion spent on training each year is wasted. The training industry is responsible for at least half of that waste because the field is not fully professionalized and too many programs are not based on research on human psychology and behavior. The training industry must improve both the quality of its product and the quality of…

A survey of various industries (n=10,376) received 1,686 responses, of whom 1,495 recently attended seminars. Participants had the following preferences: state-of-the-art information, ability to select from several dates, interaction with other attendees, business practitioners as instructors, discussion/small groups, from 20 to 40 participants,…

Cooperative Extension organizational values systems include personnel values, process values, and product (program) values. The values systems are the basis for making program decisions and a source of professional satisfaction if the values are congruent with beliefs. (SK)

The vision of continuing professional education should be reframed to place development of expertise and improvement of professional practice at the core. Providers would offer market-driven services that include education, evaluation, and consultation. (SK)