Training and development professors, leaders, and practitioners (n=500) identified their philosophies in a survey. Professors and leaders preferred progressivism first and behaviorism second. Practitioners chose behaviorism over progressivism. Radicalism was least preferred by all three. (SK)

Suggests that adult education and training policy intended to help China modernize may be potentially threatening to the nation's stability. Questions whether China can retain its cultural and political identity while engaging in global trade. (SK)

Human resource development (HRD) is an evolving system, a confluence of disciplines with its own professional identity. Understanding HRD as an evolving system enables professional practice and theory development to emerge within the context of existing taxonomies. (SK)

Without a solid theory and research base, human resource development will never become a valid field of study and a profession. The rise in academic programs with graduates trained in research may improve the situation. (SK)

A reflective practitioner is a problem solver who develops theories anchored in a practitioner's ways of knowing. Reflective practice is a significant means of contributing to the knowledge base of adult education and human resource development. (SK)

Presents the need for a new mindset and for worker creativity and flexibility in the contemporary workplace; describes benefits of and barriers to creative education in schools, colleges, and workplaces. Suggests ways to unleash and empower the creativity of the work force. (SK)

Reviews statistics on the college-educated workforce in New England states with a view to the labor needs of the region's economy. (EV)

Provides empirical evidence that significant investment in work force development leads to increased shareholder value. Suggests that management should heed the evidence when considering cutting training and development budgets. Profiles 11 companies' stock performance and discusses their training and development initiatives. (JOW)

A review of three recent publications leads to the conclusion that Britain should (1) adopt the German two-tier system of skilled workers and master workers, a status distinction that can be applied in blue- and white-collar occupations; and (2) train workers through apprenticeships. (SK)

This paper describes the training and development (T&D) profession, discusses problems in proposing a field of practice for it, and proposes a specific field of practice for T&D. It provides an impetus for continued discussion. (Author)

Limitations of accounting or budgeting practices can confuse a company's long-term investment in training and development. Companies disciplined enough to invest in their people can achieve significant long-term returns. (JOW)

A recent study of academic programs in human resources development (HRD) produced the following profile of the academic researcher in HRD: male, in the field of education, graduate student or professor, focusing on training and development, doing unfunded research, method of research is descriptive rather than experimental. (JOW)

Uses High School and Beyond data to examine the effect of rationing secondary school vocational training opportunities on program participants' and nonparticipants' beginning wage. Secondary vocational education brings little or no wage advantage in training-related jobs. However, findings do not disprove vocational training program effectiveness.…

Human resources development and training are not suited to everyone. A practical, time-saving process for people wanting to become trainers includes (1) assessing relevant skills and interests; (2) researching organizations; (3) learning basic business operations; (4) learning the training process; (5) developing a chronological resume; (6)…

The education-for-work movement needs a deeper philosophical base. The philosophies of vocational education, human resource development, and adult learning may provide appropriate guidance for workforce preparation. (SK)