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Descriptor
Author
| Marsick, Victoria J. | 7 |
| Watkins, Karen E. | 2 |
| Baskett, H. K. Morris | 1 |
| Meyer, Susan R. | 1 |
| Neaman, Peter G. | 1 |
| O'Neil, Judy | 1 |
Publication Type
| Journal Articles | 7 |
| Opinion Papers | 5 |
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Showing all 7 results
Peer reviewedMeyer, Susan R.; Marsick, Victoria J. – New Directions for Adult and Continuing Education, 2003
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)
Descriptors: Adult Educators, Adult Learning, Corporate Education, Organizational Development
Peer reviewedMarsick, Victoria J.; Watkins, Karen E. – New Directions for Adult and Continuing Education, 2001
Studies of informal and incidental learning demonstrate that it takes place wherever people have a need, motivation, or opportunity for learning. Context is central to the process. Despite its unstructured nature, adult educators can assist learners by identifying conditions that hinder or enhance it and by fostering critical reflection. (Contains…
Descriptors: Adult Education, Adult Learning, Educational Research, Incidental Learning
Peer reviewedMarsick, Victoria J.; Neaman, Peter G. – New Directions for Adult and Continuing Education, 1996
The lukasa, an African mnemonic device, illustrates the way in which individual meaning-making enables adults to interpret and shape organizational meaning-making. This may be limited by power abuses, lack of learning skills or developmental capacity, and the changing social contract. (SK)
Descriptors: Adult Education, Human Resources, Individual Development, Labor Force Development
Peer reviewedBaskett, H. K. Morris; Marsick, Victoria J. – New Directions for Adult and Continuing Education, 1992
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)
Descriptors: Adult Educators, Adult Learning, Educational Resources, Professional Continuing Education
Peer reviewedMarsick, Victoria J. – New Directions for Adult and Continuing Education, 1990
Human service organizations provide educational opportunities to clients as well as their staffs. Examples of their role in building learning communities include (1) integrating the developmentally disabled; (2) preventing sickness and ensuring wellness; (3) building school-based learning; (4) reaching out to immigrants; and (5) rehabilitating…
Descriptors: Adult Education, Community Education, Community Organizations, Correctional Rehabilitation
Peer reviewedO'Neil, Judy; Marsick, Victoria J. – New Directions for Adult and Continuing Education, 1994
Action Reflection Learning uses group activities to develop critical reflection skills. Because learning takes place in teams working on real-world problems, it can lead to systems change and organizational capacity development. (SK)
Descriptors: Administrator Education, Adult Education, Corporate Education, Experiential Learning
Peer reviewedWatkins, Karen E.; Marsick, Victoria J. – New Directions for Adult and Continuing Education, 1993
Outlines the nature of the learning organization and describes how action technologies can be used to build learning organizations. Outlines the strategies and dilemmas of consultants who use this approach to build learning organizations. (Author)
Descriptors: Action Research, Adult Education, Consultants, Organizational Development
