Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Work Force Learning: What We Need to Know

Work Force Learning: What We Need to Know DIRECTIONS FOR RESEARCH Work Force Learning: What We Need to Know I begin this column on the take to reach Department of assumpion that a great deal of Labor goals. What have been the research on the practice of adult outcomes of such proposals and steps in the past? As these pro- education is yet to be done, e.g., teaching, recruitment, adminis- grams unfold, constant monitor- tration, financing, but for pur- ing needs to take place. Will they poses of this column, let‘s be be researched? Or will they show practical and save theory for up as broad bureaucratic generali- another publication. zations in the next report? We teach, recruit, administer, As I read Simpson and Jones and raise money not knowing and Saltman I was again impressed by the broad data, the extent to which these prac- tices make any difference on especially in the services, but less learning efficiency and the per- taken by that which might be formance levels we seek to useful for learners on the job, achieve. For instance, we don’t right now. Much of what was always know why a specific reported seemed based on experi- teaching technique works. Has ence, reputation, and even guesses. I also wondered to what anyone tested the learni lg that occurs in an auto mechanics extent we can generalize from lab using the real versus the programs managed by the Depart- cartoon? What do we need to ment of Defense? No complaints on this, after all we adult educa- know that will enhance adult be on needed research as related tors do get on with the action learning at the grass roots? development will a recruit to the “theme” of each issue. learn more effectively in a when someone wants to learn. Program directors and teachers often express the wish that some- This issue’s theme is Educating group program or through When Simpson asks why more one would research the problem the Work Force. one-on-one training with a partnerships between industry As I read the theme articles retired veteran? and higher education are not they see in their local program, I wondered about individual developed, I must ask, Where is and then report the results in a 2. Why not conduct a follow-up learning as it relates to goal the research to show that it will way they can use it. They also study of adult basic education wonder whether the research has setting or the potential for finan- make any difference if we did students of ten years ago? Has been completed somewhere, but what he suggests? cial rewards. What are the best their learning “stuck?” never reported. “It is probably methods of overcoming a new We read that higher education 3. Do we continue to summarize gathering dust in some thesis workers’ resistance to change? lacks flexibility, but we do not broad data and never get to somewhere,” is a common com- know whether blocks of time and What methods work best for the the classroom action? ment at the program level. worker of long tenure? If some- focus on subject matter over 16 4. We need more data on the There is research to be done one is committed to learning, do weeks is any less effective than results of projects aimed at with various levels of funding methods, techniques, visuals, or the same amount of learner time learning new or more complex and on all types of questions. class setting make much difference? on the factory floor. Are colleges Is it the academic work skills. I have accepted the responsibility and universities unable to package skill or personal maturity that for this column with the belief flexible programs as suggested by most influences learning work that some studies can be con- Simpson? Is there a will to do so? These are my notes: skills on the job? Are “quick and slick’ training ducted with no funds and by 1. Governor Clinton’s and Secre- anyone in the field of adult edu- programs any less effective than 5. Which management techniques tary Dole’s summary statistics cation. ltying out one’s own those considered ideal by educa- make a positive difference in demonstrate that state and ideas, even with limited controls, tors? Was there any research that learning outcomes of workers federal departments are doing can have positive payoffs for demonstrated a lack of effective- To in skill-training programs? their homework. The broad others if the word gets around. ness in learning in apprentice what extent does a hands-on picture is clear, but what of So can research conducted by programs? If not, should learn- management style affect recruit- findings on specific training graduate students. Million dollar ing through apprenticeship be ment in skill training programs? techniques that are most effec- projects often have results no reexamined? A Governor Bill Clinton has six tive in robotics, electronics, more significant, but they will be medical technology, or auto proposals for what states can do, disseminated. -6y Burton Ip: Kreitlow The focus of this column will mechanics? On a “fast track” Elizabeth Dole lists four steps to September1989 A 11 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Work Force Learning: What We Need to Know

Adult Learning , Volume 1 (1): 1 – Sep 1, 1989

Loading next page...
 
/lp/sage/work-force-learning-what-we-need-to-know-LRJkvl1wbq
Publisher
SAGE
Copyright
© 1989 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515958900100104
Publisher site
See Article on Publisher Site

Abstract

DIRECTIONS FOR RESEARCH Work Force Learning: What We Need to Know I begin this column on the take to reach Department of assumpion that a great deal of Labor goals. What have been the research on the practice of adult outcomes of such proposals and steps in the past? As these pro- education is yet to be done, e.g., teaching, recruitment, adminis- grams unfold, constant monitor- tration, financing, but for pur- ing needs to take place. Will they poses of this column, let‘s be be researched? Or will they show practical and save theory for up as broad bureaucratic generali- another publication. zations in the next report? We teach, recruit, administer, As I read Simpson and Jones and raise money not knowing and Saltman I was again impressed by the broad data, the extent to which these prac- tices make any difference on especially in the services, but less learning efficiency and the per- taken by that which might be formance levels we seek to useful for learners on the job, achieve. For instance, we don’t right now. Much of what was always know why a specific reported seemed based on experi- teaching technique works. Has ence, reputation, and even guesses. I also wondered to what anyone tested the learni lg that occurs in an auto mechanics extent we can generalize from lab using the real versus the programs managed by the Depart- cartoon? What do we need to ment of Defense? No complaints on this, after all we adult educa- know that will enhance adult be on needed research as related tors do get on with the action learning at the grass roots? development will a recruit to the “theme” of each issue. learn more effectively in a when someone wants to learn. Program directors and teachers often express the wish that some- This issue’s theme is Educating group program or through When Simpson asks why more one would research the problem the Work Force. one-on-one training with a partnerships between industry As I read the theme articles retired veteran? and higher education are not they see in their local program, I wondered about individual developed, I must ask, Where is and then report the results in a 2. Why not conduct a follow-up learning as it relates to goal the research to show that it will way they can use it. They also study of adult basic education wonder whether the research has setting or the potential for finan- make any difference if we did students of ten years ago? Has been completed somewhere, but what he suggests? cial rewards. What are the best their learning “stuck?” never reported. “It is probably methods of overcoming a new We read that higher education 3. Do we continue to summarize gathering dust in some thesis workers’ resistance to change? lacks flexibility, but we do not broad data and never get to somewhere,” is a common com- know whether blocks of time and What methods work best for the the classroom action? ment at the program level. worker of long tenure? If some- focus on subject matter over 16 4. We need more data on the There is research to be done one is committed to learning, do weeks is any less effective than results of projects aimed at with various levels of funding methods, techniques, visuals, or the same amount of learner time learning new or more complex and on all types of questions. class setting make much difference? on the factory floor. Are colleges Is it the academic work skills. I have accepted the responsibility and universities unable to package skill or personal maturity that for this column with the belief flexible programs as suggested by most influences learning work that some studies can be con- Simpson? Is there a will to do so? These are my notes: skills on the job? Are “quick and slick’ training ducted with no funds and by 1. Governor Clinton’s and Secre- anyone in the field of adult edu- programs any less effective than 5. Which management techniques tary Dole’s summary statistics cation. ltying out one’s own those considered ideal by educa- make a positive difference in demonstrate that state and ideas, even with limited controls, tors? Was there any research that learning outcomes of workers federal departments are doing can have positive payoffs for demonstrated a lack of effective- To in skill-training programs? their homework. The broad others if the word gets around. ness in learning in apprentice what extent does a hands-on picture is clear, but what of So can research conducted by programs? If not, should learn- management style affect recruit- findings on specific training graduate students. Million dollar ing through apprenticeship be ment in skill training programs? techniques that are most effec- projects often have results no reexamined? A Governor Bill Clinton has six tive in robotics, electronics, more significant, but they will be medical technology, or auto proposals for what states can do, disseminated. -6y Burton Ip: Kreitlow The focus of this column will mechanics? On a “fast track” Elizabeth Dole lists four steps to September1989 A 11

Journal

Adult LearningSAGE

Published: Sep 1, 1989

There are no references for this article.