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JANUARY 2012 SEMESTER

BDBB4103

INTRODUCTORY HUMAN RESOURCE DEVELOPMENT

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1.0 INTRODUCTION AND DEFINATIONS OF HUMAN RESOURCE DEVELOPMENT Human resource development field has long been struggling to develop an identity as a profession, especially in terms of its applied and interdisciplinary nature. One of the more debated issues in the field has been the need for a unifying definition that would not only provide a focus for the development of the profession but would also set limits on the boundaries of the field. This assignment presents a justification for a unifying definition, a history of the existing definitions of HRD, and several common themes or patterns found in these definitions and other literature in the field. This definitions that would provide a vision for the profession and identifies several next steps that the field should consider in its quest for professional recognition and growth. Human Resource Development can be defined as part of Human Resource Management that specifically deals with training and development of the employees .Human resource development includes training an individual after he/she is first hired, providing opportunities to learn new skills, distributing resources that are beneficial for the employee's tasks, and any other developmental activities. Human Resource Development is also the framework for helping employees develop their personal and organizational skills, knowledge, and abilities. Human Resource Development includes such opportunities as employee training, employee career development, performance management and development, coaching, mentoring, succession planning, key employee identification, tuition assistance, and organization development. The focus of all aspects of Human Resource Development is on developing the most superior workforce so that the organization and individual employees can accomplish their work goals in service to customers. Other definition of Human Resource Development (HRD) is "organized learning activities

arranged within an organization in order to improve performance and/or personal growth for the purpose of improving the job, the individual, and/or the organization. HRD includes the areas of training and development, career development, and organization development. This is related to Human Resource Management -- a field which includes HR research and information systems, union/labor relations, employee assistance, compensation/benefits, selection and staffing, performance management systems, HR planning, organization and job design.

Sample of good assignment 2.0 ASSUMPTIONS OF ADULT LEARNING THEORY 2.1 In adult education or andragogy, the most important and relevant theory which to be familiar is Malcolm Knowles Andragogy theories. Andragogy is the art and science of teaching adults (Knowles, Holton, & Swanson, 1998). There are six assumptions in Andragogy. 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.1.6 Adults need to know why they need to learn something. Adults are responsible for their own decisions. Adults have a great deal of experience to bring to education. Adults are ready to learn what they need to know. Adults consider learning to be life centered. Adults are mostly motivated by internal pressures.

2.2 Of these six assumptions, we will discuss the mostly right assumptions. First, Knowles is mostly right that adults need to know why they need to learn something and secondly, Knowles is also mostly right that adults have a great deal of experience to bring to an educational setting. In order for an adult to be a successful learner in Corporate Training Programs, he or she must know the importance of learning what is being taught. This is mostly true. 2.3 Certainly, there are situations in which adults choose to learn something just for enjoyment; however, it is more common for adults to learn something because they need to know it. There are two reasons for this need-to-know attitude. First, adults have more responsibilities than their youth counterparts. Second, adults often enter an educational environment because of a specific event in their lives or aiming for better position in his job. 2.4 The life of an adult is filled with many responsibilities. Most adults try to balance their work life with their family life. They must keep a job to pay their bills while not neglecting the families for which they care. When it comes time for an adult to enter an educational environment, that education needs to find its place in the balancing act. Because of this, adults want to know exactly why they must learn something to ensure that it will be worth their time (Fidishun, n.d.). Without knowing why they need to learn something, adults will struggle to find value in the process that is taking them away from their other responsibilities. 2.1.3 The adult learner must know the need for him to learn again. This is often the case when adults go back to school to learn something to meet a specific life event. For example, if an adult is required to travel to a location where English is not the preferred language, he or she needs to learn another language to be effective (Schleppegrell, 1987). 2

Sample of good assignment 2.5 Knowles described an adults need to know why they are learning something, he was absolutely right. This is mostly true. While there are rare exceptions, adults typically need to know why something is important for them to learn it. Instructors should take action on this need while also considering the adults prior experience. 2.6 An Adults experience once again, in order for an adult to be a successful learner, the adults prior experience must be considered in Corporate Training Programs. This is mostly true. While there are times when adult learners will not have any prerequisite knowledge of a topic, it is still vital to consider what other life experiences they bring to the classroom. There are two reasons to consider an adults prior experience. First, adults have already spent a lot of time learning throughout their lives, so now they want to share some of that learning. Second, adults possess a wealth of information that even the most seasoned instructors cannot match. 2.7 Unlike children, adults have already been learning for a long time. They have accumulated experience. When considering adult learners, that experience must be included in the learning (Atherton, 2005). Adults have a desire to share what they have learned with others. Instructors need to find ways to allow for that sharing to occur. Without the opportunity to share, the adult learner might not find as much value in the learning because they are unable to demonstrate how it relates to their own lives. Moreover, they can provide examples that will benefit everyone in the class. The experience of adult learners can play a very important role. When given the opportunity to share information with the classroom, adult learners are not only helping themselves, but they are also helping the instructor (Smith, 2002). 2.8 When Knowles described the value of an adult learners prior experience, he was absolutely right. This is mostly true. Adults have a lot of life experience that they want to share. That sharing also allows the instructor to benefit by providing real-life examples that he or she might not have otherwise been able to provide. An adults prior experience is a great asset to have in Corporate Training Programs for both the instructor and for the other students. 2.9 From Malcolm Knowles theory of Andragogy, we can conclude that adult learning theory brings great benefit to adult educators and adult learners (Merriam, Caffarella, & Baumgartner, 2007). The six assumptions that Knowles makes are all quite beneficial. Specifically, two of those assumptions are mostly true. First, adults almost always need to know why they are learning a particular topic. Second, adults have a tremendous amount of experience that they bring with them to the educational process. 3

Sample of good assignment 3.0 HUMAN RESOURCES DEVELOPMENT (HRD) IN THE CONTEXT OF IMPROVEMENT OF EXPERIENCE. 3.1 The goal of HRD is to improve the performance of our organizations by maximizing the efficiency and performance of our people. We are going to develop our knowledge and skills, our actions and standards, our motivation, incentives, attitudes and work environment. Training or Adult Learning is certainly the best answer. 3.2 In the industry, training has been big with capital projects but often is not continued into operational improvement. Training are needed in the solution may lie with organization development, career development, or a combination of these or other strategies. In the growing market and vast development of industry, workers need to learn new skills and develop new abilities; this is to respond to these changes in their lives, their careers, and their organizations. Adult learning must be constructively used for competitive advantage and as opportunities for personal and organizational growth. 3.3 Whats Adult Learning? Jurgen Habermas interpreting it as , 3.3.1 The nature of three generic domains of adult learning is posited, each with its own interpretive categories, ways of determining which knowledge claims are warranted, methods of inquiry as well as its own learning goals, learning needs and modes of educational intervention. 3.3.2 Perspective transformation is seen as one of the learning domains and the domain most uniquely adult. The nature and etiology of perspective transformation is elaborated with particular focus on the function of reification and of reflectivity. 3.4 Brookfield (1992) also interpreted Adult learning as frequently spoken of by adult educators as if it were a discretely separate domain, having little connection to learning in childhood or adolescence. This interpretation also examine critically this claim by exploring four major research areas (self-directed learning, critical reflection, experiential learning and learning to learn) each of which have been proposed as representing unique and exclusive adult learning processes. 3.5 Brookfield 919920 also says, despite the floods of journals, books and research conferences devoted to adult learning across the world, we are very far from a universal understanding of adult learning. Even though warnings are frequently issued that at best only a multitude of context and domain specific theories are likely to result, the energy expended on developing a general theory of adult learning shows no sign of abating. 5

Sample of good assignment 4.0 ADULT LEARNING: AN OVERVIEW OF ISSUES AND EXPLAINATIONS IN UNDERSTANDING ADULT LEARNING THEORY BY EMPLOYEES AT WORKPLACE 4.1 What is Adult Learning ? Adult learning is inherently joyful, that adults are innately self-directed learners, that good educational practice always meets the needs articulated by learners themselves and that there is a uniquely adult learning process as well as a uniquely adult form of practice. Adult Learning is an attempt to construct an exclusive theory of adult learning - one that is distinguished wholly by its standing in contradiction to what we know about learning at other stages in the lifespan. Adult Learning is a lifespan the variables of culture, ethnicity, personality and political ethos assume far greater significance in explaining how learning occurs and experienced acquired. 4.2 Theories and explanations on how adult learning process at Workplace. The three main areas discussed in this section represent the post-war preoccupations of adult learning researchers. Each area has its own internal debates and preoccupations, yet the concerns and interests of those working within each of them overlap significantly with those of the other three. Indeed, several researchers have made important contributions to more than one of these areas. 4.3 Self-Directed Learning Self-directed learning focuses on the process by which adults or employees take control of their own learning, in particular how they set their own learning goals, locate appropriate resources, decide on which learning methods to use and evaluate their progress. The employees can now work on self-direction and can justified themselves. Receiving criticisms and growing issues concerning the quality of self-directed learning projects also emphasis on self-directed learning as an adult characteristic was being uncritically advanced. Meta-analyses of research and theory conducted by Australian, Canadian and American authors have raised questions about the political dimension to self-directedness and the need to study how deliberation and serendipity intersect in self-directed learning projects (Collins, 1988; Candy, 1991; Brockett and Hiemstra, 1991). 6

Sample of good assignment 4.4 Self Direction In Cross-Cultural Dimension 4.4.1 Self Direction is important menu in understanding the concept for adult learning. For example, more longitudinal and life history research is needed to understand how periods of selfdirectedness alternate with more traditional forms of educational participation in adults' autobiographies as learners. Recent work on gender has criticized the ideal of the independent, self-directed learner as reflecting patriarchal values of division, separation and competition. The extent to which a disposition to self-directedness is culturally learned, or is tied to personality, is an open issue. 4.4.2 We have to understand how various factors - the adult's previous experiences, the nature of the learning task and domain involved, the political ethos of the time - affect the decision to learn in this manner. We also need to know how adults engaged in self-directed learning use social networks and peer support groups for emotional sustenance and educational guidance. And finally, we have to clarifying the political dimensions of this idea; particularly on the issues of power and control raised by the learner's assuming responsibility for choices and judgments regarding what can be learned, how learning should happen, and whose evaluative judgments regarding the quality and effectiveness of learning . 4.4.3 If the cultural formation of the self is ignored, it is all too easy to equate self-direction with separateness and selfishness, with a narcissistic pursuit of private ends in disregard to the consequences of this for others and for wider cultural interests. A view of learning which views adults as self-contained, volitional beings scurrying around engaged in individual projects is one that works against cooperative and collective impulses. Citing self-direction, adults can deny the importance of collective action, common interests and their basic interdependence in favor of an obsessive focus on the self. 4.5 Critical Reflection 4.5.1 Developing critical reflection is probably the idea of the decade for many adult educators who have long been searching for a form and process of learning that could be claimed to be distinctively adult. Evidence that adults are capable of this kind of learning can be found in developmental psychology, where a host of constructs such as embedded logic, dialectical thinking, working intelligence, reflective judgment, post-formal reasoning and epistemic cognition describe how adults come to think contextually and critically (Brookfield, 1987, 1991). 7

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4.6 Critical reflection focuses on three interrelated processes; 4.6.1 The process by which adults question and then replace or reframe an assumption that up to that point has been uncritically accepted as representing commonsense wisdom. 4.6.2 The process through which adults take alternative perspective on previously taken for granted ideas, actions, forms of reasoning and ideologies 4.6.3 The process by which adults come to recognize the hegemonic aspects of dominant cultural values and to understand how self-evident renderings of the 'natural' state of the world actually bolster the power and self-interest of unrepresentative minorities. 4.6.4 Mezirow (1991) conducted a research of an idea of perspective transformation which he understood as the learning process by which adults come to recognize and re-frame their culturally induced dependency roles and relationships. More recently he has propose a theory of transformative learning "that can explain how adult learners make sense or meaning of their experiences, the nature of the structures that influence the way they construe experience, the dynamics involved in modifying meanings, and the way the structures of meaning themselves undergo changes when learners find them to be dysfunctional" (Mezirow, 1991, p.xii). 4.7 Experiential Learning 4.7.1 The emphasis on experience as a defining feature of adult learning was expressed in Lindeman's(1926, p.7) quoted that "experience is the adult learners living textbook" and that adult education was, therefore, "a continuing process of evaluating experiences" (p. 85). This emphasis on experience is central to the concept of andragogy that has evolved to describe adult education practice in societies as diverse as the United States, Britain, France, Hungary, Poland, Russia, Estonia, Czechkoslovakia, Finland and Yugoslavia (Savicevic 1991; Vooglaid and Marja, 1992). 4.7.2 Adult teaching experiences represent a valuable resource, is currently cited as crucial by adult educators of every conceivable ideological hue. Of all the models of experiential learning that have been developed, Kolb's has probably been the most influential in prompting theoretical work among researchers of adult learning (Jarvis, 1987). Every textbook on adult education practice affirms the importance of experiential methods such as games, simulations, case studies, psychodrama, role play and internships and many universities now grant credit for adults' experiential learning. 8

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4.8 Learning to Learn 4.8.1 The ability of adults to learn how to learn - to become skilled at learning in a range of different situations and through a range of different styles - has often been proposed as an overarching purpose for those educators who work with adults. Learning how to learn suffers for lack of a commonly agreed on definition, functioning more as an umbrella term for any attempts by adults to develop insight into their own habitual ways of learning. Studies of learning to learn have been conducted with a range of adult groups and in a range of settings such as adult basic education, the workplace and religious communities. Four areas of adult learning research discussed, learning how to learn has been the least successful in capturing the imagination of the adult educational world . 4.8.2 Smith (1990) who has drawn together educators from the United States, Scotland, Australia, Germany and Sweden to work on theory development in this area . These latter authors emphasize that learning how to learn involves an epistemological awareness deeper than simply knowing how one scores on a cognitive style inventory, or what is one's typical or preferred pattern of learning. 4.8.3 Adults possess a self-conscious awareness of how it is they come to know what they know; an awareness of the reasoning, assumptions, evidence and justifications that underlie our beliefs that something is true. Research on learning to learn is also flawed in its emphasis on college students' meta-cognition and by its lack of attention to how this process manifests itself in the diverse contexts of adult life. Brookfield (1991) says that learning to learn is a skill that exists far beyond academic boundaries is evident from the research conducted on practical intelligence and everyday cognition in settings and activities as diverse as grocery shopping and betting shops 4.9 Cross Cultural Adult Learning 4.9.1 Although the literature base in the area of cross-cultural adult learning is still sparse, there are indications that the variable of ethnicity is being taken with increasing seriousness (Cassara, 1990; Ross-Gordon, 1991). In the United States, for example, Black, Hispanic and Asian workers have points of tension between them. Within each of these broad groupings there is a myriad of overlapping rivalries; between African-Americans and immigrants from the other countries that continuing flooding United States main land. 9

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4.10 Practical Theorizing 4.10.1 Practical theorizing is an idea most associated with the work of Usher and Bryant (1989) who has focused on the ways in which educational practitioners - including adult educators become critically aware of the informally developed theories that guide their practice. Practical theorizing has its origins in practitioners' attempts to grapple with the dilemmas, tensions and contradictions of their work. 4.10.2 This happens informally in individual conversations and in a more structured way through participation in reflection groups. Colleagues serve as reflective mirrors in these groups; they reflect back to the practitioner readings of her or his behavior that come as an interesting surprise. As they describe their own reactions and experiences dealing with typical crises, colleagues can help the individual worker re-frame, broaden and refine her own theories of practice. 4.10.3 Second, practitioners also use formal theory as a lens through which to view their own actions and the assumptions that inform these. As well as providing multiple perspectives on familiar situations, formal theory can help educators 'name' their practice by illuminating the general elements of what were thought of as idiosyncratic experiences. These two sources colleagues' experiences and formal theory - intersect continuously in a dialectical interplay of particular and universal perspectives. 4.11 Distance Learning 4.11.1 Gibson, (1992) regard that distance learning education is important setting within which a great deal of significant adult learning occurs weekend college formats, multi-media experimentations and the educational possibilities unleashed by satellite broadcasting have combined to provide learning opportunities for millions of adults across the world. That adult educational themes of empowerment, critical reflection, experience and collaboration can inform distance learning activities is evident from case studies of practice that are emerging. 4.11.2 Modra (1992) provides an interesting account of how she drew on the work of radical adult educators such as Freire, Shor and Lovett to use learning journals to encourage adults' critical reflection in an Australian distance education course. Smith and Castle (1992) propose the use of "experiential learning technology, facilitated from a distance, as a method of developing critical thinking skills. 10

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5.0 PRACTICAL TRAINING SUGGESTIONS AND DEVELOPMENT TECHNIQUES FOR EMPLOYEES BASED ON ADULT LEARNING THEORY. While new instructional methods are under continuous development, several training methods based on Adult Learning Theory have proven highly effective and are widely used to acclimate new employee, impart new skills, and improve existing skills. They include structured on-the-job training, role playing, self-instruction, team building games and simulations, computer-based training, mentoring, and job rotation. 5.1 ON-THE-JOB TRAINING. 5.1.1 One of the most common and least expensive methods of training and development is onthe-job training. This refers to process of learning skills while working where workers especially new workers to obtain the knowledge and skills they need to complete their tasks through a systematic training program. Research indicates that employees acquire approximately 80 percent of their work-related knowledge and skills on the job, making consideration and implementation of successful On Job Training programs indispensable for employers. 5.1.2 The structured forms of On Job Training that emerged promised to remedy problems by relying on a planned process designed and proven to impart the necessary skills by the end of the training period. Structured training involves having an experienced employee train a new employee at the work site and having the new employee receive feedback, advice, and suggestions from co-workers and trainers. Structured training generally assumes that new employees lack certain skills and the goal of the program is to instill these skills. 5.1.3 Implementing a structured On Job Training program involves five basic steps: (1)

analyzing the tasks and skills to be learned; (2) selecting, training, and supervising trainers; (3) preparing training materials; (4) conducting a specific program; and (5) evaluating the program and making any necessary improvements or modifications. 5.2 ROLE PLAYING. 5.2.1 In role playing, trainees or employees assume various roles, and play out that role within a group to learn and practice ways of handling different situations. A facilitator creates a scenario that is to be acted out by the participants and guided by the facilitator. The interpersonal relations here are genuine. Furthermore, participants receive immediate feedback from the facilitator and the scenario itself allowing better understanding of their own behavior.

Sample of good assignment 11 5.3 SELF-INSTRUCTION. 5.3.1 Self-instruction refers an instructional method that emphasizes individual learning. In selfinstruction programs, the employees take primary responsibility for their own learning. The trainees have a greater degree of control over topics, the sequence of learning, and the pace of learning and their also can achieve a higher degree of customized learning. 5.3.2 Forms of self-instruction include programmed learning, individualized instruction, personalized systems of instruction, learner-controlled instruction, and correspondence study. For self-instruction programs to be successful, employers must not only make learning opportunities available, but also must promote interest in these learning opportunities. 5.4 TEAM BUILDING. 5.4.1 Team building is the active creation and maintenance of effective work groups with similar goals and objectives. Team building is a formal and methodological process of building work teams with objectives and goals, facilitated by a third-party consultant. Team building is commonly initiated to combat ineffectual group functioning that negatively affects group dynamics, labor-management relations, quality, or productivity. 5.4.2 By recognizing the problems and difficulties associated with the creation and development of work teams, team building provides a structured, guided process whose benefits include a greater ability to manage complex projects and processes, flexibility to respond to changing situations, and greater motivation among team members. 5.5 COMPUTER AND IT-BASED TRAINING. 5.5.1 In computer-based training, computers and computer-based instructional materials are the primary medium of instruction. Computer-based training programs are designed to structure and present instructional materials and to facilitate the learning process for the employee. Primary uses of this IT include instruction in computer hardware, software, and operational equipment. 5.5.2 Computer-based Training can provide the employee with a simulated experience of operating a particular piece of equipment or machinery. The use of computer-based training enables a training organization to reduce training costs and improving the effectiveness of the training. 12

Sample of good assignment 6.0 TYPES OF TRAINING AND DEVELOPMENT PROGRAMS FOR EMPLOYEES BASED ON ADULT LEARNING THEORY. Companies can apply these different methods of training and development to any number of subjects to ensure the skills needed for various positions in the organization. Companies can organize training and development programs towards both specific and general skills, including technical training, sales training, clerical training, computer training, communications training, organizational development, career development, supervisory development, and management development. The goal of these programs is for trainees or employees to acquire new knowledge or skills in these areas. 6.1 TECHNICAL TRAINING. 6.1.1 Technical training seeks to impart technical knowledge and skills using common training methods for instruction of technical concepts, factual information, and procedures, as well as technical processes and principles. Likewise, sales training concentrates on the education and training of individuals to communicate with customers in a persuasive manner and inculcate other skills useful for sales positions. 6.2 COMMUNICATIONS TRAINING. 6.2.1 Communications training concentrates on the improvement of interpersonal

communication skills, including writing, oral presentation, listening, and reading. In order to be successful, any form of communications training should be focused on the basic improvement of skills. 6.2.2 Furthermore, the training should serve to build on present skills rather than rebuilding from the ground up. Communications training can be taught separately or can be effectively integrated into other types of training, since it is fundamentally related to others disciplines. 6.3 ORGANIZATIONAL DEVELOPMENT. 6.3.1 Organizational development refers to the use of knowledge and techniques from the behavioral sciences to analyze existing organizational structure and implement changes in order to improve organizational effectiveness. This is useful in such varied areas as the alignment of employee goals with those of the organization, communications, team functioning, and decision making. 13

Sample of good assignment 6.3.2 Development process with an organizational focus to achieve the same goals as other training and development activities aimed at individuals. Organizational Development practitioners commonly practice what has been termed "action research" to effect an orderly change that has been carefully planned to minimize the occurrence of unpredicted or unforeseen events. 6.4 CAREER DEVELOPMENT 6.4.1 Career development of employees covers the formal development of an employee's position within an organization by providing a long-term development strategy and training programs to implement this strategy and achieve individual goals. Career development represents a growing concern for employee welfare and the long-term needs of employees. 6.4.2 For the individual, it involves stating and describing career goals, the assessment of necessary action, and the choice and implementation of necessary actions. For the organization, career development represents the systematic development and improvement of employees. To remain effective, career development programs must allow individuals to articulate their desires. At the same time, the organization strives to meet those stated needs as much as possible by consistently following through on commitments and meeting the expectations of the employees raised by the program. 6.5 MANAGEMENT AND SUPERVISORY DEVELOPMENT. 6.5.1 Management and supervisory development involves the training of managers and supervisors in basic leadership skills enabling them to function effectively in their positions. For managers this typically involves the development of the ability to focus on the effective management of their employee resources, while striving to understand and achieve the strategies and goals of the organization. 6.5.2 Management training typically involves individuals above the first two levels of supervision and below senior executive management. Managers learn to effectively develop their employees by helping employees learn and change, as well as by identifying and preparing them for future responsibilities. Management development may also include programs that teach decision-making skills, creating and managing successful work teams, allocating resources effectively, budgeting, communication skills, business planning, and goal setting. Supervisory development addresses the unique situation of the supervisor as a link between the organization's management and workforce. 14

Sample of good assignment 7.0 CONCLUSION. 7.1 Human Resources Training and development programs often rely on the principles and theories of various behavioral sciences such as psychology and sociology. The behavioral sciences provide useful theories on individual behavior, motivations, organizational dynamics, and interpersonal relationships, which the developers of training programs can draw on when creating their programs. 7.2 Human Resource Development can be defined as part of Human Resource Management that specifically deals with training and development of the employees and includes training an individual and providing opportunities to learn new skills, distributing resources that are beneficial for the employee's tasks and also the framework for helping employees develop their personal and organizational skills, knowledge, and abilities. 7.3 Adult learning compassing few theories and it is important to be aware of what each of the primary theories proposes. Merriam and Caffarella (1999) suggest that learning is a personal processthe context of adult life and the social context shape what an adult needs and wants to learn and, to a somewhat lesser extent, when and where learning takes place 7.4 Adult learning is an educational practice that always meets the needs articulated by learners themselves and adult learning are also an attempt to construct an exclusive theory of learning at other stages in the lifespan. Adult Learning is a lifespan of the variables of culture, ethnicity, personality and political ethos assume far greater significance in explaining how learning occurs and experienced acquired. From the development programme and practical suggestion that incorporates the thinking of behaviorists, cognitivists, social learning theorists and develop mentalists will not only involve learners at a higher level, it will help architects of leadership development programming design and implement interventions and environments more conducive to learning and transformative in nature. create interventions and learning opportunities that are truly

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REFERENCES:
1. Gilley, J.W. & Eggland, S.A., Principles of Human Resource Development, AddisonWesley, NY, 1989, p. 5. 2. McLagan, Patricia A., "Models for HRD Practice." Training and Development Journal, September 1989, pages 49-59. 3. Atherton, J. S. (2005). Learning and teaching: Knowles' Andragogy: An angle on adult learning. 4. Fidishun, D. (n.d.). Andragogy and technology: Integrating adult learning theory as we teach. 5. Knowles, M. S., Holton, E. G., & Swanson, R. A. (1998). The adult learner: The definitive classic in. 6. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: 7. The Advantages of Educated Employees | eHow.com http://www.ehow.com/info_8586497_advantages-educatedemployees.html#ixzz1mbTkAn5K 8. How to Provide Training to New Employees Shortly Following Their First Day of Employment | eHow.com http://www.ehow.com/how_8553960_provide-following-firstday-employment.html#ixzz1mbTzpviy 9. Brockett R G, Hiemstra R 1991 Self-direction in Adult Learning: Perspectives on Theory, Research, and Practice. Routledge, New York 10. Brookfield S D 1991 The development of critical reflection in adulthood. New Education. 13 (1): 39-48 11. Brookfield S D 1992 Developing criteria for formal theory building in adult education. Adult Ed. Q. 42 (2): 79-93 12. Cassara B (ed.) 1990 Adult Education in a Multicultural Society. Routledge, New York 13. Clark M C, Wilson A L 1991 Context and rationality in Mezirow's theory of transformational learning. Adult Ed. Q. 41 (2): 75-91 14. Collins M 1988 Self-directed learning or an emancipatory practice of adult education: Re-thinking the role of the adult educator. Proceedings of the 29th Annual Adult Education Research Conference. Faculty of Continuing Education, University of Calgary 15. Craig, Robert L., ed. Training and Development Handbook: A Guide to Human Resource Development. 3rd ed. New York: McGraw-Hill, 1987. 16. Phillips, Jack J. Recruiting, Training, and Retraining New Employees. San Francisco: Jossey-Bass, 1987. 17. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass. 18. Caffarella, R. S. (2002). Planning program for adult learners: A practical guide for educators, trainers, and staff developers. San Francisco: Jossey-Bass. 19. Charbonneau, D., Barling, J. & Kelloway, E. (2001). Transformational leadership and sports performance: The mediating role of intrinsic motivation. Journal of Applied Social Psychology, 31 (7), 1521-1534. 20. Knowles, M. (1998). The adult learner: A neglected species (5th ed.). Houston, TX: Gulf Publishing Company. 21. Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass. 22. Mezirow, J. & Associates (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass. ( 5,478 Words included References )