Along with the rapidly changing social and economic context accompanied by COVID-19, concerns have been raised for the less-educated, low-wage workers who disproportionately experienced disadvantages in accessing workplace learning or training opportunities essential for job placement or career development. In response to the challenges of…

At the start of the COVID-19 pandemic, some US workers became "essential" overnight and were, therefore, ineligible to work from home. Millions of these workers put their lives at risk to keep society functioning. So, why do we undervalue those we cannot live without? This article explores the transformative potential of learning in and…

The transitioning of veterans, specifically as mature workers, from the "military world" to the "civilian world," and by extension, the civilian workforce is the ultimate career transition. Despite their motivation and resilience, veterans still encounter a multiplicity of challenges when transitioning to the civilian…

Amidst ongoing racist violence in the United States, this article will recognize workplace-based efforts to act against racially motivated discrimination targeted at the Black community. More specifically, this article will examine anti-racist initiatives in the workplace by connecting these efforts to broader discussions of human rights,…

This chapter reviews how the impact of WIOA on adult education provision in the United States may be limited because of persistent structural problems within adult education policy and practice.

This chapter expands on the role of community colleges in economic development, workforce development and training, and even job creation. Practical examples from the field are included.

Research demonstrates that white privilege and racism have a direct impact on the success of businesses and the economy (Updegrave, Byrd, and Leuchter, 1989). Furthermore, organizations that are effective in integrating diversity experience increased organizational viability and profitability. Employees' intentions and actions of engaging in the…

Organizational life evokes joy, hate, anger, despair, curiosity, and esteem, yet as far as management is concerned, emotions are disruptive, dysfunctional, and derailing. In spite of managerial reluctance to embrace the emotional self as a relevant aspect of the worker, emotion makes everyone human, and organizations weigh on workers' emotional…

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)

Traces the development of adult education and human resource development, as well as the burgeoning of workplace learning. Raises issues related to nomenclature, knowledge base, professionalization, and the learning organization. (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)

Professional preparation of workplace educators must change to deal with substantial challenges. A three-phase model includes initial professional preparation and exploration at the baccalaureate level, advanced preparation and career exploration (work experience and graduate study), and professional leadership and career redirection. (SK)

The purpose of human resource development (HRD) should be to improve individual performance so that it contributes directly to organizational performance goals. Performance-focused HRD has no room for blind application of interventions or poorly conceived programs. (SK)