Training Adults It is proposed that a research study

It has often been pointed out that American schools are not preparing individuals to staff the production organizations of the future (Clancy, 1989). Unfortunately, the schools have not even been successful in the preparation of individuals to function effectively in contemporary production organizations (Gerstner, 1989). Recognition that either the schools were not doing the job required, or that drop outs were not permitting the schools to do the necessary job, or some combination of the two led the federal and state governments into the area of adult job training. Many of these efforts have also proved to be of only marginal worth (Bovard, 1989).

In response to this situation, employing organizations have resorted to both the overseas recruitment of workers (Suro, 1989), and to borrowing workers from competitors (Oram, 1989). As neither of these tactics, either alone or together, offer a solution to the problem, and, as educational reform always seems to be just a little way off, many employers have developed inhouse training programs to qualify the unqualified (Sa, 1989; Rohan, 1988). Unfortunately, many of these inhouse training and education programs have been less than successful in meeting their objective

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gical process leads to significant problems in adult education (Merriam, 1987). Adult education is a multifaceted process, which encompasses a variety of subjects and interest areas (Raudonis, 1987). Among the facets of adult education are (1) adult basic education, (2) continuing education for personal and professional growth, and (3) enrichment activities. The motivations for entering into adult education courses range from an enhancement of career opportunities to simple enjoyment (Raudonis, 1987). Most public educational institutions (universities, colleges, secondary schools, and elementary schools) provide adult education courses. Adult education, however, also occurs in "libraries, museums, voluntary associations, churches, and professional societies, to name only a few" institutions, other than schools (Verdium, Miller, and Greer, 1977, p. 22). The varied types of settings in which adult education occurs, together with the wide ranging differences between adult learners, demands a departure from the pedagogical teaching approach for adults (Patterson, 1986, p. 99). Low creativity levels, and passive learning characteristics among adult learners are attributed to pedagogical teaching (Patterson, 1986). Pedagogical
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Approximate Word count = 1614
Approximate Pages = 6 (250 words per page)

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