| Abstract: | This paper examines re-training transition processes as a basis for understanding adult learning and career change. The paper distinguishes between frame breaking and incremental change, describes learning methods associated with these levels of change, outlines phases of the transition process, and considers the relationships between degrees of change and likely coping styles during the transition phases. Variables reflecting career motivation and situational support are predicted to affect the transition process under different degrees of change. The concepts discussed here can be used as a basis for diagnosing situational conditions and individual characteristics to design more effective learning methods in organizations. |
