Brockman, Julie L.2005-07-272005-07-272003https://hdl.handle.net/1805/294This paper challenges the inherent assumptions reflected in the design and administration of the current problem-solving training model using evidence from empirical research, understanding of the realities of worker’s knowledge, skill and ability; the realities of their work environment; and the strong theoretical base within the adult learning literature about adult learners.50462 bytesapplication/pdfen-USAdult EducationTrainingProblem SolvingAdult LearningArticle