The problem and solution. The expectation for "just-in-time learning" (JIT learning) in the workplace is growing. JIT learning is broadly conceived as anywhere, anytime, anyhow learning that is just enough, just for me, and just in time. However, despite the increasing demand for JIT learning, we are only beginning to comprehend what it is and its implications for the field of human resource development (HRD). This article provides a current perspective on JIT learning and summarizes issues likely to confront HRD practitioners and theorists.The future search conference highlighted the growing demand in the business environment for increasing the speed of learning (Dewey & Carter, 2003 [this issue]; see Article 1 of this issue). The terminology of "just-intime" (JIT) learning was used to reflect this expectation among the scholar practitioners and academicians engaged in the future search process. The expectation for JIT learning was also linked to three other notable subtrends: the move toward the virtual workplace, the growth of knowledge capital, and the increasing rate of change. Consequently, the rationale for JIT learning emanates more from the concepts of the knowledge-based economy and associated concepts of intellectual capital coupled with communications innovations of information technology (IT). The purpose of this article is to offer a description of JIT learning as well as present three scenarios that depict how technology and human resource development (HRD) can be integrated to maximize JIT learning. Finally, some possibleThe authors would like to thank the anonymous reviewers for their insightful comments on an earlier version of this article. This article was subjected to a two-tier blind review process that did not involve the authors who are currently members of the editorial board.
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