This article is a conceptual research on the applications of constructivist learning theory and social learning theory, along with the impact of technological development, globalization, and demographic change, on continuous development of adult learners. In constructivist learning theory practice, learners are self‐directed and construct knowledge via personal experiences while instructor should act as a mentor. However, to social learning theory, instructor is a role model to learners, and the learners learn through vicarious experiences in a social context. Social interaction and human relation are two major components in applying these two adult learning theories in adult learning and vocational training settings. Hereby, an application matrix of constructivist learning theory and social learning theory was developed for adult educators’ and training professionals’ practice.

Purpose This paper aims to provide a sobering and unique view of technological unemployment and job changes by identifying endangered jobs and skills, as well as the essential up-skills critical to employees’ performance, which cannot be replaced by technology. Design/methodology/approach A systematic literature review, used because it is replicable, transparent, and scientific, was implemented to examine the current and future technological influences on employment, job outlook, work structure, and human resource development (HRD). Findings The study concludes that HRD professionals should promptly reexamine their social responsibility relative to the technological influence on workers by focusing developmental efforts on employees’ human skills while assisting workers’ transition to a skill-polarized workplace. HRD professionals should play a major role in facilitating employees’ coexistence with robots in the workplace. Originality/value While recognizing the valuable contributions of previous researchers with similar concerns, this comprehensive review provides an amalgamated and updated view, which reveals the escalating and combined challenges of a skill-polarized workplace, a tendency of technological unemployment for those positioned in middle-skill jobs, and an increased demand for employees with a higher level of human skills.

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Globalization and technology advancement are creating more biculturalism at workplaces and learning settings. However, little is known about acculturation experience and its influence on a person's cultural values and learning preference. The research reported in this study investigates the impact of acculturation experiences upon the relationship between cultural values and learning preference of 292 Far East Asians (from Confucian-influenced societies) and Asian Americans. Different preferences for learning methods and different levels of tradi-tional cultural values were found between these two groups of adult learners. Acculturation experience was identified as the influential factor for the differences. However, they all still retain their traditional cultural values in various degrees regardless of the length of time the individual had been exposed to the acculturation experience. The impact of cultural values on an adult's learning preference is an area of concern in crosscultural training and development.

Purpose Women make up about half of the overall workforce, but they are still underrepresented in higher pay, leadership and senior-level positions. Literature indicated genders are different in information processing, values, learning styles, behaviors and leadership styles. A customized women-only training program (WOTP) has been implemented cross-disciplinary; yet, the literature has limited discussions on the principle and outcome of WOTP. The purpose of this paper is to explore the purpose, application, challenges, advantages and disadvantages of WOTP. Design/methodology/approach Social learning theory was applied to investigate the fundamental principle of WOTP. Findings The implication of WOTP to human resource development (HRD) discipline was discussed, and three propositions were created in this paper. Originality/value This paper is expected to contribute to adult education and HRD research and practices on promoting gender equality in the workplace and to provoke dialogue about a training strategy – WOTP.