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Contends that a typology of skills based on a framework of learning
styles and experiential learning theory, rather than a framework of job
performance or some other personality construct, provides a language and
guidance for assessment methods to describe knowledge at the performance
level of adaptation. It requires development of the concept of learning
skills which are: domainspecific and knowledge‐rich; descriptive of an
integrated transaction between the person and the environment; and
developed by practice. Reviews and reports data from numerous studies to
establish the ESP′s reliability, relational validity, criterion validity
and construct validity. The ESP can be used as a vehicle for providing
personal and organizational feedback on skills, and expectations and
intent regarding skills in jobs and development programmes.

This article examines the application of discourse analysis in the empirical context of learning technology innovation. It outlines the various theoretical and methodological principles, as well as the technical procedures which have been followed in relation to the operationalization of an evaluation design using discourse analysis. The study itself is concerned with stakeholders' subjective and experiential knowledge structures which underlie a culture of technology innovation. The article examines how technology innovation is discursively constituted through the creation of shared meanings and images among stakeholders.