At the present time, human resources are becoming more important, as a production factor, than they have ever been. There are two conditions, in the new socio-economical setting, which have contributed to explain this fact: first, the political and social change -as a complex process that involves a great cultural challenge- has assumed a permanent and vertiginous character; and, second, this is coupled with the new rol -also as a production factor- of the "know how" which has become the key factor of survival for the productive organizations in the competitive scenery where they are required to interact in a dynamic way.

It becomes evident that this new setting claim, also, for a new strategy in the fields of organizational change, human resources management, and in particular, the training field. This new strategy is supposed to be guided by two fundamental objectives: first, to become a real support for knowledge management and, second, to be an effective instrument to attain the actual change process management, both, at personal and organizational level. It involves to contribute further to a deep debate surrounding the nature of the process that sustain any training action and, then, to give a powerful foundation to the policies and strategies in this field.

If we seek a meaningful contribution of human resources administration to knowledge management, it involves to analyze the human resources role since the perspective of teaching-learning process. This is the most significant process supporting to the training actions. Since the perspective of the knowledge management, the priority -in the field of training- is to strengthen people in the capacity of learning to learn. At organization level, it allows to develop the possibility of thinking itself -its procedures, its values, its objectives- with a critical and alertness spirit so necessary to survive in the scenery of a permanent change.

In the case of the change process management, at level of policies and strategies related to human resources -and particularly those associated to the training function- a renewal is also necessary. In this scope, anew, the key is the teaching-learning process. Only capturing its nature, we can design a kind of training, allowing people confront the change in a healthy way and generating the synergy to make an actual organizational learning possible.

Briefly, at personal level, the goals to be posed by the training function are generating extensive conditions, which allow the labor behavior to have, at least, the following most significant traits: the personal engagement with the organizational objectives, their awareness of the personal contribution to those objectives, the strong capacity of self-exigency and self-responsibility, and a creative way to perform their job.

At organizational level, a true teamwork, an effective organizational and interpersonal communication process and the existence of confluent objectives between individuals and organization are conditions that can be largely strengthened by the training function.

An attempt must be made to attain these objectives, so, the training function will be able to become an instrument of organizational intervention and, then, to contribute to an effective change management.