An organizational development specialist tells how he prepared a management workshop on conducting effective meetings by first interviewing the managers and finding out what they wanted. Includes his "front-end analysis" questionnaire and the workshop format. (MF)

To design a learner-centered training process, the author emphasizes focusing on the creative artistry of people and the logic of human beings. Lists sixteen key skills designers should obtain to design and develop training programs. (CSS)

Stating that management training programs usually contribute little to organization results because they focus on improving personal characteristics, the authors describe a training and development strategy and training design to produce performance-improvement results. Programs using this strategy are described. (MF)

Focuses on nine major activity areas of training and development: analyzing needs and evaluating results, developing training programs and materials, delivering training and development programs and services, advising and counseling, managing training activities, maintaining organization relationships, researching to advance the training field,…

Focuses on some important aspects of managing training activities, such as arranging program logistics, obtaining/hiring program resource people, preparing budgets and plans, training and supervising personnel and managing leadership. (CSS)

Attempts to bring a practical emphasis to the subject of sales training guidance for both newer and more experienced sales trainers. Explores the potentials, procedures, and possible limitations of applying a strategic planning process within corporate sales training functions. (CT)

Training methods which affect the mind, body consciousness, values, and purpose of life, according to this article, include biofeedback, extrasensory perception, Yoga, transcendental meditation, and Zen. The article describes some elements common to these systems, lists a number of the systems with their costs, and gives some considerations in…

The authors present an alternative model for training in organizational development (OD) which differs from other such models by being eclectic, inexpensive, and applicable to participants with varying degrees of experience. A design for a training laboratory is elaborated and related to theories about OD and about learning processes. (SK)

The author outlines ways to integrate work identity and social identity in order to improve the quality of life. He presents a model for maintaining balance between personal and professional growth, which can stimulate achievement in six areas of human potential. (SK)

Proposes four training steps: (1) management expresses commitment to system implementation, (2) organizational levels increase awareness, (3) managers/metric coordinators receive special training, and (4) staff receives implementation training. Discusses five program elements: awareness and metric update, international units system, functional…

Outlines a procedure for designing an industrial skills training program in which the trainer prepares a job analysis by actually learning about the job duties and equipment; writes instructional objectives for each equipment section; and combines sets of job photos, scripts, objectives, and other information into a study guide for trainees. (MF)

Reviews 10 steps which serve as guidelines to simplify the creative process of producing a video training program: (1) audience analysis, (2) task analysis, (3) definition of objective, (4) conceptualization, (5) visualization, (6) storyboard, (7) video storyboard, (8) evaluation, (9) revision, and (10) production. (LRA)

Describes resources that trainers can use to tap into both academic and street knowledge about training and human resource development (HRD). Includes information about books, journals, professional associations, seminars, and online databases. (JOW)

Emphasizing the relationships between the objectives and identified competencies of an instructional program to the method and media used, the author discusses the timing of the method/media decision and a basis for making selections. Presents a three-page flowgram depicting essential considerations in method/media selection. (EM)

Stating that the trainer's ultimate goal is to help trainees make beneficial behavior changes on the job, the author presents models for trainers to use in teaching communication-skill formulas. She discusses three areas necessary for the successful application of communication skills: knowledge, practice, and valuing. (MF)