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Zemke, Ron – Training, 1995
Accelerated learning methods have evolved into a variety of holistic techniques that involve participants in the learning process and overcome negative attitudes about learning. These components are part of the mix: the brain, learning environment, music, imaginative activities, suggestion, positive mental state, the arts, multiple intelligences,…
Descriptors: Instructional Effectiveness, Learning Theories, Suggestopedia, Training
Zemke, Ron – Training, 1997
The Culinary Institute of America (CIA), a training ground for aspiring chefs, is a sophisticated training organization that practices many philosophies and techniques, including team learning, training the whole cook, and training the trainer. (JOW)
Descriptors: Adult Education, Cooking Instruction, Educational Innovation, Instructional Effectiveness
Zemke, Ron; Armstrong, Judy – Training, 1997
Summarizes a 1964 book on programmed instruction, "Good Frames and Bad" by Susan Meyer Markle, which presents still-valid principles for instructional programmers: subject matter sophistication; communication, behavior analysis, and diagnostic skills; and commonsense rules for writing good instructional frames (today's computer screens). (SK)
Descriptors: Educational Principles, Instructional Design, Instructional Effectiveness, Programmed Instruction
Lee, Chris; Zemke, Ron – Training, 1995
Ways to overcome resistance to investing employee time in training include making training fit the available time, persuading management of the benefits, reexamining assumptions about teaching and learning, and switching from training to performance support. (SK)
Descriptors: Administrator Attitudes, Corporate Education, Instructional Effectiveness, Time Factors (Learning)
Zemke, Ron – Training, 1991
Guidelines for using humor in training are as follows: (1) use a modicum of apt, relevant humor in an informative presentation; (2) self-disparaging humor enhances the presenter's image; (3) humor is only one factor that enhances interest; (4) apt, relevant humor does not affect persuasiveness; and (5) satire has unpredictable results. (SK)
Descriptors: Communication Research, Humor, Instructional Effectiveness, Interpersonal Communication