Describes a study of 200 employers in which the key questions were: How many people do you train each year? How many person hours of training occur? What subjects are studied? How much money is spent? Results are reported and analyzed. (CT)

Describes the process of developing a procedures manual for federal court administrators: the draft was used as a "pretest" questionnaire and a workshop was conducted to train staff in the use of the manual. (SK)

Discusses the two main approaches used to train managers: attendance at management seminars and on-the-job coaching. Describes a study to determine which method is more effective. Training content of the study was knowledge of skill in using the management-by-objectives system. (MF)

Issues currently affecting employee training are the impact of high technology, worker adaptability, the communications revolution, job satisfaction, underinvestment in human capital, demographic shifts, and interest in productivity improvement. (SK)

Twenty training professionals in different occupational groups rated eight steps in the training process from development to execution to evaluation. Accountability proved to be a key factor in training success, while needs assessment is usually not well executed. (SK)

Summarizes major concepts and approaches of the Evaluation Training Consortium project, showing how they relate to evaluation in the human resources development context. (CT)

Offers suggestions for improving the interaction of videotapes used for training: discussion during and after viewing, case studies, searching and skipping, and support materials. Describes features of interactive videodiscs: Socratic method, role playing, freeze-framing, random access, and customization. (SK)

A literature review and survey of 127 (26 percent response) businesses produced suggestions for improving on-the-job training (OJT): establish policy and accountability, review precedents, design and conduct structured training, provide specialized support for trainers, avoid turf battles, and consider literacy skills. (SK)

The authors discuss advantages of self-directed learning as a part of the workplace training process. They describe how to plan and implement a self-directed learning program, covering staffing and resources, preliminary work, and general guidelines. (CH)

Discusses self-management of professional development activities. Defines professional development, discusses information resources available to the professional, and gives suggestions for planning professional development activities. (CH)

Suggests using Kirkpatrick's four-point framework to design evaluation of training programs. The points are (1) trainee reaction to the course, (2) trainee learning, (3) trainee behavior on the job, and (4) organizational results. (CH)

Bridging the gap between the classroom and on-the-job application has been a growing concern to the sales training profession and of sales managers. "Curbstone Coaching," an on-the-job program in which sales managers train their sales representatives in selling skills is a possible solution. (JOW)

Project Transition screens, trains, and places welfare recipients in fast food restaurant jobs. Training focuses on employee responsibility for managers' expectations and on behavior that will raise those expectations of new employees. (SK)

The authors discuss how training managers can deal with functional illiteracy among their worksite students. Recommendations include (1) understand the reading process, (2) use directed reading activity, (3) determine reading level of materials and trainees, and (4) investigate alternative materials. (CH)

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)