Looks at eight types of case studies, offers pros and cons of using case studies in the classroom, and gives suggestions for successfully writing and using case studies. (JB)

Discusses methods of evaluating training programs. Includes five ways to evaluate supervisory training, how to collect data, ways to administer questionnaires, responsibilities of those who supply training programs, and criteria for good evaluations. (CT)

Discusses guidelines for using various teaching methods: (1) lecture, (2) discussion, (3) demonstration-performance, (4) dramatization, (5) role-play, and (6) problem situation or case studies. Reviews the strengths and weaknesses of each method. Also suggests determinants for the selection of methods. (CSS)

Twelve ideas to produce technical training faster, make it longer lasting, and more cost effective are examined. They include performance improvement analysis, cause analysis, observing actual performance, concentrating more on the stimuli, considering alternatives to training, stating terminal behaviors for training programs, and using feedback…

Describes an outplacement training program conducted in a small group format with the option of individual follow-up counseling sessions. Program elements discussed include lecture topics, inventory of skills, job search activities, individual counseling, participant attitudes, and recommendations. (CT)

Explains how to design training programs in which the trainer and the work group collaborate on designing a program that produces agreed-upon behavioral changes in employee performance. The modified critical incident technique is a diagnostic tool which provides information concerning the cost effectiveness of education and training programs. (CT)

Discusses an effective way to develop a training program in a few days or weeks without shortchanging the company or the participants. (JOW)

Describes six practical ways of answering critical questions about the effectiveness of training. These evaluation methods are: (1) delayed treatment, (2) modified critical incident, (3) followup, (4) performance analysis, (5) time-series evaluation, and (6) cost-benefit analysis. (JOW)

Discusses the relationship between training effectiveness and one's reputation for being/for doing. Lists values important in achieving a long-term reputation for effectiveness and actions that will help build a reputation of which one can be proud. (JOW)

Anticipatory evaluation emphasizes the role of evaluation objectives in planning human resource development programs. In this integrated approach, evaluation begins before the program is designed and continues throughout development and implementation. (SK)

Describes facilitative training which recognizes that unidirectional imparting of knowledge is a limited view of training, and that involvement, accountability, and feedback are essential elements for effective learning. (Author/JOW)

Discusses the importance of avoiding training programs that look great on paper but do not work well in actual practice. Advocates focusing on the people and not the program or training technology. (JOW)

Discusses research that looked at the actions, policies, and responses of organizations concerning training issues and substance abuse. Found that without training, an organization cannot successfully wage the war against alcohol and drug abuse at work. (JOW)

Discusses the training needs of small businesses in light of their high failure rate (50 percent). Includes characteristics of successful small businesses, potential training needs, training methods, and topics for seminars. (JOW)

For a workshop to be successful, it must have characteristics such as organization, acceptable pace, well-defined objectives, and adequate facilities. Trainers court disaster if these are not present. Includes symptoms of dysfunctional behavior by participants, causes of this behavior, and strategies to deal with it. (JOW)