Examines the three components which form the basis for designing and offering career transition workshops for employees at Goddard Space Flight Center: structuring support systems, providing cognitive information, and planning. (CT)

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

Four major considerations must be taken into account when planning a training program: content, external constraints, skills and preferences of faculty, and learning styles of participants. Understanding differences in learning styles can significantly affect the outcome of training. (JOW)

To avoid "crisis training" and gain management support, professional trainers should develop a comprehensive training policy that includes a mission statement, goals and objectives, a management system, needs assessment, costs, record-keeping method, and evaluation mechanism. (SK)

Discusses a thorough, clearly documented, fast way to design training programs. The method is particularly good for programs that are too long, used repeatedly, or involve a series of related programs. (JOW)

Consists of two articles that (1) suggest use of the Delphi method for eliciting the recommendations of experts on the content of a meaningful and timely course of study for education and training programs and (2) discuss the importance of linking training evaluation to the processes of design and implementation. (JOW)

Discusses the design of a performance management system that not only enables managers to solve performance problems, but also enables human resource development specialists and staff to provide a useful tool and a successful program. (CT)

Quality of work life is examined as it applies to a company's decision to implement automation changeover and whether or not employees are involved in design decisions. (CT)

Evaluating training programs through the use of checklists is explained. One sample checklist is presented for use by managers, supervisors, and/or evaluators for the program design and developmental process evaluation. Another checklist is presented concerning learning conditions. (CT)

Unless education transfers back to the job, training is wasted and its value questioned. This article examines resistance to transfer and provides strategies for building transfer into training design. (CT)

Briefly lists the major issues which will affect organizations in the 1980s. Also looks at an evolutionary adaptation of quality circles appropriate for management, the "verteam" or vertical team circle. (CT)

Smooth relations between unions and management are shown as a function of solid planning and implementation. The authors discuss developing new organizational structures, creating new opportunities, designing and planning, governing and managing, developing and delivering training, and creating awareness. (CT)

The author presents a developmental model designed to help productivity improvement and professional development become an integral part of the natural everyday work experience. Examples and a summarized model are included. (CT)

Discusses the benefits of behavior modeling, examines the Behavior Modeling Learning Staircase (which illustrates the situational and generic skills that can be developed in a supervisory training program), and describes the role of the trainer. (CT)