A germ cell model of development based on a cognitive view of learning is used to propose that the cognitive skills needed in today's workplace necessitate reconceptualizing skill acquisition, learning, and training. The model is contrasted with the limitations of competency-based, behaviorist approaches. (SK)

Discusses the role and use of achievement tests with particular reference to industry. It describes concepts of validity and reliability, looks at problems, and generally gives helpful hints on use. Contains figures illustrating the process of developing instruction and an example of a simple performance test. (CT)

Task performance measures are criterion-referenced tests that can improve the effectiveness, accountability, and control of vocational training programs. They provide the means for basing instruction and evaluation on job performance requirements rather than arbitrarily derived subject matter. (JOW)

Examines assumptions about Britain's Management Charter Initiative (MCI)--a competency-based approach to management education. Explores delegate motivation, significant in the process of accrediting prior learning. (JOW)

A competency-based systems approach to job training is presented that ensures that trainees are taught the knowledge and skills essential for successful job performance. The procedural model for this instructional system is comprised of five phases: analyze, design, develop, implement, and control. Each phase is described in detail. (CT)