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)

Cognitive modeling works best when teaching overt, observable activities. The basic structure of a good cognitive program includes modeling, case study exercises, social reinforcement, and transfer of training. (JB)

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)

Education at IBM has jumped to the top of company priorities, joining key business functions such as manufacturing and finance that report directly to top management. It is also moving out of the classroom into a world of advanced technology. (JOW)

This article identifies three types of training--cognitive, psychomotor, and affective--and states that a training which ignores one of these types of training may be deficient. The author cites an unfortunate parachuting program that neglected to include psychomotor skills. (JB)

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)

Offers a step-by-step guide to course design and development. Includes information on design basics, underlying objectives, course description, evaluation, standards, recordkeeping, and administration. (JOW)

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)

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)

Training specialists must confront the need and obligation to incorporate disabled individuals into their organization's training programs professionally, sensitively, and effectively. The first and biggest step in adapting programs is to develop open and constructive attitudes in the training designer. (JOW)

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)