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 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)

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 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)

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)

Discusses the Managerial Grid versus Situational Leadership approach to management development. Suggests that they need to be supplemented by new theoretical models, called "Living Systems." (JOW)

Asserts that the self-contained classroom is inherently flawed; lost opportunities for growth of students and teachers are associated with solo-delivered staff development programs. Presents characteristics related to successful team trainers. (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)

Discusses myths about the Japanese management styles; what the West can learn from the Japanese; the concept of nonlinear management; and training modules which teach self-discipline, tolerance, and nonlinear management. (CT)

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)

This article offers 14 practical guidelines that can help pave the way to credibility for the training department in an organization. (Author)

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)

Describes levels of interactive video instruction and advantages of videotape and videodisc, and gives tips on program development. (SK)