By whatever method, whether we consider ourselves to be involved in training, teaching, or educating, the ultimate objective is the same: to impose new patterns of behavior, new habits, upon the narrow patterns and/or muscle responses of the students. (Author)

Techniques are offered to help the trainer resolve the problems caused by the presence of experienced employees with new employees in one classroom. Ego protection is the key for dealing with both types of trainees. Systems that get feedback from all the students encourage cooperation toward a common goal. (Author/AJ)

Discusses brainstorming and brainwriting procedures used in creative problem solving, and gives 10 guidelines for using these techniques. (JOW)

Interviews with vendors of electronic learning indicate that the hype has subsided. They now see e-learning as just another tool. Businesses are now focusing on cost effectiveness and solutions to real training issues. (JOW)

Ways that trainers use humor to diffuse stress and stimulate creativity are described. Discuses how humor engages people, allows failure, and overcomes defenses and resistance. (SK)

Gaming situations and their use in business training are examined. Various types of games are described and their benefits to trainees and teachers are discussed. (CT)

Ways to encourage student involvement in the learning process are suggested. These include writing activities, sub-group activities, discussion of questions given &y the class, and participation during a film presentation through fulfillment of specific objectives. (EC)

Discusses the theories of Robert Gagne who organized what was known about human learning into a useful model for teachers, trainers, and instructional designers. Describes his five domains of performance, eight building blocks of instruction, and nine events of instruction. (JOW)

Discusses the problems trainers encounter when dealing with resistant or reluctant learners. Recounts experiences and offers suggestions for dealing with students who do not want to be in the class. (JOW)

Presents a discussion of learning styles by Lynn Curry, Rick Daly, Ashley Fields, Peter Honey, David Kolb, Patrick O'Brien and Gary Salton. Addresses learning style theories, style predictability, whether to teach exclusively to one style, and ways to make use of learning styles in corporate settings. (Author/JOW)

To give trainees a deeper level of experience, instructors often use role plays. In a role play, of course, learners enact the situation rather than merely talk about it. In a significant way, role plays let learners escape the environment of the classroom in order to behave as they would in real life. (SSH)

Eleven tips for planning and running better training meetings are provided. Topics include some of the following: preparing to speak, using visuals more effectively, traveling with film, setting the time of the meeting, using a college campus as a meeting site, and getting going after a break. (JH)

A recently conducted Army survey makes a solid case for differentiated instruction in which slow students get a lot of help while fast ones get less. (Author)

Distance education has largely added technology to the traditional lecture method, achieving no greater effectiveness than other methods. Developers are seeking new ways to increase learner interaction; instead of focusing on technology, they are focusing on learning objectives and a learner-centered environment. (SK)

Reports on the 21st annual survey, which received 1,488 responses from a sample of 3,303 employers. Charts depict annual expenditures on training, training delivery methods and topics, who controls training purchases, outsourcing, and technology-based training. (SK)