Describes a systematic approach to selection and promotion designed by the J.C. Penney Co. Goals are to: (1) identify basic qualities necessary for job success, (2) standardize selection methods, and (3) train a corps of interviewers and administrators to gather and interpret information and relate it to basic qualities of job success. (JOW)

Describes an electronic performance support system, a computer-based tool that can provide instant, job-related help to people while they are doing the job. (JOW)

The authors discuss how to train middle managers who do not exhibit any knowledge deficiencies, but who still need some form of development to put a sharp edge on their performance. They suggest that trainers use (1) self-reflective learning, (2) action learning, or (3) double-loop learning. (CH)

Clarifies the purpose of developing lists of competencies for each job in an organization and looks at how competencies can be used productively for employee development. Describes a process for identifying competencies that, if acquired, will help overcome known barriers to successful performance. (JOW)

Describes training programs based on the secrets of star performers in a company. Discusses the steps to implementing a star performer program: (1) determine that there is an identifiable performance deficit; (2) define and identify the star performer; (3) determine how star performers do it; and (4) train the average performer. (JOW)

Technology can extend human memory and improve performance, but bypassing human intelligence has its dangers. Cognitive apprenticeships that compress learning experiences, provide coaching, and allow trial and error can build complex problem-solving skills and develop expertise. (SK)

The United States needs a skilled, productive work force. The science of human performance technology can be applied to the establishment of performance improvement systems in organizations. (Author)

Training directors can sustain their role in turbulent times by being knowledgeable about business, understanding the role of instructional technology, and developing a sixth sense about change. Their role can evolve into that of performance directors. (SK)

Training is a system of requirements, resources, and results. The requirements tell the system what it needs to do, the system produces results intended to meet the requirements, and the system consumes resources to produce results. Understanding what the customer wants enables trainers to tailor all processes to that goal. (JOW)

Discusses how to calculate the return on investment from electronic learning. Describes web-based calculators that help assess the effect of training on organizational performance. (JOW)

Organizational change should be approached first by identifying organizational goals, what people should produce to meet them, what kind of people are needed, and how performance can be elicited. The role of performance technology is to assist people in accomplishing the tasks necessary to achieve the goals. (SK)

To justify their programs, trainers should plan follow-up surveys of trainees and their supervisors which answer the questions, (1) How accurately did the training address the exact job requirements? (2) How successfully are trainees performing tasks learned? and (3) What unintended consequences have occurred? (SK)

Some workplace diversity programs have sown hostility as diversity training has become a full-fledged industry in the United States. The best approach may be to recognize commonalities and to be willing to capitalize on differences. (JOW)

Training can be measured at four levels: trainee reactions, acquisition of intended skill or knowledge, use of new skill or knowledge on the job, and impact on the organization. Evaluation of training is meaningful only if it is conducted within the context of a performance improvement system. (SK)