Discusses the five powers of questions when used in training situations: (1) questions demand answers; (2) questions provide in control; (3) questions provide information; (4) questions get people to take on and solve their own problems; and (5) questions reveal how people think. (JOW)

Looks at the nature of resistance and how one trainer deals with problems of resistant trainees. Suggests that the best method is to adapt, step aside, and invite the force of opposition--not to humiliate and destroy, but to regain balance and harmony. (JOW)

Suggests that self-directed learning should be approached with the same systematic rigor as other learning activities and that facilitation requires different skills than classroom instruction or on-the-job training. Includes an interview with Malcolm Knowles, a lesson plan, and facilitator competencies. (JOW)

Suggests that a theatrical approach to training can be very effective and stresses the importance of preparation and adaptation for any training activity. (JOW)

Suggests case studies as an appropriate method of presenting training. Defines and describes case studies and offers guidelines for using them in training programs. (JOW)

Discusses how training games have changed and become more prevalent. Looks at characteristics of games and suggests how they should and should not be used in training. Describes 26 types of games and the use of icebreakers. (JOW)

Offers a four-step approach that highlights the key issues at each stage of the coaching process: (1) contract with the client; (2) observe and assess needs; (3) constructively challenge; and (4) handle resistance. (JOW)

Offers a six-step process that can help a training department evolve from a reactive training factory into a proactive internal consulting practice through the use of performance technology principles. (Author/JOW)

Discusses what trainers need to know about energizing groups, adapting to groups, and improvising during instruction. (JOW)

Suggests that the traditional training approach is no longer effective and the profession must focus on changing performance, not just delivering programs. (JOW)

Tips for human resource professionals using televised instruction include rehearsing, observing others, being physically and emotionally prepared, trusting the director, dressing in appropriate colors, using variety and graphics, being oneself, and discussing logistics with trainees before beginning to teach. (JOW)

De Valk examines three group dynamics that challenge every trainer: groups that are too large, groups that are reluctant to talk, and groups that talk about everything but the issue at hand. Beary describes nine ways in which trainers can use questions to enhance the learning process. (JOW)

Discusses tacit learning, the bringing together of mind and body by practice, and how to incorporate it into training. Includes descriptions of exercises that reveal tacit knowledge. (JOW)

Competency models involve a methodology that demonstrates the validity of the model's standards: are people who have the competencies better managers than those who do not? Competency models should no longer be regarded as a panacea and should be only one of the tools used by trainers. (JOW)

Background information about a firm or department should be gathered before designing a training course. Questions to ask include the number of trainees, age, gender, educational and experience levels, and workplace climate. (JOW)