It is possible that the emphasis on increased accountability in the training function may drive out programs that cannot demonstrate quantitative, measurable improvements in performance or results. Five levels of issues in training evaluation are (1) work versus perk; (2) substantive versus symbolic; (3) external versus internal; (4) behaviors…

The author describes his experience in designing and conducting a follow-up study for determining whether a series of career development workshops achieved immediate postworkshop objectives and whether they had longer-term effects as well. Process is emphasized over findings. (CH)

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)

Describes a survey of 43 Fortune 500 industrial corporations on management training. Results include the finding that evaluation of training programs is not up to the desired standard. (CH)

A competency exam can help determine whether a training program has been effective only if it can pass the test of content validity. Seven steps for ensuring validity are developing learning objectives, outlining content, establishing format, constructing test items, evaluating validity, administering the exam, and analyzing results. (JOW)

The program is directed specifically toward providing the basis for granting college credit for learning experiences conducted by business, industry, private organizations, and government. The author studies the program's evaluation, faculty, materials, subject matter, transferability, and site visits to view their implications and foresee…

An instructional methods inventory was completed by 200 geologists and geophysicists, 117 of whom had just completed a technical seminar. Results indicate that field trips, illustrated lectures, and small-group simulations are highly effective instructional techniques. Results also indicate that four and one-half day seminars are preferred. (CH)

The author discusses application of Del Gaizo's four-level evaluation model to a business communications skills course for support and secretarial staff. The four measurement levels are (1) happiness, (2) learning, (3) practical application, and (4) bottom line. (CH)

Describes the evaluation process as it was applied at the Life Office Management Association (LOMA)-the first organization to have a nationally conducted adult education program evaluated. Information about other noncollegiate sponsored programs for college credit is also provided. (ABM)

This article provides a flexible systems approach model for planning programs that includes seven steps: (1) assessing needs; (2) establishing priorities and responsibilities; (3) selecting goals and objectives; (4) allocating resources; (5) selecting teaching techniques; (6) evaluating outcomes; and (7) determining effectiveness. (JOW)

Presents seven questions for tracking the effectiveness of training: (1) who is the client; (2) what is the problem or opportunity; (3) which results are to be tracked; (4) how is training linked to the results; (5) what is the total cost; (6) what information is needed; and (7) how long does it take to determine results. (SK)

Describes IBM's programatic research effort to find out whether new, internally developed training technologies increased knowledge and retention. (JOW)

Includes "Outdoor Training: Revolution or Fad?" (Wagner, Baldwin, Roland); "Getting the Most out of Outdoor Training" (Buller, Cragun, McEvoy); and "Outdoor Training Companies" (a directory of more than 100 firms). (JOW)

Study report of some evidence on the verification of participant evaluation. Results suggest that the participants' evaluation of adult education programs could be an effective tool for the development and refinement of future programs. (Author)

Presents general systems models (ballistic system, guided system, and adaptive system) and an evaluation matrix to help in examining training evaluation alternatives and in deciding what evaluation is appropriate. Includes some guidelines for conducting evaluation studies using four designs (control group, reversal, multiple baseline, and…