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)

Describes a strategy-based learner-controlled instruction model. Strategies involve predetermining training results; recognizing the prior experiences of employees; using the real work world in training; evaluating actual performance; providing immediate and continuous feedback to employees; self-paced training; and self-managed training. (CT)

The subject matter of a class is the student, not the knowledge, says the author in discussing how adult learning is achieved and how to motivate adults to learn. Motivating requires being attuned to how adults learn (e.g., adults must want to learn, adults learn by doing, informal environments are best, etc.). (MF)

Some forecasts about the conditions and requirements that trainers will face in the 1980s are discussed. As increased knowledge does not assure increased ability to perform, trainers should emphasize competency development instead of knowledge transmission. Other trends mentioned are adult learning, diversified delivery systems, and work…

The author suggests teaching methods useful in helping adults apply their learning. Topics discussed include (1) performing practice audits, (2) emphasizing learning topics that participants want to pursue, (3) providing incentives and reducing resistance, (4) developing active learning methods, and (5) providing evaluation and reinforcement. (CH)

The effects of peer interaction and incentive structures on achievement were measured by a criterion-reference test. Subjects were 106 bank employees who were taught to read the bank's annual report. Results indicated that peer interaction has a significant effect on learning. (CH)