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)

When managers apply the skills they learn, the techniques associated with leadership training often do not translate to improvements in employee productivity or in organizational productivity or profitability. (JOW)

Various types of human resource accounting systems are described and analyzed: asset models, expense models, the utility formula, cost/benefit analysis, and a comprehensive program design. Steps in this last design (e.g., review all jobs in the organization, analyze training needs for targeted jobs, determine training programs that have the…

The author states that none of the left-brain/right brain "mythology" is supported by the actual research on the differences between the left and right human cerebral hemispheres. In fact, he states, the research literature flatly contradicts most of the mythology. (CT)

Skillful instructors in combination with well-designed and appropriate training programs are critical links in improving employee performance and increasing organizational productivity. Training directors use a variety of strategies to prepare competent, confident, and resourceful instructors. The author presents the essential factors to be…

Explains how to design training programs in which the trainer and the work group collaborate on designing a program that produces agreed-upon behavioral changes in employee performance. The modified critical incident technique is a diagnostic tool which provides information concerning the cost effectiveness of education and training programs. (CT)

Describes the "Z" type training methods used in Japan. This training emphasizes interpersonal relations, long-term development, participative relationships, ability to perform several jobs, and individual patience and tolerance. (CT)

The author examines the shift from generalized management training to learning experiences specifically tailored for application on the job. He argues that acquisition of knowledge is not enough, if learners do not have the skills of application to follow through on what was learned. (SSH)