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| Training and Development… | 8 |
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| Blake, Robert R. | 1 |
| Caine, Geoffrey | 1 |
| Caine, Renate Nummela | 1 |
| Mouton, Jane Srygley | 1 |
| Nunney, Derek N. | 1 |
| Randall, John S. | 1 |
| Randolph, W. Alan | 1 |
| Roche, Seamus G. | 1 |
| Sage, David | 1 |
| Sheets, Rex F. | 1 |
| Waterston, John | 1 |
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| Journal Articles | 3 |
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Sheets, Rex F. – Training and Development Journal, 1973
Author compares his philosophy on training which heheld twelve years ago with that he believes currently. (RK)
Descriptors: Decision Making, Human Resources, Individual Development, Labor Utilization
Roche, Seamus G.; Waterston, John – Training and Development Journal, 1972
An explanation of British Coverdale training", by two of the industrial psychologist's consultants, outlines the basic theories behind his techniques and gives details on his courses. Individual development through teamwork and the systematic approach is the essential point. (PD)
Descriptors: Administrator Education, Behavior Change, Group Dynamics, Habit Formation
Caine, Geoffrey; Caine, Renate Nummela – Training and Development Journal, 1989
When accelerated learning programs succeed, they do so in part because they invoke and integrate skills and basic information, theoretical understanding, and natural knowledge. The trainer must blend these elements appropriately. (JOW)
Descriptors: Acceleration (Education), Adult Education, Learning Processes, Transfer of Training
Sage, David – Training and Development Journal, 1973
Study of causes of poor performance not correctable by training is an example of the non-training problems trainers were expected to solve. (Author/RK)
Descriptors: Administration, Failure, Learning Problems, Learning Processes
Randall, John S. – Training and Development Journal, 1978
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)
Descriptors: Adult Educators, Adult Learning, Adult Students, Learning Processes
Nunney, Derek N. – Training and Development Journal, 1978
Defines cognitive style mapping as a technique to determine how an individual learns or formulates concepts. Advocates mapping be used to analyze, diagnose, and prescribe instruction for personalized training programs. Displays styles and examples of cognitive mapping and presents a guide for map symbols/meanings. Provides assumptions for…
Descriptors: Cognitive Style, Educational Diagnosis, Individual Characteristics, Individualized Instruction
Randolph, W. Alan; And Others – Training and Development Journal, 1979
The authors present an alternative model for training in organizational development (OD) which differs from other such models by being eclectic, inexpensive, and applicable to participants with varying degrees of experience. A design for a training laboratory is elaborated and related to theories about OD and about learning processes. (SK)
Descriptors: Consultants, Experiential Learning, Instructional Design, Learning Laboratories
Blake, Robert R.; Mouton, Jane Srygley – Training and Development Journal, 1979
The authors state that organizational development (OD) consultants are reluctant to rely upon instruments because this would diminish their sense of usefulness. They discuss 15 OD issues and conclude that OD instruments must be based on sound principles of behavior and sequenced in a planned way in order to implement organizational change and…
Descriptors: Behavior Theories, Behavioral Science Research, Consultants, Educational Technology
