Research conducted by the American Society for Training and Development and the U.S. Department of Labor found that American employers are not doing enough management training. They need to provide more and better formalized training and much more development. (JOW)

Four ideas to improve the results of training are: choose students carefully, utilize pre-training preparation, be supportive, and employ a scheduled follow-up and evaluation. (Author/BP)

This article offers 14 practical guidelines that can help pave the way to credibility for the training department in an organization. (Author)

The authors report data from a survey of perception of training from the viewpoint of the organization, the trainee, and the trainer. The article also presents a sample of the strategies traditionally available for improving these perceptions. (CT)

Outlines outcomes of organization development in the York County Board of Education, Aurora, Ontario. (DS)

Some principles which have guided the U.S. Coast Guard in selecting, training, and developing capable managers in the past 200 years include: quality organizational executives, a selection process based on past performance, management of time, management experience, high ethical level, organizational "belonging," and immediate and…

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)

Compares two training programs in a controlled experimental procedure to demonstrate the value of human relations training. (DS)

This special report includes four articles arising from the American Society for Training and Development's symposium, "Approaches to Change in Organizations": "Taking Charge of of Change" (Steinburg); "Five Views of Change" (Conner et al.); "Breakpoint Change" (Land, Jarman); and "Approaches to Change" (Kotler). (JOW)

Author examines the components of behavior that underlie success in management training. (Editor)

Assertiveness training involves pursuing personal goals, protecting individual rights, and achieving results without violating the rights of others. (ABM)

Urges trainers not to proceed blindly in learning program effectiveness. (DS)

Presents an exercise based on six life stages discussed in "Passages" relative to four common training and development roles. Reviews the exercise and explores three roles: internal trainer, internal consultant, and training/development manager. Actions and questions consonant with the role at each life stage are suggested. (CSS)

Thirty-seven universities, colleges, junior colleges, and institutes were surveyed in order to clarify the available forms of educational assistance in training and development. A "curriculum cube" describes program types (resulting from the study) along three dimensions: Program level, curriculum content, and housing of program. (TA)