This article focuses on the role of training managers (TMs) in UK participation in WorldSkills Competitions (WSC). The TM role is outlined, according to the perceptions of the TMs, and there is analysis of the benefits to them of participation, as well as the barriers they face, and the benefits and barriers available to participating further…

This article describes an initiative to train lay people, predominantly parents of children and youth with special health care needs (CYSHCN), to teach "Bridge to Independence"--a care coordination curriculum--to other family caregivers of CYSHCN. Using a model based on Kirkpatrick and Kirkpatrick's levels of evaluation, the goal…

Athletic training educators (ATEs) have a responsibility to remain aware of the current student population, particularly how they learn and give meaning to what they have learned. Just as clinical athletic trainers (ATs) must adapt to ever changing work schedules and demands, so too must athletic training educators. In addition to adapting to…

Purpose: Training is a key strategy for human resources development and in achieving organisational objectives. Organisations and public authorities invest large amounts of resources in training, but rarely have the data to show the results of that investment. Only a few organisations evaluate training in depth due to the difficulty involved and…

Looks at the practice of using employees from other departments as short-term trainers. Advantages include getting fresh ideas and perspectives, having real-life experiences, providing credibility for the training department, and providing links with other departments. The problems are people who do not want or know how to train, lack of knowledge…

Offers guidelines for determining when and how to recruit subject matter experts (SMEs) and for ensuring that they deliver high quality training. Considers common problems of SMEs, such as giving too much information, conflicts with their job commitments, and stage fright. (JOW)

Describes a program at Pacific Bell that foreshadows a role for training professionals as brokers of learning. Looks at the initiative from three perspectives: (1) the corporate leader who champions it; (2) the training executive who stewards it; and (3) the business-unit heads who implement it. (Author)

Offers advice from the upper echelon of females in the training profession: (1) learn the business; (2) get line experience; (3) stop thinking like a trainer; (4) educate executives; (5) partner with the powerful; (6) exceed expectations; (7) develop coping strategies; (8) be realistic; (9) align values; and (10) organize. (JOW)

Discusses the evolution of the training profession. Focuses on, how it has changed, measuring training impact, trainer skills, use of third-party vendors, its function, interaction with management, and its future. (JOW)

Discusses how to deal with situations when the client specifies what training is desired before the trainer knows whether the requested training is appropriate. Suggests raising the target level, creating curiosity about other approaches, and paraphrasing the client's intent. (JOW)

Authors discuss an experiment in co-operation in adult teacher training. Authorities which had long experience and traditions of adult teacher training made their expertise available to new staff who were entering the field for the first time. (LF)

Businesses, particularly training departments, have reacted to terrorist attacks, collapse of major businesses, and wrongdoing by religious figures. Trainers have responded by offering safety and security-related training, helping establish risk-management procedures, increasing ethics training, and rewriting ethics codes. (JOW)

The barrier to a company's performance may be a conflict of organizational values and culture with those of the training profession. Elements of this value system that create the invisible wall are egalitarianism, people focus, "guerilla" training tactics, and emphasis on human interaction. (JOW)

A survey of training departments (n=560) investigated whether training is done in-house or is outsourced. Findings determined that companies are increasing their training staffs, the percentage of courses taught has not changed in three years, and evidence of outsourcing is not conclusive. (JOW)

Discusses TRDEV-L, a listserv comprised of subscribers who discuss a variety of issues related to training. Points out advantages and drawbacks to joining the group. Identifies key Internet resources for trainers. (JOW)