Suggests case studies as an appropriate method of presenting training. Defines and describes case studies and offers guidelines for using them in training programs. (JOW)

Looks at the growth of the Internet and its potential uses for trainers. Describes listservs and newsgroups that would be beneficial, the World Wide Web, and lists of resources that are helpful. Discusses the culture of the 'Net and training uses. (JOW)

Provides eight ways for trainers to avoid overloading trainees: prepare succinct reference materials, let learners do more, chunk training, design materials with memory aids, create job aids, build automaticity, give learners "training wheels," and detect and correct overload during training. (JOW)

Discusses tactics for surviving as a trainer in an unfriendly organizational atmosphere. Offers a method for demonstrating to managers the connection between quality assurance and employee empowerment. (JOW)

The author states that agencies must switch from pedagogical methodology to an andragogically based training operation. This switch will require a major re-education of training staff, but he argues that it is only through adult learning techniques that key personnel will become involved in development programs. (Author/CH)

Instead of training staff to deal with problems, organizations need to recognize the problems and change to solve them. Training departments are changing to include organizational development to facilitate teams, design work processes, and get out where the real work happens. (JOW)

A study was conducted of trainers in 15 organizations to determine whether there were characteristics that differentiated exemplary instructors (n=27) from those who were average (n=26). Results found little difference with regard to their perceived competence. However, exemplary instructors were better able to use their instructional skills. (JOW)

Attention to trainees' learning styles can enhance training effectiveness. Trainers should strive to improve the fit between their training style and trainees' cognitive styles and develop different kinds of learning environments: affectively complex, perceptually complex, symbolically complex, or behaviorally complex. (SK)

Drawing on her experience with County Durham Learning and subsequently as a Recognising and Recording Progress and Achievement in Non-Accredited Learning (RARPA) Champion for the Learning and Skills Council and as a trainer for the National Institute of Adult Continuing Education (NIACE) and the Learning and Skills Network, the author outlines the…

A British study of training provided for social services workers with the visually impaired found that emphasis was on workers' learning the skills their clients would need, rather than on how to teach those skills; most training is geared toward the totally blind, a small proportion of the population; and workers felt the need to acquire…

Provides communications tips for trainers who are not native English speakers: speak slowly and distinctly; memorize unusual pronunciation sounds; avoid emphasizing the wrong syllables. Suggests that the best way to become a better speaker is to practice. (JOW)

Describes the environment and activities of trainers at Motorola, Inc. in Schaumburg, Illinois. Topics covered include Motorola's new Galvin Center for Continuing Education, an in-house career development series, teaching methods, use of external programs, and future goals. (CH)

This paper describes the history of a 4-year evolution of the Namibian Trainer of Trainers (ToT) program from conceptualization to sustainable implementation. After 23 years of armed struggle, most Namibian adults were in need of skills and knowledge. The project had been designed to reach out to historically disadvantaged populations and support…

The lay-led, community-based Supporting Parents Programme (SPP) aims to assist parents caring for children with long-term or life-limiting conditions through support and cognitive behavioral techniques. The value of the SPP from the perspectives of parent participants and tutors was examined in focus groups and telephone interviews. Data were…

Although few technologies have expanded as rapidly as computer technology, little is known about education and training for computers. In view of this, experts in the fields of computer technology and computer training were interviewed to identify those elements that are essential in training workers to become proficient with computers. Seven…