Key points in a typical behavior modeling instructional sequence are given. Some problems of behavior modeling are analyzed and solutions are offered. Article is ended with a discussion of some design limitations built into behavior modeling. (JB)

Cognitive modeling works best when teaching overt, observable activities. The basic structure of a good cognitive program includes modeling, case study exercises, social reinforcement, and transfer of training. (JB)

This article identifies three types of training--cognitive, psychomotor, and affective--and states that a training which ignores one of these types of training may be deficient. The author cites an unfortunate parachuting program that neglected to include psychomotor skills. (JB)

Offers a step-by-step guide to course design and development. Includes information on design basics, underlying objectives, course description, evaluation, standards, recordkeeping, and administration. (JOW)

How Turkey, a country with rich agricultural technology know-how, developed management talent with U.S. help. (Editor)

The author argues that curriculum design requires viewing the whole fabric of management training in its totality; individual training programs are created from this perspective. The challenge in this case is to build a coherent plan that will provide structure and unity to the whole management training program. (Author/SSH)

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)

Outlines the Employee Development Specialist (EDS) Curriculum Plan of the U.S. Civil Service Commission, which provides the means by which trainers can gain expertise in the tasks and associated competencies of the training job by participating in a series of learning experiences. (TA)

Describes a training program designed to utilize talent and increase group communication. (RK)

Describes a personal development program designed to provide usable skills in the four major areas identified by a federal task force as being important in helping a person become more effective in the work environment and interpersonal relationships: Human behavior, communications, management, and government. (WL)

Describes a training program designed to increase assertiveness and interpersonal skills. Program contains three major components: work situation problem solving; continuing in-house training, and evaluation. Methods include videotaping, group discussion, and role-playing. Discusses facilitator's role. Reports pilot test results concerning…