Looks at eight types of case studies, offers pros and cons of using case studies in the classroom, and gives suggestions for successfully writing and using case studies. (JB)

Discusses methods of evaluating training programs. Includes five ways to evaluate supervisory training, how to collect data, ways to administer questionnaires, responsibilities of those who supply training programs, and criteria for good evaluations. (CT)

Examples of the type of questions that should be asked in evaluating training programs. (SP)

Behavioral change is accomplished by the use of questionnaires that permit the participants to rate each other and management. (EK)

The article presents a matrix technique to evaluate how technical training prepares a person to perform defined tasks after graduation from a training program. (Author)

Describes six practical ways of answering critical questions about the effectiveness of training. These evaluation methods are: (1) delayed treatment, (2) modified critical incident, (3) followup, (4) performance analysis, (5) time-series evaluation, and (6) cost-benefit analysis. (JOW)

Anticipatory evaluation emphasizes the role of evaluation objectives in planning human resource development programs. In this integrated approach, evaluation begins before the program is designed and continues throughout development and implementation. (SK)

It should be the supervisor, rather than the staff development expert (training expert), who evaluates the results of a company's training program. All too often, changes reported by the staff development officer are not observed by the trainee's supervisor. (AN)

The contingency approach applied to the selection of training methods (based upon five independent variables: cost, training objectives, time, class size, and learning principles) holds considerable promise for adding objectivity to training decisions and assuring the choice of appropriate training techniques. (Author/BP)

Discusses various aspects of holistic education: (1) educators vary strategies to meet the educational need; (2) educators promote learning as a lifelong process; (3) educators accept that the learner retains ultimate responsibility for the learning process; and (4) evaluation strategies include all individuals involved in the teaching-learning…

The findings of this study indicated that the IQ of the under-privileged adult is changeable. When appropriate instruction and guidance inputs are provided, adults of limited education can improve their IQ." (Author)

"Critique" is the term applied to learning from direct experience. Critiqube, a model of critique, is discussed according to its dimensions; the attributes of direct experience (people, process, procedure, product, and performance); critique techniques (inspection, simulation, participant-observation, and strategic assessment); and management…

The author discusses various causes behind conflicting data collected from students in the evaluation of training programs. He covers such potential problems as statement misinterpretation, sample size, timing, and placement. (CH)

Evidence shows that evaluation practice is limited to direct support within training: little action takes place with other organizational units. Evaluation must have a significant role in the overall human resource function of an organization and must be a part of the planning function. (JOW)