Discusses factors which determine the quality of learning experiences. The author hypothesizes that there are learning rhythms which must be present in a balanced way for a Peak Learning Experience (PLE) to occur. Learner readiness can be stimulated by a teacher, increasing chances for a PLE. (JOW)

An overview of Robert M. Gagne's theoretical position of learning and instruction is presented with a discussion of possible applications and usefulness of the theory toward the development of technical instruction. (Author/AG)

When accelerated learning programs succeed, they do so in part because they invoke and integrate skills and basic information, theoretical understanding, and natural knowledge. The trainer must blend these elements appropriately. (JOW)

Study of causes of poor performance not correctable by training is an example of the non-training problems trainers were expected to solve. (Author/RK)

Adult learning is a potentially productive way of identifying the motives and behaviors of effective management. Learning is a distinguishing characteristic of the most effective managers and steps can be taken to enhance managers' abilities in learning how to learn. (JOW)

Discusses learning instruments, which give people a way of examining their behavior within a systematic framework of theory which can be directly translated into practice. (Author)

In an attempt to enhance strategies for improving the comprehension and retention ratios for audio programing, some of the advantages and disadvantages of audio for training are presented, followed by some field tested principles which contribute to successful audio programing for education and training. (WL)

The author argues that, in all people, one hemisphere of the brain has dominance--either the left, logical side, or the right, creative side. He presents methods of improving the design and delivery of learning through developing the recessive hemisphere. (CT)

The subject matter of a class is the student, not the knowledge, says the author in discussing how adult learning is achieved and how to motivate adults to learn. Motivating requires being attuned to how adults learn (e.g., adults must want to learn, adults learn by doing, informal environments are best, etc.). (MF)

Proposes a conceptual framework for considering the development of human resources in an overseas context. This approach is termed "transfer of technology." Its objective is to encourage companies operating overseas which are responsible for developing client human resources to look at the process from a perspective other than just…

Defines cognitive style mapping as a technique to determine how an individual learns or formulates concepts. Advocates mapping be used to analyze, diagnose, and prescribe instruction for personalized training programs. Displays styles and examples of cognitive mapping and presents a guide for map symbols/meanings. Provides assumptions for…

The author discusses his belief that the emphasis on competency-based, outcome-oriented curricula serves two purposes: (1) it recruits students who also believe in this educational theory; and (2) it provides a framework within which "unlearning" and more significant personal learning can take place. (CT)

Author compares his philosophy on training which heheld twelve years ago with that he believes currently. (RK)

An explanation of British Coverdale training", by two of the industrial psychologist's consultants, outlines the basic theories behind his techniques and gives details on his courses. Individual development through teamwork and the systematic approach is the essential point. (PD)

The authors present an alternative model for training in organizational development (OD) which differs from other such models by being eclectic, inexpensive, and applicable to participants with varying degrees of experience. A design for a training laboratory is elaborated and related to theories about OD and about learning processes. (SK)