Customizing off-the-shelf training materials to fit learner needs may include revisions such as making student exercises, case studies, and role plays more relevant and incorporating critical incidents and action learning principles. Customizers should be aware of copyright and intellectual property issues. (JOW)

Instructions on how to make your own training kit for under $100 are presented. The kit contains all the essential training tools, and the various uses of the briefcase as a teaching tool for the trainer are discussed. (BP)

Sales, service, and production activity training programs might benefit from utilizing the matrixed reference piece, an inexpensive information and reference organizer well adapted to comparative procedural concepts. (Author/LH)

The types of packaging and packaging materials to use for training materials should be determined during the planning of the training programs, according to the packaging market. Five steps to follow in shopping for packaging are presented, along with a list of packaging manufacturers. (MF)

Describes how computer games can be adapted and used for training. Discusses elements of a well-designed computer-based training course. (JOW)

An explanation of the way learning materials are developed at the American College is offered as a model for trainers developing their own materials. Personnel functions, the development of the construct lesson plan, and a videotape project are discussed. Suggestions for the individual trainer are offered. (EC)

Information mapping is a unique method of organizing, writing, sequencing, and formatting learning and reference materials. The technique is applied to training, and a chart is provided to help trainers decide whether they should use information mapping in the preparation of their training materials. (Author/MW)

The time and trouble taken with printed materials will most certainly be reflected in the success of the training program. In a discussion with graphic artist Richard J. Lionetti, various aspects important in communicating trainer needs to the artist are presented. (BP)

The authors attempt to answer the questions how long?, how many?, and how much as they pertain to the development of training materials. The answer they found most often was "it depends." (CH)

Stresses the importance of heeding the rules of basic instructional design when developing multimedia programs. Suggests that new media present unfamiliar and complex options that can distract from the design of effective instruction. Includes a checklist for designing new media training products. (JOW)

Gives step-by-step guidelines for planning, designing, and writing useful training manuals for task performance and equipment operation. Steps include finding out what the worker needs to know to do the job, organizing materials in proper sequence, stating precise operations, and then trying out the instructions. (MF)

By being aware that any training product contains a potential change problem, and by planning for change in presentation format and materials, frustration and unnecessary expense can be avoided. (AG)

The author provides guidelines for choosing and working with a producer and various other consultants when producing training videos. Specific recommendations include (1) remember who is the expert in what; (2) ask, clarify, and confirm; and (3) make sure video is the way to go. (CH)

A trainer specializing in producing media packages for sales training tells what they are, how to use them, and how to put them together. (Author)

Services provided by custom laboratories to improve training materials productions are described and discussed: photographic (slides, filmstrips, films), electronic media (video, audio), print media, duplicating, and reformatting. (MF)