Examines certain common professional characteristics that unite instructional developers across a variety of settings, and addresses the question as to whether a strong case can be made for providing developers with a common approach to their training. (Author/MER)

Suggests that academic programs need to further demonstrate that graduate courses and job experience can supplement each other in career development by specifying the applicable cognitive and psychomotor skills that can be developed and developing a closer relationship with the employment community. (Author)

Describes the Academic Leadership Development Program at Texas Tech University, which incorporates personal and organizational aspects of development into a series of training workshops for college administrators. (JJD)

Argues that although the training field is evolving rapidly, pre-professional education and continuing professional development are not adequately meeting the needs of the profession. Twelve areas of concern are discussed, and five basic elements to be incorporated in curriculum changes are offered. (Author/MER)

Assesses the factual basis for the stereotyped images of each other that are prevalent among instructional developers in business and education and argues that this problem of conflicting images can be overcome if graduate programs and the industrial community would begin to share ideas and create opportunities for dialogue. (Author/MER)

Discusses a collaborative approach to evaluating professional training methods. Describes 4 objectives and 10 steps for "evaluating evaluation" that include identifying the training and evaluation goal, forming an evaluation team, designing the evaluation, developing the methods, collecting data, interpreting findings, and reporting results. (AEF)

Introduces performance technology as a field of application for training professionals. The term "performance technology" is defined and explained, the epistemological foundations of performance technology are outlined, the relevance of performance technology to training and human development is described, and myths about performance…

Discusses a multimedia training delivery system called Compact Disk-Interactive (CD-I) and its use in corporate training environments. Information includes how companies are using CD-I, quality of learning through CD-I, hardware and software required to create a CD-I title, hardware required for delivery, advantages and disadvantages of the…

Focuses on critical factors for success for organizations planning to use upward feedback systems to drive organizational change. Highlights include assessment of organizational readiness, use of an appropriate feedback instrument, consistent implementation, effective communication and training, quality control, and continuous improvement.…

Describes the case study method as a form of simulation and presents guidelines for their use in professional training situations. Skill development in problem solving is highlighted as a reason to use case studies; steps in creating a case are outlined; and the effectiveness of case studies is discussed. (LRW)

This discussion of how to design a training program to teach professional judgment and performance focuses on a model for training police officers. Open job skills are explained, appropriate choices and actions are described, and the components and objectives of open job skill instruction are presented. (LRW)