The four phases of developing a supervisory training program are discussed: (1) identifying training needs, (2) designing training to meet these needs, (3) conducting programs, and (4) evaluating training effectiveness. Supervisory skills, main categories of training materials, and types of evaluation are outlined. (MW)

Discusses a thorough, clearly documented, fast way to design training programs. The method is particularly good for programs that are too long, used repeatedly, or involve a series of related programs. (JOW)

The author shares his experiences in presenting a program designed to increase employee awareness of the need to plan for a fulfilling retirement. (EM)

Describes a program in which line managers were taught in a reasonable amount of time how to conduct management training programs for other managers. (EM)

Discusses the importance of intercultural communication and how training in this area attempts to lower barriers to communication by imparting knowledge and understanding of cultural factors. (WL)

Evaluating training programs through the use of checklists is explained. One sample checklist is presented for use by managers, supervisors, and/or evaluators for the program design and developmental process evaluation. Another checklist is presented concerning learning conditions. (CT)

Describes the development of a training program for salespeople (trainees and managers) called Dimensional Sales Training (DST). It is noted that DST is designed to increase sales, build skills, and improve performance, while providing a systematic process of collecting data for measuring program effectiveness. (EM)

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)

Outlines a procedure for designing an industrial skills training program in which the trainer prepares a job analysis by actually learning about the job duties and equipment; writes instructional objectives for each equipment section; and combines sets of job photos, scripts, objectives, and other information into a study guide for trainees. (MF)

Transcultural training programs can provide several key solutions to some personnel development needs. Such training programs are designed to enable the participants to identify and understand their capabilities for dealing with the new environment of foreign countries. Effective transcultural training programs enhance awareness and adaptation,…

Four human resource managers present their recommendations for establishing training/human resource development departments. They discuss the following elements: chief executive office support, the role of formal needs analysis, the role of operating managers, market research, and having a sense of teamwork. (CT)

The author proposes using an action research model to diagnose, develop, implement, and evaluate a career development (CD) program that fits the needs and goals of the organization. Phases of a CD program development plan (data gathering, analysis and synthesis, feedback, program development, pilot implementation, and tracking) are examined. (CT)

Describes a field test conducted by the North Carolina Office of Day Care Services to examine the relative merits of telecommunications and traditional training in a realistic setting. Compares costs, time needed for training, and trainees' attitudes. Also discusses location of teleconference centers, content development, frequency of delivery,…

Discusses a joint labor-management training program designed to explore possibilities of improving postnegotiation relationships between the two. Planning, design, implementation, and results of the program are described. (WL)

The article discusses the development of two summer institutes, sponsored by the American Society for Training and Development for educators, bringing the education and employment communities together for positive interaction. (Author)