Any organization with a comprehensive training program has a leadership development curriculum. These programs include everything from conventional classroom learning with guest speakers to high-tech simulations and lavish retreats. There also may be mentorship thrown in, as well as multiple job rotations. Despite the well-rounded curricula, many…

The best way to increase the value and impact of an evaluation system is to provide immediate feedback to the instructors and an innovative training climate that allows change. (SK)

This publication is a compilation of keynote addresses and workshop presentations given at a national conference on the Child Development Associate (CDA) program held in conjunction with the 1979 annual meeting of the National Association for the Education of Young Children (NAEYC). The document is divided into eleven sections. Each section…

Discusses why measuring behavior change is an effective way to project how the training program is contributing to the objectives of the organization and reducing operating costs. (CT)

Offers effective ways to increase student involvement in the training classroom. Suggestions include use of questions and answers, subgroups, case studies and role playing, and debating. Indicates that the measure of success lies in how much usable learning has been accomplished by the greatest number of people. (JOW)

Serious studies are underway that may help outdoor experiential training (OET) shed its faddishness and gain credibility as a legitimate instructional methodology. Only those programs that include clear objectives, skilled facilitation, a plan for transferring training back to the job, and credible evaluation and followup will be effective and…

Discusses how to develop and implement an open learning program when there are materials available but no trainers to use them. (JOW)

This chapter considers the history of instructional development (ID) in the military, with particular emphasis on the U.S. Navy. The ID process used at the Navy's Instructional Program Development Centers is presented, including the process for simulator development. An in-depth analysis of the problems encountered with educational technology…

The author describes how the best training functions operate and what is responsible for their substantial contribution to their organizations. He discusses awareness of the mission, goals, and needs of the organization; line management commitment; emphasis on practicality; using multiple sources; consistent delivery; and evaluation of results.…

Discusses the market for computer-based training (CBT) programs, the distribution and marketing of these programs, why CBT is different from other training products for corporate customers, evaluating CBT programs, the competition between CBT and video, and corporations wanting customized training programs. (CT)

A standardized training valuation system (TVS) is built around a set of analytic tools and employs a four-step process: situation, intervention, impact, value. The methodology identifies specific, current, and potential values as well as value obtained. It also helps determine why a training program failed. (JOW)

Various types of human resource accounting systems are described and analyzed: asset models, expense models, the utility formula, cost/benefit analysis, and a comprehensive program design. Steps in this last design (e.g., review all jobs in the organization, analyze training needs for targeted jobs, determine training programs that have the…

Discusses ethics training in terms of expected outcomes, contribution to the organization, value, effectiveness, and evaluation methods. Addresses what is known about ethics training, the renewed emphasis on ethics, and what works. (JOW)

Discusses ways to keep established teaching assistant (TA) training programs vital using a case study of the Department of Chemistry at the University of California, Davis. Identifies seven key elements in the maturation and subsequent revitalization of the TA training program, including leadership, teaching attitude, financial resources, modest…

Nine reasons that training programs do not succeed (for example, limited training resources, reasons for training unclear, critical nontraining factors ignored, management support is lacking, role of supervisor not recognized, little preparation or followup) and five training success factors (value, focus, power, mass, duration) are presented. (CT)