Consists of two articles that (1) suggest use of the Delphi method for eliciting the recommendations of experts on the content of a meaningful and timely course of study for education and training programs and (2) discuss the importance of linking training evaluation to the processes of design and implementation. (JOW)

Offers a step-by-step guide to course design and development. Includes information on design basics, underlying objectives, course description, evaluation, standards, recordkeeping, and administration. (JOW)

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)

Workshop and conference improvement becomes a function of planning, linking, evaluating and following up on all aspects of the workshop experience. (ABM)

Describes how Hughes Aircraft trainers followed four steps in meeting the challenges of a flexible manufacturing environment: needs assessment, design strategy, pilot evaluation, and follow-through. Within this environment, 50 self-paced training products were developed for one of the company's wire and back plane harness assembly departments. (CT)

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…

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)

Presents a case study describing a program design model and implementation of a conference to facilitate the personal and professional growth of training and development professionals who have been working in the field for at least five years. (EM)

Describes a training program designed to utilize talent and increase group communication. (RK)

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)

Describes a training program designed to increase assertiveness and interpersonal skills. Program contains three major components: work situation problem solving; continuing in-house training, and evaluation. Methods include videotaping, group discussion, and role-playing. Discusses facilitator's role. Reports pilot test results concerning…

After offering some possible explanations for the existing inadequacies in evaluating organizational training programs, the authors discuss several evaluation issues, particularly internal validity. Methods for overcoming evaluation inadequacies and the implications for better controlled evaluation designs are also covered. (EM)

Examines both the explicit and implicit assumptions behind the Kirkpatrick evaluation model. Attempts to demonstrate conceptually the danger of simplistic evaluation approaches and argues for rigorous evaluation designs. (CSS)

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)

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)