Recommends that trainers expand their skills activities and working relationships with other specialists (data processing, marketing, finance, etc.) to influence the rate of productivity. (CT)

Summarizes major concepts and approaches of the Evaluation Training Consortium project, showing how they relate to evaluation in the human resources development context. (CT)

Provides a checklist for program planning. Includes the following considerations: the place, the room, the people, outside speakers and guests, the program, equipment, and arrangements. (CSS)

The potential advantages, necessary conditions, and potential pitfalls in using middle-level managers as trainers in management development training programs for first-line supervisors are discussed. (EM)

The author presents a developmental model designed to help productivity improvement and professional development become an integral part of the natural everyday work experience. Examples and a summarized model are included. (CT)

The first of a two-part series of articles on how we can improve the quality of workshops is concerned with the functions of the design committee in the planning stages. Workshop objectives, participants, and design are discussed in detail. (BP)

The role of the organization development (OD) practitioner is evaluated based on their activities in the area of management. Changes in the OD role are suggested: (1) a more results-oriented approach, (2) "I'm OK--You're OK" methods, (3) program start-up improvements, and (4) improved followup planning. (EC)

To ensure significant improvement in individual and organizational managerial effectiveness, the design and implementation of soft-skill management development programs need to address the six factors leading to change resistance and the five critical elements that contribute to success. These factors and elements are discussed in detail. (CT)

In supporting training and development, corporate management at General Motors is developing centralized training standards and policies, developing local training functions in divisions, utilizing operating or line people as instructors, and using external education and training resources such as high schools and community colleges. (Author/JB)

Suggests that successful evaluation projects for training programs focus on management decisions. Provides a checklist of concerns that deal with the effectiveness, efficiency, and relevance of the program. Discusses the selection of the data level and decision-making criteria. (CSS)

Reports results of a University of Connecticut study in which business administration graduate students in a manpower management course ranked six major functions of a competent personnel department according to perceived importance. A description of the course is included. (TA)

A professor of management looks at university management development programs and finds that, despite increasing enrollments in management seminars, both the organizations purchasing the educational services and the universities selling them are often dissatisfied. He offers suggestions for improving management development programs. (MF)

The author offers advice on what organizations can do to enhance the mentoring process. She discusses finding a relevant focus, collecting data about the factors that promote and inhibit developmental relationships, implementing change, evaluating and monitoring impact, and taking the time to involve organizational members in a collaborative…

The article presents 10 basic principles of adult education aimed at creating more effective management training programs. Clear and complete course and behavior objectives are also cited as necessary ingredients. (MW)

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)