Describes a study of 200 employers in which the key questions were: How many people do you train each year? How many person hours of training occur? What subjects are studied? How much money is spent? Results are reported and analyzed. (CT)

Discusses why career planning is changing its focus from content and information to skill building. Examines why this change has been so slow, strong forces supporting career planning activities, major barriers, building required skills, organizational responsibility, and the need to train all participants in a system. (CT)

The time to plan training is in the research and development stage of a new product. Seven major steps are online training, process validation, skills certification, development of manufacturing training instructions, skills verification, transfer training, and offline training and certification. (SK)

The key ingredients in starting a new facility are the development and implementation of a training master plan. Other elements include specifically defined training objectives, trained supervisors to implement programs, and an evaluation process. A follow-up training procedure is necessary to ensure that learning continues. (SK)

The author discusses various aspects of training and development: formal job-related training and development, the behavioral/cognitive split in informal learning on the job, workplace training inside and out, costs and benefits of workplace learning, and forces accounting for growth and decline in the training and development function in…

Knowledge can be taught effectively in the classroom, but skills can best be learned by on-the-job coaching. Coaching is a cost-effective way to reinforce new behaviors and skills until the skill feels more natural and begins to result in better performance. (SK)

Four directors of corporate training answer the question "Should human resource development directors have a training background?" and then each presents a list of recommendations for trainers, involving such areas as internal consulting skills, business experience, sense of timing, the difference between training and teaching, and taking a…

The author argues that the American labor market is in the midst of historic transition that will challenge human resource development professionals. Sweeping demographic changes will soon combine with a "Second Industrial Revolution" in technology and a quantum leap in the level and quality of foreign competition to raise sharply the importance…

Discusses Theory Z, the Japanese philosophy of work and job training. Examines the 13-step matrix of this theory. These steps include: knowing the company's organization and management philosophy; implementing the philosophy; developing interpersonal skills; testing oneself and the system; involving the union; and stabilizing employment. (CT)

Discusses seven strategies that program developers and trainers can use to produce more rapid acquisition, retention, and transfer of work skills, including: discover basic skills and concepts; analyze, define, and field test; produce and verify mastery; teach basic skills and general principles; teach trainees both correct and incorrect examples;…

The article deals with the efforts of nine different countries to overcome the problems of job obsolescence due to automation and the education and training of youth to fit the needs of the times. (EK)

By assessing the competencies needed by a particular firm, an instructional package can be developed which will satisfy the training needs of the organization. Communication, control, and leadership competencies should be identified. Training programs should be designed for specific industries, since not all industries attach equal importance to…