Over a 5-week period 43 typical trainers in a nationwide corporation were observed to determine uses and abuses of training techniques. The adult educators who were observed were technically expert, but otherwise untrained. Factors that enhance or detract from training effectiveness were identified, specifically as regards organizing and…

A course outline and sample materials for a course in English for garment workshop employees in New York are presented, and theoretical considerations in establishing an English for specific purposes (ESP) course are explored. Attention is directed to the needs analysis process undertaken in the garment industry. Specifically, ESP is used to mean…

Current types of industry-sponsored educational programs, training facilities, and teaching and evaluation methods are described. The history of education and training within the corporate world and the roles of government and unions are traced. Factors that have limited college and industrial cooperation in employee education are also identified.…

Education in U.S. industry and business is discussed, and the history of business-based education is traced to nineteenth century efforts to meet both the demands of productivity and the training of workers. After discussing the size and scope of efforts to train employees, reasons for corporate training are identified. Four dimensions of the…

Predicated on the notion that workers will need to transfer new skills to a variety of situations, this document is intended to teach industrial trainers in Britain how people learn and how to train individuals to become independent learners as well as capable performers of specific job skills. The first section of the book is a mixture of…

Intended as a practical introduction to training for British business people whose jobs involve providing training but who are not full-time trainers, this document discusses the principles of effective instruction and the practical implications of such instruction. The introduction: (1) argues that effective instructors are made, not born; and…

No single system or model of adult education and training describes the actual situation in the countries of Western Europe. Considerable variability exists from nation to nation in regard to scope, characteristics, organization, and financing. The countries, however, share an interest in the deliberate expansion of all phases of adult education.…