Discusses the development, distribution, and licensing of training products and services. Looks at legal ramifications; types of protection such as patents, trademarks, and copyrights; the need for a written agreement; license restrictions; and royalties. (JOW)

Suggests case studies as an appropriate method of presenting training. Defines and describes case studies and offers guidelines for using them in training programs. (JOW)

Training professionals can take advantage of the opportunities that come with the strong, new interest in learning in organizations. But they must be ready to build and to demonstrate their skills as chief training officer candidates. (JOW)

Offers guidelines for determining when and how to recruit subject matter experts (SMEs) and for ensuring that they deliver high quality training. Considers common problems of SMEs, such as giving too much information, conflicts with their job commitments, and stage fright. (JOW)

Describes a program at Pacific Bell that foreshadows a role for training professionals as brokers of learning. Looks at the initiative from three perspectives: (1) the corporate leader who champions it; (2) the training executive who stewards it; and (3) the business-unit heads who implement it. (Author)

McLagan discusses her 1980 article that presented a model for developing job competencies. She looks at the shift in human resource development roles and enumerates those trainers must perform now: strategic advisor, systems designer, organization design consultant, learning program specialist, instructor, performance consultant, and researcher.…

Trainers can use stories to entertain, inspire, and/or instruct. Stories should be structured around the context, the challenge or dilemma, and the climax. Techniques for story telling include dramatizing, describing, shifting roles, pausing, and using gestures. (SK)

Lessons learned by two neophyte trainers in a corporate quality improvement program include (1) the importance of team training; (2) training across levels, mixing different departments and responsibilities; and (3) concreteness and small group instruction. (SK)

Presents a disabled trainer's story of the effectiveness of trainers with disabilities in the workplace and their problems with being accepted. (JOW)

Offers advice from the upper echelon of females in the training profession: (1) learn the business; (2) get line experience; (3) stop thinking like a trainer; (4) educate executives; (5) partner with the powerful; (6) exceed expectations; (7) develop coping strategies; (8) be realistic; (9) align values; and (10) organize. (JOW)

Zenker offers 10 tips for keeping TV-era audiences interested in presentations. Chapman gives advice for trainers on coaching outside speakers for effective training presentations. (SK)

Offers specific strategies and ideas on how human resource professionals can collaborate effectively with line management. Includes examples of how it was done at several companies. (JOW)

Provides step-by-step guidelines for designing a form to evaluate participants' reactions to an instructor's preparation and delivery. Includes a sample instructor audit. (JOW)

The barrier to a company's performance may be a conflict of organizational values and culture with those of the training profession. Elements of this value system that create the invisible wall are egalitarianism, people focus, "guerilla" training tactics, and emphasis on human interaction. (JOW)

Includes "The Internet: Where Few Trainers Have Gone Before" (Rubin); "The Attractions of the Internet" (Sorohan); and "Trainers' Network on the Net," a discussion of the Training and Development listserv (TRDEV-L) with its founder, David Passmore. (SK)