Discusses the 45 billion dollars that is spent on training by organizations with 100 or more employees. Addresses who will receive the training, what will be taught, and who will design and deliver the training. (JOW)

Although the Internet and multimedia will shape the future of training, there are times when in-person training is essential. Considerations for deciding what kind of training to provide include need for feedback, timing, cost, and trainee location. (JOW)

Training can be measured at four levels: trainee reactions, acquisition of intended skill or knowledge, use of new skill or knowledge on the job, and impact on the organization. Evaluation of training is meaningful only if it is conducted within the context of a performance improvement system. (SK)

Discusses the differences between corporate universities and training departments and suggests that marketing is a big part of it. Defines knowledge management as the effort to capture an organization's collective experience and wisdom and to make it useful to everyone. (JOW)

A survey of 1,649 companies (14 percent response) found that few organizations responded to the current economic slump by massive cuts in their training function. Although training was not the last thing cut, it certainly was not the first. (JOW)

Discusses the thin line between legitimate job-related training and an unwarranted intrusion into employees' personal selves. Covers ethical, pragmatic, and legal considerations. (JOW)

A survey of training departments (n=560) investigated whether training is done in-house or is outsourced. Findings determined that companies are increasing their training staffs, the percentage of courses taught has not changed in three years, and evidence of outsourcing is not conclusive. (JOW)

Due to the accelerating pace of change and the competitive demands of a global economy, lifelong learning has become a new imperative for individual and corporate survival. The question is whether trainers can translate the concept of lifelong learning into activities that help people cope more effectively to real changes that matter to them. (JOW)

Six experts discuss four major criticisms of the instructional systems design model: (1) it is too slow and clumsy to meet today's training challenges, (2) it has no substance; (3) used as directed, it produces bad solutions, and (4) it clings to the wrong world view. (JOW)

Organizational change should be approached first by identifying organizational goals, what people should produce to meet them, what kind of people are needed, and how performance can be elicited. The role of performance technology is to assist people in accomplishing the tasks necessary to achieve the goals. (SK)

As the focus shifts to learning in the workplace, emphasis is being placed on "infonuggets," chunking, or granularization: delivery of bits of training and information as needed on the job. Some delivery methods include electronic performance support systems, the Internet, and computer simulation. (SK)

Some workplace diversity programs have sown hostility as diversity training has become a full-fledged industry in the United States. The best approach may be to recognize commonalities and to be willing to capitalize on differences. (JOW)

Redesigning jobs, training, and retraining may be the most important economic challenge facing this country for the next decade. Training must support jobs that are really changing and retraining has to prepare people for jobs that really exist. (Author/JOW)