Offers a simple, high-impact exercise that uses individual, paired, and group reflection to enhance and consolidate the learning that is occurring in training sessions. (JOW)

Looks at the nature of resistance and how one trainer deals with problems of resistant trainees. Suggests that the best method is to adapt, step aside, and invite the force of opposition--not to humiliate and destroy, but to regain balance and harmony. (JOW)

Suggests that self-directed learning should be approached with the same systematic rigor as other learning activities and that facilitation requires different skills than classroom instruction or on-the-job training. Includes an interview with Malcolm Knowles, a lesson plan, and facilitator competencies. (JOW)

Suggests that a theatrical approach to training can be very effective and stresses the importance of preparation and adaptation for any training activity. (JOW)

Discusses how training games have changed and become more prevalent. Looks at characteristics of games and suggests how they should and should not be used in training. Describes 26 types of games and the use of icebreakers. (JOW)

Offers a six-step process that can help a training department evolve from a reactive training factory into a proactive internal consulting practice through the use of performance technology principles. (Author/JOW)

Discusses what trainers need to know about energizing groups, adapting to groups, and improvising during instruction. (JOW)

Suggests that the traditional training approach is no longer effective and the profession must focus on changing performance, not just delivering programs. (JOW)

Laus and Champagne offer clues for identifying training room "ghosts" (participants' past experiences, histories, demands, and needs) and describe how to get rid of them. Plutschak and Luke discuss the benefits of team training and suggest five rules to heed when training by the buddy system. (JOW)

Tips for human resource professionals using televised instruction include rehearsing, observing others, being physically and emotionally prepared, trusting the director, dressing in appropriate colors, using variety and graphics, being oneself, and discussing logistics with trainees before beginning to teach. (JOW)

De Valk examines three group dynamics that challenge every trainer: groups that are too large, groups that are reluctant to talk, and groups that talk about everything but the issue at hand. Beary describes nine ways in which trainers can use questions to enhance the learning process. (JOW)

This condensed version of the American Society for Training and Development's annual state of the industry report highlights the practices that distinguish leading-edge firms from average organizations in how and to what degree they train. (JOW)

Provides survey data from 55 large, multinational companies on outsourcing, training expenditures, learning technologies, delivery systems, and performance evaluation. Notes an increase in outsourcing, centralized training, classroom delivery, and use of the Internet. (JOW)

Ways to improve training so that it actually gets applied on the job include screening the work environment to unearth potential barriers, establishing collaborative relationships with other areas (technical support, supervisors, human resources), and turning down training opportunities when follow-up support will not be available. (SK)

Art is a tool for self-expression and communication that moves beyond the limits of language and can be used effectively in facilitating the group process. Guidelines include creating trust, stimulating hope, preempting defensiveness, making it safe, instilling confidence, and giving everyone a chance to participate. (JOW)