The article discusses ten hard technologies which have been developed for training and development success. (BP)

Discusses an effective way to develop a training program in a few days or weeks without shortchanging the company or the participants. (JOW)

Discusses the relationship between training effectiveness and one's reputation for being/for doing. Lists values important in achieving a long-term reputation for effectiveness and actions that will help build a reputation of which one can be proud. (JOW)

Traditionally, spontaneous role playing seeks to give individuals greater insight into their own behavior and ego status as well as the behavior of others; while the structured approach (which uses written cases) concentrates more on developing specific problem solving and communications skills. (Authors/LY)

Results of a questionnaire sent to 360 companies and universities showed all but one favorable toward management games and indicated continuing, successful use of games. (EB)

Describes facilitative training which recognizes that unidirectional imparting of knowledge is a limited view of training, and that involvement, accountability, and feedback are essential elements for effective learning. (Author/JOW)

Discusses the importance of avoiding training programs that look great on paper but do not work well in actual practice. Advocates focusing on the people and not the program or training technology. (JOW)

Discusses research that looked at the actions, policies, and responses of organizations concerning training issues and substance abuse. Found that without training, an organization cannot successfully wage the war against alcohol and drug abuse at work. (JOW)

Discusses the training needs of small businesses in light of their high failure rate (50 percent). Includes characteristics of successful small businesses, potential training needs, training methods, and topics for seminars. (JOW)

For a workshop to be successful, it must have characteristics such as organization, acceptable pace, well-defined objectives, and adequate facilities. Trainers court disaster if these are not present. Includes symptoms of dysfunctional behavior by participants, causes of this behavior, and strategies to deal with it. (JOW)

Key points in a typical behavior modeling instructional sequence are given. Some problems of behavior modeling are analyzed and solutions are offered. Article is ended with a discussion of some design limitations built into behavior modeling. (JB)

Cognitive modeling works best when teaching overt, observable activities. The basic structure of a good cognitive program includes modeling, case study exercises, social reinforcement, and transfer of training. (JB)

Discusses the Managerial Grid versus Situational Leadership approach to management development. Suggests that they need to be supplemented by new theoretical models, called "Living Systems." (JOW)

Asserts that the self-contained classroom is inherently flawed; lost opportunities for growth of students and teachers are associated with solo-delivered staff development programs. Presents characteristics related to successful team trainers. (JOW)