Key elements to ensure the effectiveness of training include (1) systematic development of instructional materials; (2) a means of preparing trainers; (3) techniques to transfer training to job performance; (4) materials to support administration and management of trainees; and (5) systematic measurement of program effectiveness. (SK)

The article identifies a few of the reasons why some training activities flourish while others diminish in importance. (Author)

Evaluates the effects of various maintenance-of-behavior activities as experienced by supervisors of an industrial organization. Includes lists of activities, conclusions, and recommendations. (Author/JOW)

The project training design presented is an integrated approach to management development aimed at optimizing the transfer of training back to the work situation. This design combines some of the effective elements of classroom learning and job-based learning systems. (KP)

According to the author, effective management training programs bridge the gap between what is taught in the classroom and what is applied on the job. Five design criteria for transfer of training are described: Managerial philosophy, feedback from others, the why as well as the how of management, problem solving, and time for reflection on the…

Presents the Relapse Prevention model, which provides the structure in which managers can analyze potential lapses in their own skill retention. Discusses training goals, self-management, specific strategies, choosing a skill to retain, imagery and prediction, and holistic training. (CT)

Author describes 6 behavioral modes which constitute a transferable behavioral perspective from T Group Experiences. (Editor/MB)

Discusses seven strategies that program developers and trainers can use to produce more rapid acquisition, retention, and transfer of work skills, including: discover basic skills and concepts; analyze, define, and field test; produce and verify mastery; teach basic skills and general principles; teach trainees both correct and incorrect examples;…

Discusses six major errors in management development programs. These failures include (1) not tying development programs to strategic considerations, (2) not properly qualifying participants, (3) not using proper training methods, (4) not differentiating group and individual development, (5) not providing posttraining support, and (6) not…

Galagan describes the Leadership Experiential Adventure Program that can be used to facilitate leadership and teamwork for managers. Gall discusses transferring what is learned to the workplace and gives a list of companies providing experiential learning for corporate clients. (JOW)

The significance of unlearning for six different learning situations is outlined, and positive, negative, and neutral strategies for overcoming resistance, based on force-field analysis, are given. (SK)

Suggests methods for getting line managers involved in the administration of training. Suggestions include defining why line managers should get involved, encouraging their participation as instructors, making courses relevant to jobs, and providing reinforcement. (CT)

Knowledge can be taught effectively in the classroom, but skills can best be learned by on-the-job coaching. Coaching is a cost-effective way to reinforce new behaviors and skills until the skill feels more natural and begins to result in better performance. (SK)

Describes six practical ways of answering critical questions about the effectiveness of training. These evaluation methods are: (1) delayed treatment, (2) modified critical incident, (3) followup, (4) performance analysis, (5) time-series evaluation, and (6) cost-benefit analysis. (JOW)

Studies indicate that employees experience increased equity, respect, and job satisfaction when able to assume more responsibility for work processes. The new work structures resulting from organizational change often necessitate new employee attitudes, knowledge, and skills as well as new management techniques. Integrated training programs are…